Unit One, doc, eng.docx

**Unit One** **Living in Rural Area** **Unit Objectives:** At the end of this unit, the students will be able to: - - - pronounce the interdental voiced \[ð\] and interdental voiceless\[Ɵ\] sounds correctly in different sentences - compare and contrast the life style of peoples who l...

**Unit One** **Living in Rural Area** **Unit Objectives:** At the end of this unit, the students will be able to: - - - pronounce the interdental voiced \[ð\] and interdental voiceless\[Ɵ\] sounds correctly in different sentences - compare and contrast the life style of peoples who live in rural area versus those people who live in cities - - - use the words they learnt in the passage in different communicative situations when/where necessary - - write few simple present tense sentences that talk about everyday activities, general truths and planned future actions - - **Section One: Listening** **Lesson One**  **Pre-listening activities** **Activity 1: Share your experiences with the one sits beside you before you listen.** 1. Have you ever visited rural area? 2. What does it look like? 3. Think of the meanings of the following words and your teacher will assist you. ------------- ------- ---------- Countryside Trip Bullocks Fed up Fence Sign ------------- ------- ---------- **While-listening activities** **Activity 2: Listen to the story and answer 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 3: Put a tick (√) mark only on sentences that you have listened 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 Two** **Post-listening activities** **Activity 4- Makeup a group of four and discuss on the following questions.** 1. 2. 3. 4. **Section Two: Speaking Lesson Three** **Speaking** **Activity 1: Read the following dialogue between Ato Kebede and Ato Fasil and practice the dialogue in pairs. Then, answer the questions below.** **Ato Kebede:** Good morning AtoFasil. It is long time since I saw you last. Are you staying long in town? **Ato Fasil:** Good morning AtoKebede. No, I only have come to visit relatives and hope to go back home this evening. **Ato Kebede:**Well you leave so soon? **Ato Fasil:**Yes, I do not like to live in the polluted air of town. I have asthme, so the town is not good,yet the rural air is conducive for my health. **Ato Kebede:** Well. I understand your problem, but is fresh air the only reason you decided to live in rural areas? **Ato Fasil:** Not really. There are also other benefits. I can't sleep in a noisy town. The sounds of the vehicels, the music coming from hotels, there are so many things disturbing in the town. On the other hand, the country side is so quiet. **Ato Kebede:** What else do you like in the country side different from the city? **Ato Fasil:** Well, in the country side, I like the taste of the food. The foods in the country side are natural whereas the foods in town are not. Now a days people mix different things in the food in towns, so I do not like the taste. **Ato Kebede:** Oh! Really, it seems like you want to live the rest of your retirement life in the country side with your relatives. Good luck my friend! **Ato Kebede:** Thank you! **Activity 2:** Be in small groups and discuss the following questions. 1. What do the two people talk about? 2. Why do you think AtoKebede prefers to live in the country side? 3. Why does he hate to live in the city? 4. What are the markers/ conjunctions did Ato Kebede use to express different ideas? **Lesson Four** **Practice the dialogue in pairs with your partner taking turns as Seble and Hussen.** Seble: Hello Hussen, how are you? Hussen: I am fine and what about you? Why are you looking so pale? Seble: I am not so fine. I am fed up with your city life, so I am going to my village home today. Hussen: What do you mean? I do not understand. Please let me know in detail. Seble: Life in the city seems to me very artificial and dirty. I am sick of this city life. Hussen: Strange indeed! People are mad for the city but this sickens you! What is the trouble? Seble: Is there any end of troubles? This noise, this crowd, this dirt, this smoke, this foul smell and what not? Hussen: It means you prefer living boring life among a set of illiterate people. There is no charm, no entertainment, no cinema, no theatre, and not even a good road. Seble: But you have forgotten to mention the bright sun shines over the green fields and the streams, the smile of flowers in village. Alhough people are illiterate there, they are simple, innocent and sympathetic. Hussen:I don't think so. Think of the rainy season --- the knee deep mud, the frogs, the snakes, the sounds of the hyenas at night. Seble: But there is beauty of nature, peace and sacred happiness everywhere. People in villages wake up in the mornings to hear the melodious songs of birds. Hussen: You must know that beauty does not help one in practical