G9 English TG 2023 - PDF

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English for Ethiopia English for English English for Ethiopia for Ethiopia Ethiopia ENGLISH ENGLISH ENGLISH ENGLISH FOR FOR FOR FOR ENGLISH ENGLISH ENGLISH ENGLISH FOR FOR FOR FOR ETHIOPIA ETHIOPIA ETHIOPIA ETHIOPIA ETHIOPIA ETHIOPIA ETHIOPIA ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA ENGLISH FOR ETHIOPIA TEACHER’S TEACHER’S TEACHER’S TEACHER’S GUIDE GUIDE GUIDE GUIDE TEACHER’S TEACHER’S TEACHER’S TEACHER’S GUIDE GUIDE GUIDE GUID GRADE GRADE GRADE GRADE 9 99 9 GRADE GRADE GRADE GRADE 9 99 TEACHER’S GUIDE TEACHER’S GUIDE TEACHER’S GUIDE TEACHER’S GUIDE GRADE 9 GRADE 9 GRADE 9 GRADE 9 FEDERAL FEDERAL FEDERAL DEMOCRATIC FEDERAL DEMOCRATIC DEMOCRATIC REPUBLIC DEMOCRATIC REPUBLIC REPUBLIC OF ETHIOPIA REPUBLIC OF OFETHIOPIA ETHIOPIA OF ETHIOPIA FEDERAL FEDERALFEDERAL DEMOCRATIC DEMOCRATIC DEMOCRATIC FEDERAL REPUBLIC REPUBLIC REPUBLIC DEMOCRATIC OF OFETHIOPIA OF ETHIOPIAETHIOPIA REPUBLIC OF ETHIOPIA MINISTRY MINISTRY MINISTRY OF EDUCATION MINISTRY OF OFEDUCATION EDUCATION OF EDUCATION MINISTRY MINISTRYMINISTRYOF OFEDUCATION EDUCATION OF EDUCATION MINISTRY OF EDUCATION U n i t I ENGLISH FOR ETHIOPIA TEACHER’S GUIDE GRADE 9 Writers: Abiy Yigzaw (Prof.) Birhanu Simegn (PhD) Editors: Yinager Teklesellassie (PhD) (Content Editor) Akalewold Eshetie (PhD) (Curriculum Editor) Eskinder Getachew (PhD) (Language Editor) Designer Zemenu Haile (MSc) Illustrator Tewodros Altaye (MSc) Reviewer & Validators: Haile Kassahun (PhD) (Reviewer) Solomon Worku (PhD Candi.) Meheretu Adnew (PhD) (Validator) Hamid Mustefa (MA) Ochare Oraya (MA ) (Validator) Badima Belay (PhD) Mohammed Hassen (PhD Candi..) FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY MINISTRY OF EDUCATION Grade 9 English Teacher’s Guide  First Published August 2023 by the Federal Democratic Republic X of Ethiopia, Ministry of Education, under the General Education Quality Improvement Program for Equity (GEQIP-E) supported by the World Bank, UK’s Department for International Development (DFID) - now merged with the Foreign, Commonwealth and D evelopment Office (FCDO), Finland Ministry for Foreign Affairs (FMFA), the Royal Norwegian Embassy, United Nations Children’s Fund (UNICEF), the Global Partnership for Education (GPE), and Danish Ministry of Foreign Affairs (DMFA), through a Multi Donor Trust Fund. © 2023 by the Federal Democratic Republic of Ethiopia, Ministry of Education. All rights reserved. The moral rights of the author have been asserted. No part of this book may be reproduced, copied in a retrieval system or transmitted in any form or by any means including electronic, mechanical, magnetic, photocopying, recording or otherwise, without the prior written permission of the Ministry of Education or licensing in accordance with the Federal Democratic Republic of Ethiopia as expressed in the Federal Negarit Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring Rights Protection. Printed by: GRAVITY GROUP IND LLC 13th Industrial Area, Sharjah, UNITED ARAB EMIRATES ISBN:978-99990-0-004-8 Grade 9 English Teacher’s Guide i U n i t F or e w or d X E d u c a tio n a nd d e v e l o p m e nt a r e c l o s e l y r e l a te d e nd e a v o r s. T h is is th e m a in r e a s o n w h y it is s a id th a t e d u c a tio n is th e k e y ins tr u m e nt in E th io p ia ’ s d e v e l o p m e nt a nd s o c ia l tr a ns f o r m a tio n. T h e f a s t a nd g l o b a l iz e d w o r l d w e no w l iv e in r e q u ir e s ne w k no w l e d g e , s k il l a nd a ttitu d e o n th e p a r t o f e a c h ind iv id u a l. I t is w ith th is o b j e c tiv e in v ie w th a t th e c u r r ic u l u m , w h ic h is no t o nl y th e B l u e p r int b u t a l s o a reflection of a country’s education system, must be responsive to changing c o nd itio ns. I t h a s b e e n a l m o s t th r e e d e c a d e s s inc e E th io p ia l a u nc h e d a nd im p l e m e nte d ne w E d u c a tio n a nd T r a ining P o l ic y. S inc e th e 1 9 9 4 E d u c a tio n a nd T r a ining P o l ic y o u r c o u ntr y h a s r e c o r d e d r e m a r k a b l e p r o g r e s s in te r m s o f a c c e s s , e q u ity a nd relevance. Vigorous efforts also have been made, and continue to be made, to im p r o v e th e q u a l ity o f e d u c a tio n. T o c o ntinu e th is p r o g r e s s , th e M inis tr y o f E d u c a tio n h a s d e v e l o p e d a ne w G e ne r a l E d u c a tio n C u r r ic u l u m F r a m e w o r k in 2 0 2 1. T h e F r a m e w o r k c o v e r s a l l p r e - p r im a r y , p r im a r y , m id d l e l e v e l a nd s e c o nd a r y l e v e l g r a d e s a nd s u b j e c ts. I t a im s to r e inf o r c e th e b a s ic te ne ts a nd p r inc ip l e s o u tl ine d in th e E d u c a tio n a nd T r a ining P o l ic y , a nd p r o v id e s g u id a nc e o n th e p r e p a r a tio n o f a l l s u b s e q u e nt c u r r ic u l u m m a te r ia l s – inc l u d ing th is T e a c h e r G u id e a nd th e S tu d e nt T e x tb o o k th a t c o m e w ith it – to b e b a s e d o n a c tiv e - l e a r ning m e th o d s a nd a c o m p e te nc y b a s e d a p p ro a c h. I n th e d e v e l o p m e nt o f th is ne w c u r r ic u l u m , r e c o m m e nd a tio ns o f th e e d u c a tio n R o a d M a p s tu d ie s c o nd u c te d in 2 0 1 8 a r e u s e d a s m il e s to ne s. T h e ne w c u r r ic u l u m m a te r ia l s a tte m p t to b a l a nc e th e c o nte nt w ith s tu d e nts ’ a g e , inc o r p o r a te ind ig e no u s k no w l e d g e w h e r e ne c e s s a r y , u s e te c h no l o g y f o r l e a r ning a nd te a c h ing , inte g r a te v o c a tio na l c o nte nts , inc o r p o r a te th e m o r a l e d u c a tio n a s w e l l a s c a r e e r a nd te c h nic a l e d u c a tio n a s s u b j e c ts in o r d e r to a c c o m m o d a te th e d iv e r s e ne e d s o f l e a r ne r s. ii Grade 9 English Teacher’s Guide  U n i t X P ubl ic a tion of a ne w f r a m e w or k, te xt boks a nd t e a c he r gui de s a r e by no m e a ns t he s ol e s ol ut ion t o i m pr ovi ng t he qua l ity of e du c a tion i n a ny c ount r y. C ont inue d i m pr ove m e nt calls for the efforts of all stakeholders. The teacher’s role must become more flexible r a ngi ng f r om l e c tur e r t o m ot iva tor , gui de r a nd f a c il ita tor. T o a s s is t t hi s , te a c he r s ha ve be e n gi ve n, a nd w il l c ont inue t o r e c e ive , tr a ining on t he s tr a te gi e s s uge s te d i n t he f r a m e w or ka ndi nt hi s t e a c he r gui de. T e a c he r s a r e u r ge d t o r e a d t hi s G ui de c a r e f ul l y a nd t o s upor t t he ir s tude nts by put ting intoa c tiont he s tr a te gi e s a nda c tivi tie s s uge s te di ni t. F or s ys te m ic r e f or m a nd c ont inuous i m p r ove m e nti nt he qua l ity of c ur r ic ul um m a te r ia l s , the M inis tr y o f E duc a tion w e l c om e s c om m e nts a nd s uge s tions w hi c h w il l e na bl e us to undertake further review and refinement. A D D I S A B A B A ,E T H IO P IA F E D E R A L D E M O C R A T I C R E P UB L I C O F E T H I O P I A August 2023 M I N I S T R Y O F E D UC A T I O N Grade 9 English Teacher’s Guide iii  Contents 1. Living in Urban Areas........................... 1 1.1 Listening Skills........................................ 2 1.2 Reading Skills......................................... 