English for Ethiopia Teacher Guide Grade 6 Book 1

International Consultant: Mary W. Spor, PhD National Consultants: Fekadu Mulugeta, PhD Jemal Mohammed, PhD Authors: Berhan Demeke Getu Shibabaw Mebratu Mulatu, PhD Tadesse Hailemariam Contributer Tariku Sirika Editor: Balew Bogale, PhD

Federal Democratic Republic of Ethiopia Ministry of Education Acknowledgments

The book was produced with financial and technical support of the American People through the United States Agency for International Development (USAID) in collaboration with the Ministry of Education, Regional States Education Bureaus and READ TA Project. The printing expense is covered by the General Education Quality Improvement Program (GEQIP II).

The Ministry of Education wishes to thank the American people and individuals and groups who were directly or indirectly involved in writing, reviewing and publishing this teacher’s guide.

ISBN: 978-99944-2-667-6 English I Grade 6 I Teacher Guide

Foreword

Education and development are closely related endeavours. This is the main reason why it is said that education is the key instrument in Ethiopia’s development. The fast and globalised world we now live in requires new knowledge, skills, attitudes and values on the part of each individual. It is with this objective that the curriculum, which is a reflection of a country’s education system, must be responsive to changing conditions. It is more than fifteen years since Ethiopia launched and implemented the Education and Training Policy. Since then our country has made remarkable progress in terms of access, equity and relevance. Vigorous efforts also have been made, and continue to be made, to improve the quality of education. To continue this progress, the Ministry of Education has developed a framework for Curriculum Development. The framework covers all pre-primary, primary, general secondary and preparatory subjects and grades. It aims to reinforce the basic tenets and principles outlined in the Education and Training Policy, and provides guidance on the preparation of all subsequent curriculum materials – including this teacher guide and the student textbook that comes with it, to be based on active learning methods and a competency – based approach. Publication of a new framework and revised textbooks and teacher guides are not the sole solution to improving the quality of education in any country. Continued improvement calls for the efforts of all stakeholders. The teacher’s role must become more flexible ranging from lecturer to motivator, guide and facilitator. To assist this, teachers have been given, and will continue to receive, training on the strategies suggested in the framework and in this teacher guide. Teachers are urged to read this guide carefully and to support their students by putting into action the suggested strategies and activities. The guide includes possible answers for most of the exercises in the student textbook and alternative ways of addressing some of the language items.

i English I Grade 6 I Teacher Guide

ii English I Grade 6 I Teacher Guide

General Introduction

This grade 6 English text book is designed to Ethiopian students who learn English as a foreign language. The contents in the book are arranged in themes and topics which are contexts to present the language contents to be imparted. A theme is relatively a broader context which has three topics under it. That means a week lesson is under a topic and a three consecutive weeks lessons is termed as a theme or a unit. Briefly, a topic is a week lesson, whereas a theme is to be taught in three weeks. The number of weeks which are needed to cover the book is 30, of which 15 are for the first and the rest 15 for the second semester. Every week has 5 periods having 40 minutes each.

The text book follows new approaches in language content, organization of the contents, classroom methodology, teachers’ and students’ roles and techniques of assessment.

I. Language Contents

The language contents in the book are grouped into 8 major components which are common for each week. These are word study, reading comprehension, vocabulary, listening comprehension, speaking skills, grammar, reading fluency and writing skills.

The word study part deals with different techniques about how words are formed with the intention of developing learners’ ability to identify words, their parts and their pronunciation. The main objective of the session is to help students to develop their reading ability. The main strategies that are introduced are blending, segmenting and compounding. In vocabulary part, learners are provided with the activities that encourage them to identify word relation and contextual meaning of words. Thus, most of the words, especially those which demand meaning, are presented in texts which reflect various contexts relating to the themes.

The reading and listening comprehensions are presented in each week following relatively the same pattern. They demand the teacher to attend similar procedures, like pre-reading, while- reading and post-reading for reading comprehension and pre-listening, While-listening and Post-listening for listening comprehension. The activities are also designed for each stage; hence, students would have good opportunity to practice them.

The main contents in the speaking skills are role plays, debates, dialogues and oral presentations. The focus is to help students to use the language items they learned in the week in the real like context in a classroom. The class needs to be more interactive and learners should be encouraged to be free to reflect their views based on the procedures indicated in this guide.

Grammar, which is the other major component, is presented in a context so as to let students notice how the forms are used in wider range of communicative contexts. The activities are meant to help students develop their understanding of using appropriate forms given in the unit/ lesson.

Similarly, reading fluency is another component in the book which is basically intended to develop the students reading ability. This component specifically aims at helping the students improve their

iii English I Grade 6 I Teacher Guide fluency with in a given period of time. Though the strategies to be used in different lessons are similar, the type of texts which the students are exposed to is typically different. This is used intentionally to help them to read texts of various genres fluently.

Finally, the book contains writing skills. This part has two sub contents: writing conventions and writing compositions. The writing convention constitutes contents on spelling, punctuations and capitalization. The composition writing presents different levels of writing such as, sentences and paragraphs with their accompanying features (elements of sentences, types of sentences, types of sentences in a paragraph, elements of a paragraph etc.).

II. Organization of the contents

Organization of contents refers how the contents are sequenced in the text. The contents are organized based on their relationship. In some cases, two components/ contents are expected to be covered in one period.

For this grade level, 5 periods are allocated per week. In the first period, two components, Word Study and Reading Comprehension, are to be treated. The essence behind this combination is that different features of some of the words in the reading text are to be practiced before the actual reading session. This facilitates the reading comprehension as some of the words are going to be familiar to the learners. In the second day, period 2, Vocabulary and Listening Skills are arranged to be taught in combination. This is intended to make the listening skills manageable through teaching the meanings of some of the words related to the topic the learners are going to practice listening comprehension. Thus, learners should be encouraged to engage in the vocabulary activities actively as they create appropriate context for listening comprehension practice. Then, Speaking and Grammar are scheduled to be treated in the third day (period 3). This is done to motivate students to practice speaking in pairs and groups, Then, the grammar section provides clue to learners how their speech is guided by grammatical rules and principles. Then after, the fourth day comes having Reading Fluency and Vo- cabulary Practice. The reading fluency is intended help the learners to improve their reading expression, rate and accuracy. As they practice the same text in the reading comprehension part for fluency, it will be so smooth for them to practice the second vocabulary activity. Vocabulary is scheduled in two different periods to bring due attention since words are foundations for language skills. The last day, day five, is for Writing Skills. Learners are provided with activities to have better understanding of the writing conventions and to practice writing composition.

III. Techniques of Assessment

Teachers are advised to assess students learning progress continuously. Thus, continuous assessment technique is recommended to be used to this level. Continuous assessment provides information that is important for lesson planning, getting feedback and sorting learners in various categories. More- over, it provides clues of whether additional support or remedial classes are needed for concepts to be internalized. Below are some informal and formal continuous assessment techniques to be imple-

iv English I Grade 6 I Teacher Guide mented in this level. - Observation: A teacher circulates through the room and writes notes during a lesson as students work in groups, or individually, to assess learning. - Exit cards: Small slips of paper cards that students hand over to the teacher, or leave near the door, as they leave the classroom. Students write their names and respond to a question or summarise their understanding. - Rising words: Students write answer(s) on a small slate and place it in front of them for the teacher to see how they responded individually. - Turn and talk: Students turn and share their responses and reactions with one or two students nearby sharing their predictions, making connections to their own experiences, etc. The teacher moves around the class to monitor progress. - Informal monitoring: The teacher moves around the room to understand which students need support.

- Graphic organisers: Students organise information, make connections, and note relationships through the use of various graphic organisers. - Presentation: Students have an opportunity to demonstrate their developing understanding to the teachers and/or to the class. - Summaries and reflections: Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experience. - Formal continuous assessment: Class work, homework, quizzes, tests and examination - Enrichment: Some students may perform beyond the expected level of performance. Once identified, some additional challenging tasks could be provided.

IV. Students with Special Education Needs

It is very clear that classrooms are very diverse in nature. Therefore, students may have diverse learning needs. Some students are visual learners, whereas, others are auditory learners. And still, some are kinesthetic/tactile learners. There are also students who are gifted and talented (linguistic, mathe- matical, logical, musical, spatial and others). We may also find students with intellectual or physical impairments. As a teacher, you need to consider these diverse situations in your classroom. For example, for students with visual impairment, visual prompts are not suitable. Apart from getting support from a braille expert (if any), it is recommended to adapt the activities in the way they fit with those learners’ needs. For instance, pictures could be described orally. A partner could read the text aloud when students work in groups or pairs. Similarly, for students with a hearing impairment, in addition to the

v English I Grade 6 I Teacher Guide support they may get from a sign language expert, audio prompts could be changed to visual prompts. In addition, opportunities should fairly be given to those students during classroom participation. Teachers should also give attention to those students and support them to cope up with the classroom environment, in general and with the lesson at hand, in particular. Regarding issues related to gender, avoid assigning roles that are traditionally believed to be the role of only one sex (stereotyping).

vi Table of Contents

Unit 1 People and Clothes 1 Greetings and Introductions 1

What Are You Wearing Today? 10

What Is It Made of? 18 Unit 2 Tourist Sites in Ethiopia 27 Mountain Peaks in Ethiopia 27

Where Is Your Home Town? 33

Have You Ever Travelled to Tourist Sites? 38

Unit 3 Famous People in Ethiopia 45 Who am I? 45

People and Their Past 52

Biographies of Famous People 59

Unit 4 Food and Festivals 65 Types of Food 65

Food Preparation 71

Traditional Festivals and Foods 77 Unit 5 Animal Fables 83 Wildlife and Domestic Animals 83

Animals Abilities 88 Animal in the Parks 93

Syllabus 100

vii People and Clothes UNIT 1

Unit Objectives

At the end of the unit, students will be able to: • read words by segmenting them; • transfer specific information from a reading text; • identify contextual meaning of words; • introduce themselves and their partner to others; • use the simple present tense; • read a text fluently; • complete a dialogue with appropriate expressions; • punctuate sentences; and • write a paragraph in a dialogue form.

Week 1 Greetings and Introductions

Week 1 Day 1 Example: introducing → introduce-ing - introduce Daily Contentss • Then, encourage students to read the words by segmenting the ‘-ing’ according to the • Word Study example. Go round and check and support • Reading Comprehension students to be fully engaged in the activity; give special attention to help students with 1. Word Study (10 minutes) disabilities. • Then after, ask some students to read out Segmenting Words loud the words by segmenting the ‘-ing’ • Introduce the topic of the day (Tell students from the words. (Make sure that you give that they will practice reading words by equal chance for male and female students.) segmenting them into roots and a suffix; that is, ‘-ing’). Explain how to segment the ‘-ing’ from a word using the example given below.

1 English I Grade 6 I Teacher Guide

Answers: While-reading Activity (10 min) 1. visit -ing • Ask students to read the questions given in their textbook and notice what is required 2. greet -ing before they start reading the text entitled, 3. depart -ing “Workshop Visiting Day”. As they read, they 4. leave -ing will answer the while-reading questions. 5. wait -ing • Advise students to use the re-read strategy (Read Again) while they are reading the text. • Ask them to think of more words having the This strategy helps them to see if they have same pattern. read a word incorrectly or left out words that • requesting affect the meaning of the text. • asking • Get students to answer the while-reading • doing, etc. questions individually based on the reading text. (Give them reasonable time to carry out 2. Reading Comprehension the activity). Note that students should copy (30 minutes) questions into their exercise books before

Pre-reading Activity (5 min) they start answering them. • Tell the students that they will read and • Then, ask students to compare their answers comprehend a text given in a dialogue form. in pairs and discuss the answers. Finally, work Before they read, encourage them to answer with the students and answer the questions the pre-reading questions given in their together. While answering the questions if textbook using their background knowledge. they feel they don’t understand something (This strategy helps students to process or have lost track of what they read, remind what they know or think they know about them to use the read-again-strategy as a a text before they read it. It is a means to means of self-checking. (Make sure female make connection to prior knowledge and and male students have equal chances. In experience of students.) addition, students with disabilities should have the chance to participate in answering • Elicit information about the title of the text the questions.) and the picture given in the text before they read the text. T: Who is the leader of the visiting team? • We greet a person when we meet him/her S1: Andinet is the leader. for the first time using the expressions given Answers: A below: 1. Andinet 2. Five students • How do you do? – How do you do? 3. 15-minute walk • Nice to meet you. – Nice to meet you, too.

2 English I Grade 6 I Teacher Guide

Answers:B 3. Vocabulary (15 minutes) 1. Yadeta is Andenet’s friend. 2. Freweyni. Contextual Meanings 3. Because he had just met them for • Explain what a contextual meaning is to the first time. students using an example. [Context is the 4. Ato Abune, the chairperson of the text in which a word is used. When you come weavers’ association. across a new word in its context, it is easier to 5. Andenet. figure out its meaning. The best way to take 6. Yes, they did. meaning from context is to search context for key words (context clues) in sentences or Post-reading Activity (10 min) paragraphs that convey the meaning of the Ask students to read the Post-reading question unfamiliar word. (an incomplete summary of the reading text) in • Context clues are words in a sentence their textbooks and ask them to complete the or paragraph that help the reader deduce blank spaces with appropriate word or words. (guess) the meaning of an unfamiliar word. (Tell them that the words they provide should Here are some context clues that students not necessarily be from the reading text; it is can use: Synonym Clues, Comparison possible to provide their own words as far as Clues, Contrast Clues, Explanation Clues, they meet with the concept of the original text.) and Example Clues.] Answers: • There are four types of common context 1. the leader clues: 2. the weavers’ workshop 1. Definition: “Haberdashers, which are stores 3. Yadeta that sell men’s clothing, are becoming more 4. “Berta Weavers’ Association” common these days. 5. home. 2. Antonym: unlike Jamal’s room which was Organize the students in groups of three. Then, very neat, Hailu’s room was messy. collaborate to write a text about a similar visit 3. Synonym: The slender model was so thin, they have made or have planned. First, students were clothes that looked too big on her. should agree on one of the two. 4. Inference: The haberdashery was Deneke’s favourite place. He loved shopping for suits Week 1 Day 2 there. The store attendants were very nice and helpful. Daily Contentss • Use these examples to show how the meaning • Vocabulary of a word varies in different contexts.

• Listening Comprehension Example:

a. Get into groups of four. (become, make) b. I don’t want to get into the class. (enter)

3 English I Grade 6 I Teacher Guide c. I get up at 6 o’clock in the morning. (awake, • Ask students to provide their reasons for their arise) predictions. Help students with disabilities • Ask students to read the exercise in the to share their views about the people in the textbook and write the meaning of the picture. underlined words. Then, ask to them check While-listening Activity (10 min) and discuss their answers in pairs. • Tell students what they will do While- • Answer the questions together with the listening so as to set purpose for their students. (Give plenty of wait time to listening. Let them see the exercise that they students with disabilities.) will be doing (wait for them for at least 3 The are: minutes).

Answers: A • Read the text twice with a moderate pace. (Pause where necessary during your reading). • familiarized (made known) • greeted and recieved Zeyinu and Yadene • offered, presented Zeyinu and Yadene met at the public library • left while Zeyinu was waiting for the library to be opened. She came to him and said, “Hi, my 4. Listening Comprehension name is Yadene.” (25 minutes) Zeyinu replied, ‘Oh, hi, mine is Zeyinu.” Then, he invited her to sit next to him. Pre-listening Activity (5 min) While they were waiting for the library to be • Tell the students that they will listen to a short opened, they talked a few things about their text and answer the listening comprehension schools. questions. Yadene asked, “Which school are you from?” • Tell students what to do when they are Zeyinu replied that he was from Kuriftu Primary listening: School very close from where the public library -- always have a purpose for listening; was located. -- Listen carefully with attention; Yadene reacted: “Really, I’m from Andenet -- Avoid fear/ nervousness; Primary School. It is very far from here.” She -- Give due attention to the gist (main points); added that it was her first time to come to the public library. -- Note key words. After a few minutes they saw the librarian -- Before they start listening, arrange students coming and went to meet him. in pairs and show them the picture in the textbook. Ask them to predict and discuss They greeted him at the gate and waited until what the people in the picture are doing. he opened the door. They borrowed some books from the library and went back home together.

4 English I Grade 6 I Teacher Guide

Though their homes were not in the same first question. (Give them some time to think direction, Yadene went with him helping him individually.) to carry the books. On their way home, Zeyinu • Arrange students to be in groups of three and shared her his experience on how he manages share their answers. (Let them have some his time and study. time to share their answers). Then, ask each • Arrange the students in groups of three group to present their answers. (The correct to compare their answers for the while- answer has to be identified. Yadene was new listening questions. Tell them that they can to the library and the librarian. This means discuss reasons for their answers in their she had to greet the librarian as if they were groups. Finally, elicit the answers from them new to each other. On the other hand, Zeyinu and give the correct answers. had to greet the librarian in a different way from what Yadene had used.) Answer: A Have students do the other question as 1 The right order is 3, 4, 1, 2 homework. 2 Zeyinu, Yadene and the librarian.

Answer: B. Week 1 Day 3 1 At the gate of the public library. 2 He was waiting for the library to Daily Contentss be opened. • Speaking 3 Zeyinu. 4 Andenet Primary School. • Grammar 5 He had a disability so she helped him carry his books. Homework (optional) (5 min) Post-listening Activity (15 min) • Make sure students have done their • Arrange the students in groups of four and homework. (Remember that students have ask them to answer the following questions to develop the habit of doing homework. orally. Encourage the students to have done it and identify those who do not.) • Where did Zeyinu and Yadene meet? • Then, ask them to name different groups • What did they do first? of people like doctors, soldiers, etc. and Have students answer the questions by you write the list on the blackboard. Then, discussing and sharing their ideas. The main nominate some groups to present their idea is about the place and the situation created. answers. (Listen to what they present. Do The students (Zeyinu and Yadene) have met not forget to give constructive comments. for the first time. As a result, they greeted each Make sure students with disabilities have other. Ask students to read and answer the chance to present their answers.)

5 English I Grade 6 I Teacher Guide 5. Speaking (20 minutes) are getting equal chances; help students with disability to participate in the activity.) • Introduce what the students will do in the speaking session. Tell them to study the • Let students use the prompts given under table in their textbook and copy it into their instruction B to make a short conversation. exercise books. Then, tell the students to Arrange them in pairs to ask and answer the be in pairs (one student is going to ask a questions orally. (Move around the class question to elicit information and the other and check how students are using the oral student answers; the one who asks will language.) complete the table with the information he/ • Let students do the activity given in she has elicited). Tell them to take turns and instruction C as homework. (The matching complete the table. exercise.) • This is how they should do the speaking Answers: C activity: 1. D 4. A 7. G Example: 2. C 5. F 3. E 6. B Saba: What is your name? Benti: My name is Benti. 6. Grammar (20 minutes) Saba: How old are you? Simple Present Tense Benti: I’m eleven. • Explain the form of the simple present tense; Saba: How many brothers and sisters do you give emphasis on the differences of the forms have? in third person singular Vs others. Benti: I’ve two brothers and three sisters. Example: Saba: What grade are you ? • I work. (Do I work? I do not work.) Benti: Grade six. • She works. (Does she work? She does not Saba: What is your favourite subject? work.) Benti: My favourite subject is English. • Tell the students some uses of the simple Then Saba introduces Benti to the other students present tense. (Use these examples in your like this: explanations.) “Students, let me introduce my friend to you. a. For something which is permanently true: This is Benti. He is eleven years old. He has • I’m from Ethiopia. three sisters and two brothers. He is a grade six • He doesn’t speak Amharic. student and English is his favourite subject.” • We live in Addis Ababa. • Arrange the students in groups of four and let them introduce their friend to the group b. For repeated actions or habits: members based on the information they have • 1 get up at six o’clock every day. elicited earlier. (Make sure that all students • What time do you leave school?

6 English I Grade 6 I Teacher Guide • I don’t see them very often. Homework (optional) (5 min) • Let the students read the activity given under Check if students have done their homework. instruction A. Use the examples to explain Move in the class and see their exercise books. how they will do it. [Give them some time to Then, ask students to give the correct answers. finish the activity. Move round the class and Make sure the female and male students have see how they are doing it.] equal chances to give the answers • Re-write the sentences on the board by These are the correct answers: randomly nominating students. Answers: C Answers: A 1. is 5. are 9. is 1. Does she introduce herself to the class? 2. is 6. are 2. We don’t welcome new students every 3. am 7. are not 4. are 8 are year. Answers: D 3. He goes to the library every day. 1. Are 8. are 15. am 4. Does she play football every Saturday? 2. is 9. is 16. are 5. Does he wash his uniform every week? 3. isn’t 10. is 17. am 6.. She finishes her homework at five 4. isn’t 11. Is 18. is o’clock. 5. is 12. isn’t 19. are • Then, tell them to put the verbs in the 6. isn’t 13. aren’t 20. are brackets into their appropriate forms. (Give 7. am 14. are them some time to complete the activity and go round the class to see their progress.) Week 1 Day 4 • Then, let them compare their answers with their partner and hold discussions where Daily Contentss necessary. • Reading Fluency • Finally, do the exercise with students by eliciting answers from them one by one. • Vocabulary

Answers: Instruction B

Answers: B 7. Reading Fluency (25 minutes) 1. greet 5. learn 2. want 6. inform Pre-reading Activity (5 min) 3. sits 7. is • Ask them what the previous reading was 4. is about. • Use the activity given under instruction C While-reading Activity (10 min) and D as homework. • Explain the difference between a dialogue and a prose and how to read a dialogue with expressions related to characters.

7 English I Grade 6 I Teacher Guide

[Dialogue is a way of adding conversation the dialogue. Go round the class and provide to a story as if the characters are actually support to students with disabilities. speaking to the reader. It is preceded with • Give time for them to compare their answers a quotation mark and ends with a quotation with their partner. Then, answer the questions mark, indicating that these are the words of with students. someone speaking. When you see a dialogue Answers: A in a reading, it is time to imagine you are the • introduce character, and speak the dialogue as if the • depart character is speaking.] • welcome • Read the story composed in a dialogue form, where the characters speak. Let the students Week 1 Day 5 notice how you change your voice when you get the words that Andenet, Amina, Hanna, Daily Contents Yadeta, Fereweyini and Ato Abune spoke. [Read the text with expression and character • Writing voice for dialogue.] • Then, arrange the students in pairs. Tell them to read the way you modelled them to 9. Writing (40 minutes) their partners. The partner evaluates how the words spoken by the characters are changed. Writing convention (10 min) Tell them to take turns to practice reading with expressions. Punctuation Marks • Check how students are changing their • Explain what punctuations marks are and reading expressions when the speakers are how they are used. Use the following notes. changed. [A punctuation mark is placed in a text to make meaning clear and to make reading • Help students who cannot read expressions. easier. The various punctuation marks 8. Vocabulary (15 minutes) perform four functions They : a. separate (a period separates sentences), Contextual Use of Words b. group or enclose (parentheses enclose • Explain the difference between identifying extraneous information), contextual meanings of words and using c. connect (a hyphen connects a unit modifier), words in contexts. and • Tell the students to read the activity in their d. impart meaning (a question mark may textbooks (incomplete dialogue). Then, make an otherwise declarative sentence by their own, let them choose the most interrogative). appropriate word from the list to complete

8 English I Grade 6 I Teacher Guide

The function of a punctuation mark is the basis for the rules governing its use and should be Answers: B the basis for determining whether or not it is 1. Do you know me? needed.] 2. Let me introduce you to my friend. Use a period (.) at the end of a sentence. 3. What an interesting day it is! Example: 4. How many friends do you have? 5. Shut up! My name is Andinet. 6. She asked me if I know her brother. Use question mark (?) at the end of a question. 7. When did they arrive? Example:

What is your name? Spelling Use an exclamation point (!) at the end of a • Prepare students to do the contraction sentence that shows a strong feeling such as activity. (In this activity they will write the surprise or fear. full form and the contracted words.) Use Example: examples to show how to write the full and contracted negative forms. How sad! I missed the show. • Let students do the activities. Move round • Let the students copy the activity in their the class to see and help students do the exercise books and put either full stops or activity. Ask students to give the answers. question marks or exclamation points where If possible, make them write the answers on necessary; they should work individually. the board. Encourage them to compare their answers in groups of three and hold discussion on Writing Composition (30 min) their differences. Then, elicit answers from Sentence Writing the group members and provide the correct Tell them that they will arrange words to make answers with explanations. correct sentences. Answers: A For example: 1. ? 5. . 9. . see /will next week/ my friend /you 2. . 6. ! 10. ! You will see my friend next week. 3. ? 7. ? 11. . Will you see my friend next week? 4. . 8. , Then, let them copy the jumbled words in their text book into their exercise books and rearrange them based on the given example.

9 English I Grade 6 I Teacher Guide

Answers: Week 2 1. I’m three years old. 2. Did she greet us yesterday? What Are You Wearing 3. English is my favourite subject. Today? 4. Do you know your teacher’s name?

Paragraph Writing Week Objectives • Tell the students that they will write a paragraph next week. The paragraph is about At the end of the unit, students will be introducing a classmate. able to: • Help them use the graphic organizer to • form words using verbs and collect ideas they use for their writing. (This prepositions, week the students are expected to collect • exchange greetings with their friends; ideas. They have to choose one of their • read and sort out specific classmates to ask and have some ideas.) information; Help students who have some difficulty in using the graphic organizer. • complete a dialogue with appropriate expressions; • describe people and their dressings; and • listen to the text and respond. • Write a paragraph in a dialogue form.