life. There are no doctor, no hospital, no good school, college, and university in village. Seble:But right now things have changed. There are schools although they are not furnished well and in village you can have fresh food, milk, fish, and vegetables --- all are pure. Hussen: Okay, live in your village and leave me for the city. Seble: Certainly! However, I would appreciate if you visit my green and fresh village. Thank you. Hussen: You are welcome. Bye and see you again in your village home. **Activity 2:** Be in pairs and write a short dialogue about the distinction between life in urban and rural areas. Use contrastive conjunctions like ―yet, even so, on the other hand, where as‖ **Lesson Five** Activity 1: Make up a group of four and discuss the advantages and disadvantages of living in rural and urban areas and share the points of your discussion to the whole class. **Section Three: Pronunciation** **Lesson Six Pronunciation Practice** **Activity 1: Say the words with /θ/ and /ð/ sounds after the teacher** **Beginning** **Middle** **End** --------------- ------------ --------- Thin author Bath Thief mother Teeth Therapy lethal Breath --------- -------- -------- Thesis ethnic Mouth **Words with /ð/ sounds** **Beginning** **Middle** **End** --------------- ------------ --------- than leather Clothe theirs rhythms Smooth that weather With Those father Soothe **Say after the teacher and practice pronouncing the following words.** **/θ/ sounds** thigh thick thought theme math booth **/ð/sounds** those though there soothe **Tongue twisters** **Activitiy2: Practice the following tongue twisters individually, in pairs or chorus in class after the teacher.** 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 **Activity 3: Read the following poems in pairs and pay attention to the underlined letters. Mom:** You\'ve got to quit. Don\'t suck [thy] [th]umbs\--your left one or your right. It\'s pushing all your front tee[th] out. It\'s ruining your bite. It might take years to get straight tee[th], with braces on your mouth. It isn\'t fun. Believe me, son. So keep your [th]umbs down south. **Child:** I have two [th]in [th]umbies. They\'re wi[th] me day and night. My favorite [th]umb is on my left. The other\'s on my right. My [th]umbies always soothe me when I am feeling sad. [Th]ey help me to protect myself when I am feeling mad. My [th]umbies 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\-- [th]at 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 [th]e silly habits. I don\'t want people [th]inking that my tee[th] look like a rabbit\'s. **Lesson Seven** **Section Four: Reading** **Reading Passage Pre-reading** **Answer the following questions before you read the passage.** 1. What does life in rural area look like? 2. How do you think rural people or those who live in villages solve disagreements? 3. Look at the pictures below and guess what the next passage will be about. **Read the following passage and answer the questions below.** **Living in Rural and Urban Areas: Advantages and Disadvantages** Rural and urban lives are different, and their difference makes them unique and beautiful. They have **significantly** different ways of life, and each has its advantages and disadvantages. Rural life is characterized by primary relationships between individuals, **tightly knit** communities, and common professions. Urban or city life is characterized by secondary and tertiary relationships and various businesses. A village is significantly lower than a city. Thus, primary relations exist between people. Primary relationships refer to the ones that are made directly. People in villages know each other by their names and faces. They talk to them directly. Contrarily, city is a larger area, and people can't know each other directly. People living in cities have their circles of primary relationships, but mostly, the relationship that they share with other citizens is secondary or indirect. Village life is simple. The primary profession is agriculture, and most people work in fields. They are a group of hard-working farmers who know the hardships of life. They toil without luxuries and struggle to provide food for their families. Apart from agriculture, people also practice weaving, **pottery**, and set up small scale industries like cotton, jute, etc. People mostly have common occupations, and the range of professions is comparatively narrow. Urban life, on the other hand, comes with a varied range of professions. There is no one crucial occupation. Every job receives appropriate attention, and people have a vast choice of occupations. Village life comes with inevitable social control. People who commit crimes in villages are subjected to social isolation and are **shunned** by others. Power via folkways and mores is more prevalent than control via established **decrees**. The **accused** becomes a subject of gossip and ridicule. For example, if a man comes home drunk and causes **chaos**, he is shunned by other villagers. Presenting the accused before a village council or an elderly in the village also pretty much leads to the same consequences. Urban life is controlled by-laws and codes. Folkways and mores, along with social isolation, do not play a key role in social control. In cities, the person who commits sins is directly presented in front of judges or police if a man gets drunk and hits his wife; it is a **domestic violence** if filed against him. Cities, being more technologically and scientifically advanced, have a higher rate of cars and buses. The factories emit poisonous gases into the atmosphere, and there is a lack of fresh air in cities. Higher rates of pollution often make urban life suffocating and **congested**.Where as; village life is not affected by pollution as urban life is. There are fewer automobiles in villages, and there is an absence of significant industrial sectors. Air pollution is lower, and the air is purer. Village life offers a cleaner and greener environment. Hence, 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, which makes people feel healthy and gives them a lot of energy. Also, the food of the rural people is more natural and healthier. Living in a good condition lead to physical and mental health. In contrast, owing to various pollutions, which exist in cities, a vast number of urban people suffer from health problems such as heart disease or breathing problems. Although people in urban areas suffer from different diseases as compared to rural area, there is access to medical care for any diseases, especially the severe ones. 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 so you can get medical help anytime, as soon as you need it. Reaching hospitals is also easier as public transport is usually available 24 hours a day. Many big cities already have good public transportation systems, which make it easy for the citizens to go anywhere around the city. Therefore, living in big cities is more convenient because of the complete facilities provided. The advanced transportation system enables citizens to access public facilities easier, cheaper and faster. Big cities also provide better education and health service. In addition, city life is more fun and exciting because there is a wide range of entertainment to enjoy and a lot of social events to attend. The social interactions allow people to learn about other cultures and share interests with people of different backgrounds, which makes them more open minded and able to understand individuals as compared to the people in rural areas. **While reading activities** **Activity 1: Write true if the statements or false based on the idea in the reading passage.** 1. 2. 3. 4. 5. People who commit crimes are isolated by the society in rural areas until they get the right punishment. **Reading Comprehension Questions** **Choose the best answer based on the idea of the passage above. Write the answers in your exercise book.** 1. Which one of the following characterizes rural people? A. B. 2. Why do people who live in urban areas suffer from heart disease or breathing problems? C. D. E. F. 3. Which one of the following is the advantage of living in rural areas? G. H. I. J. 4. What is the advantage of city life? K. L. M. N. 5. One of the following is the disadvantage of living in rural area. Which one? O. P. Q. R. 6. S. T. U. V. 7. What is the benefit of attending social events? W. X. Y. Z. **Post-Reading** **Activity 2: Answer the following after you read the passage.** 1\. Where do you live now? If you live in rural areas, think of any relatives that you have in urban area and talk about the things you have observed there different from your area or if you live in urban areas, think of any relatives that you have in rural area and talk to your partner about the things you have observed there different from your area. **Lesson Eight Section Five Vocabulary** **Activity 1: Guess the meanings of words as they are used in the reading passage and match them with the synonyms given in column „B‟.** **A B** 1. Significantly(Parag. 1 line 2) A. Charged 2. Tightly knit ( Para 1, line 4) B. Pots 3. Pottery (Para 3, line 4) C. Disorder 4. Shunned (Para 1, line 4 ) D. Rules 5. Decrees (Parag4, line 3) E. Abuse at home 6. Accused (Parag4, line 3) F. Enjoyable 7. Chaos (Para4, line4) G. Over crowded 8. Domestic violence (Parag4, line 9) H. Ignored 9. Congested (Parag5, line 3) I. Closely acquainted 10. **Activity 2: Look at the words written below and find their synonyms from the reading passage.** 1. Different (paragraph 1) 2. Distinguished (paragraph 1) 3. Career (para 3) 4. Labor (para 3) 5. Unavoidable (para 4) 6. Norms(para 4) **Activity 3: Construct your own sentences using the following words taken from the reading passage.