English for Ethiopia Grade 7 Student Textbook PDF

ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA STUDENT’S TEXTBOOK STUDENT’S TEXTBOOK GRADE 7 GRADE 7...

ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA STUDENT’S TEXTBOOK STUDENT’S TEXTBOOK GRADE 7 GRADE 7 g Sp STUDENT TEXTBOOK n e ni e ak st in Li g g din W ea ri ng ti R GRADE 7 FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA MINISTRY OF EDUCATION MINISTRY OF EDUCATION  Take the Good care of this Textbook! This textbook is the property of your school. Take good care not to damage or lose it. Here are 10 ways to help you take care of the book: 1. Cover the book with protective material, such as plastic, old newspapers or magazines. 2. Always keep the book in a clean dry place. 3. Be sure your hands are clean when you use the book. 4. Do not write on the cover or inside pages. 5. Use a piece of paper or cardboard as a bookmark. 6. Never tear or cut out any pictures or pages. 7. Repair any torn pages with paste or tape. 8. Pack the book carefully when you place it in your school bag. 9. Handle the book with care when passing it to another per- son. 10. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the bound edge as you turn the pages. This will keep the cover in good condition.  English for Ethiopia Student Textbook Grade 7 Authors Dr. Haile Shibabaw Dr. Zewudie Tamiru Reviewed by Dr. Mulugeta Teka Dr. Berhanu Abera Ms.Rahel Abraham Illustrator Mr. Workineh Negasa Designer Mr. Lijalem Mulugeta Federal Democratic Republic of Ethiopia Ministry of Education  Acknowledgements We would like to sincerely thank the Ministry of Education and its stake- holders for their initiative and effort to develop a new syllabus and teaching learning materials of all grade levels by Ethiopian professionals. We are also indebted to thank the coordinators of center of excellence universities for their perseverance and dedication to the success of the program. Finally, we owe a debt of thanks to teachers and concerned bodies for their contribution to the improvement of the material during the validation process.  Table of Contents UNIT 1: LIVING IN RURAL AREA...................................................1 UNIT 2: HISTORY OF CALENDAR.................................................17 UNIT 3: ROAD SAFETY.............................................................30 UNIT 4: ENDEMIC ANIMALS IN ETHIOPIA....................................45 UNIT 5: DIARY........................................................................59 UNIT 6: LAND CONSERVATION..................................................73 UNIT 7: VOLUNTEERISM...........................................................89 UNIT 8: FITNESS....................................................................105 UNIT 9: SELF-EXPRESSIONS....................................................120 UNIT 10: COMPUTER DEVELOPMENT.........................................134  Unit 1 Living in Rural Area Grade 7 UNIT 1: LIVING IN RURAL AREA Unit Objectives At the end of this unit, you will be able to: listen to the text and identify specific information talk about their preferences in connection to living in cities or country side Pronounce the interdental voiced [ð] and interdental voiceless [θ] sounds correctly in different sentences talk about the similarities and differences of the life style of people who live in rural area versus those people who live in cities associate the gist of the passage with their own life experience work out the contextual meaning of the words in the reading text use the words they learnt in the passage in different communicative situations when/ where necessary discover how simple present tense is used in different types of sentences write few simple present tense sentences that talk about everyday activities, general truths and planned future actions use appropriate words in their appropriate place when they write a paragraph use comma in different written sentences correctly SECTION ONE Lesson 1: A peaceful walk in the country side 1  Unit 1 Living in Rural Area Grade 7 Pre-Listening Activities Activity 1.1: Read the questions below and discuss with the student sitting next to you.. 1. Have you ever visited a rural area? If yes, what does it look like? 2. Think of the meanings of the following words and your teacher will assist you Countryside Trip Bullocks Fed up Fence Sign While-Listening Activity 1.2: You are going to listen to a story. Listen to your teacher very carefully and an- swer the following questions. 1. Why was Melaku fed up? 2. How far did he plan to walk? 3. What did he take with him? 4. How were the bullocks behaving? 5. Who did he see approaching the field? Activity 1.3: Listen to the story once again and put a tick mark (√) only on sentences that you have heard in the story. 1 No need to worry about masks and physical distancing. 2 I enjoy being in the country side. 3 I saw a woman approaching. 4 There were bullocks in the field I had to cross. 5 I was crying in the field. Lesson 2 Post-Listening Activity 1.4: Sit in groups of four and share your experiences on the following questions. 1. Do you think the speaker had a peaceful walk in the country side? Why? 2. What do you learn from the story you heard in the text? 3. What similar or different experiences do you have about what you listened? 4. What do you think might happen to the narrator at the end? 2  Unit 1 Living in Rural Area Grade 7 SECTION TWO: SPEAKING Lesson 3 Talking about Preferences Activity 1.5: In this activity, you will consider how the conjunctions but, on other hand, so, and whereas are used in the dialogue. Read the following dialogue between Ato Ali and Ato Fasil and practice the dialogue in pairs. Ato Ali: Good morning, Ato Fasil. Nice to see you again after such a long time. Ato Fasil: Good morning, Ato Ali. Pleased to meet you, too. Yes. It’s a long time since we last met. Ato Ali: Are you staying long in town? Ato Fasil: No, I only have come to visit relatives and hope to go back home this evening. Ato Ali: Oh! I see you will be leaving so soon. You don’t like the city life, do you? Ato Fasil: No, I don’t like living in the polluted air of town. I’m asthmatic, so the town is not a good place for me to live in. The fresh air in the rural area is good for my health. Ato Ali: Well, I understand your problem, but is fresh air the only reason for you to decide to live in rural areas? Ato Fasil: Not really. There are also other benefits. I can’t sleep in a noisy town. The noise, the music are all disturbing. On the other hand, the countryside is so quiet and peaceful. Ato Ali: What else do you like in the countryside? Ato Fasil: Well, in the countryside, I like the taste of the food. It is natural; whereas the foods in towns are not. Nowadays, people mix different things, so I do not like the taste. Ato Ali: Oh! Really, it seems like you want to live the rest of your retirement life in the countryside with your relatives. Good luck, my friend! Ato Fasil: Thank you! 3  Unit 1 Living in Rural Area Grade 7 Activity 1.6: Discuss in groups why people prefer or do not prefer to live in the city or in rural areas. Use the following language expressions as a guide. Expressions used They prefer… They like…. They do not prefer… They do not like…. They hate to live…. They love to live… They adore living… Lesson 4 Pronunciation Practice In this lesson, you will consider how to