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Answers: Week 2 Day 1 1. put on 2. worn out Daily Contentss 3. replaced by 4. participate in • Word Study 5. cover with • Reading Comprehension 6. ride down 2. Reading Comprehension 1. Word Study (10 min) (30 minutes)

Phrasing Pre-reading Activity (5 min) Introduce the topic of the day (Tell students • Tell the students that they will read and about phrasing - words which make a phrasal comprehend a text. Before they read, verb.) encourage/ motivate them to answer the pre- reading questions given in their textbook Explain what collocation means. using their background knowledge (They • It is a pair or group of words that are often should not read the text to answer the pre- used together. reading questions). • It is a way in which some words are used together, and sound natural together. Such While-reading Activity (10 min) words are verbs and prepositions, etc. • Tell students to read the while-reading Example: questions and notice what is required before they start reading the text entitled, “Clothes Good bye but it is not said “good from” (not in Ethiopia”. good from) • Encourages students to read ahead and Then, encourage students to collocate words in continue reading for a couple of sentences if their textbook and read them using the example. they are confused. Ask students to practice Go round and check and support students to the Read Ahead strategy and use context be fully engaged in the activity. Give special clues when they don’t understand something. attention to students with disabilities and Encourage them to keep track of how they students who are struggling. came to understand by using the strategies Then after, elicit the answer from the students they have learned. Let them use this chart to (make sure that you give equal chances to male help them be more aware of the strategies and female students). they are using. Words I don’t Words that help me understand: understand this:

11 English I Grade 6 I Teacher Guide

• Then, tell students to answer the While- Answers: (Para.1) C reading questions individually (give them 1. heavy reasonable time to carry out the activity). Note that students should copy the table into 2. tight (para 1) their exercise book before they answer them. 3. traditional (Para 2) • Then, tell them to compare and discuss 4. highlanders (para 5) their answers in pairs and discuss answers. Finally, work with the students and answer Post-reading Activity (15 min) the questions together. • Ask students to answer the Post-reading T: Who can list the type of clothes questions. Remind them that such types of mentioned in the text? questions help them to associate what they S1: shemma S3: dress learned from the text with real situation S2: shirt in their environment. Their answers may no be right or wrong answer, because they T: What is shemma made of are expressing their experiences or their Example: personal opinions. S1: Shemma made of cotton. • Let students do the activity as homework. • Tell students answer the questions given under instruction B. Remind students to Week 2 Day 2 refer back to the text so as to answer the question. Make sure students are answering Daily Contentss the questions by themselves. Help students • Vocabulary who have difficulty. • Listening Comprehension • Answer the questions together with the students after they complete writing the answers. Give equal chance to female and Homework (5 min) male students. • Check to see if students have done their Answers: B homework. Go round the class to make sure that the students have done the activity. 1. Clothes made up of cotton Because the highland is very cold and • For the activity was a Post-reading question, 2. cotton clothes are warm. do not expect the same answer from the The highlanders wear heavy white students. This type of activity gives freedom 3. cotton clothes and the lowlanders wear to express personal experiences or opinions. colourful light clothes. As a result, accept reasonable answers given. People wear heavy and light clothes according to the weather condition 4. and their culture people were different clothes.

12 English I Grade 6 I Teacher Guide 3. Vocabulary (15 minutes) the text they will listen.) Let them see the While-listening activity. (Wait them at least Contextual Meanings for 3 minutes till they notice what they will • First, ask students to copy the words in their look for). exercise books. Then, tell them that the • Read the text with a moderate pace twice. words are written in bold or underlined in (Pause where necessary during your the reading text. Ask students to read the reading). Give them 5 minutes to complete reading text. Notice the words and write the the table. contextual meaning of each word in their • Then, arrange them in groups of three to exercise books. Then, ask them to compare compare their answers. Tell them that they and discuss their answers in pairs. Finally, can discuss on their answers in their group. elicit the answers from the students in a Finally, elicit the answers from them and whole group/class discussion. (Give chance give the correct answer. to students with disabilities during eliciting answers). Ethiopian Clothing

Answers: Ethiopian clothes are mostly made of cotton = make something more woven by traditional weavers known as 1. Decorate attractive “Shemane”. There are also many clothes made 2. Traditional = cultural, old-style from different animal skin and wool. 3. Carnivals = festival, celebrations A traditional coffee dress is made of pure cotton. It usually has a beautifully hand embroidered 4. Shaved = hairless, cut off (hair) star, cross, or other designs on the front. Its neckline, sleeves and border are decorated with 4. Listening Comprehension the same colours. (25 minutes) “Shash” which is made of cotton or nylon is a Pre-listening Activity (5 min) cloth women wear to cover their hair. It is tied at the back. In different regions, the shash is • Tell the students that they will listen to a done and decorated in different styles. short text. Shepherds in highland areas wear traditional • Before they listen to the text, let them read hats which are made of wool. They are hand- the pre reading questions and think about the woven having black and gray colours. These answers individually. Then, arrange them in hats are round with a small tail-like structure pairs to share their answers and discuss. at their centre. The shepherds (boys) wear them While-listening Activity (10 min) during cold weather. • Tell students what they will do While- Men and women wear costumes made of listening so as to set purpose for listening woven cotton. It is very white shawl-like type comprehension. (Prepare them to listen and of garment. Men often wear bigger size and complete the table with the information from

13 English I Grade 6 I Teacher Guide women wear lighter size. It is decorated with coloured borders and woven designs. Week 2 Day 3 • Ask students to answer the questions given under instruction A and B. Tell students to Daily Contentss use the ideas from the listening text. Move • Speaking round the class and help students doing the • Grammar activity. • Answer the questions with the students.

Answers: B Homework (5 min) 1. Shemane. • Check if students have done the homework. 2. Shash. Go round the class to make sure they 3. Shepherds have done it. Select three to four group It is round with a small tail-like representatives to report the answers to 4. structure at its centre. the class, and conduct discussions on the 5. Cotton. answers if necessary. Speaking (20 minutes) Post-listening Activity (15 min) • Introduce them what they will do in the • First, let them read the Post-listening speaking session. Tell them they will questions and give them as homework. talk about the type of clothes they wear in different occasions. Then, arrange the Answers: A students in pairs and ask them to take turns clothes materials decoration to elicit and complete the information. coffee hand embroidered cotton • Model a dialogue (between you and one of dress designs the students in the class) in the class before cotton/ shash various types students engage in the activity. nylon Example: shepherd’s tail like structure at wool hat the center T: What are you wearing, Halima? colored borders and gabi cotton S2: I’m wearing a blue skirt. etc. woven designs • Go round and monitor how they are carrying out the activity and support students with a disability. Make sure that students are taking their turns to ask and answer questions.

14 English I Grade 6 I Teacher Guide

6. Grammar (20 minutes) Answers: A

Present Continuous Tense 1. be → is 2. sit is sitting Note to: → 3. eat → is eating • Explain the form of present continuous tense to students; give emphasis on the differences 4. wear → are wearing of the forms in third person singular Vs 5. run → are running others. 6. look → look Example: 7. wear → are wearing 8. swim → are swimming • I am working. (Am I working? I am not working.) 9. weave → are weaving • She is working. (Is she working? She is not 10 wear → is wearing working.) 11. ride → is riding

• Tell them some uses of the present • Ask students to complete the dialogue with continuous tense. the correct forms of the verbs given in For an action in progress: brackets. • I’m reading a grammar book now. Answers: B • What are you wearing now? iron → am ironing • She isn’t eating at the moment. iron → iron • Use examples during your explanations. be → are • Ask students to read and complete the text be → are given under instruction A with the correct wear → Are you wearing forms of the verbs in brackets. Use the be → am not examples to show how they will change the choose → choose correct forms of the verbs. wear → is wearing • Go round the class and see and support how wash → is washing the students are doing the activity. Help students who have some difficulty in doing the activity. • Ask students to say the correct forms of the verbs according to the given contexts. Listen to the answers and give comments and corrections. Write the correct answers on the board.

15 English I Grade 6 I Teacher Guide

• Let them listen as you demonstrate two Week 2 Day 4 kinds of reading, then, ask them which sounded better. [Read with hesitancy, wrong Daily Contentss emphasis, and mispronunciations]: • Reading Fluency “The peo-ple of Ethiopia wear different • Vocabulary clothes. The tra-di-tional dress of the highland people has tra-di-tiona-lly been of heavy white cotton cloth. Men have worn 7. Reading Fluency (25 minutes) long trou-sers, a tight fitting shirt and a shamma.” Pre-reading Activity(5 min) • Now, read it again, differently [Read again • Ask students what the previous reading was with correct pronunciation and emphasis.] about. “The people of Ethiopia wear different While-reading Activity(10 min) clothes. The traditional dress of the highland people has traditionally been of heavy white • Explain that they are going to practice reading cotton cloth. Men have worn long trousers, a accuracy. Inform them that you will model tight fitting shirt and a shamma.” reading fluency by reading aloud. Prepare them to notice and appreciate the importance • Ask students which sounded better, the first of fluent reading, and the difference between reading or the second? And explain that the fluent and non-fluent reading. (Remember: first time, you were not fluent in your reading. students can practice this method by reading The second time, you pronounced all of the together, in pairs, or individually.) words correctly and you paid attention to commas and other punctuation marks. The • (When we read words easily with expression second reading was fluent reading and this and correct emphasis, we demonstrate that time you understood it better, which meant we are skillful readers. A sign of skillful that they could listen to you read more easily. reading is that we are fluent. This means we read as well as we speak our mother tongue, • Prepare the class to read the sentences aloud with ease and accuracy. When we are fluent, with you. (Teacher, please do this activity it is easy to read quickly because we know together with your students so that they will all of the words, and understand what we are recognize fluent reading.) reading.) • Ask students to practice reading accuracy. • Arrange the students in pairs. Ask them to read to their partners the way they read with you to their partners. The partner evaluates how they arrange phrases (in chunks) with the way the teacher read. Tell them to take a turn to practice. (You can give them this

16 English I Grade 6 I Teacher Guide

checklist to evaluate how their partners Answers: B read.) Read Read Read with 1. long faster smoother expression 2. brocken During the 2nd reading my X X X 3. Shorten partner . . . During the 3rd Answers: C reading my    partner . . . 1. raincoat 5. underwear 2. necktie 6. sunglasses 8. Vocabulary (15 minutes) 3. nightgown 7. handbag Contextual Uses of words 4. earring • Tell them to read the activity in their text. Then, on their own, ask them to choose the most appropriate word from the list to Week 2 Day 5 complete the text. Go round the class and provide support to students with various Daily Contents disabilities. • Writing • Give time for them to compare their answers with their partner. Then, answer the questions with students. Answers: A 9. Writing (40 minutes) 1. decorated, 4. shave Writing convention (10 min) 2. jewelleries, 5. carnivals 3. traditional, Capitalization

• Let students do the activity given under Note that: instruction B and C as homework. Explain when to capitalize letters in texts. Homework (5 min) • Any sentence begins with a capital letter. Ask students about the homework. Make sure all have tried it personally. Go round the class • Proper nouns (names of people, Places check their exercise book. and Countries) always begin with a capital letter in any position in a sentence Ask students randomly to give the correct or a text. answers; be certain to give equal chance to female and male students as well as students with disability.

17 English I Grade 6 I Teacher Guide

• Let them copy the exercise on their exercise book and capitalize letters where Week 3 necessary; they should work individually. Encourage them to compare their answers in groups of three and hold discussion on What Is It Made of? their differences. Then, elicit answers from the group members and provide the correct answer with explanations. Week Objectives

Answer (Underlined) At the end of the week, students will be 2. Hailu is wearing a black jacket. able to: 3. I like wearing Ethiopian “Shemma”. • talk about what their clothes are 4. My younger sister has put on Sena’s “Shash”. made of; • change word patterns by adding Writing Composition (30 min) suffixes/morphemes; • Tell them that they will describe people in • identify contextual meanings of the pictures based on what they are wearing. words; First, ask them to identify the type and the • transfer information into tables; colour of clothes the people in the picture • use passive and active sentences to wear. Then, write a description about each talk about what clothes are made of; person in the picture in a complete sentence. and Example: • re-arrange jumbled word to write Tolla is wearing a red jacket. complete sentences. • Then, encourage students to exchange their description and comment on each other’s work. Ask some students read their description to the class. Write the descriptions on the board. Hold a discussion with the students based on the answers if necessary.

• Have students write sentences about the data they collected during the previous week. Remind them to use the ideas they wrote in the table. • Move round the class to help students do the activity. (This is the time to write the draft of the dialogue. As a result, students have to write the sentences.)

18 English I Grade 6 I Teacher Guide 2. Reading Comprehension Week 3 Day 1 (30 minutes)

Pre-reading Activity (5 min) Daily Contentss • Encourage them to answer the pre-reading • Word Study questions individually before they read the • Reading Comprehension text. • Let them use their own experience in answering the questions. 1. Word Study (10 min) • Arrange them in pairs to discuss their answers. Blending • Tell students that they will practice reading While-reading Activity (10 min) words by blending morphemes. • Tell them that they will read a passage Example: entitled, ‘Culture Day’. • Before they read, have them copy the table Tell to students that they will blend the given in their text book. Then, let them read to morphemes to other words and form a word identify the required information to complete with a new pattern. the table. Blending: It is putting together letters or word • Then after, tell them to read the passage parts to get word. silently. During their reading, encourage them Explain the example. to make pauses and check understanding. Example: • Let them check and compare their answers in pairs and refer back to the passage again if Fur → furry they come across different answers. wood → wooden • Finally, elicit the answers from the students • Let the students to do the exercise in their and provide the correct answers. text book individually. First tell them to copy Answer down the words in their exercise books. No Clothes Material made of • Then, let them compare their answers in 2. Kollo Cotton pairs and discuss on their differences. 3. Shorts cotton • Finally, elicit the answers from the students and give the correct answer to them. 4. Trousers Light nylon Here are the words: 5. Dress Cotton

1. woolen 4.wooden • Let students read the questions and answer 2. durability 5. elasticity them according the reading text. 3.Silky

19 English I Grade 6 I Teacher Guide

• Encourage students to read the text to find The answers for the next instruction, i.e.; the answers. instruction B, are open ended. Try to see how • Move round the class to see how students are students give their ideas. doing the activity. Help students who have Week 3 Day 2 some problems in doing the activity. Do the same to students with disability. Daily Contentss • Answer the questions together with the students. Make sure to give equal chance to • Vocabulary female and male students. • Listening Comprehension

Answer: B 1. The students were selected for 3. Vocabulary (15 minutes) demonstration (fashion show). 2. Cotton Contextual Meanings 3 Zenith • Let them copy the vocabulary activity into their exercise books. 4. It means that the T-shirt has black, yellow and horizontal lines. • Find the words in the text, and write their 5 Momina’s necklace. meanings in their exercise books. 6. Yasin • Arrange them in pairs and let them compare their answers. They can discuss and correct Post-reading Activity (15 min) their answers. Use the Post-reading activity as homework. • Monitor the discussion going round the class and assist students with disabilities. Homework (5 min) • Elicit the answers and provide the correct Begin the day’s lesson by checking the answers to students. assignment you gave from the previous day. Answers: A Move round the class and check if students 1. made of soft (smooth) cloth, or silk have done the homework. 2. prepared from Answer the questions together with the students. 3. tie or fold as a cover or protection Make sure all students are participating. 4. made/laced Answers: B 5. touches/extends 1. are selected 2. wear 3. cultural 4. made 5. demonstrated

20 English I Grade 6 I Teacher Guide 4. Listening Comprehension They can be worn for special parties, meetings, (25 minutes) weddings, etc. Wearing these fashionable expressions of tradition and culture give people Pre-listening Activity (5 min) respect for and pride of the country they live in. • Tell them that they are going to listen a text The fashionably made Ethiopian cultural entitled ‘Designing Cultural Clothes’. clothes are becoming more important in the • Before they listen, encourage them to think global fashion markets. They are popularizing about the answers of the pre-listening the Ethiopian culture in the globe. question. Then, arrange them in groups of • Let them decide if the statements are ‘true’ three to share their views. or ‘false’ based on the listening text. • Give them some time to compare their While-listening Activity (10 min) answers with their partners. • Before you read the text, let students read • Provide the correct answers. the while-listening activity. (This will help students to be ready to listen to the text.) Answers: • Read the text twice (with the second reading 1. True 3. True a bit faster). 2. False 4. True

• Prepare the students by telling that you are • Let students answer the questions given going to read the text two times. under instruction B. • Pre-teach some key vocabulary such as ‘eye- • Make sure students are using the data from catching’, ‘identity’, ‘globe, etc. the listening text. Go round the class to see Designing Cultural Clothes and help students in doing the activity. • Answer the questions by asking different Clothes, especially the cultural types, express students. Remember to nominate new a country’s identity. These clothes give ideas students. about the people and the country they are from. They are similar to a map that points to where Answers: B the person wearing them comes from. 1. Traditional clothes Most of Ethiopian cultural garments are 2. They are hand woven handmade. Nowadays various fashion designers 3. Different designers are using these garments in more fashionable ways. As a result, the clothes are in demand by 4. Holidays and ceremonies many due to their highest standard of quality. 5. The fashionably designed cultural Their stylistic indistinct weaves attract people clothes and the people who are wearing and satisfy their senses. People who are wearing them them are becoming more eye-catching. Post-listening Activity (15 min) The fashionably designed Ethiopian cultural clothes can be used for many different events.

21 English I Grade 6 I Teacher Guide

• Use the post-listening activity as homework Example and wind up the day’s lesson. Segni: What is ‘gabi’ made of? Week 3 Day 3 Meron: It is made of cotton. • Let students extend the activity to report what Daily Contentss they have got in their groups. This time they • Speaking can report on the clothes and the material they are made of. (Make sure students have • Grammar equal chances to deliver the report.)

Example:

Homework (5min) ‘Gabi’ is one type of Ethiopian cultural Begin the day’s lesson by checking the clothing. It is made of cotton. homework you gave in the previous class. Make • Finally, the class will have various types of sure students have answered the question from Ethiopian traditional clothes and the material the post-listening activity. they are made from. The answers are open ended. This means that • Check the grammar the students are using. there is no right or wrong answer. Encourage Also, the pronunciation of the words they students to forward their answers to the class. are using. (Give important corrections and Do not forget to motivate them and give constructive comments.) constructive comments. • Have some notes (or marks) about the speaking activity of the class. 5. Speaking (20 minutes) • Tell your students that they are going 6. Grammar (20 minutes) to talk about Ethiopian cultural clothes. (Remember, this is a speaking session. Active and Passive Voice Most of the speaking has to be done by the • Explain the difference between active and students.) passive voices. • Arrange them in small groups. Encourage Note: Active sentences are sentences whose them to name and list various Ethiopian subject is the doer of the action. traditional clothes in their exercise books. Example (Help them to ask and answer about the cultural clothes.) Weavers make clothes. (Weavers are the subject of this sentence, this word refers to • Let one student asks what one of the clothes the doer of the action, i.e. making clothes.) from their list is made of. Motivate students to take turns to ask and answer. (This will Passive sentences are sentences whose subject give them more time to speak.) here is an is the receiver of the action described by the example: verb.

22 English I Grade 6 I Teacher Guide

Example Answers: C Clothes are made by weavers. (Clothes, the 1. is grown 4. is taken subject of the sentence, refers to the receiver 2. is harvested 5. are sold of the action.) 3. is picked 6. are bought The passive is used to describe actions. • Let students individually complete the text a. when we don’t know who does, or did the with the correct forms of the words given in action: brackets. A briefcase is left here. (we don’t know • Then, arrange them in pairs to compare who leave it). their answers with their partner and make b. when it is not important to know who does, discussions on their differences. or did the action: • Elicit the answers and provide the correct These television sets are made in Ethiopia. answers. (Give equal chances to female and (It doesn’t matter who makes them). male students.)

• Ask students to look at the information in Answers: the table and write passive sentences. Help 1. wears 4. are, students to follow the example given. • Move round the class and help students in 2. is made, 5. sings doing the activity. 3. puts on, 6. wear • Ask students to read the text and complete it with correct passive forms of the verbs in the brackets. Week 3 Day 4

Answers: B Daily Contentss There is a tailor’s dummy which is called (call) • Reading Fluency Sidrom. It is owned (own) by Akinahom. It is • Vocabulary kept (keep) in Akinahom’s store. It is made (make) of plastic. It is always dressed (always / dress) in Ethiopian cultural clothes. The clothes are made (make) of cotton. Sidrom is 7. Reading Fluency (25 minutes) used (use) to display the cultural clothes. Pre-reading Activity(5 min) • Let them complete the sentences given under Tell them that they are going to practice reading instruction C using the correct form of the the text fluently. Before that, ask them to words in brackets. (Give them one example) remember the title of the reading text. • Move round the class; support students facing problems. Do the same to students with a disability.

23 English I Grade 6 I Teacher Guide While-reading Activity (10 min) • Then, arrange them in pairs. Let them • Tell the students that they are going to practice compare their answers and make discussions reading fluency focusing on rate. (Reading on their answers. rate focuses on limiting the number of words • Elicit the answer from the students and give to be read per minutes. Here students have the correct answer. to practice to increase the number of words • Let them do the activity given under they read per minute.) instruction B as homework. • Arrange them in pairs so that as one student Answers: A practices reading the other one keeps the 1. d, f, g 4. a time; and take turns. • Read the first paragraph of the reading text 2. d, f, g 5. b,c twice. Tell students to keep time you use to 3. g,d,f read the paragraph as they listen. Let them focus on how you utter words, organize Answers: groups of words (phrases) and make pauses Men Women Men and Women where necessary. (Then, compare the time of coat ring kuta the readings.) • Arrange them in pairs and let one student tie dress gloves read the text as the teacher modelled and T-shirt skirt belt the other student listens and keeps the gabi netela shoes time spent. Let them take a turn to practice briefcase handbag sweaterring watch reading. (Give this checklist to follow their shorts partner’s reading time.) 1st 2nd 3rd reading reading reading time time time Week 3 Day 5 My partner reads

My partner reads Daily Contents • Writing • Move into the pairs and monitor how the activity is going on. 8. Vocabulary (15 minutes)

Collocations Homework (optional) (5 min) • Let them copy the matching activity into Begin the lesson by checking the homework. their exercise books. Make sure all students have done the activity. Move round the class and look at their exercise • Tell them to match the materials with the books. clothes they are made of. Let them do the activity individually.

24 English I Grade 6 I Teacher Guide

Ask different students to list down the words Example: She said, ‘‘I can’t go now.’’ under the columns. (Make sure you are giving • Let them do the activities given in their equal chances to female and male students to textbook. Move round the class to see how participate. The same applies to students with they are doing them. disability.) • Answer the questions together with the 9. Writing (40 minutes) students.

Writing Convention (10 min) Writing Compositions (30 min)

Capitalization Writing sentences • Remind students (explain) about using full • Tell them that they are going to write stops and capital letters from the previous complete sentences by re-arranging words week. (esp. adjectives) in their right order. • Let them copy the activity in their exercise Note: If we have two or more adjectives in a books and write their answers accordingly. sentence, we often arrange them in the • Arrange them in pairs and compare their following order. answers. quality → size - shape - colour - material - • Let the students give the answers one by one. noun • Finally, give the correct answers with • Let them write the exercise in their notebooks justification. and answer accordingly.

Answers: 1. Elicit the answers from the students (give equal chances for both males and females in 1. Ethiopians wear cultural clothes on holidays. the class). 2. Does your mother wear ‘Netella’? Answers 3. Ujulu who is from Gambella wears a metal 1. My sister wears a beautiful metal ring. ring. 2. Zahra wears an attractive short skirt. 4. Both Hilina and Senit wear cultural dresses every day. 3. I like a dress which is made of cotton. 4. Balguda wears a yellow silk scarf. Spelling • Explain that contractions take two common Paragraph Writing words and make them into one word by • Remind students to finish writing their omitting a letter and replacing it with an dialogue. apostrophe. • Encourage them to use the sentences they Example: ‘‘cannot’’ becomes ‘‘can’t.’’ have developed over the previous weeks.

Contractions are often used in writing spoken • Tell them to use correct punctuation and speech. capitalization.

25 English I Grade 6 I Teacher Guide

Here is a model dialogue: Fikir: What’s your name? Beruk: My name is Beruk. Fikir: How old are you Beruk? Beruk: I’m twelve. Fikir: Where were you born? Beruk: I was born in Addis Ababa. Fikir: Which historical places have you visited? Beruk: I’ve visited Gondar. It is one of the historical places in Ethiopia. It has several old palaces. Fikir: What are your hobbies? Beruk: I like listening to traditional songs.

26 Tourist Sites in Ethiopia UNIT 2

Unit Objectives

At the end of the unit, students will be able to: • sort out words based on their sound patterns; • identify contextual meanings of words; • sort out specific information from their reading and complete summary text; • combine two sentences into one; • listen and take notes; and • write sentenced from pictures to compose a paragraph.

