PA00N3B4

English For Ethiopia
Teacher Guide
Grade 4 Book 2
International Consultant:
Mary W. Spor, PhD
National Consultants:
Fekadu Mulugeta, PhD
Jemal Mohammed, PhD
Authors:
Adhanom Meles
Ayana Alemayehu
Hamid Mustefa
Mebea Fetene, Asst. Prof.
Mulu Meressa
Editor:
Fisseha Motuma
Federal Democratic Republic of Ethiopia

Ministry of Education
Acknowledgment
The book was produced with financial and technical support of the American People through the
United States Agency for International Development (USAID) in collaboration with the Ministry
of Education, Regional States Education Bureaus and READ TA Project. The printing expense is
covered by the General Education Quality Improvement Program (GEQIP II).
The Ministry of Education wishes to thank the American people and individuals and groups who were
directly or indirectly involved in writing, reviewing and publishing this teacher’s guide.
Copyright 2017 © FDRE, MoE
ISBN: 978-99944-2-663-8
Foreword
Education and development are closely related endeavours. This is the main reason why it is said
that education is the key instrument in Ethiopia’s development. The fast and globalised world we
now live in requires new knowledge, skills, attitudes and values on the part of each individual. It is
with this objective that the curriculum, which is a reflection of a country’s education system, must be
responsive to changing conditions.
It is more than fifteen years since Ethiopia launched and implemented the Education and Training
Policy. Since then our country has made remarkable progress in terms of access, equity and relevance.
Vigorous efforts also have been made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a framework for Curriculum
Development. The framework covers all pre-primary, primary, general secondary and preparatory
subjects and grades. It aims to reinforce the basic tenets and principles outlined in the Education and
Training Policy, and provides guidance on the preparation of all subsequent curriculum materials –
including this teacher guide and the student textbook that comes with it, to be based on active learning
methods and a competency – based approach.
Publication of a new framework and revised textbooks and teacher guides are not the sole solution to
improving the quality of education in any country. Continued improvement calls for the efforts of all
stakeholders. The teacher’s role must become more flexible ranging from lecturer to motivator, guide
and facilitator. To assist this, teachers have been given, and will continue to receive, training on the
strategies suggested in the framework and in this teacher guide.
Teachers are urged to read this guide carefully and to support their students by putting into action the
suggested strategies and activities. The guide includes possible answers for most of the exercises in
the student textbook and alternative ways of addressing some of the language items.
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Introduction
1. Organisation
The newly revised Grade Four English textbook and teacher’s guide are organised around seven
sections, Listening, Speaking, Word Study, Reading Comprehension, Vocabulary, Reading Fluency,
Grammar and Writing. The listening section is further divided in to three subsections. Pre-listening
which is intended to activate the students’ prior knowledge; While-listening involves verification of
predictions and understanding; Post-listening provides students with opportunities to reflect on the
information and relate it to their personal experiences. Similarly, the reading comprehension section
has three sub sections: Pre-reading, While-reading and Post-reading.
The Speaking section presents a variety of activities that help students to practise speaking in English.
The Word Study section deals mainly with consonant digraphs, blends and word formation.
The Vocabulary section presents activities on thematic words and sight words to help students increase
their vocabulary.
The Reading Fluency section deals with reading with proper rate, accuracy and expression. The
reading texts from the Reading Comprehension section are used to practise reading fluency.
The Grammar section presents activities in context for the students to practise using appropriate
expressions and structures in an implicit manner. It is followed by a Grammar Spot section that
highlights and reinforces the grammar being taught.
The Writing section provides activities which gradually take students from phrase and sentence
writing to paragraph writing.
2. Methodology
As a teacher it is advisable for you to model how to do activities through meaningful examples.
Encourage students to practise because application of learning helps to build comprehension of
concepts taught. Transfer the responsibility to students by letting them work on their own to apply
what you have taught them (I do, We do, You do).
3. Assessment and Support

It is important to use continuous assessment techniques to assess students’ learning. Continuous
assessment provides information that is important for lesson planning. It provides knowledge of
whether additional support or reteaching may be needed for concepts to be mastered. Below are some
informal and formal continuous assessment techniques with which the students are familiar from
mother tongue instruction.
• Observation: A teacher circulates through the room and writes notes during a lesson to assess
learning as students work in groups. pairs or individually.
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• Exit Cards: Small paper cards that students hand to the teacher or place near the door as they
leave the classroom. Students write their names and respond to a question or summarise their
understanding.
• Rising Words: Students write answer(s) on a small slate and place it in front of them for the
teacher to see how they respond individually.
• Turn and Talk: Students turn and share their predictions, responses and reactions with one or
two students. The teacher moves around the class to monitor progress.
• Informal Monitoring: The teacher moves around the room to assess which children need
support.
• Graphic Organisers: Students organise information, make connections and note relationships
through the use of various graphic organisers.
• Presentation: Students have an opportunity to demonstrate their developing understanding to
the teachers and/or to the class.
• Summaries and Reflections: Students stop and reflect, make sense of what they have heard or
read, and derive personal meaning from their learning experience.
• Formal Continuous Assessment: Classwork, homework, quizzes, tests and examination
• Support: The primary purpose of continuous assessment is to gather information about students
learning so as to make interventions for students who need immediate support or acceleration.
It is always advisable for you to keep this in mind while assessing learners.
• Enrichment: Some students may perform beyond the expected level of performance. Once
identified, some additional challenging tasks should be provided.
4. Issues of Diversity
The classroom is very diverse. Therefore, students may have varying learning needs. Some students
are visual learners. Others are auditory learners, and still some are kinesthetic/tactile learners. There
are also students with multiple intelligences (linguistic, mathematical, logical, musical, spatial and
others). Some students may have mental or physical disabilities.
As a teacher, you need to consider these diverse situations in you classroom. For example, for
students with visual impairment, visual prompts are not suitable. Apart from getting support from a
braille expert, it is recommended to convert the activities into the ones that meet student abilities. For
instance pictures could be described orally. An able partner could read text aloud when students work
in groups or pairs. Similarly for students with a hearing impairment, in addition to the support you
may get from a sign language expert, audio prompts could be changed to visual prompts. For students
who perform beyond the expected level, refer to the suggestions given in the assessment section.
Regarding issues related to gender, avoid assigning roles that are traditionally believed to be the role
of only one sex (stereotyping).
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Table of Contents
Unit 6 Time 1
Telling Time 1
What Do You Do Every Day? 5
When Do You Study English? 9
Unit 7 Food 14
I Like Vegetables 14
She Drinks Milk 18
Baking Bread 21
Unit 8 Job 25
My Aunt’s Job 25
She Works in a Clinic 29
My Uncle Goes to Work on Foot 32
Unit 9 Animals 36
Listen! A Lion is Roaring 36
A Zebra Eats Grass 40
A Bird Flies High 44
Unit 9 The Past 48

When were you Born 48
What Did You Do Yesterday? 52
Why Did the Mouse Help the Lion? 55
Syllabus 60
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English I Grade 4 I Teacher Guide
UNIT 6 Time
Unit Objectives
By the end of this unit students will be able to:
• listen to a text and answer questions;
• ask for and tell time using appropriate expressions;
• read a text and answer questions;
• sing a song with proper rate, accuracy and expressions;
• identify words with consonant digraphs;
• match time expressions to pictures and descriptions; and
• write a paragraph about their favourite days.
Telling Time
While-listening (10 minutes)

Week 16 Day 1
Tell students you will read a text titled “What is
Time?” Ask them to think about the length of an
Daily Contents
hour, a minute and a second.
• Listening
• Speaking
What Is Time?
1. Listening (20 minutes) Time isn’t something we can see or touch.
Time is used to describe events or changes
Pre-listening (5 minutes) that happen in the past, present and future.
For example, time passes from the moment
Organise the class into small groups. Ask
a person is born. A baby becomes a child,
students to match the digital times with the time
a teenager and then an adult. These events
expressions on the right.
happen as time passes from the past to the
Answers: present and then to the future. Time can be
described in terms of past, present and future.
1. E 3. B 5. C
2. A 4. D
1
2. Speaking (20 minutes)

Time in the past happens before today.
Ask students to study the faces of watches then
Something that happened yesterday, or
work in pairs to ask for and tell time. Review
before today, happened in the past. Time in
the examples in the student book with students.
the present happens today. Something that
happens right now is happening in present Assessment: Listening and Speaking:
time. Time in the future happens after the Students will ask for and tell time using
present time. It occurs later or after today. appropriate expressions.
The time of a day is divided into two parts. Assessment Technique: Turn and Talk
The time after the sun rises is called daytime.
The time after the sun sets is called nighttime.
One day has 24 hours. One hour has 60 Week 16 Day 2
minutes. One minute has 60 seconds. Hours,
minutes and seconds are the same amount of Daily Contents
time everywhere in the world. A clock keeps • Word Study
track of hours, minutes and seconds.
• Reading
• Vocabulary
Ask students to listen to the text again. Have
them answer the questions in their exercise
book. Tell them compare answers with a partner. 3. Word Study (5 minutes)
Ask students to listen as you read aloud the
Answers:
words listed in the student book. Ask them to
1. when he/she is born identify the silent consonant letters.
2. past, present and future Ask students to identify the word with silent
3. daytime and night time consonant letters. Tell them to underline the
silent consonant letters.
4. night time
5. An hour is made up of sixty minutes. Answers:
1. light
Post-listening (5 minutes) 2. bright
Tell students to answer questions. Then organise 3. night
the class into groups. Ask them to discuss their
answers to the questions in the student book. 4. Reading (25 minutes)
Move around the room to assess and monitor
discussions. Provide assistance when needed. Pre-reading (5 minutes)
Organise the class into groups. Ask students
to solve the riddle in the student book. Move
around the room and provide support as needed.
2
Answers: Answers:
clock or watch 1. B,C,D 3. A, D
2. A 4. B, C
While-reading (15 minutes)
Ask students to match the time phrases with
Ask students to read the dialogue titled “Tell
their correct descriptions.
me the difference.” As they read, ask them to
think about how the hour, minute and second Answers:
hands move. 1. C 4. B
Ask students to read the dialogue again to 2. F 5. D
answer the questions in the student book. Tell
3. A 6. E
them to write the answers in their exercise book.
Answers: Assessment: Vocabulary: Students will match

1. on the wall time with the correct descriptions
2. to give power Assessment Technique: Classwork
3. hour hand, minute hand and second hand
4. second hand Week 16 Day 3
5. The hour hand
6. The second hand Daily Contents
• Reading Fluency
Post-reading (5 minutes)
• Grammar
Organise the class into small groups. Have
them discuss how people tell time without 6. Reading Fluency (15 minutes)
using a clock or watch. Move around the
Sing the song aloud with fluency (accuracy,
room to monitor discussions and assist.
proper rate and expression). Ask the students to
listen as you sing the song.
5. Vocabulary (10 minutes)
Ask the students to sing the song with you.
Ask students to match phrases to the correct
pictures in the student book. Ask them to write 7. Grammar (25 minutes).
the numbers 1-4 in their exercise book and write
Ask students to write on, in, or at in the blank
the letters of the picture next to the matching
spaces to complete the text. Tell students that
numbers. Remind the students that a phrase can
the three words are time words as well as words
have more than one picture match.
that describe location. Explain the meaning of
the word unique to the students. Have students
compare their answers with the whole class.
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asking for and telling the digital times using the

Answers:
expressions given.
1. on 5. on
Allow students to work in pairs to complete the
2. on 6. at gap activity. Assign students as A and B. Tell all
3. in 7. at A Students to read only text A and all B Students
4. on 8. at to read only text B. Tell them to ask each other
questions to complete the missing information.
Assessment: Grammar: Students will write Answers For Text A:

meaningful sentences using the prepositions
1. She gets up at 6:00 a.m.
of time on, in, at.
Assessment Technique: Classwork 2. She eats breakfast at 7:15 a.m.
3. She leaves her house 7: 35 a.m.
Week 16 Day 4 4. She reaches school at 7:50 a.m.

5. She reaches home at 12:40 p.m.
Daily Contents 6. She eats her lunch at 1:00 p.m.
• Vocabulary 7. She goes to bed at 11:00 p.m.
• Speaking
Answers For Text B:
8. Vocabulary (15 minutes) 1. Tadesse gets up at 6:30 a.m.
Ask students to get with a partner. One partner 2. He eats breakfast at 7:00 a.m.
will copy the Word Search into their exercise 3. He leaves at 7:20 a.m.
book. Tell partners to find and shade the words
4. He arrives school at 7:55 a.m.
from the Word Bank in the Word Search.
Provide examples for the ways in which words 5. He comes home at 2:30 p.m.
are hidden. They are vertically, horizontally 6. He eats his lunch at 3:00 p.m.
and diagonally written. Tell students one word 7. He sleeps at 10:00 p.m.
is already found for them. Pairs will compare
their answers with other pairs.
Assessment: Listening and Speaking:
9. Speaking (25 minutes) Students will ask for and tell time using
appropriate expressions.
Prepare a model clock with a carton. Make sure
your clock has an hour hand and a minute hand. Assessment Technique: Turn and Talk
Review the information in the picture. Hold the
model up and set the times given in the student
book. Then ask students to look at the digital
times. Tell them to work in pairs and take turns
4
Week 16 Day 5 Week 17 Day 1

Daily Contents Daily Contents
• Reading Fluency • Listening
• Writing • Speaking
10. Reading Fluency (10 minutes) What Do You Do Every

Ask students to fluently sing the song “Time” Day?
with you.
Organise the class into groups of three. Ask 1. Listening (20 minutes)
them to take turns fluently singing the song.
Pre-listening (5 minutes)
11. Writing (30 minutes)
Organise the class into pairs. Ask students to
Review the difference between a.m. and p.m. take turns talking about two things that they do
Explain that a.m. is from 12:00 midnight until every day.
11:59 in the morning while p.m. is from 12:00
noon until 11:59 in the evening. Ask students While-listening (10 minutes)
to copy the topic sentence into their exercise
book. Tell them to choose their favourite day My Day
of the week to finish the sentence. Have them
write at least four supporting sentences giving My name is Hamid. I want to tell you about
reasons why it is their favourite day of the week. my daily routine. I usually get up at six thirty
Remind them to follow the example as a guide. in the morning. I make my bed first because
I like my room to look nice. Then, I do some
Assessment: Writing: Students will write exercises at six forty-five. After exercises,
a paragraph about their favourite day of the I go to the bathroom where I wash my face
week. and brush my teeth. I also take a shower.
Assessment Technique: Classwork Then, I make bread and tea for breakfast
After breakfast, I put all of my school books
into my bag and get dressed. At seven ten, I
leave home and walk to school. I don’t like
being late for my classes, so I leave early. We
usually have six lessons at school. At twelve
fifteen, I usually go home for lunch.
5
Ask students to copy the table into their exercise

book. Ask them to pay attention to the events Week 17 Day 2
and times as they listen to you read aloud a
story titled “My Day.” As you read the story Daily Contents
again, ask them to complete the table. Review • Word Study
the completed table with the class.
• Reading
Answers:
• Vocabulary
Activity Time
gets up 6:30 a.m. 3. Word Study (5 minutes)
exercises 6:45 a.m.
Read the words aloud and ask students to
walks to school 7:10 a.m. identify the silent consonant letters at the end
goes home for lunch 11:45 a.m. of each word. Draw the students’ attention to
the final letter b. Tell them that it is silent.
Post-listening (5 minutes) Ask students to copy the words from their
student book into their exercise book. Ask
Organise the class into groups. Have them take
students to work in pairs and take turns reading
turns talking about their favourite daily activity.
the words aloud. Tell students to underline the
2. Speaking (20 minutes) words with silent consonant letters.
Ask students to work in pairs. Tell them to take Answers:

turns reading aloud the dialogues in the student
1. climb
book. Ask them to prepare similar dialogues
2. comb
using different classroom objects and then take
turns acting out the new dialogues. Review the 3. dumb
examples as a model.
Organise the students into pairs. Ask them to
4. Reading (25 minutes)
study the classroom expressions. Tell them to
Pre-reading (5 minutes)
take turns acting as student and teacher. Ask
students to add to the dialogue in the example Ask students to work in pairs and take turns
using the expressions provided. Move around talking about one of their family member’s
the class and support students. daily schedule.
Assessment: Listening and Speaking: While-reading (15 minutes)

Students will ask and give permission.
Ask students to read the text titled “Rahima and
Assessment Technique: Turn and Talk Ujulu” silently in their student book. Tell them
to compare the daily schedules of their family
members with those of Rahima and Ujulu.
6
Ask students to copy the table into their exercise Post-reading (5 minutes)
book. Have them complete Rahima’s schedule
Organise the class into groups and ask them
with you. Ask them to complete Ujulu’s
to discuss the questions in their student book.
activities with a partner. Review the completed
Remind the class that boys can do what girls
schedule.
do, and girls can also do what boys do because
Answers: many have or can develop similar skills.
Rahima Ujulu
Time Activity Time Activity
Ask students to choose words from the Word
6:00 wakes up 6:15 wakes up
Bank to fill in the gaps.
a.m a.m.
6:45 washes 6:30 brushes Answers:
a.m. face a.m. teeth,
1. midnight 6. noon
and has washes
Morning
breakfast hands and 2. watch 7. comb

face 3. hand 8. break
6:45 eats
4. before 9. begins
a.m. breakfast
7:30 takes bus 7:15 walks to 5. wake up 10. after
a.m. to school a.m. school
12:30 gets back 12:30 gets back Assessment: Vocabulary: Students will
p.m. home p.m. home complete sentences by filling in the gaps with
1:00 eats 5:00 does the correct words.
p.m. lunch p.m. homework
Assessment Technique: Exit Cards
Afternoon
3:30 fetches
p.m. water
4:30 feeds Week 17 Day 3
p.m. chickens
5:00 studies Daily Contents
p.m. • Reading Fluency
6:30 cooks 7:00 cooks
• Grammar
p.m. dinner p.m. dinner
7:30 eats 8:00 eats dinner
6. Reading Fluency (15 minutes)
Evening
p.m. dinner p.m.