pronounce /θ/ and /ð/sounds in poems, separate words and tongue twister activities. Activity 1.7: Read the following poems in pairs and pay attention to the underlined letters. Mom: Mom: You’ve got to quit. Don’t suck your thumbs--your left one or your right. It’s pushing all your front teeth out. It’s ruining your bite. It might take years to get straight teeth, with braces on your mouth. It isn’t fun. Believe me, son. So keep your thumbs down south. Child: I have two thin thumbs. They’re with me day and night. My favorite thumb is on my left. The other’s on my right. My thumbs always soothe me when I am feeling sad. They help me to protect myself when I am feeling mad. 4  Unit 1 Living in Rural Area Grade 7 My thumbs help me fall asleep when I am feeling tired. I do not know how better friends could ever be desired. My mother says it’s time to quit-- that sucking thumbs is bad. And every time I suck my thumbs, my mom gets very mad. I’m 5 years old. It’s time to quit-- of all the silly habits. I don’t want people thinking that my teeth look like a rabbit’s. Activity 1.8: Say the words with /θ/ sound after your teacher. Beginning Middle End thin author bath thief mother teeth theraphy lethal breath thesis ethnic mouth Activity 1.9: Say the words with /ð/ sound after your teacher. Beginning Middle End than leather clothe theirs rhythms smooth that weather with those father soothe Activity 1.10: Listen to the teacher and identify /θ/ and /ð/sounds thigh thick thought though there theme math booth Activity 1.11: Practice the following tongue twisters individually, in pairs or in chorus. Teeth Healthy teeth Healthy teeth in the mouth Healthy teeth teething in the mouth Thigh Thick thigh Thy thick thigh Thy thick thigh in a pie 5  Unit 1 Living in Rural Area Grade 7 SECTION THREE: READING Lesson 5 Pre-reading Activity 1.12: Answer the following questions before you read the passage. Use the picture as a guide 1.What does life in rural and urban area look like? 2. What do you think the next passage will be about? Read the following passage and answer the questions that follow. Living in Rural and Urban Areas: Advantages and Disadvantages There are a number of advantages and disadvantages of living in rural and urban areas. In rural area, the air is fresh and healthy. There are fewer automobiles in villages, and there is an absence of significant industrial sectors. Air pollution is lower, and there is green environment. On the other hand, in urban areas or cities, with the advancement of technology, the environment is polluted with gases from vehicles. Factories discharge water without treatment and emit poisonous into the atmosphere; as a result, there is lack of pure water and fresh air. This pollution often makes urban life suffocating and congested, so a vast number of urban people suffer from health problems such as heart disease or breathing problems. People living in cities go to villages during their holidays to take a break from the polluted and contaminated urban environment. Villages have healthy and pleasant weather. The food in rural area is natural and healthier than in cities where people mix different things. Although people in urban areas suffer from different diseases as compared to rural area, there is access to medical care. Moreover, compared to rural areas, access to medical treatment is easier because there are always clinics or medical centers that open 24 hours in many parts of the city to get medical help anytime. Public transport is also usually available 24 hours a day. Therefore, living in big cities is more convenient because of the complete facilities such as transport, education, health care and entertainment are provided. 6  Unit 1 Living in Rural Area Grade 7 While-reading Activity 1.13: Write true if the statement is correct or false if it is wrong based on the infor- mation in the reading passage. 1. People who live in the city can get medical services. 2. People who live in a rural area can choose any public transport. 3. People who live in the city get fresh air and green environment. Activity 1.14: Choose the best answer based on the information in the above passage. 1. Why do people who live in urban areas suffer from breathing problems? A. Because they are busy working different activities. B. Because of a large number of vehicles, the area is polluted. C. Because they engage in a large number of social activities than rural people. D. Because they prefer comfortable life. 2. Which one of the following is the advantage of living in rural areas? A. The environment is conducive to live. B. There is access to medical care. C. Public transport is available. D. It is technologically and scientifically advancing. 3. What is the advantage of city life? A. One can get access to better health services. B. There is more access to education. C. There are different places for entertainment. D. All can be advantages of living in cities. 4. One of the following is the disadvantage of living in rural area. Which one? A. There is no pleasant weather condition. B. Many facilities such as health and transport services are not fulfilled. C. The food is not healthy. D. All 5. Why is it easier to get medical treatment in big cities? A. Because medical treatment is more affordable. B. Because hospital facilities are more complete. C. Because ambulances are provided for free. D. Because medical centers open 24 hours. 7  Unit 1 Living in Rural Area Grade 7 Lesson 6 Post-reading Activity 1.15: Answer the following questions first in pairs and share to the class. 1. Where do you live now? Is that country side or in city? 2. Describe the life style of people in the place you live. 3. Talk to your partner about the life style of your parents who lives in a place different from you. SECTION FOUR: VOCABULARY Activity 1.16: Guess the meanings of words as they are used in the reading passage and match the words in Column ‘A” with their meanings given in Column ‘B’. A B ______ 1.Absence (Para 1, line 3) A. release _______2. Emit ( Para 1, line 6) B. accessible _______3. Poisonous(Para 1, line 6) C. lack _______4. Congested (Para 1, line 8 ) D. suitable _______5. Pleasant (Para1, line 11) E. toxic _______6. Available (Para 2, line 18) F. enjoyable _______7.Convenient (Para2, line 21) G. overcrowded SECTION FIVE: GRAMMAR Lesson 7 Simple Present Tense Activity 1.17: Read the short story about Ato Gebeyehu family’s day-to-day activities and complete the table below. Ato Gebeyehu’s family Ato Gebeyehu’s family lives in a small rural area of Ethiopia. The life is quite calm and surround- ed by animals. Although they do different activities along the day, they always have time to share together. The family consists of five members: the two parents, Aster and Gebeyehu; the three children – Adanech, Alemitu and Belete. They live in a big farm with their cattle, dogs and cats. They wake up very early every day, around 5 a.m. Aster is the busiest person in the family. She gets up earlier than anyone else in the family. She prepares breakfast for the family and gets the children, Adanech and Alemitu, ready for school. When the two children go to school at half past seven in the morning, Aster keeps working in the house. The eldest son Belete milks the cows and feeds the cattle before having breakfast. After breakfast, Ato Gebeyehu and Belete go out to the 8  Unit 1 Living in Rural Area Grade 7 field to work on the farm. Belete helps his father with the farm work. Around lunch time, W/ro As- ter takes lunch for her husband and son, who work in a farm. In the afternoon, when Adanech and Alemitu come back home, they do their homework and help their mother with the chores at home. They fetch water from the river and feed the animals. W/ro Aster prepares dinner with the help of the two daughters. At 7 p.m, the family dines together and they talk about their day and share their experiences sitting around the fire. Family members Day to day activities Aster Gebeyehu Belete Adanech and Alemitu Lesson 8 Activity 1.18: Look at the pictures describing Mikiyas’s routines before school and write what he does by underlining the verbs. 