6 1.3 Vocabulary Development......................... 9 1.4 Grammar................................................ 10 1.5 Speaking Skills...................................... 18 1.6 Writing Skills......................................... 21 2. Study Skills........................................... 23 2.1 Listening Skills..................................... 24 2.2 Reading Skills....................................... 27 2.3 Vocabulary Development...................... 28 2.4 Grammar............................................... 31 2.5 Speaking Skills.................................... 40 2.6 Writing Skills........................................ 44 3. Traffic Accidents................................... 46 3.1 Listening Skills...................................... 47 3.2 Reading Skills........................................ 50 3.3 Vocabulary Development....................... 51 3.4 Grammar................................................ 52 3.5 Speaking skills....................................... 60 3.6 Writing Skills......................................... 62 4. National Parks...................................... 64 4.1 Listening Skills..................................... 65 4.2 Reading skills........................................ 68 4.3 Vocabulary Development....................... 69 iv Grade 9 English Teacher’s Guide  4.4 Grammar: Zero and the First Conditionals. 70 4.5 Speaking Skills..................................... 73 4.6 Writing Skills........................................ 75 5. Horticulture.......................................... 78 5.1 Listening skills...................................... 79 5.2 Reading Skills....................................... 82 5.3 Vocabulary Development...................... 83 5.4 Grammar: Conditional Sentences........... 84 5.5 Speaking Skills..................................... 88 5.6 Writing Skills.................................................91 6. Poverty in Ethiopia............................... 93 6.1 Listening skills..................................... 94 6.2 Reading Skills........................................ 97 6.3 Vocabulary Development....................... 99 6.4 Grammar.............................................. 101 6.5 Speaking Skills................................... 106 6.6 Writing Skills..................................... 108 7. Community Services............................ 110 7.1 Listening skills.................................... 111 7.2 Reading Skills...................................... 113 7.3 Vocabulary Development..................... 114 7.4 Grammar:................................................... 115 7.5 Speaking Skills.................................... 119 7.6 Writing Skills....................................... 121 Grade 9 English Teacher’s Guide v  8. Communicable Diseases...................... 125 8.1 Listening Skill..................................... 126 8.2 Reading Skills...................................... 129 8.3 Vocabulary Development..................... 131 8.4 Grammar............................................ 132 8.5 Speaking Skills....................................... 134 8.6 Writing Skills....................................... 137 9. Fairness and Equity............................ 139 9.1 Listening Skills.................................... 140 9.2 Reading Skills...................................... 143 9.3 Vocabulary Development..................... 144 9.4 Grammar: Simple past and Present Perfect Tenses.................................... 145 9.5 Speaking Skills................................... 149 9.6 Writing Skills...................................... 152 10. The internet...................................... 158 10.1 Listening Skills.................................. 159 10.2 Reading Skills.................................... 162 10.3 Vocabulary Development................... 164 10.4 Grammar.......................................... 166 10.5 Speaking Activity............................... 169 10.6 Writing Activity................................. 172 vi Grade 9 English Teacher’s Guide  Introduction The English language in Ethiopia serves more as the medium of instruction in schools and universities. It plays a significant role in students’ academic life. The grade 9 English Textbook is developed to satisfy the students’ English language needs at the level and to serve them as a backdrop for their future academic career as they use the language for academic purposes. The minimum learning competencies (MLCs) expected of students are indicated in the Grade 9 English language Syllabus, and therefore, the language input as well as activities they perform are developed based on the MLC identified by the syllabus designers. The learning outcomes expected of students are built upon the MLC and constitute listening to a variety of texts at different levels (surface and deeper levels), interacting in English, reading and comprehending, analyzing, synthesizing, evaluating and interpreting ideas vis-à-vis their environment, getting meanings of words through different strategies, and mastery of selected grammatical elements appropriate to the level. The outcomes also embrace students’ development of sentence, paragraph and essay levels writing. The students are expected to write accurate sentences, paragraphs, and essays with some level of fluency as they should balance accuracy and fluency in their use of the language. The ten-unit English Language textbook for Grade 9 has specific unit [ objectives. Each of the units consists of six different parts: Listening Skills, Reading Skills, Vocabulary, Grammar, Speaking Skills, and Writing Skills organized in that order. The textbook is organized by placing the receptive skills before the productive skills, because it is presumed that the receptive skills as pre-requisites provide students with language inputs which are relevant to their language production. The listening skills will be taught based on areas which are national and/ or international concerns, focusing more on national issues. The listening texts include topics such as urban life versus rural life, study vii Grade 9 English Teacher’s Guide skills, road accidents, Gambella national park, diversifying export earners through competition, poverty in Ethiopia, community services, infectious diseases, cultural diversity, human rights and democratic governance, and the concept of the internet. In these diversified areas students will listen to various texts and genres, they will develop their listening ability, get ideas about the issues they are introduced with, relate the ideas with their previous knowledge, and analyze, synthesize, evaluate and interpret the ideas with the environment they are living in. Students also learn vocabularies, and extend the ideas in the listening texts to their speaking and writing development. The main purposes of the lessons students learn can generally be two-fold: students’ language skill development and their achievement of the expected competencies. The reading passages are selected from different sources and they focus on life in a big city, learning strategies, traffic accidents, national park in Ethiopia, health benefits of gardening, the impact of poverty, HIV/ AIDS, equality, equity and justice, and role of computers and internet in our lives. Students are required to understand