8:00 watches 8:30 washes
Read the time expressions in the student book
p.m. TV p.m. dishes
9:30 goes to 10:00 goes to aloud with proper rate, accuracy and expression
bed p.m. bed as students listen carefully.
p.m.
Organise the students into groups and ask them
take turns reading aloud the time expressions
fluently (accurately with proper rate and
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expression). Model how they should give each using each word. Model this using the example
other feedback. in the student book. Tell them to share their
sentences with the class.
7. Grammar (25 minutes)
Ask students to write seven sentences using the
substitution table in the student book. Remind Ask students to write six questions using each
them to add –s or –es when necessary. Review of the adverbs of frequency in the Word Bank.
the rules for adding plural endings to words. Ask them to work in pairs. They will ask and
Students will add a.m. or p.m. to the times answer the questions they have written. Ask
appropriately.
them to take notice of what their partner has
Ask students to read about the daily activities done differently.
of Mimi and Negga. Ask students to copy the
Tells students to get in a group and ask each
sentences from their student book into their
other questions using words from the word
exercise book. Ask them to use the words in the
bank. Ask students to report to the class what
Word Bank to complete each sentence. Review
the meanings of the words in the Word Bank. the students do and how often. Use the example
Ask them to compare their work with a partner. as a model.
Review the correct answers with the class.
Answers: Students talk about their daily routines using
1. always 5. always the correct adverbs of frequency.
2. sometimes 6. sometimes Assessment Technique: Turn and Talk

3. usually 7. never
4. often 8. rarely Week 17 Day 5
Assessment: Grammar: Students will write Daily Contents
sentences using verbs in their correct forms. • Reading Fluency
Assessment Technique: Classwork • Writing
Week 17 Day 4 10. Reading Fluency (10 minutes)

Ask students to read Rahima’s part from the
Daily Contents
text titled “Rahima and Ujulu” aloud with
• Vocabulary
you. Then ask students to listen as you reread
• Speaking Rahima’s part aloud.
Put the students in pairs. Have them take turns
8. Vocabulary (15 minutes) reading Ujulu’s part from the text titled “Rahima
and Ujulu.” Move around the class to assess
Ask students to study the words in the Word
fluency and provide assistance as needed.
Bank. Ask them write sentences of their own
8
11. Writing (30 minutes) While-listening (10 minutes)

Ask students to copy the chart from their
student book into their exercise book. Ask them Time is Valuable
to complete the column about themselves using Sinzaro is a very lazy boy. He always
adverbs of frequency. Ask them, in their exercise postpones things that he can do today for
book, to write sentences about themselves using another day. One day, his father decides to
the information from the chart. The sentences teach him the value of time. He meets his son
will describe what they always, sometimes, and tells him that he should always do things
often, usually, rarely and never do. Ask some on time. Sinzaro promises his father that he
students to share their sentences with the class. will never postpone things again. His father
promises to buy Sinzaro a prize if Sinzaro
Assessment: Writing: Students will write
keeps his word.
sentences about what they always, sometimes,
often, usually, rarely and never do. One day, Sinzaro’s family learns that Sinzaro
has won the first prize in a singing competition.
Assessment Technique: Homework
The director of the school calls Sinzaro’s home
and asks him to come to the school to collect
Week 18 Day 1 his prize. The boy isn’t interested in walking
to the school and waits until the next day to
Daily Contents collect the prize. Because Sinzaro waited, the
• Listening prize is useless. It is a ticket to a circus show
that was held the previous day. Sinzaro is sad
• Speaking
as he walks home. When Sinzaro arrives at
home with the useless ticket, his father tells
When Do You Study Sinzaro that he will not buy Sinzaro a bicycle.
English? Sinzaro becomes very very sad. Missing the
circus show and not getting a bicycle taught
1. Listening (20 minutes) Sinzaro an important lesson.
Pre-listening (5 minutes) Read the text titled “Time is Valuable” aloud.

Ask students to listen as you read it aloud. Have
Ask students in their exercise book to list
them write down two things that Sinzaro could
activities that they usually do in a single day
have had or done.
Ask students to listen to the text again as you
read it aloud. Ask students to write in their
exercise book the answers to the questions
about the story, “Time is Valuable.” Review the
answers.
9
Answers:
Week 18 Day 2
1. He postpones doing things.
2. He want to teach him the value of time. Daily Contents
3. He promises to do things on time. • Word Study
4. His father promises him a bicycle. • Reading
5. He could have gone to the circus show • Vocabulary
and owned a bicycle.
6. Sinzaro postponed going to the school to 3. Word Study (5 minutes)
pick up his prize.
Discuss the meanings and use of re– or –ful at
Post-listening (5 minutes) the beginning or end of a word. Make sure that
they know the meaning of the words and how to
Organise the class into a groups. Ask them to use the words in sentences. Ask students to copy
discuss the their answers to the questions in the words from their student book into their
their student book. Walk the room to assess exercise book. Students will create new words
learning and monitor discussions. using re– and/or –ful. Then students will use
the words in sentences with a partner. Discuss
the answers with the class. Use the examples in
Ask students to look at Aster’s study programme the teacher’s guide as a model.
in their student book. Then have them get with
a partner and take turns asking and answering Answers:
questions about her programme. Use the 1. rewrite 4. reread
example as a model. 2. successful 5. restart
Assessment: Listening and Speaking: 3. useful, reuse
Students will ask and answer questions about
a study programme. 4. Reading (25 minutes)
Assessment Technique: Turn and Talk
Organise the class into groups. Tell them to
discuss the questions in the student book. Walk
around the room and monitor their discussions.
10

Assessment: Word Study: Students will add
Ask students to read the passage titled “Use re- or –ful to words.
Your Time Wisely” silently. While-reading ask Assessment Technique: Exit Cards
them to think about how a successful student
studies his/her lessons.
Ask students to read the text silently and then
Week 18 Day 3
write the answers to the questions from their
student book. Review the answers. Daily Contents
• Reading Fluency
Answers:
• Grammar
1. There are many things to do.
2. They must pay attention to their studies if 6. Reading Fluency (15 minutes)
they want to be successful.
Ask students to listen as you read aloud “Use
3. They should start revising their notes
Your Time Wisely.” Read the text with fluency
from the beginning of school day.
(proper rate, accuracy and expression).
4. I will not become successful, gain good
Ask students to fluently read the text titled “Use
knowledge and get high marks.
Time Wisely” aloud with you.
Post-reading (5 minutes) 7. Grammar (25 minutes)

Organise the class into groups. Ask students to Ask students to write questions using the words
take turns talking about their study habits. They in the table in their student book. Students will
will compare their study habits with their group need to match the question to the answer before
members. Walk around the room and monitor writing the question to be certain they use the
discussions. Select one or more students to correct pronoun (she or you) in the question.
share their study habits with the whole class. Ask them to chose and write the answers to
the questions they wrote. They will write the
5. Vocabulary (10 minutes) questions and answers in their exercise book.
Model this. Walk around the room to assess and
provide assistance with questions and answers.
Bank to complete a text. They will write the
answers in their exercise book. Possible Answers:
Answers: When do you study English? I study English

1. study 4. start in my free time.
2. plan 5. evening
3. revising
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Answers:
Week 18 Day 4
1. d 4. b
2. c 5. e Daily Contents
3. f 6. a • Vocabulary
Ask students to copy the sentences into their • Speaking

exercise book. Have them complete each
sentence with the correct form of do. Tell them 8. Vocabulary (15 minutes)
to compare their answers with the whole class.
Ask students to write sentences with each word.
Answers: They will write the sentences in their book.
1. does 4. do not/don’t Review the example. Ask them compare their
answers with their partner. Ask some students
2. do 5. does
to share their answers with the class.
3. does not/doesn’t
Assessment: Vocabulary: Students will write
Ask students to complete the dialogue in their
sentences with the words in their student
student book with the correct form of the verb
book.
do. They will write the answers in their exercise
book. Discuss correct answers with the whole Assessment Technique: Homework
class.
Answers:
Ask students to look back at Aster’s study
1. do 3. does not/doesn’t
programme. Tell them to use it as a guide to
2. does 4. does not/doesn’t write their own study programme. Use the
example as a model. Ask students to get with
Assessment: Grammar: Students will use the a partner and take turns asking and answering
correct form of the verb do. questions about the activities in each other’s
study programme. Walk around the room to
Assessment Technique: Classwork
assess learning and offer assistance.
12

Week 18 Day 5
Ask students to review their written study
programme. Ask them to write a paragraph of
Daily Contents
four or five sentences about the information in
• Reading Fluency their programme. Students will compare their
• Writing paragraph with a partner’s. Walk around the
room and assist with paragraph writing that
10. Reading Fluency (10 minutes) will include a topic sentence and supporting
sentences.
Read “Use Your Time Wisely” to students.
Read with fluency. Assessment: Writing: Students will write a
Put the students in pairs to take turns reading paragraph using the information from their
“Use Your Time Wisely” aloud while you rate study programmes
individual students’ reading fluency. Record Assessment Technique: Classwork
how students read text with accuracy, proper
rate and expression.
13
Food
UNIT 7
Unit Objectives
By the end of this unit, students will be able to:
• listen to a text and answer comprehension questions;
• use appropriate expressions to order food in a restaurant;
• read a text and answer comprehension questions;
• form irregular plurals;
• read words, phrases, sentences with accuracy, proper rate and expression;
• match words to pictures; and
• rewrite sentences using correct punctuation marks.
I Like Vegetables.

Week 19 Day 1
Vegetables
Daily Contents
• Listening Vegetables are important to your body. They
help bodies to grow and develop. There are
• Speaking
13 vitamins that are needed for good health.
These include the vitamins A,C,D,E,K, and
1. Listening (20 minutes) B.
The best way to be certain your body gets the
right amount of vitamins is to eat a balanced
Organise the class into a groups. Ask students to diet that includes many different vegetables.
write a list of types of vegetables grown in their Onions, corn, cabbage, tomatoes, peppers,
area. They will write the list in their exercise carrots, potatoes and tomatoes are examples
book. of vegetables grown in Ethiopia.
14
Vitamins help keep your body from becoming Week 19 Day 2

sick. They make bones strong. Eyesight can
be made better through the use of vitamins.
Daily Contents
They also help your body make energy from
• Word Study
food.
• Reading
Without the right amount of vitamins, you
could get infections more often. You could • Vocabulary
often feel tired. Serious illness could develop
in your body when you do not get enough 3. Word Study (5 minutes)
vitamins.
Ask students to form irregular plural nouns
Read a text titled “Vegetables.”Tell students to from the words. They will check their words
listen and find out if all of the vegetables they with a partner, then as a class. When you are
wrote on the list are in the text. Ask students sure they know the correct plural forms, tell
to add any vegetables to the list that were them to write sentences in their exercise books
mentioned in the text but not on their list. using the plural forms of the words. Use the
following example.
Tell students to copy the table into their exercise
book. Read the text again and ask students to Example:
complete the table using information from the Mohammed has three children.
text.
Answers:
Answers:
1. child - children
With Vitamins: don’t get sick often, strong
2. man - men
bones, better eyesight, energy
3. woman - women
Without Vitamins: can get infections, tired,
serious illness 4. foot - feet
5. tooth - teeth
Tell students to work in groups and discuss the
meaning of the saying in the student book. Pre-reading (5 minutes)
2. Speaking (20 minutes) Organise the class into groups. Ask students to
take turns reading and solving the riddle. Walk
Read the dialogue as the students read silently.
around the room to encourage students and
Tell students to get with a partner. They will take provide assistance.
turns reading the parts of waiter and customer.
15
Answers: Answers:
green pepper A-banana G-avocadoes M-beets
B-carrot H-lettuce N-chilis
While-reading (15 minutes) C-orange I-papaya O-spinach
Ask students to use the text to write answers to D-potatoes J-cabbage P-strawberries
comprehension questions in their student book. E-tomato K-mango Q-watermelon
They will compare their answers with a partner
F-apple L-pumpkin R-guava
and then ask them to compare their answers
with the class.
Assessment: Vocabulary: Students will match
Answers: words to pictures.
1. vegetables, cereals, meats, pulses and Assessment Technique: Classwork

