English for Ethiopia Grade 8 Student's Book PDF

ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA STUDENT’S BOOK STUDENT’S BOOK GRADE 8 GRADE 8...

ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA STUDENT’S BOOK STUDENT’S BOOK GRADE 8 GRADE 8 g Sp STUDENT TEXTBOOK n e ni e ak st in Li g g din W ea ri ng ti R GRADE 8 FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA MINISTRY OF EDUCATION MINISTRY OF EDUCATION  Take the Good care of this Textbook! This textbook is the property of your school. Take good care not to damage or lose it. Here are 10 ways to help you take care of the book: 1. Cover the book with protective material, such as plastic, old newspapers or magazines. 2. Always keep the book in a clean dry place. 3. Be sure your hands are clean when you use the book. 4. Do not write on the cover or inside pages. 5. Use a piece of paper or cardboard as a bookmark. 6. Never tear or cut out any pictures or pages. 7. Repair any torn pages with paste or tape. 8. Pack the book carefully when you place it in your school bag. 9. Handle the book with care when passing it to another per- son. 10. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the bound edge as you turn the pages. This will keep the cover in good condition.  English for Ethiopia Student’s Book Grade 7 Authors Dr. Cherie Mesfin Bahir Dar University Dr. Dawit Amogne Bahir Dar University Editors Dr. Mulugeta Teka Bahir Dar University Dr. Berhanu Abera Addis Ababa University Mrs.Rahel Abraham Hawassa University Illustrator Mr. Workineh Negasa Hawassa University Designer Mr. Lijalem Mulugeta Hawassa University Federal Democratic Republic of Ethiopia Ministry of Education  Acknowledgements We sincerely thank the authors of various materials and resources whose works are used for the development of the textbook. We also owe a debt of thanks to the Ministry of Education and collaborators who have guided and supervised the developments of the textbook and the teacher’s guide.  Table of Contents UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS......1 UNIT 2: TYPES OF CALENDARS.............................................12 UNIT 3: TRAFFIC RULES AND REGULATIONS............24 UNIT 4: ANIMAL CONSERVATION........................................38 UNIT 5: LIVESTOCK FARMING................................................59 UNIT 6: AFFORESTATION...........................................................74 UNIT 7: CHARITY................................................................................91 UNIT 8: PERSONAL HYGIENE...............................................108 UNIT 9: GENDER EQUALITY.....................................................118 UNIT 10: COMPUTER TECHNOLOGY..................................131  Unit 1 Economic Activities in Rural Areas Grade 8 UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS Unit Objectives At the end of this unit, you will be able to: listen to a text and identify important details; talk about common economic activities in your village; read a text and identify main ideas; transfer information from a reading text to a table; use words to describe economic activities in your village; describe your daily routines in simple present tense; and write five sentences about the main economic activities in your area. SECTION ONE: Listening Lesson One Pre-listening Activity 1.1: Read the following words and expressions, and study their meanings. average national income contributes forest Activity 1.2: Match the pictures (A-E) with the descriptions (1-5) below. Picture A Picture B Picture C Picture D 1  Unit 1 Economic Activities in Rural Areas Grade 8 Picture E Descriptions of the pictures 1. fishing 2. planting 3. farming 4. sewing/stitching 5. mining While-listening Listening Comprehension Activity 1.3: Listen to the text your teacher reads aloud. Then, match the types of economic activities with their descriptions. Do it individually and compare your answers with your partner’s. Types of economic activities Descriptions _____1. Manufacturing A. It is a process of getting minerals. _____2. Mining B. It is being used in construction and manufacturing. _____3. Fishing C. It employs 80 percent of the labor force. _____4. Planting D. It uses waterpower and forests as main sources. _____5. Agriculture E. It is being practised in freshwater lakes. _____6. Energy F. It includes food and beverage products. 2  Unit 1 Economic Activities in Rural Areas Grade 8 Activity 1.4: Listen to the text and complete the blank spaces with the appropriate words/ expressions. 1. Agriculture is the country’s most promising _______________________. 2. Many other economic activities depend on agriculture, including ________, _________and _______ of agricultural products. 3. Forest products are mainly logs used in ________________________. 4. Ethiopia’s fisheries are entirely freshwater rivers, as it has no marine coastline, and are a small part of the ____________. 5. ______________ and _________________ are Ethiopia’s main energy sources. Lesson Two Post-Listening Activity 1.5: Talking about one’s economic sector (economic activity) preferences Discuss which economic sectors (economic activities) that you want to work for after finishing your middle school education. Explain your reasons for choosing a particular economic sector. Activity 1.6:Individually, rank-order the importance of each economic sector as: “Most Important” or “Important” or “Least Important”. Then, compare your rating with your partner’s. 1. Agriculture 2. Mineral and mining 3. Transport 4. Forestry and fishing, 6. Energy 7. Telecommunication 8. Textile industry. 9. Manufacturing 10. Tourism SECTION TWO: Speaking Lesson Three Interviews Activity 1.7: Remember an interview that you have watched or heard recently on a TV or a radio programme. What was the topic of the interview? Discuss with your partner the ques- tions which you remember from the interview. 3  Unit 1 Economic Activities in Rural Areas Grade 8 Activity 1.8: Be in pairs and interview each other about the major economic activities people do in your area. Below are sample questions you may use. While interviewing, you may also ask your own questions. 1. What are the economic activities people do in your village? 2. Which economic activities do you like most? Why? 3. Which of the economic activities do you think are more profitable or less profitable? 4. Which economic activities employ more people in your area? Give examples. Lesson Four Role-play Activity 1.9: Below is a conversation between Akelo and Lucy about Lucy’s part- time job. Be in pairs and answer the following questions. Then, act out the sample conversation. 1) What question did Akelo ask Lucy? 2) Why does Akelo ask Lucy some questions? Akelo: Hi, Lucy! How’s is it going? Lucy: Fine, thanks, and you? Akelo: Just fine. Where are you going? Lucy: To the library. I have to finish the assignment for tomorrow’s class. Akelo: Why don’t you do it at home? Lucy: I have a part-time job in the evening so when I get home, I’ll be too tired to do an assign- ment. Akelo: Where do you work? Lucy: I work in a café. 4  Unit 1 Economic Activities in Rural Areas Grade 8 Akelo: Why do you like the job? Lucy: It’s interesting. I really enjoy working with people and get extra money. Akelo: How is the pay? Lucy: The pay’s alright. I get 15 Birr an hour. I would like to earn more as I need a lot of money to buy a new laptop and a smartphone. Akelo: And how would you do that? Lucy: I’ll try to pick up as many extra shifts as I can. Akelo: What about your studies? How would you manage your time? Lucy: Well, I don’t know yet. I might consider taking fewer courses next semester. Akelo: I wouldn’t do that if I were you. You should make your studies the first priority. What if your parents know about it? Lucy: Ugh. You’re right. Thanks for your advice, Akelo. I’ve got to go now. See you later. Akelo: See you, Lucy SECTION THREE: Reading Lesson Three Pre-reading Activity 1.10: In groups, discuss the following points. Tell your group members about the source of income of your family. Discuss the differences you observe between the economic activities in Picture A and Picture B. Which set of pictures represents on-farm activities and which one represents off-farm activities? Picture A 5  Unit 1 Economic Activities in Rural Areas Grade 8 Picture B Read the following passage and answer the questions that follow. 1. Rural people have diversified their livelihood means and income earnings across farm, non- farm and off-farm activities. Thus, non-farm income generating activities have become an essen- tial component of livelihood strategies among rural households. Farmers particularly, the rural farm families usually engage in different non-farm income generating activities apparently to bal- ance the shortfall of income due to the seasonality of primary agricultural production and create a continuous stream of income to cater for the various household needs. 2. Non-farm income generating activities include all economic activities in rural areas except agriculture, livestock, fishing and hunting. It includes all off-farming activities, processing, mar- keting, manufacturing, wage and causal local employment in the rural villages. It encompasses all economic activities except the conventional crop production and livestock rearing. Rural non-farm income sector as described by Kazungu and Guuroh (2014) include: household and non-household manufacturing, trade, handicrafts, repairs, constructions, processing, transportation, communica- tion, mining, and quarrying, as well as community and personal services in rural areas. 