Grade 12 English Textbook PDF

ENGLISH ENGLISH ENGLISH STUDENT TEXTBOOK STUDENT TEXTBOOK STUDENT TEXTBOOK GRADE 12...

ENGLISH ENGLISH ENGLISH STUDENT TEXTBOOK STUDENT TEXTBOOK STUDENT TEXTBOOK GRADE 12 GRADE 12 C D B Vocabulary Speaking Language A Focus E Listening Grammar F GRADE 12 FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA MINSTRY OF EDUCATION FDRE MINSTRY OF EDUCATION MOE  Take 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 ideas to help 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 person. 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 STUDENT TEXTBOOK GRADE 12 Writers: Berhan Demeke (Phd) Hailu Wubshet (Phd) Editors: Eshete Kassaye (Phd) (Content Editor) Wube Kassaye (Phd) (Curriculum Editor) Kebede T/Michael (Phd) (Language Editor) Illustrator: Biruk Wedajo (Msc) Designer: Birhane Bekele (Msc) Evaluators: Solomon Worku Megra (PhD candidate) Hamid Mustefa (MA) Badima Belay (PhD) Mohammed Hassen (PhD candidate) F E D E R A L D E M O C R AT I C R E P U B L I C HAWASSA UNIVERSITY OF ETHIOPIA M I N I S T RY O F E D U C AT I O N First Published August 2023 by the Federal Democratic Republic of Ethiopia, Min- istry of Education, under the General Education Quality Improvement Program for Equity (GEQIP-E) supported by the World Bank, UK’s Department for Internation- al Development/DFID-now merged with the Foreign, Common wealth and Devel- opment Office/FCDO, Finland Ministry for Foreign Affairs, the Royal Norwegian Embassy, United Nations Children’s Fund/UNICEF), the Global Partnership for Ed- ucation (GPE), and Danish Ministry of Foreign Affairs, 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 textbook 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 ex- pressed in the Federal Negarit Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring Rights Protection. The Ministry of Education wishes to thank the many individuals, groups and other bodies involved – directly or indirectly – in publishing this Textbook. Special thanks are due to Hawassa University for their huge contribution in the development of this textbook in collaboration with Addis Ababa University, Bahir Dar University and Jimma University. Copyrighted materials used by permission of their owners. If you are the owner of copyrighted material not cited or improperly cited, please contact the Ministry of Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa Ethiopia. Printed by: GRAVITY GROUP IND LLC 13th Industrial Area, Sharjah, UNITED ARAB EMIRATES Under Ministry of Education Contract no. MOE/GEQIP-E/LICB/G-01/23 ISBN: 978-99990-0-003-1  Table of Contents Unit 1: Sustainable Development  1 1A. Listening Skills 1 1B. Speaking Skills 5 1C. Reading Skills  8 1D Vocabulary Skills 14 1E. Grammar Skills  16 1F. Writing Skills 20 Unit 2: Time Management 24 2A Listening Skills 24 2B Speaking Skills 27 2C Reading Skills 29 2D Vocabulary Skills 36 2E Grammar 40 2F Writing Skills  47 Unit 3: Evidence on Traffic Accident  54 3A Listening Skills  54 3B Speaking skills  58 3C Reading Skills  59 3D Vocabulary Skills  65 3E Grammar Skills 66 3F Writing: Narrative Essay 70 Unit 4: Natural Resource Management 74 4A Listening Skills 74 4B Speaking Skills  77 4C Reading Skills  84 4D Vocabulary Skills 90 4E Grammar Skills  93 4F Writing Skills  96 Unit 5: Mechanized Agriculture  103 5A Listening Skills 103 5B Speaking Skills 107 5C Reading Skills  109 5D Vocabulary Skills 115 5E. Grammar Skills  117 5F: Writing Skills  123  Unit 6: Green Economies 128 6A Listening 129 6B Speaking Skills  133 6C Reading Skills  139 6D Vocabulary Skills 146 6E Grammar Skills 149 6F Writing Skills 151 Unit 7: National Pride  158 7A Listening Skills 158 7B: Speaking Skills 162 7C: Reading Skills 164 7D: Vocabulary Skills  170 7E: Grammar Skills  172 7F: Writing Skills  177 Unit 8: Telemedicine  180 8A Listening Skills 180 8B Speaking Skills 183 8C Reading Skills 189 8D Vocabulary Skills 198 8E. Grammar Skills 204 8F Writing Skills 212 Unit 9: Conflict Management  215 9A Listening Skills 215 9B Speaking Skills  219 9C Reading Skills 222 9D Vocabulary Skills 226 9E Grammar Skills...............  228 9F Writing Skills 234 Unit 10: Robotics  243 10A Listening Skills 243 10B Speaking Skills 246 10C Reading Skills 247 10D Vocabulary Skills 252 10E Grammar Skills 255 10F Writing Skills  259  UNIT 1 Sustainable Development Objectives By the end of unit one, you will be able to: comprehend listening texts; reorder incidents; skim a text to tell the main idea of the text; identify detail information; connect the text with their real life experience; discuss in pairs or a small group on a given topic; make a public speech on a given topic; guess meaning from the given context; solve verbal reasoning questions; identify common expressions of comparison and contrast; correct sentence fragments; identify organization of a paragraph; and write paragraphs comparing and contrasting things. 2 1A. Listening Skills 1A.1 Listening Text A: Development Projects in Addis Ababa V Activity 1.1 I. You are going to listen to a news report on projects in Addis Ababa. Work in small groups and discuss the following. 1. What is a development project? 2. Look at the pictures below and share your opinion about the advantages and the destructions these projects may cause. E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 1 UNIT 1 Sustainable Development 3. Are there any projects in your area? What are their contributions or damages to the environment/ the people? 1. 2. 3. 4. II. Listen to the text and choose the correct answer for the following questions. 1. What is the news about? a. Development projects b. The commissioners report 2. The news is reported by a. The city administration office b. Ethiopian Herald 3. When was the national reform introduced according to the news? a. 1991 b. 2018 4. According to the commissioner, a feasibility study was conducted a. To find out the extent to which the projects benefit residents b. To find out the cost of the projects 5. According to the information in the text, the senior economist has noted that a. similar projects should be strengthened b. the projects are costly and inefficient 2 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 III. Complete the statements with correct words from the listening text 1. Addis Ababa city projects will invite investors in ______________ and ____________ industry. 2. Two development sectors, _____________ and _________, are boosting in Addis Ababa city. 3. The city administration has also planned to build __________ and _____________ 4. Likewise, the construction of ___________ will benefit Ethiopian and IGAD member states 5. As a result, Addis Ababa is named as ________________ next to New York and Geneva 6. Building of parks would also make the city meet ______________ 7. A senior economist also suggested to encouraged citizens develop ____________, _______________ and _____________ IV. Work in a small group and plan a development project. 1. Plan development projects you wish to have in your village/town/city. 2. Explain how the projects will benefit the people in your village/town/ city. 3. Then, one of you will present your project to the class. 1A.2 Listening text B: Innovation for Business and Development V Activity 1.2 I. You are going to listen to a text about innovation and development. 1. The following words are found in the text you are going to listen to. Work with a partner and learn the meaning of the words. a. demise b. stakeholder c. unconventional d. stagnate e. prototype 2. Discuss with a partner what innovations mean to you and give examples. Share your answer with the whole class. 3 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development II. Listen to the text and say whether the following statements are “TRUE” or “FALSE” 1. The speaker argues that businesses will not progress and survive if humans do not devote themselves to innovations. 2. Incremental innovation involves a series of small changes. 3. Disruptive innovation involves a change that has an impact on the existing market. 4. A move from simple invention to a complex one is an example of radical innovation. 5. Architectural innovation relates to the complete restructuring and development. 6. The evaluation stage is when you think about exactly how to implement your ideas. 7. Radical innovation can lead to the death of existing markets. III. Put the stages of innovation in the right order as they appear in the listening text. 1. Get support for your idea 2. Experiment and test your idea 3. Implement your idea 4. Generate an idea and create a plan or proposal 5. Evaluate your idea and adapt it if necessary The right order is _______, _______, ________, ________ and _________ IV. Work in small groups and discuss the following. Then, join another group and share what you have listed. 1. Which innovation do you appreciate most? Why? 2. List down the innovations in 21st century and explain their contribution to human development. 