fruits will help us be healthy.
2. The food eaten every day is called staple Week 19 Day 3
food.
3. Teff is grown in the northern highlands of Daily Contents
Ethiopia • Reading Fluency
4. Maize and enset are grown in the south • Grammar
of Ethiopia.
5. The purpose is for selling and eating.
Post-reading (5 minutes) Ask students to listen as you fluently read
“Healthy Eating.” Have them pay attention to
Organise the class into groups. Have them your rate, accuracy and expression.
discuss the questions in the student book. Move
around the classroom and monitor student Organise the class into groups. Have them take
discussions. turns fluently reading aloud parts of “Healthy
Eating.”
Ask students to copy the letters of the pictures in
the student book into their exercise book. They Ask students to read the dialogues. Have them
will match each word from the Word Bank to fill in the gaps with the correct forms of do or
the correct picture by writing the word next to don’t. Ask them to compare their answers with
the matching letter. a partner.
16
Answers: Answers:
1. do 4. Does Vegetables: cabbage, lettuce, pumpkin,
chilli, potato, spinach, carrot, beet
2. does 5. Do
Fruits: apple, watermelon, pineapple,
3. don’t 6. does
mango, strawberry, papaya, orange, banana,
Ask students to write a statement to agree or tomato
disagree with sentences in the student book
using the words do or don’t. Model this. Ask 9. Speaking (25 minutes)
them to compare their answers with a partner. Ask students to work in pairs and take turns
Have students write a sentence to disagree with acting out the dialogue in their student book.
each sentence. Model this. Tell them to compare Ask pairs of students to prepare a dialogue
their sentences with a partner. similar to the dialogue in the student book.
They will use the situation given in the student
Answers:
book. Ask them to act out the diaglogue.
1. I don’t like it.
2. I don’t like vegetables.
Students will role play a dialogue using the
3. I don’t love mangoes.
appropriate expressions.
4. I don’t like biscuits. Assessment Technique: Turn and Talk
5. I don’t enjoy eating bread.
Week 19 Day 5
Assessment: Grammar: Students will use the
correct expressions to agree or disagree. Daily Contents
Assessment Technique: Classwork • Reading Fluency
• Writing
Week 19 Day 4
Daily Contents
Ask students to listen as you read aloud
• Vocabulary
“Healthy Eating.”
• Speaking
Ask students to work in pairs. They will take
turns reading the text aloud fluently. Ask them
8. Vocabulary (15 minutes) to give feedback to each other about fluency.
Ask students to group words into two groups:
vegetables and fruits. Tell them to use the
graphic organiser/table. Explain that vegetables Ask students to write a dialogue using the new
usually are eaten after cooking whereas fruits situation in the student book. It will be similar
do not need to be cooked. to the dialogue they wrote in the Speaking
17
section of Lesson 4. Remind them to use correct While-listening (10 minutes)

punctuation. Ask them to read the dialogue to a
partner.
Milk
Possible Answers: Milk is a common drink all over the world.
Waiter: Good evening. What would Billions of people drink milk and eat milk
you like to drink? products every day. It is a very useful type
Customer: I’d like water. of food. It is available almost everywhere.
People get milk commonly from cows, goats
Waiter: Here you are. What would you
and camels.
like to eat?
One of the main sources of vitamins and
Customer: Do you have any meat with minerals is milk. For example, milk is rich in
cabbage? calcium and calcium is useful for bone growth
Waiter: Yes, I will bring you some. and strength. Vitamins and minerals keep our
body healthy and strong at any age.
Waiter: Is the food good?
Bones grow or change as long as we live.
Customer: It’s delicious. Please, bring the
Bones get thicker and longer as we grow
bill.
taller. Bones stop growing as we get older. At
that time, bones may become thinner and less
Assessment: Writing: Students will rewrite a
strong. That could cause bones to be broken
dialogue using correct punctuation marks.
more easily. Eating enough milk products and
Assessment Technique: Classwork doing physical exercise can help keep bones
strong and healthy.
Week 20 Day 1 Ask students to listen as you read “Milk” aloud.
Ask students to identify the minerals named in
Daily Contents the passage that are in milk. Ask them to write
• Listening the names of the minerals in their exercise book.
• Speaking Ask students to copy the paragraph into their
exercise book. Ask them to listen to “Milk” as
you read it aloud. Ask them to complete the
She Drinks Milk. paragraph they have copied with the words used
in the listening text. Then they will compare
1. Listening (20 minutes) their answers in a small group.
Pre-listening (5 minutes) Answers:

1. drink 5. bone
Organise the class into groups. Ask them to
discuss the importance of milk to the human 2. every day 6. older
body. 3. cows 7. milk
4. vitamins
18
Post-listening (5 minutes) Answers:

Organise the class into groups to discuss the photo, photography, phase, phrase, physics,
milk products people use in their area. Walk phobia, photocopy, physical
around the room and monitor discussions.
Organise the class into pairs. Ask students to Pre-reading (5 minutes)
take turns as a waiter and a customer when
Organise the class into groups. Ask students
reading each of the dialogues. Walk around the
to discuss why water is important to human
room and provide support to students.
bodies.
Students will use appropriate expressions to
make and respond to requests. Ask students to silently read the text titled “Why
Do We Need Water?” as you read it aloud. Tell
Assessment Techniques: Turn and Talk
them to think about the sources that people can
use to get water.
Week 20 Day 2 Ask students to read “Why Do We Need
Water?” Ask them to choose the correct answer
Daily Contents for each question in their student book based on
• Word Study the passage. They will write the answers in their
• Reading exercise book.
• Vocabulary Answers:
1. B 4. B
3. Word Study (5 minutes)
2. C 5. A
Ask students to listen as you read aloud the 3. A
words from the student book. Ask them to
identify what sounds the consonant digraph ph Post-reading (5 minutes)
makes at the beginning of each word. Make
sure that students understand that the consonant Organise the class into groups. Ask students
digraph ph makes the sound /f/. Then ask them to discuss the disadvantages of not drinking
to write each word in their exercise book and enough water.
underline the letters that make up the consonant
digraph.
Ask students to study the words in the Word
Organise the class into small groups. Ask
Bank. Tell them to copy the chart from their
students to write words that begin with
student book into their exercise book. Ask them
consonant digraph ph-.
to put the words under the correct headings in
19
the chart. Then they will get with a partner and 7. Grammar (25 minutes)
compare their work. Make sure that students
Ask students to put the verbs in the brackets into
understand the meaning of the word dairy and
the correct forms to complete each sentence.
know how it is used in sentences. Make sure
Walk around the room and assess if students are
that they know it refers to all milk products and
putting the verbs in their correct forms. Make
also to plants/factories/buildings where milk
sure students add s/es to verbs if the subjects
products are made.
are third person singular.
Answers:
Answers:
Vegetables Dairy Drinks Fruit
1. gives 4. get
carrots butter coffee grapes
2. provides 5. is
lettuce yogurt water apples
broccoli cheese soft drink mangoes 3. is 6. makes
spinach cream juice lemons Ask students to work in pairs. Ask them to
milk milk read the text in the student book. Have them
tea write at least five questions about the text in
their exercise book. Then ask students to write
Teach the meanings of the word broccoli (a type answers to the questions they have written in
of vegetable that belongs to cabbage family). their exercise book. Walk around the room and
assess students’ work on an individual basis.
Assessment: Vocabulary: Students will group
words into the correct categories. Assessment: Grammar: Students will use the
Assessment Technique: Classwork correct forms of verbs.
Week 20 Day 3
Week 20 Day 4
Daily Contents
• Reading Fluency Daily Contents
• Grammar • Vocabulary
• Speaking
Ask students to listen to you fluently read “Why 8. Vocabulary (15 minutes)
Do We Need Water.” Ask students to fill in the gaps with the correct
Ask students to read the text titled “Why Do We words from the Word Bank. Ask students to
Need Water” fluently with you. compare their answers with a partner.
20
Answers: 11. Writing (30 minutes)

1. breast 5. coffee Ask students to talk about the beverage/drink
2. yoghurt 6. milk that they like most. In their exercise books, ask
them write at least three reasons why they like
3. butter 7. water
this drink. Is it healthy? Does it taste good? Tell
4. cheese 8. juice them to follow the sentence starters in their
student book as a guide to write a paragraph
9. Speaking (25 minutes) about the drink they like most.
Organise the class into groups and tell them to
Assessment: Writing: Students will write a
complete the menu. Ask students to practise
paragraph about the drink they like most.
giving and taking orders by acting as a waiter/
waitress and as a customer. They will take turns Assessment Technique: Homework
acting out each role. Ask students to use the
expressions in their student book. Week 21 Day 1
Students will give and take orders using Daily Contents
appropriate expressions. • Listening
Assessment Technique: Turn and Talk • Speaking
Week 20 Day 5 Baking Bread
Daily Contents 1. Listening (20 minutes)

• Reading Fluency
• Writing Pre-listening (5 minutes)
Organise the class into groups. Ask them to list
10. Reading Fluency (10 minutes) ingredients people use for baking bread in their
area.
Ask students to read “Why Do We Need Water”
aloud with you.
Organise the class into pairs. Ask them to take

turns reading the passage fluently. Ask students
to give feedback to each other about their
fluency (rate, accuracy and expression).
21
While-listening (10 minutes) in the story. Make sure students understand that
the animals act like people in many stories.
Mother Monkey Ask students to listen to the story again as you
read it a second time. Ask students to decide
One day, mother monkey wants to bake some
whether the statements are True or False.
bread. But there is no flour in the cupboard.
“Who will get some flour for me?” asks Answers:
mother monkey.
1. False 4. True
“Not I, says the fox.
2. False 5. False
“Not I,” says the rabbit.
3. True
“Not I,” says the mouse.
Mother Monkey goes to the store and buys a Post-listening (5 minutes)
bag of flour. She mixes together flour, yeast
Organise the class into groups. Ask students to
and water. “Who will help me make the
discuss the lesson learned from the story.
dough?” asks mother monkey.
“Not I, says the fox. 2. Speaking (20 minutes)
“Not I,” says the rabbit. Ask students to work in pairs and take turns
“Not I,” says the mouse. acting out the dialogue. Walk around the
classroom to observe discussions and help
Then, “I will do it myself,” says mother
when needed.
monkey and she does. She makes the bread
all by herself. Then, Mother Monkey asks,
“Who will help me bake the bread?”
Students will read a dialogue using appropriate
“Not I,” says the fox. expressions.
“Not I,” says the rabbit. Assessment Technique: Turn and Talk
“Not I,” says the mouse.
Then, she makes the bread all by herself. She
puts the pan into the oven. Then she waits.
And she waits.
Sniff! Sniff! The fox, the rabbit and the mouse
smell the bread. “We want to eat the bread,”
they say. Mother Monkey eats all the bread
by herself.
Ask students to listen as you read aloud a story

titled “Mother Monkey.” As they listen have
them think about the actions of the characters
22
Week 21 Day 2 Answers:

1. flower, yeast, oil, water, salt, egg
Daily Contents 2. one cup
• Word Study 3. 3-5 minutes
• Reading 4. golden brown
• Vocabulary
3. Word Study (5 minutes) Organise the class into groups. Ask students to
discuss the social and cultural occasions in their
Ask students to write the numbers 1-5 in their
area in which people use bread.
exercise book. Ask them to finish the words
using the consonant digraph ph or gh. 5. Vocabulary (10 minutes)
Answers: Ask students to match the words on the left with
1. cough 4. alphabet their meanings on the right.
2. phone 5. rough Answers:

3. laugh 1. c 4. b 7. d
Ask students to work in pairs and tell each other 2. a 5. f 8. g
what sound the consonant digraphs ph and gh 3. i 6. e 9. h
make. Make sure students understand the sound
of the consonant digraphs ph and gh are the
same sound /f/.
words with their meanings.
4. Reading (25 minutes) Assessment Techniques: Classwork
Week 21 Day 3
discuss how people bake bread
Daily Contents
While-reading (15 minutes) • Reading Fluency
Ask students to read the recipe titled “Baking • Grammar

Bread” silently as you read it aloud. After
reading, have them write down, then tell you, 6. Reading Fluency (15 minutes)
the three steps to bake bread. Ask them to
discuss if these are the same steps used to bake Ask students to listen as you read the recipe
bread where they live. aloud. Ask them pay attention to how you read
Ask students to read the recipe again and the recipe with fluency.
write the answers to the questions. Review the Ask students to read “Baking Bread” aloud
answers. with you.
23
7. Grammar (25 minutes) 9. Speaking (25 minutes)

Ask students to choose the correct forms of the Ask students to work in pairs and take turns
verbs to write a set of instructions for a recipe. acting out the dialogue. Model this.
Organise the class into a groups. Ask students to
Answers:
write their own dialogue between a shopkeeper
1. Cut 4. Cook and a customer using the expressions given.
2. Heat 5. Serve Tell them to take turns acting as a shop keeper
3. Add and a customer. Move around the class and help
students when needed.
Ask the students to work in pairs and choose
words from the Word Bank to complete Week 21 Day 5
sentences. Remind them to use the correct forms
of the imperatives (positive or negative). Ask
Daily Contents
them to compare their answers with a partner.
• Reading Fluency
Answers:
• Writing
1. Read 4. check
2. Don’t 5. leave 10. Reading Fluency (10 minutes)
3. raise
Ask students to listen as you read the recipe
titled “Baking Bread.”
Assessment: Grammar: Students will write a
Organise the class into pairs and ask them to
set of instructions for a recipe.
take turns reading the recipe aloud.
Week 21 Day 4 Ask students choose their favourite food. Ask
them to list ingredients for their favourite food.
Daily Contents Then they will write a recipe Ask them to write
a recipe for their favourite food and write it in
• Vocabulary
their exercise book. Model all three steps at the
• Speaking
board: Think of favourite food, write a list of
ingredients, write a recipe.
Ask students to find the hidden words in the recipe.
Word Search by using the words in the Word
Bank. Students will compare their answers with
a partner.
24
UNIT 8 Job
Unit Objectives
• listen to a text and answer comprehension questions;
• role play dialogues using appropriate expressions;
• read a text and answer comprehension questions;
• complete a text using the correct words;
• form nouns by adding –er to verbs;
• read words, phrases and sentences accurately and fluently;
• write a paragraph about family members.
My Aunt’s Job
Week 22 Day 1
Daily Contents The Shopkeeper
• Listening Martha is a sister of my mother. She is my
aunt. She has a small shop in our village. She
• Speaking
sells sugar, salt, soap, oil and other things. She
has a lot of customers from the countryside.
1. Listening (20 minutes) Her customers love her very much because
she is very kind and generous. Sometimes, she
Pre-listening (5 minutes) makes coffee for them. In return, they bring
Ask students to copy the family tree into their her some grains during harvesting seasons.
exercise book. Tell them to write the names of Some people buy goods on credit from my
their family members in the correct spaces on aunt’s shop. Buying on credit means they will
the family tree. pay her at another time. They promise to bring
the money when they come the following
week. Almost everyone who buys on credit
25
Then they can turn and tell a partner about one

keeps his/her promise. The ones who don’t
of his/her family members. Model this.
keep their promise, usually stop visiting
her shop. This makes her lose trust in her Assessment: Listening and Speaking:
customers. Losing trust in her customers, she Students will talk about their family members.
has written “Money Today, Credit Tomorrow”
on a sign that hangs on a shelf. So, everyone
can see it, but there are still people who want
to buy goods on credit. When these people Week 22 Day 2
come to her shop and ask her for credit, she
says, “Please, read the notice on the sign!” Daily Contents
Please come back tomorrow.” • Word Study
Ask students to listen to the text titled “The • Reading
Shopkeeper” as you read it aloud. Ask them to • Vocabulary
think about where Martha would belong in a
family tree.
Answers: Ask students to add the suffixes r, er to words
Martha is written in the mother side under to make verbs into nouns (names of jobs).
aunt. Remind them that they added -er to adjectives
in previous lessons to form comparative
Ask students to listen to the text again. Tell
adjectives. Review if necessary. This time they
them to say True or False for each sentence in
will add r or er to verbs to make nouns. Tell
the student book.
them if the word ends in e we add r. Make the
Answers: directions clear and monitor student work. Tell
them to make a sentence with each word.
1. False 4. True
2. False 5. True Answers:
3. True 1. farm –farmer

2. teach – teacher
Post-listening (5 minutes)
3. drive- driver
Organise the class into groups. Ask them to 4. manage- manager
discuss why Martha tells her customer to come
5. sing-singer
back tomorrow. Walk around the room and
monitor discussions. 6. keep-keeper

Organise the class into pairs. Tell them to take
turns acting out the dialogue in the student book.
26
4. Reading (25 minutes) Answers:

