Grade 5 English Textbook PDF

 English for Ethiopia Grade 5 Student’s Book Authors: Dr. Hailemariam Kekeba Dr. Haregewoin Fantahun Content Editor: Abebe Tilahun Curriculum Editor: Dr. Chanyalew Enyew Language Editor: Dr. Animaw Anteneh Illustrator and Designer: Binyam Bayou...

 English for Ethiopia Grade 5 Student’s Book Authors: Dr. Hailemariam Kekeba Dr. Haregewoin Fantahun Content Editor: Abebe Tilahun Curriculum Editor: Dr. Chanyalew Enyew Language Editor: Dr. Animaw Anteneh Illustrator and Designer: Binyam Bayou MINISTRY OF EDUCATION FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA Addis Ababa, Ethiopia 2022 G.C/ 2014 E.C.  Table of Content Unit One: Holiday Section 1: Speaking 2 Section 2: Listening 3 Section 3: Reading 6 Section 4: Vocabulary 12 Section 5: Grammar 14 Section 6: Writing 32 Unit Two: Dry Season Unit Two: Dry Season Section 1: Listening 34 Section 1: Listening 34 Section 2: Reading 36 Section 2: Reading 36 Section 3: Vocabulary 41 Section 3: Vocabulary 41 Section 4: Grammar 44 Section 4: Grammar 44 Section 5: Speaking 54 Section 5: Speaking 54 Section 6: Writing 58 Section 6: Writing 58 Unit Three: Accidents Section 1: Listening 62 Section 2: Reading 64 Section 3: Vocabulary 67 Section 4: Grammar 68 Section 5: Speaking 78 Section 6: Writing 81 Unit Four: Minerals Unit Four: Minerals Section 1: Listening 84 Section 1: Listening 84 Section 2: Reading 87 Section 2: Reading 87 Section 3: Vocabulary 91 Section 3: Vocabulary 91 Section 4: Grammar 94 Section 4: Grammar 94 Section 5: Speaking 108 Section 5: Speaking 108 Section 6: Writing 110 Section 6: Writing 110 Unit Five: Beekeeping Section 1: Listening 114 Section 2: Speaking 116 Section 3: Reading 120 Section 4: Vocabulary 123 Section 5: Grammar 124 Section 6: Writing 137  Table of Content Unit Six: Water Pollution Section 1: Listening 140 Section 2: Reading 143 Section 3: Vocabulary 149 Section 4: Grammar 151 Section 5: Speaking 160 Section 6: Writing 164 Unit Seven: Good Citizens Unit Seven: Good Citizens Section 1: Listening 167 Section 1: Listening 167 Section 2: Reading 169 Section 2: Reading 169 Section 3: Vocabulary 175 Section 3: Vocabulary 175 Section 4: Grammar 176 Section 4: Grammar 176 Section 5: Speaking 187 Section 5: Speaking 187 Section 6: Writing 189 Section 6: Writing 189 Unit Eight: Healthcare Facilities Section 1: Listening 192 Section 2: Speaking 194 Section 3: Reading 198 Section 4: Vocabulary 205 Section 5: Grammar 208 Section 6: Writing 214 Unit Nine: Living With Differences Unit Nine: Living Section 1: Listening 217 With Differences Section 2: Reading 220 Section 1: Listening 217 Section 3: Vocabulary 226 Section 2: Reading 220 Section 4: Grammar 227 Section 3: Vocabulary 226 Section 5: Speaking 238 Section 4: Grammar 227 Section 6: Writing 240 Section 5: Speaking 238 Section 6: Writing 240 Unit Ten: Assistive Technology Section 1: Listening 242 Section 2: Speaking 245 Section 3: Reading 246 Section 4: Vocabulary 254 Section 5: Grammar 256 Section 6: Writing 265 Appendix : 267  UNIT ONE HOLIDAYS Learning outcomes Upon successful completion of this unit, you will be able to: introduce yourself and others in English; identify main idea/ specific details of a given listening text; identify and comprehend specific information in a written text; identify main ideas of a reading passage; use holiday-related words and expressions; use holiday greeting expressions; use the Simple Present Tense to talk about holidays; describe equality, similarities/sameness with positive degree; use comparative and superlative forms of one-syllable adjectives correctly; and write sentences and a short paragraph describing a process.  Unit 1| HOLIDAY Section 1: Speaking Week 1 Day 1 Lesson 1 Greetings and Introduction Activity 1: Practise the following dialogue in pairs. You may also use expressions such as Good afternoon, Good evening, and Happy to meet you. A: Good morning. B: Good morning A: Nice to meet you. B: Nice to meet you, too. A B Activity 2: In pairs, practise this conversation. Take turns to play the roles of A and B. A: Hello, I’m ………… What’s your name? B: Hi, my name’s …………. A: Where are you from? B: I’m from………... A: Oh, I’m from ………... A: Happy New Year! B: Happy New Year to you, too. Activity 3: Go around the class and introduce yourself to someone. Don’t forget to use the above expressions. 2 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 4: Practise the following conversation in groups of six. Take turns to play the role of each group member. Badeg: Huriya, let me introduce you to my friends. This is Kemal. He’s from Worabe. This is Hanna. She’s from Addis Ababa. This is Tut and Obang. They’re from Gambella. Huria, I think you’re from Assosa. Huriya: Yes! I’m from Assosa. Nice to meet you all. Kemal: Nice to meet you, too. Hanna: Great! We’re all Ethiopians! Tut: Yes! Happy New Year to you all! Obang: Oh! Thank you, Huriya. The same to you. Activity 5: Talking about yourself Read what Koketi tells us about herself below. Then, tell your classmates about yourself. My name’s Koketi. I’m 10 years old. I live with my parents around Piazza, in Arada Sub-city, Addis Ababa. I like learning English. I want to speak and write in English very well. Grammar Summary Contracted forms I’m =I am … What’s= What is…. My name’s= My name is … He’s = He is She’s = She is They’re = They are You’re = You are We’re = We are Ethiopian Grade 5, English Student Book 3  Unit 1| HOLIDAY Section 2: Listening Week 1 Day 2 Lesson 2 Activity 1: Before you listen to a talk, look at the pictures and answer the questions below with a friend. 1. What are these pictures about? 2. What kind of holidays do the pictures represent? 3. Can you guess what you are going to listen about? Picture A Picture B Picture C Picture D Activity 2: These words are used in the talk you are going to listen to. Can you say them correctly? With a friend guess their meanings. holiday celebration commemorate public religious invading Christmas epiphany 4 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 3: Listen to the talk and choose the most appropriate statement that contains the main idea of the talk. 1. The history of Ethiopian holidays. 2. Ethiopia has different public, religious and cultural holidays. 3. Nations and nationalities have similar religions holidays. Week 1 Day 3 Lesson 3 Activity 1: Listen to the text again and put a tick mark (√ ) against the correct statements. No Statement Correct Incorrect 1 In Ethiopia, all holidays are national holidays. 2 All religious holidays are celebrated on the same day. 3 Religious holidays are Christian holidays. 4 Ethiopia celebrates three Islamic holidays. 5 Nations and nationalities celebrate their own holidays. Compare your answers with your friend’s and identify the incorrect ones. Then, rewrite them as correct sentences Activity 2: In groups of four, choose a holiday or a ritual celebration in your area. Collect information from your family or neighbours using the following guide. Then, report it to your classmates. The name of the holiday or ritual (e.g. Ivangadi, Buhe, etc.) When it is celebrated (date, month, season) Why it is celebrated (child birth, prayers for rain, etc.) How people celebrate it (food, clothes, materials, ritual tools) Ethiopian Grade 5, English Student Book 5  Unit 1| HOLIDAY Section 3: Reading Week 1 Day 4 Lesson 4 Activity 1: Look at the picture below and answer the questions that follow. Then, compare and discuss your answers in groups of four. Share your ideas to the whole class. 1. What do you see in the picture? 2. Read the New Year poem and wish in Amharic in the middle of the picture. Are there similar New Year poems and wishes in your language? Can you say them to the class? 3. Do you like the New Year holiday? Why? Now, read the passage below and do the activities that follow. The History of the Ethiopian New Year The Ethiopian New Year, is a national holiday. It is celebrated on September 11 (or on September 12 in the leap year. The leap year comes after every four years that is when Pagume - the 13th month of Ethiopia - is counted six. In this case, it is celebrated on September 12th. The New Year is commonly called Enkutatash in Amharic but has different names in other languages. The word “Enqutatash” is heavy with symbolism. It means ‘the gift of jewelleries’. It also represents the end of the rainy season. The time is when the Ethiopian mountains and fields are covered with bright yellow flowers called ‘Adey Ababa’. 6 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 The Ethiopian New Year’s celebration is associated with the myth when the Queen of Sheba returned home from her visit to King Solomon in Jerusalem in 980 BC (before the Birth of Christ). The Queen was welcomed back to her country with plenty of jewelleries made of diamond, also known as ‘enqu’ in Amharic. The holiday has got its name from the word ‘enqu’, and ‘Enqutatash!’ means ‘you deserve plenty of ‘enqu’. (Adapted from ethiopiaonlinevisa.com, accessed on 11/20/2021) Activity 2: Choose the correct answer according to the information in the passage. 1. Which one is the name of the Ethiopian New Year? a. Pagume b. enqu c. Enqutatash d. Adey Abeba 2. The Ethiopian New Year is usually celebrated on the ___________. a. 12th of October b. 11th of September c. 14th of September d. 1st of January 3. According to the passage, when did Ethiopia begin to celebrate the New Year? a. before the birth of Christ b. after the birth of Christ c. When Queen of Sheba visited King Solomon d. not known Activity 3: Read the passage again and say whether the following statements are True or False. Compare your answers in pairs. 1. The Ethiopian New Year is celebrated only by Christians. 2. The word Enqutatash symbolises the coming of a new season of sunshine. 