Week 4 Mountain Peaks in Ethiopia

monitor their engagement by going round Week 4 Day 1 the rows in the class). • Tell them to compare their answers in pairs Daily Contents and discuss their differences. • Word Study • Elicit the answers from each student (giving • Reading Comprehension equal opportunity for students). Then, give the correct answer 1. Word Study (10 min) Answer Condition mountain bigger longest Rhyming Words position entertain higher highest • Introduce what students are going to do. It is about words that rhyme. These are words location maintain longer greatest which have similar sounds at their ends. • Let them copy the activity into their notebooks. Then, students categorize the words based on their sounds at the end. (Give reasonable time to accomplish the task and

27 English I Grade 6 I Teacher Guide 2. Reading (30 minutes) Post-reading Activity (15 min)

Pre-reading Activity (5 min) • Let the students notice certain features of a diary in the reading text. (Give examples: • Get students in pairs and let them try to give Date? What happened?) the meaning of words listed in the section. (They can see the words from the text). • Students jot down points about the area they have visited. Then let them change the points • Draw the attention of the students to the title in to sentences. for the week, “Mountain Peaks in Ethiopia”. Draw a mountain and teach the word ‘peak’. • Finally, the students should write a parallel diary by connecting those points. • Discuss the meaning of the words with the learners. • Pre-teach the meaning of words such as Week 4 Day 2 ‘memory’ and ‘baggage’. Daily Contentss While-reading Activity (10 min) • Vocabulary • Let students read and copy comprehension • Listening Comprehension questions before they read the passage. • Students read the passage silently. Tell them to make pauses and check their understanding Homework (optional) (5 min) (Read again). 3. Vocabulary (15 minutes) • Let them write the answers to the comprehension questions in their exercise Guessing Meanings books. • Tell them that they are going to guess word • Get them in pairs and compare their answers. meanings from contexts. (Remind them about what a context is from week 2) • Provide the correct answer and justify using clues from the text. • Let them copy the text with the underlined words in their note/ exercise books. Answers: A • Let them guess the meaning of the underlined 1. Two days words and write in their exercise book. 2. Sunny and windy • Give them a clue. Example: The first word 3. Gelada Baboon and Walya Ibex interested is used with very common words 4. He wanted to visit again in the future. ‘visitors’ and ‘go’. 5. Gellada baboons and walia ibex • Arrange them in pairs to compare their answers and discuss. • Elicit the answers and provide the correct answers.

28 English I Grade 6 I Teacher Guide

Answers: A Answers: B 1. Wanted/liked 1. hiking, rock climbing and volcano expedition 2. Beautiful/interesting 2. mountain, rock and volcano 3. Ability/quality 4. catch, take control of While-listening (10 min) 5. Water falling from over the edge of a cliff Ethiopian mountains 6. Enjoyment (pleasure). In my visit to Ethiopia, I have seen that the 4. Listening (25 minutes) country has many wonderful mountains. The mountains are very suitable for various types of Pre-listening Activity (5 min) activities. They are good to do mountain hiking, • Tell them that they are going to listen a text rock climbing and volcano expedition. entitled, ‘Visiting Ethiopian Mountains’. Mountain hiking is one of the activities that • Let them think about the answers of the I saw tourists enjoying in the mountains. The pre-listening questions individually. Then, mountains offer excellent opportunity for the arrange them in pairs and make them discuss more seasoned hikers. While tourists were their answers. walking to the peak of Ras Dashen, I observed absolute excitement on their faces. While-listening Activity Rock climbing is the other activity that offers • Tell them to read the while-listening pleasure. Many mountain cliffs are the kind of questions before they listen to the text. places rock climbing fans dream about. The • Read the text twice with moderate speed and northern highlands or the mountain ranges of clear articulation. the southeastern of Ethiopia are the perfect cliff to scale. • Then, let them write their answers to the questions based on their listening. Volcano expedition is another entertaining opportunity I have enjoyed. I have learned that • Let them compare their answers with their Ethiopia has many active and extinct amazing partners. volcanoes. Erta Ale is the most active volcano in • Take answers from them and give the correct Ethiopia. The name Erta Ale means, “Smoking answers. Mountain” in the Afar language. Erta Ale has Answers: two volcanoes with lava lakes. 1. North highlands & mountain ranges in These are some of the wonderful attractions south eastern Ethiopia that I have enjoyed in Ethiopian mountains in 2. Because they are sources of pleasure/ enjoyment. 3. Erta Ale 4. Smoking mountain.

29 English I Grade 6 I Teacher Guide the norther regions. I believe they can be very 6. Grammar (20 minutes) good sources of pleasure for those who admire mountains. Active and Passive Forms • Explain that various ways of using Post-listening Activity (15 min) preposition with expression of direction. • Arrange them in pairs and answer the to the left /left of questions. (Give ample time) What clues are there in the listening text to understand the in the middle/at the middle of feeling of the visitor. Deal with that. above, at the top • Get them in groups of four and compare and below discuss their answers. • Let them report their group’s answers to the • Ask them to study where high mountains class through their group leader. are found in Ethiopia. (encourage them to practice orally) Week 4 Day 3 • Individually, copy the table given in the text book into exercise book. Then, encourage them to write sentences. Daily Contentss • Give opportunity for student to respond. • Speaking During answering, focus on their use of • Grammar preposition and expression of direction correctly. • Write the last 3 correct sentences on the Homework (optional) (5 min) black board. 5. Speaking (20 minutes) Answers: A This guide book was prepared ten • Let students study the information in the 1. years ago. table given (Give them ample time to study). Horses and mules are used to carry 2. • Arrange the students in pairs and tell them baggage. to elicit as many questions as possible. Let 3. The model is paid weekly. them take turns to practice. 4. All the photos were bought. • Go around the class and assist students with 5. The camera was found in the river. various disabilities. In addition, encourage 6. The museum is visited once a week. them to be involved in the activity.

30 English I Grade 6 I Teacher Guide

Answers: Week 4 Day 4 1. D 4. F 6. G Daily Contentss 2. C 5. A 7. B 3. E • Reading Fluency • Vocabulary Week 4 Day 5

Homework (optional) (5 min) Daily Contents 7. Reading Fluency (25 minutes) • Writing

Pre-reading Activity(5 min) • Let your students remember about the reading text they had in this week. Homework (optional) (5 min)

While-reading Activity (10 min) 9. Writing (40 minutes) • Read the first two paragraphs to your Writing convention (10 min) students with clear and audible voice. Pause where necessary. (Teacher models) Punctuation • Arrange them in pairs. One student will • Tell them that they will write sentences by read and the other notices and evaluates the combining two or more sentences using fluency. Let them take turns to practice. conjunctions. Go (round) into the rows and follow up and • Introduce the uses of punctuation marks: support students in their practices. comma and semicolon. • Let them reflect on each other’s reading. The Comma is used: 8. Vocabulary (15 minutes) • to list nouns in a sentence. • to combine two or more related sentences Collocations when they are connected by cohesive devices • Let the students copy the exercise into their such as ‘and’, ‘s’, and ‘but’. note books. • to separate two clauses whereby one is • Tell them to match the adjectives with the dependant and the other is independent noun, they modify. (Give ample time and clause. check their progress). • to separate dependant and independent • Get them in pairs and compare their answers. clauses in a complete sentence • Elicit the answers from them and give the correct answers at the end. [Remember: more than one combinations are also possible.]

31 English I Grade 6 I Teacher Guide

Example: Writing Composition (30 min) After the class ends, we will go out for a • Let them see the picture in the text book recess. carefully. • to separate dependent and independent • Students exchange their sentences and get clauses in a complete sentence. chances to read others sentences.

Semicolon is used: • Explain the kinds of sentences to be included in a paragraph and what a paragraph means. • to join two related sentences, with a cohesive device or without it. Note: • A paragraph is group of related sentences. Example: That is, all the sentences in a paragraph Habiba visited the Simien Mountains last discuss one main idea. year; she wanted to write a report about them. A paragraph contains: Habiba visited the Simien Mountains; thus, she wanted to write a report about them. 1. A topic sentence: It is a sentence which contains the main idea to be developed • Let them copy the sentences into their further in other sentences. It is usually the notebooks and combine them. (Provide them first sentence of the paragraph. with enough time). 2. Supporting sentences: These are sentences • Elicit answers from students. (Let them write that explain the main idea in the topic their answer on the board). sentence providing further details, examples, • Provide correct answers with appropriate expressions etc. discussion based on the notes provided 3. A concluding sentence: It is a sentence that earlier. summarizes or concludes the idea in the Answer: A paragraph. It ends the paragraph. 1. I visited Ras Dashen and photographed If possible, prepare your own paragraph and different scenes. write it on the board to show the three sentence 2. The tourists visited all the mountains in types of the paragraph, namely TS, SS and CS. Ethiopia, and /so/ they were very happy. • Let them re-arrange the sentences they wrote 3. My friend read a lot about Chilallo about the picture in the view of the concept Mountains, and /so/ he planned to visit it. of a paragraph. Answer: B • Make them connect the sentences and write 1. walked 4. wanted 7. cried a paragraph. 2. smiled 5. visited • Collect their paragraphs and give the 3. laughed 6. hurried necessary feedback.

32 English I Grade 6 I Teacher Guide

• Students are going to read some words by Week 5 changing their forms. Introduce this to the class. Where Is Your Home • Tell students to copy the exercise into their Town? exercise book and work on the words based on the first example. • Teacher models reading the given example. Week Objectives • Let the students practice saying the words by their own, or with their partners. At the end of the week, students will be able to: Answer • blend words into their different forms; visited visiting • transfer information from a text; attracted attracting • guess the meaning of words from the located locating context given; enjoyed enjoying • listen and sort out the main and situated situating specific piece of information; • ask for and give directions from a 2. Reading (30 minutes) given map; Pre-reading Activity (5 min) • use active and passive sentences • Before the students read the text entitled correctly; and ‘Villages and Towns’, let them answer • write sentences about their village/ the pre-reading questions based on their town. background knowledge. Encourage them to justify their answers. • Groups the students in fours and help them Week 5 Day 1 to compare their answers and justifications. • Note: there is no correct or wrong answer. The Daily Contentss opinion of the students with its justification • Word Study is enough. • Reading comprehension While-reading Activity (10 min) Activity A can be treated as follows: 1. Word Study (10 min) • Before they start reading the text, let them Blending read the table and understand the type of information required to complete it. Words ending with ‘-ing’ and ‘ed’

33 English I Grade 6 I Teacher Guide

• Get students to read the text silently and Answer: B identify the information. They can read the 1. True 4. True text again if you feel that the students don’t 2. True 5. False understand. 3. False • Complete the table with the appropriate information. Answer: C • Arrange the students in pairs and compare The reference questions their answers. (Tell them to refer to the text again when the pairs’ answers don’t match). 1. Inhabitants of towns Complete the table with correct information 2. A village

Towns Villages 3. Countries less Population more populated populated Post-reading Activity (15 min) more access to less access Markets • Let the students read the two questions and shops to shops think about the answers individually. no fire fire and police Facilities and police • Use the exercise in the Post-reading as stations stations homework. Motivate students to take the farmers Common teachers, doctors ideas mentioned in the reading text to write and employments and others the answers. fisherman higher secondary Schools educations & Week 5 Day 2 school colleges banks and Economic Daily Contentss commercial agriculture activities institutions • Vocabulary • Listening To do the activities in B and C, consider the steps below.

• Let students answer the activities given under the instructions B and C. Remind them that Homework (5 min) they can read the text to find correct answers • Check if every student has done the for the questions. homework. Go round the class to check what • Make sure that the students are doing the they have in their exercise books. activities individually. Move into the rows • The answers are open ended. This means and assist learners with disabilities to be there is any correct or wrong answer. As engaged in the activity. a result, take some students to read their • Arrange the learners in pairs and let them answers to the class. share their answers through discussion. .

34 English I Grade 6 I Teacher Guide • Listen to what the students have said and 4. Listening (25 minutes) give constructive comments based on the ideas they have mentioned. Pre-listening Activity (5 min) 3. Vocabulary (15 minutes) • Let students answer the pre-listening questions individually before they listen to Contextual meaning of words the dialogue. • Let students read the dialogue between the • Get the students in pairs to discuss their two friends, and copy the underlined words answers. in to their exercise book. While-listening Activity (10 min) • Students write the contextual meaning of the underlined words in their exercise book. The Museum in the Town (Go in to the rows in the class and assist and Tamene lives in a town that has a big museum. encourage students with various disabilities). Many tourists come to visit that museum. Most • Get the students in pairs and tell them to tourists ask where the museum is located. compare their answers and discuss. Tamene has helped one tourist in this way: • Show them the clues in the context. Tourist: Excuse me, can you help me? I’m • Elicit the answers and give the correct lost! answers. Tamene: Certainly, where would you like to go? Answer Tourist: I’d like to go to the museum, but I A. The Contextual meanings are: can’t find it. Is it far? located - found Tamene: No, not really. It’s about 5 minutes’ farm - land having plantation walk. area - place, land Tourist: Maybe I should call a taxi. attraction - site or places that attract Tamene: No, no. It’s very easy. I can give you visitors the direction. shrubs - small plants (trees) Tourist: Thank you. That’s very kind of you. cattle - home (domestic) animals Tamene: Not at all. Now, go along this street to B. Summary of the text the traffic lights. Do you see them? Sena’s home is six kms away to the east. Tourist: Yes, I can see them. It is located in a village, not in a town. Tamene: Right, at the traffic lights, turn left There are different attractions such as into Hidasie Avenue. bushes and shrubs that make it lovely. Tourist: Hidasie Avenue?

35 English I Grade 6 I Teacher Guide

Tamene: Right. Go straight on. Take the second 4.. Hidasie Avenue left and enter the Museum Drive. 5. Because they do not have a tourist Tourist: OK. Hidasie Avenue, straight on and guide that help them to find the then the third left, Museum Drive. place. Tamene: No, it’s the SECOND left.

Tourist: Ah, right. The second street on my Answer: C left. 1. along 4. left Tamene: Right. Just follow Museum Drive and 2. true 5. follow the museum is at the end of the road. 3. second Tourist: Great. Thanks again for your help.

Tamene: Not at all. Post-listening Activity (15 min) To complete activity A, follow the steps • Tell the students to read the Post-listening below. questions and think about the answers • Let the students look at the map in their individually. textbook carefully before they listen to the • Let the students do the activity as homework. dialogue. • Read the dialogue twice by changing your Week 5 Day 3 voice as the ‘tourist’ and ‘Tamene’. • Students identify the places in the map based Daily Contentss on their listening. • Speaking • Let the students compare their answers in • Grammar pairs. • Give the correct answers. Work on activities B and C as follows: • Let students read the activities given under Homework (5 min) instruction B and C. • Check the homework from the previous • Give them some time to answer the questions lesson; that is the Post-listening activity. individually. Move around the class to see Make sure students have some answers to how they are doing it and help students with the questions. disability. • Since the answers are open ended, there is no correct or wrong answer. But be certain Answer: B that students have reasons for what they 1. Tamene have answered. 2. To visit the museum in the town

3. It is located at the end of the road

36 English I Grade 6 I Teacher Guide 5. Speaking (20 minutes) • Arrange the students in pairs and let them Week 5 Day 4 study the map given in their textbook. • Let them practice asking for and giving Daily Contentss direction. (One student asks for the direction • Reading Fluency to a certain place and the other student gives • Vocabulary the direction based on the example in the text book). • Go into the pairs and assist students with Homework (optional) (5 min) disabilities to participate. 7. Reading Fluency (25 minutes) • Take three pairs from the class and present the dialogue to the whole class. Pre-reading (5 min) • Tell the students that they are going to 6. Grammar (20 minutes) practice reading fluency. Passive Voice • Before they read, let them remember the title • Let students remember about the use of of text in this week. passive from the week 3 grammar part. Reading (10 min) • Explain important phrases used with ‘wh- • Read accurately the first two paragraphs of question words to ask directions and places. the reading text. Use the example in student book. • Tell the students to listen as you accurately Note: read the paragraphs. (Let them focus on the How far - distance accuracy of your reading). How long - time • Tell the students to read the two paragraphs where - place located to their partner and get feedback. (Check how they are doing the activity.) Example: 8. Vocabulary (15 minutes) Sebeta is found in Oromiya region. (passive) It is 30 km from Addis. (active) Contextual use of words • Let the students read the incomplete text Step 3: first. • Arrange them in pairs and practice using the passive and ‘wh’ question words to elicit • Fill the blank spaces with the most information related to direction. (Monitor appropriate words from the list. what the pairs are discussing). • Compare their answers in pairs and make discussions on their differences.

37 English I Grade 6 I Teacher Guide

• Provide the correct answers. • Give the right answer.

Answer: Writing Compositions (30 min) 1. located 5. villages • Explain how to combine the sentences. 2. highest 6. pick Introduce to the students common reason conjunctions: “since”, “because” & “as” 3. attractive 7. visit with how to use them. 4. directions • Let them connect the sentences individually. Week 5 Day 5 • Get them in pairs and compare their answers. • Elicit and write the correct answer on the Daily Contents blackboard. • Writing Week 6

Homework (optional) (5 min) Have You Ever Travelled to 9. Writing (40 minutes) Tourist Sites?

Writing convention (10 min) Dictation Week Objectives • Tell the students that you are going to read a At the end of the week, students will be text to them as a dictation activity. able to: • Dictate to them the following text and, let • use negative prefixes in words them write using appropriate punctuation correctly; marks and capital letters. • read a text to sort out different Ethiopia is the tenth largest country in Africa. information; It has a population of about 90 million people. They are from different ethnic groups. • categorize words thematically; Ethiopia has a very good tropical climate. • listen and transfer information; There is plenty of land for agriculture. There • use comparative and superlative are many natural resources. In addition, appropriately to compare things / Ethiopia is proud of many of its tourist objects; attractions. Visitors often enjoy visiting these • use words appropriately in a context; attractions. • take notes and develop a parallel text; • Let them compare their texts in groups of • punctuate sentences correctly; and three and make discussions. • compose a paragraph

38 English I Grade 6 I Teacher Guide

a. read the sentences in the text with words in Week 6 Day 1 it. b. show how the words are pronounced. Daily Contentss c. give a dictionary definition of the words. • Word study d. give student-friendly definitions of the • Reading comprehension words. e. use the words in oral interaction • Let the students read the words listed in the 1. Word Study (10 min) pre-reading part and write their meaning either from their own background knowledge Prefixes or referring to the text quickly. • et the students copy the table into their • Get students in pairs to compare their exercise books and study the words in the answers. table. • Elicit the answers and give the correct • Individually, students choose the most answers. appropriate prefixes to the words listed. Meaning of the words • Get them in pairs and compare and discuss 1. site: the piece of land on which something is their answers. located (or is to be located) • Elicit answers from the students (Let students 2. ruined: destroyed physically participate fairly and consider students with disability.) 3. palace: a house where a queen/king lives 4. ruled: governed Answers correct - incorrect While-reading Activity (10 min) wanted - unwanted Ruined Palaces agree - disagree • Let the students read the statements in the accurate - inaccurate While-reading part before they start reading advantage - disadvantage the passage. • Let them read the word loudly. • Tell them to read the passage silently and 2. Reading (30 minutes) decide and write ‘true’ for the correct statements and ‘false’ for the incorrect Pre-reading Activity (5 min) statements based on their reading. • Introduce the title of the reading text to the • Get them in groups of three and discuss their students. answers referring to the reading passage if • Introduce the new words in the following necessary. steps: • Provide correct answers by eliciting them from the students.

39 English I Grade 6 I Teacher Guide

Answer: A 1. False 4. True Week 6 Day 2

2. True 5. True Daily Contents 3. False • Vocabulary • Listening Answer: B 1. Sofia

2. Queen of Sheba. Homework (5 min) 3. She lives next-door to Sofia. • Check if all students have done the They serve as evidence that shows the 4. homework individually. Remember that earlier development of the country. students should do homework. Then, follow Yordanos she has promised to visit the 5. the steps mentioned above to answer the palace of Queen of Sheba. questions together with students. 6. Sofia. 7. They live in Palaces. 3. Vocabulary (15 minutes)

Post-reading Activity (15 min) Categorizing Words • Explain what categorizing words mean. • Let the students read the questions carefully Words can be categorized in various ways. and write answers individually. Take this In this activity the words can be categorized activity as homework. Let students read and/ according to what they express. ask the questions. . • Let students read the list of words. Give one • Get them in groups of four and compare word as an example. their answers. Students set discussions on their differences quoting justifications from • From the words that can show a ‘place’, one the passage. can be a ‘farms’. • Go (into the groups and monitor and assist • Let students categorize the list of words the discussion they are conducting). under places, attractions and air conditions. • The answers are open ended. Check how • Go round the classroom and check how students respond to the questions. students are engaged in the activity. Help students with disabilities and those who have problems in categorizing the words.

places attractions air condition farms church water fall rainy cloudy

hill villages volcano wildlife foggy sunny

forest fields mountain festival windy

plain mosque

40 English I Grade 6 I Teacher Guide 4. Listening (25 minutes) will be 22, 25 26 and 24 degrees Celsius respectively. Gambella, Semera and Dire Dawa Pre-listening Activity (5 min) will be sunny. Their temperature will be 40, 41 • Tell them that they are going to listen to a and 37 respectively. text entitled ‘Weather forecast’. On Tuesday, there will be heavy rain in all the • Before they listen, let them think about their towns. own answers for the pre- listening questions. On Wednesday, more rain is expected in • Get them in pairs and discuss their answers different parts of the country. and experiences. Mr. Mark has attentively followed the weather • Elicit answer and give the correct answer. forecast. He has used the data to decide where to visit. While-listening Activity (10 min) For Monday, he has planned to visit the • Tell the students to study the table before historical places and natural beauty of Bahir they listen to the text. Dar and Mekelle. • Read the text once at moderate pace and let Answer: A students complete the table. Day City/town Temp (oc.) Air condition

• Read the text for a second time faster than in Monday A.A 22 Cloudy the first one Monday Gambela 40 Sunny • Let the students complete the table based on Monday Bahir dar 26 Cloudy the information from the text. Monday Dire Dawa 37 Sunny Weather Forecast • Let the students answer the questions given Mr. Mark is a tourist who has come to visit under instruction B. Ethiopia. He is in Addis Ababa. He has not • Go round the class to check how they are decided where to begin his visit. He wanted working on the activity. Help students with to know the weather conditions of the coming disability and others having some trouble in days. Thus, he has studied the weather forecast doing the activity. transmitted on Ethiopian Television. • Work with the students to answer the First, he has attended the recorded weather questions. conditions of the weekend. • Give equal chances to male and female On Saturday, there was heavy rain in almost all students. Do the same for students with parts of the country. On the contrary, Sunday disability. was sunny. Then, he has followed the weather forecasts of the coming three days for different places. On Monday, Addis Ababa, Hawasa, Bahir Dar and Mekelle will be cloudy. The temperature

41 English I Grade 6 I Teacher Guide

about the answers and the way they presented Answers: B them. 1. He is a tourist who came to visit Ethiopia. 5. Speaking (20 minutes) 2. The weather condition of the coming • Let students study the table in their text book days. carefully. 3. It was the weather forecast • Give them one more example and make clear transmission. about what they are going to do. 4. On Monday. • Arrange them in pairs. One student is going 5. The data transmitted about the to ask and the other student is going to weather condition. respond. They will take turn and practice 6. He has planned to visit Bahir Dar on asking and answering. Monday. • Go to the pairs and encourage students (those with disabilities) to participate. Answers: A. Comparison of the weather condition 6. Grammar (20 minutes) 1. hottest Comparison 2. hotter • Explain expressions used to compare various 3. cloudy objects using notes below B. Use this activity as a home work. Let students attend a weather forecast and Comparative write what it says. Check the answers • It is used to compare two objects, things or of the students. persons.

Post-listening Activity (15 min) Example:

Bale National Park is older than Nech Sar Week 6 Day 3 National Park

Daily Contents It is formed: • Speaking • adding ‘-er.’ on adjectives. • Grammar • Adding ‘more’ on three and more syllable words. • Having different features on irregular • Check how the students have done the Post- adjectives listening activity. Make sure that all of them have tried the activity. Example: • Give them a chance to present their answers Good - better to the class. Give constructive comments

42 English I Grade 6 I Teacher Guide

Superlative:

• It is used to compare one object, thing or Week 6 Day 4 persons with two or more objects, things or persons. Daily Contents Example: • Reading Fluency

Awash National Park is the oldest of all the • Vocabulary parks in Ethiopia. • It is formed by: • adding ‘-est.’ on mono syllabic adjectives. 7. Reading Fluency (25 minutes) • adding ‘-most’ on three and more syllable • Tell students that they are going to practise adjectives. reading with expression. • having different features on irregular • Before they read, see what they can adjectives. remember about this week’s text. • Read the dialogue using different expression Example: for the two speakers - Sofia and Yordanos. Good - best • Tell them to focus on the way you change • Let them complete the two tables based on the expression according to the person. the explanation. • Tell them to read the dialogue twice, taking • Arrange students in pairs to compare and turns once as Sofia and once as Yordanos. discuss their answers. 8. Vocabulary (15 minutes) • Elicit the answers and provide the correct answers. Contextual use of words Homework (optional) (5 min) • Ask students to copy the exercise into their notebook and insert the words in their Answers: A appropriate places. The only irregular adjective is: • Put them in pairs to compare and discuss bad-worse-worst their answers. All other adjectives are regular and take • Elicit the answers from the students. Provide -er/more for comparative and -est/most for the correct answers. superlative. Accept any reasonable answers that students Answers: give. 1. journey 4. better 2. rain 5. waiting 3. weather

43 English I Grade 6 I Teacher Guide

sleep sleeping sleeps Week 6 Day 5 look looking looks

paint painting paints Daily Contents get getting gets • Writing Double the final consonant when the words end in a single consonant preceded by a single Homework (optional) (5 min) vowel and the suffix begins with a vowel: Example 9. Writing (40 minutes) To add the suffix -ing to the verb cut, first Writing Conventions (10 min) double the final t: cut + t + ing = cutting Punctuation If the suffix doesn’t begin with a vowel, do Ask students to copy the exercise into their not double the consonant: exercise book. Example • Tell them to use the most appropriate To add the suffix -s punctuation marks in the sentences. cut + s = cuts • Put them in pairs to compare and discuss This rule doesn’t apply to a two-vowel word. their answers. Example • Give them the correct answers. To add -ing to read: Answers: A read + ing = reading 1. Have you ever visited Lake Chamo? And to add -s to read: 2. I have a plan to visit Axum. read + s = reads 3. “I come from Lalibela,” she said. I have a plan to visit Axum, Lalibela 4. Writing Composition (30 min) and Harar Wall. Do you know where Lake Abiata is Paragraph Writing 5. situated? • Tell students that they are going to write a Spelling paragraph. Explain and give an example for one of the • Guide them to use the sentences they wrote rules of spelling: adding suffixes to verbs. last week about their village. (Remind them to include information about the village; Answers: B such as location, weather conditions and word Adding -ing Adding -s other features.) plan planning plans • Help them with their punctuation and rain raining rains capitalisation.