9  Unit 1 Living in Rural Area Grade 7 1. Mikiyas wakes/gets up early in the morning. 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 5. ______________________________________ 6. ______________________________________. Activity 1.19: Look at the pictures describing Mikiyas’s routines after school and write what he does by underlining the verbs. 1. Mikiyas comes back from school in the afternoon. 2. ______________________________________ 3. ________________________________________ 4. _______________________________________ 5. ______________________________________ 6. _______________________________________. 10  Unit 1 Living in Rural Area Grade 7 Lesson 9 Grammar Spot Uses of simple present tense 1. to express habitual or repeated actions. Example: I drink tea every morning. Tolosa goes to school five days a week. 2. to express general or universal truth. Example Man is mortal. Green plants prepare their own food. 3. to talk about scheduled future actions that may take place in a fixed period of time. Example The plane arrives in 5 minutes. The restaurant opens at 7:30 tonight. Activity 1.20: Write three sentences about the things you do every day and read to the class. Example: I get up early in the morning. _______________________________________ _______________________________________ Lesson 10 Activity 1.21: In this activity, you will consider how simple present tense is used in a text. Complete the paragraph with the correct form of the verbs in parentheses. Obang and Achal live in a big city of Ethiopia and (1) __________(have) a busy lifestyle. Obang is a doctor at a hospital. He __________ (2) (work) the whole day, so he (3)_________(go) to work at 8:00 a.m and comes home at 7:00 p.m. His wife Achal works at a bank. She __________ (4) (go) to work at 8:00 a.m.and comes home at 6:00 p.m. They don’t see each other a lot during the day. Obang and Achal also__________(5) (have) two children, Kak and Okello. Every morning, they all____________(6) (have) breakfast together at 7:30. Then,Kak and Okello___________ (7) (go) to school, and Obang and Achal ___________(8) (go) to work. In the evening, all of them __________ (9)(come) home. Obang and Achal ____________(10) (prepare) dinner for the family. Obang usually___________(11) (help) the kids___________(do) (12) their homework. Then, the family ___________(13) (eat) dinner. After that, Achal __________ (14) (wash) the dishes, and then they all___________(15) (go) to bed. Obang and Achal _____________(16) (have) a busy schedule during the week, but on weekends they relax with their kids. 11  Unit 1 Living in Rural Area Grade 7 Lesson 11 Activity 1.22: The following is a conversation between Abdi and Bikila. Read the dialogue and complete the blank spaces with the correct form of the verbs in parentheses. Abdi: What time does the train leave? Bikila: It ___________(1. leave) at seven o’clock. Abdi: Hurry! We do not want to be late for class. It ___________(2.start) at eight o’clock. I __________(3. start) to take computer course next week. Bikila: On the course, you _________(4.begin) by learning the keyboard. The following week, you _________(start) typing whole sentences. When you __________ (leave) the course, you should be able to type competently. Abdi: What time does the session ________ (begin)? Bikila: It____________(begin) at 9.00. Activity 1.23: In this activity, you will consider how simple present tense is used in positive and negative. Read and complete the paragraph with appropriate simple present tense verbs. Hi! I am Aynadis. I am a reporter of our school radio station. I (1)_____________ in Class 7B.We (2)____________ a big class, 30 girls and 23 boys. We like school very much. Our classroom (3) _____________nice. It (4) ______________ not very big, but it (5) ____________ comfortable. Chala and Araya are my friends. They (6) _____________ good friends. They (7) _____________ in my class. Our homeroom teacher’s name (8) __________ Aziza. My favorite subject (9) _______________ mathematics, but my friend Araya(10) _______ not____ it. I want to have friends from other classes. I will be glad to see you in our studio. Lesson 12 Activity 1.24: Fill in the blank spaces with appropriate simple present tense verbs first indi- vidually. Then, check your answers with your partner. Pawlos: Good afternoon, can I ask you some questions? Alemayehu: Sure, you can ask as many questions as you want. Pawlos: What do you do? Alemayehu: I’m a graphics designer. I design magazines, brochures and websites. Pawlos: How long have you been doing this? Alemayehu: I’ve been working as a graphics designer for over six years. Pawlos: Are you married? 12  Unit 1 Living in Rural Area Grade 7 Alemayehu:Yes, I’m. Pawlos: What does your wife____________? Alemayehu: She is a teacher. Pawlos: What does she ____________? Alemayehu: She teaches Mathematics. Pawlos: Where does she ___________? Alemayehu: She ___________ in a primary school in Assosa. Pawlos: Do you have any children? Alemayehu: Yes, we __________two children – a boy and a girl. Pawlos: _________you watch films? Alemayehu:Yes, I do. Pawlos: What types of films do you __________? Alemayehu: I usually watch Romantic films. Pawlos: Do you exercise? Alemayehu: Yes, I do. Pawlos: How often ___________ you exercise? Alemayehu: I ___________at least four times a week. Pawlos: Thank you so much for answering my questions. Alemayehu: You’re welcome! SECTION SIX: WRITING Lesson 13 Describing a process: How to make Ethiopian traditional coffee Activity 1.25: Study the following pictures that describe the process of making coffee. Put them in order and write the steps based on the example given. 13  Unit 1 Living in Rural Area Grade 7 First, I wash the coffee beans. Second, _______________________. Next, ______________________________. Then,_______________________________. Afterwards, __________________________. Finally, _______________________________. Activity 1.26: Use the words from the box to complete the following paragraph. The first one has been done as an example. living, moving, face, falling, problems, hand, prices, exciting, patients, employment during, pre- fer City Life Vs Country Life More and more people are moving out of small towns and villages to live in big cities. This creates many________________. Populations in rural areas are _______________fast. This means that schools close; shop owners can no longer make a _________________ and the elderly have also ______________ difficulties, with older ________________ and little public money available. Cities, on the other_____________, are growing and growing. This forces ______________for accommodation up, and overcrowding, especially on buses and taxies____________rush hour. Even so, many young people ______________to live cities as they are ______________and offer more chances of________________. 