4 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 y 1B. Speaking Skills 1B.1 Pronunciation V Activity 1.3 Most recurring sounds (plural morpheme /iz/ , /-s/, /-z/ and past morpheme /-t/, /-d/, /-id/) I. Below are some of the very common words. Put them in the right box to show the function and pronunciation of the affix /-s/. The first row has been completed for you. buses, words, watches, plays, Alice’s, Mikes, Mary’s, objectives, stops, packs, plans, jobs, develops, calls, rises, boys, cats, It’s, he’s, finishes , boxes, goals /-s/ /-z/ /-iz/ regular plural nouns books trees faces third person singular possessive noun Contractions II. Study the pronunciation of the words given in the box and put them in the boxes to indicate the correct pronunciation of the suffix ‘-(e)d’. watched , finished, fixed, kissed, talked, stopped, laughed, planned, dreamed, called, appeared, loved, agreed, cried, , invited, wanted, expected, ended, decided., needed /-t/ /-d/ /-id/ watched stayed needed 5 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development Note: In English, the suffix ‘-s’ is used to mark plural in nouns, singular forms of verbs, possessiveness or contracted forms. However, it is pronounced differently. Follow the examples. Example: buses /-iz/ texts /-s/ bags /-z/ Pronunciation tips: If words end in /s/, /t∫/, /dʒ/, /z/, / ∫ /, /ʒ/ sounds the ‘_s’ is pronounced as /-iz/. If words end in /b/, /d/, /g/, /l/, /m/, /n/, /ŋ/, /r/, /D/, /ò/, /v/ sounds the ‘s’ is pronounced as /-z/. If words end in /f/, /k/ /p/, /t/, /θ/ sounds the ‘-s’ is pronounced as /-s/ Past morpheme /-d/: In English, regular verbs take the suffix /-(e)d/ to mark past tense. Past morphemes added to regular verbs –d, or -ed are pronounced as /-t/, /-d/ or /-id/. Pronunciation Tips: There are three simple rules that help to pronounce past morphemes correctly. If the verb base ends with a voiceless sound, /p/,/ f/,/ k/,/ s/,/ sh/, /ch/,/ th/ then the ending –ed sounds like “t”. If the verb base ends in a voiced sound,/ b/, /v/, /g/, /z/, /j/, /th/, /l/, /m,/ /n/, /r / then the ending –ed sounds like “d”. If the verb base ends in a “t” or “d” sound then the ending sounds like “id” or “ud”. 1B.2 Pair Discussion V Activity 1.4 I. Work with a partner and list down common expressions of comparing and contrasting. Examples: however, but, similarly, as well as, … II. Discuss with your partner about ‘growth and development.’ Use expressions of comparing and contrasting in your discussion. Take note of the points of your discussion. Then, you will use them for the public speaking. You can use the following question to start with the discussion and proceed in a form of question and answer. 6 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 a. What is the meaning of each word? b. Are they the same or different? c. How are they expressed in real life? Give concrete examples? d. What are the measurements? Example: A: what is the meaning of the word “development” and “growth?” Do you think they are synonyms? B: Well,… I do not think they are synonyms. 1B.3 Public Speaking V Activity 1.5 I. Work with a partner and revise the steps and structure of public speech II. The topic for your public Speech is “Growth Vs Development” Work individually to prepare a speech on the topic and present to the whole class. Consider the points you have raised during the previous pair discussion. I. Steps in public speech Step I: select a topic Step II: prepare your speech Step III: practice Step IV: present Organization of the speech There are three parts of a public speech (introduction, body and conclusion) i. Introduction – is the beginning of the speech where you have to introduce yourself, the topic that you will speak on and gather the audience’s interest. ii. Body – is the main part of the speech that contains all supporting details and facts about your topic. Here it is important to use connecting words (for example, though, on the other hand, similarly, first, in conclusion, to summarize, etc. ) to present your points in a logical order and maintain coherence. iii. Conclusion - Summarize your main points and restate the purpose of the speech. 7 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development 1C. Reading Skills 1C.1 Reading text A: Ethiopian Communities Mobilize to Support Conservation and Economic Development V Activity 1.6 I. You are going to read a news article entitled “Ethiopian Communities Mobilize to Support Conservation and Economic Development”. Before reading the article, work with a partner and answer the following questions. 1. Do you read Newspapers, Magazines or Journals? Why/When? II. Read the news article given below and answer the following questions. 1. Name the different parts on the newspaper. 2. What is the headline? 3. What does the heading imply? 4. Where do you find the thesis statement? 5. What does the thesis statement say? 6. What do you understand from words such as mobilize, support, conservation and development? 7. In what contexts could these words be used? Give examples. III. Say True or False to the following statements according to the article. 1. The members are selected for their experience and trustworthiness to the community. 2. The committee monitors the projects and bridge communication between ESTA and the local government. 3. Adaba-Dodolla forest dwellers’ association organized experience sharing visit for the committee 4. ESTA gave training on concept of community conservation and methods of conservation for the committee. 5. The project will strengthen the long term institutional capacity of the community on biodiversity conservation. 8 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 IV. Answer the following questions quickly and then compare your answers with a partner. 1. What is the main objective of The Ethiopian Sustainable Tourism (EST) project? 2. What are the areas selected for conservation project in Ethiopia? 3. Who funds the project? 4. How many members were included in the committees? 5. When were the committees established? 9 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development V. Work in pairs and give brief answers to the following questions. 1. The major functions of the CCA management committees are to present a cohesive voice for their respective area. What does present cohesive voice to their area mean? (para 1) 2. Community mobilization….will ensure that communities have a strong voice advancing their common vision, throughout the project and beyond. (last para) What does advancing their common vision throughout the project and beyond mean? VI. Work in small groups and discuss the following questions. Write a short report and read it to the whole class. 1. Who is responsible to sustain and preserve natural resources for the next generation? Government or the community? 2. How does the involvement of the community strength natural resources conservation projects? 3. Nine member committees were elected from the cross section of each community incorporating youth groups, village elders, fishery groups, crafts associations, women’s groups, and peasant association leaders. (para 2). Why do you think the members of the committee are selected from such groups of people? 4. There is only one woman among the nine committee members. Do you think that is appropriate? Does the committee represent the society well, how? 1C.2 Reading text B: Reading for Detail V Activity 1.7 You are going to read a text about the challenges in implementing sustainable development goals in Ethiopia. I. Before reading the text, discuss the following questions within small groups and share the answers with the whole class. 1. What do you understand by Sustainable Development (SD) and Sustainable Development Goals (SDGs)? 2. What do you think are challenges of implementing the SDGs in our country? 3. Check if your answers to questions 1 and 2 match points mentioned in the reading text. 10 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 II. Read the text individually and put a (√) if the statement is correct or an (×) mark if the statement is wrong depending onthe reading text. Give evidence from the text. (√) or Evidence Statements (×) (para. no.) 1. The Millennium Development Goals had lessons for the Sustainable Development Goals 2. SDGs aspire equity in human development 3. To achieve sustainability, integration should be the basic constituent of the development goals 4. Ethiopia is highly involved in economic development projects but has failed to control their negative impacts 5. Environmental protection is a high priority in Ethiopia 6. There is adequate synergy between international and national institutions. 7. In Ethiopia, communication between different development agents is a problem. 8. Environmental Impacts Assessment system is well established in all responsible sectors in Ethiopia. 9. Institutional authorities and their respective consultants exhibit poor competence. 10. Ethiopian government should revise its ‘Economy-First’ plan. III. Read the text and identify the challenges and the solutions recommended 1. Challenges a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ d. _________________________________________________________ 11 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development 2. Solutions a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ d. _________________________________________________________ Challenges of SDGs in Ethiopia With the expiration of the MillenniumDevelopment Goals (MDGs) which guided global development till 2015, the SustainableDevelopment Goals (SDGs) have been adopted as a more comprehensive and feasibleapproach to the development of nations. The world has committed to 17 integrated SDGs to keep the development of nations on a growing path. This ambitious and transformative agenda has a lifespan of fifteen years, terminating in 2030. It is an intensified development initiative that embodies universal aspirations for achieving a better, more just, equitable, peaceful and sustainable future. Thus, the achievement of the 2030 Agenda will definitely requires the participation of all stakeholders. In Ethiopia, as shown in the analysis of its development laws, one can understand that there is an enabling environment to collaborate and promote sustainable development. The constitutional support, government initiated development projects and growing interest in environmental conservation can be mentioned as a move towards the goals. However, there are a number of factors that have slowed down or held back the full realization of the agenda. For example, the FDRE Constitution promotes the adoption of a viable model and legal framework for sustainable development, but there seems to be lack of strong political commitment to fully implement existing laws. There are also legal gaps that limit the practicality of the envisioned goals. Two legal gaps that can be mentioned in this regard are the absence of supplementary laws and lack of regulations that support environmental impact assessment system. As the declaration on sustainable development is not supported by supplementary laws, there is a problem of delineating the boundary in which stakeholders can operate. Additional opportunity for effective implementation is missed, as there are no sectorial laws that provide opportunity to mainstream environmental impact assessment systems. This is irrefutable evidence that there is a weak political will in protecting the environment. 