44 Famous People in Ethiopia UNIT 3

Unit Objectives

At the end of the unit, students will be able to: • change words into words of profession; • sort out specific idea (information) from a reading text; • identify meanings of words; • transfer the information they listened to a table; • describe pictures orally; • use the simple past tense to express past events; and • write a biography of a person.

Week 7 Who am I?

Note: Week 7 Day 1 Suffixes: parts of words (morphemes) which appear at the end of a word to change its Daily Contentss category and meaning. • Word Study? Profession suffixes: are suffixes which are • Reading Comprehension??? attached at the end of a word to create professional name for the noun. Tell your students to copy the exercise into their Homework (optional) (5 min) notebooks. Sort the words to their appropriate professional suffixes in the table based on the 1. Word Study (10 min) first example. Arrange the students in pairs and let them Blending Suffixes compare their answers. Encourage them to Explain what suffixes in general and what discuss their answers. suffixes for professions in particular are.

45 English I Grade 6 I Teacher Guide

Provide the correct answers, and read the words Answers: A aloud. 1. False 4. True • Let them read the words following you. 2. False 5. True Answers 3. False -ian -st -er technician chemist player Answers: B musician biologist writer 1. On September 29th, 1940. electrician dancer 2. 16 magician worker Studying music more than any other 3. subject. 2. Reading (30 minutes) 4. The principal, Mr. Sheded. 5. Imperial Bodyguard Band. Pre-reading (5 min) 6. 68 • Tell them that they are going to read a text for comprehension. Before they read, let Answers: C them answer the pre-reading questions individually. 1. hired • Arrange them in pairs and tell them to 2. sudden discuss their answers. There is no right or 3. Honorary Doctorate wrong answer. 4. Amharic

While-reading Activity (10 min) Post-reading Activity (15 min) • Students read the questions before they read the text. This is to let them have a purpose in Tilahun Gessesse their mind before they read. • Let the students copy the summary in to their • Tell them to read the text silently. Meanwhile, exercise book, and complete it providing let them answer the comprehension appropriate word. questions. • Tell them to compare their answers in • In pairs, let them compare their answers. pairs and give them the correct answers by They can refer to the reading text to justify eliciting from them. their answers. Possible Answers • Elicit the answers from the students and give 1. was taken 4. joined them the correct answers. 2. attended/learned 5. popular 3. discussed 6. died

46 English I Grade 6 I Teacher Guide 4. Listening (25 minutes) Week 7 Day 2 Pre-listening Activity (5 min) Daily Contents Step 1: • Arrange the students in groups of three and • Vocabulary let them discuss what the people in the listed • Listening fields do. • Let them report the points in the discussion to the class through their representatives. 3. Vocabulary (15 minutes) Step 3: • Tell them what those people in the indicated Antonyms fields do. • Let students read the reading passage, a. Geologist - studies about earth and what it’s ‘Tilahun Gessesse’ and find the words made of the materials and the structures. in column ‘A’. Before this, explain to b. Palaeontology - studies about fossils and them briefly what antonyms are by giving tell us ecology of the past. Incorporates examples. knowledge from Biology, Geology, Antonyms: Antonyms are words which are Anthropology and Archaeology. opposite in meaning. • It is the study of the history of life on earth. Example: c. Anthropology: Studies various aspects of hot → cold human life within the past and present. • Let them match the words with their Archaeology is the branch of anthropology that antonyms in the other column (B). studies the investigation of evidences of human • Get them in pairs and make them compare past life. their answers. Encourage them to discuss While-listening Activity (10 min) their answers based on the clues from the text. Zeresenay Alemseged: the • Elicit the answers and give them the correct Palaeontologist answers. Zeresenay Alemseged was born on June 4, Answers: A 1969 in Axum. He graduated with a Bachelor of Science in Geology from Addis Ababa 1. B 3. E 5. F University in 1990. He began working as a 2. A 4. C 6. D Junior Geologist in the National Museum of • Use the activity given under instruction B as Ethiopia’s Palaeoanthropology Laboratory. homework. He completed his Master of Science. program in the University of Montpellier II in 1994 in

47 English I Grade 6 I Teacher Guide

France. He earned a Doctor of philosophy. in Answer: B palaeoanthropology through the Laboratory 1. in National Museum of Ethiopia of Palaeontology at Pierre and Marie Curie 2. Because she(Selam) is the most complete University in 1998. skeleton of a human ancestor discovered. From 2000 to 2003 Zeresenay worked as a postdoctoral research associate. In Post-listening (15 min) 1999, he commenced the Dikika Research • Let students think about the famous person Project (DRP). It was at the beginning of his (academician) they know and complete the postdoctoral research that Zeresenay made his same table about his/her information. most significant discovery of “Selam”. • Help them to elicit as much information as He is best known for his discovery, on they know about the person. December 10, 2000, of Selam. His discovery is • Write a short biography of the person using also referred to as “Lucy’s child”, the almost- the information in the table they completed. complete fossilized remains of a 3.3 million • Let them be in pairs and exchange their work year old child. The “world’s oldest child”, she is to read and comment on. the most complete skeleton of a human ancestor discovered to date. Week 7 Day 3 Currently he is working as Chair of the California Academy of Science in San Francisco. He is Daily Contents also leading the project in conducting further • Speaking important researches. • Grammar • Tell to students to read the table before they listen to the text. • Let them listen to the text twice and complete the table with the information they have. Homework (optional) (5 min) Name Zeresenay Alemseged Date of birth June 4, 1969 Begin the day’s lesson by checking the homework. Make sure all students have done Place of birth Axum the home work. First university Addis Ababa University attended • Let students read the words they chose Year the Dikika and the sentences they wrote. Listen to the 1999 project began sentences and give constructive corrections Important fossil and comments. Selam discovery Current place of San-Francisco work

48 English I Grade 6 I Teacher Guide 5. Speaking (20 minutes) Note: past forms of words are grouped in to two. • Arrange students in pairs and let them see the pictures of people in their exercise books. i. Regular past forms • Tell them that one of the pairs will ask These add ‘-d’ or ‘-ed’ at their ends to be past. questions in the text orally, and the other Examples: member answers looking at the pictures. Finish → finished Based on their background information the Smoke → smoked pairs take turns to practice. • Encourage them to add more questions. ii. Irregular past form • Let them talk about one of the people to the These are verbs which change some of their class. letter(s) to be past or remain the same. Examples: 6. Grammar (20 minutes) teach → taught Simple Past Tense speak → spoke Arrange students in groups of three and let put → put them tell what they did yesterday to their group swim → swam members. Guide them to use time expressions Let students change the given verbs into past. Example: Then, arrange them in pairs to compare their - In the morning - After bed - At 2 o’clock answers. Encourage them to discuss their answers, and give the correct answers after • Individually, students re arrange the pictures discussion. in their order and write the answers for the questions. Group A • Let them compare their answers in pairs and 1. cheat → cheated make discussions. Give the correct answers 2. climb → climbed to the class after eliciting answers from them. 3. walk → walked Answer: A 4. wash → washed 3,1,2,4 5. open → opened 1. at 7:30 Group B 2. at 6:00 1. steal → stole 3. play foot ball 2. spend → spent 4. at 7:00 3. take → took 4. think → thought 5. write → wrote

49 English I Grade 6 I Teacher Guide

know. The second time it will be easier as Week 7 Day 4 they reread the paragraphs. • Let the students read in small groups, and Daily Contents read aloud together. Encourage them to read • Reading Fluency the passage at least twice, and three times if you think they will all have it on the third try. • Vocabulary (Remind the students that choral reading is much like a choir singing. They have to read aloud together at the same time. They have 7. Reading Fluency (25 minutes) to do it more than once so that they will get a chance to practice it and sound better on the Pre-reading Activity (5 min) second try, better on the third try.) Begin the lesson by reminding the title of the reading text. Inform the students that the text 8. Vocabulary (15 minutes) is going to be used to practice reading fluency. Defining Words While-reading Activity (10 min) • Explain what defining a word is. Use the following example: • Explain that they are going to practice choral reading. Choral reading is reading in unison, Zeresenay Alemseged is a scientist who studies i.e.; stronger readers help less fluent readers fossils of organisms and related remains. He practice by providing strong models of fluent is called a paleontologist. A paleontologist reading. studies a science called paleontology. There are many words that end in “ology.” The suffix • Introduce your students with choral reading. “ology” means “the science of” or “the study (One way to practice becoming an expert of” something. For example, mineralogy is the reader is to read together aloud. It is called study of minerals. Many of these words are choral reading because it is very much like a used when studying social studies and science. chorus of singers who all sing together at the same time.) • Let students identify how the word is changed with the suffix. Let students answer • Prepare your students to read the first three the activity under instruction A. paragraphs. • Read the paragraphs together (the teacher Answer: and the students) chorally. Do not read at too 1. F 4. G 7. A slow a pace or too quickly, but set the pace 2. E 5. B 8. H so that they can read aloud together. If they 3. D 6. C have trouble keeping up the first time, inform them to try their best, following along with their finger, and reading all of the words they

50 English I Grade 6 I Teacher Guide

• Use the activity given under instruction B as answer individually). Arrange the students homework. in pairs and let them compare and discuss their answers. Week 7 Day 5 • Give them the correct answer after eliciting the answers from them. Daily Contents Answers • writing 1. January 15, 2010. 2. July 2007. Homework (optional) (5 min) 3. March 21st, 2016. Begin the lesson by check the home work you 4. June 2011. gave in the previous day. Make sure the students 5. October 06, 2014. have tries the activity individually. Call different students to give the answers. Spelling Let students copy the first letters into their Answer: notebooks. Then, encourage them to re-arrange 1. encouraged 5. whole the jumbled letters to form a meaningful word. 2. continue 6. break Arrange them in pairs and let them compare their answers. Motivate them to discuss their 3. establish 7. precise answers with in the pairs. 4. unusual 8. lonely Elicit the answers and provide them the correct 9. Writing (40 minutes) answer. Answers Writing convention (10 min) 1. fit 6. slowly Punctuation 2. well 7. handsome Explain about the common ways of writing 3. weave 8. rehearse dates in a biography. (Focus on the prepositions: 4. famous 9. practice in and on, and the punctuation marks. And,) 5. career 10 Important In Month Year. Example: In September 2012. Writing Compositions (30 min) On Month Date, Year. Paragraph Writing Example: On September 12, 2012. • Explain how students are going to engage On Date Month, Year. in this activity. (In this week, students are th Example: On 12 September, 2012. going to begin developing a draft.)

• Let the students rewrite the sentences using the appropriate punctuation mark. (Let them

51 English I Grade 6 I Teacher Guide

• For preparing the draft of the paragraph, let students use the data (or prompt) given in Week 8 their text book. Motivate the students to use the list of information in the table to create a written text. People and Their Past • Inform the students that the paragraph they are drafting is about a life story (biography) of Yetnebersh Nigussie, a visually impaired Week Objectives successful woman. • Encourage them to use the information in the At the end of the week, students will be table in writing the draft of the biography. able to: This time they have to begin writing • use suffixes to form female and male complete sentences. Go into the rows and profession words; motivate students to continue writing the • read to identify specific information draft. Support students with disabilities. from a text; • identify meaning of thematic words; • use words in contexts; • listen and decide whether the information is right or wrong based on the text; • elicit information about a family from their partner; • use simple present and present continuous tenses correctly; • take notes from dictation and punctuate sentences correctly; and • reorder jumbled words to form correct sentences.

52 English I Grade 6 I Teacher Guide

male are equally participating. Do the same to Week 8 Day 1 student with a disability. Here is the list of the words Daily Contents Male Female • Word Study wait waiter waitress • Reading Comprehension sport sportsman sportswoman author author authoress poet poet poetess Homework (optional) (5 min) 2. Reading Comprehension 1. Word Study (10 min) (30 minutes)

Blending Morphemes Pre-reading Activity (5 min) Prepare the students to read the list of words by • Begin the lesson by introducing what KWL blending morphemes. In this activity students is. This is a graphic organizer that can be will learn reading by blending morphemes. The used in PWP reading (pre-reading, while- morphemes they will blend indicate the sex of reading and Post-reading). Introduce what the person. Use the following example. KWL refers to. It has three columns: The Examples: K stands for what I know about a topic, the Male = -er or manage -er = manager W stands for what I wanted to know about the topic and the L stands for what I learned Female = manager -ess = manageress from the topic. There are some words which can indicate male K - What I W - What I L - What I and female persons. Know Want to Know Learned Examples: teach = teach-er = teacher

(This word indicates both male and female • Before the students begin reading the text, persons) let them help themselves pay attention and Note that, there are some words which do not anticipate what they will read by listing blend suffixes to indicate male and female things that they already know about Meseret persons. Defar. Example: doctor, nurse, • Prepare the students to think and list about what they want to know about Meseret Let the students read the words aloud in the Defar. Ask them to read the questions before table by blending the morphemes based on they read the text. You can ask the students the given example. Ask some students to read to mention what they want to know about the the words out loud. Make sure the female and

53 English I Grade 6 I Teacher Guide

athlete. Let students work in pairs and small 2004 - began her indoor track season with groups and share their ideas. 3000m. While-reading Activity (10 min) • Let them compare their answers with a partner. • Let students read the text and write what they learned about Meseret Defar in the L part of Post-reading Activity (15 min) the KWL chart. Make sure the students are • Let the students work individually and write using the chart to write about the topic they the answers for the Post-reading questions. read. • Arrange them in pairs, let them discuss and • Encourage them to answer the questions share their views. given under instruction B. When you elicit the answers guide them to go back to the text and give evidence. Week 8 Day 2

Answers: B Daily Contents 1. when she was very young. • Vocabulary 2. in Algiers and Santiago. • Listening Comprehension

3. in Germany.

4. 3000m indoors. Homework (optional) (5 min) • Let students copy the table and complete 3. Vocabulary (15 minutes) the table with appropriate information from the table. [This activity requires students to Word Meanings scan the text. Explain that scanning is one • Let students copy the exercise into their of the various techniques of fast reading. It notebooks and encourage them to match the is important because it helps to make the words with their meanings. Let the students students’ reading skills better.] be in groups of three and compare their • Ask students to scan the text and find the answers. Motivate them to discuss their specific information. (For this may be a new answers. reading strategy to your students, give them • Elicit answers and provide the correct one example.) answers to them. Answers Answers: A 1999 - Participated in the first international marathon. 1. F 3. E 5. A 2000 - won a silver medal. 2. C 4. B 6. D 2002 - won two gold medals. won 3 bronze medals.

54 English I Grade 6 I Teacher Guide

• Use the activity given under instruction B as Miruts competed with athletes from different homework. continents and excelled in 5000 and 10000 meters with outstanding results. His success 4. Listening Comprehension was his ability to spring apart from the pack (25 minutes) of runners at the last 200 meters or so. This unusual burst of energy that gave him victory Pre-listening Activity (5 min) after victory earned him the nickname “Miruts • Tell the students to read words taken from the gear-Shifter”. the listening text and predict the meanings In the 1972 Munich Olympics, Miruts took of the words listed in the pre-listening part. the bronze medal in the 10,000 metres. Miruts Teach the meanings of the words after earned two gold medals at the Moscow eliciting from the students. Use the strategies Olympics in 1980 in the 5000 and 10000 meter mentioned in the previous weeks about pre- races. teaching vocabulary. In a long career, Miruts had participated in more Vocabulary key: than 252 races out of which he won 221 of them 1. a vehicle with wheels drawn by one or more by earning the gold medal. In recognition of his horses outstanding career, the World Sport Journalist 2. engage in a contest; measure oneself against Association honored Miruts by awarding him others the “Golden Shoe”. 3. a familiar name for a person (often a Miruts is a father of seven children. Miruts shortened version of a person’s given name) has set an exemplary athletic record that has 4. the state or quality of being recognized or enabled the legacy of a great long-distance acknowledged running tradition to continue. • Encourage the students to answer the While-listening (10 min) questions individually. Then, arrange them in • Let students read the While-listening activity pairs to compare and discuss their answers. before they listen to the text. Read the text Answers: A two times. Once with a moderate pace and 1. True 3. True the second a bit faster. Make sure students are answering doing the 2. False 4. False While-listening activity. 3. False Miruts Yifter the Shifter Answers: B Captain Miruts Yifter was born in Adigrat in c, d, b, e, a, 1938. Miruts spent early parts of his youth working in different factories and as a carriage driver. His talent as a long-distance runner was noticed when he performed exceptionally in 5000 and 10000 meter events.

55 English I Grade 6 I Teacher Guide Post-listening (15 min) Professions Jobs the professionals do • Let the students copy the text into their Dentist a person that can fix exercise books. Inform them that the problems you have with your activity is a summary of the listening text. teeth. Encourage them to complete the text with Plumber a person that repairs your water systems or pipes. appropriate word from their listening. Tell them to compare their answers. Then, elicit Tailor a person that makes clothes for others, many times the answers from the students. producing exclusive items of Answers: clothing. 1. born 4. took/won Soldier a person who works for the army. 2. distance 5. won/earned Hairdresser a person who cuts your hair 3. performed 6. participated or gives it a new style Photographer a person that takes photos. Week 8 Day 3 Pilot a person who flies a plane.

Daily Contents 5. Speaking (20 minutes) • Speaking Using ‘Wh-’ questions Words • Grammar • Explain what they will do in this lesson. The students will speak about different types of occupations. Let them use the table and examples given. Arrange them in pairs. Homework (optional) (5 min) One student asks information about his/ her partner’s family occupation. Then, he/ Begin the day’s lesson by making sure the she completes the table. They take turn to students have done the activity you gave them do so. Select two pairs from the class and in the previous day. Check their exercise books. encourage them to act out the dialogue in the Ask different students to participate and give classroom. the correct feedback. Here are the answers. 6. Grammar (20 minutes)

Present Simple Tense • Let students copy the exercise into their notebooks and complete it using their own information. Then, let them write four sentences about themselves. Go into the rows and encourage and assist students with disabilities.

56 English I Grade 6 I Teacher Guide Positive and Negative • Give them highlight on the tenses (simple present and present continuous tense). I • Let them do the activity given under the We live instruction D as homework. You don’t live Homework (optional) (5 min) They near the school Begin the day’s lesson by check the homework He lives you gave in the previous class. Make sure She doesn’t live students have done the activity individually. It Work with the students to give the right answers.

Questions Answers: D 1. am getting 4. are assembling he 2. are waiting 5. is serving you 3. is working Where does we live? do she it Week 8 Day 4

The present simple is used to express: Daily Contents a. A habitual action • Reading fluency • I get up at 7:30. • Vocabulary • My father reads a lot. b. A fact which is always true. • Vegetarians don’t eat meat. • The sun rises in the east and sets in the west. 7. Reading Fluency (25 minutes)

• Tell students to complete the activity under Pre-reading Activity (5 min) instruction B using their own information in • Prepare your students by asking the title of activity given under instruction A. Let them the reading text. compare their answers with their partner and discuss the answers. Monitor their discussion While-reading Activity (10 min) moving in to the rows. • Arrange students to be in pairs to practice • Ask students to read and answer the activity the reading fluency. Use the strategies given under instruction C. [This activity mentioned in the previous weeks about the focuses on using the present simple tense. partner reading. Make sure students are There are different adverbs of frequency. practicing the reading fluency appropriately. These adverbs help to show how frequent the activities are. Help students identify the adverbs in the prompts given.]

57 English I Grade 6 I Teacher Guide 8. Vocabulary (15 minutes) Homework (optional) (5 min) Begin the day’s lesson by checking the Contextual Meanings homework you gave in the previous day. Make • Explain that students will find contextual sure students have tried it individually. meaning of words from a dialogue. Prepare For the answers are open ended, let various students to read the dialogue individually students forward their answers and give any look for contextual clues for the words corrections and constructive comments. underlined. Encourage them to guess the meanings of the underlined words and write their meanings in their exercise books. Go Week 8 Day 5 round the class and support students in doing the activity. After some time, arrange Daily Contents them in pairs to compare and discuss their • Writing answers. Elicit the answers and provide the correct answer. • Let them write names of people they know with the given professions (various answers) 9. Writing (40 minutes) Answers 9a Writing convention (10 min) Instruction A 1. Interested - attracted Dictation 2. fighter - warrior • Dictate to your students the text about 3. painter - an artist who paints Laureate Tsegaye Gebremedhin. Make pictures pauses to help them use punctuation marks. 4. exhibitions - displaying places Wherever necessary. where our products are Laureate Tsegaye Gebremedhin was a known seen by the public poet. He was born in a village called Boda 5. unknown - unidentified near Ambo. He attended his education at 6. striker - football player whose General Wingate School. While he was main job is to score attending his elementary school, he wrote goals for his/her team. a play called ‘King Dionysus and the Two 7. journalist - a person who writes Brothers’. He attended his higher education and reports in in Black Stone School of Law in Chicago magazines or on media in 1959. He devoted himself to manage and • Use the activity given under instruction B as develop the Ethiopian National Theatre. He homework. died in February 2006.

(Source: www.wikipedia.org)

• Tell them to give due attention to punctuation marks such as full stops and commas.

58 English I Grade 6 I Teacher Guide Writing Compositions (30 min) Week 9 Word Order • Let students copy the activity in to their text Biographies of Famous books. Let them rewrite the jumbled words into correct sentences individually and use People correct punctuation marks: commas, full stops and question marks. In pairs, encourage the students to compare and discuss their Week Objectives answers. At the end of the week, students will be • Invite the students to write the answers on the able to: board. And, finally give the correct answers. • segment suffixes from words; Answers • sort out information from a reading 1. Sena works as a bank Secretary. text; 2. My sister is a dentist. • guess meanings of words; 3. I want to be an electrical engineer. • use words in appropriate context; 4. A mechanic is a person who fixes cars. • depict information from the listening 5. When did you meet the doctor? text; • elicit information from others using Remind them about the type of the sentences. correct questions; 1. Simple 2. Simple • use correct capitalization in 3. Simple 4. Complex 5. Simple sentences; • use simple past tense in sentences Paragraph Writing with correct form; and • Remind students to re-draft and revise the • write a biography of a famous people biographical paragraph they started last week. Help students to put the sentences in logical order. Support students to create complete sentences. Tell them that they can change the type of sentences they wrote.

59 English I Grade 6 I Teacher Guide 2. Reading Comprehension Week 9 Day 1 (30 minutes)

Pre-reading Activity (5 min) Daily Contents • Let students think about the meanings of • Word Study the words and write them in their exercise • Reading Comprehension books. • Get them in pairs to compare and discuss their answers. • Elicit the answers and teach the meanings of Homework (optional) (5 min) the words before they read the text. 1. Word Study (10 min) Answers: Segmenting Suffixes from words 1. marked or dyed or discolored with foreign matter • Tell students to copy the activity in to their 2. assets in the form of money note books. 3. an occasion on which a winner is selected • Explain how to segment suffixes to get verbs from among two or more contestants from the listed words. Use the given example 4. the total amount and type of insurance for your explanation. carried • Tell them to segment the word and the suffix and write them in the given spaces. While-reading Activity (10 min) • Let them compare their answers in pairs. • Before the students read the text, let them Encourage them to discuss their answers. read the statements (True/false), and have a purpose in their mind. • Elicit the answers from them and provide the correct answers. • Let them compare their answers with their partner and discuss. Verb Suffix leader lead -er Answers: winner win -er 1. True 3. False painter paint -er 2. True 4. False dancer dance -er • Let your students match the incidents with designer design -er years. (This exercise is optional depending on the time); it can be given as homework). • Remind students to use the scanning strategy to find the specific information from the text.

60 English I Grade 6 I Teacher Guide • Let students try the questions individually 4. Listening Comprehension and then discuss their answers in pairs. (25 minutes)

Answers: B Pre-listening Activity (5 min) 1. B 4. D 6. G • Tell them that they will listen to a text. But, 2. C 5. A 7. F before that, arrange them into pairs and let 3. E them discuss the pre-reading questions. • Explain the meanings some key vocabulary. Post-reading Activity (15 min) Begin with this word: ‘humanitarian’ - of or relating to or characteristic Week 9 Day 2 of humanitarianism The people are supporting humanitarian aid. Daily Contents ‘orphan’ - a child who has lost both parents • Vocabulary The orphan boy is getting support by the • Listening Comprehension humanitarian aids. • Take two students to reflect their discussion points to the class.