14  Unit 1 Living in Rural Area Grade 7 Lesson 14 Describing Oneself Activity 1.27: Complete the paragraph with appropriate words given below. feeding, garden, fetch, fresh fields, quiet, foot, cattles Hello! My name is Chaltu. I live in a village around Ambo. It is a _________ (1) place with __________ (2) air and beauty of the nature. I usually get up in the morning and help my mother ___________(3) the ________(4).Then, I go to school. We can get on_________(5) to any place, so I don’t need money for transport. After lessons, I do my homework and work in our _________ (6).Then, I _________(7) water from the river with my friends in the neighborhood. Activity 1.28: Using Chaltu’s activities as a guide describe yourself. _____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________. Lesson 15 Comma Activity 1.29: Work in small groups and answer the following questions. 1. Rewrite the following paragraph by placing commas where appropriate. Making salad is easy. First choose the vegetables you want to use. You might want to add lettuce tomatoes carrots and pepper. If you see cherry tomatoes you won’t even need to slice them. Next wash each vegetable thoroughly. Tear the lettuce into pieces and add as many tomatoes as you like. Finally ask an adult to help you chop the pepper and the carrots. 2. Why do you use commas in the above text? 15  Unit 1 Living in Rural Area Grade 7 Grammar Spot: Comma is used: 1. to separate a series of words and phrases Yesterday, my mother went to the market and bought onion, carrots, tomatoes and potatoes. I enjoy watching movies, listening to music, reading fiction and writing diaries. 2. to separate quoted parts He asked, “Do you like banana? 3. to separate dates and years I was born on June 29, 2008. 4. to separate linking devices To make ‘injera’, first, buy the teff.Next,…. 5. to separate dependent clause from independent. Even though Awol studied very hard, he failed in the test. Lesson 16 Activity 1.30: Rewrite the following sentences placing commas wherever they belong. 1. He likes to eat apples oranges and bananas. 2. We enjoy riding a bicycle but we enjoy swimming even more. 3. Although we didn’t arrive on time they still let us in. 4. Geremew was born on July 26 1989. 5. He says “Remember how to use comma in your writing.” 6. He shouted “Stop writing.” Activity 1.31: Rewrite the following paragraph by placing commas where appropriate. Eldana likes to enjoy many different things during the summer vacation. She loves to sleep in late each day. After she wakes up she will often help her mother in the kitchen. After she has finished helping her mother she goes outside to play with her friends. She loves playing hide and seek biking swimming and jogging. Above all she likes to go horse bike riding. Eldana says the only thing she does not like during summer is the rainy days. 16  Unit 2 History of Calendar Grade 7 UNIT 2: HISTORY OF CALENDAR Unit Objectives At the end of this unit, you will be able to: identify specific information based on the listening text refer to different resources, collect important information and talk about different local calendars pronounce any word which consists of the consonants [p] [b] and [f] [v] correctly and avoid confusion during speaking or listening talk about the similarities and differences between the system or principle different calendars follow in counting days and months work out the contextual meanings of the words given in bold in the passage use the newly learnt words in spoken or written sentences use the correct form of the verbs in simple past tense in different sentences use the simple past tense in its correct form for different communicative purposes develop ideas to build a small paragraph use colon correctly in different written texts SECTION ONE: LISTENING Lesson 1 Pre-Listening Activity 2.1: Do the following questions individually and then discuss in groups. 1. Solve the riddle below. “There is a big tree that has 12 branches. Each branch has 30 nests. In each nest, there are seven birds.” 2. Look at the title of the listening text and write 3 words that might appear in the listening text. While-Listening Now listen to a text about History of Ethiopian Calendar to answer the questions below. Activity 2.2: Say true if the statement is correct and false if it is incorrect based on the listen- ing text. 17  Unit 2 History of Calendar Grade 7 1. The Ethiopian calendar gets its origin to the ancient Egyptians and the Coptic traditions of Alexandria. 2. The Egyptians modified their calendar to fit the needs of the Coptic Christians in the nineteenth century. 3. The Gregorian calendar was adopted in 1562. 4. Gregorian calendar was named after Gregory XIII, who modified the Julian calendar. 5. The Ethiopian thirteenth month has five or six days, depending upon the leap year. Activity 2.3: Give short answers to the following questions 1. Who modified the Egyptian calendar to fit the needs of the Coptic Christians in Egypt? 2. How many months in Ethiopia have thirty days? 3. How long the Ethiopians develop and maintain their own conception of time? Lesson 2 Post-Listening Activity 2.4: Work in small groups and answer the following questions. 1. What do you think about the benefits of calendar to human practices? Mention some. 2. What do you understand about the historical development of the Ethiopian calendar from the listening text your teacher read? 3. Discuss what would happen if there were no calendar at all? SECTION TWO: SPEAKING Lesson 3 Activity 2.5: In this activity, you will collect evidence about different ways of counting days, months and years and report it to the class. 1. Is there any special way of counting years, months or days in the area where you live? Ask elderly people in the area or your parents and grandparents to gather as much information as possible and report it to the class. Activity 2.6: This activity will help you expand your critical reflection on the riddles related to counting days, months and years. Be in pairs and take turns to ask and respond to the riddles. 18  Unit 2 History of Calendar Grade 7 1. I am 20 years old, but I celebrated my birthday only 5 times. How could it be? 2. Two people were born at the same time, but they don’t have the same birthdays. How could this be? 3. When Bekele and Meseret were married, they were in the same age. When their daughter, Genet, was married 21 years ago, they were three times as old as Genet. Today, her parents are twice as old as she is. How old was Genet and her parents on her wedding day and today? PRONOUNCIATION: [b] [p] and [f] [v] minimal pairs Activity 2.7: Say the following pairs of words after your teacher. /b/ /p/ /f/ /v/ Bill Pill Fast Vast Ban Pan Fan Van Bale Pale Fat Vat Bull Pull File Vile Bin Pin Feel Veal Best Pest Surf serve Lab Lap Fail Veil Robe Rope Few View Cub Cup Fine Vine Sob Sop Fear Veer SECTION THREE: READING Lesson 4 Pre-reading Activity 2.8: Look at the calendar below and discuss with your partner your answers to the questions that follow. 19  Unit 2 History of Calendar Grade 7 Ethiopian Calendar vs. European Calendar 1. What differences can you see in the above table between the two calendars (the Arabic and Geez numerals)? 