12 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 Ethipian government is also highly involved in economic activities that aim at alleviating poverty. However, this is done without considering the adverse effect inflicted as a result inclining towards one of the pillars of sustainable development. Sustainable development can only be realized when the three pillars of development namely, economic, environment and social aspects are given equal emphasis. Nevertheless, what is observed in Ethiopia is a commitment to promote investment and other development projects at the expense of environmental protection. Thus, prioritizing one pillar of development over the other has become the other challenge for realizing SDGs. The institutions that are working on sustainable developmen also lack synergy and that is the other challenge. Achieving sustainable development, particularly the SDGs, is possible only with synergy at international and national levels. That is why, the 2030 agenda put revitalizing partnership and interconnections as cornerstones for the realization of SDGs. However, the global dedication for SDGs is not very encouraging, as a number of commitments on trade, aid, investment, and financing the Least Developed Countries have not been significantly met. In Ethiopia, too, lack of synergy is discovered as a cross-cutting issue, as the environmental agencies have not yet developed good communication culture among themselves. Seen from the perspectives of having qualified consultants and responsible institutions, the existing institutional capacity is weak and poses another challenge. First, most consultants in the country are not well qualified to carry out Environmental Impact Analysis and report it effectively. Besides this, there are consultants who are ready to compromise their responsibilities to their clients’ interest. Likewise, most government offices place themselves at a higher level and do not want to become accountable to Environmental Protection Authority, and this prevents the authority from regulating the activities of these offices. To conclude, the challenges seizing the full implementation of sustainable development need to be vigorously addressed. There should be a strong political will to enact existing laws and to draft sectorial laws. Then, the implementors should be empowered to fully employ the laws. Besides, institutions such as environmental agencies and investment authorities should pay equal attention to pillars of SDGs. These institutions are also required to be committed and accountable to their actions. Adapted from Journal of Sustainable Development Law and Policy (December, 2018) 13 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development IV. Work in small groups and discuss the following questions. Your group secretary will present your points to the class. 1. How do you evaluate the concept in paragraph three in relation to the situation in Ethiopia today? Are there some changes? 2. Why do you think the collaboration and synergy of different bodies needed for effective implementation of SDGs. Š 1D Vocabulary Skills 1D.1 Contextual Meaning V Activity 1.8 Below are words taken from the reading text B. I. Match the words with the appropriate contextual meanings given on the right column. Check your answers with a partner. 1. comprehensive a. holding the move back 2. interconnections b. put responsibilities under dishonorable position 3. conservation c. linking view for independent and separate entities 4. intensified d. putting an issue center/ part in the plan 5. compromise e. broader in content and scope 6. cross-cutting f. combined or cooperative action/ force 7. mainstream g. line or connection to working together 8. seizing h. made more stronger and amplified 9. consistent i. protection and careful management of environment 10. synergy j. holding steadily to the principles 1D.2 Text Completion Using the Correct Form of the Words V Activity 1.9 I. Use the appropriate form of the following words to complete the text below. comprehensive interconnections conservation seizing intensified compromise cross-cutting mainstream consistent synergy 14 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 COVID-19 and SDGS The 2030 Agenda for Sustainable Development is a 1. __________ plan, where Goals have positive or negative 2. ___________ between them. The global pandemic has highlighted the indivisible character of the 2030 Agenda and 3._________ the interconnection between the SDGs. Understanding these interactions can play a role for 4.__________ policy actions. The SDGs 5. _________can take place in different ways. Also, these interactions can be more visible through genuine case observations. Due to the consequences of COVID-19 pandemic the linkages between the most affected SDGs are intensified. Currently, the emerging areas of challenges for the implementation of SDG are Health & Well-Being, Quality Education, Economic Growth, and Environment 6. __________. Although several SDGs are affected more than others, their interconnectedness influences the progress on others 7. ____________ the overall progress of the 2030 Agenda. On the other hand it is important to 8. ___________ the opportunity of a positive trend on behavior change as a result of the pandemic towards more sustainable life styles. Citizen’s awareness is increasing regarding the importance of sustainability and of balanced ecosystems for health and wellbeing. 9. ___________ health issues in every development projects is a very basic move. For example, many cities around the world are taking 10. ___________ measures for non-motorized transport alternatives to solve air pollution issues and promote physical exercises. 1D.3 Verbal Reasoning Exercise V Activity 1.10 Verbal reasoning assesses the ability to reasonably answer questions in words. The learners read given information, process the information, form a theory, and evaluate the outcome. When a verbal reasoning assessment is made, the questions will dig deeper into the meaning of a story, going beyond the gist. Then, the learners declare their position by saying/writing “TRUE”, “FALSE” OR “NOT GIVEN” depending on the information in the text. 15 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development A – True (the statement follows logically from the information or opinions contained in the passage). B – False (the statement is logically false from the information or opinions contained in the passage). N-Not given (If information in the text does not help to make decision on the issue) I. Write “True”, “False” or “Cannot say” to the following statements based on the text 1. The global pandemic has made the SGDs more divided. 2. The success or failure of one development goals will not be affected by the other. 3. Behavioral change is one of the strategies to fight COVID-19. 4. Citizen’s knowledge about healthy life has also increased due to the pandemic. 5. Alternative measures are being taken to sustain the wellbeing of the environment. 6. Developing nations are more affected by the pandemic. 1E. Grammar Skills 1E.1 Cohesion: Using Comparing and Contrasting Devices V Activity 1.11 I. Use the appropriate comparing and contrasting words to complete the dialogue given below. similar to, in comparison to, but, even if, though, look like, like, as…as, similarly, in contrast, however, and, yet, even though A. I’m applying for a job in an Environmental Protection Agency in Tanzania. B. Are you? My father used to live there. I was there with him 1.__________ I did stay long. A. Really! B. Yeah, it was really interesting. I liked everything. 2.________ the weather was difficult. A. How? 16 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 B. Well, we were on the coast, in Dares Selam. It was very hot and humid all the time. It was probably 3. __________ Afdera in Afar Region. A. And the people, do they have a culture 4.____________ ours? B. They are very nice 5. _________ the culture is different. Masai people look wonderful; they 6. _______________ us. A. How do they look? B. They are very tall. They are 7. _________ tall _________ the people in Gambella. They wear the most amazing colored beads, in their hair, round their necks, on their arms and legs. 8. ________the unmarried men must look so colorful. They put red mud in their hair. They’re a magnificent sight. A. I suppose you went on safari when you were there 9.__________ the time was short. B. Yes! I loved it. It was exciting. We went to the Serengeti Plain. The environment was well preserved; people sometime troubled the animals,10 _____________. A. I think it is 11. __________ here in this regard. It is one of the areas that challenged the development of the country. B. Actually, it is worse here in the national parks of Ethiopia.12, __________ there are laws and regulation, peoples know very little about them. A. You are right, people usually act 13______________ what the law says. B. Hope the parks in Addis Ababa last longer in the 14_________ status they have today. 15 _________ it takes time, citizen will gradually learn how parks contrib- ute for the development. II. Use the appropriate cohesive devices (comparing/ contrasting) to link the ideas in the pair of sentences below. 