3. Adey Abeba blooms only in September. 4. Queen of Sheba was welcomed with plenty of yellow flowers. 5. The Ethiopian New Year has no connection with religion. Week 2 Day 1 Lesson 5 Activity 1: Look at the words written in bold in the passage. What do they refer to? The first one is done for you as an example. 1. It (paragraph 1, line 2) refers to ‘the Ethiopian New Year’ or ‘the national holiday’. 2. …it …. (paragraph 2, line 1) 3. …her… (paragraph 4 line 2) 4. … it… (paragraph 4, line 7) Ethiopian Grade 5, English Student Book 7  Unit 1| HOLIDAY Activity 2: Answer the following questions using information from the passage. Write the answers in your exercise book. 1. What is a ‘leap year’? 2. When was Queen of Shaba welcomed with plenty of jewels? 3. Why is celebrating the New Year important? Activity 3: Think of a New Year celebration of an Ethiopian community. First, complete the following note individually. Then, in groups of three, compare your answers. Then, select a representative who reports about the New Year to the whole class. 1. The name of the community 2. The name of the new year by the society 3. When the year begins and ends 4. What year it is this year Week 2 Day 2 Lesson 6 Activity 1: You are going to read another passage on holidays. Before you read the passage, answer the following questions. 1. Which holiday celebration do you like most? Why? 2. What activities of the New Year celebrations are interesting to you? 3. How do you support your parents during holiday celebrations? Activity 2: Now, read the passage quickly. What is it about – a, b, or c? a. Expenses for the Ethiopian New Year b. Ethiopian New Year festivities c. Types of Food prepared for the New Year Celebration Celebration of the Ethiopian New Year Ethiopia is a country that maintains its traditions because it has never been colonised. Therefore, most of the popular festivals in Ethiopia have ceremonial connotations. For example, the Ethiopian New Year, which is celebrated nationwide, involves various festivities. 8 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 The New Year festivities include family gatherings to enjoy the traditional Enqutatash meals and celebrate together by giving gifts, especially for children. The preparation begins long before the holiday. Each household has to save money to buy an animal (an ox (in groups), a sheep, a goat and/or a cock or hen) to slaughter on the day. Parents are also expected to buy clothes for all family members and, if possible, to renew and furnish their homes with new tables, chairs, and goods. Moreover, mothers need money to buy different ingredients and kitchen utensils to prepare typical Ethiopian dishes such as ‘doro wat’, ‘dulet’, ‘key wot’, ‘kitfo’, ‘genfo’, etc. for the holiday. They also prepare local drinks such as ‘tej’ and ‘tella’. Celebrations start on the Eve of Enqutatash. On this day, mostly Orthodox Christians light wooden torches - ‘chibo’ in Amharic - that symbolise the coming of the new season of sunshine and the end of the rainy season. They also attend church services and offer prayers ushering in the New Year. As in several holiday celebrations around the world, food has a significant place in the celebration of Enqutatash. Therefore, the following morning, fathers slaughter the animal(s) they have bought for the holiday. Mothers, with the help of other family members, prepare and serve the meals and the drinks. Singing and dancing is also common to celebrate the New Year, especially among young girls. Young girls sing ‘Abeba ayesh hoy’ and receive gifts from every household. Ethiopian Grade 5, English Student Book 9  Unit 1| HOLIDAY Young boys also give a bunch of freshly-picked yellow flowers - ‘Adey Abeba’ - or paintings of flowers that symbolise the arrival of spring. Nowadays, these traditional gifts are gradually being replaced by greeting cards. The Ethiopian New Year celebration may last for a week and revolve around family gatherings. It is a time of fun and joy for people. (Adapted from ethiopiaonlinevisa.com, accessed on 11/20/2021) Activity 3: Based on the information in the passage, choose the correct answers. 1. a. All Ethiopians celebrate the New Year by lighting ‘chibo’. b. All Christians celebrate the New Year by lighting ‘chibo’. c. Ethiopian Muslims celebrate the New Year by lighting ‘chibo’. d. Orthodox Christians celebrate the New Year by lighting ‘chibo’. 2. Which statement is true according to the passage? a. The poor cannot celebrate the New Year. b. No New Year is celebrated without sacrificing animals. c. The New Year celebration is a one-day event. 10 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 4: Read the passage and write true or false according to the information given in the passage. Compare your answers with a friend’s. 1. Children enjoy and have fun during the New Year celebration because every child is blessed every year. 2. Very special dishes are served for the New Year. 3. The New Year celebration is expensive and it is a problem for families. 4. Beautifying a home with new furniture every year is a must for every family. 5. All Ethiopians light ‘chibo’ on the evening of the eve of the New Year. Week 2 Day 3 Lesson 7 Activity 1: Write what the words in bold refer to in the passage. 1. …their …. (paragraph 2, line 6) 2. They …. (paragraph 2, line 9) 3. … on this day …. (paragraph 3, line 1) 4. … these traditional gifts… (paragraph 4, line 5) Activity 2: Answer the following questions using the information from the passage. Compare your answers with a friend’s. 1. What can you say about the New Year expenses? 2. What makes the New Year celebration fun and joyful? 3. Why do you think Ethiopia has its own New Year? Activity 3: Based on the information in the passages above, write down your opinions about the following questions. Discuss the answers in groups of three. 1. Should we celebrate holidays? Why? Why not? 2. What are the advantages and disadvantages of the celebration? 3. How should we celebrate holidays? Activity 4: A New Year Song a. Have you ever sung any New Year song in your language? b. How often do you listen to/sing English songs? Ethiopian Grade 5, English Student Book 11  Unit 1| HOLIDAY Now, sing the following song in rows. Your teacher will help you. The bells rang c. Do you like the song? Why? People sang It’s a new year! d. What is its message? Sing a song Long and strong It’s a new year! Sing along because We belong together It’s a new year! Section 4: Vocabulary Week 2 Day 4 Lesson 8 Word meanings in a context Activity 1: The words in Column A are taken from the first passage. Match them with their contextual meanings given under Column B. Column A Column B 1. nationwide A. a lot 2. represent B. to have done something good to earn something 3. deserve C. feature 4. plenty D. in every part of the country 5. element E. symbolize Activity 2: Use the words in column A above to complete the sentences below. 1. National heroes like Haile and Derartu _________Ethiopia wherever they go. 2. There are _______ of flowers in our school garden. 3. The language is spoken _________. Almost everyone in the country speaks it. 4. There are a number of ___________________ in a culture of a society. The type of food people eat, the type of music or dance, and the beliefs they have are some of them. 5. You have worked really hard this term, so you _____ to stand first in the class. 12 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 3: The words under Column A are taken from the Passage II. Match them with their contextual meanings given under Column B. Column A Column B 1. nationwide A. bouquet 2. slaughter B. lead 3. ingredients C. kill 4. Usher D. family 5. Households E. across the country 6. Bunch F. One of the food items you use to make a particular dish Activity 4: Use the right words under Column A above to complete the sentences below. 1. Abel gave a __________ of flowers to his teacher on Parents’ Day. 2. Some cultural holidays are celebrated _________ while some are celebrated by particular communities. 3. My father often __________________ a sheep for holidays. 4. You can search for the ______________ of the new dish from YouTube. Ethiopian Grade 5, English Student Book 13  Unit 1| HOLIDAY Section 5: Grammar Week 3 Day 1 Lesson 9 NB. Tense is a verb-based method used to indicate the time, and sometimes the continuation or completeness, of an action or state in relation to the time of speaking. Verb forms help us make time reference through their tense. Tense shows whether an action or a state took place in the past or takes place in the present. English has about 12 different tenses and you learn them gradually. Simple Present Tense i. Affirmative forms Activity 1: The following sentences are taken from the two reading passages. Read them with a friend paying attention to the verbs in bold. Then, explain what you have noted to the class. The Ethiopian New Year is a national holiday. The leap year comes after every four years….. The celebration starts on the eve of the New Year. Households have delicious dishes. Children collect flowers or draw pictures of angels. Have you noticed that all the verbs in bold are in the Simple Present Tense? Activity 2: Do this activity individually. Circle the correct form of the verb to complete each sentence. 1. Doctor Gome (love / loves) his job. 2. Chala (study / studies) ants. 3. A salesperson (sell/ sells) products for a company. 4. Liban and I (work / works) at weekends. 5. Volunteers (help / helps) people. 6. We (write/ writes) social science textbooks. 7. Our office (close/ closes) at 7:00 p.m. 8. Hawi (take / takes) classes at a business school. 