1. new 6. brothers
2. grade 7. sister
Ask students to look at the picture and predict
3. school 8. parents
what the text is about. Teach the meaning of the
word manger ( a place for animals to eat). 4. teacher 9. aunt
5. soldier 10. family
Ask students to read the text titled “A Busy Assessment: Vocabulary: Students will
Farmer” silently as you read it aloud. Ask them complete a paragraph by filling in the gaps
to find out if their predictions are correct. with words from a Word Bank.
Ask students to read the text again. Ask them to Assessment Technique: Classwork
write answers to the comprehension questions in
their exercise book. They should use complete
sentences to answer the questions. Review the
Week 22 Day 3
correct answers with the class and discuss the
story. Review the answers at the board. Daily Contents
• Reading Fluency
Answers:
• Grammar
1. He checks the cattle.
2. He carries the plough and yoke.
3. The oxen drink water in the river.
Ask students to listen as you fluently read the
4. His wife brings lunch.
text titled “A Busy Farmer.”
5. The farmer takes rest for lunch at noon.
Organise the class into groups. Tell them to take
turns reading the text aloud in their group. They
Post-reading (5 minutes) will focus on their fluency.
Organise the class into small groups. Ask them
to discuss ways of improving farming in rural
areas. Walk around the classroom and monitor Ask students to write sentences using the
discussions. words in the substitution table. Model this at
the board. Ask them to compare their answers
5. Vocabulary (10 minutes) with a partner. Have some students share their
Ask students to copy the paragraph with the sentences with the class.
gaps into their exercise book. Tell them to fill in Ask students to copy the incomplete paragraph
the gaps choosing words from the Word Bank. into their book. Tell them to fill in the gaps
Review answers. choosing words from the Word Bank. Tell them
27
to put the words/verbs in their correct forms. A and Group B students to look at only Table
Review the answers. B. Tell them to take turns asking questions and
filling in the information until the tables are
Answers:
completed. Use the example as a model. Ask
1. works 4. starts some students to report their answers to the
2. is 5. stops class.
3. keeps 6. leaves Answers:

Name Age Number of Children Job
Kedir 35 3 teacher
appropriate forms of verbs to talk about their
family members. Ariat 28 1 manager
Assessment Technique: Classwork Kuma 41 4 actor

Konjit 32 2 engineer
Week 22 Day 4
Daily Contents professionals with jobs/professions.
• Vocabulary Assessment Technique: Classwork
• Speaking
Week 22 Day 5
Daily Contents
Ask students to match names of professionals
on the left with the type of job/profession on • Reading Fluency
the right. Ask them to compare their answers • Writing
with a partner. Review the correct answers with
the class. 10. Reading Fluency (10 minutes)
Answers: Ask students to read the text titled “A Busy
1. E 6. D Farmer” aloud with you.
2. C 7. G Organise the class into pairs. Ask them to take

turns reading the text aloud. Tell them to give
3. A 8. J
feedback to each other about fluency, what they
4. B 9. H did well and how they can improve.
5. F 10. I
9. Speaking (25 minutes) Ask students to use the Substitution Table to
Organise the class into Group A and Group B. write a paragraph about one of their family
Ask Group A students will look at only Table members. Remind students to write a topic
28
sentence and write at least three detail sentences. sentence to the students. Discuss the correct
Model this. answers with the class.
Assessment: Writing: Students will write a Answers:

paragraph about two of their family members. 1. True 4. False
Assessment Technique: Homework 2. False 5. False
3. True
Week 23 Day 1
Daily Contents Organise the class into groups. Ask them to
• Listening discuss why some people do not like their
jobs. Walk around the class and monitor the
• Speaking
discussions. Provide assistance when needed.
She Works in a Clinic Possible Answers:

Accept all reasonable answers.
1. Listening (20 minutes)
Ask students to look at the picture. Tell them to Ask students to work in pairs and take turns
predict what the poem is about and share their reading and solving riddles.
predictions with the class.
Answers:
Ask students to listen to the poem and find out
1. postman 4. farmer
if their predictions were correct.
2. chef 5. nurse
3. barber
I love my job, I love the pay,
I love it more and more each day. Assessment: Listening and Speaking:
Students will read and solve riddles.
I love my boss, he is the best,
I love his boss and all the rest.
I love my office and its location,
I hate to have to go on vacation.
I love my furniture, light brown and gray,
And the piles of paper that grow each day.
Ask students to listen to the poem again. Then

tell them to say True or False after you read each
29
with a small group. For example, I predict that

Week 23 Day 2 the text will be about people who work in a
school.
Daily Contents
• Word Study
Ask students to read silently the text titled
• Reading
“Caring for People” as you read it aloud. Tell
• Vocabulary
them to find out if their predictions are correct by
writing two or three sentences in their exercise
3. Word Study (5 minutes) book. For example, My prediction that the
Ask students to copy the chart into their exercise story would be about people who work in a
book. Ask them to listen as you read the words school was not correct. It was about someone
aloud. They will read the words and put them who works in a clinic.
in the correct place in the chart. Make sure they Ask students to read the text again. Tell them
understand that the third person singular marker to answer the questions in their exercise book.
s, can have one of three different sounds at the Review the answers with the class.
end of a word. Tell them to repeat the words
Answers:
after you.
1. Azeb is a nurse.
s → /s/ after voiceless consonant.
2. Azeb works in a clinic.
s → /z/after voiced consonant
3. He misses her when she works at night.
s → /iz/ after ch, sh
4. Because his mother helps him understand
Answers: how nurses care for their patients and that
/s/ /z/ /Iz/ the job is satisfying to her.
cooks does finishes
goes washes
Organise the class into a small group. Ask them
Organise the class into pairs. Ask them to take
to talk about what they want to be in the future.
turns reading the words aloud. They will write
Encourage them to tell why. Walk around the
sentences using the words.
room and monitor their discussions.
Ask students to read the title of the reading text.
Ask them to predict what the text is about. They
will write their predictions in their exercise book
and then share and compare their predictions
30
5. Vocabulary (10 minutes) put the verbs in the correct forms. Review the
answers.
Ask students to match the jobs on the left with
the places on the right. Review the answers. Answers:
1. is 5. is
Answers:
2. are 6. does
1. H 6. J
3. am 7. works
2. G 7. A
4. does
3. D 8. E
4. C 9. F
verb do = do, does
5. B 10. I
verb to be = is, am, are

Assessment: Grammar: Students will use a or
jobs with places.
an to talk about jobs.
Assessment Technique: Rising Cards

Daily Contents
Daily Contents
• Reading Fluency
• Vocabulary
• Grammar
• Speaking

Ask students to listen as you read the text titled
Ask students to complete sentences with the
“Caring for People.”
correct names of professionals from the Word
Organise the class into small groups. Ask Bank. Then ask them to compare their answers
students to take turns reading the text aloud. with a partner. Review the answers with the
Remind them to read with accuracy, proper rate class.
and expression.
Answers:
1. driver 4. teacher
Ask students to fill in the gaps with a or an to 2. butcher 5. carpenter
complete the paragraph. They will discuss their
3. actor/actress
answers with the class.
Ask students to choose words from the
WordBank to complete a dialogue. Tell them to
31
9. Speaking (25 minutes) 11. Writing (30 minutes)

Ask students to study the dialogue between Tell students to write a paragraph about what
a manager and an employee. Tell them to they want to be when they grow up. They will
complete the dialogue using the expressions give the reasons for their choice. Tell them
given. They will need to read ahead in order to write a topic sentence and at least four
to add the correct dialogue. Model this. Then supporting sentences. Model a topic sentence
organise the students into pairs and ask them to on the board and write one or two supporting
role play/act out the dialogue by taking turns. sentences as examples. Walk around the room
and monitor the students as they work. Provide
Possible Dialogue:
help when needed.
1. That’s good. Let’s start the interview. Are
you ready? Week 24 Day 1
2. Please tell me a little bit about the position.
3. What type of qualifications do you Daily Contents
require? • Listening
4. It would be great to hire someone who • Speaking
has worked in an office.
5. Tell me a little more about yourself. My Uncle Goes to Work on
6. Ok, thank you.
Foot
Assessment: Speaking: Students will role
play a dialogue.
Assessment Technique: Turn and Talk Pre-listening (5 minutes)
Week 23 Day 5 Organise the class into groups. Tell them to

discuss how people get to work in rural areas.
Write students ideas on the board.
Daily Contents
• Reading Fluency While-listening (10 minutes)
• Writing Ask students to listen as you read the text titled
“On Horseback” aloud. Tell them to compare
10. Reading Fluency (10 minutes) their ideas from the discussion with what is in
the text. Then ask students if the Pre-listening
Ask students to fluently read the text titled activity helped them understand the text.
“Caring for People” aloud with you.
Ask students to work in pairs and take turns
reading the text aloud. Ask students to give
feedback to each other about fluency.
32
On Horseback 2. Speaking (20 minutes)

My uncle lives in the countryside. He is in Ask students to get with a partner. Ask them
his late sixties and is still a strong farmer. take turns acting out the dialogue.
He usually goes to work on foot, but he
sometimes goes to work on horseback.
Students will role play the dialogue.
He rides a mule when he travels a long
distance. He believes that a mule is stronger
than a horse. When he gets on the mule, he
feels as strong as a young boy. He cares for Week 24 Day 2
his horse and mule by always feeding them
grain. Daily Contents
Sometimes, he goes to a low land area on • Word Study
horseback. There, he sees people using camels
• Reading
to transport sacks of grain and other goods.
He also sees people riding on camel back. He • Vocabulary
notices the camels walking slowly. He thinks
for a while and asks himself, “How long will 3. Word Study (5 minutes)
it take them to reach their home?”
Ask students to listen the text again and answer Bank to form compound words.
the questions. They will write the answers in
their exercise book. Tell to them compare their Answers:
answers with a partner before discussing them shoeshiner, salesman, hairdresser, shopkeeper
with the class.
1. He usually goes on foot or walks. 4. Reading (25 minutes)
2. He rides a mule when he travels a long
distance. Pre-reading (5 minutes)
3. He feeds them grain. Organise the class into groups. Ask them to
4. He notices the camels are walking slowly. discuss how people get to work in urban areas.
They will write the ideas in their book.
5. accept all reasonable answers
Post-listening (5 minutes) While-reading (15 minutes)

Students will read the text titled “A Secretary”
Organise the class into groups. Discuss what
silently. As they read, they should find out how
kinds of transportation people use in urban
people go to work in urban areas.
and rural areas. They will write a list in their
exercise book. Discuss their ideas together as Ask students to reread the text. Tell them to
a class. write True or False for each sentence. Tell them
they will compare their answers with the class.
33
Answers:
Week 24 Day 3
1. True
2. False Daily Contents
3. False • Reading Fluency
Ask students to match the pronouns on the • Grammar

left with the words from the text on the right.
Compare your answers with a partner. 6. Reading Fluency (15 minutes)
Answers: Ask students to listen as you fluently read the
1. he C text titled “A Secretary.”
2. them B Ask students to read the text titled “A Secretary”

fluently along with you.
3. she A
Ask students to copy the text and fill in the gaps
Organise the class into groups. Ask them to using in, by or on to complete the paragraph.
discuss different types of transportation people Write the answers in your exercise book.
use on land and in water. Ask them to use Explain the uses of these words and model the
the graphic organiser in their student book to activity with the class.
organise their work. Model this.
Answers:
5. Vocabulary (10 minutes) 1. on
Ask students to match words with pictures. 2. by
They will write the answers as instructed in the
3. in
student book.
Ask students to choose words to complete the
Answers:
paragraph. They will write the words in their
1. F 6. B
correct forms. Tell them to compare their
2. A 7. C answers with a partner.
3. H 8. J
Answers:
4. D 9. I
1. drives
5. G 10. E
2. take
3. rides
words with pictures.
34

Assessment: Grammar: Students will use on,
in, or by to talk about how people get to work.
Ask students to complete the dialogue using
the expressions listed in the student book. Tell
them to take turns to acting out the dialogue.
Ask students to complete a dialogue by filling
in the gaps with the correct forms of the verbs.
Answers:
Then they will act out the dialogue with a
partner. 1. They are waiting for a bus.
2. They may not be able to get where they
Answers:
are going on time if they go on foot.
1. waiting 4. go/get
3. They may not be able to pay the taxi fare.
2. works 5. goes
4. Oh, it’s very cheap.
3. does 6. waiting
by - before train, aeroplane, car, bus, air, Week 24 Day 5

bicycle
on - before foot, horse/mule/camel/ back Daily Contents
in - when we sit inside a vehicle • Reading Fluency
• Writing
Week 24 Day 4
Daily Contents
• Vocabulary “A Secretary.”
• Speaking Organise the class into pairs. Ask students to
take turns reading the text titled “A Secretary.”
Ask students to choose one of their parents.
Bank to complete the text. They will compare
Tell them to write a paragraph not more than
their answers with a small group.
five sentences about him or her.
Answers:
1. foot 5. train Assessment: Writing: Students will write a
paragraph about an activity their parent does.
2. mule/horse 6. taxi
3. horse/mule 7. plane
4. bus
35
UNIT 9 Animals
Unit Objectives
By the end of the unit, students will be able to:
• listen to a text and complete the summary of the story;
• ask and solve riddles;
• read a text to find specific information;
• add s/es to verbs correctly;
• complete sentences with suitable words;
• read words, phrases and sentences accurately and fluently;
• compare one animal with another; and
• put sentences in their correct order to form a complete paragraph.
Listen! A Lion is Roaring

A. lion G. Cat
Daily Contents B. Zebra H. horse
• Listening C. Elephant I. donkey
• Speaking D. hippopotamus J. fox

E. hyena K. snake
1. Listening (20 minutes) F. Giraffe L. crocodile
Pre-listening (5 minutes) While-listening (10 minutes)

Ask students to look at the pictures in the Ask students to listen as you read the text titled
student book. Ask them to match the names of “The Hyena and the Lion” aloud. Ask them to
animals with the pictures. Review answers. listen for the type of animal that takes a large
number of cows.
36
The Hyena and the Lion
Nine hyenas and a lion go hunting and catch
discuss why some people become selfish.
ten cows. The lion says, “I will have nine and
you will have one.” The hyenas say, “It is not 2. Speaking (20 minutes)
fair. We have only one and you have nine.”
Put the students in pairs. Ask them to take turns
The lion answers, “Yes, I am one and when
reading and solving the riddles. Walk around
I get nine that makes ten. You are nine and
the room to assess learning and help students
when you get one that also makes ten.”
solve the riddles. Then review the riddles and
The hyenas are afraid to challenge the lion
the answers with the class.
when they see his angry eyes. The hyenas go
to their father and tell him everything. The Answers:
father of the hyenas is very upset. He says, 1. elephant 3. dog
“Why does the lion act that way? It isn’t right.
2. cat 4. frog
I will go to the lion with the cow and tell him
he does not deserve nine.” So he goes with
his children to see the lion. On the way, the
Students will read and solve riddles.
children tell him that he will not be able to
convince the lion. They say the lion is very Assessment Technique: Turn and Talk
strong, and he will not let us have more cows.
“I’ll show you,” the father boasts. Week 25 Day 2
When he meets the lion, the lion roars and
says, “Where are you going, hyena?” The Daily Contents
hyena shivers with fear. “Well, I have come • Word Study
to give you this cow. You deserve to have
• Reading
ten cows,” he answers. All of the hyenas turn
• Vocabulary
back in sadness and the lion is very happy.
Ask students to write numbers 1-8 in their 3. Word Study (5 minutes)

exercise book. Tell them to listen as you read
the text again. Tell them to fill in the gaps Ask students to listen as you read the words
with the correct words from the listening text. below. Ask them to repeat each word after you.
Review the answers. Ask students to write the s/es/ies forms of the
verbs in their exercise book. Ask student to
Answers: review the answers at the board.
1. lion 5. father
2. cows 6. nine
3. have 7. meet
4. hyenas 8. happy
37
Answers:
1. goes 6. gives Organise the class into small groups. Have them
write a list of animals which are found only in
2. washes 7. studies
Ethiopia. Walk around the room and monitor
3. plays 8. carries
student discussions.
4. does 9. catches
5. eats 10. kisses
Ask students to copy the sentences into their
The focus of this activity is on the soft sound
exercise book. Tell them to choose words from
/s/, hard sound /z/.
each of the different columns of the Word Bank
4. Reading (25 minutes) to fill in gaps to complete the sentences.
Answers:
1. ground, leaves, strong
Organise the class into groups. Ask them to talk
2. meat, sharp, short
about the differences between domestic and
wild animals. 3. water, grass, legs
4. forest, long,
5. grass, thick, short
Ask students to read the text titled “Lions”
silently. Ask them to find out how lions get their Assessment: Vocabulary: Students will
food. complete sentences with words from the
Ask students to read the passage and write the Word Bank.
answers to the questions. Tell them to write in Assessment Technique: Classwork
complete sentences. Review the answers.
Answers: Week 25 Day 3
1. They live in areas with long grass where
they can catch animals easily. Daily Contents
2. They get their food by hunting animals. • Reading Fluency
3. It is called a mane. • Grammar
4. The female lions care for the lion cubs.