1. a. Agenda 2020 is an exceptional project. b. There are challenges that will hold it back from its full realization. 2. a. Ethiopia has development laws. b. The implementation is slow due to several factors. 3. a. FDRE promotes strong sustainability model and enabling environment for the implementation SDGs. b. The world is committed to 17 integrated SDGs. 4. a. Weak institutional capacity is a big challenge to implement SGDs. b. The legal gaps are challenges to implement SDGs. 17 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development 5. a. Development agencies do not pay equal attention to environmental and social pillars. b. Sustainable development will be achieved if all the pillars are given equal attention. Language tips about the cohesive devises of contrasting and comparing: i. Although, eventhough, inspite of and despite are all used to link two con- trasting ideas. They can all be used at the beginning or in the middle of the sentence. Example: Despite the rain, we enjoyed the festival. We enjoyed the festival despite the rain. The main difference between although, even though, in spite of and despite is that they are used with different structures. ii. in spite of / despite After in spite of and despite, we use a noun, gerund (-ing form of a verb) or a pronoun. Example: They never made much money, in spite of their success. In spite of the pain in his leg, he completed the marathon. Despite having a headache, I had a great birthday. The train was cancelled. In spite of that, we arrived on time. It is common to use in spite of and despite with the expression the fact that, fol lowed by a subject and verb. Example: In spite of the fact that he worked very hard, he didn’t earn enough. Despite the fact that he worked very hard, he didn’t earn enough. iii. although / even though After although and even though, we use a subject and a verb. Even though is slightly stronger and more emphatic than although. Example: a. I enjoyed the course, although I would have liked more grammar practice. b. Although we saw each other every day, we didn’t really know each other. c. Even though she spoke very quietly, he understood every word. d. She didn’t get the job, even though she had all the necessary qualifications. 18 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 iv. though Example: a. Though can be used in the same way as although. b. Though I wasn’t keen on the film, I thought the music was beautiful. Though can also go at the end of the second phrase. This way of expressing con- trasting ideas is most common in spoken English. Example: a. We waited ages for our food. The waiter was really nice, though 1E.2 Fragments V Activity 1.12 I. Study the following sentences with a partner. What do we call the underlined clauses? Do the underlined clauses give complete meaning if they are written separately? 1. Even though the environment is very harsh, I decided to work in that crowded city. 2. As I worked so hard to change the behavior of the people, they started to believe me. 3. Even if the population is very large, there are only few toilets. 4. The roads will clean If enough lavatories are built. 5. Population growth is the biggest challenges unless it is controlled. Note: Dependent clauses become fragments if they are written as separate sentences. Example: the dependent clause ‘Even though the environment is very harsh.’ Writ- ten as a separate sentence, does not give complete meaning. A sentence fragment is a group of words that resembles a sentence, but does not give complete meaning. A fragment lacks subject, verb or complete thought. There are three types of sentence fragments: a. Missing subject b. Missing verb c. Incomplete thought 19 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  UNIT 1 Sustainable Development II. Work with a partner. Read the following sentence fragments and identify what is missing from each fragment. If you find out the missing part of the fragment, it is easy to correct it. 1. To explain why that happened. 2. After I finish the project. 3. Because it was raining. 4. That time of wonder and amazement. 5. Clothes and shoes around the room. 6. Shows no improvement in your efficiency. 7. Was running down the lane and into the forest. 8. Discovered the cure for the disease. 9. Worrying that she would die. 10. Investigators from the federal bureau. III. Work with your partner and write the corrected sentences. Example: To explain why that happened … is a dependent clause. To correct the fragment, there are two ways Add appropriate main clause: The commissioner refused to explain what happened. Avoid the subordinating word ‘to’ Explain why that happened. " 1F. Writing Skills 1F.1 Rearranging Words and Phrases to Make Meaningful Sentences V Activity 1.13 I. Work with a partner and write meaningful sentences by rearranging the set of words given below. 1. economic, the, of, major, development, governments, is, focus. 2. of, people, awareness, growing, have, some, started, measures, as a result, taking. 3. already, today, the, know, people, being, environmental, that, deteriorating, well, is, of. 20 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 4. great, in, 21st has, the, shown, improvements, technology, century. 5. and, economic, industrial, minerals, production, use, depend, growth, on, of. II. Work with your partner. Connect the sentences and write one meaningful sentence. Start the sentence with the connector given in brackets. The first one has been done for you. Example: He hadn’t always been poor. He had had a successful business. Unfortunately, it had gone bust. Muze was a homeless beggar. Muze was a homeless beggar, but he hadn’t always been poor as he’d had a successful business, which, unfortunately, had gone bust. 1. He got up early. He was working for ten hours. Zerihun was tired. He arrived home. (When__________) 2. I parked my car near the police station. It was stolen. Police didn’t help me (Even if __________) 3. Sosi won 2,000 birr in a competition. She didn’t want to celebrate. Her business plan was so wonderful. (Since__________) 4. They were shopping all day. They spent all their money on clothes. Mark and Peter arrived home empty hand. (As __________) 5. He saw it in the countryside. He saw a house for the first time while he was driving on holiday. Last week Hashim moved to the house. (Though__________) 1F.3 Paragraph Writing: Write a Comparing and Contrasting Paragraph V Activity 1.14 I. Work with a partner and revise the steps and structure of a paragraph. Note: The Structure of a Paragraph A paragraph has three major parts i. Topic sentence: A topic sentence is a precise statement that reflects the main idea of the paragraph. ii. Supporting sentences: Supporting sentences explain the topic sentence in detail. iii. Concluding sentence: A good concluding sentence brings a paragraph to a polished end. 21 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 1 Sustainable Development Steps in paragraph writing 1. write an outline the topic supporting details 2. write a topic sentence 3. write supporting sentences 4. write the concluding sentence 5. write the final draft II. Work individually. Write a paragraph comparing and contrasting life in a city and in the countryside. The topic sentence is given. Write appropriate supporting details and develop the paragraph in 7 to 10 sentences. Topic sentence: My life changed a lot when I moved to the city. Note: Writing a comparing and contrasting paragraph: comparison and contrast is a method of developing idea in the paragraph. In a comparison and contrast paragraph you emphasize either on comparison or contrast depending on the purpose. If you are comparing two rather similar things you should acknowledge the obvious similarities but focus on the differences. If you are comparing two obviously dissimilar things you should acknowledge the obvious contrasts but emphasize the less obvious similarities. So before you start to write limit your point of comparison and contrast. 1F.4 Writing a Paragraph Based on Information in the Chart V Activity 1.15 I. Write a paragraph based on information in the chart below. Use comparing and contrasting words to compare and contrast the world population growth in rural and urban places from 1950 to 2050. Example: According to the chart, there is a huge difference between the world urban population in 1950 and 2050. 22 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Sustainable Development UNIT 1 WORLD POPULATION, URBAN AND RURAL, 1950-2050 23 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  UNIT 2 Time Management Objectives By the end of this unit, you will be able to: explain the message of the passages about time management; identify common expressions of result and the uses of the verb wish; talk about your time management skills in your personal and academic life; correct common mistakes in sentence level writing; produce as many words from jumbled letters; do activities on phrasal verbs and gerunds; identify and correct run-on sentences; arrange paragraphs to create a coherent essay; and write different types of letters. 2 2A Listening Skills 2A.1 Time Management Skills V Activity 2.1 I. Discuss the following question in groups before listening to the text. 1. Work with a partner. Look at the picture below and talk about each time management tip for students. 2. Discuss whether or not students in your school know and practice these time management techniques. 3. Expand the discussion to a group of four and finally report to the whole class. 24 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 II. Listen to the text and list down the time management skills Chaltu employs and their purposes. The first has been done for you as an example. Compare your notes with your partner. Time management skills Purpose Have To Do list Stay on track III. The following words are taken from the listening text. Be in pair and match the words on the left with their meanings on the right. 