3. Rural non-farm income generating activities are considered an essential component of live- lihood strategies among rural households. The reasons for diversification to non-farm activities include declining farm incomes and desire to insure against agricultural production risk. House- holds are pulled into the rural non-farm activities when returns from non-farm income activities are higher and less risky than in agriculture. Most households in the rural communities engage in non-farm activities in order to enhance an economic base. 4. Non-farm income generating activities are generally classified into two broad categories: ‘high-labour-productivity that leads to high-income activities and low-labour-produc- tivity activities that serve only as a residual source of income. The low-labour-productivity activ- ities are common among the poor. Such employment may be, nevertheless, very essential from a social welfare perspective. Some families of the rural population, who do not have options for 6  Unit 1 Economic Activities in Rural Areas Grade 8 agricultural employment, work on rural non-agricultural employment opportunities. Though the latter are not highly remunerative, households who do not possess farmland make a difference in their life. (Slightly adapted from Bassie Yizengaw, 2014.) While-reading Activity 1.11: Match the main ideas of each paragraph in Column A with the paragraph number in Column B. Column A Column B _________1. Rural non-farm sources of income have been A. Paragraph 1 becoming more important than ever. _________2. It describes types of non-farm sources of income B. Paragraph 2 generating activities. _________3. Rural people have been increasing their liveli- C. Paragraph 3 hood income earnings. _________4. It talks about classifications of non-farm income D. Paragraph 4 generating activities Lesson Six Activity 1.12: According to the reading passage, identify whether each of the following sen- tences is True or False. Write your reasons for your answer. _______1.Rural people are increasing their income. _______2.Non-farm economic sources are important for rural people. _______3.The seasonality of agricultural production makes rural households to focus on non- farm activities. _______4.Agriculture, livestock, fishing and hunting are examples of non-farm economic activi ties. _______5.Non-farm activities generate high income. _______6.Rural households do not own adequate land work on non-agricultural income earnings. 7  Unit 1 Economic Activities in Rural Areas Grade 8 Activity 1.13: Answer each of the following questions based on the reading passage. 1. What are the two non-farm income generating activities? 2. Why do an increasing number of rural families work in different non-farm income gen erating activities (Paragraph 1)? 3. What are the two reasons that have contributed to rural households’ non-farm activities? 4. What are the two broad categories/types of non-farm activities (Paragraph 3)? 5. What is the main idea of the reading passage? Lesson Seven Activity 1.14: Choose the correct answer to each of the following questions based on the reading passage. 1. What does the word diversified in Paragraph 1 refer to? A. livelihood B. income C. mean of income. D. increased 2. The word balance in Paragraph 1 means _____________. A. equalise B. compensate C. equilibrium D. shortfall 3. Which one of the following is a non-farm income generating activity? A. agriculture B. livestock C. fishing D. marketing. 4. Households who do not have enough farmlands can work on _____________________. A. agricultural employment B. non-agricultural employment C. low-productive activities D. B and C are correct answers. Pre-reading Activity 1.15: Answer the following questions based on the reading passage. 1. Summarise the reading passage in two sentences. 2. On which of the on-farm activities would you like to engage in? Why? 3. Which of the off-farm activities are practised most in your area? SECTION FOUR: Vocabulary Lesson Eight Activity 1.16: In groups, read and discuss the extended definitions given to each of the farm- ing activities. 8  Unit 1 Economic Activities in Rural Areas Grade 8 Shifting cultivation It is a form of agriculture, used especially in tropical Africa, in which an area of ground is cleared of vegetation and cultivated for a few years and then abandoned for a new area until its fertility has been naturally restored. Nomadic farming Nomadic farming is farming is done by peoples who are not permanent residence of an area and who keep on moving. Nomadic farming includes rearing of cows, goat, sheep, various cattle, in herd. People take from one place to another wherever they travel. Livestock ranching Ranching is the activity of running a large farm, especially one used for raising cattle, horses, or sheep. Commercial plantation Commercial farming includes commercial grain farming, mixed farming and plantation agricul- ture. Examples of commercial crops include coffee, cotton, sugarcane, tea, tobacco, oilseeds etc. Mixed Farming It is the growing of food or cash crops, feed crops, and livestock on the same farm. The main characteristics of the mixed farming are that farms produce both crops and livestock and the two farming activities are integrated. Subsistence farming Subsistence agriculture occurs when farmers grow food crops to meet the needs of themselves and their families on small lands. Subsistence agriculture is practiced for survival and for mostly local needs, with little or no surplus. Dairy farming Dairy farming is the practice of raising animals such as cows, goats, buffalos and camels and using their milk to feed humans. Dairy products include cheese, butter, yogurt, ice cream, and milk. Arable farming It means that only crops are grown on a farm and then used or sold by farmer according to his/her needs. The arable farming needs balanced moisture and human resources to work. 9  Unit 1 Economic Activities in Rural Areas Grade 8 Lesson Nine Activity 1.17: Use each of the expressions of farming activities in the box and complete the text. Nomadic farming Livestock ranching/farming Commercial plantation/agriculture Mixed farming Subsistence farming Dairy farming Arable farming Shifting cultivation is commonly practised in the tropics. It involves forest clearance through burning and slashing. __________________ is the practice of keeping and grazing animals on natural pastures. It is common in the arid and semi-arid regions such as certain parts of Saudi Arabia, northern Africa and northern parts of Eurasia. ________________ focuses on rearing ani- mals. Unlike nomadic herding, farmers do not move from one place to another in search of pasture and water, but live in settlements. Also known as tree crop farming, industrialized agriculture or plantation farming, _________________ covers large land areas. Even if practised on a smaller piece of land, the activity has a high commercial value. It involves the cultivation of tropical crops such as tea, rubber, coffee, coconut, cocoa, grapes, apples, spices, oranges, avocado, man- goes and palm oil. Also known as grain and livestock farming, ________________ involves the growing of crops and rearing of animals. It has its origins in the humid, mid-latitudes, excluding Asia. ________________ involves growing crops and keeping animals for the sole purpose of feeding the farmer and his family. It involves the use of simple farm tools on small pieces of land. _______________ involves the rearing of cattle for milk. With its origins in Europe, the activity is highly developed in Sweden and Denmark. ______________, unlike pastoral or mixed farming, involves the growing of crops without keeping animals. It can be practised on a large, commercial or small scale. 10  Unit 1 Economic Activities in Rural Areas Grade 8 Lesson Ten Activity 1.18: Individually, write one sentence using each of the following words. Then, com- pare your answers with your partner’s. 1. income 5. bonus 2. profit 6. benefit 3. expense 7. loss 4. fee 8. payment SECTION FIVE: Grammar Lesson Eleven Simple Present Tense: Active and Passive Daily Routines Activity 1.19: Use the examples given in the table below and re-group the present simple sentences into their active and passive voice and study their difference. 1. Crops and cereals are sold by farmers. 2. Farmers sell crops and cereals. 3. Farmers’ sons and daughters are taught about farming activities by their fathers. 4. Fathers teach their sons and daughters about farming activities. 5. Beehives are kept by farmers. 6. Farmers keep beehives. 7. Cows give milk. 8. Milk is given by cows. 9. The smallest income is earned by daily labourers. 10. Daily labourers earn the smallest income. 11. Farmers sow seeds on time. 12. Seeds are sown on time by farmers. 13. Spices are sown in between the onions and peppers. 14. We sow spices in between the onions and peppers. 15. My uncle sows soybean every year. 16. Soybean is sown every year by my uncle. 17. I ride a horse. 18. A horse is ridden by me. 11  Unit 2 Types of Calendar Grade 8 UNIT 2: TYPES OF CALENDARS Unit Objectives At the end of this unit, you will be able to: listen and comprehend a text about calendars; talk about different local calendars; work out the contextual meanings of new words; use the newly learned words in spoken or written sentences; apply comparative adjectives for different communicative purposes; use expressions of comparison while comparing calendar types; and write a well-developed paragraph. SECTION ONE: Listening Lesson One Pre-Listening Activity 2.1: In your groups, discuss the following questions. a) What subjects do you study on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays a school and at home after school? b) What is a calendar? How many types of calendars do you know? c) What is the relationship between calendars and human activities? Activity 2.2: Read the following words and study their meanings with the help of your teacher. design accord Activity 2.3: While-Listening Information Completion Complete the table below by writing one specific description for each calendars. Before you listen to the text, read the information in the given table. As an example, the last one is done for you. 12  Unit 2 Types of Calendar Grade 8 No. Type of calendar Descriptions 1. Purely Lunar Calendars 2. Purely Solar Calendars 3. Lunisolar calendars 4. Solilunar calendars 5. Lunistellar calendars 6. Other calendars (a) These calendars do not have relationships with the cycles of the moon and the sun. Lesson Two Listening for Details Activity 2.4: Based on the listening text, answer the following questions and compare your answers with your group. a) What is the main idea of the listening text? b) What is the relationship between the movement of the sun and academic calendars? c) How do other calendars that have little relations with the cycles of the moon and the sun work? d) How do many calendars work other than other calendars? e) Why are solilunar calendars more successful in tracking the lunar cycle than the seasonal cycle. Lesson Three Post-Listening Activity 2.5: Rewrite the listening text by using your own words. You may refer to your notes. Then, compare your version of the text with your partner’s. Activity 2.6: Get the mainstream Ethiopian calendar. Read the calendar and discuss the fol- lowing questions in groups. 