9. They (walk / walks) to work every day. 10. Banks and clinics (start / starts) work at 8:00 a.m. every morning. Now, compare your answers with your friend’s. 14 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 3: In pairs, look at the picture and read the letter below. Then, answer the questions in complete sentences. Dear my friend, Brook, How are you? I am doing very well. I can’t wait to celebrate the upcoming holiday! Are you as excited as I am? By the way, do you help your parents in the preparation for the holiday? Well, let me tell you how I do my part. I usually help my father bring home the items and the animals bought in the morning. Then, I wash my clothes for the holiday in the afternoon. You know… in our culture a holiday is very important and mothers also need our help during holidays. I often go to the market place and support my mom in carrying the goods she buys. We usually go home late in the evening. Therefore, the eve of a holiday is tiresome and I feel tired at the end of the day. So, I always go to bed early. For me, the actual day is my resting day. In the morning, we have our breakfast and go to church. After the church service, we usually go home and enjoy the holiday together with our neighbours. Since the next day is most probably a school day, in the evening I study and do my homework. These are my routine activities on holidays. What about you? How do you prepare for and pass your holiday? Yours, Samy 1. Who is the writer of the letter? 2. What does Samy do in the mornings, on the eve of holidays? 3. What does he do in the afternoon? 4. Where does Samy’s mom buy goods? 5. What does Samy do the next day of the holiday? Ethiopian Grade 5, English Student Book 15  Unit 1| HOLIDAY Week 3 Day 2 Lesson 10 Activity 1: Now rewrite the middle two paragraphs with “He” and “They’ to report what Samy usually does during holidays. The first two sentences have been done for you as examples. Samy usually helps his father bring home the items and the animals bought in the morning. Then, he washes his clothes for the holiday in the afternoon.___________________________________________. Activity 2: Use the above letters as examples and rewrite the text below with the correct Simple Present forms of the verbs given in the brackets. The villagers (come) and (prepare) a campfire at the centre of the village once every year. In the evening, everyone (come) with a lighted ‘chibo’. The eldest of the villagers first (light) the campfire. He also (pray) for the wellbeing of the community. Then, others (make) circle around the campfire and (throw) their ‘chibo’ into the campfire. The youngsters (sing) new year songs. Women (bring) food and drinks and (serve) all the attendants. A girl (make) and (serve) coffee. When the fire (burn) down, all the villagers (go) home happily and (prepare) themselves for the best New Year possible! Now, exchange you have written with a friend’s and do peer correction. Then, read your paragraph to the class. 16 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Grammar summary Simple Present Tense: I/we/you/they + infinitive or he/she/it+ infinitive with “s” or “es” add [s] to the verbs: close = closes cover = covers ask = asks add [es] to verbs ending in [-sh], [-ch], [s] and [x] wash = washes teach = teaches kiss = kisses relax = relaxes change [y] to [i] and add [es] to verbs ending in the constant [y] carry = carries copy = copies We often use the Present Simple Tense to describe habits. Week 3 Day 3 Lesson 11 ii. Negative forms Activity 1: With a friend, look at the following example sentences. Pay attention to the underlined verb forms. Then, discuss the questions that follow. a. All Ethiopians do not celebrate New Year at the same time. b. Our English teacher does not/doesn’t tolerate cheating. c. It does not/ doesn’t rain the whole day. d. We do not/don’t want to be late for school. e. Rahel is not/ isn’t in Section A. Ethiopian Grade 5, English Student Book 17 Unit 1| HOLIDAY f. We are not/ aren’t eager to watch the film. 1. What changes have you noticed in these negative statements? 2. Is there any difference between the first 4 statements and the last 2 sentences? Activity 2: Rewrite the following affirmative statements into negative forms. Examples: a. Bizen speaks English very well. Bizen does not/doesn’t speak English very well. b. Most elders drive slowly. Most elders do not/don’t drive slowly. c. The students are ready to take the test. The students are not/aren’t ready to take the test. 1. Ali and Hanna are absent from class. 2. Many people like to buy new clothes for New Year. 3. The woman sells eggs in her new shop. 4. Ato Taye is the principal of our school. 5. We learn English five periods in a week. 6. I am responsible to look after my siblings. Activity 3: Write five sentences describing that your family, including you, do not do during the weekends. Then, compare your sentences in groups of three. Grammar Focus Contracted forms do not = don’t does not = doesn’t is not = isn’t are not = aren’t NB. am not = am not; amn’t is not correct 18 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Week 3 Day 4 Lesson 12 iii. Interrogative forms Activity 1: In pairs, look at the following examples. Pay attention to the words written in bold. Examples: 1. Heran cleans her room every day. Does Heran clean her room every day? 2. The children play football on Sundays. Do the children play football on Sundays? 3. In August, it rains heavily? Does it rain heavily in August? 4. We pray together. Do we play together? 5. You learn at Meskerem Primary School. Do you learn at Meskerem Primary School? 6. The market place is too far. Is the market place too far? Now, rewrite the sentences below into interrogative/question forms. 1. Our English teacher gives us homework on Fridays. 2. The sky is clean and bright. 3. Sarah likes reading English stories. 4. There are plenty of flowers in the garden. 5. People buy and sell things in the market. 6. I am your classmate in Section A. 7. We prepare the land to grow vegetables. Ethiopian Grade 5, English Student Book 19  Unit 1| HOLIDAY Activity 2: Barite and Kelil are Grade 5 students living in the neighbourhood. They have the following study programme. In pairs, read their programme carefully. Then, take turns to ask and answer questions about Barite and Kelil. Study Programme Monday Tuesday Wednesday Thursday Friday P a i r English Mathematics Social E nvir onmental Study Science Science time Barite Mathematics Environmental Social Science Science Kelil Environmental M a t h e - Social Science matics Science Examples: A: Do Barite and Kelil study together on Mondays? B: Yes, they do. / Yes, they study English together on Mondays. A: Does Kelil study individually on Mondays? B: Yes, he does. / Yes, he studies Environment Science individually on Mondays. Now, practise making as many questions and answers as you can from the table. Activity 3: Negative questions in the Simple Present Tense 1. First look at the examples below. Then, write five negative questions and compare your sentences with a friend’s. a. Does Elisa come to class regularly? Doesn’t Elisa come to class regularly? b. Do you love watching action films? Don’t you love watching action films? c. Am I in the class list? Am I not in the class list? Amn’t I in the class list? X 20 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 2. The following table shows the study plan of Ali and Hanna. Look at the table and answer the questions that follow. The first three questions are done for you as examples. Study Program Monday Tuesday Wednesday Thursday Friday P a i r English Mathematics Social Environmental Study Science Science time Hanna Mathematics Environmental Social Science Science Ali Environmental Mathematics Social English Science Science 1. Does Hanna study English on Tuesday? Ans: No, she doesn’t. No, she doesn’t study English on Tuesday. 2. Do Hanna and Ali study English together? Ans: Yes, they do. /Yes, they study English together. 3. Doesn’t Hanna study any local language? Ans: No, she doesn’t./ No she doesn’t study any local language. 4. Does Ali study Environmental Science alone? 5. Don’t they study Social Science on Mondays? 6. Aren’t Hanna and Ali free on Wednesdays? 7. Do they study all the four subjects together? 8. Does Hanna study English only once in a week? Ethiopian Grade 5, English Student Book 21  Unit 1| HOLIDAY Activity 4: List down five things that you don’t do. Share your list with your friend. Let he/she asks you questions using your list, and you answer the questions correctly. See the examples below. Your list: I don’t eat raw meat. I don’t drink alcohol. Your friend: Don’t you eat raw meat? You: No, I don’t eat raw meat. Your friend: Do you drink alcohol? You: No, I don’t drink alcohol. Now, it’s your turn to ask what your friend doesn’t do. Remember, you ask him/ her a positive or negative question. Grammar summary The Simple Present Interrogative/ Question Form To change the affirmatives into questions, we use Do… and Does… for affirmative, Don’t… and Doesn’t… for negative at the beginning and the infinitive form of the verbs. For statements with am, is, and are, we simply place, these verbs at the beginning. Do/Don’t I/we/they/you work for a bank? Does/Doesn’t He/she/it learn Geez? Play football every day? Is/Isn’t He/she/ it in this class? Am/Am…not I hot today? Are/Aren’t We/you/they interested in reading stories? NB. ‘Am not’ has no contracted form. We say ‘Am I not…’ Interrogatives end with question marks. 