Homework (optional) (5 min) While-listening Activity (10 min) 3. Vocabulary (15 minutes) Abebech Gobena Abebech Gobena was born in a rural village Word Meanings called Shebel in 1938. She was only nine when • Explain to the students how to approach the her father died during the second Ethio-Italian words to find meanings. war. Then, she was taken to her grandparents’ Example: Tell them to see the affixes. house. At the age of 10, she was married • Encourage them to match the meanings of without her agreement, but she ran away to the words using clues from the words. Addis Ababa. There, she got basic education. Later, she worked as a quality controller at a • Get them in pairs to compare and discuss coffee and grain company in Addis Ababa. their answers. The incident she saw when she went to Gishen • Elicit the answers from the pairs and provide Mariam, Wollo Province, changed her life. In the correct answers. 1980 the area was severely stricken by famine. In Answers: a feeding centre, Abebech saw a child suckling 1. B 3. D 5. E on her dead mother’s breast in the middle of people starving to death. She distributed the 2. F 4. C 6. A only thing she had to the victims. When, she headed to the countryside to fetch water, she

61 English I Grade 6 I Teacher Guide found a child in the arms of his dying father. She brought the two children to her home. Week 9 Day 3 Today, AGOHELMA, the association she founded, provides social services such as Daily Contents formal and non-formal education, HIV/AIDS prevention and habitat improvement for orphans • Speaking and women. Over 12,000 needy children have • Grammar been supported from different regions of the country by the association. • Tell the students to read the questions before Homework (optional) (5 min) they listen to the text. 5. Speaking (20 minutes) • Read the text twice with a moderate pace. • Tell to students to copy the table in the • Tell them to answer the questions (Write the speaking part into their exercise books. answers on their notebooks). • Let them refer back to the reading text • In pairs, encourage them to compare and entitled, ‘Afewerk Tekle’ and complete the discuss their answers. table based on the information. • Elicit the answers and give the correct • Arrange them in pairs, and tell them that they answer are going to do a role play. One student will be interviewed as ‘Afewerk Tekle’ and the Answers: other student will be an interviewer. Look at 1. In village called Shebel the example in the student’s book. 2. with her grandparents • Tell them to exchange roles and play it. 3. at coffee and grain company. Encourage them to engage themselves in the Distributed the only thing she had to the activity by going in to the pairs. 4. victim • Select two pairs from the class, and let them 5. AGOHELMA play to the whole class.

Post-listening Activity (15 min) 6. Grammar (20 minutes) • Arrange the students in pairs, and let them Simple Past Tense think about a famous humanitarian in • Arrange them in pairs and let them change Ethiopia and complete the table. the given verbs into their past form based on • Individually, tell them to write a short the example given. paragraph about the person using the • Elicit the answers from them. And, give information in the table. them the correct answers at the end.

62 English I Grade 6 I Teacher Guide

Answers: A Homework (optional) (5 min) 1. worried 5. cut Begin the day’s lesson by check the homework you gave in the previous day. 2. married 6. Put Make sure students have done the assignment 3. cried 7. Shut individually. Go round the class and check 4. studied 8. hit their exercise books. Ask different students to give answers. • Let the students copy the exercises into their note books and complete it. Answers: C 1. f 3. b 5. e • Arrange them in pairs to compare and discuss their answers. 2. d 4. c 6. a • Elicit the answers and give the correct answer. Possible answers (accept any appropriate 7. Reading Fluency (25 minutes) answer) B Pre-reading Activity(5 min) 1. the library • Prepare your students by asking the title of 2. went to the museum the reading text. 3. met While-reading Activity(10 min) 4. visited • Arrange students to be in pairs to practice were punished/came/met me/ played 5. the reading fluency. Use the strategies football mentioned in the previous weeks about the N.B: Give them the third exercise as partner reading. Make sure students are homework. practicing the reading fluency appropriately. 8. Vocabulary (15 minutes) Week 9 Day 4 Using Words in Contexts Daily Contents • Let the students read the words carefully and copy them into their exercise books. • Reading Fluency • Encourage them to make sentences using the • Vocabulary words. Use the example already given in the textbook. • Get them in pairs and compare their answers and discuss on the answers. • Elicit sentences from students and give corrections where necessary.

63 English I Grade 6 I Teacher Guide Writing Compositions (30 min) Week 9 Day 5 • Encourage students to complete the sentences using ‘last or ago’ individually. Then, ask them to compare and to discuss Daily Contents their answers with their partners. Give them • Writing the correct answers.

Answer: A 1. last Homework (optional) (5 min) 2. ago 9. Writing (40 minutes) 3. ago 4. last Writing conventions (10 min) • Let the students copy the activity into their • Ask students to finalize the biographical exercise books. paragraph the have drafted and revised in the previous weeks. (Remind them to finish • Tell them to re-write the sentences using their paragraph.) capital letters where necessary. Encourage them to work individually. • Arrange them in pairs so as to read each- others paragraph and give comments. • Get them in pairs to compare their answers. (Collect the student’s paragraph and check Motivate them to discuss on their answers. Then, elicit answers by letting the group how they have done it and provide necessary members write the answers on the board. comments) (you may use sample members).

Answers: 1. I was born in Ambo. 2. Dukamo attended his elementary school in Yirgalem. 3. Ethiopian and Kenyan athletes won a number of gold medals at the Helsinki Olympics. 4. My sister won a silver medal in the Great Ethiopian Run which was held in Addis Ababa in 2015.

64 Food and Festivals UNIT 4

Unit Objectives

At the end of the unit, students will be able to: • identify countable and uncountable nouns; • use correct quantifiers with countable and uncountable nouns; • predict and look for information from a reading text; • use words in contexts; • categorize words thematically; • complete charts using information they listened to; • use the comma correctly to list nouns. and • write a recipe for making a certain food type;

Week 10 Types of Food

the expressions and collocate it with one of Week 10 Day 1 the words as an example. • Arrange them in groups of four and let them Daily Contents read the expressions and the words that go • Word Study together. Go into the groups and monitor and • Reading Comprehension support groups which need your assistance. Randomly ask some students to read out loud what they collocated in their groups. Remember to give equal chances to female Homework (optional) (5 min) and male students. Do the same also to students with disabilities. 1. Word Study (10 min) • Explain that this is a scanning activity. Collocations Students have to scan the text so as to find the specific information to complete the • Let students read the list of expressions and sentences. Encourage students to use this words. Explain that there are some words reading strategy whenever they are looking and expressions that collocate. Take one of for specific information.

65 English I Grade 6 I Teacher Guide

• Here is the list of the collocated words. limited time so as to complete the activity Answer given in the while-reading. 1. a cup of milk = a litter of milk • Remind and motivate the students to use the self-checking strategy while they are reading 2. a loaf of bread = a slice of bread the text. This time let them use the Figure 3. a litter of oil Out the Unknown Words self-checking 4. a cup of tea = a spoonful of sugar strategy. Encourage the students to figure 5. a kilo of sugar out unknown words by using context clues, 6. a cup of juice identifying roots or affixes to determine the 7. a stick of gum meaning rather than skipping the words altogether. 8. a bar of chocolate • Then, let them complete the blank spaces 9. a head of garlic/ cabbage using appropriate words. 10 a jar of coffee • Arrange them in pairs to compare and discuss 11 a cup of coffee their answers. Then, elicit the answers from 2. Reading Comprehension them. (30 minutes) Answer: A 1. plants Pre-reading Activity (5 min) • Tell the students to try the pre-reading 2. cereals, legumes, oilseeds activity and think about what they know 3. potatoes and carrots before they begin reading the text. Arrange 4. milk, eggs, honey and meat them in pairs and encourage them to share their views. Move round the class to monitor • Tell students do the other activities given how they are doing the activity and support under instructions “B” and “C”. For the the students who are not able to do the activities are text based, they have to read or activity. refer back to the text. Remind the students • Ask some groups to forward their answers to to use the information in the text. They can the class and give corrections and comments. scan and skim the text so as to recall specific content or main ideas. Move round the class While-reading Activity (10 min) and monitor how they are doing and support • Tell them to read the activity given under the students who are having some problems. instruction ‘A’ before they read the text. • Arrange them in pairs to compare their Make sure the students are reading the answers. Finally, elicit answers from the activity. Let the students read the text in a pairs. Ask different students to answer the questions. Give equal chances to female and male students; do the same also to students with a disability.

66 English I Grade 6 I Teacher Guide

Answer: B 3. Vocabulary (15 minutes) 1. Plants Word Meanings The majority are those that are seed- 2. • Tell the students read the dialogue focusing based. on the underlined words. Encourage them to 3. Spinach and lettuce. write the meanings of the underlined words 4. Cheese and butter. in their exercise books. Then, tell them to be in pairs to compare and discuss their 5. Edible fungi, mushrooms. answers.

Answer: C • Elicit the answers from the students and give them the correct answers. 1. People Answer 2. Vegetables 1. prepare = make Food which aren’t either from animal 3. 2. fried = cooked in hot oil or plants 3. ingredients = elements, components Post-reading Activity (15 min) 4. bowl = dish, vessel 5. stiff = hard, strong • Tell them to think about the answers of the 6. heat = temperature questions individually. Then, encourage 7 knead = press with hands them to finish the activity as homework. 4. Listening Comprehension Week 10 Day 2 (25 minutes)

Pre-listening Activity (5 min) Daily Contents • Tell them to answer the pre-listening • Vocabulary questions before they listen to the text. • Listening Comprehension • Encourage them to discuss their answers in pairs.

While-listening Activity (10 min) Homework (optional) (5 min) Elements for Health Make sure the students have done their There are five basic groups of food according homework. Move round the class and check to what we get from them. A balance of all their exercise books. Arrange students to be in allows us to develop as fully and as healthy as small groups and let them share their answers. we should be. Ask some of the groups to provide their answers. Proteins play key roles such as body building, Give corrections and comments. Remember the growth and repair tissues. Meat, cheese, eggs, answers are open ended. milk, beans and peas are sources of protein.

67 English I Grade 6 I Teacher Guide

Vitamins keep us healthy. Fruit and vegetables Growth Health are rich sources these vital elements. Deficiency 1. protein 1. vitamins of vitamins causes health problems like retardation, defective growth of bone and teeth. 2. meat 2. fruits Carbohydrates are sources of energy. The 3. egg 3. vegetables biggest group of food that provide energy are 4. cheese sugar, cereals, porridge, rice, fruit, bread, cake, potatoes, spaghetti and biscuits. Post-listening Activity (15 min) Fat is also other source of heat and energy. If • Tell them to complete the summary text chemical energy is not used, it will be stored for based on the listening text. Take it as an future use. When our body runs out of energy in individual activity. our diets, it uses the stored fat. Avocados, fish • Elicit answers from the students and give the and nuts are sources of healthy fat. correct answers. Minerals are elements like zinc, iron, magnesium Answer and calcium. We need them for the chemical 1. vitamins 5. vitamins processes inside our body. For example, iron 2. carbohydrates 6. fats enables our blood to carry oxygen. Green 3. fats 7. energy vegetables, liver, beef, salt, water and milk are sources of minerals. 4. minerals 8 all chemical process • Tell the students to study the flow chart to be completed before they listen to the text. Week 10 Day 3 • Read the text twice with a clear voice and a moderate speed (pace). Daily Contents • Ask them to complete the flow chart based • Speaking on the listening text. Then, arrange them in • Grammar pairs to compare and discuss their answers. • Elicit answers from the pairs. Answer Heat and Energy Chemical process Homework (optional) (5 min) 1. carbohydrate 1. minerals 5. Speaking (20 minutes) 2. sugar 2. zinc • Arrange the students in pairs. Then, tell them 3. starch 3. iron to list down traditional food individually. 4. fat 4. calcium • Encourage them to take roles and ask 5. rice using ‘what is …?’ in their partner list. The partner will respond using. ‘It is …’ as in the example.

68 English I Grade 6 I Teacher Guide

• Introduce the social expression (pardon, I’m • Tell them to copy down the activity and sorry, of course, excuse me, and thanks) to complete it with the correct quantifiers. them. Then, tell them to copy the incomplete Elicit the answers from them and provide the dialogue in to their exercise books and correct answers. complete it. Answer: D Answer: B 1. a little 3. a few 1. Excuse me 3. Thanks 2. little 4. few 2. Of course 4. Pardon/I’m sorry

6. Grammar (20 minutes) Week 10 Day 4

Using ‘How many…?’ and ‘How Daily Contents much…?’ • Reading Fluency • Tell the students to copy the activity into • Vocabulary their notebooks. Then, tell them to sort out the nouns into countable and uncountable. Finally, encourage them to compare their answers in pairs. Give the correct answers. Homework (optional) (5 min) Answer: A

Countable Uncountable 7. Reading Fluency (25 minutes) • mango • flour Pre-reading Activity(5 min) • plate • milk • Ask the students to look at the reading text. • basket • cheese Inform them that the text will be used for • knife • sugar practicing reading fluency. • cabbage • beef Reading (10 min) • Tell the students to study the information in • Explain what Radio Reading (text the table. Then, encourage them to practice presentation) mean and how it is done. [In asking and answering questions in pairs this activity students will practice a section based on the given example. of the text and later present the text to • Explain the differences between ‘little’, ‘a other groups or to the class. This activity little’, ‘a few’ and ‘few’. encourages expressive and fluent reading.] Grammar Highlight • Arrange the students in groups of four or five. Then, let them practice the text individually. A few is used with countable nouns, while a Later, every student has to present the text little is used with uncountable nouns. Use a to the other members. [This is like what the few / a little to mean some, few and little to radio announcers do it. The announcers must mean almost none. speak directly without hesitancy, so listeners

69 English I Grade 6 I Teacher Guide

will understand a story they tell. This is how students need to be able to perform a reading, Week 10 Day 5 like radio storyteller.] • Tell students to improve their reading Daily Contents fluency through practice. Move round the • Writing class and help the students practice the text presentation reading. • Ask some students to present the text to the class. Homework (optional) (5 min) 8. Vocabulary (15 minutes) 9. Writing (40 minutes)

Word Categories Writing Conventions (10 min) • Tell the students to copy the activity into Using the Comma their exercise books. • Tell them to use the comma when three or • Tell them to put the words into their more nouns appear in a sentence. categories. Then, tell them to compare and discuss their answers. Finally, elicit the • Tell them to re-write the sentences using answers from them. the comma in the correct positions where necessary. fruits vegetables • Arrange them in pairs and tell them to • orange • onion compare their answers and make discussions. • banana • cabbage Finally, elicit the answers from them. • apple • tomato Answers crops meat 1. My sister bought me a cup of juice, a loaf of • coffee • beef bread and a cup of tea. • maize • chicken 2. Last week, Motuma gave me a litter of milk. • pea • fish 3. I often like to eat mangos, bananas, oranges • Encourage them to use two nouns from each and apples. category and write sentences based on the 4. When I was a child, I ate too much sugar, example given. cream and cake.

70 English I Grade 6 I Teacher Guide Prefixes • Tell the students to read the instruction how Week 11 to cook pizza. Explain that the recipe has some words which have prefixes. Food Preparation • Give them some time to find the words with prefixes. Move round the class and see how they are doing it. • Ask some students to list the words with Week Objectives prefixes. At the end of the week, students will be Answer able to: 1. prewashed 6. pre-plan • read words by adding suffixes; 2. preheat 7. misjudge • extract information from the reading 3. pre-cut 8. reheat text; 4. remix 9. reuse • collocate words; 5. rearrange 10. recycle • identify contextual meanings of words; Writing Compositions (30 min) • listen and transfer information; Writing a Recipe • describe food items; • Arrange the students in groups of three. Tell • identify countable and uncountable them to study the list of ingredients given nouns; and write a recipe for making Ethiopian • use quantifiers correctly; butter. • use the comma and the colon • Tell them to exchange their recipe with other correctly; and groups and compare their own with the others. Encourage them to discuss with the • write a recipe to make a certain food group members. type • Give the second activity “writing a recipe for two Ethiopian dishes” as homework.

71 English I Grade 6 I Teacher Guide

Here are the blended words. Week 11 Day 1 1. spice = spicy 2. health = healthy Daily Contents 3. stick = sticky • Word Study 4. juice = juicy • Reading Comprehension 5. booze = boozy

2. Reading Comprehension (30 minutes) Homework (optional) (5 min) Pre-reading Activity (5 min) 1. Word Study (10 min) • Tell the students to read the list of words Blending a Suffix taken from the reading text. The words are • Explain what activity they will have for the thematic words, that is, they are used to day. Use the example given to show how to talk about the theme of the week. Use the blend the suffix “-y”. First, read out loud the strategies mentioned in the previous weeks word alone and then read out loud that word about how to teach new words. by blending the suffix. • Arrange them in pairs to share what they • Tell the students first to read out loud the list predicted about the words. Use the following of words given. Then, help them read aloud meanings after eliciting some from the the words by blending the suffix “-y”. students. • Explain that when a word ends in ‘-e’, the 1. chemical elements final ‘-e’ has to be dropped out. 2. natural, not processed or uncooked • Arrange the students to be in pairs and 3. cleaning, washing with a chemical encourage them to take turns to read out 4. harder to chew loud the words by blending the suffixes. 5. use a spoon to mix smothely Move round the class to monitor and provide support. Check and make sure how the While-reading Activity (15 min) students are pronouncing the words before • Tell the students to read the while-reading and after blending. Ask some students to activity before they begin reading the text. read out loud to the class. Let them read the text and answer the questions. Then, encourage them to compare their answers. Elicit the answers from them.

Answers: A 1. False 3. True 2. True 4. False

72 English I Grade 6 I Teacher Guide

• Tell the students do the activity given under instruction B individually. Encourage the Week 11 Day 2 students to refer back to the text so as to order the ingredients according to the text. While Daily Contents students are doing the activity, move round • Vocabulary the class to monitor and provide support. • Listening Comprehension • Ask different students to give the right order. Remember to give equal chances to female and male students; and to those with Homework (optional) (5 min) a disability. Check the homework you gave in the previous Answers: B class. Make sure the students have done the d, e, f, a activity. Move round the class and look at their c, g, b, exercise books. • Ask students to find the synonym of the Ask different students to give responses. Give words in the reading text. [Remind them that equal chances to female and male students. Do there are words in the text having similar the same also to students with disability. meaning to these words.] give some time to Answer: D finish the task. Then, elicit the answers from 1. Vegetables different students. 2. Alecha/Vegetables Answers: C 3. Washing and drying the vegetables 1. lose 3. boiled 2. isolate 4. stir 3. Vocabulary (15 minutes) 3. uncooked Collocations • Tell them to take the activity given under • Tell the students to copy the matching instruction ‘D’ as homework. activity into their exercise books. Then, Post-reading Activity (10 min) encourage them to match the nouns with the • Tell the students to discuss the Post-reading verbs. Let them compare their answers with activity in groups and report their group’s their partner. Encourage them to match the view to the class. (The responses are open nouns with the verbs. Discuss the answers. ended; Tell different groups to say what they • Elicit answers from the students. think to the class.) Answer: A 1. D 4. C 2. A 5. E 3. B

73 English I Grade 6 I Teacher Guide Contextual Meanings of Words • Use the activity about the contextual meaning Taste Ethiopian Dishes of words as homework. Taste Ethiopian Dishes 4. Listening Comprehension At home, in hotels and restaurants (25 minutes) ‘Firfir’ makes your breakfast For a good start in the day Pre-listening Activity (5 min) ‘Injera’ is made from teff cereals • Arrange the students in groups and tell them For tasty flat bread to discuss the answers to the questions before they listen to the poem. Famous in Ethiopia and beyond Delicious stew flavoured with onions While-listening Activity (10 min) Is prepared with meat, eggs and butter • Tell them to read the while-listening activity The cooks add beef, fish and lamb and set purpose in their mind before they listen to the poem. Then, read the poem Vegetables or legumes like peas twice with a moderate pace. To spice and flavour the meal • While they listen to the poem, tell them to Ethiopia, a land of beauty and plenty to eat complete the activity individually. Then, Fresh juicy fruits, honey wine encourage them to compare their answers Spiced rice pan cakes and potatoes and discuss in parts. Cheese and butter with milk coffee • Elicit answers from them. All at affordable prices for you Answer: A To enjoy tasty Ethiopian dishes. 1. breakfast 2. injera • Tell them to read the activity given under 3. peas instruction B and do it. To help them do the activity, read the poem once with a moderate pace. • Tell them to complete the activity individually. Then, encourage them to compare their answers and discuss in parts. Answer: B 1. home, hotels and restaurants 2. affordable 3. meat, eggs and butter

74 English I Grade 6 I Teacher Guide Post-listening Activity (10 min) the “wh-” words to make questions about the • Use this activity to open a discussion time. items in the picture and answer them. The activity does not have limited response. • Let them ask and answer about the nutritional As a result, tell students to express their values and their favourites based on the ideas freely. example in their text book. • Arrange the students to be in small groups. • Move into the pairs and support students Give them some time to share their ideas and to be engaged with in the activities. Give bring them to larger groups and present their attention to students with disabilities. ideas to the class. Listen to what they say and give corrections and comments. 6. Grammar (20 minutes) Quantifiers Week 11 Day 3 • Remind them the differences between countable and uncountable nouns with their Daily Contents quantifiers from week 11 lesson. • Speaking • Let them copy the exercise into their exercise • Grammar books and complete them. Tell them to work individually. • Arrange them in groups to compare and Homework (optional) (5 min) discuss their answers. Elicit answers and Begin the class by checking the homework you give the correct answer. gave in the previous class. Make sure students Answer have tried their best to do the activity. A Then, elicit the answers from different students. 1. much 3. some Answer: B (Vocabulary) 2. some 4. many 1. made Answer 2. wonderful B 3. parched, cooked 1. a kill of 4. a packet 4. soup, soft food made by boiling oatmeal or other meal or legumes in water or 2. a glass of 5. a bottle of milk until thick 3. a bundle of 5. Speaking (20 minutes)

Using “Wh-” Words • Arrange the student in pairs, and let them study the pictures carefully. Tell them to use

75 English I Grade 6 I Teacher Guide 8. Vocabulary (15 minutes) Week 11 Day 4 Word Meanings and Uses Daily Contents • Let the students copy the two activities into their exercise books and then tell them to • Reading fluency work on each based on the instructions. • Vocabulary • Tell them to compare their answers in pairs. Encourage them to discuss their answers. • Elicit answers from the students Homework (optional) (5 min) Answer 7. Reading Fluency (25 minutes) A B 1. yeast 1. fatty Pre-reading Activity (5 min) 2. honey 2. sweets • Introduce the title of the poem they will read 3. yoke 3. heavy to practice text presentation. Explain how 4. sweet 4. light they will read it. [This is the time to practice the radio reading (Text Presentation).] 5. easy 5. spicy

Reading (10 min) Week 11 Day 5 • Arrange the students to be in pairs and continue to read the poem, reading with a Daily Contents partner, and decide how the reader should sound. [Tell them to read the poem more than • Writing once to be sure of the meaning and to think about the kinds of expression they need to use to help others understand the tone of the poem.] Homework (optional) (5 min) • Move round the class and listen to how they are reading it. Support the students who 9. Writing (40 minutes) have some problem in reading the poem. Writing Conventions (10 min) [Remember, this is a practice session. The strategy was introduced last week.] Using Commas & Colons • Ask some students to read out loud to the • Tell the students the differences in using class. commas and colons in listing nouns.

The comma is used to sort three or more nouns which are listed in a sentence, but colon is used before listing the nouns.

76 English I Grade 6 I Teacher Guide

• Let them re-write the sentences into their exercise books using commas and colons Week 12 correctly. • Elicit the answers and write the correct Traditional Festivals and answers on the board. Foods Answers

1. Food contains five components: protein, Week Objectives carbohydrate, fat, vitamins and minerals. 2. She bought bananas, carrots and cabbages. At the end of the week, students will be 3. I like three kinds of fruits: mangoes, able to: pineapples and apples. • form compound nouns from words; 4. Onions, cabbages, tomatoes and potatoes are • read for gist (main idea); my favourite vegetables. • write contextual meanings of words; Writing Compositions (30 min) • identify countable and uncountable nouns; Writing a recipe • use quantifiers correctly; • Remind them to revise the ingredients they • argue with logical reasons; wrote last week and write the recipe to • listen to a text and get specific prepare the dishes information; and • Let the students write all the ingredients • write a guided paragraph. important for making ‘Misir Wat’. (examples are given in the text). • Arrange them in pairs, and tell them to compare their lists. Tell them to modify their list based on the discussion. • Tell them to write a short paragraph about how to make Misir Wat based on the information they have collected.

77 English I Grade 6 I Teacher Guide 2. Reading Comprehension Week 12 Day 1 (30 minutes)

Pre-reading Activity (5 min) Daily Contents • Arrange the students in pairs and let them • Word Study discuss the answers of the pre-reading • Reading Comprehension questions. • Pre-teach what UNESCO refers to. (the Homework (optional) (5 min) word UNESCO is an acronym of (or simply, abbreviation) United Nations Educational, 1. Word Study (10 minutes) Scientific and Cultural Organization).

Compounding While-reading Activity (15 min) Explain what word compounding is to your • Tell students to read the questions before students. they read the text and set purposes in their Compound nouns are formed from two words mind. which are mostly nouns. But, sometimes • Tell them to read the passage silently one of the words might be from other word remembering the questions they read. categories like verbs or adjectives. Use the • Encourage them to answer the questions example in the student book. individually. Then, tell them to compare • Tell the students to form and read loudly their answers in pairs and discuss. compound nouns using the words given in • Elicit the answers and give them the correct the two columns. Let them work individually. answers. • Ask students to compare their answers and Answers: discuss them. Finally, elicit answers from 1. New year of Sidama people. them. 2. To collect enough butter for the Answers: festival. 3. To say ‘Happy New Year’. 1. Christmas day 4. Shaafeeta 2. Ecery day/every night 5. Two weeks to the celebration, on a 3. midnight / midday market day. 4. households • Give them the second activity (B) as homework.

78 English I Grade 6 I Teacher Guide Post-reading Activity (10 min) • Compare their answers with their partner • Arrange them in pairs and encourage them and discuss. to discuss the answers of the questions. Tell • Elicit the answers from the students and give them to reflect their answers to the class the correct answers at the end. through their representatives. Answers: 1. main, basic, essential Week 12 Day 2 2. crop Daily Contentss 3. dishes, trays 4. given • Vocabulary 5. types • Listening 4. Listening Comprehension Homework (optional) (5 min) (25 minutes) Begin the day’s lesson by checking the assignment you gave in the previous day. Pre-listening Activity (5 min) Make sure students have tried the answers • Let the students think about the answers of individually. Move round the class and look at the questions and then discuss their answers their exercise books. in pairs.