** 1. Rural area 2. Urban area 3. Agriculture 4. Domestic violence 5. Norms **Section Six: Grammar** **Lesson Nine** **Grammar: Simple Present tense** **Activity 1: Read the short story about Ato Gebeyehu family‟s routine activity and write every activity of the family to the class.** **Ato Gebeyehu‟s family** lives in a small rural areaof Ethiopia. The life is quite calm and surrounded by animals. Although they do different activities along the day, they always have time to share together. The family is formed by four members. Aster is a mother; Gebeyehu is the father; Adanech, Alemitu and Belete are children. They live in a big farm with three dogs and two cats. They wake up very early every Monday to Friday, around 5 A.M. Aster cooks food and gets the children Adanech and Alemitu ready for school and prepares breakfast for them. When the two children go to school at half past seven in the morning (7:30), the parents stay and take care of the farm and the animals. Belete as an elderly boyhelps his father laughing the land.AtoGebeyehu and Belete work on the farm and plaugh the land. Around lunch time, which is at 12:30 P.M, W/ro Aster takes lunch for her husband and son who work in a farm. In the evening, when Adanech and Alemitu go back home, they do their homework and help their mother with the chores at home. They take care and feed the animals and wash their father's and brother's leg.W/roAster prepares dinner with the help of the two daughters. At 7 P.M, all the family eats dinner and they talk about their day and share their experiences sitting near the fire. **Lesson Ten** **Activity 1: Look at the pictures describing Mikiyas‟s routines before and after school and write what each picture represents using simple present tense.**  **Activity2:** Write three sentences about the things you do every day and read to the class. **For example**, I get up early in the morning. **Lesson Eleven** **Simple Present tense** **Forms of simple present tense** The form of simple present tense is subject plus infinitive (V1) but it adds ‗s' or'es for third person singular pronouns/nouns. +-----------------------------------+-----------------------------------+ | 1\. Add -*s* to most verbs. | close--closes love--loves | | | stop--stops dance--dances | | | open--opens take--takes | | | | | | exercise--exercises play--plays | | | write--writes | +===================================+===================================+ | 2.Add -*es* to verbs ending in | wash--washes dress--dresses | | -*sh*, -*ch*, -*s*, - | buzz--buzzes | +-----------------------------------+-----------------------------------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | *x*,and | teach--te | | | | | | -*z*. | aches | | | | | | | relax--re | | | | | | | laxes | | | | | +===========+===========+===========+===========+===========+===========+ | 3.Change | carry--ca | | | | | | -*y* to | rries | | | | | | -*i* and | copy--cop | | | | | | add -*es* | ies | | | | | | to verbs | study--st | | | | | | | udies | | | | | | ending in | | | | | | | a | | | | | | | consonant | | | | | | | + *y*. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Subject | **Verb** | | **Subject | **Verb** | | | ** | | | ** | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | I | **Work** | everyday | He She It | **Works** | everyday | | | | | | | | | You We | | | My | | | | You They | | | brother | | | | | | | | | | | Temesgen | | | | | | | and | | | | | | | Tigist | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **Negative Statements** **Subject** **Do not/don‟t** **Base form of the verb** **Subject** **Does not/doesn‟t** **Base form of the verb** ------------- ------------------ --------------------------- ------------- ---------------------- --------------------------- I do not Work He does not Work You don't She doesn't We It You They **Note that:** In negative statements with*does not* or *doesn't*, do not add *-s* to the base form of the verb. - ✗ She doesn't exercises every day. **Lesson Twelve** **In the table below are examples of affirmative, Negative and Question forms.Read the sentences carefully and do activity 1 and 2** Affirmative Negative Questions -------------------------- --------------------------------- ----------------------------- She works in hospital. She doesn\'twork in hospital. Does she work in hospital? We study Maths everyday. We don\'t study Maths everyday. Do we study Maths everyday. **Activity1 : Change each affirmative statement to negative based on the example given.** 1. 2. 3. 4. 5. 6. We have class on Sunday. 7. 8. We have an exam on Saturday night. **Activity2 : Change the affirmative statements into questions based on the example given.** 1. She is a student. Is she a student? 2. Girma works in the farm. 3. Tesfaye and Tamiru are best friends. 