the meanings of the reading texts deeply making interactions with the authors’ thoughts and their experiences. Similar to the activities in the listening texts, vocabularies derived from the reading texts, extended speaking and writing activities are also included in the reading parts. The vocabulary lessons constitute vocabulary from the listening and reading texts, phrasal verbs and word formation using affixes (prefixes and suffixes). The vocabulary is taught through the application of contextual understanding of meanings, consulting the dictionary and using other strategies. In teaching vocabulary, we focus more on the strategies students may employ to understand meanings by themselves. We believe the students should have this skill because vocabulary is important for them to develop their reading and listening comprehension, speaking, writing, spelling, and others. In brief, it is important for their English language development, communicating ideas, expressing their ideas in speaking and writing. Grade 9 English Teacher’s Guide viii  Concerning the grammar lessons, brief notes and many activities are provided for the students to help them master the grammar elements in focus. Many of the grammar lessons are presented in situations students can easily understand and apply: they are developed in simpler ways to enable the students to express even complex ideas. In other words, the grammar lessons are taught the way they help students effectively talk in the language. The grammar elements are taught linearly or cyclically. Some of the elements such as ‘adverbs of frequency’, ‘conditional sentences’, and ‘tenses’ appear cyclically, while the rest of the grammar elements appear only once in the textbook. The speaking and writing sections derive from the listening and reading activities, and other areas which are assumed to be important to deal with. Dear teacher! The authors and the other experts who participated in the Textbook development have exerted their efforts to provide quality English language education for the students. A number of activities in all the six sections of each unit are provided. We believe activity provision alone may not help much; it is you, the teacher, who should play the most important role in helping students learn better, develop their competencies and become value, knowledge and skill generating citizens. You need to help students earn the MLC and beyond, because the MLC is the threshold level for which we expect more advanced knowledge-base development among students. Therefore, much is expected from you in: 1. providing additional notes and activities, 2. helping them learn cooperatively through group organization, 3. promoting diverse skills such as interpersonal communication, problem-solving, creativity, self-confidence, accountability, knowledge and understanding, and application, 4. promoting the concept of ‘unity in diversity’, 5. developing indigenous knowledge and values, ix Grade 9 English Teacher’s Guide  6. varying your teaching approach to be responsive to the diverse needs of students, 7. ensuring balance, 8. making your classroom teaching inclusive: for physically- impaired students, and for sundry learning styles and strategies, as an example, 9. helping students develop the language skills at their level, and 10. ethically addressing ideas, opposing others, and respecting each other, social integration and others. Dear teacher! Cooperative learning through group engagement is very important. Many of the points raised above can be successfully realized through this method. Although you may have your own way of organizing groups, we also suggest the following as an alternative. In order to effectively engage group members, the group can be organized considering: 1. ability groups, 2. gender, 3. sight-impaired students (if there are any) to be assigned in different groups, and 4. the number of the group members (4 or 6 members are ideal). Dear teacher! In the Teachers’ Guide we have included accurate and possible answers for some of the activities, and we have suggested directions for students’ responses in essays and open-ended types of questions. We have also added some guidelines how you can direct some of the activities to students. However, we expect more from your creative approach to make your students develop ‘whole personality’. Grade 9 English Teacher’s Guide x  U n i t 1. I Unit Living in Urban Areas (16 Periods) Learning Outcomes: A tt he e ndof t hi s uni t,l e a r ne r s a r e e xpe c te dt o: ͬ listen to a variety of texts with medium level understanding and transfer information, ͬ interact in English medium in varied communication situations with comprehensible grammar, ͬ read medium level reading resources and comprehend contents, ͬ guess meanings of words using different clues, ͬ practice pronouncing intonations of auxiliary beginning and wh-questions accurately, ͬ select appropriate study skills and apply in learning vocabulary and other language skills, ͬ use grammar with reasonable accuracy in communication, and ͬ write accurate sentences and paragraphs. Grade 9 English Teacher’s Guide 1  Listening Skills U n i t Urban Life versus Rural Life I [Article shared by Manish] It is r ig h tl y s a id th a t G o d m a d e th e c o u ntr y a nd h u m a n b e ing s m a d e th e to w n. In th e v il l a g e s , th e p e o p l e l iv e in a n o p e n a tm o s p h e r e. T h e y g e t f r e s h a ir a nd s u nl ig h t. T h e y inh a l e p u r e o x y g e n w h ic h th e y g e t f r o m th e trees and waving crops which grow in their fields. A s c o m p a r e d to th e to w ns ’ p e o p l e , th e p e o p l e in th e v il l a g e s l e a d a te ns io n f r e e l if e. T h e re is no t m u c h no is e in v il l a g e s. In v il l a g e s , p e o p le ge ne r a l l y g e t f r e s h v e g e ta b l e s a nd p u r e m il k th e y a l s o c o ns u m e l e s s e r a m o u nt o f f a s t f o o d w h ic h is v e r y h a r m f u l. T h e r e a r e , h o w e v e r , c e r ta in a d v a nta g e s w h ic h th e u rb a np e o p le h a v e o v e r th e v il l a g e s. T h e r e a re m u c h b e tte r e m p lo y m e nt a v e nu e s in to w ns. T h e s e c u r ity s y s te m is a l s o be tte r in to w ns. In to w ns , th e p e o p l e o f te n d o no t f e e l b o r e d , a s th e y h a v e s e v e r a l m e a ns of amusement and entertainment such as visiting different places of im p o r ta nc e , a v is it to th e z o o , s o m e m u s e u m o r e x h ib itio n, e tc. In to w ns , pe o p l e g e t b e tte r e d u c a tio n a s th e r e a r e s o m a ny s c h o o l s , c o lle g e s , un iv e r s itie s a nd l ib r a r ie s. Better medical facilities are available in towns, as there are so many big hospitals and dispensaries there which are not available in villages. In towns we can have more variety of goods including food and wearing articles. We can get the food of our choice at hotels and restaurants. There are thousands of shops in towns to cater to our needs. Thus, in certain ways, villages are better while in others, towns are better. Grade 9 English Teacher’s Guide 3 U Listening Skills n i t ʯ Activity 1.2 Listening and filling in the blank spaces. I Answers 1. …. o p e n a tm o s p h e r e. 2. … m u c h no is e …. 3. … e m p l o y m e nt a v e nu e s …. 4. … s e c u r ity s y s te m …. 