2. Do you think there is a distinction between Ethiopian and European calendars? If so, what do you think would be their differences? Why do the Ethiopian and European Calendars Differ? The Ethiopian and the European calendars differ in years, months, days and hours. The Ethiopian calendar is eight (seven) years behind the European. It might vary from year to year. The 7(8) years difference in the calendars lies in determining the exact date of the birth of Christ. According to Dionasius, a Roman monk, the birth of Jesus Christ was 753 years after the foundation of the city of Rome. Ethiopian months are also lagging by seven, eight, nine or ten days depending on where the two calendars’ months match. It has12 months with 30 days each and a 13th month with five or six days. The 13th month, called Pagume, has five and six days in a leap year. On the other hand, the European calendar has 30, 31 or 28 days in a month. The differences happened due to the result of kings adding extra days on the months bearing their names in their honour in the Julian Calendar, such as July and August, which were named after Julius Caesar and Augustus. The hours of the day are not named and divided in the same way as in the European. For example, the European say 12 O’clock (am) when it is actually 6 at midday. In Ethiopia, evenings are considered parts of the next day. Ethiopian people determine time by the times of sunrise and sunset. The time zone in Ethiopia is East Africa Time (EAT) (UTC+03).The IANA time zone database identifier is “Africa/Addis 20  Unit 2 History of Calendar Grade 7 Ababa”. Almost all Ethiopians use a 12-hour clock, with one cycle of 1 to 12 from dawn to dusk, and the other cycle from dusk to dawn. Unlike the convention in most countries, the start of the day is dawn, rather than midnight. Thus, 7:00 am in East Africa Time corresponds to 1:00 in daylight hours in local Ethiopian time. 12:00 noon EAT is 6:00 in daylight hours, and 6:00 pm EAT is 12:00 in local time. (Adapted from:https://www.britannica.com/science/calendar/The-Gregorian-calendar) While-reading Activity 2.9: Write true or false based on the idea given in the reading passage. 1. The Ethiopian and the European calendars have similarities in terms of counting years. 2. In Ethiopia, the hours of the day are not named and divided in the same way as in the European. 3. The European 12 O’clock (am) is equivalent to 6 at midday in Ethiopia. 4. Ethiopian people determine time by the times of sunrise and sunset. 5. The Ethiopian time corresponds to the international time. 6. In Ethiopia, 8:00 am in East Africa Time corresponds to 1:00 in daylight hours. Activity 2.10: Give short answer to the following questions according to the information in the passage. 1. The current Ethiopian year lags ____________ years behind the Gregorian. 2. The Ethiopian months lag behind___________,_________,__________,_________ depending on where the two calendars’ months match. Activity 2.11: GAnswer the following questions finding evidence from the passage. 1. How do the Ethiopian and European calendars differ in terms of counting time? 2. What is the time zone in Ethiopia? Lesson 5 Post-reading Activity 2.12: Answer the following questions based on what you have understood before. 1. Do you find the information in the reading text interesting? Why? 2. Write a short summary on the similarities and differences between Ethiopian and European calendar briefly in three to four sentences. _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________ 21  Unit 2 History of Calendar Grade 7 SECTION FOUR: VOCABULARY Lesson 6 Activity 2.13: Guess the meanings of the following words as used in the reading passage. 1. leap year (Paragraph 2, line 3) 2. extra (Paragraph 2, line 5) 3. bearing (Paragraph 2, line 5) 4. differ (Paragraph 1, line 1) 5. lagging (Paragraph 2, line 1) Activity 2.14: Use the words below to complete the short paragraph. First work individually and check your answers with a partner. You can use the words more than once. dawn sunrise set dusk sunset rise The sun does not (1 _____ ) and (2 _____ ) around the world at the same time. When the sun (3 _____ ) in some places, it (4 _____ ) in other areas. As people do different jobs, the time they go to work varies a lot. Some get up at (5 _____ ), and they go to work before (6 _____ ). They may continue working till (7 _____ ). There are others who work from (8 _____ ) to (9 _____ ). These people may not have free time to relax. However, there are some people who work for few hours and they stop working before (10 _____ ). These people get some time to relax and go home at (11 _____ ). SECTION FIVE: GRAMMAR Lesson 7: Simple Past Tense Activity 2.15: Think about what you did last weekend (on Saturday and on Sunday) and write sentences.The first one could be an example. 1. I washed my uniform with my brother. 2. __________________________________ 3. __________________________________ 4. ___________________________________ Be in groups of three, take turns to read your sentences and underline all the main verbs in your sentences. 22  Unit 2 History of Calendar Grade 7 Activity 2.16: Read the following text. Underline all the past verbs used in the text and iden- tify the types of past verbs. The Gregorian calendar The Julian calendar year of 365.25 days was too long since the correct value for the tropical year is 365.242199 days. This error of 11 minutes 14 seconds per year amounted to almost one and a half days in two centuries, and seven days in 1,000 years. Once again the calendar became increasingly out of phase with the seasons. From time to time, the problem was placed before church councils, but no action was taken because the astronomers who were consulted doubted whether enough precise information was available for a really accurate value of the tropical year to be obtained. In the year 1545, however, the vernal equinox, which was used in determining Easter, had moved 10 days from its proper date; and in December, when the Council of Trent met for the first of its sessions, it authorized Pope Paul III to take action to correct the error. Correction required a solution, however, that neither Paul III nor his successors were able to obtain in satisfactory form until nearly 1572, the year of election of Pope Gregory XIII. Gregory found various proposals awaiting him and agreed to issue a bull that the Jesuit astronomer Christopher Clavius (1537– 1612) began to draw up, using suggestions made by the astronomer and physician Luigi Lilio (also known as Aloysius Lilius; died 1576). Lesson 8 Grammar Spot 1: Forms of simple past tense Sentences with the simple past tense are formed when the main verbs are in simple past form Regular verbs add “-ed” / “-d” to make their past form. [e.g.: play........ played, walk..........walked ] Irregular verbs , however, change their forms [e.g.; go...... went, take........took,...] Question form of the tense is made with the auxiliary “Did” and the negative form is made with “Did not” Read the dialogue and see how these forms are used. A: Did you visit Addis Abeba Museum? B: Yes, I visited the Museum last year. What about you? A: No, I didn’t visit it. But my brother told me about it. 23  Unit 2 History of Calendar Grade 7 Activity 2.17: Fill in the blank spaces with the past simple of the verbs in brackets. 1. She __________(ask) me a few questions. 