5. A pride consists of male lions, female 6. Reading Fluency (15 minutes)
lions and cubs. Ask students to listen as you fluently read the
text titled “Lions” aloud.
fluently with you.
38
7. Grammar (25 minutes) Answers:

Ask students to copy the sentences into their 1. pride 4. wild
exercise book. Tell them to fill in the gaps with 2. mane 5. claws
the correct comparative form of the words in
3. sharp 6. roar
the boxes. Review comparative forms of verbs
and model this activity. Explain that gaps can
be filled with more than one word.
Pair students. Tell them they will play a game.
Answers:
Ask one student to think of an animal. That
1. bigger 5. bigger/fatter/taller student will ask the partner to guess the name
2. smaller 6. smaller of the animal by asking yes/no questions.
Tell students take turns thinking of an animal
3. fatter/smaller 7. taller/bigger
and guessing what that animal is. Encourage
4. thinner/taller 8. thinner/smaller
students to ask and answer as many questions
Organise the class into pairs. Ask students to as possible to help them guess the name of
look at the example. Tell students to take turns the animal. They will use the dialogue as an
asking and answering yes/no questions. They example. Model this several times.
will use the table to form the questions. Use the
example as a model. Week 25 Day 5
Assessment: Grammar: Students will Daily Contents
compare one animal with another. • Reading Fluency
Assessment Technique: Classwork • Writing

Week 25 Day 4
Daily Contents aloud with you.
• Vocabulary Organise the class into pairs. Ask them to

take turns reading the text aloud fluently. Ask
• Speaking
partners to give feedback to each other.
8. Vocabulary (15 minutes) 11. Writing (30 minutes)

Ask students to copy the sentences into their Ask students to put scrambled sentences in the
exercise book. Have them fill in the gaps using correct order to make a complete paragraph.
words from the Word Bank. Model this. Review You may need to do this together as a whole
the answers with the class. class. Think aloud while doing the activity or
reviewing the activity with the students.
39
Answers: How Zebras Get Their Stripes

2, 5, 3, 1, 4, 6
A long time ago, there were no zebras, but
there were many donkeys. Donkeys work hard
Assessment: Writing: Students will every day and they don’t have time to play or
unscramble sentences to make a complete relax. They work and work all day long. They
paragraph. spend days carrying heavy bundles of wood
Assessment Technique: Classwork long distances. People do not thank donkeys
for the work they do.
Week 26 Day 1 One day, two donkeys decide to relax and
graze in the green fields. They want to drink
Daily Contents water from a clear stream and lie on soft grass.
The two donkeys decide to visit a wise old
• Listening
man. They tell him their problem. The wise
• Speaking
old man tells them that they work very hard.
He agrees to help them. He takes some time
A Zebra Eats Grass to think, and he jumps up suddenly. “I have an
idea,” he says.
1. Listening (20 minutes) “What is your idea?” the donkeys ask. “I’m
going to paint you, and no one will know you
Pre-listening (5 minutes) as donkeys,” the man explains. The man goes
out and returns with two pots of paint. One
Organise the class into small groups. Ask pot is filled with white paint and the other pot
students to identify a wild animal that looks like with black paint. First, he paints the donkeys
donkey. with white. Then, he paints black paint over
the white.
“You don’t look like donkeys. I should give
you a different name,” the wise old man says.
“How Zebras Get Their Stripes.” Have them
“I will call you zebras.” The zebras go to the
think about the main characters as you read.
field to graze and relax. No one ever knows
they are donkeys.
Write the words: black, idea, zebras, paint,

agreed, visited, donkeys on the board. Ask
students to listen the story again. Tell them to
copy the paragraph into their exercise book
and complete the summary of the story using
words from the board. Review the completed
paragraph.
40
Answers:
Week 26 Day 2
1. go 5. donkeys
2. agreed 6. black Daily Contents
3. idea 7. zebras • Word Study
4. paint • Reading
• Vocabulary
Ask students to work in groups. Tell them to 3. Word Study (5 minutes)
discuss what people do when they have a
Ask students to unscramble letters to form
problem. Monitor discussions.
meaningful words that begin with gr consonant
2. Speaking (20 minutes) blends. Model this. You may want to do this
activity together as a whole class.
Put students in pairs. Ask them to talk about the
animals listed in each row. They will write the Answers:
letters representing the three animals that are
1. grass 4. ground
similar. Then they will explain how the three
2. graze 5. group
are alike.
3. green
Answers:
1. ABC all live in water. 4. Reading (25 minutes)
2. ACD all live on land.
3. ABC all have four legs.
4. ABD all are domestic animals. Organise the class into a small group. Have
5. ABD all are wild animals. them take turns talking about what zebras look
like and how they live.

Students will talk about how animals are
similar. Ask students to read silently the text titled
“Watch out for your Enemies.” Ask them to
find out the two ways that zebras can protect
themselves from their enemies.
Ask students to read the text again. Tell them
to write True or False in their exercise book for
each sentence. Review the answers.
41
Answers:
Week 26 Day 3
1. False 4. True
2. True 5. False Daily Contents
3. False • Reading Fluency
• Grammar
Organise the class into groups. Ask them to 6. Reading Fluency (15 minutes)
discuss the meaning of the saying “Unity is
strength.” Ask students to listen to the text titled “Zebras.”
as you read it fluently.
5. Vocabulary (10 minutes) Ask students to read parts of the text titled
Ask students to choose words from the Word “Zebras” fluently with you.
Bank to complete a paragraph. Discuss the
sounds different types of animals make before
students start the activity. Then tell students to Ask students to copy the text into their exercise
review their answers with a partner. book. Tell them to choose words from the Word
Bank to complete the text. Explain to students
Answers: that a word can be used more than one time.
1. roars 5. bray Model the activity. Then when students are
2. trumpets 6. barks finished review the answers.
3. hisses 7. baas Answers:

4. mews 8. moos 1. go 6. leap
2. see 7. return
Assessment: Vocabulary: Students will
3. pride 8. herd
complete a paragraph with animal sound
words. 4. troop 9. caravan
Assessment Technique: Classwork 5. herd 10. herd
Assessment: Grammar: Students will use

appropriate verbs and quantifiers to complete
a text.
42

• Vocabulary • Reading Fluency
• Speaking • Writing
8. Vocabulary (15 minutes) 10. Reading Fluency (10 minutes)

Ask students to choose the correct answer for Ask students to read the text titled “Zebras”
each description. Tell them to write the letter aloud with you with accuracy, proper rate and
that represents the answer in their exercise expression.
book. They will review their answers with a
partner. Put the students in pairs. Have them take turns
reading the text aloud with accuracy, proper
Answers: rate and expression.
1. C 6. A
2. B 7. D 11. Writing (30 minutes)
3. D 8. B Ask students to use the paragraph in the student
4. B 9. C book as a model to write their own paragraph
about an animal they like. They will write a
5. C 10. B
topic sentence and several supporting sentences.

Organise the class into pairs. Have them take paragraph about an animal they like.
turns asking and answering questions about
any animal they like. Tell them to look at the
example in their student book. Walk around the
room and monitor students.

Students will ask and answer questions about
animals.
43
Week 27 Day 1 The little bird thinks that it sings very well and
is proud of its song. As the little bird starts to
Daily Contents think carefully, it understands that the boy is
pointing out something it never noticed. The
• Listening
boy’s actions are not about the birds ability to
• Speaking sing but about the song. From that day on, the
bird sings a happier song every morning.
A Bird Flies High Ask students to listen to the text again. Ask them
to answer the questions. Review the answers
with the class.
Answers:
Organise the class into pairs. Ask them to work
together to solve a riddle. Walk around the room 1. It sings on the branch of the tree.
and monitor the students as they work. 2. It sings early in the morning.
3. The bird sees a little boy
Answers:
4. It learns to sing from Papa Bird, Mama
Just four, in a square formation.
Bird and other birds it meets.

“The Singing Bird” aloud. Ask students to Organise the class into groups. Ask them to
identify the characters in the story while they discuss their feelings when they hear birds
listen. singing. Move around the class and monitor
The Singing Bird
There is a little bird in a forest. It sings a song
every day. It learns how to sing from Papa
asking and answering questions about each
Bird, Mama Bird and all other birds it meets.
picture of birds in the student book. Review the
One early morning when the little bird sits on
example with students. Walk around the room
the branch of a tree, it hears the sound of a
and observe their discussions.
little boy. The little bird looks down. A boy
is pointing at it with his finger and saying,
Assessment: Speaking and Listening:
“What a sad song!”
Students will talk about pictures of birds.
44
the sentences from Exercise 2 and ask students

Week 27 Day 2 to give the correct answers (check their
predictions).
Daily Contents Ask them to choose the correct answer for
• Word Study each question and write the answers in their
• Reading exercise book. They can look back in the text
if necessary. Review the answers with the class.
• Vocabulary
Answers:
3. Word Study (5 minutes) 1. A 4. B
Ask students to copy the words into their 2. C 5. A

exercise book. Tell them to listen as you read 3. B
the words aloud. Ask them to identify the silent
letter by circling the silent letter in each word. Post-reading (7 minutes)
Answers: Organise the class into groups Ask them to
1. castle 3. rustle discuss where birds build their nests and what
materials they use to build their nests. Monitor
t-is silent t- is silent
2. listen 4. nestle
t-is silent t-is silent
Ask students to match words with the correct
4. Reading (25 minutes) pictures. Tell them to compare their answers
with their partner. Review the answers together.
Answers:
Put the students in pairs. Tell them to take turns
A. 9 G. 2
telling a story about birds.
B. 12 H. 6
Explain to students that this is a prediction
activity. They should not know all of the C. 8 I. 11
answers, but will learn the answers from the text D. 1 J. 10.
they are going to read. Ask students to write the
E. 5 K. 7
numbers 1-5 in their exercise book. Ask them to
read the sentences and write Agree or Disagree F. 4 L. 3
next to each number. Then tell them to read the
text and check their answers. Assessment: Vocabulary: Students will match
words with the correct pictures.
While-reading(15 minutes)
Ask students to reread the text silently while
you read the text aloud to the students. Review
45

• Reading Fluency • Vocabulary
• Grammar • Speaking
6. Reading Fluency (15 minutes) 8. Vocabulary (15 minutes)

Ask students to copy the Word Search into their
exercise books. Tell them to circle the words
Ask students to listen as you fluently read the from the Word Bank. Ask students to compare
text titled “Birds” aloud. their answers with a partner.
Ask students to fluently read the text titled
“Birds” aloud together with you.
Reading (10 minutes) solving the riddles.
7. Grammar (25 minutes) Answers:
Ask students to choose verbs from the boxes to 1. chicken 3. ostrich

complete a paragraph. Ask them to put the verbs 2. hummingbird 4. dove
in their correct forms. Review the answers.
Answers: Assessment: Listening and Speaking:

1. are 5. appears Students will ask and answer riddles.
2. has 6. have Assessment Technique: Turn and Talk
3. have 7. live
4. do 8. lead

correct forms of verbs.
46

Week 27 Day 5
Ask students to write a descriptive paragraph
of four or five sentences about any type of bird.
Daily Contents
Tell them to use the paragraph in the student
• Reading Fluency book as a model. They should remember a topic
• Writing sentence and several supporting sentences.
10. Reading Fluency Assessment: Writing: Students will write a

(10 minutes) descriptive paragraph about a kind of bird.
Ask students to read the text titled “Birds”
aloud with fluency.
Organise the class into pairs. Have them take
turns reading the text aloud with the correct
rate, accurately and expression. They should
give each other feedback.
47
UNIT 10 The Past
Unit Objectives
• listen to an autobiography and find out specific information;
• talk about when and where they were born using appropriate expressions;
• complete a text with suitable words;
• read a poem with accuracy, proper rate and expression;
• use the simple past forms of verbs to narrate a story in the past;
• write their own biography, and
• identify the sound of less common vowel blends in words.
When Were You Born?

Week 28 Day 1
“Derartu Tulu.” Ask them to listen for when
Daily Contents
Derartu has an injury.
• Listening
• Speaking Derartu Tulu
Derartu Tulu was born in 1969. She was
1. Listening (20 minutes) seventh child in a family of ten children. She
grew up tending cattle in the village of Bokoji
Pre-listening (5 minutes) in the highlands of the Arsi Province. Derartu
was the first Ethiopian and African woman
Ask student to work in pairs. Ask partners to
to win an Olympic gold medal. She won the
take turns solving a riddle.
gold medal in the 10,000 meter competition
Answer: in the Barcelona Olympic games in 1992. Her
Mamo success in the race made her an Ethiopian
heroine.
48
practise the dialogue. Model this. Move around

In 1993 and 1994 a knee injury prevented the class and provide support to students.
her from competition, She returned in 1995
and won a gold medal in 10,000 meter World Assessment: Speaking and Listening:
Cross Country Championship. In another Students will talk about where and when they
competition in that year, she came in second were born using appropriate expressions.
and won a silver medal. Assessment Technique: Turn and Talk
In 1998 Derartu gave birth to her first
daughter, Tsion. In 2000 she won 10,000 Week 28 Day 2
meter Olympic gold medal for the second
time. She was the only woman to achieve this Daily Contents
in the short history of the event.
• Word Study
Her transition to the marathon race was
• Reading
rewarded with victories in London and
Tokyo in 2001. Deratu continued to run • Vocabulary
competitively even into her late thirties. She
managed to win a total of 35 gold, 12 silver 3. Word Study (5 minutes)
and 15 bronze medals. Her success served as
Ask students to listen as you read the words.
an example for women athletes.
Ask them repeat each word after you. Ask them
if the words are spelled similarly. Ask how they
Ask students to copy sentences in their exercise
are the same. Also ask them if the words sound
book and fill in the gaps after listening to the
the same. Tell students that because the endings
text.
sound the same, they rhyme.
Answers: 1. caught 3. brought
1. Bokoji 4. London and Tokyo 2. bought 4. thought
2. 10,000 5. 35, 15 Make sure that the students understand that the
3. 1995 less common vowel blends au and ou make the
long vowel sound in certain words.
Organise the class into groups. Ask them to take
turns talking about a famous person who is a Pre-reading (5 minutes)
role model.
2. Speaking (20 minutes) discuss ways parents help their children.
Organise the class into pairs. Tell them to write

a dialogue. Remind them to include the items
listed in their student book. Then they will
49

Week 28 Day 3
Ask students to read the story titled “The Father
and His Sons” silently. Ask them to find out
Daily Contents
what the sons sowed in the fields.
• Reading Fluency
Ask students to read the text again. Tell them
to answer questions. Review the answers with • Grammar
the class.
Answers:
1. The father was the hard worker.
poem.
2. The father didn’t allow them to work.
3. No one helped Days in a Month
4. Accept all reasonable answers. Thirty days have September, April, June and
5. Farming is a golden profession. November.
6. The got rich growing wheat. All the rest have thirty one.
Except February alone.
Post-reading (5 minutes) February has only twenty-eight,
Ask students to discuss the message of the story But every four years it has twenty-nine
in a small group. In a leap year it has an extra one.
Ask students to fluently read the poem with
you.
Ask students to choose words from the boxes
to complete a text. Ask them to compare their
answers with their partner.
Answers: Bank to complete a text. Ask them to compare
1. scientist 4. artist their completed text with a partner. Tell them
2. athlete 5. poet answers can be used more than once.
3. pilot Answers:
1. was 6. played
Assessment: Vocabulary: Students will
2. on 7. quarrelled
complete a text by filling in the gaps with the
correct words. 3. was 8. rang
Assessment Technique: Classwork 4. in 9. ran

5. had
50
Assessment: Grammar: Students will Assessment: Listening and Speaking:

complete a text with prepositions or verbs. Students will ask and answer questions.
Assessment Technique: Classwork Assessment Technique: Turn and Talk

• Vocabulary • Reading Fluency
• Speaking • Writing
8. Vocabulary (15 minutes) 10. Reading Fluency

(10 minutes)
Ask students to match words with their
synonyms. Review the answers. Ask students to listen as you sing the “Was and
Were” song. Ask students to sing the song with
Answers:
you several times to improve fluency.
1. C 4. B
2. A 5. D
3. E Ask students to write a short paragraph about
themselves. Tell them to include the information
Ask students to write sentences with the words in the student book. Remind them to include
under Column A from Exercise 1. Model this a topic sentence and detail sentences. Write a
using the example. model paragraph on the board.