1. What important dates are there on the Ethiopian mainstream calendar? 2. Which of the dates are more important to you? Why? 3. What categories of dates can you make? 13  Unit 2 Types of Calendar Grade 8 SECTION TWO: Speaking Lesson Four Talking about a special date in a family Activity 2.7: Sit in your groups and talk about a special date in your family. In your talk, include the following points. 1. Which date is it? 2. Why is it special? 3. What do you do on this date? 4. If this date were not celebrated, what would happen to your family? Lesson Five Activity 2.8: Below are two pictures on the Ethiopian and the Gregorian calendar. Form groups and discuss the following questions. 1. What does Picture A show? 2. What does Picture B show? Picture A Picture B Activity 2.9: Read the poem below and answer the questions that follow. Compare your an- swers with your partner’s. Months of the Year Thirty days has September, April, June and November, All the rest have 31 days, Except February alone, This has 28 days clear. But 29 in each Leap Year. a) What type of calendar is it? b) Which month of the year has 28 days? c) Which months of the year have 31 days? d) Which months have 30 days? 14  Unit 2 Types of Calendar Grade 8 Lesson Six Activity 2.10:In pairs, act out the following dialogue between a teacher and a student on the uses of calendars. Student: Good morning, Sir. Teacher: Good morning. How are you? Student: I am fine. Thank you, sir. How are you? Teacher: I am also fine. Thank you. Student: Sir, would you please tell me how to use a calendar? Teacher: Of course. Look at the calendar. What do you see? Student: Names of months and days. Teacher: Nothing else? Student: There are dates also. Some are in black colour and some others are in red colour. Teacher: You have almost learned. The dates and days tell you what date each day is. Student: Colour of dates? Teacher: The red colours are holidays, but the black ones show working days. Student: Thank you, sir. Teacher: Thank you, too. 15  Unit 2 Types of Calendar Grade 8 SECTION THREE: Reading Lesson Seven Pre-reading Activity 2.11: In groups, discuss the following questions. 1) What makes the Gregorian calendar different from other calendars? 2) How are days and months named? 3) For what purposes do we use it? Activity 2.12: Practise pronouncing the following words and study their meanings with your teacher. a) goddess - a female god b) evolve– develop gradually While-reading Read the passage and answer the questions that follow. History of the Gregorian Calendar The Gregorian calendar, also known as the solar calendar, is the time table that is being used in the present times. The contemporary calendar has been changed many times, from the original calendar that began the daily dairy. Apart from serving as the present day international civil cal endar, the Gregorian calendar also regulates the ceremonial cycle of the Roman Catholic and Protestant churches. As a matter of fact, the calendar was originally aimed for ecclesiastical pur poses. Though many other calendars are also in use today, they are mostly restricted to particular religion and cultures. The history of the Gregorian calendar can be traced to the times when Rome was ruled by the empire of Roumulus. In those times, the days and months of the Roman calendar were set a cording to the cycles of the sun and the moon. Rather than the 12 months in a year today, the Ro man calendar was considered to be ten months long. The New Year commenced in Spring, on March 1, and ended in December. A new calendar was introduced by Numa, the new ruler who succeeded Romulus. The new calendar had 12 months and ended in February. The beginning of the year was later changed from March 1 to January 1. This was marked as the beginning of the civil year. The num 16  Unit 2 Types of Calendar Grade 8 ber of days in the civil year was 365. However, a new Julian calendar was introduced by Julius Caesar, the famed Roman ruler. The Julian calendar began from the 1st of January, in the year 45 B.C. Finally, a new version of Gregorian calendar was introduced by Pope Gregory XIII in the year 1582. This was the calendar that evolved into the present day Gregorian calendar that we use. In the Gregorian calendar, Sunday was originally named after the sun. Monday was originally called the moon. The next day to Monday was named after mars, the warrior god of Rome. How ever, the name was later changed to Tiu’s day for the Teutonic warrior god. Tiu’s Day gradually evolved into Tuesday, as we call it today. The day after Tuesday was called Wotan’s day, for the Roman god of peace. This was later changed to Woden’s day, today known as Wednesday, after a Teutonic god. Thursday, originally was called the Jupiter’s Day, tracing its name to the Roman god of thunder and lightning. Later, the name was changed to Thor’s Day, after the ancient thunder god, which finally evolved into Thursday. The six day of the week was named after the Roman goddess, who was symbolic of spring. Later, it became the Frigg’s day, after the Scandinavian goddess of love. Finally, Frigg’s day became Friday, as we know it today. There was no major change in the seventh day of the week, as it was already known in the Gregorian calendar as the Saturn’s day, named after the Roman goddess of harvest. As time passed, it evolved into the present day Saturday. The months in the Gregorian calendar were borrowed from the Julian calendar. For instance, January was named after Janus, the god of beginnings. In the calendar, February came from Februa, a big feast. March was named after the god of war, Mars. April derived its name from the name of Greek goddess, Aphrodite. The month of May was named after another goddess, known as Maia. June’s name was derived from Juno, an ancient goddess. The months of July and August were named after Julius Caesar and Augustus, who suc ceed Caesar’s throne. The last four months of the year were named according to the numerical placement in the year. The old names of all the months in the Gregorian calendar evolved over time, to assume their modern names. Slightly adapted from http://lifestyle.iloveindia.com/lounge/history-of-gregorian-calen dar-6545. html 17  Unit 2 Types of Calendar Grade 8 Direct Questions Activity 2.13: Read the above passage carefully and answer the questions that follow. (1) Where does the contemporary calendar originate from? (2) What is the main reason for the wider use of the Gregorian calendar in the present time? (3) Write down the two purposes of the other calendars in use today? (4) What marks the beginning of the civil year, Paragraph 3, line 3? (5) By whom was the last version of the Gregorian calendar developed? (6) Write down the expressions used to refer to September, October, November and December, Paragraph 6? Lesson Eight Inferential questions Activity 2.14:Answer each of the following questions individually and compare your answers in groups. 1. What do we mean by ecclesiastical purposes? 2. What was the difference between the Gregorian calendar which was proposed by Roumulus and the new form of the same calendar that was introduced by Numa, Paragraph 2? 3. How were Sunday and Friday named? 4. Why do you think that names of months such as February, March and April named are named Greek Goddess? 5. Why does the author/writer suggest that the present names of months have not been identified at once? 6. What impressions does it give when the author says that March has been named after the god of war? 7. How were the months of July and August named? Lesson 9 Reading for main ideas Activity 2.15: Write the main ideas to each of the six paragraphs you have read above. As an example, the main idea of the first paragraph has been written for you. Then, discuss your answers with members of your group. 18  Unit 2 Types of Calendar Grade 8 1. Paragraph 1 is about the Gregorian calendar which is used by the Catholic and Protestant churches. 2. The main idea of Paragraph 2 is ________________________________________________ 3. The main idea of Paragraph 3 is ________________________________________________ 4. Paragraph 4 discusses ________________________________________________________ 5. The main idea of Paragraph 5 is ________________________________________________ 6. The main idea of Paragraph 6 is ________________________________________________ Lesson 10 Activity 2.16: In your small group, guess the meanings of the following words and expres- sions as they have been used in the reading passage. Then, compare your answers with any of the other groups. 1) What does the word “contemporary” mean? 2) What do these words refer to/mean? Gregorian New Year …the god of beginnings in those times …. commenced …present day… the old names…. …over time …. placement Lesson 11 Post-reading Activity 2.17: In your groups, discuss the following questions. (1) For what purposes do people in your community use calendars? (2) Why do many countries of the world use the Gregorian calendar? (3) What would happen if the calendars of the world disappeared? 19  Unit 2 Types of Calendar Grade 8 SECTION FOUR: Vocabulary Lesson 12 Activity 2.18: Refer to the reading passage and guess the meaning of the following words. 1. ‘…time table…’ Paragraph 1, Line 1 _____________________________________________ 2. ‘…ceremonial…’ Paragraph 1, Line 4 _____________________________________________ 3. ‘…empire…’ Paragraph 2, Line 2 ________________________________________________ 4. ‘…ruler…’ Paragraph 2, the last line _____________________________________________ 5. ‘…version…’ Paragraph 3, Line 5 ________________________________________________ 6. ‘…evolved…’ Paragraph 4, Line 4 _______________________________________________ 7. ‘…tracing…’ Paragraph 4, the 3rd line from the last _________________________________ 8. ‘…present…’ Paragraph 5, Line 5 ________________________________________________ 9. ‘…Februa…’ Paragraph 6, Line 1 _______________________________________________ 10. ‘…placement …’ Paragraph 6, Line 6 ___________________________________________ Activity 2.19: From the reading passage, find a word that has a similar meaning to each of the following words. Then, make one sentence of your own using each word. Compare your answers with your group members’. a) timetable b) original c) ceremonial d) ecclesiastical e) symbolic SECTION FIVE: Grammar Lesson 13 Comparative Adjectives Wide/wider … than, more … than The comparative adjectives are used to compare two nouns or pronouns. For one syllable adje tives and for two syllable adjectives that end in y, add –er. (Change the y to I and add er: (happy – happier). For one-syllable adjectives that end in consonant-vowel-consonant (CVC), double the consonant and add er (big – bigger). For adjectives that end in e, just add an r to form the compara- tive (fine-finer). For long adjectives (two syllables or more), use more + adjective. The adjectives are followed by than in the comparative form. In Ethiopia, June has shorter nights than other months. In autumn, children are happier than adults. Autumn is more attractive than winter. 