5. …f o o d … w e a r ing …. ʯ Activity 1.3 Completing sentences based on the information in the passage. 1. I l ik e to l iv e in a to w n b e c a u s e I c a n g e t m o r e g o o d s to b u y. 2. I p r e f e r to l iv e in a v il l a g e to to w n b e c a u s e in a v il l a g e , th e r e are free spaces or fields for playing. 3. In v il l a g e s , th e r e a r e m o r e ta m e a nim a l s ( l ik e c o w s , d o nk e y s ) u np a v e d r o a d s , f o r e s ts , f a r m s a nd o th e r s. In to w ns , th e r e a r e m u s e u m s , c ine m a , h o s p ita l s a nd r o a d ne tw o r k s , a nd to o m a ny c a rs. 4. In v il l a g e s , th e r e a r e c h a l l e ng e s s u c h a s tr a ns p o r ta tio n a nd g e tting b e tte r h e a l th f a c il itie s. O n th e o th e r h a nd , in to w ns th e r e a r e c h a l l e ng e s l ik e g e tting f r e s h v e g e ta b l e s a nd f r e e s p a c e s. 5. In villages, we can find fresh vegetables, pure milk and natural food staffs; whereas in towns, there are better education, health f a c il itie s a nd m o r e e m p l o y m e nt o p p o r tu nitie s. ʯ Activity 1.4. Answering questions Possible answers 1. P e o p l e m ig r a te f r o m r u r a l to u r b a n a r e a s b e c a u s e th e y e x p e c t to g e t a b e tte r l iv ing ( o r f a c il itie s ) in u r b a n a r e a s. 4 Grade 9 English Teacher’s Guide  Listening Skills U n i 2. People in urban areas may face problems like housing, traffic t p r o b l e m s ( o v e r c r o w d ing ) , p o l l u tio n, j o b o p p o r tu nity , tr a ns p o r t, I e tc. Dear teacher! Students are expected to offer different answers to each of the questions; and there is no right or wrong answers. Allow students to provide answers freely to help them speak and reflect ideas from their experiences. Please tell them that they should also learn from their friends’ experiences, because they may have different experiences for they come from different areas. Please also appreciate their attempts. If you want to guide the students about their responses, please do it at the end of their attempts. 3. S a m p le p a ra g ra p h s a) T h e r e a r e a num be r of pr obl e m s pe opl e f a c e i nc itie s.F ir s t,l ivi ng in urban areas (or city life) may be difficult to people because th e ym a ynot ha ve e a s ya c c e s s t ohus ing.S uc hpe opl e m a ybe obliged to pay rents for houses, which are difficult for them. The pe opl e m a ynot ha ve a de qua te s a l a r yf or t he ir f oda ndhous ing. T h e ot he r pr obl e m s a r e a s s oc ia te dw ithl a c kof f a c il itie s t he y have expected when they migrate to urban areas. The difficulty oc c ur s due t ol a c kof m one y. T he t hi r dpr obl e m i s a s s oc ia te dw ith po l l ut ionw hi c hus ua l l yoc c ur s i nc itie s c om pa r e dt or ur a l a r e a s. T h e r e f or e ,w e c a ns a yt ha tl ivi ngi na c ityha s a l ot of pr obl e m s. b) L ivi ngi nr ur a l a r e a s ha s pr ob l e m s.O ne of t he pr obl e m s i s t he a b s e nc e or s hor ta ge of f a c il itie s pe opl e r e qui r e f or l ivi ng. T he pe opl e l a c k,f or i ns ta nc e ,j obs ot he r t ha nf a r m ing,a ndt r a ns por t and education facilities are not also easy to find. Moreover, rural pe opl e t oi l ve r ym uc hbe c a us e t he ydonot ha ve a nyot he r m e a ns of f a r m ingt ha nus ingt he ir oxe n. A s a r e s ul t,t he pe op l e m igr a te to c itie s f or a be tte r l if e w hi c ha l s ogi ve s t he m a bur de nt ot he ir l iv e s w hi c ha r e di s tinc tf r om t he t ype s t he yus e dt oha ve i nr ur a l a re a s. Grade 9 English Teacher’s Guide 5 U Reading Skills n i t Dear teacher! I The example paragraphs given above may not be adequate; so they should not be taken for granted as if they were the only paragraphs that could be developed. We advise you to allow students to write their own paragraphs, and then let them read them to class. If you find that it is time-taking to allow all to read their paragraphs, take a few students’ paragraphs as samples and let others peer-read their paragraphs for peer-feedback. When you listen to the students’ paragraphs, focus more on their ideas and try to give feedback (in the form of explanations) at the end about the grammar errors you heard students have committed repeatedly. Students might have difficulty in developing paragraphs. a) You need, therefore, to understand their problem from their paragraphs; so, give them some guideline about how they can write a paragraph giving them sample/s. b) Another alternative is you can give them some guideline about how they can develop the type of paragraph in the task given before they attempt writing the paragraph. c) For other types of paragraphs which are not related to the current task, you can give them guideline about the type of paragraph required in the task 1.2 Reading Skills ʯ Activity 1.5 Answering questions before reading the text. Dear teacher! The students will have a variety of responses for questions 1-3. Accept their responses with appreciation because the purpose of these questions is to help students augment their interest and stimulate their background knowledge in relation to rural and urban life. 6 Grade 9 English Teacher’s Guide  Reading Skills U n i Meanings of words included in number 4 t c om pe tition= c ont e s tf or s om e thi ng I m e tr opl ita n= c onne c te dt ol a r ge c ityl if e. pol l ut ion = di r tine s s r e s ide = tol ive i na c e r ta inpl a c e. ʯ Activity 1.6 Reading the passage: true/ false questions. 1. T r ue 5. T r eu 8. T r ue 2. T r ue 6. T r eu 9. T r ue 3. T r ue 7. T r eu 10.F a ls e 4. F a ls e ʯ Activity 1.7 Completing sentences. 1. It is no t e a s y to s h o p a r o u nd in th e m a r k e ts b e c a u s e they are usually crowded. 2. A g o o d l if e in a b ig c ity is a l m o s t im p o s s ib l e u nl e s s y o u are well settled. 3. In b ig c ity , e v e r y p r o d u c t ne e d s to b e a d u l te r a te d b e c a u s e o f o f h ig h r a te o f p o p u l a tio n a nd d e m a nd f o r r e s o u r c e s a r is e s. 4. T h e r e c r e a tio na l a c tiv itie s s ta te d in th e p a s s a g e inc l u d e g a r d e ns , a m u s e m e nt p a r k s , r e s ta u r a nts , o r c l u b s. 5. T h e m a in id e a o f p a r a g r a p h f o u r is d is c u s s ing th e d is a d v a nta g e s of city life such not getting natural food staffs or being forced to h a v e a d u l te r a te d f o o d s , p o l l u tio n a nd o th e r s. ʯ Activity 1.8 Asking and answering questions in sets A and B Grade 9 English Teacher’s Guide 7 U Reading Skills n i Dear teacher! t Students may give different responses, but possible answers are provided to I you as a guide below. Possible answers Question set ‘A’ S tude nt A : H ow l ongha ve youl ive di na c ity? Student B: I have lived in the city of Bahir Dar for five years. S tude nt A : Is i tgodr ba df or c hi l dr e nt ogr ow upi na c ity? S tude nt B : I thi nk, it is god f or c hi l dr e n to gr ow up in a c ity be c a us e the yc a nge tbe tte r s c hol ,he a l thf a c il itie s a ndot he r s. S tude nt A : W ha ti s t he be s tpa r tof l ivi ngi na c ity? S tude nt B : I thi nk, the be s t pa r t of l ivi ng in a c ity is ha vi ng god tr a ns por ta tions ys te m. S tude nt A : W ha ti s t he bi ge s tc ityi nour c ount r y? S tude ntB : Inour c ount r y ,t he bi ge s tc ityi s A di s A ba ba. S tude nt A : S houl dm or e or l e s s pe opl e l ive i nc itie s ? S tude nt B : I thi nk on bi g c itie s , l e s s pe opl e m us t l ive be c a us e the hous ingpr obl e m i s s til l t he r e. Question set ‘B’ S tude ntB : D oyul ike t ovi s itc itie s f or hol ida ys ? ‘‘ S tude nt A : Y e s ,onho l ida ys ,I l ike t oc itie s l ike B a hi r D a r ,D ir e D a w a a nd ot he r s. S tude ntB : W ha ti s t he w or s tpa r tof l ivi ngi na c ity? S tude nt A : I thi nk, the w or s t pa r t of l ivi ng in a c ity is hous ing a nd pol l ut ion. Student B: What are the differences between big and small cities? Student A: I think, the differences between big and small cities are many, but I c a n s ta te one. In bi g c itie s the r e a r e too m a ny pe opl e a nd c a r s , but in s m a l l c itie s the num be r of pe opl e a nd c a r s is not tha t m uc hbi g. S tude ntB : D oyul ike l ivi ngi na c ity? S tude nt A : N o, I do not l ike l ivi ng in a bi g c ity , b e c a us e the r e w oul d be congestions of traffic and population. 