Ask students to work in pairs and take turns paragraph about themselves.
asking and answering the questions in the
student book. Walk around the room and
monitor the students as they work.
Organise the class into pairs. Tell them to ask
for information from your partner based on the
information listed in the student book. Move
around the class and assist students.
51
Week 29 Day 1 • I did my homework. Pretend to write.
• I put on my pyjamas. Pretend to put on a

Daily Contents pyjamas top and button it up.
• Listening • Then I slept all night. Close your eyes
• Speaking and make a sleeping gesture.
Ask students to listen as you read each action

What Did You Do in Exercise 2 a second time. This time add the
actions after each action. Model this using the
Yesterday?
example in the student book.
1. Listening (20 minutes) Post-listening (5 minutes)
Pre-listening (5 minutes) Ask students to think about activities that they

did sometime in the past. Organise the class into
Ask students in pairs to take turns talking about
groups and tell them to talk about the activity
what they did yesterday.
that they liked most. Move around the class and
provide support on an individual basis.
Ask students to listen to a set of past actions as 2. Speaking (20 minutes)
you read them aloud. Ask them to think about
Put students in pairs. Ask them to write a
the actions that match each activity. Read only
dialogue about what they did with someone.
the sentences in bold for this exercise.
Tell them to use the model dialogue as a guide.
• I ate my breakfast. Pretend to eat cereal Ask them to take turns to role play the dialogue.
with a spoon.
Assessment: Speaking and Listening:
• I drank my milk. Pretend to drink. Students will talk about an activity they did
• Then I went to school. Walk in place and with someone.
wave goodbye. Assessment Technique: Turn and Talk
• I sang a song. Place your arms outstretched
in a singing position.
• I swam in the pool. Pretend to swim.
• I had lots of fun. Wave your hands in the

air while smiling.
• Then I came back home.: opening an
imaginary door.
• I rode my bike.: Do a cycling motion.
52
1. She was sick.

Daily Contents 2. She was at the clinic.
• Word Study 3. She was with the doctor for 15 minutes.
• Reading 4. She went to the pharmacy to buy medicine.
• Vocabulary 5. She felt better after she got treatment in
the hospital.
3. Word Study (5 minutes) 6. He went for a visit.
Read the words from each column of the chart 7. He felt happy/proud.
out loud. Ask students to repeat after you. Tell
them that the letters c, h, t and u are silent. Post-reading (5 minutes)
Ask them to write one sentence with the word Organise the class into groups. Ask them to
from each column of the chart. Write she has discuss the role of the health extension workers
scissors on the board. who work in every kebele.
4. Reading (25 minutes) 5. Vocabulary (10 minutes)

Pre-reading (5 minutes) Ask students to choose words from the Word
Bank to complete a text. Tell them to compare
Put the students into pairs. Ask them to take
their answers with a partner.
turns talking about what one of their family
members did last week. Answers:
1. get 5. drink
While-reading(15 minutes)
2. put 6. meet
Ask students to read silently the text titled “My
3. wash 7. go
Mother Was Sick.” As they read, ask them to
think about where the father was when the 4. eat
mother was sick.
Ask them to read the text again. They will Assessment: Vocabulary: Students will
answer comprehension questions. Ask them choose words to complete a text.
to write the answers to the questions in their
exercise book in complete sentences. Review
53

• Reading Fluency • Vocabulary
• Grammar • Speaking
6. Reading Fluency (15 minutes) 8. Vocabulary (15 minutes)

Ask students to listen as you call out numbers Draw the graphic organiser from the student
starting from 500 and adding 30 to each number. book four times on the board. Make sure
Tell them to shout Stop! when you make a students understand that there are four seasons
mistake. in Ethiopia. Help students fill in each graphic
organiser by modeling how to fill them in using
Example:
the example on the board Tell students to write
Teacher: 500, 530, 560, 600
in their exercise book at least one sentence
Students: “Stop!” You called 600 next to 560. about activities their family does in each season.
You added 40 not 30 to the number Model this activity.
560.
1. Tsedey (spring) or the end of Kiremt and
Ask students to read the text titled “My Mother the beginning of Bega September, October,
Was Sick Last Week” aloud with you. November
2. Bega or (summer) December, January,
February
Ask students to put the verbs in brackets into
3. Belg (small rain, authomun) March, April,
their correct forms to complete a text. Students
May
will compare their answers with a partner.
1. Kiremt (winter) June, July, August
Answers:
N.B: In western or northern hemisphere the
1. woke 5. made months December, January, February are winter
2. got 6. had and June, July and August are summer.
3. went 7. put Example:

4. washed 8. left My father plants teff in the small rainy season.
Assessment: Vocabulary: Students will write

the appropriate English word for each season.
correct forms of the verbs to complete a text.
Assessment Technique: Exit Cards
54
9. Speaking (25 minutes) 11. Writing (30 minutes)

Organise the class into pairs. Ask pairs to write Ask students to read the ordinal numbers and
a dialogue using the sentences in the student number words with a partner. Tell them to write
book. Tell them to take turns acting out the the numbers and number words in the correct
dialogue. Move around the classroom and order in their exercise book.
provide assistance. Students will use the information in the
Speaking Exercise to complete the text in the
student book. Review the completed texts.
Students will role play a dialogue with a
partner. Answers:
Second we took him to a nearby clinic, Third
we took him to see the doctor, Fourth the
Week 29 Day 5 doctor examined and treated him, Fifth we
took him home.
Daily Contents
• Reading Fluency Assessment: Writing: Students will write
ordinal numbers and number words in the
• Writing
correct order.
10. Reading Fluency
(10 minutes)
Week 30 Day 1
Pair students. Tell them they will play a number
game. Ask students to look at the series of
Daily Contents
numbers in the student book. Ask them to take
turns calling out the missing numbers in the • Listening
series. • Speaking
1. 540, 580, 620, 660, 700, 740, 780, 820, 860
(Add 40). Why Did the Mouse Help
2. 635, 700, 765, 830, 895, 960, 1025 (Add
65)
the Lion?
3. 525, 580, 635, 690, 745, 800, 855 , 910
(Add 55)
Pre Listening (5 minutes)

Ask students to read the title of the story. Ask
them to predict what the story is about.
55
While-listening (10 minutes) Ask students to listen as you read aloud Part One
of the story titled “The Lion and the Mouse.”
The Lion and the Mouse – Part Tell them to see if their predictions are correct.
One Ask students to listen as you read aloud Part Two
of the story titled “The Lion and the Mouse.”
One day, a lion was very, very hungry. It
After reading, ask students to tell a partner what
hunted all day, but it didn’t catch anything to
they think will happen when the hunter comes
eat. It decided to sit under a bush to rest. As
back to get the lion. Monitor discussions.
it was resting a little mouse ran by. The lion
reached out its huge paw and caught the little Ask student to listen to you read the first and
mouse by the tail. The little mouse squeaked, second parts of “The Lion and the Mouse.”
“Your majesty, please let me go.” The lion Then tell them to answer the questions using
replied, “No, I am very hungry. I am going complete sentences.
to eat you.” The little mouse begged again,
Answers:
“Please don’t eat me. I am very small. I will
not be a good dinner for you.” 1. It caught the little mouse under the bush.
“You are right,” said the lion. “You are too 2. It was too small to be eaten.
small to eat.” The lion let the little mouse 3. It used a net.
go. “Thank you, your majesty,” said the little 4. It jumped through the big hole.
mouse. “I will help you one day.” The lion
laughed. Post-listening (5 minutes)
The Lion and the Mouse – Part Organise the class into groups. Ask students to
discuss the message of the story and ask them
Two
to identify the character that they like the best.
The next day, a hunter came to the forest. He Monitor discussions.
caught the lion in a net. The lion could not
move inside the net. It roared and roared so 2. Speaking (20 minutes)
loudly that all the animals in the forest could Ask students to copy the dialogue and complete
hear it. The little mouse heard the lion roaring. it using the expressions given in the student
The little mouse decided to go to the lion. book. Then ask them to take turns acting out
“I can help you, your majesty,” said the little the dialogue.
mouse. “How can you help me?” asked the
lion. “I’ll show you,” said the little mouse.
The little mouse bit the net with its sharp tiny
teeth and after some time cut a big hole. The
lion jumped out of the net through the big
hole. “Thank you, little mouse,” said the lion.
“You are too small to be eaten, but you are
very helpful.”
56
Answers: Answers:
1. Was the lion hungry? 1. cleaned 5. liked
2. What did he do? 2. washed 6. cried
3. Did he catch animals to eat? 3. asked 7. played
4. What did he do after that? 4. lived
5. Why didn’t the lion eat the mouse?

Assessment: Speaking and Listening: Pre-reading (5 minutes)

Students will talk about what they did
Ask students to look at the picture and predict
sometime in the past.
what the story is about.
Week 30 Day 2 Ask students to read the story titled “Keep your
Eyes Open” silently. Ask them to find out if
Daily Contents their predictions are correct.
• Word Study Ask students to look at the pictures. Ask them
• Reading to put the pictures in the correct order as they
happened in the story. Then ask several students
• Vocabulary
to retell the story using the pictures.
Answers:
2, 4, 3, 1
Ask students to add -ed, -d, -ied to the words.
Tell them that most verbs add ed to their root
forms to form their simple past forms. Some
verbs that end in silent e, add d to form their Organise the class into groups. Ask students to
simple past forms. If the verbs that end in y are discuss the questions in the student book.
preceded by consonant letters, change the y into
i and add ed to form their simple past forms. If
there is a vowel before y simply add ed. Review
57
5. Vocabulary (10 minutes) Answers:

Ask students to match the words with their 1. was 7. found
definitions. Ask them to compare their answers 2. was 8. laughed
with a partner.
3. cried 9. nodded
Answers: 4. came 10. appeared
1. C 6. D 5. saw 11. arrived
2. A 7. H 6. went 12. ate
3. B 8. G
4. E 9. I Assessment: Grammar: Students will put
the verbs in their correct forms to complete
5. F 10. J
a story.
words with their definitions.
Week 30 Day 4
Daily Contents
Week 30 Day 3 • Vocabulary
• Speaking
Daily Contents
• Reading Fluency 8. Vocabulary (15 minutes)
• Grammar Ask students to complete a story with words
of their own. Model this activity. Students can
6. Reading Fluency (15 minutes) share their stories in a small group. Then ask
several students to share their completed stories
with the class. If you think this activity is too
story “Keep Your Eyes Open.”
difficult, do it together.
Ask students to fluently read “Keep Your Eyes
Open” aloud with you.

Ask students to put the verbs in brackets in their
correct for
ms to complete a story. Ask them to compare
their answers with their partner.
58
Possible Answers: 11. Writing (30 minutes)

Accept all reasonable answers. The following Organise the class into a small groups and
are suggestions. ask students to complete the story using the
1. money 6. forest sentences provided. Walk around the room and
provide support to students.
2. money 7. money
3. forest 8. food
Assessment: Writing: Students will complete
4. them 9. for a story.
5. food Assessment Technique: Turn and Talk

Organise the class into pairs. Ask them take
turns telling a story that they know.
Week 30 Day 5
Daily Contents
• Reading Fluency
• Writing
10. Reading Fluency

(10 minutes)
Ask students to read “Keep your Eyes Open”
aloud with you.
Organise the class into pairs. Have them take
turns reading the story with the correct rate,
accuracy and expression.
59
Grade 4 English Language Syllabus
Theme MLCs of the following Language items and vocabulary Learning activities and resources Assessment Learning
skills social expressions outcomes
1. School Listen to a Self-introduction School  Students listen to a text and write classroom Turn and Talk: Listen to a
-My First text and Good morning/hello buildings, objects. Students describe
Listening answer text and
Day at I’m ___ /My name is parts of pictures to each
comprehensio ______, My father’s identify
School rooms:  Students listen to a text and orally respond to other.
n questions name is __. I’m from details
-School classrooms, comprehension questions
______ .
compound This is______ director’s  Students look at the title of a listening text
-On the His name is___ office, staff and predict what the text will be about.
play He is from_____ room,  Students listen to a text and answer
ground Asking Questions girls’/boys’ comprehension questions.
Yes/no questions toilet, wash
Greet each e.g. Does it have a rooms,  Students greet and introduce themselves to Informal
…? girls’ club, Introduce
other and the teacher and to each other monitoring: The
Speaking introduce Wh-questions pipe, tap, teacher moves themselves
 Students introduce their friends to other
themselves e.g. How many etc. students round the room and their
using classrooms does it  Teacher describes the school using the to watch or listen friends
Adjectives
appropriate have? to using
(big, small, picture but makes mistakes – students
social It has some large children as they appropriate
rooms tall, short, identify the mistakes e.g. It doesn’t have
expressions introduce social
It has many chairs thin, fat, four classrooms, it has five classrooms themselves and
This/that (school etc.) (word stress on five) expressions
Talk about their friends
their school building) has Nouns:  Students work in pairs and take turns talking
It is big/small etc. Door/windo about what people are doing in different
There is/are
w/floor/blac pictures
All the rooms have
tables and chairs k  Students interview each other and describe
their friends to other students
61
Quantifiers: ‘Some’, board/wall/r  Students blend initial consonant blends br-