22 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Week 4 Day 1 Lesson 13 Degrees of Comparison NB. Degrees of Comparison are the comparisons between two or more persons or things according to their or its Quantity, Number or Quality. There are three degrees in English: Positive, Comparative and Superlative In this unit, you are going to study the positive degree and the comparative degree of one syllable (short) adjectives. i Positive degree Activity 1: Look at the three students in the picture below and read the sentences on the right. Alemu is tall. Beka is tall. NB. Amenu and Beka are equally tall. Activity 2: Complete the sentences with ‘as + adjective + as’. The first is done for you as an example. a. Amenu is as tall as Beka. b. Beka is ________________ Tut. 1. Beka is __________________(fat) Amenu. 2. Almaz is __________________(beautiful) Blen 3. Nahom is________________ (clever) Yeron. 4. Jaguar is ____________ (fast) Chevrolet. 5. This house is __________ (wide) that one. Ethiopian Grade 5, English Student Book 23 Unit 1| HOLIDAY Activity 3: Rewrite the following positive comparison sentences with ‘so + adjective + as’. The first one is done for you. 1. He is as happy as Rami. Ans: He is so happy as Rami. 2. Hawasa is as hot as Bahir Dar. 3. Abdul is as strong as his brother. 4. This stone is as big as that stone. 5. The house is as old as the village. Activity 4: Rewrite the following sentences with “not as + adjective + as” and ‘not so + adjective + as”. The first one is done for you as an example. 1. The blue car is (fast) the black car. Ans: The blue car is not as fast as the black car. The blue care is not so fast as the black car. 2. Chala is (not tall) Bereket. 3. This copy is (not bad) the other one. 4. Today, it’s (not windy) yesterday. 5. The tomato soup was (not delicious) the mushroom soup. 6. Grapefruit juice is (not sweet) lemonade. 7. Silver is (not heavy) gold. 24 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Grammar summary The positive degree:   When two persons or things are said to be equal in respect of some quality, we use the positive degree. The positive degree is the simplest form of the adjective. It is used when no comparison is meant; As , 1. Rahel is a tall girl. 2. This is a sweet mango. 3. This boy is as fat as his elder brother. In the above sentences, tall, sweet and fat are the simplest form of adjective. So all these adjectives are in positive degree. Note : No suffix (such as: -er , -est ) will be added to the adjective in the positive degree. Besides, there is nothing like “ than ” or “ the ….. of ” We can also use “ as/so + adjective + as” with the positive degree, that is the simplest form of the adjective to show equality and sameness. Example: This boy is as tall as she is. This boy is so tall as she is. However, we can use ‘not as/so + adjective + as, the positive degree with negative verb to show that two persons or things are not equal or not the same. Helen is not as/so clever as her elder brother. Babi is not as/so short as Mamush. Ethiopian Grade 5, English Student Book 25  Unit 1| HOLIDAY ii. The comparative degree Comparative forms of one syllable (short) regular adjectives (adjectives) Activity 1: Look at the picture below. Compare the two students and make sentences using the correct comparative forms of the given adjectives. The first has been done for you as an example. Abenezer Jifare 9 years old 11 years old 26 k.g. 24 k.g. 1.4 m. tall 1.6 m. tall Abenezer Jifare 1. Abenezer is fatter than Jifare. 2. (tall) 3. (thin) 4. (short) 5. (old) 6. (heavy) 7. (young) Have you noticed that the comparative adjectives are followed by ‘than’ Activity 2: Look at the table below with a friend. What changes have you seen in the comparative forms? Short (one syllable Comparative forms adjectives) tall taller short shorter wide wider nice nicer fat fatter big bigger heavy heavier 26 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 3: Complete each sentence with the correct comparative forms of the adjectives given in brackets. Add than when necessary. The first one is done for you as an example. 1. This bag is nicer than (nice) that one. 2. Very old laptops are a lot (big) the new ones. 3. Summer is (hot) than winter. 4. My new table is (small) the old one. 5. My new school is (close) my previous school. 6. Her house is (large) mine. 7. That box is (small) the one I lost last year. 8. Our dog runs (fast) our cat. 9. This sack is (light) that sack. 10.The price of sugar yesterday was (cheap) it is today. Grammar Summary Comparative Degree When two persons or things are said to be unequal in respect of some quality, we use the comparative degree. As , Rahel is taller than Rehana. The mangoes of Asosa are sweeter than the mangoes of Arba Minch. The boy is fatter than his elder brother. In the above sentences, the words taller, sweeter and fatter are in the compara- tive degree. Notes : In Comparative Degree generally [ -er ] is added to the adjectives if the adjective is of one syllable (mono-syllabic word) In the Comparative Degree, the adjective is normally followed by ‘than’. Ethiopian Grade 5, English Student Book 27  Unit 1| HOLIDAY Week 4 Day 2 Lesson 14 iii. The Superlative Activity 1: In pairs, look at the table and compare the comparative and superlative forms. What changes have you seen? Short (one syllable Comparative forms Superlative forms adjectives) tall taller tallest short shorter shortest wide wider widest nice nicer nicest fat fatter fattest big bigger biggest heavy heavier heaviest Now, look at the table below and answer the questions that follow. The first is done for you. Endenge Foziya Bethy Height 1.65m 1.52 1.61 Weight 31k.g. 28k.g. 30k.g. Length of hair 35 c.m. 30c.m. 15c.m. dress 85c.m. 70c.m. 50c.m. 1. Who is the tallest? Ans: Endenge is the tallest of all the three girls. 2. Who is the fattest? 3. Who is the shortest? 4. Whose hair is the longest? 5. Whose hair is the shortest? 6. Who wears the shortest dress? 7. Who is the heaviest? 28 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Activity 2: Look at the bio-data of five students in the Table below and answer the questions that follow. Points of difference Tufa Petros Belete Halima Hadaro Age 18 19 21 17 19 Height 1.75 1.25 1.45 1.60 1.70 Weight 57kg 65kg 60kg 55kg 70kg Size 32 38 35 27 40 1. Show your agreement to the statements in the Table based on the bio-data listed above. No. Statement Correct Incorrect 1 All of the three students are below 20 years of age. 2 They are all equally young. 3 Tufa is the tallest of all. 4 Belete is the oldest. 5 Petros is the fattest. 6 Hadero is the thinnest. 7 Halima is the shortest. 8 Halima is the youngest. 2. Now, look at the bio-data again and write five similar correct sentences. Then, compare your sentences with your friend’s. Activity 3: Use the data in the Table and answer the questions that follow. The first has been done for you as an example. 1. Who is the tallest? Tufa is the tallest. 2. Who is the shortest? 3. Who is the fattest? 4. Who is the youngest? 5. Who is the oldest? 6. Who is the thinnest? Ethiopian Grade 5, English Student Book 29 Unit 1| HOLIDAY Activity 4: In pairs, answer these questions in complete sentences. 1. Who is the shortest student in your class? 2. Who is the fattest student in your class? 3. Who is the tallest of all students? 4. Who is the thinnest? Week 4 Day 3 Lesson 15 Activity 1: Choose the correct answer to complete each sentence. Compare your answers with a friend’s. The first one has been done for you as an example. 1. Mount Everest is the highest mountain (high / mountain) on Earth. a. Mount Kilimanjaro b. Mount Everest c. Ras Dashen 2. ___________is _____________(fast / animal) in the world. a. The camel b. The zebra c. The cheetah 3. ___________is ____________(long / river) in the world. a. The Nile River b. The Amazon River c. The Yangtze River 4. ___________ is ___________ (wide / ocean) on Earth. a. The Pacific Ocean b. The Atlantic Ocean c. The Indian Ocean 5. __________ is _____________(small / continent). a. Africa b. Antarctica c. Australia 6. ___________is ___________(large / animal) on Earth. a. The elephant b. The blue whale c. The giraffe 7. __________is ___________(cold / place) on Earth. a. Antarctica b. Alaska c. Canada 8.. __________is ___________(close / planet) to the sun. a. Mars b. Venus c. Mercury 30 Ethiopian Grade 5, English Student Book  HOLIDAY | Unit 1 Grammar Summary The superlative degree: The superlative degree is used when comparison is intended between more than two things or persons or between two sets of things or persons surpassing all other persons or things of the same kind. As, 1. She is the tallest of the three girls. 2.This is the sweetest of all the mangoes. 3.Rami is the laziest student in the class. In the above sentences, all the adjectives, tallest, sweetest and laziest are in the superlative degree. Notes : In Superlative Degree generally [ -est ] is added to the adjectives if the adjective is of one syllable [ mono-syllabic word]. In the Superlative Degree we normally use “the…of”, “the…”, “…of”. Example: This is the sweetest of all the mangoes. Spelling changes: If the adjective has a ‘consonant + single vowel + consonant’ spelling, the final consonant must be doubled before adding the ending. For example, take the adjective big: o European potatoes are bigger than Ethiopian potatoes. o The Commercial Bank building is the biggest building in Ethiopia. If an adjective ends in –e, we add –r or –st: o Daniel is a close friend of mine. o Daniel is closer to me than Tadu is. o Daniel is the closest friend I have ever had. If the adjective ends in ‘-y’ followed by a consonant, we change ‘-y’ to ‘-I’, then add ‘-est’. o This box is really heavy. o That box is heavier than this one. o The box over there, in the corner is the heaviest. Ethiopian Grade 5, English Student Book 31  Unit 1| HOLIDAY Section 6: Writing Week 4 Day 4 Lesson 16 Explaining a process Note: Every day we perform many activities that are processes-that is, series of steps carried out in a definite order. In this section, you are going to practise to write a process paragraph. Activity 1: Rearranging sentences 1. The following sentences describe how Adahis wears his uniform when he goes to school. But, the sentences are not in the correct order. In pairs, rearrange them. a. I put on my over wear. e. I wear my socks. b. I wear my underwear. f. I put on my shoes. c. I wear my shirt. g. I take off my night wears. d. I wear my trousers. 