1. Prioritize A. delaying or deferring an action to a later time 2. Schedule B. The point in time at which something must be completed 3. Procrastination C. Use over time in order to function 4. Deadline D. Maturity date 5. Due date F. Status established in order of importance or urgency 6. Consume G. Plan for an activity or event 25 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management IV. In small groups, discuss the text you have just listened to: 1. To what extent are the time management skills of Chaltu similar to or different from yours? 2. Do you like Chaltu’s time management? 3. What are you going to do to manage your time well? 2A.2 Listening text B: Procrastination V Activity 2.2 I. Discuss the following questions with a partner before listening to the text: 1. What does ‘procrastination’ mean? 2. Does ‘procrastination’ mean the same as ‘laziness’ or different? How? 3. List down your expectation from the listening text. II. You are going to listen to a reflection made by a student on his habits and ways of managing his stress levels during the school year. Listen carefully and answer the following by saying “True” or “False” first, individually and then with a partner. 1. Procrastination is the habit that affects the speaker’s life. 2. The speaker categorizes himself among those students who manage their time effectively. 3. The thought of doing work stresses the speaker because he doesn’t know how to tackle the work at hand. 4. The speaker decided to continue his procrastination habit rather than changing it. 5. The speaker has no fear of failure. III. Discuss the following questions in groups of three and report the results of your discussion to the whole class. 1. When you procrastinate, you choose to do something else instead of the task that you know you should be doing. Are you a procrastinater or not? Give your reasons. 2. How do you evaluate your time management? 3. Are you a procrastinator? What have you learned from this listening text? 26 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 y 2B Speaking Skills 2B.1 Giving Reason V Activity 2.3 I. Do the following activities first individually and then in pairs. 1. Write down five things you’d done today and five places you’d been to recently (but not today). 2. Build these out into sentences with time references. e.g. “This morning I brushed my teeth.” “Last weekend I went to the market.” II. In pairs, take turns to ask your partner to speak out one of his/her sentences and then ask the reason for it like the following: Alemitu: Bayush, tell me one of your sentences. Bayush: Last week I went to the market. Alemitu: Why did you go to the market? Bayush: in order to buy some clothes. Alemitu: Why did you buy the clothes? Bayush: Because I had to go to a party. Alemitu: Why did you go to a party? … and so on. Tip: The following conjunctions are commonly used to connect causes of reasons and results: Because, as and since are very similar in meaning. 27 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management III. Complete the table below with five activities you did yesterday. Don’t worry if you can’t remember the exact times. Then, prioritize the tasks based on their urgency. Follow the following procedures: Time Activity From To 6:45 A.M. 7:00 A.M. Woke up a) Sit in groups of 4 or 5 b) Take 10 minutes to make a list of tasks that are likely to come up as part of your study plan. c) Prioritize the tasks based on their importance or urgency. d) At the end of the 10 minutes, present the tasks prioritized by groups to the rest of the class and answer the question: ‘which tasks did you consider the most important and why?’ IV. Now think about the activities you listed in the last column of exercise 2 and write the following. Write: 1. if the activity took you longer time than necessary. 2. if the activity was interrupted by something or someone. 3. if you completed the activity in less than the time you had expected. 4. if you didn’t plan to do the activity yesterday. 5. if you were under pressure to finish the activity. V. In small groups, discuss the following questions based on the information in instruction III: Then, report the summary of your discussion orally to the whole class. 1. Who made best use of their time? 2. Who had the most [serious] interruptions? 3. Who seemed to be under the most [serious] pressure yesterday? 4. How could each member of the group improve their time management? 28 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 2C Reading Skills 2C.1 Reading text A: Time Management and Productivity V Activity 2.4 I. Work in groups and discuss the questions. 1. How can you make your school life productive? 2. How do you manage your study time? II. Answer the following question while reading the passage below. 1. The text below is about time management and productivity skills. Skim the text for five minutes and tell its main idea. 2. Scan the text and answer the following questions a) What are ‘time wasters’? b) Mention an example of student’s short term goal? c) Staying on top of the course work requires what? III. On the basis of your reading of the passage given below, answer the following questions: 1. Which one of the following results in poor performance? a) Multi-tasking. b) Using time management techniques. c) Meeting deadlines. d) Taking proper breaks in between work. 2. Time management helps us in: a) Multi-tasking. b) Increasing the effectiveness and efficiency of the time utilized. c) Poor performance. d) procrastination 3. Why is short break helpful between hectic sessions of work? a) It helps to improve our performance. b) It helps us to enjoy our cup of coffee or tea. c) It helps us to take a walk. d) It helps us to achieve our goals. 29 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management 4. Which one of the following best defines time management? a) It is the act of planning and managing time. b) It is limited time. c) It is a time that has been wasted. d) It is a time that can be saved. 5. If you are effective in time management, a) you will have a balanced life. b) you will procrastinate. c) you have to worry about success and productivity. d) you can’t meet a deadline. Time Management and Productivity Time management is highly important if you want to be productive in your school life, but you don’t have to sacrifice your physical and mental health in the process. By following effective management techniques, you can balance the stress of school and life. Time management refers to your capability to plan and control how you devote your day to effectively accomplish the goals you’ve set. This includes allocating time among each of the spheres of your life, work, family and social life. Since everyone’s goals are different and carry a different weight, it’s important to set clear priorities to separate time wasters from the activities that really matter. Poor time management skills can not only lead to procrastination but can cause unnecessary worry and wear away your overall quality of life. Time management is perhaps the single most important skill that will help a student succeed. How well a student manages his or her time will also affect overall well- being at the end of the week, at the end of the term or at the end of the year. Staying on top of coursework requires some planning and commitment to stick to scheduled study times. There are some tried-and-true methods that can help you master time management. Like any habit you develop, you can become better at it through practice. It’s difficult to use time wisely if you don’t know what to do with it. Students can benefit from having short- and long-term goals. For example, a short-term goal might include completing their homework early each day, so they have ample time for other personal activities. Their long term goal could be to study for the forthcoming national exams. 30 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 You should also understand what your assignment requires and when their due date is. Writing down deadlines for each one and breaking longer-term assignments into tasks with their own deadlines can help you avoid beginning a major project at the last minute. In like manner, setting time limits on specific tasks is important. Just because you spend a lot of time on a given assignment doesn’t mean you’ve spent that time wisely. By assessing what needs to be achieved within a given timeframe, tasks can be rated according to their importance. Setting priorities for each day, week, month and year can help students accomplish their goals. It also helps to make sure activities that are very important but not urgent – such as personal devotions, adequate sleep and exercise – are given priority. Some people like to prioritize easy tasks for early in the day and use the boost to move forward. Others prefer to tackle bigger jobs first. Managing time wisely will help to find the right balance between time and work. A few students resort to multi-tasking in order to get the work done within the specified time limit. At times, this may result in poor performance in the various tasks assigned. Social media usage and internet surfing are temptations to students efficient time management. These days, students at all levels are highly addicted to these time- wasters. Whenever you are on task doing your assignment or studying, make sure that you put your phone away and close browser windows as they can take attention away from the task at hand. In order not to lose focus, use technology wisely. Being a secondary school student doesn’t have to mean your life is all work and no play. It’s just as important to pencil in breaks, exercise and time with friends and family as it is to schedule time for studying. Nobody performs at their uttermost under excessive stress. Since students need healthy ways to manage the pressures of study while maintaining productivity, getting enough sleep and exercising are all great ways to minimize stress, and actually make learning more effective. The major mistake committed while working is when one is in a rush to meet the deadline without taking proper breaks for rest or relaxation. It is impossible for anyone to focus on work and to produce good results without considering any break in between. 