Decode ‘any’, ‘much’, oof/ceiling and cl- with appropriate word endings. Visual
words with ‘many’, ‘all’, both ball, rope, ,  Students identify diphthongs in words/oi/, Representations: Read words
Word little effort /oy/, /ou/, /ow/ Students use both with
Prepositions: jump, run,
study  Students identify initial consonant diagraphs words and consonant
In front play, hide,
in words pictures
of/opposite seek, goal,, blends with
to demonstrate
this/that /at the minimal
Read words, win, , lose,  Students look at a picture and predict what understanding
back of/ next to/ effort
phrases , rest, throw, the text will be about. (Students read a
on/ in
sentences, and laugh,  Students look at the title of a text and predict text and answer
Readi short applaud, what the text will be about comprehension
ng paragraph  Students read parts of a text and ask questions). Read a text
fight, race,
with a relative themselves question about why or how and scan for
degree of sit, cry,
things happen in the manner they do. specific
fluency and shout, chat,
 Students read texts and answer information
accuracy study, draw,
comprehension questions
goal, win,  Students read a text with accuracy,
lose appropriate rate and expression
Sight words:
Vocabula Study, draw,  Students fill in the gaps with the names of
Use
ry add, objects in the picture
appropriate Use words
words to multiply,  Students match descriptions to the correct Students use correctly
complete Sports field, words/phrases appropriate words
sentences  Students match descriptions to the correct for oral and
field, goal,
words/phrases written
win, lose
 Students match the opposites and similarities communication
62
 Students listen to a letter read out loud by

the teacher and list the words from the word
bank to fill in the blank space
 Students choose words from the box to
complete gaps in sentences
Write simple  Students rewrite sentences using apostrophe- Class work

meaningful s Students write write simple
Writing  Students write a short paragraph sentences about sentences
sentences and
 Students write sentences about what people what people have. about their
short friends’
paragraphs are doing in the pictures.
 Students write short descriptive sentences possessions
not more than
about their classroom
three or four
sentences
2. People Listen to Height& Weight  Students listen to the text and complete a Turn and Talk: Listen to a
-How tall Listening instructions How tall are you/ Students listen to
table
are you? and react What is your height? a descriptive text text about
accordingly I am …tall. Height and
-I am about people’s descriptions
 and
Listen My height is ………  Students listen to a text and write
shorter weight physical of people
respond to  How heavy are comparative words
than you you? or appearance and
questions words,  Students listen to a poem and answer and answer
-Shehas a  What is your weight? turn and retell
about questions.
long hair  I am …K.g. their friends. questions
personal .
details
63
Ask for and My weight is …… adjectives:  Students interview each other and describe Turn and Talk
Talk about
give personal kilo. their partners to other students Students talk
young, old their heights
speaking details
 Saba’s weight is ….  Teacher asks students questions about their about their height, and weights
including  How old are you? height (Students ask each other in pairs) weight
Synonym/an
their family I am….comparison  Students say their own height and weight.
tonym:
and school and  Students describe pictures
long/tall
Use social conjunctions: big/large  Students in groups describe someone who is
expressions ‘and’, ‘but’ standing at the front of the classroom.
correctly  I am taller than Akalu Thin/fat  Students work in groups and ask questions
but I am shorter than long/short about imaginary sentences
Almaz. Big/small  In groups students describe one of their group
members
Sight words:
object pronouns Kilo, meter,
e.g. me, you, him, centimetre,
her, us, them far, near,
overweight,
underweight
, round,
Word Form and use oval, brown,  Students add the suffix-er to adjectives to Students sound
Decode
study comparative blue form comparative adjectives. out letters in
words
adjectives e.g. fat +er = fatter words correctly
correctly
correctly Numbers big +er= bigger
from 501 to  Students add the suffix-er to adjectives
1000 to form comparative adjectives.
e.g. heavy = heavier
happy= happier
 Students listen to the teacher read words
that end in r-controlled vowels(-ir, -er, Read a
Read short and –ur) comparison
stories/paragr text about
aphs and retell
4
64
Reading the main  Students read the story and put the Students count people and
details/put pictures in order. numbers from answer
pictures in  Students read a poem and answer 501 to 1000 questions
their correct comprehension questions
order/answer  Students read a dialogue and complete
question the table with the information from the
dialogue
 Students read sentences, phrases and
clauses with accuracy, proper rate and
expression
 Students give the synonym and antonym Students read

Vocabula Match of the words words, phrases Write
ry synonyms and and clauses with sentences
 Students replace underlined words with
antonyms accuracy, proper about their
words of similar meanings rate and heights and
 Students match words with their expressions weights
similarity
 Students fill in the blank spaces with the
correct words to complete sentences. Fluently
 Students match words that go together Students choose read words,
the right words phrases,
 Students complete a text by filling in the
for different clauses and
blank spaces with the missing words(Cloze) situations longer texts
 students fill in the blank spaces with the
correct words from the box
 Students put descriptive words in the right
box in a diagram
Writing Write short
sentences
about
5
65
personal  Students unscramble pictures and rewrite a Students write Write

details, story based on the unscrambled pictures short sentences meaningful
objects,  Students write sentences from a substitution about themselves sentences
places, etc. about them
table selves
 Students write sentences about their height
and weight
3.Environme Listen to Talking about the Weather Students listen to a story and answer questions Turn and Talk: Listen to a
nt: dialogues/ weather words: Teacher reads a
short  What is the warm, cold, text about
short dialogue
Listening
-What a passages and weather like cloudy, and students have the weather
rainy day! stories and today? rainy, to guess the
and answer
-There are answer  It’s hot/cloudy etc. sunny, weather and turn
some and share their questions
questions. foggy,
clouds guesses with their
 In January it is hot windy, wet,
-It was partners.
etc. dry etc.
sunny Ask and Students act out a dialogue with a partner Students work in
yesterday Past simple Use
speaking answer Students read a dialogue with a partner pairs and use
questions  What was the Months: appropriate social appropriate
about weather like January, expressions to expressions
everyday yesterday? February talk about the to talk about
scenes  It was cold/sunny etc. weather the weather
etc Days of the
week:
Monday,
66
 It’s cloudy today. / Tuesday,  Students add the letter ‘-y’ to nouns to Students make up
Extract
It was sunny Wednesday form adjectives weather adjective
Students add etc. words by adding information
yesterday. e.g. rain----rainy
Word the suffix-y Today, the suffix –y to from written
cloud---- cloudy
study to nouns to yesterday, nouns materials
wind-----windy
make
weather  Students listen to the teacher read words
Sight words: that end in common word family
adjective Hot, cold, Students read a
Reading sounds(-at, -an, -ap, -ad)
words; warm, blow, story and
 Students think about the main idea of
shower, go, the story; put events in the order they unscramble
run scrambled events
appear in the story
 Students read an imaginary weather
forecast accompanied by pictures
silently as the teacher reads it aloud;
Use different Use
then students point to the pictures
word  Students read a passage silently and appropriate
recognition check their answers with the facts in the reading
strategies to text
read  Students fill in gaps with weather words strategies to
 students identify words that go with Students use
words/phrase make
weather words correctly
s/sentences. meaning out
 students identify words that go with
Read a short
weather of written
paragraph
 Students work individually and identify
and answer materials
words which can go with weather
questions.
 Students choose the correct forms of the
words to complete sentences.
Match
Match words  students fill in the blank spaces with the
with correct weather words words with
descriptions  Students find words in a word search
and circle them
7
67
Vocabular the correct

y
pictures
Complete  Students write a short summary about the Students write Write
Writing sentences by story meaningful
sentences
filing in the  Students look at the pictures and write about sentences.
about the
missing what the weather will be like and what
words. people will/ are going to wear in that weather
Write months weather condition. using
and days of
the week appropriate
beginning weather
with capital
letters. words
 Listen to  What is this/that? . Students work in

Parts of the Listen to a
4.Health instructions This is my  Students listen to a text and answer pairs and talk
body: text answer
and safety: Listenin and react chin/cheek/ questions about what they
-Let’s keep g accordingly neck/lip. Head/hand/a . do to keep questions
fit  What is he/she rm/ themselves keep
-Wash your touching? heel/,ear/ fit.
hands  Ask for and He is touching  Students work in pairs and take turns to tell Physical
chin/ Give and
before you speaking listen to his/her chin/lip. a partner to do or not to do something Response:
cheek/navel/  respond to
eat pieces of Students act out a dialogue with a partner Students give
neck/nail simple
-Visiting a advice Song  Students ask and answer questions to have each other
advice
doctor Should/shouldn’t tongue complete information about their partner positive and
accordingly
.
68
. A: I am not Movement negative

feeling well verbs: commands and
B: You should go respond
Jump/jog/
to the doctor individually to the
A: Ok, thanks Run/ push - commands
Giving and up/ sit- up physically.
receiving rolling Answers
instructions. may be indicated
Movement verbs Doctor, by putting
Positive and negative sick, ill, up a number of
imperatives: touch patient, fingers,
and don’t touch clinic, open and closed
Ability: health fists, and/or
I can jump centre, other culturally
I can’t swim hospital, appropriate
Pronunciation: pharmacy gestures.
Word Say words Contractions e.g. I’m medicine,
syringe, Pronounce
study with vowel /  Students Listen as their teacher says the
diagraphs tablet, word “thigh” aloud to them and say words words
emergency, with the same vowel sounds after her/him correctly
examination
69
aloud you’re/he’s/she’s/we’ , feel, cold,  Students identify the vowel sounds they hear
correctly re/they’re touching headache, in the following words:
 Pronunciation: pain, etc boil
should not / toilet
shouldn’t
Sight  Students identify the diagraphs and the
Reading words. run, sounds they make at the end of the
jump, jog, following words: Students predict
 Predict what Wash, sick what a text will
a text will clean, boil, pick be about using
be about doctor, check visual clues
from the patient,  students think about and predict what Read a text
illustration( clinic, activities the writer does; answer about ways
s) or the health comprehension questions of keeping
title center  Students read a dialogue silently and check health and
if their instructions appear in the dialogue
fitness and
 Students read the dialogue and check if their Students point to answer
guesses are right each of their body
 Students read words, phrases and clauses questions
parts and say it
with accuracy, proper rate and expression aloud correctly
Vocabul
Identify the
ary Label pictures  Students label the missing parts in a name of each
human diagram by choosing words from body part of
the word bank a human
 students list the body part words from being in
the word bank in order from the top to English
the bottom of the body
 Students choose a word from the word
bank to complete the gap in sentences
 students match words on the left with
description on the right and write
sentences with the words.
10
70
 Students match words to their

meanings
 Write  Students choose five of the body part words Students work in
Write short
Writing meaningful and write a sentence for each. pairs and describe
sentences themselves. sentences
 Students write a paragraph using the same
about how structure of the reading text. about how
to keep  Students write sentences about what they they keep
oneself fit can and can’t do. their health
and healthy and fitness
5.Objects: present simple  Students listen to a passage about Rooms in Students talk Listen to a
Listenin Listen to Rooms of
-My house about what they text about
g descriptions  What do you do in house( part houses and label each part in the picture
-She stirs the kitchen? do with each houses and
about objects, of house):  Students listen to a text and answer
tea with a Have/has household object identify the
places and questions
spoon -Do you have…? Living parts of
answer
-I chop the Yes, I do/no… room, house and
questions/
wood with bedroom. objects
match picture Verb “to be”
an axe Plurals/regular/irregul Pantry,
ar) dining
made of/used for room, toilet,
a / an / the kitchen etc.
 possessive (‘s)
Whose (object) is
that? objects in
 Describe it’s mine/my rooms of  Students ask each other questions about their Turn and Talk:
speaking places and mother’s/hers/ house: houses e.g. what do you do in the kitchen? Describe
Students draw
Where is the bathroom? Do you have a houses and
their ideal houses
bathroom? Is it big?
11
71
household (Picks up wood) - utensils:  Students work with a partner and talk about and turn and household
objects Who uses it? what people do with each object describe them to objects
spoon, fork,
-The carpenter  Students work in pairs and take turns to ask their partners.
cup, glass
uses it and answer questions about what people do
etc.
or with each object in the picture.
Object pronouns food table .
-Give the paper to , chair,
him. cupboard,
-Give it to shelf, bench,
her/him/me. stool, etc.
Word Prepositions of Adjectives:  Students read words that end in common Students form Talk about
Form
study time/place: Size: word family sounds(-op, -ot, -ow, -et, -in, - compound nouns what people
compound
at, in the.., next to, small/big ill).. do with
nouns
opposite etc. Colour:  Students read a group of words and different
Where do you red/blue underline the word that does not have a objects
cook/wash? Shape: silent letter
round/flat/ci  students form plural nouns
Negative sentences rcle
with contracted
Reading
forms.
 No, it isn’t Axe, pick,
Read short  It doesn’t have a sickle, Students read a Point out the
paragraphs and television hammer, text and identify central idea
shovel, saw, details of texts
answer Recycle  Students read a text and answer questions
questions/put comparatives plough, rake  Students read a text and write True or False
pictures in Use  Punctuation Sight words: based on the information in the text
marks: Clean, sit, Match words with
 Students read words, phrases and clauses Use words in
Full stop eat, glass, pictures
Match with accuracy, proper rate and expression. their right
Vocabul Question mark chair, table, places
household  Students match household objects to rooms
ary etc. shelf,
objects to types  Students match words to their meanings
Plough,
of rooms  Students match words to pictures
pick, saw
12
72
 students choose suitable words to complete a

paragraph
Write short  Students complete a vein diagram using : Students write Write
Writing comparative the information in advertisements comparative descriptive
sentences  Students use sentence starters to write a sentences spotting sentences
about objects paragraph the difference about
 Students write a paragraph about their between houses/ houses/
favorite hand tools Household household
objects/learning objects
materials /learning
. materials
 Students listen to a text and answer IThe teacher

Parts of the Listen to
6. Time: Listen to questions moves round the
Recycle times (from day e.g., descriptions
-Telling Listenin  Students copy the table into their exercise room to
description of digital clock) and morning, book and complete it by listening to a text
time g understand which about daily
introduce new evening,
-What do events and list children routines and
language. noon, night,
you do understand complete
major events midday
every day?  What time is it? and which tables
-When do chronologicall  It is 2 Frequency children
you study o’clock/quarter words: need more
y
English? past/half Always support(Students
past/quarter to etc. listen to
 Present simple Usually
descriptions of
A: When does the Often
Someone’s day
first
Sometimes and identify the
Period start?
B: It starts at 3 Rarely time when it
o’clock/4:30 happens).
13
73
Talk about /half past 4 Never  Students work in pairs and practice asking Turn and Describe
speaking their daily  Adverbs of for and telling time Talk:Students
Study,
activities using frequency  Students make up a dialogue and act it out turn and work in their daily
program,
appropriate I often go to bed at pairs; one student
time table,  Students ask and answer questions about activities
time …… says a time and
every someone’s program
expressions. I usually get up at the other student using time
o’clock
…… says what they
Sight words: expression
I sometimes play do at that time
football on hour, about,
Word Identify silent Tuesday/ in the almost,  Students identify silent consonants Students identify Decode
study consonant morning Finish, silent letters
 Students work in pairs and underline words
letters in words /afternoon/ etc. watch,
correctly
I don’t understand every, at, the word that has a silent consonant
What does that Study,
mean? program, letter
Can you repeat write, read  students add the prefix ‘re-‘ to base
that please? /sorry? words
write rewrite
start restart Students scan for
read reread specific
information
Read and
arrange  Students read a text and answer
Reading sentences
questions Read a text
about everyday
activities in a about every
 Students read a text and scan for
logical order day
specific information activities
and list
them in the
order of
14
74
 Students read a text about someone’s their

study program and pick out time occurrence.
expressions
 Students read words, phrases and
clauses with accuracy, proper rate
and expression
 Students match words to pictures
 Students identify hidden word on the
grid in a word search
 Students fill in gaps using
appropriate words
Vocabul Match time
ary expressions to
15
75
pictures and  students make sentences with words Students identify Use
descriptions and use appropriate
 Students choose words from the appropriate time
Word-Bank to complete a text words to tell
expression
 Teacher recycles thematic words and time
asks students to make sentences with

the words
Writing Write  Students develop a topic sentence in to a Exit card: Write

sentences that paragraph. Students write simple
describe events  Students write sentences about themselves down times from sentences
in relation to picture clocks on about their
time using the information from the chart Small slips of
 Students write a paragraph about their study daily
paper cards that activities
program. students hand to using time
the teacher or expressions
leave near the
door as they leave
the classroom.
16
76
7. Food: Listen to a text Like/don’t Turn and Talk: Listen to a