20  Unit 2 Types of Calendar Grade 8 Activity 2.20: In groups, study the following sentences, identify the comparative adjectives and copy them in your exercises books. 1. The Gregorian calendar is used wider than the Ethiopian calendar. 2. The Gregorian calendar is used more than the Ethiopian calendar in Ethiopia. 3. The Gregorian calendar is older than the Ethiopian calendar. 4. The Ethiopian calendar has greater number of months than the Gregorian calendar. 5. The Ethiopian calendar is seven/eight years younger than the European calendar. Note: We use than after comparatives (older than, more expensive than, etc.). We usually say: than me, than him, than her, than us, than them. Activity 2.21: Construct a complete sentence using each of the comparative adjectives. The first one has been done for you as an example..Many people look more wonderful during holidays than the usual days. … happier than…. … crazier than… …more wonderful than…… … more foolish than… … more excited than … … more expensive than … Lesson 10 Activity 2.22: Based on the sample sentences given below, write three sentences on the sim- ilarities between the Ethiopian and the Gregorian calendars. Then, compare your answer with your partner’s. … as + adjective + as … or not as + adj+ as a) The names of the weeks in Ethiopian calendar are the same as the names of weeks in the Gregorian calendar. b) The number of weeks in the Ethiopian calendar are the same as the number of weeks in the Gregorian calendar. c) d) e) 21  Unit 2 Types of Calendar Grade 8 Activity 2.23: In pairs, study the following sentences. …not as …as … a) The festivity dates of the Ethiopian Christmas and Easter are not the same as the festivity dates of the European Christmas and Easter. b) The months in the Ethiopian main stream calendar are not as many as the months in the Gre- gorian calendar. c) The types of seasons in the Ethiopian calendar are not the same as the types of seasons in the Gregorian calendar. SECTION SIX: Writing Lesson 15 Basics of paragraph writing Activity 2.24: In pairs, list down those writing activities/assignments you do during your English lessons. Check if the following are among the list of the English writing activities you do in your En- glish classes. a) Writing notes b) Writing assignments c) Combining sentences d) e) f) g) h) i) What is a Paragraph? In groups, study the following text. The warm weather allows me to play outside. I play on the ground with my brother. We run through the water and scream each time. At night, I play hide and seek with my friends. I usally hide behind a big bush. I love it when the weather is warm. 22  Unit 2 Types of Calendar Grade 8 Notes: The text in the box is a simple paragraph. A paragraph is a group of related sentences as shown in the above paragraph. The first sentence has the main idea and the other sentences support this main idea. Lesson 16 Activity 2.26: Helen is a Grade 8 student who uses a timetable to do her daily activities. The information in the box shows her schedule for next week. Use the information below and write a complete paragraph. Monday Tuesday Wednesday Thursday Friday Saturday Sunday study clean the study mathematics go shopping do assign- wash play with English house ments cloths her friends You may use the sentences given below to begin your paragraph. Helen does many things next week. She studies English on Monday. … 23  Unit 3 Traffic Rules and Regulations Grade 8 UNIT 3: TRAFFIC RULES AND REGULATIONS Unit Objectives At the end of this unit, you will be able to: listen to a text on traffic rules in Ethiopia; talk about common traffic rules to their classmates; conduct a role-play based on a dialogue; learn the meanings of vocabulary items related to traffic rules; use modals (should/ought to, have to, may, might, can, could…) while giving and receiving advice; comprehend a reading text; give and receive advice on the subject of the use of traffic rules and reg- ulations using modals; and write a letter to a friend. SECTION ONE: LISTENING Lesson 1 Pre-Listening Activity 3.1: In groups, answer each of the following questions. 1. What do we mean by rules? 2. What are the classroom rules which you and your classmates respect? Why do you respect these rules? 3. What are traffic rules? Activity 3.2: Study the meanings of the following words with the help of your teacher and make a sentence. pedestrian sidewalks buckling While-Listening Activity 3.3: Answer each of the following questions based on the listening text. Before you listen to the text, read the questions. 24  Unit 3 Traffic Rules and Regulations Grade 8 1. What is the title of the listening text you have heard? A. New Traffic Rules in Addis Ababa B. New Traffic Rules C. Top 5 Most Helpful New Rules D. The New Laws Have Good Intentions 2. Some of the cars should not be allowed to give transport services because ________________. A. they have mechanical problems B. they have engine problems C. they are killers D. all are correct answers. 3. In contrast to the developing countries, Addis Abeba’s traffic problems are ______________. A. worth worrying B. dangerous ones C. not worrying about D. worth talking about 4. In Addis Ababa, ____________________________________________________________. A. sidewalks are used by pedestrians B. sidewalks are available C. sidewalks are not used by pedestrians D. sidewalks are not available 5. Who violates traffic rules? A. Pedestrian B. Taxi-drivers C. Mini-bus drivers D. All are correct answers. 6. What was the good news about? A. The revised traffic law B. Foot-travelers C. Traffic laws D. Drivers Lesson 2 Activity 3.4: According the listening text, complete the following sentences with the appro- priate words, or expressions. Discuss you answers with your partner’s. 1. Addis Ababa is continuously ____________ and the number of cars on the road is growing on a _________________. 2. Some of the cars should not be allowed to be on the road at all as they could be potential __________________. 3. Many of the ________, especially cabs, that transport people, had _______________ and ___________ problems. 4. However, the recent traffic law changes in ____________ triggered me into writing this _______________. 5. For some reason, pedestrians like to share the _____________ with _________________. 6. Yes, I agree that the new rules are _____________________________. 7. _________ _________ are compulsory for driver and front seat passenger. 8. These new set of rules are great if followed by all ____________ and ______________. 9. I hope that all will obey these rules and as a result, the roads of Addis Ababa will be _______ _________. 25  Unit 3 Traffic Rules and Regulations Grade 8 Lesson 3 Post-Listening Activity 3.5: Read the traffic rules in the table below and rate each of them based on your beliefs as: a) “Most Important” or b) “Important” or c) “Least Important”. Discuss your ratings and reasons with your group members’. Importance of the Traffic Rules Importance Reasons for No. Traffic Rules Most Im- Least Im- your choice Important portant portant Always wear a seat- 1 belt. Respect the speed 2 limits. 3 Follow traffic signals. Do not drink alcohol 4 if you drive. Cross the road at the 5 Zebra Crossing. Always walk on the 6 pavement. SECTION TWO: SPEAKING Lesson 4 Auxiliary Verbs (can, should, must) Asking for Advice on Using Traffic Lights 26  Unit 3 Traffic Rules and Regulations Grade 8 Activity 3.6: Act out the dialogue in pairs and study how advice is requested and given. At the Traffic Lights and Signs A: What should I do if the traffic light turns red? B: You must stop. You must not cross on any of the crossing lines. A: What should I do when red arrow goes out, leaving only a green light? B: You may proceed if it is safe to do so by observing other pedestrians crossing the road you are entering. A: Should I cross when the traffic light turns yellow? B: You should not cross, for it indicates that the lights are about to change to red. You should not cross unless you are so close to the zebra-crossing and should do the crossing soon. A: Should I cross when the lights turn a yellow arrow? B: This arrow indicates that the lights are about to change to red. You must prepare to stop and not enter the road beyond the stop line unless you are able to cross safely. You may cross if the yellow arrow goes out leaving only a green light. You will do this if it is safe to do so, but beware of oncoming vehicles. A: Can I cross the road when the traffic lights turn green? B: Green Lights? You can cross, if it is safe to do so. SECTION THREE: Reading Lesson 5 Pre-reading Activity 3.7: Do the following questions in your groups. 1. Have you ever seen or heard about a car accident? Tell your group members about it. 2. Write causes for car accidents. Compare your list with your partner’s. 3. How does it damage the life of human beings and their properties? Activity 3.8: Read the following words and learn their meanings with the help of teacher. devastating gravity Read the passage and answer the questions that follow. 