8 Grade 9 English Teacher’s Guide  Vocabulary Development U n 1.3 Vocabulary Development i t 1.3.1 Vocabulary from the reading passage I ʯ Activity 1.9 Matching the words in Column A with their meanings in Column B. 1. d 4.g 7.e 2. i 5.b 8.a 3. f 6.c 9.h 1.3.2 Phrasal Verbs Dear teacher! Students may have difficulty to understand what ‘phrasal verbs’ are. Please explain what they are and how they are formed with adequate examples. Some ideas about them are included in the students’ book. ʯ Activity 1.10 Sentence construction using phrasal verbs. Phrasal Meaning Example Verb a c tout P e r f or m s om e thi ng T he y acted outthe s tor yons ta ge. w itha c tions a nd ge s tur e s… a c ton T ot a ke a c tionbe c a us e T eh pol ic e w e r e acting ona t ipf r om of s om e thi ngl ike a ni nf or m e r a ndc a ught t he t hi e f. inf or m a tionr e c e ive.d a c tup B e ha ve ba dl yor T eh c hi l dr e nha ve be e n acting up s tr a nge ly. a ga in. a don Inc l ude i na T he r e f e r e e added on c a l c ul a tion. five minutes of inj ur y time. a dup T om a ke a T he a c c ount a nt added upt he t ot a l m a the m a tic a l t ot a l. e xpe ns e s. Grade 9 English Teacher’s Guide 9 U Grammar n i a im a t T ot a r ge t. T he s tudy aims ate xa m inings tude nts ’ t be ha vi or. I a l l ow f or Inc l deu s om e thi ngi na The teacher will not finish the lesson if pl a nor c a l c ul a tion. he allows for s tude nts ’ m is be ha vi or. a l l ow of M a ke pos s ibl e , pe r m it. T he r e gul a tionof t he s c hol allows of students’ right to ask for clarification. ba c ka w a y R e tr e a tor go T he s ol di e r doe s not s e e m t o back ab c kw a r ds. away from the fighting. ba c kdow n R e tr a c tor w ithdr a w T he m a n backs downhi s pos ition your pos itionor w he nhe nk ow s t he t r ut h. pr ops a l i na n a r gum e nt. ba c kup M a ke a c opyf Y o une e dt o back upyour w or k. c om put e r da ta or s om e thi ng. 1.4 Grammar In this Unit, students will learn about multiple grammar elements: tag questions, simple present, present continuous tenses, wh-questions using simple present and present continuous tenses, yes/no questions, and questions with auxiliary verbs. Dear teacher, you should provide different examples in each of them than the ones given in the students’ book. Since it may be confusing for them to study multiple grammar elements, your support for them to understand and use the different grammar elements is very much required. 1.4.1 Tag questions ʯ Activity 1.11 Giving the tag questions for the statements. 1. …,a r e n’ tyou? …,4. ha ev n’ tt he y? 6.…,doe s n’ the ? 2. ,doe… s s he ? …,5.i s n’ the ?.,7…i s n’ ti t? 3. …,i s i t? 10 Grade 9 English Teacher’s Guide  Grammar U n i t ʯ Activity 1.12 Underlining the tag questions. I Daniel is sitting alone in the field. He looks around and speaks to himself. “Birds a r e f r e e , a r e n’ t the y? They can fly at large, c a n’ t the y ? T he y a r e not the be s t of c r e a tions l ike m a n, a r e the y? M a n is the be s t c r e a tion of G od, is n’ t he ? H e cannot fly in the sky, c a n he ? B ir ds a r e a pa r t of o ur e nvi r onm e nt. B ut the y do not pol l ut e our e nvi r onm e nt, do the y ? It is m a n w ho pol l ut e s hi s e nvi r onm e nt, d oe s n’ t he ? W e s h oul d not pol l ut e our e nv ir onm e nt, s houl d w e ? O ur pe opl e a r e not e duc a te d. If the y a r e e duc a te d the y w il l be c om e c ons c ious , w on’ t the y ? O ur p e opl e m us t be e duc a te d, m us tn’ t the y ? O h! T he s un is a l r e a dy s e t. I a m l a te f or h om e , a r e n’ tI ? I ha ve t or e tur nnow , ha ve n’ tI ? Dear teacher! Please advise students to check their answers in pairs to the tag questions in the above paragraph. Activity 1.11 requires students to discuss each other how the tag questions in 1.10 are formed. Therefore, please advise them to discuss how the tag questions are formed. ʯ Activity 1.13 Adding tag questions 1.,w oul dn’ tyou? 4.…,w e r e t he y? 6.…,s houl dI ? 2…,di dn’ tt he ?y 5.…,i s n’ ti t? 7.…,ha ve n’ tI ? 3…,w il l he ? 1.4.2 Expressing habitual actions using the Simple Present Tense Dear teacher! Please help students understand the forms of the simple present tense based on the simple present verbs included in the paragraph. Grade 9 English Teacher’s Guide 11 U Grammar n i t ʯ Activity 1.14 Identifying the simple present verbs. I Paragraph M so t p e opl e ond ’ t l ike bugs , but D oc tor A s te r l ove s the m ! In f a c t, he r nic kna m e is D oc tor B ugs. H e ’ s a phot ogr a phe r a nd a n e ntom ol ogi s t. A n e ntom ol ogi s t s tudi e s ugsb. D oc tor A s te r ’ s f a vor ite bug is the a nt. S he goe s a l l ove r the w or l d to s tudy a nts.S he w a tc he s the m a s the y e a t, w or k, r e s t, s l e e p , a nd fight.S he ta ke s p hot ogr a phs of the a nts. S he l ie s on the gr ound w ith he r c a m e r a a nd w a its f or th e r igh t m om e nt. T he a nts a nd ot he r bu gs of te n bi te he r , but tha t doe s n’ t s top D oc tor B ugs.S he ha s a ni nte r e s tinga ndunus ua l j ob,a nds he l ove s i t! ʯ Activity 1.15 Deciding whether or not the verbs in bold are in their correct present form, and supplying the correct forms for the incorrect ones. H a og s is a m e c ha nic. H e knows a l ot a outb c a r s. H e works a t a ga r a eg. H e fixes c a r s a nd talks to c us tom e r s. T eh y ask que s tions a bout the ir c a r s. H a gos worksf r om 8: 0a.m.t 10:o 0a.m. ʯ Activity 1.16 Supplying the correct simple present forms of the verbs. 1. ha ve 6.go 1 1.ha s 2. go e s 7.goe s 12.ha s 3. go e s 8.doe s 13.goe s 4. ha ev 9.goe s 14.ha ve 5. ha ve 10.doe s 1.4.3 The Present Continuous Tense ʯ Activity 1.17 Underlining the present continuous forms of the verbs in the dialogue. 