4. They study in the library. **Lesson Thirteen**  **Activity 1: Complete the sentences with the correct form of a verb from the box.** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. **Lesson Fourteen** **Activity 1: Complete the paragraphs with the correct form of the verbs in parentheses.** Melkamu and Lulit lives in a big city of Ethiopia and (1) [ ] (have) a busy lifestyle. Melkamu 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 Lulit works at a bank. She [ ] (4) (go) to work at 8:00 a.mand comes home at 6:00 p.m. They don't see each other a lot during the day. Melkamu and Lulitalso [ ] (5) (have) two children, Lemlem and Kebede. Every morning they all [ ] (6) (have) breakfast together at 7:30. Then, Lemlem and Kebede [ ] (7) (go) to school, and Melkamu and Lulit [ ] (8) (go) to work.In the evening, all of them [ ] (9)(come)home.Melkamu and Lulit [ ] (10) (prepare) dinner for the family.Melkamu usually [ ] (11) (help) the kids [ ] (do) (12) their homework. Then,thefamily [ ] (13) (eat) dinner. After that, Lulit [ ] (14) (wash) the dishes, and then they all [ ] (15) (go) to bed.Melkamu and Lulit [ ] (16) (have) a busy schedule during the week, but on weekends they relax with their kids. **Activity 2: Put the words in the correct order to make sentences based on the first example.** 1. 2. 3. 4. 5. 6. 7. music / listen to / I / at night 8. misses / Chaltu / her friends **Lesson Fifteen** **Activity 1: Fill in the blank spaces with appropriate words and practice the dialogue in pairs.** **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? **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 [ ] a primary school in Bahir Dar. **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! **Lesson Sixteen** **Describing a process: How to make Ethi[opian traditional coffee](http://2.bp.blogspot.com/-ofSXnSa3n8o/VZvwKLxDvRI/AAAAAAAABc8/ziAH2n1yJ2g/s1600/Ethiopian%2Bcoffee%2Bceremony%2Btradition6.jpg)** **Activity1: Rearrange the steps in coffee preparation.** 1. Stir continuously with a wooden skewer or keep shaking the pan. 2. Prepare cups. 3. Roast the beans in a pan. 4. Wash the coffee beans. 5. Fill water to a pot 6. Add the coffee powder sufficiently inside the seething water. 7. Mill or grind the beans using a kind of mortar and pestle or mukecha and zenzena. 8. Serve the coffee. 9. Buy the coffee beans. 10. **Activity 2:** Think of how coffee is prepared in your locality and write four sentences using simple present tense. **Section Seven: Writing Lesson Seventeen** **Activity 1: Complete the paragraph with appropriate words given below. Use the above picture to help you as a guide.** 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. **Activity2 : Use appropriate words to make ideas complete in the following paragraphs.** **City Life Vs Country Life** More and more people are [ ] 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 [ ]. **Lesson Eighteen** **Comma** **Activity1: Work in small groups and answer the following questions.** 1. What is the use of comma? 2. Write two examples using comma. **Grammar Spot: Comma is used to:** 1. Separate a series of words Yesterday, my mother went to the marker and bought onion, carrots, tomatos and potatoes. 2. Separate a series of phrases I enjoy watching movies, listening to music, reading fiction and writing diaries. 3. Separate dates, years and addresses I was born in April, 2008. The Grand Ethiopian Renaissance Dam (GERD is under construction in the Benishangul-Gumuz region of Ethiopia, on 1. Sep the Blue Nile River, which is located about 40km east of Sudan. He asked, ―Do you like banana?‖ 4. Join two independent clauses together with coordinating 2. I want to be a medical doctor, but my sister wants to be an accountant. 5. Separate quoted parts. He asked, ―Do you like banana?‖ 6. Separate parenthetical elements Football, which is a popular sport, is very good for health. 7. Separate a word at the beginning from the rest of the sentence Yes, I like banana. 8. Separate parenthetical elements Football, which is a popular sport, is very good for health. 9. Separate a word at the beginning from the rest of the sentence Yes, I like banana. 25 Let's stop here, shall we? 10. Separate statements from a tag question Let's stop here, shall we? **Lesson Nineteen** **Activity 1: Rewrite the following sentences, placing commas wherever they belong:** 1. 2. 3. 4. 5. 6. 7. 8. 9. Weren't your parents from Afar, Ethiopia? 10. **Activity 2: Put commas in the appropriate places. A few of these sentences do not need commas.** 1. 2. 3. He says ―Remember you have to use commas before and after you address someone directly.‖ 4. 5. 6. 7. 8. 9. 10. **Lesson Twenty** **Activity 1: Rewrite the following paragraphs by placing commas where appropriate.** 1. 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. 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.