1. Using the following sequencing words, rewrite the sentences in a paragraph form. You may also use some other linking words. First, Second, Third, Then, After that , and, Finally Activity 2: Writing a process paragraph 1. Choose one of the following topics. Then, using the sentences in Activity 1, No. 1 as examples, write sentences that show what you do from beginning to the end. Then, rewrite them in a paragraph form to explain the process. Don’t forget to use the right sequencing words. Washing your body Cleaning a house Making coffee Buying something from a shop 2. Exchange your paragraph with a friend’s and do peer correction. Then, improve your paragraph considering the given corrections. 32 Ethiopian Grade 5, English Student Book  UNIT TWO DRY SEASON Learning outcomes Upon successful completion of this unit, you will be able to: predict topics of listening texts; identify specific and main ideas from listening texts; talk about dry season farming activities in their areas; identify specific and major ideas of a reading passage; answer reference and inference questions on a reading passage; analyse the message of a poem about the winter season; use appropriate season- and weather-related expressions; use the Simple Present Tense to describe habitual actions and what happens in the dry season; employ comparative and superlative forms of adjectives to describe the weather and seasons; pronounce weather related adjectives correctly; talk about the present weather; and write short descriptive paragraphs about weather and seasons. Unit 2| DRY SEASON Section 1: Listening Week 5: Day 1 Lesson 1 Part 1 Activity 1: You are going to listen to a text about Dry Season. Before you listen to the text, discuss the following questions with a friend. 1. What do you know about seasons? 2. What is the difference between dry season and rainy season? Activity 2: These words and phrases are used in the listening text. In pairs, practise their pronunciation and guess their meanings. climate bushfires temperature hemisphere precipitation tropics weather tropical rain belt Activity 3: Now, listen to the text and complete the sentences below with the right information. a. Dry season is a yearly period of the ______________________ __________. b. The rain belt lies in the northern hemisphere from _________ to _________. c. During the dry season, ________________________________ are common. Activity 4: Listen to the text again and say the following statements True or False. a. A dry season is characterized by low rainfall and low humidity. b. The tropical rain belt always lies in the southern hemisphere. c. Water holes and rivers dry up in the dry season. d. During the dry season, days are typically cloudy. Activity 5: With a friend, discuss the following questions and report your answers to the class. a. What are three things you like about the dry season? b. What are three things you do not like about the dry season? 34 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Week 5 Day 2 Lesson 2 Part 2 Activity 1: You are going to listen to another short text entitled Dry Season in Ethiopia. Before you listen to the text, answer the following questions in pairs. a. What main climate seasons does Ethiopia have? b. What type of season do the pictures below indicate? c. Are they in urban or rural areas? How do you know? (Picture 1: Source: https://journeysbydesign.com) (Picture 2: Source: https://journeysbydesign.com) Ethiopian Grade 5, English Student Book 35 Unit 2| DRY SEASON Activity 2: Now listen to the text attentively and complete the statements with the right information. Then, compare your answers in groups of three. a. The main climate seasons Ethiopia experiences are ___________ and _____________________. b. The dry season in Ethiopia is from _________ to ____________. c. The temperature is high during _______________________. Activity 3: Listen to the text again and match the phrases under ‘A’ with their right expressions under ‘B’. ‘A’ ‘B’ 1. Ethiopia’s rainy season a. December to February 2. Ethiopia’s winter season b. cooler weather conditions 3. lowland areas c. June to August 4. highland regions d. hotter temperatures Activity 4: From Listening to Reflection You have listened to the text about dry season in Ethiopia. Now, in groups of three, discuss what people do during the dry season. Write down your ideas and report them to the class. a. rural children b. rural women c. farmers d. children in towns and cities Section 2: Reading Week 5 Day 3 Lesson 3 Activity 1: The following words are taken from the passage you are going to read. Can you say them correctly? In pairs, guess their meanings. a. irrigation b. utilize c. reliance d. cultivate e. consume f. investment 36 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Activity 2: With a friend, look at the pictures and read the passage quickly to answer these questions. 1. What do the pictures show? 2. What are the differences among the three pictures? 3. Which of these methods are practiced in your area? 4. What is the main idea of the passage? Dry Season Farming in Ethiopia (Source: https://farmersreviewafrica.com/us-350000-granted-for-water-saving-drip-irrigation-in-nigeria/11/09/2021) Dry season farming is often described as crop production with irrigation or water dripping during a dry season. It is practiced usually in regions that receive at least 20 inches (50cm) of annual rainfall, and utilizes the moisture stored in the soil from the rainy season. Ethiopia has a long history of dry season farming. It has been used for years to cultivate crops like cotton, maize, sesame, sugarcane, vegetables and fruits around the Afar Region, along the Awash Basin. Ethiopian Grade 5, English Student Book 37 Unit 2| DRY SEASON Dry season farming improves food availability and ensures better pricing all year long. It also helps to reduce the country’s dependence on imports as a way of ensuring food security. Dry season farmers can contribute significantly to the country’s economic development through exporting food. For example, wheat is a crop that is cultivated in Ethiopia, and yet most of the wheat consumed in the country is imported mainly from America and Canada. However, the production of wheat can be increased by several millions of tones through dry season farming. In recent times, the Ethiopian government has increased its participation in dry season farming. It especially has increased its investment in the production of yekola sinde (meaning ‘wheat from dry areas’), especially in the Afar Region. Activity 3: Decide if the following statements are True or False based on the information in the passage. Check your answers with your friend’s. a. Dry season farming is practiced in places that receive much rainfall. b. Farmers can produce all types of crops during the dry season. c. Dry season farming is a new practice in Ethiopia. d. Dry season farming can help to improve food supply. e. We can decrease food imports by expanding dry season farming. Week 5 Day 4 Lesson 4 Activivty 1: With a friend, read the passage Dry Season Farming in Ethiopia again and find out what the words in bold refer to. A. It in Paragraph 1, line 2 B. …country’s in Paragraph 3. line 2 C. …its in Paragraph 3, line 9 D. It in Paragraph 3 , line 10 Activity 2: Answer the following questions first individually. Then, compare your answers with a friend. 1. What do you understand when the writer says, “Ethiopia has a long history of dry season farming.”? 2. What are the advantages of the dry season? 3. Why do we import the major portion of the wheat we consume? 4. What should we do to produce sufficient wheat? 38 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Activity 3: In the listening and reading texts above, you have learnt a lot about dry season in Ethiopia. Below is a poem about the winter season, especially in Europe and North America. 1. Before you read the poem, answer the following questions in pairs. a. Have you ever read poems in English? How about in your language? b. What is the difference between a passage and a poem? c. What do we call a person who writes poems? 2. These words are used in the poem. Could you say them correctly? Try to guess their meanings? a. snuggled b. quilt c. Crackle d. Clutched e. Hibernate 3. Now, take turns to read the poem loudly. Then, answer the questions that follow. The cold winter winds, Blowing harshly through the tree, Snow under my feet, Bothering my toes. And my nose, Which is in deep freeze. Snuggled under a warm quilt, Just cannot stay up late, Crackle of a fire at night, With hot water bottle clutched to my side. And I have to get up again And go out in the cold tomorrow morning……. I…feel…so sleepy…. How wonderful…. If I could….. also….. Hibernate! a. How do the winter winds blow? b. Which part of the narrator’s body is in deep freeze? c. What is the poet snuggled under? d. What does the poet wish? Ethiopian Grade 5, English Student Book 39 Unit 2| DRY SEASON Activity 4: More about seasons in Ethiopia 1. Ethiopia has four seasons: spring, summer, autumn/fall and winter. Write the names of these seasons in your local language? 2. In pairs, look at the picture, Ethiopian Seasons below. Which months of the year are the seasons? 