12 Grade 9 English Teacher’s Guide  Grammar U n Dialogue i t On the Telephone I M hao m m e d: H e l l o,c a nI s pe a kt oZ e l e k e ? Z e le ek : T hi s i s Z e l e ke ,w ho is s pe a ki ng ? M oha d: H m m e i,t hi s i s M oha m m e d. Z e le ke : H iM oha m m e d. W ha t a r e you doi ng ? M oha :d m m e W e l l ,I ’ m c oki ng di nne r. Z e le ke : W ha t a r e you c oki ng ? M oha m m e :d I ’ m ba ki ng s om e pot a toe s ,a nd boi l ing s om e c a r r to s. Z e le ke : I ts ounds de l ic ious. M oha :d m m e W ha t a r e you doi ng f or di nne r t oni ght ? Z e le ke : W e l l , I don’ tha ve a nypl a ns. M oha :d m m e W oul dyoul ike t oc om e ove r f or di nne r ? Z e le ke : O h,I ’ dl ove t o. T ha nks. M oha :d m m e G r e a t. Z e ine ba a nd M ul a ta r e a l s o c om ing. T he y a r e a r r ivi ng a t s e ve n. Z e l e ek : O k,I ’ l l be t he r e a ts e ve n,t o. M hao m m e d: O k,s e e yout he n.B ye. Z e l e ke : B ye. ʯ Activity 1.18 Using the Present Simple or Present Continuous to complete the dialogue. C ah l tu: ( 1) Do you travel a l ot t o H a w a s s a ? Z ina s h: Y e s ,but I ( 2) do not go a w a ya s of te na s m yda doe s. C ha l tu: ( 3) Does he often fly? Z ina s h: Y e a h,e ( 4) does. C ha l tu: ( 5) Does your m um us ua l l y stay a thom e w he nhe ’ s a w a y? Y e s , Z ina s h: bu t m y a unt S il e na t a nd m y c ous in A l e m ,u ( 6) come to uro hous e s om e tim e s a nd ( 7) spend tim e w ith us but K a s s a hun( )8 does not come ve r yof te n. C ha l tu: O h,w hynot ? Grade 9 English Teacher’s Guide 13 U Grammar n i Z ina s h: W e l l , f r om M onda y to F r ida y he ( 9) studies ha r d. S om e tim e s a t t w e e ke nds he ( 10) watches T V l a te a t night , but m y a nu t ( 1 1) does I not like tha t. C ah l tu: W ha tdoyut hi nkhe ( 12) is doing now ? I t’ s S nu da y. Z ina s h: M a ybe he ( 13) is sitting in hi s r om. H e ( 14) loves films, so p e r ha ps he ( 15) is watching one now. C ha l tu: W ha t a bout your a unt , Z ina s h? W ha t ( 16) is s he doing a t the m om e ntw he nhe r s oni s a thom e ? Z ina s h: I thi nk s he ( 17) is cooking be c a us e A l e m u( 18) likes e a ting s o m uc h. ʯ Activity 1.19 Supplying simple present or present continuous forms to express future action. 1. T h e y a r e g e tting m a r r ie d o n S a tu r d a y. 2. W h e n d o e s th e w e d d ing ta k e p l a c e ? 3. It ta k e s p l a c e o n S a tu r d a y. 4. B u t w h a t tim e d o e s it s ta r t? 5. T h e w e d d ing c e r e m o ny s ta r ts a t 1 1 o ’ c l o c k in th e A l l S a ints c h u rc h. 6. A r e y o u c o m ing ? 7. B u t I a m l e a v ing e a r l y in th e m o r ning , b e c a u s e m y d a d is g o ing to w o r k b y c a r.... 8. B y th e w a y , a r e y o u d o ing a ny th ing to m o r r o w m o r ning ? 9. It d e p a r ts a t 9. 3 5. Dear teacher! Students need to know when they can use the simple present and the present continuous tenses. Please give them explanations about the situations why they should select one of them in Activity 1.17. 14 Grade 9 English Teacher’s Guide  Grammar U n 1.4.4 Question Types i A. Wh- Questions t T h e w h - q u e s tio ns a r e f o r m e d b y u s ing w h o , w h a t, w h e r e , w h y , w h e n, I w h ic h , a nd h o w. L e a r n h o w th e q u e s tio ns a r e f o r m e d f r o m th e f o l l o w ing e x a m p le s. ʯ Activity 1.20 Answering wh-questions. Possible answers 1. S h e c o o k s fo o d. 2. M y f a v o r ite s p o r t is f o o tb a l l. 3. T h e r e a r e 1 1 p l a y e r s in a f o o tb a l l te a m ? 4. T h e a ns w e r f o r th is q u e s tio n is o p e n e nd e d. 5. People like to live in urban areas because they get different f a c il itie s. 6. P e o p l e l ik e to l iv e in r u r a l a r e a s b e c a u s e l if e is g o o d th e r e. 7. I l ik e th e E ng l is h l a ng u a g e m o s t. B. Yes/ No Questions T h e ‘ y e s / no ’ q u e s tio ns a r e f o r m e d b y u s ing th e ‘ d o v e r b s ’ ( d o , d o e s , id d ) , ‘ h a v e v e r b s ’ ( h a s , h a v e , h a d ) , a nd m o d a l v e r b s ( c a n, c o u l d , m a y , m ig h t, m u s t, o u g h t to , e tc. ). ʯ Activity 1.21 Giving answers to questions. 1. D o y o u l ik e y o u r E ng l is h l e s s o ns ? a) Y e s I, do. b) N ,Io ond ’ t. 2. D o y o u h a v e a g a r d e n? a) Y e s I, do. b) N ,Io ond ’ t. 3. A r e th e r e b ig b u il d ing s in u r b a n a r e a s ? Grade 9 English Teacher’s Guide 15 U Grammar n i a) Y e s t, he r e a r e. t b) N ,to eh r e a r e n’ t. I 4. Is th e nu m b e r o f s c h o o l s in u r b a n a r e a s m o r e th a n th o s e in r u r a l a re a s ? a) Y e s i, ti s. b) N ,io ti s n’ t. 5. D o e s a s tu d e nt in a r u r a l a r e a s c o r e e q u a l to th e o ne w h o is in u r b a n a r e a in s c h o o l l e a v ing e x a m ina tio n? a) Y e s ,he / s eh oed s. b) N ,heo / s eh oed s n’ t. 6. H a s th e te a c h e r g iv e n y o u a r e a d ing a c tiv ity ? a) Y e s ,he / s eh ah s. b) N ,heo / s eh ah s n’ t. 7. M u s t y o u c a l l h im a g a in? a) Y e s I, m us t. b) N ,Io m su tn’ t. ʯ Activity 1.22 Developing questions using ‘wh’, auxiliary’ or ‘modal verbs’ for the given answers. 1. W h e r e a r e y o u l e a r ning ? 2. D o y o u l ik e to l e a r n E ng l is h ? 3. C a n y o u s w im ? 4. W h e r e d o y o u l ik e to l iv e ? 5. W h a t d o e s s h e l ik e m o s t? 6. W h e re d o e s h e w o rk ? 7. M u s t th e y r e a d b o o k s to u nd e r s ta nd th e te ns e s m o r e ? 8. Is s h e a s tu d e nt? 16 Grade 9 English Teacher’s Guide  Grammar U n i t ʯ Activity 1.23 Selecting the appropriate wh-words(what, I where, when, why, who, how, how many) to form questions in Column A, and matching with answers in Column B. 1. Who is th a t b o y ? That’sFeleke, my friend. 2. Where a r e T e s f u a nd D il ne s a ? They are in Debre Tabor. 3. When d o y o u h a v e E ng l is h l e s s o ns ? On Monday and Friday. 4. How’s y o u r m o th e r , M o l l a ? She is fine, thanks. 5. How many r o o m s a r e th e r e in y o u r h o u s e ? They are six rooms. 6. What’s y o u r f a v o r ite h o b b y ? Dancing. 7. Why d o y o u r f r ie nd s l ik e G a y nt? Because it’s nice and peaceful. 8. What’s th e m a tte r W o r k u ? My foot hurts. ʯ Activity 1.24 Changing the sentences into ‘wh- questions’ and ‘yes/ no questions’ about the underlined words or phrases. 1. M r. L e l is a a nd M r s. T ir h a s h a v e g o t tw o c h il d r e n. 2. Y e s / no q u e s tio n: Do Mr. Lelisa and Mrs. Tirhas have two children? W h - q u e s tio n: How many children do Mr. Lelisa and Mrs. Tirhas have? 3. M e s e r e t is m y f a v o r ite a c tr e s s. Y e s / no q u e s tio n: Is Meseret your favorite actress? W h - q u e s tio n: Who is your favorite actress? 4. D a nie l is a s h o p k e e p e r. Y e s / no q u e s tio n: Is Daniel a shopkeeper? W h - q u e s tio n: What does Daniel do? Grade 9 English Teacher’s Guide 17 U Speaking Skills n i t 1.5 Speaking Skills I 1.5.1 Speaking activity based on the reading passage ʯ Activity 1.25 Speaking about the pictures using some verbs given. Dear teacher! Pictures of people with some household materials like TV are presented for students to help them speak about what they see using the verbs given. Therefore, the students will produce various types of accurate sentences. However, some model sentences that would serve for correcting students’ speaking are provided below. Therefore, please help students speak more using not only the given verbs but also using their own. This will help them have more practices for their speaking development. 