31 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management Even if you struggle with time management, it’s a skill you can build. Using these time management techniques, you can successfully balance the demands of school, and life because Proper time management is the foundation of a successful life and ensures achievement of one’s goals in a healthy manner. (Adapted from https://www.breeze.pm/blog/how-is-time-management-related-to-productivity). IV. After reading the text, prepare your time management plan and present it to the whole class. V. In pairs, categorize the following words/phrases taken from the reading text into either good time management practices or poor time management practices: setting goals, plan and control, prioritize, balance, procrastination, multi-tasking, time wasters, stress Good time management practices Poor time management practices VI. Look at the dictionary meanings of the new words in the table above, supply example sentences for each word and report to the class. 2C.2 Reading text B: Cultural Views of Time Management V Activity 2.5 I. Before reading the following text, match the two halves of time proverbs. ____ Time flies… a) saves nine. ____ The early bird… b) what you can do today. ____ Never put off until tomorrow… c) catches the worm. ____ A stich in time… d) when you are having fun. 32 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 II. Work with a partner. Ask and answer the questions. 1. How many hours do you sleep per night? 2. How much time do you have for holidays per year? 3. How much time do you spend with your family per a day? 4. Do you ever feel like you are wasting your time at home? 5. Do you make the most profitable use out of your free time? 6. How many hours do you work a week? 7. If you run out of time to finish something at work (school), do you take it home? 8. What time do you begin / end work (school) every day? 9. Is there a time clock where you work? Are your hours in a day accounted for? 10. How much time do you use for lunch? III. In English, there are sayings that indicate time is like money, or like something that you buy and use. Look at the following expressions: We need to buy some more time for our assignment. I can’t afford to spend any more time on this! It was worth waiting for! This is wasting my precious time! 1. Does the metaphor ‘time is money’ exist in your language? 2. Do you do things quickly or slowly? Are you often in a rush or do you take your time? 3. Are people where you live or work obsessed with time? 4. Some countries are introducing a mandatory shorter working week (32 hours). What are the advantages and disadvantages of this? What is shorter working week in Ethiopia? 5. Do you think that time management is culturally influenced? Discuss with your partner. IV. Read the following text in small groups and answer the following questions: 1. What is the main idea of the reading text? 2. Now, use the following table to make notes from the reading passage. 33 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management Understanding of Cultural time view Example countries/cultures time Linear time view Multi-active time view Cyclical time view In Ethiopian villages, time is measured differently. Most of the times, daily chores and the environment will structure the day. Note down the Ethiopian village woman’s everyday schedule. For example, most Ethiopian village women….. Wake up at the early in the morning and washes her face. Light the fire and prepares meals for the household. Sweep the yard, etc. V. Then, write a story on the Ethiopian women’s time management. Share your story orally first, to your partner and then to the whole class. Cultural Views of Time Management If you show up a bit late for a meeting in Ethiopia, no one will be too worried. But if you keep someone in Western countries waiting for ten or fifteen minutes, you may have some explanation to do. Time is seen as relatively flexible in some cultures but is viewed more rigidly in others. Indeed, the way members of a culture perceive and use time tells us about their society’s priorities, and even their own personal view of the world. Differences in the way a culture views time can affect the way their time is managed. For example, a linear time view is a way of conceiving time as flowing from one moment to the next in a linear fashion. This linear perception of time is predominant in America along with most Northern European countries, such as Germany, Switzerland, and England. People in these cultures tend to place a large value on productive time management, and tend to avoid decisions or actions that would result in wasted time. This linear view of time correlates to these cultures being more “monochronic”, or preferring to do only one thing at a time. Generally speaking, this cultural view leads to a better focus on accomplishing a singular task and hence, more productive time management. 34 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 Another cultural time view is multi-active time view. In multi-active cultures, most people feel that the more activities or tasks being done at once the better. This creates a sense of happiness. Multi-active cultures are “polychronic” or prefer to do multiple tasks at once. This multi-active time view is prominent in most Southern European countries such as Spain, Portugal, and Italy. In these cultures, the people often tend to spend time on things they deem to be more important such as placing a high importance on finishing social conversations. In business environments, they often pay little attention to how long meetings last; rather the focus is on having high quality meetings. In general, the cultural focus tends to be on synergy and creativity over efficiency. A final cultural time view is a cyclical time view. In cyclical cultures, time is considered neither linear nor event related. Because days, months, years, seasons, and events happen in regular repetitive occurrences, time is viewed as cyclical. In this view, time is not seen as wasted because it will always come back later, hence there is an unlimited amount of it. This cyclical time view is prevalent throughout most countries in Asia, including Japan and China. It is more important in cultures with cyclical concepts of time to complete tasks correctly, therefore most people will spend more time thinking about decisions and the impact they will have, before acting on their plans. Most people in cyclical cultures tend to understand that other cultures have different perspectives of time and are cognizant of this when acting on a global stage. (Adapted from https://en.wikipedia.org/wiki/Time_management#Cultural_views_of_time_ management) VI. Answer the following questions in groups after reading the passage. 1. Where do you categorize Ethiopian’s cultural view of time? Why? Report the result of your discussion to the class. 35 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management Š 2D Vocabulary Skills V Activity 2.6 I. Look at the previous reading text. List out words that are new to you and look up their meanings from a dictionary. Then, use them in your own sentences. II. The following words are related to the skills of time management. Arrange the mixed letters and form a word or words. Show your words to your seat partner and then write an example sentence for each word. (a) Prdoivuect = ____________ (b) porcsraitanitno = ___________ (c) oglaetitgns= ____________ (d) pirortiezi= _____________ (e) deuadet= ______________ (f) edaldnise = _____________ III. Complete the sentences using the words in the box. Then discuss whether or not you agree on each one. achieve effective factor flexibility interrupts prioritize involves manage schedule log 1. Writing a weekly ________________ or a ‘to do’ list is a good way to get organized. 2. You cannot be ________________ if you never take a break. 3. Good time management ________________ following a plan. 4. You can ________________ much more if you do one thing at a time. 5. When planning your time, you must ________________ in time to relax. 6. If you ________________, you can do the most important things first. 7. You will never ________________ to do everything, so be realistic. 8. If someone ________________ you, adjust your plan. 9. ________________ is important – you may need to change your plan. 10. It’s a good idea to keep a time ________________ where you write down how long you spend on each task 36 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 IV. Circle the word that best completes each analogy. Explain why you chose your answer. Example: Brush is to paint as pen is to write. Explain: You use a brush to paint and you use a pen to write. 1. Stripes is to zebra as _______________ is to giraffe. a) runs b) stripes c) fur d) spots Explain: _____________________________________________________ 2. Bats are to caves as humans are to ________________ a) Stores b) forests c) beds d) houses Explain: _____________________________________________________ 3. Red is to stop as green is to _______________. a) go b) remember c) forget d) caution Explain: _____________________________________________________ 4. Plenty is to ample as shortage is to _______________. a) too much b) scarcity c) lost d) hunger Explain: __________________________________________________. 