3. Can you list some major farming activities that are done during these seasons in Ethiopia? Report your answers to your class. Activity 5: Seasons in Ethiopia are connected with agricultural activities. In pairs, list down the agricultural activities carried out in each season and report to your class. For example in Spring: Sowing grains such as lentils and chickpeas Weeding crops harvesting 40 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Section 3: Vocabulary Week 6 Day 1 Lesson 5 Activity 1: You have studied the meanings of the following words in Lesson 3, Activity 1 above. Now, use them to complete the sentences below. irrigation cultivate utilize reliance consume investment a. _____ on food aid is an obstacle for development. b. Farmers use _________ to cultivate dry season crops. c. Increasing ___________ on dry season farming can help to maintain food security. d. If we __________ our water resources well, we can produce more. Let’s learn more words related to the dry season Activity 2: First, practise saying the words under Column ‘A’. Then, use a dictionary to match them with their meanings in Column ‘B’. ‘A’ ‘B’ 1. Arid a. hot and dry 2. semi-arid a. dried 3. scorching b. very dry 4. parched c. partly dry 5. desiccated d. continuous dry climate 6. drought e. an area with little or no rain 7. desert f. very hot Activity 3: Use the correct words or expressions from Column A in the above table to complete the text below. Then, compare your answers with your friend’s. Deserts and steppes comprise the regions that are characterized by dry climates. These are _______ (1) and _______ (2) areas that have three main characteristics: very low precipitation, high evaporation rates that typically exceed precipitation and wide temperature swings both daily and seasonally. Ethiopian Grade 5, English Student Book 41 Unit 2| DRY SEASON The lowest rainfall occurs in arid or _______ (3) areas where precipitation averages less than 35cm (14 inches) per year. Some deserts have years with no rainfall at all. The _______ (4) climate makes the earth _________ (5) by the sun. Semi-arid or steppe regions receive slightly more rainfall than deserts. They can receive up to 70cm (28 inches) per year. These regions usually have _______ (6) climate and experience ________ (7). Week 6 Day 2 Lesson 6 Activity 1: Antonyms and synonyms 1. The following words are taken from the listening and reading texts above. With a friend, find their antonyms from those given in the circle. Example: The dry season is a yearly period of low rainfall in the tropics. In this sentence, the antonym of the word ‘dry’ is ‘rainy’; and the antonym of the word ‘low’ is ‘high’. a. sunny b. clear c. light heavy cool d. hot cold foggy dark e. warm humid rainy f. dry high g. low 2. Write the synonyms for the following words. 1. hot 2. cold 3. foggy 4. gusty 5. thunder 42 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Activity 2: Forming season related compound nouns In pairs, look at the nouns in the box and answer the questions below. Base noun Compound noun rain rainfall sun sunshine winter wintertime 1. How are the compound nouns formed? 2. List as many compound nouns as you can with ‘rain’, ‘winter’ and ‘sun’. You may use a dictionary. Activity 3: Work in groups of three. Take a word from the circle above and a word from the box below and make as many weather- related expressions as you can. sky weather rainfall temperature rain season Examples: clear sky heavy rain Have you noticed that the compound nouns in Activity 3 are written as one word while the words in Activity 4 are written as two words? Activity 4: Write five sentences using the compound nouns you have formed in Activity 2. Then, compare your sentences in groups of three. Ethiopian Grade 5, English Student Book 43 Unit 2| DRY SEASON Section 4: Grammar Week 6 Day 3 Lesson 7 The Simple Present Tense to talk about habitual actions In Unit One, you learnt about the affirmative, negative and interrogative forms of the Simple Present Tense. Now, you are going to study how the Simple Present Tense is used to describe habitual actions. Activity 1: Read these short texts. What do the texts talk about? Ethiopian farmers usually grow vegetables, maize and cotton with irrigation. My father is a farmer. He prepares his farmland during the dry season and he sows the seeds during the rainy season. Have you noticed that the verbs grow, prepares, and sows are all in the Present Simple Tense and the verbs prepares and sows are in the third person singular? Activity 2: With a friend, read the following text. Pay attention to the words written in bold. I’m Halima Teyib. I’m a doctor. I work in a hospital. My husband, Kemal, is a teacher. He teaches music at a college. We get up at seven o’clock every morning. Kemal sets the table, and we have breakfast. He likes bread and tea, but I don’t. I eat scrambled eggs and drink milk for breakfast. Then, we leave home at a quarter past eight. Have you noticed that the texts in both Activity 1 and Activity 2 express habitual actions? Habitual actions are things that happen regularly and frequently, as habits. Activity 3: In pairs, read the following text that Hassen has written about himself. Then, rewrite it in the third person singular – he, and third person plural- they. 44 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Hello! My name is Hassen. I’m 12 years old. This is what I normally do. I love to walk to the mountain. During the week, I wake up early and go for a small walk on the mountain. I usually go there with my elder brother or with my cousin. We like to get some fresh air before we start our day. We live in the countryside, far away from the city. We think that our country life is wonderful because we are away from the noise and pollution of the city. We often walk for about an hour and then return to our home. After having my breakfast, I always ride my bicycle and arrive at school at 9:00a.m. This is what I do every morning. Begin like this: Hassen is 12 years old. This is what he normally does…. Now, write a similar short paragraph (4-5 sentences) about what you do every day, and read it to the class. Grammar Summary As we can see in the above examples, we use the Simple Present Tense to talk about things that happen continually, like every day, every week, every month, or every year. We also use the Simple Present Tense for anything that happens often. Note: In the Present Simple Tense, the 3rd person singulars (he, she, it), add -s, -es, or -ies to the base form of the verb. To regular verbs just add an –s. Examples: travel - travels, give - gives, play - plays. To verbs that end in -s, -ss, -sh, -ch, -x, and -o, add an –es. Examples: wash - washes, mix - mixes, go - goes To verbs that end in ‘y’ after a consonant (any letter that isn’t a vowel), change the ‘y’ to ‘i’ and add -es. Examples: study - studies, fly – flies Ethiopian Grade 5, English Student Book 45 Unit 2| DRY SEASON Week 6 Day 4 Lesson 8 Frequency adverbs and time expressions in the Present Simple Tense Activity 1: In groups of four, discuss the differences among the words written in bold. 1. I always study hard for exams. 2. Do you usually speak to him like that? 3. Ben goes to football practice every Tuesday. 4. In general, I believe that all people can live in peace. 5. Do you go to the supermarket every week? Grammar Summary The time expressions such as ‘usually’, ‘always’, ‘sometimes’, ‘never’, ‘on Wednesdays’, ‘every Wednesday’, ‘twice a week’, ‘once a month’, ‘in general’, and ‘every other day’ are examples of commonly used time expressions to talk about habitual actions in the Present Simple Tense. Time expressions such as often, usually, always, never, seldom/rarely, sometimes are also known as adverbs of frequency. Activity 2: Put the following adverbs of frequency in the correct order, from the most often to the least often (1-6). often usually always never seldom rarely sometimes Activity 3: Look at the example and the ticks in the boxes below. They show how often you do things. Then answer the questions.   I never ride my bike.   I sometimes ride my bike.   I often ride my bike.   I always ride my bike. 46 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 1. We _____________ walk the dog. 2. I _____________ drink tea. 3. She _________ wears hats. 4. You ________ make your bed. 5. My sister _________ plays tennis. Activity 4: Rewrite the following sentences with the frequency adverb and the correct form of the verbs in brackets. 1. Our teacher, Mr. Yohannes, (be/ never) late for lessons. 2. I (often / clean) my bedroom at the weekend. 3. My brother (hardly ever / help) me with my homework. 4. I (be/ sometimes) bored in maths classes. 5. You (be/usually) at the sports centre on Sundays. 6. Sorenie (always / arrive) the school at half past eight. Week 7 Day 1 Lesson 9 Positions of frequency adverbs and time expressions in the Simple Present Tense Activity 1: In groups three, study the following sentences. Pay attention to the places where the frequency adverbs and the time expressions are placed. A: She sometimes sits in the front desk. Mohammed usually walks to school on foot. Always, the children take a taxi to their school. Ethiopian Grade 5, English Student Book 47 Unit 2| DRY SEASON B: I am sometimes absent from school. They are never happy with their housemaid. Usually, we arrive on time at our work place. C: We clean our rooms every other week. The family goes to church every Sunday. Once in a week, they visit their grandparents. They cook dinner every night. Dan plays soccer twice a week. They cook dinner every night at 7:00. They cook dinner at 7:00 every night. On weekends, they stay at home. What are the three positions the time expressions are places in the above sentences? Grammar Summary Time expressions made up of one word are placed between the subject and the verb, or between the auxiliary verb and the main verb. Time expressions made up of two or more words are commonly placed at the end of a sentence and usually at the end of questions. All time expressions except ‘never’ can be placed at the beginning for emphasis. Activity 2: Position of frequency adverbs in sentences: underline the correct one from those in brackets. 