27  Unit 3 Traffic Rules and Regulations Grade 8 Road traffic accident: a major public health problem in Ethiopia 1. A secondary data collected by the Amhara National Regional State Police Commission from 2007-2011 shows that road traffic accidents are serious, but neglected health problems in Ethi- opia. Fatalities due to traffic accidents are reported to be among the highest in the world. According to the World Health Organisations’ global status report on road safety, the road crash fatality rate in Ethiopia was at least 114 deaths per 10,000 vehicles per year. This is only 10 in the UK and Ireland and 60 across 39 sub-Saharan African countries. In addition, the number of people injured or killed in one crash in Ethiopia is about 30 times higher than that in the US. Furthermore, it is sad to note that fatalities due to road traffic accidents are higher among pedestrians in countries like Ethiopia than in developed countries. For instance, 60% of the fatalities in the US account to the car drivers, while in Ethiopia only about 5% ac- count to drivers. This is also supported by a recent study where the majority of fatalities were pedestrians (87%) followed by passengers (9%) and drivers (4%), among a total of 25,110 accidents and 3415 fatalities during the period 2000-2009 in Addis Ababa. 2. The economic implications of traffic accidents are highly devastating especially for developing countries, since deaths due to these causes are highest among the most economically active population whose ages are between 15-59 years. A study has estimated the total health and life-related cost of motor vehicle injuries in Addis Ababa in 2010 to be about 31,692,892 Ethi- opian Birr, which shows the seriousness of the problem. 3. In spite of the fact that road traffic accident is a huge public health development problem in Ethiopia with significant impact on morbidity, mortality as well as devastating economic ef- fects; proportionate measures have not been taken to address the problem. According to the WHO’s global status report mentioned above, even though Ethiopia has put in place relevant laws on traffic speed limits, the effectiveness of their overall enforcement was only 2 (in a scale of 0-10) in 2009. There are some laws on road safety management and on major risk factors in the country. However, they seem to be largely nominal, as the country neither strictly enforces speed limits on urban roads nor controls blood alcohol levels in drunk-driving. 4. Overall, the gravity of the problem is getting worse from time to time, approaching a crisis level and requiring urgent and multi-pronged actions. Multi-sectorial and combined enforcement strategies are the most efficient way to respond to the crisis. In addition, there is an urgent need for interventions that can address risk factors such as speeding, improper use of lanes, and drunk-driving, which have important public health implications as large proportion of traffic injuries are attributed to them Slightly Adapted from Ethiopian Journal of Health and Development, 2014:28. 28  Unit 3 Traffic Rules and Regulations Grade 8 Lesson 6 While-reading Direct questions Activity 3.9: Identify whether each of the following sentences is true or false. Write your rea- sons for your answer and discuss them in groups. 1. Ethiopia stands first in the word in the traffic road accident. 2. The road traffic accident fatalities in Ethiopia were approximately 11 times greater than the UK. 3. The major traffic accident fatalities were drivers. 4. The active population of Ethiopia was the most affected by the road traffic accidents. 5. Ethiopia has succeeded in implementing its traffic laws. 6. Ethiopian drivers were not grouped from the majority of fatalities. 7. The majority of traffic injuries in Ethiopia are due to speeding, improper use of lanes and drunk driving. 8. Ethiopia practices controlling of drunk-driving and speed limits Lesson 7 Activity 3.10: Individually, answers each of these questions and then discuss your answers in groups. 1. Where did the writer get the information about the road traffic accident, Paragraph 1? 2. Why does the writer label speeding, improper use of lanes, and drunk-driving as risk factors, Paragraph 4? 3. How many years of road traffic accident report did the writer use while writing this text, Paragraph1? 4. What was the road accident fatality rate in Ethiopia in the years 2009, Paragraph1? 5. What was the road accident fatality rate in UK, Ireland and the Sub-Saharan Africa in the same year, Paragraph1? 6. What does the estimated 31,692,892 Ethiopian Birr of the life-related cost of motor vehicle injuries in Addis Ababa in 2010 indicate, Paragraph 2? 7. What is the contradiction mentioned by the author/write in Paragraph 3? 8. Why has Ethiopia not succeeded in decreasing traffic road accidents, Paragraph 3? 29  Unit 3 Traffic Rules and Regulations Grade 8 Lesson 8 Inferential questions Activity 3.11: In pairs, answer each of the following questions. Then, discuss in your groups. 1. Why did the author sequentially mention evidence from the WHO’s 2009 global status report and the recent study? 2. What has hindered Ethiopia from implementing its relevant laws it has approved on traffic speed limits, road safety management and major risk factors? 3. Why did the write conclude that the economic implications of traffic accidents are highly dam- aging in developing nations? 4. Why did the road traffic accident solutions require multi-sectorial and combined enforcement strategies? 5. What were the solutions suggested by the writer to solve the risk factors? Lesson 9 Referential questions Activity 3.12: Individually, write out what each of the following words refers to. Then, check your answers with your partner’s. 1. The word ‘…secondary…’, in Paragraph 1, Line 1 refers to ___________________________ 2. In Paragraph 1, the 4th line from the last, the pronoun, ‘This…’refers to __________________ 3. In Paragraph 2, Line 2, the pronoun, ‘…these…’ refers _______________________________ 4. In Paragraph 2, the last line, the phrase, “…the problem…” means ______________________ 5. The words, ‘…laws…’ in Paragraph 3, Line 4 and ‘…laws….’ in Paragraph 3, line 6 refers to ______________________________________ and _________________________________ 6. ‘The problem…’ in Paragraphs 3, Line 6 means _____________________________________ 7. The pronoun, ‘….they…’ in Paragraph 3, the 2nd line from the last means_________________ 8. The pronoun, ‘….them’ in Paragraph 4, the last line refers to __________________________ 30  Unit 3 Traffic Rules and Regulations Grade 8 Lesson 10 Activity 3.13: Based on the reading passage, what do the following words and expressions refer to? Check your answers with your partner’s. 1. In Paragraph 1, Line 2, the word, ‘…neglected …’ roughly means ______________________ 2. The word, ‘…rate…’ in Paragraph 1, Line 5, means__________________________________ 3. In Paragraph 1, Line 7, the phrase, ‘…30 times…’ means _____________________________ 4. The word, ‘…pedestrians…’ in Paragraph 1, Line 9 __________________________________ 5. Roughly, the verb phrase ‘…accounts for …’ in Paragraph 1, the 5th line from the last, ______ 6. The phrase, ‘…active population’ in Paragraph 2, Line 2-3, approximately means __________ 7. The word ‘…enforcement…’ in Paragraph 3, Line 5, means ___________________________ 8. In Paragraph 3, the 2ndline from the last, , ‘nominal…’ roughly means ___________________ 9. The word, ‘…implication…’ in Paragraph 4, the last, means ___________________________ Lesson 11 Post-reading Activity 3.14: In your groups, answer the following questions. 1. Discuss major causes of road traffic accidents in Ethiopia. 2. List down solutions that can help to reduce traffic accidents? Then, compare your list with your partner’s. 3. If you were a minister of transport what would you do to minimise the road traffic accidents in Ethiopia? SECTION FOUR: Vocabulary Lesson 12 Activity 3.15: Based on the given sample, write a sentence using each expression. Then, dis- cuss your sentences with a partner’s. 31  Unit 3 Traffic Rules and Regulations Grade 8 Example: Traffic rules Knowing traffic rules is important for safety. Speed limit Knowing the speed limit for all the roads is important for safe driving. Driving rules Knowing driving rules is important for safe driving. old vehicles traffic jam traffic-laws traffic light traffic restrictions traffic accident traffic regulations SECTION FIVE: Grammar Lesson 13 Asking for and giving advice on traffic tights and turn signals Uses of Modal verbs: must/must not, can/ cannot, and should/should not. Notes: We use can to say something is possible or allowed. Somebody has the ability to do it. Example: I can cross the road when the traffic light turns green. We use must to say that we believe something is certain. Example: we must not cross the road when the traffic light turns red. We use should to mean it is a good thing or the right thing to do. Example: we should use a zebra-crossing. 32  Unit 3 Traffic Rules and Regulations Grade 8 Activity 3.16:Based on the given situations (1-6) below, choose the appropriate form (s) of modal verbs: must/must not, can/ cannot, and should/should not. Traffic Lights and Traffic Symbols Situation 1: At the Red Light 1. A red light means you (must, can, should) stop. You (must, can, should) stop as close as possible behind the ‘stop’ line. Traffic light showing red signal Situation 2: At the Yellow (Amber) Light 2. A yellow (amber) light means you (must, can, shall) stop. You (can, must, shall) only go through a yellow light if you (cannot, must not, shall not) stop safely before the ‘Stop’ line. You (should not, could not, had not) stop suddenly, and you (should not, could not, had not) speed up to get through a yellow light. Situation 3: At the Green Light (3) A green light means you (can, shall, must) go through the intersection if it’s safe to do so. You (must, can, shall) also follow these rules for temporary traffic lights at roadworks. Traffic light showing green signal 33  Unit 3 Traffic Rules and Regulations Grade 8 On the Use Turn Signals Situation 4: The Red Arrow A red arrow means you must not turn. You (must, can, shall) stop behind the ‘Stop’ line until the arrow turns green or disappears. Traffic light showing a green light and a red right arrow indicate that you (must not, cannot, shall not) turn right - you (can, must, shall) go straight ahead or turn left. Situation 5: The Green Arrow A green arrow means you (can, must, shall) turn in that direction. Situation 6: The Yellow (Amber) Arrow A yellow (amber) arrow means you (must, can, shall) stop. You (can, must, shall) only go through a yellow light if you cannot stop safely before the ‘Stop’ line. When a yellow (amber) arrow is flashing, this means you (can, must, shall) turn in that direction. You (must, can, shall) give way to pedestrians crossing the road you’re turning into. Traffic light showing a flashing yellow right arrow, indicates that you (can, must, shall) turn right as long as you give way to pedestrians. 