Answers: B While-listening Activity (10 min) Activities done before Activities done on Fiche the day of Fiche Meskel in Gurage Preparing high quality Going to houses Kerod is heading to Wolkite with a tourist kocho and saying Ayidde during Meskel. On their way, Kerod talks about Chambbaalla Preserving kocho the festival among the Gurage people. Responding Iille Saving adequate amount The tourist: I’ve been to Addis Ababa several Iilli of butter times during this holiday, but it’s my first time Start fasting and praying to come to the Gurage. Investigating situations Kerod: Here you will see the real tradition around the moon which lasts five to eight days. 3. Vocabulary (15 minutes) Days before and after the bonfire have their own meaning in Gurage. September thirteen Contextual Meanings of Words and fourteen are women’s and children’s day. • Let the students read the text about injera Gomon Kitfoo is particular for these days. and guess the meanings of the underlined Boys are given Gomen Kitfo after making words. bonfire singing and dancing. Fifteen is called Wohemiya, means Meskel in Gurage. It is a day for sacrifices. Each household slaughters a

79 English I Grade 6 I Teacher Guide bull and elders perform prayers. Traditionally, • Arrange the students in pairs and let them the bull’s stomach lining is divided between the discuss the answers together. Go round into sons. The father takes the largest portion and the pairs and encourage them to be engaged place it on the upper section of the door. Then, in the discussion. raw meat is served. At dinner, Kitfo is served. • Select 3 students from the pairs and reflect Everyone gets a share in a separate bowl. their views orally to the class. Sixteen is Damara. Boys prepare the bonfire in front of every household. Family members Week 12 Day 3 gather and the elder make a new year wish and ignite the fire. Boys join singing and dancing Daily Contentss round the outdoor fire. Adults enjoy the local drinks and raw meat called Shagna, the hump • Speaking of the bull. • Grammar Meskerem seventeen is a big feast: Kitfo, Ayib, Gomon kitfo and Kocho are prepared. Homework (optional) (5 min) The twenty-fourth of September is the last day called Adabnna. On this day family members 5. Speaking (20 minutes) gather and enjoy a specially cooked kitfo. All • Arrange the students in pairs and let them make wishes after the meal. discuss social expressions which are The tourist: Oh it’s a really long ceremony. But, important to communicate with different I don’t think I will stay this long. kinds of people. • Tell them to read the questions before you • Let them report their major discussion points listen to the text. to the class orally. Select 5 pairs to do so. • Read the text twice with a moderate pace. • Arrange students in groups of three and let • Tell them to answer the questions based them debate about the 4 sentences given. on the listening text. Then, let the students Remind them to justify their positions. One compare their answers in pairs and discuss. student asks and the others react one by one. Finally, elicit the answers. Use expressions like, in my opinion, I think…, Answers: A if you ask me about … 1. False 4. False 6. Grammar (20 minutes) 2. True 5. False Quantifiers 3. False • Explain the difference between countable Answers: B and uncountable nouns and the quantifiers to b, c, d, e, a be used in each noun from the grammar tips in week 11. Post-listening Activity (10 min)

80 English I Grade 6 I Teacher Guide • Get them to work the first two exercise in 7. Reading Fluency (25 minutes) their exercise book- individually. Pre-reading (5 min) • Tell them to compare their answers and discuss. Finally, elicit answers from them. • Begin the lesson by reminding the title of the reading text. Inform the students that the Answers: text is going to be used to practice reading Instruction A: fluency. 1. uncountable 4. uncountable Reading (10 min) 2. countable 5. uncountable • Arrange students to be in pairs to practice 3. countable 6. uncountable reading fluency. Use the strategies mentioned in the previous weeks about the partner Instruction B: reading. Make sure students are practicing the reading fluency appropriately. 1. how much 2. enough 8. Vocabulary (15 minutes) 3. not much Word Meanings and Uses 4. many • Tell the students to copy the matching activity 5 how many into their exercise books. Then, tell them to 6 much match the words with their meanings. • Encourage them to compare their answers Instruction C: in pairs. Then, elicit answers from them and 1. B 3. C give correct answer at the end. Follow the same procedure for activity B. 2. B 4. A Answers: Week 12 Day 4 A. 1. c 4. b Daily Contentss 2. d 5. e • Reading Fluency 3. a • Vocabulary B. 1. popular 4. moisture Homework (optional) (5 min) 2. rubbed 5. served 3. thin

81 English I Grade 6 I Teacher Guide

Answers: Week 12 Day 5 Ethiopians cook many delicious dishes for fasting days. Stews that Daily Contentss feature a spicy ground pea powder • Writing called shiro are popular. Shiro is inexpensive, tasty and nutritious. It is an essential part of the lives of many Homework (optional) (5 min) Ethiopians.

9. Writing (40 minutes) Writing Composition (30 min) • Arrange students in groups of three. Then, Writing Conventions (10 min) encourage them to complete the table given • Tell students to rewrite the text using in their text book. appropriate punctuation marks and • Tell them to use the information in the table capitalization. and write a short paragraph about the festival • Tell them to compare their answers in pairs they selected. and discuss them. • They should then xchange their paragraphs • Tell one student to re-write the text on the with in the groups and read and comment board. Provide correct answers. each other.’s writing. If possible, ask some students who have written well to read out their paragraphs.

82 Animal Fables UNIT 5

Unit Objectives

At the end of the unit, students will be able to: • form compound nouns using words; • answer comprehension questions by extracting information from texts; • sort out words thematically; • use simple past tense correctly; • listen to texts and identify the required information; • identify the spelling of thematic words; and • write a guided paragraph.

Week 13 Wildlife and Domestic Animals

words. Help students to read the words Week 13 Day 1 appropriately.) • Later, ask students to make compound nouns Daily Contentss read them out loud. • Word Study • Let them compare and discuss their answers • Reading Comprehension in pairs. Elicit the answers from them.

Answer:

Homework (optional) (5 min) 1. bird’s nest 1. Word Study (10 min) 2. animal life 3. wildlife Compounding 4. domestic animals • Tell students to copy the exercise into their exercise books and work based on the given example. • Ask students to read the list of words out loud. (listen to how they pronounce the

83 English I Grade 6 I Teacher Guide 2. Reading Comprehension Post-reading Activity (10 min) (30 minutes) • Arrange them to be in groups of three and ask them to discuss the answers of the Post- Pre-reading Activity (5 min) reading questions. • Tell students to discuss the questions in pairs before they read the story. Help students understand the activity. To help them be Week 13 Day 2 involved in the activity the meaning of the word trick is important. Daily Contentss • Pre-teach what the word trick means. (Trick • Vocabulary is an attempt to get someone to do something • Listening Comprehension foolish or imprudent). • Move round the class and see how the students are doing the activity. Homework (optional) (5 min) While-reading Activity (15 min) 3. Vocabulary (15 minutes) • Tell them to read the multiple choice question before they read the story. Word Family • Tell them to read the text and answer the • Tell students to copy the activity into their questions. Then, encourage them to compare exercise books and match according to the their answers in pairs and discuss. Finally, example given. Let them work individually. elicit answers from them. • Arrange them in pairs to compare and discuss their answers. Finally, elicit answers Answers: A from the pairs. 1. field Answers: 2. tasteless hen - chick cats - kitten 3. a good deal duck - duckling sheep - lamb Answers: B goats - kid cow - calf Will you be disappointed / 1. unhappy? lions - cubs dog - puppy 2. when the old man told him that • Give them the activity given under instruction he will split them half and half. ‘B’ as homework. 3. wheat Answers: 4 the grains. wild animals domestic animals pets ostrich donkey dog lion goat cat

84 English I Grade 6 I Teacher Guide

red feathers like Cardinal, and a long beak like hyena sheep Egret’s!” crocodile horse “Stop that noise” said Raweno. “I can’t think monkey properly.” 4. Listening Comprehension “Whoo!” cried Owl loudly. “You can’t forbid (25 minutes) me to watch.” Raweno became angry. He ran to the tree, Pre-listening Activity (5 min) grabbed Owl and shook him. • Tell them to answer the pre-listening Owl’s eyes grew big and wide from fright. questions and discuss their answers in pairs. Raweno put his hand on Owl’s head and pushed While-listening Activity (10 min) it down onto his shoulders. Then he reached into his feathers and pulled out ears until they Why an Owl Has Big Eyes stood up.

Long time ago, Raweno the Everything-Maker “Now you have big ears, a short neck, and big spirit made all the animals, birds, reptiles and eyes, but you see properly only at night. when insects. It was a big job. I’m not working. First he made each animal, choosing fur, skin • Tell them to read the questions before they or feathers. Then, he gave each one a choice in listen. So that they can set purpose in their how their shape of ears, legs, or tail should be mind. completed. • Read the story twice with a clear voice and One day, when he was working on Rabbit, Owl moderate pace. was sitting in a tree nearby, waiting his turn. • Tell them to complete the sentences using “Whoo, whoo” cried out Owl, impatiently. appropriate words. Encourage them to compare and discuss their answers in pairs. “Be quiet Owl,” said Raweno. “I will get to you next. Turn around. No one is supposed to Answers: A watch.” 1. deer 4. Raweno, Because “May I please have long legs and ears like 2. pushed he could do what Deer?” asked Rabbit. “Of course, you can,” said 3. ears and eyes animals liked Raweno. “I make animals the way they want.” “Thank you,” said Rabbit, wriggling his long Post-listening Activity (10 min) legs. “Could I have sharp fangs and claws like Panther? • Tell the to students answer the questions individually. “Certainly,” said Raweno. • Encourage them to discuss their answers in Owl became impatient again. “Whoo!” he cried. groups of three. “I want a long neck like Swan. And beautiful

85 English I Grade 6 I Teacher Guide

Answers: C Week 13 Day 3 1. saw 3. was/went Daily Contentss 2. did 4. were • Speaking • Grammar Week 13 Day 4

Daily Contentss Homework (optional) (5 min) • Reading fluency 5. Speaking (20 minutes) • Vocabulary

Expressing Opinions • Arrange the students in pairs and let them look at the pictures of various animals. Homework (optional) (5 min) • Ask each other’s opinions about the animals 7. Reading Fluency (25 minutes) given. They can see the example given as a model. Pre-reading Activity (5 min) • Ask them the title of the folk tale they will 6. Grammar (20 minutes) read for this week. Explain how they will Simple Past Tense narrate the tale. • Tell the students to think about any animal Reading story answer the questions individually. • Arrange students to be in pairs to practice • Arrange them in pairs and tell them to reading fluency. Use the strategies compare their answers and discuss. Go mentioned in the previous weeks about the into the pairs and see their answers and text presentation. Make sure students are support students with a disability. Finally, practicing the reading fluency appropriately. write certain possible answers on the board focusing on the verb forms. 8. Vocabulary (15 minutes)

Answers: B Using Words in Contexts 1. told 6. thought • Tell students to copy the activity into their 2. called 7. taught exercise books. 3. sold 8. went • Encourage them insert the vocabularies in their appropriate places. Let them work 4. spoke 9. finished individually. 5. fought 10. showed

86 English I Grade 6 I Teacher Guide

• Arrange them in groups of three and let • Arrange them in pairs to compare the words them compare discuss on the answers. Elicit they have written. Tell them to give due answers from the group members. Make the attention to the arrangement of the letters. participation fair among the male and female Finally, elicit the answers from the students. as well as students with a disability. Answers: Answers: 1. elephant 5. donkey 1. rats 7. suggested 2. lion 6. puppy 2. complained 8. fasten 3. duck 7. mule 3 behaviour 9 message 4. leopard 4. chairing 10. unhappy 5. nails 11. disappointed Writing Composition (30 min) • Tell them to be in pairs and complete the 6 hungry . table with appropriate information as the example given in the table. Week 13 Day 5 • Tell them to write a short guided paragraph that compares the animals based on the Daily Contents information in the table. • Writing • Arrange them in groups of three and tell them to exchange their paragraphs and read. Tell them to comment on each other’s work freely. Homework (optional) (5 min) 9. Writing (40 minutes)

Writing Convention (10 min)

Spelling • Tell students to copy the activity into their exercise books. • Tell them to work on the exercise individually based on the instruction and the example given. Remind them to use the first letter as a clue.

87 English I Grade 6 I Teacher Guide

Week 14 Week 14 Day 1

Daily Contentss Abilities Animals Have • Word Study • Reading Comprehension

Week Objectives

At the end of the week, students will be Homework (optional) (5 min) able to: 1. Word Study (10 min) • segment words correctly; • scan a text to get specific Segmenting Words information; • Tell students to write (copy) the exercise in • sort animals with the words which to their exercise book. express their ability; • Tell them to segment suffixes from the • extract information from the listening words and write the root word according to text; the example given. • elicit information by forwarding • Encourage them to compare their answers questions; with their partner. Elicit answers and let them read the answers orally. • use ‘quite’ and ‘rather’ correctly in sentences; Answers: • use words in contexts correctly; 1. danger 4. fast • identify spelling of words; and 2. climb 5. strong • write sentences comparing/ 3. hunt contrasting the abilities of animals. 2. Reading Comprehension (30 minutes)

Pre-reading Activity (5 min) • Tell them to think about the answers of the question before they read the text. - Get them in pairs and discuss their answers.

88 English I Grade 6 I Teacher Guide While-reading Activity (10 min) • Tell them to read the questions before they Week 14 Day 2 read the text. • Tell them to read the text silently and answer Daily Contentss the questions. • Vocabulary • Encourage them to compare their answers in • Listening Comprehension pairs. Then, elicit answers from them.

Answers: Homework (optional) (5 min) A. 3. Vocabulary (15 minutes) 1. True 4. False 2. False 5. True Matching Animals and Their Abilities 3. True 6. False • Let the students copy the exercise in to their exercise book. B. • Let them match the animals with the ability 1. 2 years they have. • Encourage them to compare their answers 2. 6 years old and discuss in pairs. Give the correct answer 3. two after eliciting from them. 4. Because they thought that the lion would kill her. Answer: 5. to the cave 1. Frogs croak. 6. Birds sing. 2. Sheep bleat. 7. Owls hoot. C. 3. Dogs bark. 8. Snakes hiss. 1. Lion 3. the cubs’ 4. Lions roar. 9. Cows moo. 2. Halima . 5. Monkeys chatter. 10. Horses neigh.

Post-reading Activity (15 min) 4. Listening Comprehension • Tell them to be in pairs and discuss their (25 minutes) answers to the question. Encourage them to bring evidences from texts and their own Pre-listening Activity (5 min) experiences. • Arrange the students in pairs and let them discuss the answers of the question together. • Pre-teach the following words.

89 English I Grade 6 I Teacher Guide

Pouch - a small or medium size disappeared again. She gave a big sigh and container for holding or started looking for him again. carrying things Up ahead she saw the leaves shaking. “Ah! Mumble - talk indistinctly; usually That’s my Joey,” she said. She hopped over in a low voice quickly, and bumped it into a fat old wombat. Yell - a loud utterance; often in Ouch! Watch where you’re going,” yelled protest or opposition Wombat. “I’m very sorry” said Mother Wombat - burrowing herbivorous Kangaroo “I didn’t mean to bump into you.” Australian marsupials about the size of a badger “You big animals never think about us with our short legs, closer to the ground,” grumbled While-listening Activity (10 min) Wombat. “Now you’re here, you can help me find some good grass to eat.” Kangaroo gets a pouch “I’d like to, but I’m looking for my Joey at the Mother Kangaroo looked around, but couldn’t moment,” said Mother Kangaroo. see her son. Joey! Where are you?” called “That’s right, nearly knock me over, a half blind Mother Kangaroo, searching for him. “Come poor old Wombat, and now you won’t even help here now.”. me find food,” complained Wombat. “That boy has too much energy,” she mumbled “Of course I’ll help you,” said kind Mother to herself. “He’s always hopping off.” Using Kangaroo. “Grab onto my tail and we’ll look her paw, she shaded her eyes from the sun and for good grass.” looked around again. She called Joey with her As Mother Kangaroo hopped along with voice aloud Wombat holding her tail, Joey came bounding “Here I am!” an excited voice yelled behind her. by and hopped right over old Wombat. “Aaah!” screamed Mother Kangaroo, hopping “What was that,” yelled Wombat. six feet in the air and landing with a knock. “That was my Joey,” said Mother Kangaroo. “Joey, you frightened me!” she said. “Come back Joey.” “Sorry Mother,” said Joey. “Kids! No respect,” grumbled Wombat. Joey “That’s alright,” she answered, rubbing his head kept going. fondly. “But you shouldn’t hop off by yourself. Wombat fell into a hole. “Stop, you’re going It can be dangerous.” too fast. I need to rest,” he complained. “But Mother, there are so many exciting things While Wombat rested Mother Kangaroo kept to see. I get bored standing here eating grass.” looking around. She was worried about her “Grass is good for you,” said Mother Kangaroo. Joey but wouldn’t leave poor old Wombat. It “Now be good, Joey, and don’t go hopping off was too dangerous for someone who couldn’t again.” see properly to be alone. She put her head down and munched the “Now I’m thirsty,” complained Wombat. “Take sweet grass. When she looked up, Joey had me to some water.”

90 English I Grade 6 I Teacher Guide “All right,” said Mother Kangaroo. “I hope Homework (optional) (5 min) nothing has happened to my Joey,” she thought to herself. Speaking (20 minutes) • Tell the students to read the statements Can do/ Can’t do before they listen to the text. • Arrange the students in pairs and let them • Read the text with a moderate pace twice. list animals with their abilities and benefits Then, encourage them to answer the to people. questions. • Elicit answers from them and give them the • Get them practice orally based on the given correct answer. example. Encourage them to take turn to ask question and respond. Answers: • Go round in to the pairs and encourage them A. to involve in oral discussion. Support those 1. False 4. False who need your help. (Especially, students 2. True 5. False with disabilities). 3. False 6. Grammar (20 minutes)

B. Ordering Adverbs of Degree: Using ‘quite’ 3, 2, 1, 6, 5, and 4 • Let the students study the sentences in their text book in pairs. Encourage them to notice the features. Post-listening Activity (15 min) • Tell them to copy the first exercise in to their • Let the students reorder the statements based note book and encourage them to rewrite on the order of what they listened from the the sentences using the words given in the text. brackets. • Encourage them to compare their answers • Get them in pairs and let them compare their each other. Then, elicit answers from them. answers. Elicit the answers. Week 14 Day 3 Answers: 1. quite near/ rather difficult Daily Contentss 2. rather furious / quite harmless. • Speaking 3. My cat is rather fierce, but quite friendly. • Grammar 4. Elephants are rather big, but quite harmless.

91 English I Grade 6 I Teacher Guide

Week 14 Day 4 Week 14 Day 5

Daily Contentss Daily Contents • Reading fluency • Writing • Vocabulary

Homework (optional) (5 min) Homework (optional) (5 min) 7. Reading Fluency (25 minutes) 9. Writing (40 minutes)

Pre-reading Activity(5 min) Writing Convention (10 min)

Ask them to tell you the title of the reading text Spelling of Words for this week • Tell students to copy the activity into their Reading (10 min) exercise book. • Tell them to choose the word that has the 8. Vocabulary (15 minutes) correct spelling to context given. Contextual Uses of Words • Get them in pairs to compare their answers. Give the correct answer after eliciting. • Let the students choose the appropriate word from the list to complete the incomplete text. Answers: • Get them in pairs to compare their answers 1. live 4. claws and discuss on them. 2. trees 5. prey • Elicit answers from them and give them the 3. eat correct answer at the end.

Answers: Writing Composition (30 min) 1. move 5. fins • Tell the students to complete the table with 2. legs 6. digging the appropriate information. Tell them to use the clue in the example. 3. hopping 7. hooks • Tell them to be in pairs to exchange 4. wings information so as to complete the table. • Ask them to write 4 sentences comparing the animals with their abilities individually. Let them exchange their sentences and see others work. Go into the rows and provide assistance for students with various disabilities.

92 English I Grade 6 I Teacher Guide Segmenting Week 15 • Let the students copy the listed words and find the root words. Do the examples with them. Animal in a Park • Encourage the students to complete their answers with their partner. • Tell them to pronounce the words loudly Week Objectives to their partner. Get in to the pairs and follow up how they are doing it. Model the At the end of the week, students will be pronunciation of the words to the students. able to: Answers: • segment words; 1. protect 4. visit • scan for specific information from the reading text; 2. danger 5. escape • write the contextual meanings of 3. confine words; • use words correctly in the contexts 2. Reading Comprehension given; (30 minutes) • listen and sort the gist of a text; Pre-reading Activity (5 minutes) • use the present perfect tense to share • Let the students answer the questions their experience with their partner; individually before they read. and • Arrange them in pairs to discuss their • write a paragraph connecting answers. sentences. While-reading Activity (15 min) • Let the students read the following questions Week 15 Day 1 before they read the text. • Tell them to read the text and answer the questions individually. Let them compare Daily Contentss their answers in pairs. Finally, elicit the • Word Study answer. • Reading Comprehension Answers: A 1 naughty Homework (optional) (5 min) 2 endangered 1. Word Study (10 minutes) 4 fox

93 English I Grade 6 I Teacher Guide

• Move round the class and help students do Answers: B the activity. 1. inside the cage • Ask different students to answer the 2. It attacked their children and cattle questions; make sure you are giving equal 3. The tiger promised not to kill him chance to female and male students. The 4. The fox same also to students with disability. 5. It’s good to keep a promise/ Don’t Answers: A hurt a person who is helping 1. cage 5. ferocious Answers: C 2. endangered 6. passer-by 1. The tiger 3. promised 7. sly 2. The traveller 4. prey

3. The tiger and traveller • Use the activity given under instruction B as 4. The tiger homework. 4. Listening Comprehension Post-reading Activity (10 min) (25 minutes) Arrange the students in groups of three and let them discuss the answers of the questions. Pre-listening Activity (5 min) Let them report their discussion points to the • Tell them try to write the meaning of the class orally. words listed. • Teach them the meaning of the words and Week 15 Day 2 give them example in sentence. Answer: Daily Contentss flock = a group of animals, sheep birds • Vocabulary presence = existence • Listening Comprehension butcher = a person who sells meat hanging = suspending Homework (optional) (5 min) trap = a device to catch animals 3. Vocabulary (15 minutes)

Contextual Meanings • Ask students to read the list of the meanings given and find the words that have these in the reading text. (Remind students to scan the text and find the words. )

94 English I Grade 6 I Teacher Guide

While-listening Activity (10 min) Answers: The Smart Dog A.

Once, a farmer and his wife who lived near a 1. flock park had a flock of sheep. Even after all their 2. wolf efforts, a wolf ate up all the sheep and only one 3. presence sheep was left. Once, the couple sat talking 4. trap about selling the remaining sheep. The sheep heard them and thought, “I’d rather live freely 5. Farmer than be killed by a butcher.” B. So the sheep left the farm at night with the guard dog. By chance, the wolf saw them and thought 1. To sell the remaining sheep to get the sheep for dinner. But he knew that 2. The dog he could not harm the sheep in the presence of 3. They went back home. the dog. So he said to the sheep, “Hey sheep! Come here and return the coat that I lent you Post-listening Activity (10 min) last week.” • Let them discuss the answer of the questions The dog understood what the wolf wanted. He in pairs. Tell them use their experience and saw a trap laid by the farmer near a tree. So concepts from the listening text. he said, “We will believe you, if you touch the holy chain hanging near the tree.” As soon as the wolf went near the tree, his Week 15 Day 3 feet got caught in the trap. In the morning, the farmer was happy that the wolf had been Daily Contentss caught. So the sheep and the guard dog were • Speaking needed again. Hence they went home and lived • Grammar happily. The farmer and his wife decided to move far away from the park. • Let the students read the questions before Homework (5 min) they listen to the text. Begin the day’s lesson by checking the • Read the text clearly with a moderate pace assignment you gave in the previous lesson. twice. Make sure all students have done the activity. • Encourage them to answer the questions Invite different students to speak the answers. individually. Then, tell them to compare their answers. Elicit answers from them.

95 English I Grade 6 I Teacher Guide

Dress in a proper and neat uniform as per the Answers: Vocabulary B occasion. places, areas where 1. habitats - animals live Arrive early, before the scheduled time. Coming 15 minutes before the scheduled time is necessary, 2. dry - a dust, scorched as it makes you comfortable at the venue. 3. ground - land Accept defeat positively and learn from 4. surrounding - environment mistakes. Ultimately, have fun 5. seasons - time/ period The ‘Don’ts of Debating • Avoid certain pitfalls while debating, like: 5. Speaking (20 minutes) • Don’t forget to greet important personnel, Debating like the chairman, etc. If adjudicators are • Arrange the students in groups of six. Then, a part of the audience (they generally are), in each group 3 students will be against and then you needn’t greet them. two in favour of keeping animals in a zoo. • Don’t include some team line or One student will be the chairperson. Give your team attack before beginning. them some time to think about the reasons/ Don’t use long sheets of paper to make a ideas that support their views. note of your arguments. • Explain these debating tips: • Tell them to start the debate, and let the • The ‘Dos’ of Debating chairperson lead it. You go in to the group and provide support to students with various Do not forget to: disabilities. Greet: ‘Good evening/morning’ to respective authority. 6. Grammar (20 minutes) Stand/Sit well in front of the timekeeper, Present Perfect Tense judges, and audience. In case you’re debating in a group that is sitting in a circle, make yourself • Tell students to use the present perfect to comfortable. An alert body language and write questions and answer the questions displaying keen interest is necessary in group based on their experience. Present discussions. have/has + past participle perfect Wait for formal announcements before the v tense: 3 session begins. Applaud every speaker positively. Example: Use cue cards that you had prepared. I haven’t seen it. Be silent while others are speaking and during • Let the students practice orally what they judging time, when adjudicators are awarding have experienced based on the example points. given.