1. He (rides sometimes/sometimes rides) a horse. 2. They (usually are/are usually) late for school. 3. She (is always/always is) punctual. 4. You (never listen, listen never) to me. 5. We (make often/often make) mistakes. 48 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Activity 3: Use the frequency and time expressions below to write at least 5 true statements about your habits or routines in the Simple Present Tense. Example: once a week _________________________________ You say: I go to the movies once a week. always _________________________________________________ every weekend ___________________________________________ never ___________________________________________________ once a year ______________________________________________ at 7:30 in the morning _____________________________________ in September ____________________________________________ often ___________________________________________________ Week 7 Day 2 Lesson 10 Comparative and superlative degree of two and more syllable adjectives i. Comparative and superlative degree of two-syllable regular adjectives Jar A is heavy. Jar B is heavier than Jar A. Jar C is the heaviest of all. Activity 1: Look at the pictures and the sentences in the table below in pairs. Adjective Comparative Superlative happy happier Happiest simple simpler Simplest busy busier busiest humid more/less humid most/least humid titled more/less titled most/least titled cloudy more/less cloudy most/least cloudy Do you know that ‘heavy’ is a two-syllable adjective? Again, look at the comparative and superlative forms of the two-syllable adjectives in the table below. Ethiopian Grade 5, English Student Book 49 Unit 2| DRY SEASON Grammar Summary The comparative and superlative degrees of some two-syllable adjectives can be formed by adding ‘-er’ and ‘-est’ at the end; Some other two-syllable adjectives add the words ‘more’ or ‘less’ before the ad- jectives/adverbs to form their comparative forms, and ‘most’ or ‘least’ to form their superlatives. In many cases, either form of the comparatives or superlatives can be used, but there is generally a ‘most common’ usage. Note that the comparative adjectives are followed by ‘than’, and the superlative adjectives follow the word ‘the’. Activity 2: Complete the following sentences with the comparative forms of the adjectives given in brackets. 1. New cars are (quiet) old cars. 2. Spring is (windy) winter. 3. Last week, the weather was wonderful, but this week’s weather is (wonderful). 4. Ras Dashen is (cloudy) than Mountain Batu. 5. In Ethiopia, August is (rainy) than July. 6. The Awash River is (utilized) than the Baro River for dry season farming in Ethiopia. 7. ‘Adey ababa’ provides (wonderful) scenery to the Ethiopian plateaus than other flowers. Activity 3: Complete the following sentences with the superlative forms of the adjectives given in brackets. Then, compare your answers in pairs. 1. ‘Kiremt’(Summer) is (busy) season for Ethiopian farmers. 2. This is (quick) method of delivery. 3. That was (easy) mountain I’ve ever climbed. 4. Climbing Mount Everest in a snowstorm is one of (stupid) things you can do. It’s extremely dangerous! 5. This street is one of (pretty) in this city. 6. Yared wants to have (modern) cellphone. 50 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Week 7 Day 3 Lesson 11 ii. Comparative and Superlative Forms of long (three and more syllable) regular adjectives Activity 1: In groups of four, look at the pictures and the sentences below. A. 8.5 million birr B. 9.5 million birr C. 7.5 million birr House C is expensive, but House A is more expensive than House C. House B is the most expensive of all. C is the least expensive house. In such cases, we always add ‘more’ or ‘less’ before a comparative adjective and ‘most’ or ‘least’ before a superlative adjective. The table below shows the comparative and superlative forms of adjectives that are three and more syllables/ long adjectives. Adjective Comparative Superlative beautiful more/less beautiful most/least beautiful complicated more/less complicated most/least complicated wonderful more/less wonderful most/least wonderful Activity 2: Use the comparative forms of the adjectives given in brackets with ‘more’ or ‘less’ to complete the following sentences correctly. Then, compare your answers in groups of three. 1. This hotel is (expensive) than the last hotel we stayed at. 2. Australia is (populated) than China. 3. Walking is (tiring) than running. 4. Burgers are (healthy) than vegetables. Ethiopian Grade 5, English Student Book 51 Unit 2| DRY SEASON 5. Reading is (interesting) than watching television. 6. I am (worried) about this exam than the last one. 7. The sea here is (beautiful) than the sea in my country. 8. Do you think money is (important) than good health? 9. This map is (confusing) than my mathematics homework. 10. Fuel is so expensive! I want a (efficient) car than this one. Week 7 Day 4 Lesson 12 Activity 1: In pairs, read and discuss the following sentences. What do you understand from the expressions written in bold? 1. Spring is the most wonderful season of the year for most Ethiopians. 2. Those were the least comfortable couches I have ever sat on. 3. Hawassa is the most beautiful city I’ve ever seen. Activity 2: Work with a friend. Use the superlative forms of the adjectives given in brackets with ‘most’ or ‘least’ to complete the following sentences correctly. 1. This watch is (attractive) one in the shop. 2. Cleaning the floor is my (favourite) type of housework. 3. She’s (determined) candidate we’ve seen today. 4. The Present Simple is (difficult) tense in English. 5. It’s (difficult) part of our assignment. 6. My brother is (annoying) person when looking for peace and quiet. 7. We hope to go to (beautiful) Tropical Island. 8. Reading a good book is (leisurely) way to relax. 9. Ted was experienced) mountain climber in the team. 52 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Grammar Summary The comparative degree of all three and more syllable adjectives are formed by using ‘more’ or ‘less’ + addictive + than The superlative degree of all three and more syllable adjectives are formed by using ‘the most’ or ‘the least’+ adjective Activity 3: Read the article about the problem on Mount Everest. Then, fill in the blank spaces with the superlative forms of the adjectives in the brackets. Compare your answers in pairs. Mount Everest: The Highest Garbage Dump in the World? Most people know that Mount Everest is the highest mountain in the world. Howev- er, there is another fact that many people don’t know: it has become one of the (1)______ (dirty) mountains in the world. Mount Everest is one of the (2)__________ (tough) and (3)___________ (exciting) mountains to climb on Earth. It is not the coldest or (4)__________ (windy) place on Earth, but it comes close! These chal- lenges make it one of the (5)_________ (attractive) mountains for serious climbers. Since 1952, over 3500 climbers have reached the top. Unfortunately, most of them have left equipment and trash on the mountain. In fact, trash is now one of the biggest threats to the environment on Mount Ever- est. Local organizations have brought tons of trash down from the mountain. One of the (6)____________(interesting) projects handed over more than a ton of tin cans, glass bottles, and old climbing tools to artists in Nepal. The artists used the trash to create works of art. Then, they sold the art to raise money for local chari- ties. The (7) ___________ (expensive) work of art cost $17, and the most expensive one cost $2400. (Source:NGL.Cengage.com/ELT) Ethiopian Grade 5, English Student Book 53 Unit 2| DRY SEASON Section 5: Speaking Week 8 Day 1 Lesson 13 Talking about the weather Activity 1: We commonly use these words when we talk about the weather. Add as many similar words as you can to the list. Then, in pairs, take turns to say them loudly. sunny smoggy rainy cloudy foggy smoky dry Windy snowy Have you noticed that ‘y’ at the end of the above words is pronounced as a vowel? Activity 2: With a friend, discuss the three expressions below. What differences have you seen among the sentences? 1. It’s cold today. 2. It’s a rainy day. 3. It’s raining outside. Grammar Summary We usually use it is when we talk about the weather. This is normally: It is + adjective OR It is + verb-ing It is + a + adjective + noun = a description of the weather It’s sunny today. It’s hot and humid today. We can also say: It is a + adjective + day (or morning/afternoon/night) It’s a fine day. It’s a windy afternoon. It is + verb-ing = This type of weather is happening now. It’s drizzling outside. It’s snowing. Take an umbrella; it’s raining. Activity 3: Talking about the day’s weather 54 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 In pairs, observe and try to sense your surrounding: the sun, the sky, the wind, the temperature, etc. Then, in turns, make at least three sentences about the day’s weather. Be sure that you use the above expressions. Week 8 Day 2 Lesson 14 Asking about the weather – Role playing Activities 1 and 2 below are for Role Playing. In pairs, play the roles of A and B. Let’s Play! Activity 1: In pairs, practise the following conversation. Take turns to ask and answer. A: What’s it like out (side)? B: It’s miserable out. A: How’s the weather? B: It’s ten below. (-10 degrees) A: Do you have rain? B: We haven’t had a drop of rain for weeks. A: What’s the temperature there? B: It’s 22 degrees Celsius. A: It’s snowing here, what’s it doing there? B: It’s pouring outside. (raining heavily) A: Beautiful day, huh? B: We couldn’t ask for a better day than this. A: What’s the weather forecast? B: They’re calling for blue skies all week. Ethiopian Grade 5, English Student Book 55 Unit 2| DRY SEASON Common errors One common mistake learners make when talking about the weather is mixing up the noun, adjective and verb forms of weather words. Look at the following examples carefully. 