Food and  Students listen to a text and complete a
-I like about the like/prefer X to Y Students listen to text about
drink: table
vegetables Listenin descriptions of  too and either the descriptions people’s
-He drinks g Spaghetti  Students complete a paragraph with of food and choices of
food and e.g. A: What do you
words from the listening text
milk like to eat? , soup, drinks and turn food and
-Baking drinks and  Students listen to the story and say True and talk about drinks and
B: I like tomatoes
bread answer A: I like tomatoes Porridge, or False for the statements what they like identify who
questions too, Sandwich, and dislike. prefers what
speaking Use A: Do you like to  Students take turns being a waiter/waitress Turn and Talk: Students use
, cake,
appropriate drink coffee? and a customer to act out a dialogue Students work in appropriate
bread, meat,
social  Students work in pairs and do a role-play as pairs and act out social
milk, coffee,
expressions to B: I don’t like to a customer and a waiter/waitress the dialogue. expressions
yoghurt,
ask for food/ drink coffee  Students work with a partner and take turns to order
Soft drinks,
drinks and A: I don’t like to to act out the dialogue food in a
water, raw
respond drink coffee either restraint.
meat
accordingly
Restaurant dialogue
Word Students make plural nouns Students decode Decode
Like/would like
study Form words by restaurant Students identify the sounds the words with –ph words with
Some/any
adding suffixes words: and –gh diagraphs no or little
 Excuse me consonant blends ph- make at the
waiter at word final effort
 Please can I….? beginning of words positions
waitress  Students write words with -ph-and -
Specify quantity Menu, gh diagraphs at word final position
e.g. two cokes(coca
customer  Students read a text and write short answers
cola)
three cakes to questions
17
77
Read a text Change, tip,  Students work in a group of five and discuss
Reading about list of the advantages of water to our body. Students read food Read menus
Reception items and identify
food items and  Students read the recipe and answer the of food and
dining, types of food that
drinks and questions drinks and
categorize Cashier, bill they are familiar order
with
them Sight words:
apple, students match words to pictures
orange, Teacher recycles thematic words and
salad, egg, asks students to put the food items into
the right category Students use words
Vocabul complete a text Drink, correctly Choose and
ary with the finish, relax,  Students to group words in the right use the right
correct words bake, grow, categories word for a
sow  Students fill in the blank spaces with the particular
correct words from the Word-bank to situation
complete the sentences
.  students match the words on the left
with their possible meanings on the
right
 Teacher recycles thematic words and
asks students to look at the word search
and find the hidden words. Using the
words in the Word-Bank as a guide
Write short  Students copy a dialogue and punctuate the Students write Write short
Writing sentences sentences in it short meaningful sentences
about their  Students write a paragraph about any sentences about their
favourite food beverage drink they like. favourite
and drinks  Students write a paragraph about how people food and
grow cereal crops drinks
8. Jobs  Listen to  Jobs: ‘ Wh’ Buildings  Students listen to the text and say the Summary and Listen to a
descriptions questions and places statements True or False reflections:
text about
18
78
-My aunt’s Listenin about What do you want to in town,  Students listen to the poem and say True or Students people’s job
job g people’s job be? village, city False for the statements stop and reflect, and locate
-A nurse and the I want to be a Market,  Students listen to the text and answer make sense of work
works in a place where __________ questions what
school, places/comp
clinic they work Why do you want to they have heard
-My uncle and answer be a ___________? north of, (Students listen to lete a map
goes to questions/m Because south of, the information
work on atch ___________ centre of, concerning
foot pictures. Do you want to be a Family, role someone family’s
________? household job and ask
Yes/no I don’t want care questions to
to be ____ them).
Who is ________?
What does he/she do? Job:
 Ask and tell  Students work with a partner and take turns Turn and Talk: Ask for, tell
speaking where He/she is a/an ….. farmer, Students turn and
to act out the dialogue and respond
people live  Where does he/she doctor, ask for and give
 Students work with a partner and take turns to directions
and what work? nurse, directions of
to ask and solve riddles
they do He/she works in carpenter, places.
….. dresser,
Where does she potter,
live? cobbler,
Present simple butcher,
e.g. I clean the barber,
rooms/fetch tailor, typist,
 Names of places: librarian,
In terms of store-
preposition keeper,
next to, opposite, merchant,
behind, in fisher-man,
teacher,
19
79
Word Break down front of, at the, near guard,  Students pronounce verbs with /s/, /z/ Informal Read a text
study words into to waiter, and /iz/ sounds correctly monitoring:The
syllable waitress, teacher moves and identify
 What is this?  Students form nouns from verbs by
 This is a market sales man, adding the suffix –er round the room location of
 Directions shop keeper, farm + er = farmer to watch or listen places
Where is …., shepherd, teach + er = teacher to children as
please? engineer,  Students listen to verbs and group they
Go to …… pilot, according to pronunciation of –s; put read the verbs out Pronounce
Go straight soldier, verbs into columns loud verbs
Come out of… police man, /s/ /z/ /Iz/ correctly
Turn left/right. lawyer,
Excuse me… driver, cooks goes finishe
There is/are janitor s
. carpenter,
makes does washe
 Present clerk
s
continuous clinic,
e.g. I am cleaning the hospital,
rooms/fetching water health post, Students form compound nouns:
health house + keeper = housekeeper
center, sales + man = salesman
bank, post
office,
school,
hotel,  Students look at the picture and guess Predict what
restaurant, what the text will be about the text will
Predict what a garage,  Students read the text and answer questions be about
Reading airport,  Students read the text and write True or Students read a based on
text will be
library, False for the statements. text and visual clues
about from the store, shop, differentiate main
illustration(s)  Students write a paragraph about what they
drugstore, want to be when they grow up ideas from details
or the title pharmacy,  Students write a paragraph about their
laboratory, friends activities
kitchen
20
80
 Students read words, phrases and clauses

accurately with proper rate and expressions
barber shop,
 Students copy the paragraph into their
grocery exercise book and fill in the gaps
taxi, bajaj, choosing suitable words from the Word-
minibus, Bank
 Teacher recycles thematic words and Use words
bus, cart, for oral and
asks students to match the names of
complete a text train, professionals on the left with the type of Students use written
Vocabul using the bicycle, job/profession on the right words correctly communicat
ary correct words motor bike,  students match the jobs on the left with ion
horse, mule, the places on the right
cab, city
bus, foot,
public bus
Sight words:
Examine,
teach, farm
paint, bank,
laboratory,
pharmacy,
bus, horse,
Writing Write simple Informal Write
sentences mule monitoring:The simple
 Students use the substitution table to write
about location short paragraph about each of the two or teacher moves sentences
of objects, three family members round the room about
places, etc to watch or listen what/where
 Students write sentences about family to children as their family
members’ jobs under the family tree they members do
write about the
direction/ location
21
81
 A Student chooses one family member and of different

writes a short paragraph about his/her job things/ work
and work place. places
9. Animals  Listen to Wild  Students fill in the numbered blanks with the Exit Listen to a
-Listen! A descriptions  Present simple to correct words from the listening text cards:Students text about
animals:
lion is Listenin and answer describe an animal  Students listen to the story and complete a listen to a text wild
roaring g questions It lives … summary of the story by filling in the about animals and animals and
Antelope,
-A zebra It eats ….. numbered blank spaces with suitable words write names of identify key
eats grass lion, hyena, wild animals on features
It has …. legs etc.? from the listening text
-Abird flies crocodile, Small slips of
 Students listen to a text and answer
high.  Yes/no questions giraffe, questions paper cards that
Does it eat grass? elephant,  students hand to
Does it live in water? fox, the teacher or
Is it …..? monkey, leave near the
Negatives – door as they leave
hippo,
no, it doesn’t the classroom.
rhino, red
It hasn’t any…. Describe
Speakin fox, walya  Students work with a partner and takes turns Turn and Talk:
 Make wild
g comparatives (-er) ibex, to ask and solve riddles
simple animals
comparison (double consonant buffalo, cub,  Students take turns to circle three animals Students turn and
s between spelling rule) e.g. rabbit, tiger that are similar in some way and explain talk about the
different Bigger/fatter ,zebra what they have in common difference
 Students take turns to ask and answer between wild and
animals
Pronunciation: kill, see, questions about each picture domestic animals
 Describe revision of roar, yelp,
animals wild, forest,
Present simple 3rd
person
22
82
Grade
Grade4 English Language
4 English Syllabus
Language Syllabus
Word Identify singular ending /z/ cave, den,  Students unscramble letters to form Visual
study syllables in [ /s/ /z/ /Iz cry, hunt meaningful words that begin with gr- representations: Read a
words consonant blends Students use both short text
e.g. He goes , etc  Students listen as their teacher reads each words and about wild
She asks/s/ grass, straw, word out loud and pick out the silent letter. pictures animals and
He teaches/Iz/ meat, leaf, to make match them
hay, bone, connections to pictures
eat, gnaw, and demonstrate
 Students read a text and answer questions
Reading chew, their
swallow, understanding(
Read short
mix, Students read a
paragraphs
residue, salt, passage or text
and answer
molasses, about wild
questions
graze, fatten animals with a
eagle, relative degree of
scavenger, fluency and
bird, bat, accuracy and
pigeon, draw pictures)
duck,
Vocabul Match jobs ostrich,
with places  Students fill in the gaps to complete Use correct
ary flamingo,
peacock,  Teacher recycles thematic words and forms of
asks students to fill in the gaps using Students match
crow; words in ral
words from the word bank. words to the
students and written
 Students choose suitable words of correct
match them communicati
animal sounds from the word bank to descriptions on
to pictures
complete a paragraph
Sight words:  Teacher recycles thematic words and
See, wild, asks students to read each short
cry, meat, description carefully and choose their
grass, leaf, answer from the four options
mix,  Students find and circle all of the
birds that are found in the grid
23
83
residue, fly,  students choose suitable words from

eat, sing the word bank to complete a text
students match words with their
synonyms.
 students complete a text by filling in
the blank spaces with the correct
words(Cloze vocabulary activity)
students construct sentences with the
words
 Students match words with their
definitions Students match words
with their definitions
 Write short  Students put sentences in the correct order to Exit cards:
make a complete paragraph Students write Write short
sentences
sentences sentences
about  Students use paragraph as a guide to write a
Writing onSmall slips of about wild
animals, etc. paragraph about an animal they like paper cards that animals
 Students write a descriptive paragraph of students hand to
four or five sentences about any type of bird the teacher or
they know leave near the
door as they leave
the classroom.
24
84
10.Thepast  listen to a Recycle dates Places  Students Listen to the text again and Turn and Talk: Listen to a
-When story and (ordinal numbers 1- complete the sentences Students listen to
Time short
were you Listenin identify 30 and months)  Students listen and use their body parts to descriptions of
phrases: biography
born? g specific show each activity physically as their
Last week/ past events and
-What did details.  was/were (positive teacher tells them and indicate
you do turn and narrate
and question forms month/  Students look at the title of the story and key details
yesterday? only) them to their
predict what the story will be about
-  Where were you year friends.
-The lion born? Yesterday
 I was born in A year/
Jimma week/
 Which month were month
you born in?
 I was born in Ago
[month]  Students work with their partner and make a Informal Give and
speaking  ask and  Which month was dialogue and act it out. monitoring:The
Months of collect
answer he/she born in?  Teacher asks students questions about what teacher moves
the year: information
questions  He/she was born they did in the past and then students ask round the room to
about past
using in.... January, each other in pairs watch or listen to
events.
simple past.  Was she born in February  Students work with a partner and take turns children as they
____? to complete and act out a dialogue. practiceinterviewi
 Yes, she was/No, March ng each other and
she wasn’t April etc. filling in identity
cards for each
famous, other.
 Where were
popular,
you….? (last
Word Identify and artist,  Students listen and repeat after the teacher Guided Review.
night/week/month/ Read a short
study say vowel politician, Students respond
year; in the  Students read words that have silent
diagraphs scientist, to questions and biography
morning/afternoon letters(w, k, l, b)
correctly pilot, poet, share learning and answer
/evening)
composer, from questions
choreograph
25
85
 were you at er, runner,  Students read a story and answer previous lesson.
home/school run, sing, questions Teacher uses this
Adverbial phrases race, win,  Students read the text silently and information to
(place) championsh make notes about what the person determine the
Read stories  Somewhere near ip, record, did direction of the
Reading and identify the…. sing, boxer,  Students look at the picture and current
main Outside in the…. composer predict what the story will be about lesson(Read
characters. Pronunciation: Sight words;  Students read words, phrases and sentences about
asked/t/ clauses with accuracy, proper rate one’s life history
Sing, run, and expressions. and put the facts
race, win, in the correct
Wakeup, sequence)
 students choose suitable words from the
Vocabul getup, wash,
word bank to complete a text
ary wear, drink,
Sharp, teeth Students
students match words with their synonyms
use suitable complete a text
words to with suitable Use words
complete text words correctly
 write short  Students write a short paragraph about Exit cards: Write short
Writing themselves Students write sentences
sentences words correctly
 Students look at a model paragraph and about what
about write a similar paragraph about themselves (with initial
they did
capital letter) on sometime
personal Small slips of in the past
details paper cards that
students hand to
the teacher or
leave near the
door as they leave
the classroom.
26
86
Students
complete
sentences by
adding words and
write the answers
on Small slips of
paper cards that
students hand to
the teacher or
leave near the
door as they leave
the classroom.
27
87

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English For Ethiopia

Federal Democratic Republic of Ethiopia

Copyright 2017 © FDRE, MoE

3. Assessment and Support

What Do You Do Every Day? 5

When Do You Study English? 9

She Drinks Milk 18

She Works in a Clinic 29

My Uncle Goes to Work on Foot 32

Listen! A Lion is Roaring 36

A Zebra Eats Grass 40

A Bird Flies High 44

Unit 9 The Past 48

What Did You Do Yesterday? 52

Why Did the Mouse Help the Lion? 55

While-listening (10 minutes)

2. Speaking (20 minutes)

Answers: Assessment: Vocabulary: Students will match

asking for and telling the digital times using the

Assessment: Grammar: Students will write Answers For Text A:

Week 16 Day 4 4. She reaches school at 7:50 a.m.

Week 16 Day 5 Week 17 Day 1

10. Reading Fluency (10 minutes) What Do You Do Every

Ask students to copy the table into their exercise

Ask students to work in pairs. Tell them to take Answers:

Assessment: Listening and Speaking: While-reading (15 minutes)

breakfast hands and 2. watch 7. comb

p.m. dinner p.m.

2. sometimes 6. sometimes Assessment Technique: Turn and Talk

Week 17 Day 4 10. Reading Fluency (10 minutes)

11. Writing (30 minutes) While-listening (10 minutes)

Pre-listening (5 minutes) Read the text titled “Time is Valuable” aloud.

While-reading (15 minutes)

Post-reading (5 minutes) 7. Grammar (25 minutes)

Answers: When do you study English? I study English

Ask students to copy the sentences into their • Speaking

11. Writing (30 minutes)

While-listening (10 minutes)

Vitamins help keep your body from becoming Week 19 Day 2

1. vegetables, cereals, meats, pulses and Assessment Technique: Classwork

section of Lesson 4. Remind them to use correct While-listening (10 minutes)

Pre-listening (5 minutes) Answers:

Post-listening (5 minutes) Answers:

Answers: 11. Writing (30 minutes)

Week 20 Day 5 Baking Bread

Daily Contents 1. Listening (20 minutes)

Organise the class into pairs. Ask them to take

Ask students to listen as you read aloud a story

Week 21 Day 2 Answers:

Daily Contents 2. one cup

• Word Study 3. 3-5 minutes

• Reading 4. golden brown

2. phone 5. rough Answers:

Ask students to read the recipe titled “Baking • Grammar

7. Grammar (25 minutes) 9. Speaking (25 minutes)

Then they can turn and tell a partner about one

3. True 1. farm –farmer

2. Speaking (20 minutes)

4. Reading (25 minutes) Answers:

3. keeps 6. leaves Answers:

Assessment Technique: Classwork Kuma 41 4 actor

• Vocabulary Assessment Technique: Classwork

2. C 7. G Organise the class into pairs. Ask them to take