2.__________ (she / arrive) in time? 3. They __________(not/ eat) any chocolate. 4.__________(you/see) anybody there? 5. He __________(know)something about it. 6. We __________(meet) her last week. 7. Why __________(they / to be) so angry? 8.__________(she / clean) the blackboard? 9. Two years ago we __________(visit) Axum. 10. It __________ (not / rain) yesterday. Lesson 9 Grammar Spot 2 Simple past tense is used to express: 1. Completed action in the past I went to Bishoftu last week. 2. Series of completed actions Did you add flour, pour in the milk, and then add the eggs? 3. Duration in the Past I lived in Bahir Dar for eight years. 4. Habits in the Past: It can have similar meaning with ‘used to’ When I was a child, I used to play with a mud. 5. Dreams, unreal situations and things that are unlikely to happen in conditional sentence type II. If I were a bird, I would fly. If you came to the birth day party, we would have a lot of fun. Lesson 10 Activity 2.18: Practice the following questions with a partner after you write your responses in complete sentences. Take turns to ask and to respond. 24  Unit 2 History of Calendar Grade 7 Where were you…? at 7 O’clock this morning? at half past six yesterday evening? at 8 O’clock this morning? at this time yesterday? at 6 O’clock this night? last Saturday evening Activity 2.19: Practice the following questions with a partner after you write your responses in complete sentences. Take turns to ask and to respond. When did you last…? have a holiday? see a cinema? celebrate a birthday? lose something? play with your friends? get a birthday present? Lesson 11 Activity 2.20: Complete the conversation with was, were, wasn’t, weren’t or did. Abdi:__________you at Derartu’s birthday party yesterday? Kidist: Yes, I___________. Abdi: __________it good? Kidist: Well, it __________ok. Abdi: _________you enjoy it? Kidist: Yes, there _________ lots of friends. Kidist: How about you?_________ you like it? Abdi: Yes, I liked it. Kidist: _____________ Fatuma there? Abdi: No, she __________. And where _________you after the party? Why ________ you there? Kidist: Oh! My mom called and I went out, but it _________ really wonderful. 25  Unit 2 History of Calendar Grade 7 Activity 2.21: Put am/is/are or was or were to complete the following sentences. 1. Last year he was 20; this year he is 21. 2. Today, the weather _____________nice, but yesterday, it__________cold. 3. I ________________hungry. Can I get something to eat? 4. I feel fine this morning, but I_____________very tired last night. 5. Don’t buy those shoes. They _____________ expensive. 6. This time last year I_________________in Harar. 7. Hello everybody! I ______________sorry. I_____________late. 8. ‘Where ____________ you born?’ ‘I_____________ born in Asayita.’ Lesson 12 Activity 2.22: Complete the following sentences using the correct form of verbs in brackets. Example: I usually _______ a bath before I go to bed, but today I ______a bath early in the morn- ing. (have) I usually have a bath before I go to bed, but today I had a bath early in the morning. 1. I usually _________ my teeth early in the morning, but yesterday I __________at night. (clean) 2. Ahmed always __________ a single cup of coffee, but he __________ two cups. (drink) 3. Dereje usually ______________ football with his friends in the school, but last week he ____________ in our team in the stadium. (play) 4. My sister always _____________ home from office at 6:00, but today she _______ at 4:30. (arrive) 5. Hassen always _____________ playing the guitar in the afternoon, but last week he (not) __________ ___ at all because he was busy with his assignment, (practice) Activity 2.23: Below is a letter to Urga from his pen friend Adem, who is living in Jigjiga. Fill in the blank spaces in the letter with either simple present or simple past form of the verbs given brackets. Dear Urga, Last summer, I __________(1) (travel) to Djibouti with my parents. We _________ (2) (stay) in Hilton Hotel. It ___________(3)(be) near the sea, so I __________ (4)(play) with new friends on the beach and ___________(5)(go) for sightseeing, __________(6)(swim) in the beautiful Red Sea and _________ (7)(eat) fish. This __________(8)(be) a really different holiday for me. In holidays, we often __________ (9)(eat) special food and I usually__________(10) (stay) in bed more and __________(11)(sleep) more. But I __________ 12 (enjoy) this holiday very much even though Djibouti is very hot. I wish you come and visit. 26  Unit 2 History of Calendar Grade 7 Lesson 13 Read the following short text and answer the questions below. Abebe Bikila became the first black African to win a gold medal in the Olympics. This happened at the 1960 Olympics in Rome, Italy. He ran barefoot and set a record of 2: 15:16. The weather was hot. The race started in the evening. Sol- diers held torches to light the race course. Four years later in Tokyo, Japan, Abebe Bikila won the Olympic marathon again and set a new record of 2:12:11. Six weeks before this race he had surgery for appendicitis. He was the first runner to repeat his victory in marathon. In 2000, the Asics Corporation of Japan, a sporting goods company, voted Abebe Bikila the most impressive runner in the twentieth century. Abebe Bikila was born in 1932 in Jato, about 130 kms from Addis Ababa. He died in 1973. Activity 2.24: With a partner complete the following table with the information from thepas- sage.The first one is done for you. Time Things happened In 1960 Abebe Bikila won the first Olympics in Rome In 1964 In 2000 In 1932 In 1973 SECTION SIX: WRITING Lesson 14 Yordanos developed her studying plan. Everybody asked her how she became successful. Activity 2.25: Now, finish the paragraph by guessing Yordanos’s calendar for the next three days. 27  Unit 2 History of Calendar Grade 7 Yordanos’s Schedule Yordanos planned to do three things: to study every subject she learns. Last week, she planned to study all her subjects. On Monday, she planned to read Biology. On Tuesday and Wednesday, her programme was Mathematics because she had a test on Thursday and she got 10 out of 10. She was so happy, so she wanted to read more on the next days. On Friday, she sched- uled__________________________________________________________________________ _____________________________________________________________________________ __________________________________________ Activity 2.26: Write your own programme or what you planned to do last week to finish the sentence given below. First, write individually and then give comment to your partners. Last week, I planned to do several things. _____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ Lesson 15 Activity 2.27: Discuss your answers to the following question in pairs. 1. What do you think about the use of colon? Grammar Spot 2 Colon (:) A colon is a punctuation mark, which can be easily interfering with a semicolon (;). A colon means “that is to say” or “here’s what I mean.” Colons and semicolons should never be used interchangeably. Colón is used: 1. to introduce lists. There are two choices at this time: run away or fight. 2. to introduce a quotation The teacher shouted: “Don’t talk when I am speaking!” 