1. S h e r e a d s h e r e x e r c is e b o o k. 2. S h e w a tc h e s T V p ro g ra m. 3. H e p l a y s f o o tb a l. 4. T h e y r e a d a b o o k to g e th e r. ʯ Activity 1.26 Speaking about why and why not they want to live in rural areas. Dear teacher! The purpose of this activity is to help students speak confidently on explaining why they choose something to do. The information they need for giving reasons for choosing or not choosing to live in rural areas are given in the table. Then, the students are only required to organize the ideas in a way that they can present them logically and coherently. Therefore, while there are various ways of presenting their ideas, the following sample presentations are given so that you can let them know what gaps they can work on. 18 Grade 9 English Teacher’s Guide  Speaking Skills U n Sample 1: Supporting rural life i t I l ike l ivi ng in r ur a l a r e a s b e c a us e the r e a r e s e ve r a l a dva nta ge s. F ir s t, the r e a r e I l o ts f r e e s pa c e s to us e f or pl a yi ng, ga r de ning, j ogi ng, e tc. In the r ur a l a r e a s you c a n a l s o ha ve your ow n pr iva te hom e w ith its c om poun d to l ive in. B e s ide s ,t he r e a r e be a ut if ul s c e ne r y a r ound a nd r e f r e s h your s e l f e a s il y. E ve n, the pa c e of l if e is s l ow e r a nd m or e r e l a te d. M or e ove r , m os t pe opl e l ive in c l os e c om m uni tie s a nd the y know e a c h ot he r. T he r e f or e , ge ne r a l l y , l ivi ng in r ur a l a r e a s gi ve s m uc h more benefits like having sufficient places, owning private home, inspiring with b e a ut if ul ge ogr a phya ndc r e a tings tr ongs oc ia l bonda ge. Sample 2: Ideas against rural life I do not l ike l ivi ng in r ur a l a r e a s be c a us e the r e a r e va r ious di s a dva nta ge s. F ir s t, you cannot find suitable road networks for moving from place to place. There is no hope f or publ ic tr a ns p or ta tion. Y ou do not a l s o ha ve s hops to buy gods. B e s ide s , the r e is no a c c e s s to be tte r he a l th c e nte r s. E ve n, the s c hol s a r e l oc a te d to o f a r f r om the c om m un itie s ’ s ur r oun d ing. M or e ove r , you c a nnot ge t pur e w a te r a nd e l e c tr ic ity. T he r e f or e , l ivi ng in r ur a l a r e a s is not a dvi s a bl e a s it c a us e s to l os e c om f or ta bl e r oa d ne tw or ks , m or e s hops , be tte r he a l th c e nte r s , s c hol s, p ur e w a te r a nde l e c tr ic ity. 1.5.2 Pronunciation: Rising and falling intonations Dear Teacher! Please note that some explanations on rising and falling intonations are given in the students’ textbook. If you think they need more you can give them additional notes from internet and get them practice on both intonation patterns. Some examples students will supple for each intonation is given. A rising intonation ( ) pattern w oul d be us e d m a inl y f or yes/no questions a nd question tags s how ing unc e r ta inty a nd r e qui r ing a ns w e r s. It invi te s the s pe a ke r t oc ont inue t a l ki ng. Grade 9 English Teacher’s Guide 19 U Speaking Skills n i t ʯ Activity 1.27 Practicing intonation in pairs. I Dear teacher! We understand that ‘intonation’ is difficult for the students to produce accurately in a ve r y s hor t tim e. P l e a s e e nc our a ge the m to pr a c tic e pr oduc ing the f ol l ow ing s e nte nc e s a nda dyour ow ns e nte nc e s of t he t ype s f or m or e pr a c tic e. 1. Y e s / no Q u e s tio n ( Q u e s tio ns th a t c a n b e a ns w e r e d b y ‘ y e s ’ o r ‘ no ’. ) D oyuknow your t e a c he r ’ s na m e ? H a ve youdne t he a s s ignm e nt? D oyuha ve a ny que s tion? 2. Q u e s tio ns ta g s th a t s h o w u nc e r ta inty a nd r e q u ir e a n a ns w e r W e ha ve a gr e e d, ha ve n’ tw e ? Y oune e dbr e a d, don’ tyou? Y ou’ r e a ne w s tude nt a r e n’ tyou? Falling intonation ( ) is c om m onl y f ound in w h- que s tions ( inf or m a tion questions), confirmatory question tags. ʯ Activity 1.28 Practicing intonation individually. 3. Wh - questions ( r e q u e s ting inf o r m a tio n. ) ( q u e s tio ns b e g inning w ith ‘ w h o ’ , ‘ w h a t’ , ‘ w h y ’ , ‘ w h e r e ’ , ‘ w h e n’ , ‘ w h ic h ’ , a nd ‘ h o w ’ ) W ha ti s oury na m e ? W och a na ns w e r t hi s que s tion? W osh e ep ni s It? 4. Question Tags that are statements requesting confirmation r a th e r th a n q u e s tio ns. H e i s s oc l e ve r ,doe s n’ t eh ? W e f a il e dt he t e s tbe c a us e w e di nd ’ tr e vi s e ,di d w e ? Itoed s n’ ts e e m t obt eh r ih m m uc ,doeh s it? 20 Grade 9 English Teacher’s Guide  Writing Skills U n i 1.6 Writing Skills t I 1.6.1 Constructing sentences ʯ Activity 1.29 Constructing sentences. Dear Teacher! Please note that the students can provide different sentences to explain why they choose or do not choose to live in a city. However, sample answers given below. Please also check whether or not each student gets correction from her/his partner. 1. I c h o o s e to l iv e in a c ity b e c a u s e th e r e a r e s e v e r a l g o o d th ing s s u c h a s tr a ns p o r ta tio n, h e a l th c a r e , p u r e w a te r , a nd b e tte r e d u c a tio n f o r a l iv ing. 2. I l ik e to l iv e in a c ity b e c a u s e in a c ity th e r e a r e l o ts o f r e c r e a tio na l a r e a s a nd r e s ta u r a nts. 3. I d o l ik e to l iv e in a c ity b e c a u s e in a c ity th e r e a r e no is e s a nd c r o w ne d p o p u l a tio n th a t th r e a te ns m y l if e. 4. I d o no t c h o o s e to l iv e in a c ity b e c a u s e th e r e s e v e r a l c h a l l e ng e s s u c h a s h o u s ing , p o l l u tio n, a nd ins e c u r ity. ʯ Activity 1.30 Constructing sentences and developing them into a paragraph. Sample sentences 1. I l iv e in a v il l a g e s u r r o u nd ing b y f o r e s ts a nd s tr e a m s. 2. Ia m h a p p y to l iv e in m y v il l a g e. 3. I can find several animals such as cows, donkeys, and goats for o u r m e a ns o f l iv ing. 4. T h e r e a r e l o ts o f f r e e s p a c e s f o r p l a y ing f o o tb a l l , r u nning a nd r e l a x ing. 5. In m y v il l a g e , th e r e a r e e l d e r s w h o s h o w m e w h a t to d o o r no t to d o to l e a d a b e tte r l if e. Grade 9 English Teacher’s Guide 21 U Writing Skills n i 1.6.2 Developing a paragraph t I ʯ Activity 1.31 Developing sentences into a paragraph ɩ Sample paragraph L iv ing in r u r a l a r e a g iv e s m e e no r m o u s s a tis f a c tio n. T h e f o r e s ts a nd s tr e a m s a r o u nd m y v il l a g e b e c o m e s o u r c e m y h a p p ine s s. T h e r e a r e also m a ny c o w s a nd p e ts th a t c a n b e u s e d f o r m y m e a ns o f l iv ing a be tte r l if e. Besides, th e r e a r e l o ts o f f r e e s p a c e s f o r p l a y ing f o o tb a l l , r u nning a nd r e l a x ing. Moreover, in m y v il l a g e , I h a v e e l d e r l y f a th e r s a nd m o th e r s w h o s h o w m e w h a t to d o o r no t to d o f o r l iv ing a h a p p y l if e. Generally, th e na tu r a l e nv ir o nm e nt, th e a nim a l s , th e s p a c io u s a r e a s a nd e l d e r l y c o nc e r ne d p e o p l e m a k e m y l if e d e l ig h te d a nd c o m f o r ta b l e in m y v il l a g e. 22 Grade 9 English Teacher’s Guide  U n i 2. Study Skills t Unit II (15 Periods) Learning Outcomes At the end of this unit, learners are expected to: ͬ listen to a variety of texts with medium level understanding and transfer information, ͬ interact in English medium in varied communication situations with comprehensible grammar, ͬ read medium level reading resources and comprehend contents, ͬ guess meanings of words using different clues, ͬ extend their vocabulary through collocations, ͬ use vocabulary during interaction appropriately, ͬ practice pronouncing intonations of auxiliary beginning and wh-questions accurately, ͬ select appropriate study skills and apply in learning vocabulary and other language skills, ͬ use connectors addition and sequence connectors with reasonable accuracy in communication, ͬ generate simple past and past continuous tenses accurately, and ͬ write accurate sentences, paragraphs and essays. Grade 9 English Teacher’s Guide 23 U Listening Skills n i t 2.1 Listening Skills II Dear teacher! Pictures on characterizing a good language learner are given in order to help students activate their background knowledge about learning English. Help students brainstorm on the various learning conditions or opportunities by getting them into pairs. ʯ Activity 2.1 Characterizing a good language learner. Possible answers (responses) 1. I think a good language learner can plan his/her time for study. 