96 English I Grade 6 I Teacher Guide

• Let the students change the verbs in the Answer: A bracket in to the correct present perfect form. Get them in pairs and compare their 1. lived 5. bitten answers. 2. cross 6. revenge

Answer: 3. satisfied 7. reached 1. have never visited 4. howl 8. roll

2. Have you ever watched • You may give the other exercise as home- 3. hasn’t seen work. 4. Have never come Answer: B Place What Body Use for animals animals covering movement Week 15 Day 4 live eat feather water plants legs

Daily Contentss skin ground animals wings

• Reading Fluency shell feet • Vocabulary Week 15 Day 5 7. Reading Fluency (25 minutes) Daily Contents Pre-reading (5 min) • Writing • Ask them to remember the title of the reading text for this week on page 123 of student’s book

Reading (10 min) 9. Writing (40 minutes) • Use the strategies mentioned in the previous Writing Conventions (10 min) weeks about how to teach the partner reading. Spelling 8. Vocabulary (15 minutes) • Let the students choose the words having the correct spellings to complete the text. Word Uses • Get them in pairs and tell them to compare • Let the students read the incomplete text their answers. carefully to understand the context. • Elicit answers from them, and give the • Tell them to complete the text using the correct answer. appropriate word from the list. Then, encourage them to compare their answers in Answers: pairs. Elicit the answers.

97 English I Grade 6 I Teacher Guide

1. fur 3. shell 2. feathers 4. many

Composition (30 min) • Tell them to go back to the sentences they developed in the previous week about “Abilities of animals”. • Encourage them to write a complete paragraph connecting them. Tell them about the organization of the sentences (Topic sentence, supporting sentences and concluding sentence) in a paragraph. • Let them exchange their paragraphs and read them and give comment. Finally, select three students to read their paragraphs to the class.

Grade 6 English Syllabus

100 Grade 6 English Language Syllabus Grade Six English Language Syllabus Theme Skills and MLCs Language Items and Vocabulary Learning activities and resources Assessment Learning Social Expressions outcomes

Unit 1: - L isten for specific Simple present and clothing -Listen to a text and By the end of Listeni information Present continuous traditional Prelistenig: predict about the listening text based match pictures to the the unit, People and ng What are/is you/he/she on pictures. discriptions. students will be Clothes -Listen for the main wearing? clothes -Students listen to a text on ‘culture show’ able to: Geetings idea and details What colour is your T- (description of clothes) and match the clothes and shirt? occasions described to pictures. Listen to a dialogue Listen and Introductio -Listen and respond to What is `netela’ made long-sleeved, and identify the identify colours ns ‘wh’ questions of? a pair of -Students answer comprehenstion questions clothes mentioned and types of  I am wearing a made of clothes. -In pairs, students ask and answer questions about What are dress/trousers worn for/by  what they are wearing. you He is wearing a used for jacket wearing sleeve  She is wearing a today? earring skirt bracelet  Made of/used for tie

What is it silk What is this/ that/ made of? put on, these/ those? take of It is a blue silk dress. -use thematic It is a black leather jacket. vocabulary

It is a red cotton sweater. They are blue socks

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101 Grade 6 English Language Syllabus Grade Six English Language Syllabus

Describe clothes -Use social expressions they are wearing for greetings and Hello/good -Describe clothes and materials introductions morning/good -In pairs students greet and introduce themselves. they are wearing and They use ‘wh’ questions to find out information the clothes are afternoon materials the cloth is about their partner. -Students introduce their made of. My name is … made of. partner to the teacher and the rest of the class How do you do? Talk about - Talk about similarities How are you? -Talk about occasions and and differences This is…. He/she is -Students are exposed to materials and adjectives occasions and the cultural … Speaki that go with clothes. They answer questions about cultural dressing. dressings. ng clothes in pictures using more than one adjectives.

- Describe things by What is this/ that/ using more than one these/ those? -Students take part in a dialogue comparing and adjective It is a blue silk dress. contrasting colour, size and shape of clothes. It is a black leather

jacket. -Individually/in pairs, students complete a given It is a red cotton dialogue and act out. sweater.

They are blue socks X is as big/ small -List and describe Ethiopian traditional cloths and -Take part in guided as….. talk about what they are made of. oral activities

-Identify culture and Passive and active clothing for occassions voice: A: What is it made of? B: It is made of cotton. Read description and match with pictures.

Read texts and identify items

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102 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus Describe clothes Arrange words in to -Use social expressions they are wearing meaningful for greetings and Hello/good -Describe clothes and materials sentences. introductions morning/good -In pairs students greet and introduce themselves. they are wearing and They use ‘wh’ questions to find out information the clothes are afternoon materials the cloth is about their partner. -Students introduce their made of. Write in dictation My name is … made of. partner to the teacher and the rest of the class with correct spelling How do you do? Talk about - Talk about similarities How are you? -Talk about occasions and and punctuation and differences This is…. He/she is -Students are exposed to materials and adjectives occasions and the cultural … Speaki that go with clothes. They answer questions about cultural dressing. dressings. Write sentences in a ng clothes in pictures using more than one adjectives. paragraph describing

clothes. - Describe things by What is this/ that/ using more than one these/ those? -Students take part in a dialogue comparing and adjective It is a blue silk dress. contrasting colour, size and shape of clothes. read a passage of 4-5 A passage about Brainstorming activities, Read descriptions It is a black leather Readin paragraphs (250-300 traditional Ethiopian and identify the type jacket. -Individually/in pairs, students complete a given g words) to find the main clothes  Students look at the title of the reading of the clothes It is a red cotton dialogue and act out. sweater. idea and specific passage and accompanying pictures and

They are blue socks information Adjectives of colour, predict the theme. Students read the passage X is as big/ small -List and describe Ethiopian traditional cloths and size, shape and to identify the theme and see if they were -Take part in guided as….. talk about what they are made of. -infer the meaning of materials, festivals, right. oral activities unfamiliar words from

the context  Students read comprehension questions and -Identify culture and Passive and active find the answers. clothing for occassions voice: . Verbs such as put on,

A: What is it made of? take of  Students read the passage individually and B: It is made of then discuss their answers in groups. cotton.

Read description Read and match with description and pictures.  Students guess the meaning of 5 unfamiliar match with words. pictures. Read texts and identify items

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103 Grade 6 English Language Syllabus Grade Six English Language Syllabus Students use pictures -Write sentences from to write sentences Read texts and jumbled words Spelling rules – -Students rearrange jumbled words and write about what people are identify items Jumbled words in leaving out ‘e’ sentences (give emphasis to position of adjectives wearing. -Take dictation of a sentences e.g. make - and nouns) e.g. silk a blue is dress it = It is a blue short paragraph with making silk dress correct spelling and Students write punctuation Short paragraph on -doubling -Students take down dictation. At the end compound and clothes consonants encourage them to share what they have done in simple sentences -Write compound e.g big - bigger pairs and learn from each other. Writing using adjecties sentences using more -Consonant + y referring to clothes than one adjectives e.g easy - -In groups of 3 each student is given a picture. easily They write what the person in the picture is Arrange words -spell ten words compound sentences wearing on a slip of paper. E.g. She is wearing a in to meaningful correctly and adjectives long red skirt and a white cotton shirt These 8 slips sentences. of paper and the pictures are given to another -Write a vocabulary group who have to match the descriptions to the Write in network for clothes picture. dictation with correct spelling and punctuation -Use more than one adjectives to write sentences about clothes

Write sentences -Students make vocabulary networks for clothes simple and  Men (e.g. tie) compounddescri  Women (e.g. dress) bing clothes.  Traditional (e.g. Gabi)  Materials (e.g. silk)  Adjectives (e.g. long)  Verbs (e.g. wear)

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104 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus Students use pictures Unit 2: -Write sentences from to write sentences Read texts and Directions -Students listen to Listen and follow By the end of jumbled words Spelling rules – -Students rearrange jumbled words and write about what people are attractive what their partner or identify items Tourist direction north/south/east/west Students listen to visitors’ report about the the unit, Jumbled words in leaving out ‘e’ sentences (give emphasis to position of adjectives wearing. their teacher says and sites in (of) with the help of a places they have visited in Ethiopia and follow students will be -Take dictation of a sentences e.g. make - and nouns) e.g. silk a blue is dress it = It is a blue condition respond. map their journey on a map. able to: short paragraph with making silk dress Ethiopia Listen and take notes correct spelling and Students write Listening feature Language patterns: Students take notes on the life of the a travelor Give simple punctuation Short paragraph on -doubling -Students take down dictation. At the end compound and Listen and respond to is found, is situated, is descriptions of clothes consonants encourage them to share what they have done in simple sentences height ‘wh’ questions located - Students listen to the wh-question by the teacher different places. Writing - W rite compound e.g big - bigger pairs and learn from each other. Peak using adjecties and answer sentences using more -Consonant + y Mountains mountain referring to clothes Prepositions Respond to wh- than one adjectives e.g easy - -In groups of 3 each student is given a picture. in Ethiopia Arrange words Listen to and identify to the right/ left of, questions answer easily They write what the person in the picture is length in to meaningful various forms of north/ south/ east/ -spell ten words compound sentences wearing on a slip of paper. E.g. She is wearing a Where is sentences. comparisons west of, in the -While listening, students look at a temperature correctly and adjectives long red skirt and a white cotton shirt These 8 slips your home visit middle/centre, below, chart for Ethiopia and compare the temperatures Read of paper and the pictures are given to another town? -Students describe Write in above, under and descrpitions of different regions. maps/charts and -Write a vocabulary group who have to match the descriptions to the apartment the place shown in dictation with texts and write network for clothes picture. Have you the picture. A listening text is read descriptions. correct spelling ever area to students. -Use more than one adjectives to write sentences and punctuation travelled to about clothes tourist sites? farm -Using regular and Write sentences irregular comparative -Students make vocabulary networks for clothes simple and and superlative  Men (e.g. tie) compounddescri forest adjectives  Women (e.g. dress) bing clothes. Using information in E.g. Regular: far –  Traditional (e.g. Gabi) village tables, students talk farther - farthest  Materials (e.g. silk) about the length, size

 Adjectives (e.g. long) waterfall and distance of places

 Verbs (e.g. wear) things etc Passive/active location

-Students read a text and answer comprehension questions.

-Studentss write comparatives sentences using information in a table

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105 Grade 6 English Language Syllabus Grade Six English Language Syllabus E.g. Regular: climb  In pairs or groups they discuss weather -Students prepare Compare places high-higher-highest conditions in Ethiopia e.g. oral presentations to using comparatives hot - hotter - hottest A: Which is the hottest place? describe their villages Speaking and superlatives dangerous – more B: Afar region is the hottest place. to others. They can dangerous – most also use maps and dangerous  Students look at names and pictures of places posters to accompany Irregular: and mountains and compare them using their presentations bad-worse-(the) worst, comparative and superlative of adjectives good-better-(the) best as……..as / not  Students look at a temperature chart for as……as Ethiopia and compare the temperatures in E.g. Addis is not as different regions with their partners. hot as Jimma

How high is the Ras - Using a table students ask questions about the Ask question from Dashen Mountain? heights of mountains and lengths of rivers tables How high is …? How long is …? How far is …? - In pairs one student secretly chooses a city/town Describe location of Where is … found? and describes its location on the map. The other places on a map and Whar does …? student has to guess which city/town it is. follow direction - Recycle numbers to describe length of - Get into groups and describe the places in Describe their village river, height of Ethiopia they have visited/travelled to. using regular and mountain etc. irregular adjectives and social - Students ask for and tell/give directions looking expressions - Descriptions of at a map different places A: Excuse me, can you tell where the post office? Ask for and give B: Certainly. Go straight ahead for 5 minutes directions -Can you tell how to and turn left. It is opposite the Bank. get … -Excuse me, would you please tell me Give oral where …. presentation -Have you ever …

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106 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus E.g. Regular: climb  In pairs or groups they discuss weather -Students prepare A: Can you tell me Compare places high-higher-highest conditions in Ethiopia e.g. oral presentations to how I get the post using comparatives hot - hotter - hottest A: Which is the hottest place? describe their villages office? Speaking and superlatives dangerous – more B: Afar region is the hottest place. to others. They can B: Sure. Go straight dangerous – most also use maps and ahead for 5 minutes dangerous  Students look at names and pictures of places posters to accompany and turn left. It is Irregular: and mountains and compare them using their presentations opposite the bank. bad-worse-(the) worst, comparative and superlative of adjectives good-better-(the) best as……..as / not  Students look at a temperature chart for as……as Ethiopia and compare the temperatures in -Predict the theme of E.g. Addis is not as different regions with their partners. the passage by doing Theme: Places in -Students look at a map showing Ethiopia and hot as Jimma Reading pre-reading activities Ethiopia guess the content of the text.

-Read 4-5 paragraphs How high is the Ras - Using a table students ask questions about the (about 250-300 - Students read a passage and answer Ask question from Dashen Mountain? heights of mountains and lengths of rivers words to find the Description of one comprehension questions tables How high is …? main information. place in Ethiopia How long is …? How far is …? - In pairs one student secretly chooses a city/town - Read the passage - Students read different descriptions and transfer Describe location of Where is … found? and describes its location on the map. The other and transfer the main Different descriptions specific information onto tables. idea into a table of regions/places in places on a map and Whar does …? student has to guess which city/town it is. Ethiopia follow direction - Students read a text and identify what pronouns - Recycle numbers to describe length of -Read and identify Eg What does the refer to. - Get into groups and describe the places in what reference word ‘it’ refer to? Describe their village river, height of Ethiopia they have visited/travelled to. using regular and mountain etc. markers refer to The word this refers to - Students read the text and identify words used ... to compare and contrst ideas/places etc irregular adjectives Infer meanings of and social - Students ask for and tell/give directions looking words from the expressions - Descriptions of at a map context -Students guess meanings words in bold from different places A: Excuse me, can you tell where the post - The word … means the context in the passage. office? Ask for and give B: Certainly. Go straight ahead for 5 minutes directions -Can you tell how to and turn left. It is opposite the Bank. get … -Excuse me, would you please tell me Give oral where …. presentation -Have you ever …

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107 Grade 6 English Language Syllabus Grade Six English Language Syllabus

Students write Mt. Ras Dashen is … -Using the table (students completed in the descriptions of the - Write compound meters high, but Mt reading activity), students write compound regions/places from sentences Tulu Dimtu is … sentences about the heights of mountains and their presentations.

Writing metrs. lengths of rivers etc.

Students use a chart - Write a paragraph Conjuctions: and, but, to write short using simple so etc. -Students write a paragraph that describe places descriptions about sentences from the visual clues. Ethiopia.

e.g. Afar is as hot not

Jimma Addis as is = -Write sentences Addis is not as hot as from jumbled words Jimma. - Students rearrange words and write correct

Comparative sentences. -Take dictation of a sentences short paragraph with - Students take dictation. They listen to the teacher correct spelling and reading and they write what he/she says using punctuation correct spellings and pantuatins.

Unit 3: -Listen for specific biography Students listen to a description of (or interview Listen to a By the end of Famous information what, why and when with) a famous Ethiopian and complete an biography and rank the unit, people in people did and did live identity card or passport information page the main events in a students will be Listening -Listen and respond not do things and E.g. Name: chronological order. able to: Ethiopia die to ‘wh’ questions in write notes Age: various ways Job:

simple past marry Home: Who am Married/single etc. Listen to a E.g. He was divorced I? biography and born/went/lived/died answer the etc. wedding questions about who, what, People and simple present born their past where, when . . . the person is. E.g. He lives/is artist Biographi married/has etc. es of sportsman present continuous sportswoman Page 10 of 30

108 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus

Students write famous E.g. He is running a Mt. Ras Dashen is … -Using the table (students completed in the descriptions of the - Write compound people marathon athlete meters high, but Mt reading activity), students write compound regions/places from sentences Tulu Dimtu is … sentences about the heights of mountains and their presentations. Sequencing words Writing metrs. lengths of rivers etc.

Students use a chart Time expressions: - Write a paragraph Conjuctions: and, but, to write short last/ago using simple so etc. -Students write a paragraph that describe places descriptions about Infinitive of Purpose sentences from the visual clues. Ethiopia. e.g. Afar is as hot not

Jimma Addis as is = Speaking -Ask questions ‘wh’ and yes/no -Students use the information in the identity Speak about -Write sentences Ask and answer Addis is not as hot as from jumbled words questions in the past card to ask and answer questions about the themselves or their Jimma. - Students rearrange words and write correct ‘wh’ questions -Tell what they did E.g. how old is he? person in pairs. family members. Comparative sentences. about a famous -Take dictation of a in the past /what did he do last sentences persons or short paragraph with year? -Students look at pictures/photos of a famous - Students take dictation. They listen to the teacher themselves. correct spelling and -describe actions in Ethiopian and tell what he/she is doing reading and they write what he/she says using punctuation pictures When did you start correct spellings and pantuatins. school? 6 years ago -Student ask questions using ‘last’ and ‘ago’ Give reasons -Give reasons using When were you in beginning with ‘when’ why people are infinitive of purpose grade 5? Last year doing something. -Role-play/interview: in pairs, one student Are you from …? assumes the identity of a famous Ethiopian and Unit 3: -Listen for specific biography Students listen to a description of (or interview Listen to a By the end of what, why and when the other student asks questions (based on Famous information with) a famous Ethiopian and complete an biography and rank the unit, Present continuous people did and did live jigsaw reading and writing questions task) people in identity card or passport information page the main events in a students will be tense Listening -Listen and respond not do things and E.g. Name: chronological order. able to: Ethiopia -One student takes on the role of a famous to ‘wh’ questions in write notes die Age: person but is not allowed to say ‘yes’ or ‘no’. various ways Job: -Infinitive of purpose The other students ask questions to try to make simple past marry Home: e.g. he went to the him/her say yes or no. Who am Married/single etc. Listen to a E.g. He was divorced shop to buy some tea I? biography and born/went/lived/died answer the -“Who am I?” game: student chooses the etc. wedding questions about identity of a famous Ethiopian and other students ask yes/no questions to guess the People and who, what, simple present born identity their past where, when . . .

E.g. He lives/is the person is. artist -Students practise using infinitive of purpose.

Biographi married/has etc. They match sentence halves to make full es of sportsman sentences. present continuous sportswoman Page 10 of 30 Page 11 of 30

109 Grade 6 English Language Syllabus Grade Six English Language Syllabus

E.g. He went to America – to study at university He switched on the TV – to watch his favourite programme etc.

Reading -Read for specific Descriptive passages -Students read the biographies of a famous Students read a text Read and information and about famous people Ethiopian and put events in the correct order - about a famous identify details, details. (biographies) Students answer questions (open/closed) about person and answer specific the passage questions about date, information place, job, etc. -Infer the meaning -Students guess the meaning of 10 words in the of unfamiliar words passage by matching each word to another Sequence events from context word chronologically.

-Read a passage and answer question/fill -Students read descriptions of 2 famous charts or tables/list Ethiopians (one dead and one alive?). Sentences incidents etc about the individuals are jumbled up. Students must separate the sentences (using verb tense/vocab/context clues), match with the correct individual and then put them in the correct order to make a short biography

-Jigsaw reading - half the class read one biography and the other half another one. (continues in writing and speaking)

Writing -Complete sentences Incomplete sentences Students fill in gaps in sentences with time Write a short Write a short using appropriate expressions e.g. every, last, ago, on, in etc. paragraph about a paragraph about words Biographical notes biography of a a person. Students look at biographical notes and write famous person Questions in the past complete sentences about the person. E.g. (information card tense Born/1972 – He was born in 1972

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110 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus will be provided by E.g. He went to America – to study at -Write short Jigsaw writing - students write questions to ask the teacher). university sentences using the Short biographraphy their partner about a famous person. As they He switched on the TV – to watch his favourite simple past ask (see speaking and listening) they take notes programme etc. -Write questions for on the answers. information gathering and note Using the information, they found out from down the answers in their partners in the jigsaw activity, writing. studentswrite a short biography. When they Reading -Read for specific Descriptive passages -Students read the biographies of a famous Students read a text Read and have finished they compare it to the original information and about famous people Ethiopian and put events in the correct order - about a famous identify details, Write simple reading passage. details. (biographies) Students answer questions (open/closed) about person and answer specific sentences in a the passage questions about date, paragraph information place, job, etc. -Infer the meaning -Students guess the meaning of 10 words in the of unfamiliar words passage by matching each word to another Sequence events from context word chronologically.

Unit 4: Countable and favourite -Listen to a text and respond wh-questions Students listen to a Students should Listen and respond to uncountable text and classify food be able to: Food and ‘wh’ questions -Read a passage and bitter -Students listen to a text and classify the items mentioned in it Festivals answer question/fill -Students read descriptions of 2 famous Listening - What’s your favorite information in it. according to their Listen to a text - Listen and classify charts or tables/list Ethiopians (one dead and one alive?). Sentences food? delicious type. about food information incidents etc about the individuals are jumbled up. Students e.g orange, apple = preparation and must separate the sentences (using verb - Fruits, vegetables, sour -Students divide nouns into countable[C] fruits write the steps. Types of -Listen and group tense/vocab/context clues), match with the cooked food uncountable [U]. food the count and correct individual and then put them in the stove uncount nouns used correct order to make a short biography in the text. Food sugar (U), banana (C) -Jigsaw reading - half the class read one preparation -Take part in guided A: What is tibs? raw Students can biography and the other half another one. oral activities B: It is made from -Studnts complete utterances in a dialogue. Students describe describe a (continues in writing and speaking) Traditional ……. It is hot and pan what they eat usin for particular dish.

festivals and spicy”. You grill/fry meals in the last few Writing food the lamb… ingredient days (using the past -Complete sentences Incomplete sentences Students fill in gaps in sentences with time Write a short Write a short -Use quantifiers in -Students look at pictures of quantities of food and tense) E.g. Yesterday using appropriate expressions e.g. every, last, ago, on, in etc. paragraph about a paragraph about sentences. - expressions of kitchen ask questions using ‘how much?’ and ‘how I ate injira with words Biographical notes biography of a a person. quantity appropriately many?’ and appropriate counters (kilo, bag, sack vegetables. Students look at biographical notes and write famous person Speaking (adverbs of frequency) taste etc.) Read a text and Questions in the past complete sentences about the person. E.g. (information card how much/many/a identify specific tense Born/1972 – He was born in 1972 few/ a little sweet, information

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111 Grade 6 English Language Syllabus Grade Six English Language Syllabus -Describe a process -In pairs, students talk about Ethiopian traditional using more than one spicy dishes (food/ingredients) using the language adjective modelled. T: What is this called meat in English? -Students see plants such as carrots, onions, etc. Describe a S: It is a tomato. beef ask and answer questions. particular dish in -Express their T: What colour is it? few sentences agreement and S: It is red. dairy disagreement -In groups, students describe how a particular food What is … roast is prepared. What colour … dish I think … -Students read some controversial statements e.g. I agree with you ‘people should not eat meat’ and they agree or because … disagree with reasons. Students do the same in I don’t agree with you groups. because …

E.g. How much rice is there? There are two -Students look at pictures of quantities of food and bags of rice. How ask questions using ‘how much?’ and ‘how many bananas are many?’ and appropriate counters (kilo, bag, sack there? There are five etc.) bananas

Dialogue -Students read a dialogue between two students -Students read -Read a dialogue and about their favourite food in their area and different sentences Reading identify the message identify what they are talking about. which are about how

A recipe for an a particular type of - Predict the theme Ethiopian dish - Students answer pre-reading questions and food is made and put of the passage by predict the theme of the text. them in the right doing pre-reading order. activities Students put the sentences in order for cooking a

A passage on food in traditional Ethiopian dish - Sequence a number Ethiopia Students read a text of sentences into a and identify, the logical order in a details and main paragraph ideas.

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112 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus -Describe a process -In pairs, students talk about Ethiopian traditional -Read for details, the - countable and -Students read the passage silently and using more than one spicy dishes (food/ingredients) using the language main idea/particular uncountable nouns independently and check/correct their answers to adjective modelled. information the questions.(true false, fill in the blanks, etc) T: What is this called meat in English? -Students see plants such as carrots, onions, etc. Describe a - Read a text and - Students will identify the count and uncount S: It is a tomato. beef ask and answer questions. particular dish in identify count and nouns used in the text. -Express their T: What colour is it? few sentences uncount nouns agreement and S: It is red. dairy disagreement -In groups, students describe how a particular food Writing  Food words What is … roast is prepared. -Complete sentences What colour … using appropriate  Sentences dish words I think … -Students read some controversial statements e.g.  Recipe for -Students fill in the blanks using the words in a I agree with you ‘people should not eat meat’ and they agree or -Write simple and students’ local dish box because … disagree with reasons. Students do the same in compound sentences I don’t agree with you groups. Vocabulary network -Students write sentences about the food they like -Students describe because … -Write list of items for food and dislike and why. what they ate for meals in the last few -Write sentences -Students get into groups and make posters of lists days (using the past E.g. How much rice is using quntifiers of foods in groups of vegetables, fruit, meat, dairy tense) E.g. Yesterday there? There are two -Students look at pictures of quantities of food and Do not add too much etc. I ate injira with bags of rice. How ask questions using ‘how much?’ and ‘how suager in your food. vegetables. many bananas are many?’ and appropriate counters (kilo, bag, sack -Write process - Students fill in gaps from a list of suitable words there? There are five etc.) paragraphs. e.g. much/many/few/little bananas Passive and active voice First the fruits are -Students use the reading passage as a model to Dialogue -Students read a dialogue between two students -Students read write a recipe for a local dish -Read a dialogue and washed. Then … about their favourite food in their area and different sentences -Students write the steps on how to make coffee. Reading identify the message identify what they are talking about. which are about how The teacher profides some steps.