3. after a formal introduction, as in “To Whom It May Concern:” 4. to separate units of time. Sophia set her alarm clock for 6:30a.m. 28  Unit 2 History of Calendar Grade 7 Lesson 16 Activity 2.28: Identify the area where there should be a colon and insert it in the correct spot. 1. The friends I play with are as follows Jemal, Nebil and Seyoum. 2. My alarm clock is set for 230 p.m. 3. There are four parts to a plant roots, stem, leaves and flower. 4. You know what to do practice. 5. The dentist said I had to “brush twice daily and floss as often as possible.” Activity 2.29: Rewrite the following paragraph by adding colons in appropriate places The Ethiopian and the European calendars differ in two ways years and days. In Ethiopia, there are thirteen months September, October, November, December, January, February, March, April, May, June, July, August and Pagume. The thirteenth months is unique it has either six or five days. The hours of the day in Ethiopia are not named and divided in the same way as in the European. For example, the European says, 12 00 a.m. when it is actually 6 at midday. In the Ethiopian eve- nings are considered parts of the next day. The seven or eight years difference in the calendars is described according to the teachings of the Ethiopian Orthodox Church. The Ethiopian Christians didn’t base themselves on historical facts to decide the date on which Jesus was born they used ages mentioned in many parts of the Holy Bible. 29  Unit 3 Road Safety Grade 7 UNIT 3: ROAD SAFETY Unit Objectives At the end of this unit, you will be able to: find out specific information from the listening text in each paragraph talk about your role in reducing car accidents pronounce words with silent consonants in English identify specific information about of road safety in Ethiopia work out the contextual meanings of the words given in bold in the passage use the newly learnt words in spoken or written sentences decide when and how to use gerunds and infinitives in sentences identify the words which are always followed by gerunds and infinities order ideas logically into a paragraph use capital letter correctly in different written texts SECTION ONE: LISTENING Lesson 1 Pre-Listening Activity 3.1: Be in groups of four and discuss your answers to the questions below. 1. Look at the picture below. What do you understand by this picture? 2. Have you ever seen car accidents on the roads? 3. What are the possible causes of road accidents? 30  Unit 3 Road Safety Grade 7 While-Listening Activity 3.2: Say true if the statement is correct and false if it is incorrect based on the infor- mation in the listening text. 1. Most accidents occur only because of careless people. 2. Adults are responsible for road accidents. 3. Raising the public’s awareness is a good way to stop road accidents. Activity 3.3: Give short answers to the questions below based on the information in the lis- tening text. 1. Who are road users? 2. Why does the writer blame adults? 3. What contributes to the occurrence of road accidents? Lesson 2 Post-Listening Activity 3.4: First answer the questions individually and share your ideas with the whole class 1. What should be done to stop loss of lives of people on roads? 2. What do you think would be your contribution to reduce car accidents? 3. How serious is car accident in Ethiopia? SECTION TWO: SPEAKING Lesson 3 Activity 3.5: Read the dialogues below and practice them in pairs. Dialogue 1 Fatuma: Good morning, Addismiraf. Addismiraf: Good morning, Ruhama. Fatuma: What happened? You look worried? Addismiraf: Yes, I am thinking about road accident. Fatuma: Yes. It is a great problem in our country. What is the cause of road accident? Addismiraf: There are many causes of road accident. Narrow roads, unfit vehicles, careless driv- ers, loose traffic rules are responsible for road accident. Fatuma: What is the effect of road accident? Addismiraf: It takes away many lives and makes people cripples or injured. Fatuma:Does it have another effect? 31  Unit 3 Road Safety Grade 7 Addismiraf: Yes, it also makes many children orphan and many wives widow. Fatuma: You know a lot. It seems you experience something. Addismiraf: Not really, but my father was injured because of car accident. I think it was serious, but he became better and I was born after some years. Fatuma: Oh! Are you telling me that your name has a meaning? Addismiraf: Yes, I do. It means a new beginning because my father’s life was at risk due to the accident. Fatuma: I think we should do something against it? Addismiraf: Certainly, we all should walk safely when we cross roads to save our lives. Fatuma: You are right and we also have to teach our friends to do the same. Thank you! Addismiraf: You are welcome. Stay safe! Fatuma: I will; you, too. Dialogue 2 Samson: Hello Yoni. You do not look good. Yonas: Yes, I saw a bad traffic accident. Samson: When was it? Yonas: It was this morning when I came to school. Samson: Was it serious? Yonas: Yes. A car carried five members of a family and it got collided with a loaded truck. All of them died. Samson: Oh! That is terrible. Can you tell me the reasons for frequent accidents and how to control it? Yonas: First of all people should get awareness. They should be trained about road safety and the unlicensed drivers should be banned from driving. Lesson 4 Activity 3.6: Act out the dialogue as two friends and traffic police. Seifu: Robel! Robel! Robel: Please wait Seifu. I’ll be there in a few minutes. Shall we move to the cinema? Seifu: Yes, we shall do. How shall we go? 32  Unit 3 Road Safety Grade 7 Robel: We shall go by my father’s two wheeler. Seifu: Yes, it is already late. Robel: Come on. Let us hurry. (On the way) Traffic Police: Hi boy! Stop the vehicle Seifu: Speed up the vehicle. Robel do not stop. Robel: No. It is wrong. Seifu: You are in a danger. Robel:We should obey the traffic police. Traffic Police: Do you have license? Robel: No. I don’t Traffic Police: Step out of the motor bicycle. Lesson 5 Activity 3.7: In a group of four, describe the pictures below and answer the questions that follow. 1. What are the girl and the boy doing? 2. What does the red color indicate? 3. What does the yellow color indicate? 4. What does the green color mean? 5. When can you cross the road? a. when the red light is on b. when the yellow light is on c. when the green light is on Report to the class 33  Unit 3 Road Safety Grade 7 Activity 3.8: Ask ten persons in your area about car accidents in Ethiopia and report your results to the class. In your report include the seriousness of car accidents, people’s fate after car accidents and what to do to prevent car accidents. Lesson 6 PRONUNCIATION PRACTICE Activity 3.9: In some English words, some letters are not pronounced. Say the words after the teacher. Silent K Silent L knife calm knit chalk know should knowledge could knuckle would knit calf knot half knew talk palm yolk Activity 3.10: Read the sentences loudly by paying attention to the words in bold. 1. I like to walk in the evening. 2. Too much talk and chalk is not always good. 3. I know what I mean. 4. He accidentally hit his thumb with the hammer. 5. A bomb went off in the main town. 6. Don't condemn him before you hear why he was late. 7. We must try to protect our environment. Activity 3.11: Write sentences using the following words and identify the silent letter. 1. Half 2. Chalk 3. Knee 4. Knowledge 34  Unit 3 Road Safety Grade 7 SECTION THREE: READING Lesson 7 Pre-reading Activity 3.12: Discuss the questions below in small groups before you read the text. 1. Look at the picture below. Who do you think drives safely? The one who drives a car or the one who rides a bicycle? 