5. Present is to here as late is to____________________. a) absent b) punctual c) tardy d) overslept Explain: _____________________________________________________ Note: Analogy is a comparison between two situations, processes etc. that is intended to show that the two are similar. There are different types of analogy that include: part to whole, cause and effect, antonyms, synonyms, definitions, item category, time sequence, category, object to use, and product to producer. Here are some important things to remember when you think about analogies: a) Parts of Speech If the words in the first pair express a “noun: adjective,” or “verb: noun,” or adjective: adjective” relationship (for instance), the second pair should show the same relationship between parts of speech. b) Word Order If the first pair expresses a “tool user: tool” relationship (for instance), the second pair must express the same relationship in the same order. c) Exactness Sometimes two or more of the given choices would make fairly good sense in the blank. When this happens, you should choose the word or pair of words, which most exactly suits the relationship you are expressing. 37 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management V. Look at the following phrases that are taken from the reading passage. In pairs, give their contextual meanings. show up, waiting for, along with, tend to, result in, lead to, place on Tips: As you can see, we can use many verbs together with another word to form ‘phrasal verbs’. The meaning of a phrasal verb is not always clear from the two parts. For example, put through means connect (= make a telephone connection). You should check the meaning of phrasal verbs in a dictionary. VI. Complete the answers to these questions. 1. Saba: What shall I do with this form? Sara: just fill it in and send it to the address at the top. 2. Alemitu: Is Ayelech a fast runner? Chaltu: Oh, yes. Nobody else can keep ___________________________. 3. Kebede: Why didn’t you buy a dictionary? Taye: The bookshop has run ____________________________________. 4. Markos: Did you believe his story? Maritu: No, I knew she must have made __________________________. 5. Folla: Do we need to finish this drawing before the meeting? Bayu: yes, we do, so you’d better get______________________________. 6. Sisay: What are the girls doing in the garden with the tent? Alex: They want to put _______________________ before they go away, to check that it’s OK. 7. Abebe: Were you disappointed that Garumsa missed the meeting? Meron: Yes, we felt he’d let ___________________________ rather badly. VII. Re- write each sentence replacing the expression underlined with the correct form of one of the phrasal verbs. The first has been done as example. break down, give out, go on, look up to, put through, keep off, look back 1. Be careful! Don’t step into the hole. Look out? Don’t step into the hole. 38 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 2. I’m sure we’ll remember this holiday with great pleasure. _______________________________________________. 3. The young boy’s really admired the first team players. ___________________________________________________. 4. The teacher distributed the question papers. ___________________________________________________. 5. Hold the line. I’ll try to connect you. ____________________________________________________. 6. What’s happening here? What are you doing? ______________________________________________________. 7. My old car stopped working completely last weekend. _______________________________________________________. VIII. Write sentences by putting the words in the correct order. 1. for you/it/fill/in/give me the form and i’ll. ___________________________________________________ 2. pick /up / that taxi will / us / at 5:30 a.m. _____________________________________________________ 3. I/that one / in a second –hand bookshop / came/ across. _______________________________________________________ 4. to/get/that flu was horrible/ it took me two weeks/over/it. _______________________________________________________ 5. there is a mistake? let me/ and see what’s happened/ it/ into/ look. _______________________________________________________. 6. it / turned/ into/the holiday/ a nightmare/started well but __________________________________________________________ 7. to/forward/seeing/ you/ I’m really looking. __________________________________________________________ 39 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management Language Tips: Grammatically, there are three types of phrasal verbs. i. One type consists of verb+ adverb and they have an object. Particles can be apart or together. Example: She puts on a hat. She puts a hat on. Some common verbs of this type include: Bring up, calm down, cross out, fill in, find out, give in, give out, look up, point out, pull off, put away, put through, take off, try on, turn off, work out. ii. The second type of phrasal verb consists of verb + adverb but there is no object. The Particles are inseparable. Example: I usually get up at seven O’clock. Who looks after the baby when you go to work? Some common verbs of this type are: break down, check in, get off, get up, go on, hang about, look out, set off, show up, take off, turn out, and turn up. iii. The third type consists of verb + adverb + preposition and they have an object. The particles are inseparable. Example: We’re looking forward to your news. Who come up with that idea? Some common verbs of this type are: do away with, face up to, run out of, and look up to. 2E Grammar 2E.1 Expressing Result V Activity 2.7 I. Look at the following sentences and underline the result clause. Justify to your partner why you have underlined it. 1. There are so few hours in a day that I can’t do everything I want to do. 2. There was a power cut so we had to light a few candles. 40 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 3. There’s not much time left so we had better hurry. 4. It was such a puzzling situation that she was confused about what to do next. II. Join the following sentences using since, as, for … 1. I haven’t gone to school. I am ill. I haven’t gone go to school since I am ill. 2. It rained the whole day. It’s a rainy season. _________________________________________ 3. She is crying. She lost her keys. ____________________________________________ 4. I have to leave now. I have a class. ____________________________________________ 5. The teacher sent Almaz home. She is cheating. _____________________________________________ 6. We delayed our journey. There is a fog. ______________________________________________ III. Complete the following sentences by supplying appropriate result clauses. The first one has been done for you as an example. 1. The lecture was boring and irrelevant, so some of the students began to fall asleep. 2. The government increased tax on alcoholic beverages, ______________ 3. Time management is a crucial skill, ________________________________ 4. Prioritization is a time management technique,______________________ 5. I have a cold,________________________________________________ 6. I missed the bus,______________________________________________ IV. Complete the sentences with an expression from the box due to a problem with the brakes, for the children, for the best drawing, for some bottled water , owing to the strike, for a cup of coffee The workers had a break for a cup of coffee. 1. She kept a box of toys ____________________ to play with. 2. Saba won a prize _____________________________________. 41 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management 3. Hailom’s accident was ________________________________________. 4. He has gone to the shops ____________________________________ 5. Many people were late for work _________________________________. Result clauses In English grammar, result clauses are a type of subordinate clause that shows the result of an action or situation. They help answer the question of why something happened. Result clauses are introduced by a variety of conjunctions, such as: so; so.... that; such... that, because, since… 2E.2 Wishes V. Complete the following conversations with a sentence containing the verb ‘wish’. The first has been done for you as an example. A. Selam: My mother’s really angry with me. Hirut: Why? Selam: Because, she found out I left my job. Hirut: Oh, yes. I told her that. Selam: Well, I wish you hadn’t told her. It’s none of your business. Hirut: I’m sorry. B. Tamirat: Have you seen Gemechu’s new Jacket? I think it was expensive. Alem: He told me it cost him 5000 birr. Tamirat: I___________________________________ Alem: Well, you may not be rich, but you’re much better looking than Gemechu. Tamirat: Am I? C. Gebru: You seem to enjoy dancing with Lemma. Almaz: Yes, I do. He’s a very good dancer. Gebru: I_____________________________ when I was young. Almaz: You could learn now. D. Aster: I went to Diredawa last month. Martha: Really? My brother’s living in Dire now. Aster: I_____________________ could have visited him. Martha: Yes, it’s a pity. You must tell me if you have to go there again. 42 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 E. Fana: My parents moved to Addis last month. Jarso: How do they like it? Fana: My mother likes it, but my father misses their old home. He __________ Jarso: Perhaps he’ll get used to it. Fana: I doubt it. F. Keleab: My brothers are digging a swimming pool. Jamila: That sounds like hard work! Kaleab: It is. Actually, I suspect ________________. But they can’t stop now. There’s a great big hole in the middle of the garden. Jamila: Yes, I see what you mean. VI. Solomon and Tasew are room mates. Read what they say about each other, then write sentences beginning ‘I wish he would/wouldn’ Solomon Tasew 43 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  UNIT 2 Time Management Solomon says, I wish Tasew wouldn’t leave his books all over the place. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____________________________ Tasew says, I wish Solomon would relax sometimes. _____________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________ Language Tips We use the verb wish to talk about things which we want but which are not possible: I wish you could agree to come. I wish we had a bigger house. Alex was very lazy at school. Now he wishes he had worked harder. a) We use wish with past tense form (Note that future tense cannot be used here) We use past tense modals would and could to talk about wishes for the future: I don’t like my work. I wish I could get a better job. You lie always. We wish you would tell us the truth. That’s a dreadful noise. I wish it would stop. b) We use past simple and continuous to talk about wishes for the present: I don’t like this place. I wish I lived somewhere more interesting. These seats are very uncomfortable. I wish we were travelling first class. I wish I knew the answer, (i.e. I don’t know the answer). John wishes he wasn’t so busy, (i.e. He is busy). I’m freezing. If only it wasn’t so cold. After I/he/she/it, we can use were instead of was: I wish I was/were taller. Tola wishes he wasn’t/weren’t so busy. 44 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 c) We use the past perfect to talk about wishes for the past: I wish I had worked harder when I was at school, (but I didn’t…). Meron wishes she had listened to what her mother told her, (but she didn’t…). I wish I hadn’t spent so much money last month, (but I didn’t…). 2E.3 Gerund VII. Look at the following sentences: A. Boxing is my favorite sport. B. Reading is my hobby C. Working hard makes you successful. D. I have learned driving. E. She dislikes oversleeping. F. I hate worrying about my future. G. The man is addicted to drinking. H. I’m tired of applying for vacant positions. I. He’s afraid of speaking the truth. J. My aim in life is becoming an athlete. K. My sister’s objective is starting a home for homeless children. L. What I want to do in life is achieving something useful for all. VIII. Now, in pairs categorize the sentences above under the different uses of gerund. As subject of a verb 1. Boxing is my favorite sport. 2. ____________________________________ 3. ___________________________________ As object of a transitive verb 1. ____________________________________ 2. ___________________________________ 3. ____________________________________ 45 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  UNIT 2 Time Management As object of a preposition 1. ____________________________________ 2. ____________________________________ 3. ___________________________________ As complement of a verb 1. ___________________________________ 2. ___________________________________ 3. __________________________________ IX. Look at the following short paragraph carefully. Identify the gerunds and tell how they are used in the given context. Check your answers with a partner. I like eating fast food a lot. However, I’m having a problem. I am gaining weight. Going to diet is what is expected of me. I have to stop eating fast food and start buying more fruit and vegetables. Furthermore, I am joining a gym. I am exercising every day and I’m looking forward to losing weight. X. Now, insert the verbs in the box into their appropriate places in the text that follows it. You can use one verb more than once. cooking, drinking, losing, going, joining, trying, exercising ,eating My brother enjoys ______1__________. He also likes ______2_________. But, his girlfriend advised him about _______3_________ weight. He decided on ______4__________ a gym. He is ________5_______ to go there every day. Yesterday, he drank beer with me instead of ____6______ He prefers _______7________ alcohol to ______8_________ weights, of course. His girlfriend called him when we were at the pub. He stopped ______9__________ his beer and answer the phone. He promised to be home by 4p.m. However, we kept _____10________ until we ran out of money. 46 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 Language Tips: A gerund is a noun that, having derived from a verb, retains a few verb-like properties. All gerunds end -ing (e.g., building, arriving, killing). Verbs which are usually followed by a Gerund: acknowledge, admit, adore, anticipate, appreciate, avoid, celebrate, confess, contemplate, delay, deny, describe, detest, discuss, dislike, dread, endure, enjoy, fancy, finish, imagine, involve, keep, justify, mention, mind, miss, omit, postpone, practise, quit, recall, recommend, regret, report, resume, risk, suggest, tolerate, understand XI. Now, in pairs, write as many sentences as you can using gerund as subject of a verb, as object of a transitive verb, as object of a preposition, and as a complement of a verb. " 2F Writing Skills 2F.1 Run-on Sentences V Activity 2.8 A run-on sentence results from two or more complete sentences being connected without any punctuation. I. Look at the following sentences and decide whether they are right or wrong based on their structure. First try it by yourself and then compare your decision with your partner. 1. I ran across the road it was very dangerous. __________________ 2. I ran across the road. It was very dangerous. __________________ 3. Lemma is the fastest runner in the class he wins all of the races. __________ 4. Lemma is the fastest runner in the class. He wins all of the races.__________ 47 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12 UNIT 2 Time Management How to correct run-on sentenes (i) by making it two separate sentences; (ii) inserting a semi colon; (iii) using a comma and a coordinating conjunction. II. Decide which of the following sentences is right and which is wrong. Re- write those wrong sentence structures. Do it first individually and then compare your answers with a partner. 1. My father retired from office last year he is writing a book about his experiences. _____________________________________________________________ 2. Jeff mowed the grass this morning tonight he will water the flowers and bushes. _____________________________________________________________ 3. The small girl seemed to be lost, she was crying and looking for her mother. _____________________________________________________________ 4. Mrs. Dawson inherited a large sum of money from her brother she can buy a new car now. _____________________________________________________________ 5. I can never beat my little brother at video games, he has them all mastered. ____________________________________________________________ 6. We will be on vacation next week we will be unable to attend your party. _____________________________________________________________ 7. The storm passed quickly through the area last night, and it caused a lot of damage. ____________________________________________________________ 48 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 III. The following story is about Einstein. Decide whether the group of words constitute a correct sentence or a run-on sentence. If it is a correct sentence, write S; if it is a run-on sentence, write R-O. Revise each run-on sentence by (1) making it two separate sentences; (2) inserting a semicolon, or (3) using a comma and a coordinating conjunction. ______ (a) School in Munich was too rigid and boring for young Einstein he did not do well. ______ (b) However, young Einstein showed a talent for mathematics, at the age of 12, he taught himself Euclidean geometry. ______ (c) After finishing secondary school, he entered the Federal Polytechnic Academy in Switzerland, he did not like the teaching methods there. ______ (d) The academy frustrated him he could learn in a way that interested him. ______ (e) Einstein chose to educate himself, he missed classes often and spent the time studying physics on his own. ______ (f) His professors had low opinions of him, he graduated anyway in 1900. ______ (g) In 1905, he published a paper on physics the University of Zürich awarded him a Ph.D. for this work. ______ (h) In the same year, he published four more papers that presented new thoughts on the nature of light and other important concepts. ______ (i) Physicists resisted his ideas at first, eventually his general theory of relativity was confirmed through observation. ______ (j) Einstein achieved international recognition, in 1921 he received the Nobel Prize in physics. 49 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  UNIT 2 Time Management 2F.2 Jumbled Paragraphs. V Activity 2.9 The form of an essay Introductory paragraph i. Introduction The introduction attracts the reader’s interest. ii. Thesis statement The thesis statement states the main idea. iii. Plan of development: Points 1, 2, 3… The plan of development is a list of points that support the thesis. First supporting paragraph i. Topic sentence (Point 1) ii. Specific evidence The topic sentence advances the firs supporting point for the thesis. Second supporting paragraph i. Topic sentence (Point 2) ii. Specific evidence Third supporting paragraph A summary is a brief restatement of the thesis and its main points. A conclusion is a final i. Topic sentence (Point 3) thought. ii. Specific evidence Concluding paragraph i. Summary ii. Conclusion, iii. Or both 50 E N G L I S H S T U D E N T T E X T B O O K G R A D E 12  Time Management UNIT 2 I. Be in groups of four. Re-arrange the following jumbled paragraphs to form a coherent essay. 1. A further reason for completing a college degree is that the knowledge you get from college makes your life more pleasurable. For example, if you take introduction to music history, you become familiar with the different musical periods and styles. You start to enjoy the classical music that you listen to, because now you understand more about