1. Example 1: How’s the weather? It is snow (noun). incorrect It is snowy (adjective). correct It is snowing (verb). correct 2. Example 2: What’s it like out? It is rain (noun). incorrect It is rainy (adjective). correct It is raining (verb). correct 3. Example 3: What’s the weather like? It is sun (noun). incorrect It is sunny (adjective). correct The sun is shining (verb). correct Activity 2: With your friend, read the conversation below and complete B’s part with possible responses. Then, practice the conversation changing your roles as ‘Student A’ and ‘Student B’. Student A: What is your favourite weather? Student B: _______________________________________________ Student A: Why do you like this kind of weather? Student B: ________________________________________________ Student A: I prefer drizzly weather. StudentB: _______________________________________________ Student A: When it is drizzling and the sky is overcast, I feel relaxed and forget about my everyday problems. I can listen to music or watch my favourite film in such weather. 56 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Activity 3: Let’s sing the weather song! In groups of three, sing the Weather Song in your own lyrics. Don’t feel afraid about the tune. What’s important here is practising the weather expressions. The Weather Song How’s the weather doin’ baby? Is there thunder and lightning in your heart? Is it raining cats and dogs? Are stormy seas gonna’ keep us apart? So what’s the temperature today baby? What’s the outlook on your weather chart? One minute you’re sunny, then you’re rainy Then you’re cloudy n’ windy Then you’re snowy and icy Blowing hot and cold again It’s warm, it’s hot, it’s boiling It’s chilly, it’s cold, it’s freezing Zero degrees Celsius. Nothing but hailstones… Week 8 Day 3 Lesson 15 Debating Group your class into Group A and Group B to debate on the following topics. Assign 5 representatives to debate on behalf each group. Have a short discussion to identify important points on your topic. Then, your representatives can use the ideas while debating. Group A: Sunny weather is better than rainy weather. Group B: Rainy weather is better than sunny weather. NB. While debating, you can use expressions such as: Good morning class. In our group, we say Sunny weather is better than rainy weather because…. Thank you for listening. Ethiopian Grade 5, English Student Book 57 Unit 2| DRY SEASON Section 6: Writing Week 8 Day 4 Lesson 16 Writing sentences and paragraphs about the weather/seasons Activity 1: Writing sentences Read carefully the following example sentences with the weather adjectives. Some of the pairs are synonyms and some are antonyms. Then, write your own sentences with the adjectives in each pair below. Exchange your sentences with a friend for peer correction. Warm/hot When the weather is warm, I prefer light clothing like t-shirts. Today’s so hot that I’ve been sitting under the tree all day. Cold/cool On cool days like today, you should be fine with a light jacket. Don’t forget your coat; it’s cold outside. Sunny/rainy On sunny days, I like to take the kids to the park. Rainy days are the best time to stay home and read books. 1. Clear/cloudy 2. Dry/humid 3. Foggy/misty 58 Ethiopian Grade 5, English Student Book  DRY SEASON | Unit 2 Activity 2: Read the following sample paragraphs carefully. Sample Paragraph 1 A rainy day cools down the day’s temperature and brings relief. Washed clean by the rain, everything looks so neat and shiny. Trees those which were till the rain covered in dust, now look green and beautiful. Sample Paragraph 2 The Rainy Season, the most joyous of them all. Calmness like the summers and cool breeze like the winters. A relaxing time to spend with the loved ones, relishing the scent of showers while sipping on hot tea or coffee is the highlight of the day. From running water in the streets to aggressively flowing big rivers in the countryside, this season has it all. Now, write a similar paragraph describing ‘A Sunny Day’ or ‘The Dry Season’. You may begin your paragraph as follows Sunny days provide more space and opportunity to play outside the house……. Ethiopian Grade 5, English Student Book 59 Unit 2| DRY SEASON During the dry/summer season, almost every day has so much high tem- perature……… 60 Ethiopian Grade 5, English Student Book  UNIT THREE ACCIDENTS Learning outcomes Upon successful completion of this unit, you will be able to: listen to and identify information from talks; share your experiences of accidents in English; comprehend major ideas of a given reading text; read and identify details of a given reading text; guess meanings of new words; analyse the messages of given dialogues; identify and used irregular comparatives and superlatives appropriately; use accident-related words in writing and in speaking; and write a paragraph on the causes and effects of accidents. Unit 3| ACCIDENTS Section 1: Listening Week 9 Day 1 Lesson 1 Activity 1: Sit in groups of four and look at the pictures below. Then, describe what you see in the pictures. A. B. C. D. E. Activity 2: Discuss the following questions in pairs. 1. What is an accident? 2. Have you ever had an accident? What and When? 3. Have you ever tried to stop an accident from happening? 4. Guess the meanings of the following words. They are used in the listening text you are going to listen to. harmful choking poisoning joint dislocation fractures slips 62 Ethiopian Grade 5, English Student Book  ACCIDENTS | Unit 3 Activity 3: Listen to a talk again and answer the following questions. Which of the following can be an appropriate title for the talk? a. Accidents b. Accidents on children in the home c. Accidents in the home and prevention methods d. Accidents in rural areas Week 9 Day 2 Lesson 2 Activity 1: Listen to the text again and identify whether the following statements are correct or incorrect. put a tick mark (√) against the correct statements. No Statement Correct Incorrect 1 Accidents happen unintentionally. 2 All accidents may not cause injuries. 3 Accidents take place only at home. 4 Poisoning is always intentional. 5 Not all accidents can be prevented. Now, correct the incorrect statements according to the information given in the talk and compare your answers with a friend’s. Activity 2: Listen to the text one more time and match the protection methods with the causes of accidents. No Protection methods Causes of accidents 1 Keep cooking pots away A. broken bottles 2 Keep away from electrical B. hot water wires 3 Put empty bottles in a safe C. loose plugs place 4 Use knives with great care. D. sharpened blades E. falling objects F. drowning Ethiopian Grade 5, English Student Book 63 Unit 3| ACCIDENTS Activity 3: What should children do to avoid accidents? Use the information from the listening text and the pictures below to answer this question. Section 2: Reading Week 9 Day 3 Lesson 3 Activity 1: Look at the picture and tell your friend how you feel about the situation. 1. What happened to the cars? 2. Do accidents happen in your area? 3. Tell your classmates about car accidents you have seen or heard about. 4. What are the causes of car accidents in your area? 64 Ethiopian Grade 5, English Student Book  ACCIDENTS | Unit 3 Activity 2: The following words are used in the passage you are going to read. In pairs, guess their meanings. accident traffic accident pedestrian vehicle congestion traffic jam Activity 3: Read the text below once and choose an appropriate title to the text. a. Poor roads in Ethiopia b. Lack of knowledge about traffic rules c. Traffic accidents in Ethiopia d. Careless Drivers 1. Although road traffic accidents are the major global public problems, most of them occur in poor countries like Ethiopia. Pedestrians and passengers of public transportation are the most exposed to traffic accidents in Ethiopia. They account for 95% of the deaths while drivers account for only 5% of the deaths. 2. The major causes of road traffic accidents are five. One is poor road network. The roads are not many in number and are not adequately interlinked. Secondly, people lack knowledge about road traffic safety. Pedestrians who walk on traffic roads do not use zebra crossing and do not follow pedestrian rules. On the other hand, drivers drive with very high speed. Although most drivers drive at very high speed, the roads are not wide enough to serve two or more cars at once. As a result, two cars that come from opposite sides are alike to head-to-head collision. Some drivers are so poor in using hind mirrors that when driving backwards, they could face back-to-back collision. The seats of some cars are not made to sit travellers back-to-back. Hence, they may encounter back-to-back collision. Thirdly, Ethiopia uses a mixed traffic flow system. This means that people, animals and cars use the same roads. Finally, the poor condition of most of the vehicles is another problem. Most of the cars are old. They move slowly and also break down anywhere on the roads. This creates traffic jams. Traffic jams, in turn, lead to car accidents. 3. Therefore, in order to solve these problems, Ethiopia has t