34  Unit 3 Traffic Rules and Regulations Grade 8 Lesson 14 Activity 3.17: For questions 1 - 10, choose one of the most appropriate modal axillaries given in the boxes below. Check your answers with your group members’. may may not shall must not can have do not have to should should not cannot 1. If you drive a car, you (should, must, can) ____ have a driving license. 2. You (shouldn’t, mustn’t, don’t have to) ____ drink a lot and drive. 3. When you are in a car, you (should, must, may) ____ wear a seatbelt. 4. When driving a car, you (shouldn’t, mustn’t, can’t) ____ listen to the radio. 5. You (should, must, have) ____ to pay road tax if you own a car. 6. You (should, must, have) ____ stop at a red traffic light. 7. When you ride a motorbike you (should, must, have) ____ wear a helmet. 8. You (should, must, can) ____ smoke while you are driving. 9. If you own a car, you (should, must, can) ____ have insurance. 10. You (shouldn’t, mustn’t, don’t have to) ___exceed the speed limit. SECTION SIX: Writing Lesson 15 A friendly letter Activity 3.18: Based on the letter given below, answer each of the following questions. Dis- cuss your answers in groups. a) When was the letter written? b) Who wrote the letter? c) To whom was the letter written? d) Write words and expressions you do not know. e) Identify the main message of the letter. f) What is the purpose of this letter? 35  Unit 3 Traffic Rules and Regulations Grade 8 Irispins International School B.O. Box 202020 Kebele 14, Minilik II Sub- City, Bahir Dar 5th September 2021 Dear Barsanat, Hi! I hope you got the letter. Your exams are cancelled. But I am going to tell you one good thi today. Nowadays, many accidents are taking place in every city. The main reason is violating traffic rules. We should follow traffic rules while driving. Otherwise, it is very dangerous for you and for your family. Tell this to all your friends and families. Thank you. (Signature) Maryamawit Lesson 16 Activity 3.19: In your group, compare Picture A with Picture B below and discuss the follow- ing questions. a) In which of the pictures have people violated traffic rules? Why? b) In which of the pictures have people respected traffic rules? Why? c) What do you tell people who have violated traffic rules? Picture A Picture B 36  Unit 3 Traffic Rules and Regulations Grade 8 Activity 3.20: Be in groups and list down three cautions/cares school children have to do when they cross roads. Write three rules that school children should respect. School children must respect the following three traffic rules to keep themselves safe from traffic accidents. Firstly, _____________________________________________.Secondly, _________ ______________________________________________________________.Thirdly, ________ _____________________________________________________________________________ __________.Finally, ____________________________________________________. 37  Unit 4 Animal Conservation Grade 8 UNIT 4: ANIMAL CONSERVATION Unit Objectives At the end of this unit, you will be able to: listen a text for specific information; speak about endangered animal species in Ethiopia; read a text for a specific information; use words and expressions related to animal conservation in their writ- ing; use past continuous tense to describe past activities; apply expressions of sympathy and anger while communicating; and write a paragraph on an endangered animal. SECTION ONE: LISTENING Lesson 1 Pre-Listening Activity 4.1:Tick or put a right mark (✓) in the boxes in front of the names of each animals which you are familiar with and a cross mark (X) in the boxes in front of the names of the animals you are not. Check your answers with your partner’s. 1. List of some of the wild animals found in Ethiopia. No. Name of the Animal I am familiar with I am not familiar with 1. Ethiopian Wolf 2. Walia Ibex 3. Mountain Nyala 4. Gelada Baboon 5. Buffalo 6. giraffe 7. Zebra 8. Tiger 9. Lion 10. Nubian Ibex 11. Gazelle 38  Unit 4 Animal Conservation Grade 8 Activity 4.2: In your group, study the meanings of the following words with the help of your teacher. lush track stunning While-Listening Activity 4.3: Based on listening text, match each of the names of the animals (1-5) in Column A with the appropriate description of each animals in Column B. Check your answers with your group members’. Name of the Animal Description of the Animal _____1. The Ethiopian Wolf A. It is affected by poaching and habitat loss. _____2. The Walia Ibex B. One of the Earth’s rarest canid species C. They are very social animals, and will typi- _____3. Somali Wild Donkey cally be spotted in huge family groups. _____4. Gelada Baboons D. They are native to Ethiopia. _____5. The Black Lion E. They are found in the Afar lowlands. Lesson 2 Post-Listening Expressing Agreement and Disagreement Activity 4.4: Individually, rate each of the causes for animal endangerment/extinction as either most important or important or least important by putting a tick mark (✓) in the boxes below.Then, compare your rating with your partner’s and give reasons for your ratings. Importance No Cause for animal extinction Most Least Explanation Important Important Important 1. Hunting 2. Habitat degradation/ruin 3. Human-wild-life interaction 4. Loss of Habitat 5. Climate change 6. Pollution 7. Disease 39  Unit 4 Animal Conservation Grade 8 Activity 4.5: In pairs, study the following three sets of expressions given in the table below while discussing endangered animals. Expressions of: No. agreement disagreement partial agreement I agree up to a point, but 1 That’s right! I don’t agree!... 2 Absolutely! I totally disagree! Let me agree to disagree. 3 Exactly! Absolutely not! I see your point, but... 4 Yes, I agree! That is not right! That’s partly true, but... I'm not so sure about 5 I totally agree! I am not sure about that. that. 6 I couldn’t agree more! 7 I see exactly what you mean! 8 You're right. That's a good point. Lesson 3 Activity 4.6: In your group, discuss the following questions. a) What are the advantages of protecting the endangered animals? b) Do you agree or disagree with each of the reasons for protecting endangered animals given below? Why? For a healthy environment, For agriculture and farming, For preserving rich bio-diversity, For recreation/tourism, For livelihood of individuals, and For aesthetical value. 40  Unit 4 Animal Conservation Grade 8 SECTION TWO: Speaking Lesson 4 Activity 4.7: In pairs, read the story below and talk about the following questions. 1. Have you ever read a story about ducks and foxes? If yes, when was it? 2. Are they friends or enemies? Why? 3. Where does a duck live? 4. Where do foxes live? 5. What do we call baby foxes? 6. What do we call baby ducks? The Fox and the Duck A mother duck and her little ducklings were on their way to a lake one day. The ducklings were very happy following their mother and quack-quacking along the way. All of a sudden, the mother duck saw a fox at a distance. She was frightened and shouted, “Chil dren, hurry to the lake. There is a fox.” The ducklings hurried towards the lake. The mother duck wondered what to do. She began to walk back and forth dragging one wing on the ground. When the fox saw her, he became happy. He said to himself, “It seems that she‘s hurt and can’t fly! I can easily catch and eat her!”. Then he ran towards her. The mother duck ran, leading the fox away from the lake. The fox followed her. Now he wouldn’t be able to harm her ducklings. The mother duck looked towards her ducklings and saw that they had reached the lake. She was relieved, so she stopped and took a deep breath. The fox thought she was tired and he became close, but the mother duck quickly spread her wings and rose up in the air. She landed in the middle of the lake and her ducklings swam to her. 41  Unit 4 Animal Conservation Grade 8 The fox stared in disbelief at the mother duck and her ducklings. He could not reach them because they were in the middle of the lake. Note: Dear children, some birds drag one of their wings on the ground when an enemy is going to attack. In this way they fool their enemies into thinking they are hurt. Adapted from series of stories compiled by Nkansah Lesson 5 Activity 4.8: Now that you have read the story, one of you summarise the story using your own words and re-tell it to your partner. Your partner should write as many questions as he/ she wants to ask you about the story. Useful Summarising Expressions In the beginning of the summary a) First, the writer writes that …… b) At the beginning the story tells that …. c) In the introduction, it has been narrated that … d) In the first part, … In the middle of the summary a) In the next part, b) In the second part, the writer tells about … c) Then the writer/story presents that … d) In addition, the writer discusses … In the end of the summary a) In the end, the writer emphasises/focuses …. b) At last, … c) Finally, … d) As a conclusion, the writer concludes that Below are sample questions your partner might ask. a) Why did the mother duck drag one of her wing? Guess what would happen if she did not drag of her wing? b) Which of the animals was wise? Why? c) If you were a fox or a mother duck what would you do something different? d) Were the purposes of the mother duck and the fox same or different? Why? e) How does the story end? 42  Unit 4 Animal Conservation Grade 8 SECTION THREE: Reading Lesson 6 Pre-reading Activity 4.9: In groups, discuss the following questions. 1. What is meant by the term endemism? 2. Why did we protect wild animals in Ethiopia? 3. What would happen if we did not protect animals? Activity 4.10: Study the following words with the help of your teacher and use them in your own sentences. hikers indiscriminate predominantly Read the passage below and answer the questions that follow. The five endemic animals of ethiopia WALIA IBEX (CAPRA WALIE) Endemic to Ethiopia, Walia Ibex, formerly widespread in the northern mountain massifs, but now restricted to the Simien Mountains National Park, where it is uncommon but quite often seen by hikers. The Walia Ibex is a type of goat that lives on narrow mountain edges and can be recognized by the large curved horns of adults of both sexes. However, the males’ horns are larger than the fe males’ and may measure in excess of one meter. The presence of carved shrines in Yeha and Axum indicate that it was once considerably more widespread than it is today. 