2. What does the picture tell you? 3. Do you think all drivers and passengers should wear seat belts? While-reading Read the following passage to do activities 3.13 and 3.14. Globally, there are about 1.2 million deaths and up to 50 million nonfatal injuries due to road traffic crash. It is a great problem especially for low and middle income countries in which 90% of the victims were found. The problem may grow further in the coming decades due to the rapid rise of vehicles. Studies have shown that a well-designed road safety policy contributed a lion share for the declining in the number and severity of road crashes. According to the European Transport Safety Council estimation, if all existing road safety laws in European Union are enforced, up to 50% of death and injuries could be prevented. Similarly, in re- cent years, many low income countries are implementing improved road safety policy that include exceeding the speed limit, impaired driving by alcohol and drugs, phoning and texting while driv- 35  Unit 3 Road Safety Grade 7 ing, and not using seat belt. However, the effectiveness in reducing crashes, injuries and fatalities is minimal. For example, Brazil, after implementing an improved traffic code with stiff penalty and media coverage, a 21% and 25% reduction of injuries and fatalities was observed, respectively. There is an improved road safety policy in Ethiopia which was enforced in 2007. This improved road safety policy includes: prohibition of cell phone conversation while driving, driving without using a seat belt and not using motorcycle helmet; the amendment of the existing road safety laws such as excessive speeding, driving with alcohol and chat and unsafe loading and introducing higher penalty rate which is suspension of drivers’ license. (Slightly adapted from: Effectiveness of an improved road safety policy in Ethiopia, Teferi et al. 2014) Activity 3.13: Write true or false according to the information in the passage. 1. Road traffic crash is a more serious problem in high income countries than in low income coun tries. 2. The application of road safety policy plays a major role in reducing accidents. 3. Recently, many developing countries have started to implement road safety policy to limit the speed and use of alcohol and drugs. 4. There is no road safety policy in Ethiopia. 5. Wearing seat belt and helmet and not making phone calls while driving are necessary precau tions to reduce traffic accidents. Activity 3.14: Give short answers to the questions below based on the information in the passage. 1. After the implementation of road safety policy in Brazil, by what percentage did injuries and fatalities rate decrease? 2. What things are prohibited in Ethiopia as a result of the improved road safety policy? Lesson 8 Post-reading Activity 3.15: Discuss the following questions in small groups. 1. Do you follow traffic rules when you cross the road? 2. What should people do to make a safe journey on the road? 3. Who are responsible for maximizing the condition of road safety? 36  Unit 3 Road Safety Grade 7 SECTION FOUR: VOCABULARY Lesson 9 Activity 3.16: Guess the meaning of the following words as they are used in the reading pas- sage. 1. Road traffic crash (Paragraph 1, Line 1)______________________ 2. Victims (Paragraph 1, Line 4)______________________________ 3. Vehicle (Paragraph 1, Line 4)______________________________ 4. Lion share (Paragraph 1, Line 4)____________________________ 5. Injuries (Paragraph 1, Line 1)______________________________ 6. Seatbelt (Paragraph 3, Line 3)______________________________ 7. Fatalities (Paragraph 2, Line 7)_____________________________ 8. Prohibition (Paragraph 3, Line 2)___________________________ 9. Helmet (Paragraph 3, Line 3)______________________________ 10. Drivers’ license (Paragraph 3, Line 5)______________________ SECTION FIVE: GRAMMAR Lesson 10 Infinitives and Gerunds Activity 3.17: Read the underlined phrases in the following sentences and identify the differ- ences. 1. There is a need to improve road safety policy to reduce road accidents. 2. She never forgets to wear seat belts every time she drives a car. 3. She stopped driving without wearing a seat belt. Grammar Spot: Infinitives and gerunds A gerund refers to the present participle (-ing) form of the verb, e.g., singing, dancing, running. Infinitive can be to + the base form of the verb, e.g., to sing, to dance, to run or without ‘to’ in verbs like, do, does, shall, etc. Whether you use a gerund or an infinitive depends on the main verb in the sentence. Use “not” before the gerund to make it negative. I considered not going to Gambella, but the trip was really wonderful. 37  Unit 3 Road Safety Grade 7 The following are verbs followed by gerunds admit permit delay stop involve postpone report encourage advise practice deny recommend keep prefer require mind allow acknowldge avoid begin ike propse discuss need anticipate complete resist suggest love quit risk enjoy appreciate consider start finish mention recall dread try forget understand imagine hate begin bear complete consider Examples 1. She admitted stealing the money. 2. She advised waiting until tomorrow. 3. I anticipate having a good time on vacation. 4. She acknowledged receiving assistance. 5. I appreciate having a trouble with his supervisor. 6. He avoided answering my question. 7. It began raining. 8. I will consider going with you. Lesson 11 Activity 3.18: Change the verbs in brackets in gerund forms. The first one has been done as an example. 1. He admitted ________________on the test. (cheat) He admitted cheating on the test. 2. You should avoid ________________too much meat.(eat) 3. Please, consider _______________your house if you need money.(sell) 4. I detest ________________ up when it’s dark outside. (wake) 5. She denied________________ the taxi without paying.(leave) 6. I enjoyed _____________on the beach all day. (lie) 7. We finished_____________our assignments before noon.(write) 38  Unit 3 Road Safety Grade 7 8. I don’t mind ______________ homework. (do) 9. My colleague kept _________________all the time. (complain) 10. I took my umbrella. I didn’t want to risk ______________wet. (get) Remember: Use “not” before the infinitive to make it negative. 1. Mustefa will try not to miss another meeting. Remember: the verb before the infinitive can be in any tense. Ing –general I like playing, I enjoy but I want if it is infinitive to INFINITIVES AFTER THE VERB: Use the infinitive (to + verb) after these verbs agree prefer wait aim manage prepare hate promise appear care want choose need threaten hesitate attempt arrange forget wish afford ask try hope refuse offer get intend confuse begin happen learn regret pan pretend start decide expect demand deserve remember Examples 1. We cannot afford to hesitate. 2. The politicians agree to disagree. 3. We aim to increase the speed of delivery. 4. The results appear to support your theory. 5. They had arranged to meet at noon. 6. Would you care to respond? Lesson 12 Use infinitive without to (bare infinitive) after these verbs 1. Modal auxiliary verbs, such as can, could, may, might, shall, should, will, would, must e.g. She can speak English fluently. 2. After had better, would rather e.g. You had better go home. 39