2. He/she can locate the learning resources. 3. In my view, a good language learner defines his/her learning goal, etc. Dear teacher! Below is the listening passage prepared for the students. Please try to audio- tape the passage, but if it is not possible to audio-tape, please read it twice with a moderate speed to the students so that they can answer the questions based on it. If you realize that the students haven’t understood you after you have read it twice, you can repeat your reading the third time. Study Skills Many studies about language learning ask the question: What makes a good language learner? There are some things that good language learners do and some things they do not do. Here are some of the most useful suggestions from studies. Learners, for instance, should not be afraid of making mistakes. People often get things wrong; so, good language learners should notice their mistakes and learn from them. Learners should do activities in groups. 24 Grade 9 English Teacher’s Guide  Listening Skills U n i t P e o p l e u s e l a ng u a g e to c o m m u nic a te w ith o th e r p e o p l e. A g o o d l a ng u a g e l e a r ne r a l w a y s l o o k s f o r o p p o r tu nitie s to ta l k w ith o th e r s tu d e nts. T h e y II s h o u l d a l s o m a k e no te s d u r ing e v e r y c l a s s. N o te s h e l p y o u to r e m e m b e r ne w l a ng u a g e. L o o k a t y o u r no te s w h e n y o u d o y o u r h o m e w o r k. A no th e r im p o r ta nt th ing l e a r ne r s s h o u l d d o is u s e l a ng u a g e u s ing a d ic tio na r y. G o o d l a ng u a g e l e a r ne r s o f te n u s e d ic tio na r ie s to c h e c k th e m e a ning o f w o r d s th e y d o n’ t k no w. T h e y a l s o m a k e th e ir o w n v o c a b u l a r y l is ts. D o y o u th ink th e r e a r e a l s o o th e r th ing s s tu d e nts s h o u l d d o to l e a r n a ne w l a ng u a g e , s u c h a s E ng l is h ? Y e s , th e y s h o u l d a l s o th ink in th e l a ng u a g e yo u ’ r e l e a r ning o u ts id e th e c l a s s r o o m. W h e n y o u ’ r e s h o p p ing o r w a l k ing do w n th e s tr e e t, r e m e m b e r u s e f u l w o r d s a nd p h r a s e s. S o m e tim e s , w h e n yo u ’ r e a t h o m e , s a y ne w w o r d s to p r a c tic e y o u r p r o nu nc ia tio n. L e a r ne r s s h o u l d a l s o e ng a g e in e x tr a p r a c tic e. T h e y s h o u l d te s t a nd im p r o v e th e ir l a ng u a g e , r e a d ing a nd l is te ning s k il l s w ith s e l f - s tu d y m a te r ia l. B e s id e s , th e y h a v e to im a g ine th e m s e l v e s s p e a k ing in th e l a ng u a g e. M a ny g o o d l a ng u a g e l e a r ne r s c a n s e e a nd h e a r th e m s e l v e s s p e a k ing in th e l a ng u a g e. T h is h e l p s th e ir m o tiv a tio n. A b o v e a l l , th e y h a v e to e nj o y th e p r o c e s s o f l e a r ning. G o o d l a ng u a g e l e a r ne r s h a v e f u n w ith th e l a ng u a g e. W a tc h a TV series or film, listen to songs, play video games or read a book. It’s ne v e r to o l a te to b e c o m e a g o o d l a ng u a g e l e a r ne r. Adapted from www.britishcouncil.org/learnenglish ʯ Activity 2.2 Listening to the text and answering questions. 1. S h o u l d n’ t b e a f r a id o f m a k ing m is ta k e s 2. a ). no tic e th e ir m is ta k e s a nd l e a r n f r o m th e m. b ).doa c tivi tie s i ngr oups c ) m. a ke not e s / r e f e r t odi c tiona r y 3. u s e f u l w o r d s a nd p h r a s e s..4 w he nt he ye nj oyt he rp oc e s s of l e a r ninga nds pe a kt he l a ngua ge Grade 9 English Teacher’s Guide 25 U Listening Skills n i t ʯ Activity 2.3. Answering questions II 1. H o w o ne s tu d ie s h is / h e r s u b j e c ts ? I m a ek not e s ; I a s kf r ie nds f ro eh l p; I r e f e r t oa di c tiona r y; a ndI f ru the r r e f e r t obks i nt he l ibr a r y ,e tc. 2. I tr y to g e tm e a ning s o f w o rd s fro m th e c o nte x ts th e y a r e u s e d , o r Ir e f e r to th e d ic tio na r y. I m a y a ls o a s k m y te a c h e r o r m y f r ie nd s fo r m e a ning s o f w o rd s. S o m e tim e s , I a l s o g o o g l e o r s u r f th e inte r ne tf o r m e a ning s o f w o rd s. Dear teacher! Students might give almost similar kinds of answers to the questions in the textbook. In case there are important points they haven’t stated, please supply the missing points at the end. Beyond the expected answers to the questions, you can also extend the questions so that the students can give the advantages of the answers they have given. This will provide them with the opportunity to reason out ideas and develop their speaking ability. 3. S a m p le p a ra g ra p h When I am asked to do tasks with a friend or friends, I usually contribute ideas about the issue we discuss. If we are more in number in the group, we will choose a chairperson to lead us and a secretary to jot down all that we discuss. Then, we contribute ideas from our experiences in relation to the point of discussion. What we do in our discussion is raise any points freely, argue on the raised points and agree at the end. The main thing we do is we argue, understand each other and make decisions together. If we get difficulty in our decision, we may raise the point to whole class for further discussion. This is what we do when we accomplish tasks together with my partners. Dear teacher! The example paragraph given above may not be adequate; so it should not be taken for granted as if it were the only paragraph that could be developed. We advise you to allow students to write their own paragraph, and then let them read it to class. If you find that it is time-taking to allow all students to 26 Grade 9 English Teacher’s Guide  Reading Skills U n read their paragraphs, take a few students as samples and let others peer- i read their paragraph for peer-feedback. When you listen to the students’ t paragraphs, focus more on their ideas and try to give feedback (in the form of II explanations) at the end about the grammar errors you heard students have committed repeatedly. Students might have difficulty in developing paragraphs. a) Y oune e d,t he r e f or e ,t ounde r s ta ndt he ir pr obl e m f r om t he ir pa r a gr a phs ; s o,gi ve t he m s om e gui de l ine a bout how t he yc a