43 Unit 4 Animal Conservation Grade 8 MOUNTAIN NYALA Ethiopia’s one fully endemic antelope species is the Mountain Nyala (Tragelaphus Buxtoni) The mountain Nyala is similar in size and shape to the Greater Kudu but it has smaller horns with only one twist as opposed to the greater Kudu’s two or three. The shaggy coat of the Mountain Nyala is brownish rather than plain grey, and the striping is indistinct. This elegant and handsome antelope live in herds of five to ten animals in juniper and hagenia forests in the southeast highland. The Mountain Nyala has the distinction of being the last discovered of all African antelopes, the first documented specimen was shout by one Major Buxton in 1908 and described formally two years later. The main protected population is found in the northern part of Bale Mountains National Park, around Dinsho, the Bale Mountains National Park headquarters and Mount Gaysay. MINILIK’S BUSHBACK 44 Unit 4 Animal Conservation Grade 8 Belonging to the same family as the Mountain Nyala, the Bushbuck shares with them the family characteristic of shy and elusive behavior. Over forty races of Bushbuck have been identified, which vary considerably both from the point of view of coloration and from the type of habitat they frequent. Most of them are forest living animals inhabiting dense bush, usually near water, though this is not an essential, as some of them have been known to go without drinking for long periods when necessary. No accurate estimate has been made of their total population because of their nocturnal and furtive habits. Like the Mountain Nyala, they are easier to observe in the Bale Mountains National Park where they are fully protected and therefore a little less shy. MINILIK’S BUSHBACK This beautiful animal was once widespread over the Ethiopian plateau lands and was often observed by travelers with its fine red coat shining in the sun, making it easy to spot against the greens and browns of the grasslands. Its frightening decline in numbers is due not only to indiscriminate shooting, but also to outbreaks of rabies, which certainly decimated its numbers in the Simien area. In this part of Ethiopia it is now extremely rare, even rarer than the Walia Ibex, but it has another stronghold, in Bale, which the Walia has not. Its restriction to these two areas is not fully understood, as it is not considered that it was so extensively hunted through- out its range that it should have been unable to survive in the thousands of hectares of suitable “fox country” available. Slightly Adapted from https://overlandethiopiatours.com/attraction-in-ethiopia/natural/en- demic-mammals-of-ethiopia/ 45  Unit 4 Animal Conservation Grade 8 Activity 4.11: Based on the reading passage, decide whether each of the following sentences is true or false. Give reasons for your answer. Reading for a specific information 1. In the past Walia Ibex lived in many highland places of Ethiopia other than where it lives now. 2. The Mountain Nyala belongs to the antelope families. 3. Many of the Nyala population are found in the Bale Mountains and its vicinity. 4. Both the Minilik’s Bushbuck and Mount Nyala are shy and live in herds. 5. Living in forests near water bodies is the main characteristics of the Minilik’s Bushbuck. 6. The Ethiopian wolf is the rarest of the five endemic animals. 7. Mostly, the Ethiopian wolf feeds on giant mole rat. 8. The Ethiopian wolf is the most friendly of all its types. 9. Outbreaks of rabbis and indiscriminate shooting are the two causes for the declining number of the Ethiopian wolf. 10. Mountain Nyala belongs to antelope families. Lesson 7 Inferential questions Activity 4.12: In groups, answer each of the following questions. 1. Why did the writer conclude that the Walia Ibex once lived other places other than the Si mein Mountains? 2. How does the author/writer describe Mountain Nyala in terms of size? 3. How does the author or writer describe the protected population of Mountain Nyala? 4. What is the similarity between the Mountain Nyala and the Minilik’s bushbuck? 5. Why does the writer not take the bushbucks’ living near water bodies as their main charac teristics? 6. Why was it difficult to guess the accurate numbers of the bushbucks? 7. What makes the Ethiopian wolf easily noticeable? 8. Why is the number of the Ethiopian wolf declining from time to time? 9. How does the writer contrast the Ethiopian wolf with the dog and jackal? 46  Unit 4 Animal Conservation Grade 8 Lesson 8 Activity 4.13: Based on the reading passage, write one description about the habitat each wild animal is found in the boxes below. Check your answers with your group members’ and write the paragraph where the description is found. The paragraph where the Name of the wild animal Habitat answer is found The Walia Ibex Mountain Nyala Minilik’sBushback The Ethiopian Wolf Referential questions Activity 4.14: Based on the reading passage, guess what the following words/expressions refer to. Check your answers with your group members’. 1. The verb, ‘…restricted…’ in Paragraph 1, Line 2, means _____________________________ 2. The pronoun, ‘…it…’ in Paragraph 1, Line 2, refers to _______________________________ 3. The phrase ‘…fully endemic…’ in Paragraph 3, Line 1, refers to _______________________ 4. In Paragraph 4, Line 2, the verb phrase, ‘…shout by...’ refers to _______________________ 5. In Paragraph 5, Line 4, the pronoun, ‘…them…’refers to _____________________________ 6. In Paragraph 5, 2nd line from the last, the pronoun, ‘…they… refers _____________________ 7. In Paragraph 6, Line 1, the pronoun, ‘this…’ means__________________________________ 8. In Paragraph 2, Line 4, the pronoun, ‘it…’ means____________________________________ 9. In Paragraph 3, Line 2, the pronoun, ‘it…’ means____________________________________ 10. In Paragraph 6, Line 5, the expressions, ‘in this part of Ethiopia…’ means______________ 47  Unit 4 Animal Conservation Grade 8 Lesson 9 Post-reading Project work Activity 4.15: In your groups, you are going interview concerned local/district authorities, or your geography/biology teacher about the present conditions of one of the endangered animal in your areas. First, prepare your interview questions and then conduct the interview. Then, organize a short report and present it to your class. Finally, answer questions and ac- cept comments. (While interviewing, you may use some of the following interview questions.) a) Tell me about the wild animals found in your district? b) Do people in your area protect wild animals? Why/Why not? c) Do people in your area hunt wild animals? Why/why not? d) What solutions do you suggest to protect the endangered wild animals? e) What would happen if we did not protect the disappearing wild animals? Notes: Your oral presentation will have three parts: introduction, body (details) and conclusion. Below are some of the useful language expressions for structuring your oral re port. Good morning and welcome. Let me introduce myself... We’ll take five minutes to present your group report. Today I’m/we’re/my group is going to talk about... This morning/afternoon, I’d/we’d like to explain... The purpose of my presentation today is to... First I/we will discuss... Secondly I/we would like to look at how... Then, I will concentrate on... Lastly, I/we will look at... before moving on to... and then I’d/we’d like to talk about how this impacts upon... If you have any questions please leave them until the end, when I’ll/we’ll do my best to an swer them. 48  Unit 4 Animal Conservation Grade 8 SECTION FOUR: Vocabulary Lesson 10 Activity 4.16: In groups, find words and expressions from the reading passage that have the opposite meaning to the following words and expressions. 1. ‘…found everywhere…’ in Paragraph 1 __________________________________________ 2. ‘…overlooked…’ in Paragraph 2 ________________________________________________ 3. ‘…ungraceful…’ in Paragraph 3 ________________________________________________ 4. ‘…similarity…’ in Paragraph 4 _________________________________________________ 5. ‘…important…’ in Paragraph 5 _________________________________________________ 6. ‘… ugly…’ in Paragraph 6 _____________________________________________________ 7. ‘…selective…in Paragraph 6 ____________________________________________________ Activity 4.17: Individually, complete this text with the appropriate forms of words given in the boxes below. Then, compare your answers with your partner’s. threat trees destroying reduced animals endangered pollution hors drop hunted shortage settlement Many animals living on earth today are _________, which means they are at risk of becoming extinct (dying out) on earth. Endangered _______ include tigers, rhinoceroses, orangutans, tur- tles, and many more. Their numbers have already been greatly _________ and only a few now live in the wild. The biggest ________ to animals comes from humans. People are _______ animals’ habitats, such as rainforests. They are using the _______ to support our growing hu- man population and replacing the rainforest with farmlands or human settlement. As human __________ take up more of the planet, it leaves less room for wild animals, which may face a shortage of food or places to raise their young. This causes numbers to ______. Many wild animals are also _______ by humans, for example for their fur or _______. Others are killed by ___________ and global warming, which changes the climate and affects animals’ survival rates. 49  Unit 4 Animal Conservation Grade 8 Lesson 11 Extended definitions Activity 4.18: In groups, using the sample extended definitions, write one extended definition to each of the given words. Conservation is the preservation of threatened wildlife habitats. Wildlife conservation aims to protect plant and animal species as the human population encroaches on their resources. A buffer zone is an area that is managed in order to increase the protection provided to a Protected Area. An effective buffer zone can prevent negative edge effects from impacting the core area, including the incursion of non-native species, hunting, and climatic changes such as reduced hu- midity in rainforests. The ecology of an area refers to all the living organisms in that area, their interactions with each other, and with their physical environment. The word also refers to the scientific study of organ- isms, their interactions and environments. An ecosystem is a community of all living organisms within a particular area, their interactions with each other and with their physical environment. Some of the most bio-diverse ecosystems include coral reefs and tropical rainforests. Major ecosystems are also referred to as biomes. Endemic A species is said to be endemic to an area, if it is not found anywhere else. For example, the Walia Ibex belongs to a got family endemic to Ethiopia. a)Habitat b/ Prey c) Predator Lesson 12 Activity 4.19: Fill in the blank spaces with the correct from of the words given in the table below. Use each word only once. Decrease interrelated habitat hunting changes endangered re-establish threatened extinct adapt pollute environment survive reproduce 50  Unit 4 Animal Conservation Grade 8 1.___________________ is where an animal lives; where it finds food, shelter, water, etc. 2.___________________ keeps healthy populations of game animals at manageable levels. 3. Instead of increasing in number or remaining steady, some endangered animals continue to ______________. 4. Plants and animals are_____________; which means they need each other. 5. Some ___________are natural, others are made by people. They may result in plants and animals becoming endangered. 6. A __________________________ species may continue to fall in number and be placed on the endangered species list. 7. ___________________ means there are no more of this species. 8. When we misuse pesticide, we _______________our _________________. 9. When an animal or plant is put on the _____________ specialist, it means there is still time for it to ________________if we care. 10. Some species can _____________ better than others to changes we make to the environ- ment. 11. Biologists have tried to _________, or bring back species like antelope, elk, turkey, sharp- tailed grouse and swallow- tailed kites to Kansas where they once lived. They hope the animals will —————————— and raise their young here so. SECTION FIVE: Grammar Lesson 13 Past simple tense Activity 4.20 1) What could you tell about the above picture? 2) How many animals did you see in the above picture? 51  Unit 4 Animal Conservation Grade 8 Activity 4.21: Individually, read the following story about “The Lion and the Rabbit”. Then, in pairs, identify those actions happed in the past. Write down the sentences written in simple past in your exercise book and study their meanings in pairs. The Lion and the Rabbit A cruel lion lived in a jungle. It would kill and eat the animals all day. All the animals re- quested the lion not to kill them and eat them in this way. They proposed a plan. Each day one animal would come to the lion one by one, so that they would be saved from fear of being killed at random by the lion. The lazy lion felt that this was a good way to get a tasty treat every day. In this way, the lion had already eaten many animals. It was finally the turn of a smart rabbit to go to the lion as a meal. It reached the lion’s den quite late. The lion roared in anger, “Why are you late?” The rabbit replied, “There is another lion in the jungle. It stopped me.” It said, “I am the king of the jungle.” “Another lion? I will kill it. Show me where it,” roared the lion angrily. The rabbit took the lion to a well. The lion peered into the well and roared, “Who is there?” The roar echoed back. It saw its own reflection in the water of the well. It roared again, “You stupid, come out. I will kill you.” Saying so, the lion jumped into the well and was drowned. All the animals in the jungle felt happy and safe. Activity 4.22: Study the simple past sentences given below that are taken from the above story. 1. A cruel line roared in the jungle. 2. All the animals requested the lion not to kill them and eat them in this way. 3. They proposed a plan. 4. The lazy lion fell. 5. It was finally the turn of a smart rabbit to go to the lion as a meal. 6. It reached the lion’s den quite late. Activity 4.23: Write general rules for the past tense forms of all verbs based on the grammar highlights given below. Notes: When we use simple past, we are referring to something at a specific time in the past. Sample rule: Regular verbs are used in past tense form by adding ‘d’ or ‘ed’ to the root verb. 52  Unit 4 Animal Conservation Grade 8 Example: - play – played, - study – studied, - live – lived There are irregular verbs which do not follow this rule. The past tense forms of these verbs are formed differently. Example: - go-went, - eat-ate, - break-broke, - sleep-slept Regular Verbs Add -ed to the regular verb. look - looked, watch – watched. Some verbs you need to change a bit. Verb ending in … Add... Example -e only add - d live - lived date - dated Consonant +y Change y to i an add -ed carry – carried, cry – cried 1 vowel + 1 consonant Double consonant and stop - stopped add -ed Irregular Verbs Some verbs are not regular. You have to learn them by heart. Example: Simple Past tense - irregular verbs: begin - began fall - fell break - broke forget - forgot come - came get - got drink – drank speak - spoke 53  Unit 4 Animal Conservation Grade 8 To be - Simple past Example: Simple Past tense - irregular verbs: to be Simple present Simple past I am I was you are you were he/she/it is he/she/it was we are we were you are you were they are they were Lesson 14 Activity 4.24: Write the simple past forms to the verbs given below and write one simple sentence using the simple past form of each verb. Simple Present Form Simple Past Form roar reply stop take peer see jump feel Activity 4.25: In pairs, study the following expressions of time in the past. Use them in sen- tences of your own. Below are some of the common expressions of time in the past and ex- ample sentences. yesterday last week a month ago in 2010 this morning 54  Unit 4 Animal Conservation Grade 8 Example 1. I saw a lion in the zoo yesterday. 2. Last week, the tourists spent a night in the park. 3. A month ago,_________________________________________________ 4. __________________________________________________ in 2010. 5. This morning, _______________________________________________. Activity 4.26: Based on the examples given below, write the question forms for the following simple past sentences. Affirmative/sentence forms Question forms A cruel lion roared in the jungle. Did the cruel lion roar in the jungle? The lion chased the rabbit. Did the lion chase the rabbit? The dog licked Hailu’s leg. Did the dog lick Hailu’s leg? 1. All the animals requested the lion not to kill them and eat them in this way. ______________________________________________________ ? 2. The hyena killed the cow. ______________________________________________________ ? 3. The lazy lion fell in the ditch. ______________________________________________________ ? 4. It was finally the turn of a smart rabbit to go to the lion as a meal. ______________________________________________________ ? 5. It reached the lion’s den quite late. ______________________________________________________ ? Lesson 15 Past simple tense Activity 4.27: In your groups, read the following examples and study their meanings. How many actions are mentioned in joined/combined sentences? Which action happed first? Which action happened next? 55  Unit 4 Animal Conservation Grade 8 Examples: 1. The gazelles were grazing. The lion saw the gazelles. While the gazelles were grazing, the lion saw them. 2. The bear was grazing from the forest grass for long. The bear slept. After the deer was grazing from the forest grass for long, it slept. 3. The Cheetah was running fast. The cheetah caught the hyena. The hyena was running fast before it caught the hyena. 4. The tiger was hunting for the gazelle. The Tiger caught the zebra. The tiger was hunting for the gazelle, but it caught the zebra. 5. The giraffe was running away from the lions. The lions killed the giraffe. The giraffe was running away before the lions killed it. Activity 4.28: In your group, refer to the five examples given above and write the rule for past continuous tense and its use. Activity 4.29: Based on the examples given below in the boxes, write the question form for the following past continuous sentences. No Affirmative/sentence forms Question forms 1 The apes were climbing on the tree. Were the apes climbing on the tree? 2 The gazelle was grassing. Was gazelle grazing? 1. The cheetah was running fast. ______________________________________________________ ? 2. The tiger was hunting for the cheetah. ______________________________________________________ ? 3. The giraffe was running away from the lion. ______________________________________________________ ? 4. The foxes were jumping over the dogs. ______________________________________________________ ? 5. The crocodile was crawling. ______________________________________________________ ? 6. The rabbits were hopping. ______________________________________________________ ? 56  Unit 4 Animal Conservation Grade 8 Lesson 16 Activity 4.30: Read the story below and write out the sentences written in simple past tense in Column A and the sentences in past continuous in the Column B in the table given below. In pairs, study their meanings. “The sun was shining and the birds were singing as the elephant came out of the jungle. The other animals were relaxing in the shade of the trees, but the elephant moved very quick- ly. She was looking for her baby, and she didn’t notice the hunter who was watching her through his binoculars. When the shot rang out, she was running towards the river... No Sentences in simple past forms Sentence in past continuous forms 1 2 3 4 5 6 SECTION SIX: Writing Activity 4.31: Look at the words and phrases below. Rearrange them to form meaningful sentences. In pairs, write the correct form of each sentence. For example, the first one has been done for you. Example: - hardly / dears are / ever drink / animals that / water - Dears are animals that hardly ever dink water. (a) water supply / they get / they eat / from / all their / the leaves (b) inhabited / tree leaves / so, / by koalas / in areas / on / is high / demand (c) one group / it takes / to support / several acres / of koalas / of