A recipe for an a particular type of  - Predict the theme Ethiopian dish - Students answer pre-reading questions and food is made and put of the passage by predict the theme of the text. them in the right doing pre-reading Unit 5: Listening Simple Presesnt animals -Pre- listening task: -Using a list of animals or Listen to a story and Students will be order. activities Animal -Listen and classify habitat, pictures, students divide animals into 3 groups answer able to Students put the sentences in order for cooking a Fables What do lions look diet , ability wild animals, farm animals and pets comprehension A passage on food in traditional Ethiopian dish - Sequence a number Listen and answer like? (plural nouns run questions Listen to a text Ethiopia Students read a text of sentences into a wh/yes/no questions for generalisation) kill -While they are listening to an animal fable, fill and identify the and identify, the Wild life logical order in a climb n a chart about the animals in the story. details. details and main and paragraph  Where/live fly ideas.  What/eat swim Page 14 of 30 Page 15 of 30

113 Grade 6 English Language Syllabus Grade Six English Language Syllabus domestic  What can lions description of animals -Listen for specific do? animals -In pairs, students ask each other what the information and  Can lions swim? zoo animals in the story look like, where they live Animals’ detail etc. abilities Adverbs of degree - -Students are given names of animals and  quite well, very different activities. They say whether the animal

Animals in well not at all can do that activity quite well, very well or not the parks at all.

e.g. Lions can run E.g. Giraffes – climb trees (not at all) Hippos – swim (very well) very well

Comparison e.g. what is the fastest animal?

Animal fables Describe and tell simple stories Past simple about animals. Did …? Yes/No------Compare animal’s ability. Speaking -Tell simple stories Comparison -In groups students tell simple stories about -Students retell the some animals to the class and others listen and stories (from What do you think--- mime the actions in the stories. listening and ? -In groups, students retell the stories they reading) I think that---- listened in groups.

-Give opinions I think/in my opinion…. -Students form opinions connected to animals -Compare animals I agree with you using prompts e.g. I think lions are beautiful - In I disagree with you my opinion wildlife parks are good. Other -Use expressions of Which animal is very students agree or disagree agreement and attractive? -Read parts of disagreement. -Students compare animals, the strongest, the stories and Past simple fastest etc. sequence them Did …? in the right Yes/No----- order

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114 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus domestic  What can lions description of -Answer -Write a animals -Listen for specific do? animals -In pairs, students ask each other what the ‘wh’/yes/no - Students answer yes/no questions about the paragraph/dialog information and  Can lions swim? zoo animals in the story look like, where they live questions. story using the past simple. Students do the ue story. Animals’ detail etc. same in pairs. abilities Adverbs of degree - -Students are given names of animals and Reading  quite well, very different activities. They say whether the animal -Predict the theme of -What do you know -Students look at pictures from the story and -Students read a

Animals in well not at all can do that activity quite well, very well or not the story. about . . .? try to put them in order to predict the story. story and write the parks at all. sentences beginning

e.g. Lions can run E.g. Giraffes – climb trees (not at all) -Read a story to find -After reading, students rearrange (if In my opinion very well Hippos – swim (very well) the message and the A passage/dialogue necessary) pictures are in the correct order in I think …. detsils. in the form of an pairs Comparison animal fable that can -Read and sequence. e.g. what is the teach a moral lesson -Students discuss the main lesson the story fastest animal? conveys and answer comprehension questions

Students discuss whether they liked the story or Animal fables D escribe and tell not and why (using expressions for opinions and simple stories agreeing/disagreeing). Past simple about animals. Did …? Students act out the fable. Yes/No------Compare

animal’s ability. Writing Speaking -Tell simple stories Comparison -In groups students tell simple stories about -Students retell the -Write simple Dialogue -Students add speech bubbles to the pictures Students write a some animals to the class and others listen and stories (from sentences as part of and write dialogue for the animals in the story. story in the form of What do you think--- mime the actions in the stories. listening and a dialogue dialogue ? -In groups, students retell the stories they reading) I think that---- listened in groups. -Write a paragraph -Students write one paragraph stories in the in the past tense A simple story past about animals (using prompts) and read -Give opinions I think/in my them to their classmates. opinion…. -Students form opinions connected to animals -Wrire sentences Sentences beginning -Compare animals I agree with you using prompts e.g. I think lions are beautiful - In about their opinion with I think… I disagree with you my opinion wildlife parks are good. Other Students write sentences starting with -Use expressions of Which animal is very students agree or disagree “I think …” agreement and attractive? -Read parts of “I don’t think that …” disagreement. -Students compare animals, the strongest, the stories and Past simple fastest etc. sequence them Did …? in the right Yes/No----- order

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115 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus -Read a passage to find the main (affixes) prefix, suffix -Students read the passage, draw a family tree message and details and solve the problem. They compare answers Unit 6: grandmother/g in groups. Large Listening Possessives rand-father/  Students discuss their close -Listen to a text that Students will be Families -Listen and respond son/ daughter, relatives.(Brainstorming) describes a able to -Students identify the new words in the passage I/we/they have stepdaughter  In groups, students talk to each other about large/extended family based on their affixes. and identify ideas for -Listen and solve He/she has /son/ father/ large or extended family (relatives). Listen to a -Students read the passage and identify the puzzles mother, (Brainstorming) their dialogue. description and advantages and disadvantages of large/ Model dialogue cousin,  Students solve the following problem: X is identify the extended family nephew, niece, looking at a photo and says ‘brothers and details. -Students write -Students write a A text that describes elder, younger, sisters have I none but this man’s father is My family Writing -Complete sentences Sentences describing -Students complete sentences using sentences about paragraph. a large/extended the my father’s son’. Who is the person in the Describe and tree using appropriate family words/phrase from a list of family words (based their families to family first/second picture? (answer = his son) express their -Listen for details words large/extended/small/ on first reading passage) form a paragraph. son/daughter, opinions about

etc. verbs: -Students listen to a passage about an extended large/small/exte -Write simple and Compound sentences -Students write sentences about their own -Students write an related to, family (and how it grows bigger) and answer nded families. My compound sentences extended families argumentative married to, etc. true or false questions. relatives Coordinating paragraph Speaking Read a text and -Write a paragraph conjuctions -Students write a short personal response to the -Express their match the main Expressing opinions, -In groups, students discuss the advantages and Talk about the reading passage/debate e.g. I think large feelings/opinions ideas with a agreeing and disadvantages of having a large/small/extended family using family Describing family families are good giving reasons diagram. Family disagreeing (recycle) family tree given. large/extended/small/ planning Family diagram -Students write compound sentences about the Comment on others Reading passage -Students have a class debate on a advantages and disadvantages of large families Write a short ideas with reasons about family large/small/extended family (family planning). using ‘and’ and ‘but’. paragraph about planning -Use pictures or photographs to describe family their family. members answer questions (whose family …?). -Students write a short paragraph that describes

a given family diagram. Transfer ideas

from a text to a Reading -Read and draw a A passage describing -Pre-reading activities (what I know, what I Students read a text diagram diagram (chart, a family with a want to know about a large/extended family). about a family and table). Unit 7: problem to solve at transfer the Expressing opinions – pollution -Students listen to story about an animal and the -Listen to a text and Save our -Listen to short story Students will be the end e.g. ‘Who is -Guess the meaning of five key vocabulary. information to a Should/must effects of pollution on its habitat and life and then answer the questions. World of (about 150-200) able to: your grandmother?’ family diagram.  I think deforestation they answer different comprehension questions. -While reading activities (list the possible words and identify Listening  I believe -In pairs, students -Infer meaning of A passage/ dialogue sources of problems in a large/extended family). Air specific information Listen to a text  I think it’s garbage look at pictures words on the subject of a andWater and the main idea about the important to showing the effects large/extended Pollution environment and  I feel sewerage of pollution. They families Page 18 of 30 Page 19 of 30

116 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus -Read a passage to find the main (affixes) prefix, suffix -Students read the passage, draw a family tree message and details and solve the problem. They compare answers Unit 6: grandmother/g in groups. Large Listening Possessives rand-father/  Students discuss their close -Listen to a text that Students will be Families -Listen and respond son/ daughter, relatives.(Brainstorming) describes a able to -Students identify the new words in the passage I/we/they have stepdaughter  In groups, students talk to each other about large/extended family based on their affixes. and identify ideas for -Listen and solve He/she has /son/ father/ large or extended family (relatives). Listen to a -Students read the passage and identify the puzzles mother, (Brainstorming) their dialogue. description and advantages and disadvantages of large/ Model dialogue cousin,  Students solve the following problem: X is identify the extended family nephew, niece, looking at a photo and says ‘brothers and details. -Students write -Students write a A text that describes elder, younger, sisters have I none but this man’s father is My family Writing -Complete sentences Sentences describing -Students complete sentences using sentences about paragraph. a large/extended the my father’s son’. Who is the person in the Describe and tree using appropriate family words/phrase from a list of family words (based their families to family first/second picture? (answer = his son) express their -Listen for details words large/extended/small/ on first reading passage) form a paragraph. son/daughter, opinions about etc. verbs: -Students listen to a passage about an extended large/small/exte -Write simple and Compound sentences -Students write sentences about their own -Students write an related to, family (and how it grows bigger) and answer nded families. My compound sentences extended families argumentative married to, etc. true or false questions. relatives Coordinating paragraph Speaking Read a text and -Write a paragraph conjuctions -Students write a short personal response to the -Express their match the main Expressing opinions, -In groups, students discuss the advantages and Talk about the reading passage/debate e.g. I think large feelings/opinions ideas with a agreeing and disadvantages of having a large/small/extended family using family Describing family families are good giving reasons diagram. Family disagreeing (recycle) family tree given. large/extended/small/ planning Family diagram -Students write compound sentences about the Comment on others Reading passage -Students have a class debate on a advantages and disadvantages of large families Write a short ideas with reasons about family large/small/extended family (family planning). using ‘and’ and ‘but’. paragraph about planning -Use pictures or photographs to describe family their family. members answer questions (whose family …?). -Students write a short paragraph that describes

a given family diagram. Transfer ideas from a text to a Reading -Read and draw a A passage describing -Pre-reading activities (what I know, what I Students read a text diagram diagram (chart, a family with a want to know about a large/extended family). about a family and table). Unit 7: problem to solve at transfer the Expressing opinions – pollution -Students listen to story about an animal and the -Listen to a text and Save our -Listen to short story Students will be the end e.g. ‘Who is -Guess the meaning of five key vocabulary. information to a Should/must effects of pollution on its habitat and life and then answer the questions. World of (about 150-200) able to: your grandmother?’ family diagram.  I think deforestation they answer different comprehension questions. -While reading activities (list the possible words and identify Listening  I believe -In pairs, students -Infer meaning of A passage/ dialogue sources of problems in a large/extended family). Air specific information Listen to a text  I think it’s garbage look at pictures words on the subject of a andWater and the main idea about the important to showing the effects large/extended Pollution environment and  I feel sewerage of pollution. They families Page 18 of 30 Page 19 of 30

117 GradeGrade 6 SixEnglish English Language Language Syllabus Syllabus Grade Six English Language Syllabus Listen and reflect  If we don’t… -Students listen to the text and express their describe the pictures, tell/write their Write predictions their reaction. will happen litter reaction/belief about the incidents in the story. what happened to reflection Speaking -Express reaction to a Agreeing and -Students discuss the story (in the listening text) about what they Ethiopia Present simple cause the damage text/others’ ideas disagreeing and express their reactions and feelings. would like to and the -Listen and identify Present continuous smoke illustrated. I believe that .. have/see future cause and effects - Express their I think … happening in plastic bag -Sudents involve in a conversation and exchange -Based the damage opinion -Students get into pairs and express their their home town Listen and respond in ideas on the environment. shown in picture, reaction/belief about the incidents in the story Protecting conversations poison students tell and what -Talk about the Expressing opinions – based on the listening text. the they can do to environment they Should/must Environmen draught prevent this listen -Use the simple  I think -Students read jumbled sentences and sequence t happening in their present and present  I believe them into the stages by which deforestation -Listen to a passage A conversation made flood village/town. - Read and contious tenses in  I think it’s impacts on the environment. Then work in pairs and fill in a by a group of -Students listen to someone talking about what complete a table their utterances to important to to explain logically the effects of deforestation. chart/map students about what fire he/she thinks will happen to Ethiopia in the Listen to a text and give advice  I feel would happen in future. Students have a map/chart and fill in fill in a table with Students will be  If we don’t… -Listen to a Ethiopia in the Adjectives to what will happen in different regions. details, dates, able to: will happen conversation and future. describe Listen to -Use diffetent social  We -Teacher models the language patterns with expressions. sentences about the future e.g. I would like our express their opinion Ethiopia and - prediction and must/should.. and use expressions cities/towns/vi -Students express their reactions and opinions Students make preferences and town to have electricity. Students change the of agreement and llages to the listening text by agreeing or disagreeing predictions about express their nouns and verbs to make similar sentences and use it in a conversation in their groups e.g. I disagreement their school opinions -Giving advice e.g. in 2010 it will E.g: Currently would like Ethiopia to be richer.

have 2000 students tempreture is Talk about their --Express their -Students are asked to imagine they can see into -Listen to a passage increasing due to future preferences the future. Working in pairs, they take it in turns and express their climate change. predictions. E.g We shoud save the to tell their partner what will happen during their opinion about the lifetime. E.g. You will see big buildings future world by planting trees (Warning: students instructed not to be personal) -Take part in guided -Students work in small groups. On a large sheet oral activities in of paper, they brainstorm what they like about groups -Presemt simple and living in Ethiopia, and what things they would present continuous like to change/improve. One member from each -Use social tense. group reports back to the class. Students listen to expressions to the reports and are encouraged to ask questions express certainty after the presentations. and doubt Expressions of •Students make sentences about their village in preferences their future using more than one adjective. E.g.

This will be a large modern school. I like . . .

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118 Grade Six English Language Syllabus GradeGrade 6 SixEnglish English LanguageLanguage Syllabus Syllabus Listen and reflect  If we don’t… -Students listen to the text and express their describe the pictures, tell/write their Write predictions their reaction. will happen litter reaction/belief about the incidents in the story. what happened to reflection Speaking -Express reaction to a Agreeing and -Students discuss the story (in the listening text) about what they Ethiopia Present simple cause the damage text/others’ ideas disagreeing and express their reactions and feelings. would like to and the -Listen and identify Present continuous smoke illustrated. I believe that .. have/see future cause and effects - Express their I think … happening in plastic bag -Sudents involve in a conversation and exchange -Based the damage opinion -Students get into pairs and express their their home town Listen and respond in ideas on the environment. shown in picture, reaction/belief about the incidents in the story Protecting conversations poison students tell and what -Talk about the Expressing opinions – based on the listening text. the they can do to environment they Should/must Environmen draught prevent this listen -Use the simple  I think -Students read jumbled sentences and sequence t happening in their present and present  I believe them into the stages by which deforestation -Listen to a passage A conversation made flood village/town. - Read and contious tenses in  I think it’s impacts on the environment. Then work in pairs and fill in a by a group of -Students listen to someone talking about what complete a table their utterances to important to to explain logically the effects of deforestation. chart/map students about what fire he/she thinks will happen to Ethiopia in the Listen to a text and give advice  I feel would happen in future. Students have a map/chart and fill in fill in a table with Students will be  If we don’t… -Listen to a Ethiopia in the Adjectives to what will happen in different regions. details, dates, able to: will happen conversation and future. describe Listen to -Use diffetent social  We -Teacher models the language patterns with expressions. sentences about the future e.g. I would like our express their opinion Ethiopia and - prediction and must/should.. and use expressions cities/towns/vi -Students express their reactions and opinions Students make preferences and town to have electricity. Students change the of agreement and llages to the listening text by agreeing or disagreeing predictions about express their nouns and verbs to make similar sentences and use it in a conversation in their groups e.g. I disagreement their school opinions -Giving advice e.g. in 2010 it will E.g: Currently would like Ethiopia to be richer.

This will be a large modern school. I like . . .

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119 GradeGrade 6 English Six English Language Language Syllabus Syllabus

-Use expressions of I prefer to see… •In pairs students draw what they think their agreeing and village/town will look like in the future. They disagreeing In the future I would describe it to another pair like to (be) . . .

I would like + noun + infinitive comparatives e.g. I

would like the country to be richer

Certainty and doubt  I don’t think so  Do you think so?  Are you sure  I think it will

I agree with him/her I don’t agree

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120 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus -Students read jumbled sentences and sequence -Use expressions of I prefer to see… •In pairs students draw what they think their them into the stages by which deforestation agreeing and village/town will look like in the future. They impacts on the environment. disagreeing In the future I would describe it to another pair -Students work in pairs to explain logically the like to (be) . . . effects of deforestation. Writing I would like + noun + -Write a guided -Students write about Students write a infinitive summery text. Sentences (promises -Students summarize the main ideas of the text what they can do to well organized comparatives e.g. I and commitments: I they read. prevent the damage guided summery -Write sentences will ) that happens in the of the text they would like the connected to the topic Students produce a range of environmental pictures shown. read conncting country to be richer campaign materials allocating different tasks to sentences. group members. Certainty and doubt e.g. badges, information leaflets,  I don’t think so promises/pledges, posters. They write sentences  Do you think so? -Write guided to go with these materials. E.g. I will throw  Are you sure summary expand Vocabulary network rubbish away  I think it will vocabulary network for the environment for the environment paragraph -Students write a summary in a paragraph with I agree with him/her the help of the information in the table (filled out I don’t agree while reading the text)

Reading Read a text and Students read -Predict the theme of complete the table. and dentify the a passage -Students do pre-reading activities and predict the theme and the theme of the passage. Read the text and details of a given  - Read for details and What do you think is answer the text. for the main idea the theme of the text? -Students look at the title, accompanying picture comprehension Unit 8: and predict the content of the passage. They read questions. Abilities -Students listen to an interview with a group of - Listen and answer By the end of the first (explanatory) paragraph and check if their Listen and take notes Communicate students talking about their school days. They the comprehension the unit, of People -Sequence a number predictions were right. make notes on what they could and couldn’t do questions students will be of sentences into Listening Listen and identify Sign language and in groups compare them. They may use chart able to: logical order in a the specific Could/couldn’t tofill in while listening. paragraph -Students read the text and complete a chart. information Comparing Hearing Listen to a text -Students read the text and answer I can do it! impaired E.g. I couldn’t read printed letters but I could about comprehension questions. read carved letters on plates Listen for details Physical

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121 GradeGrade 6 English Six English Language Language Syllabus Syllabus fitness Students listen to a text about what people can do Read a text and What and cannot do and answer comprehension answer skills do Ridding questions. comprehension Adverbs questions. you have? -Compare people Can/can’t Intelliget Students talk about -In pairs students discuss about two different using the three forms Comparisons Effort groups of people with special abilities (Helen the skills they have to Speaking of the comparison Adverbs of degree Talent Keller or Thoman Edison) and report the result of the whole class. Complete Safety (very well, quite well, the discussion. sentences with measures -Talk about people not at all) the appropariate with disability -Students discuss the problems they might face, words from the how they overcome them and discuss what unit. disabled people can do and how people should treat them . -Give instructions Imperatives and ask people Can you …. politely for Should -Students take the positions of people with something special needs. E.g. ‘Hearing impaired’ students try to lip read Students learn some simple sign language Students give instructions to ‘visually impaired’ students. Students help ‘visually impaired’ students ‘Visually impaired’ students ask ‘sighted’ -Ask and answer Reflexive pronouns students to assist them to copy notes from the ‘wh’ questions about (my/your/him/herself) blackboard people with What can you do by disabilities yourself? He can walk home by Students take on roles of people with special himself needs. Other students ask them questions about their abilities and they answer. E.g. What can you do by yourself? I can walk home by myself. I can make tea. I can play football. After each person, other students say what they can do e.g. he can walk home by himself

Reading Predict the theme of A story about a Students read pre-reading questions and guess the passage hearing-impaired child what the passage will be about. and his/

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122 Grade Six English Language Syllabus GradeGrade 6 English Six English Language Language Syllabus Syllabus fitness Students listen to a text about what people can do Read a text and What and cannot do and answer comprehension answer skills do Ridding questions. comprehension -Read a passage and Adverbs questions. find the main you have? -Compare people Can/can’t Intelliget Students talk about messages -In pairs students discuss about two different using the three forms Comparisons Effort groups of people with special abilities (Helen the skills they have to Students read the passage individually and find Speaking of the comparison Adverbs of degree Talent Keller or Thoman Edison) and report the result of the whole class. Complete -Infer the meaning of the main ideas, specific information, and details Safety (very well, quite well, the discussion. sentences with unfamiliar adjectives measures -Talk about people not at all) the appropariate from the context Students guess meanings of words from the with disability -Students discuss the problems they might face, words from the sentences. how they overcome them and discuss what unit. Writing -. disabled people can do and how people should -Complete -Sentences about the -Students fill in gaps in sentences/paragraph from - Ask and treat them . sentences/paragraphs passage with gaps a list of possible words. answer questions -Give instructions Imperatives using appropriate about the and ask people Can you …. words Paragraph about hearing-impaired politely for Should -Students take the positions of people with famous person e.g. Students use the information in the reading to child and his/her something special needs. Helen Keller, blind make sentences about the child’s likes and daily routine. E.g. ‘Hearing impaired’ students try to lip read -write simple Ethiopian musician dislikes. Students learn some simple sign language sentences about other Sentences Students give instructions to ‘visually impaired’ people’s likes and Read a text and students. Students help ‘visually impaired’ dislikes. answer students comprehesnsion ‘Visually impaired’ students ask ‘sighted’ questions. -Ask and answer Reflexive pronouns students to assist them to copy notes from the ‘wh’ questions about (my/your/him/herself) blackboard Unit 9: people with What can you do by Listening -News report -Diet Students listen to the report and in small groups -Listen and disabilities yourself? Healthy -Listen to a text and -Listen to information describing problems exercise reach agreement on the 3 most important points list/complete a He can walk home by Students take on roles of people with special Living identify the causes and identify the main faced by children who hygiene made in the passage. Groups report to the class. chart himself needs. Other students ask them questions about some common points have poor diets and sensibly, their abilities and they answer. E.g. What can you Disease health problems and little exercise antonyms -Students listen to a text about causes of -Talk about how do by yourself? I can walk home by myself. I can transfer them to -Listen to a text about conditional (‘if’ …+ unhealthy unfit, to maintain a make tea. I can play football. After each person, Exercise common health problems in groups/pairs and charts/tables/graphs some common health ‘will’) unwell unkind healthy lifestyle other students say what they can do e.g. he can list causes of the disease. etc. for health problems and list the unhappy walk home by himself causes and effects -Statement and nutrition

Healthly response - examples malnutrition

Reading diet If I eat too many meal -Listen and take part -Students complete a dialogue between a patient Predict the theme of A story about a Students read pre-reading questions and guess sweet things, my teeth feed in guided oral and a doctor. the passage hearing-impaired child what the passage will be about. will... drink activities in pairs and his/ dish

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123 GradeGrade 6 English Six English Language Language Syllabus Syllabus If I exercise every endurance day, my body will…… If I don’t wash my hands after going to the toilet, I will….

Should/must

Speaking -Use the probable -Conditional (‘if’ …+ ‘Advise your little Students use -Teacher models the statement (If I eat too many conditional ‘will’) sister’. In pairs conditional sweet things, my teeth will…) and response (go Statement and students conduct a sentences and bad). Teacher says other statements and asks for -Give suggestions response - examples role play. One give suggetions. responses. using conditional on If I eat too many student plays how to take safety sweet things, my teeth him/herself and the measures will... In pairs one student makes a full sentence using other his/her younger If I exercise every the probable conditional. The other responds with sister. He/she gives -Make a list of advice day, my body advice. advice. E.g. You using conditionals will…… E.g. A: If I eat too many sweet things, my teeth should go to bed at If I don’t wash my will go bad 8.00 pm. hands after going to B: You shouldn’t eat sweet things. the toilet, I will…. Express their feelings and give reasons Should/must Students make up short dialogues expressing their feelings. E.g. Look + adjective e.g. A: You look tired? you look tired, you B Yes I am look hungry, you look A: Are you unwell? unwell…because B: No, but I didn’t sleep very well A: You should go to bed Acrostics based on related words. Students choose simple words related to healthy e.g. living, and in pairs attempt to write acrostics He which they will then present to the class. Eats fruits and vegetables, and Students listen to the report and in small groups Always washes his reach agreement on the 3 most important points, Pronounce words hands before eating and report to the class. correcly and

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124 GradeGrade 6 EnglishSix English Language Syllabus Syllabus Listens to the doctor, and Students learn the ending sounds in nouns. Tries to eat sensibly. He has fun exercising -/s/ with words after voiceless sound Ending /s/, /iz/, /ǝz/ e.g. boy/s/ -/z/after voiced sound -/iz/ or /ǝz/ after sibilant sound

Reading -Read for specific A written transcript of -Students read a text and answer comprehension Read and re-arrange Students read information and an interview with a questions. jumbled up different texts detail sports teacher. The sentences and identify the questions and answers -Students work in pairs/groups to match the main and -Sequence sentences are jumbled up. questions with the answers to make logical sense. Read and identify specific into a logical order the detailes and information -Students with their work out the logical order specif information. -Read the interview identify messages. -Students read the interview and report the main messages.

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125 Grade 6 English Language Syllabus Grade Six English Language Syllabus

Writing -Complete sentences Making antonyms Students using appropriate using ‘un’ - -In pairs students make sentences using the complete words unhealthy, unfit antonyms. conditional sentences. E.g. -Write supporting -Students fill in the sentences with the correct ______, you sentnces to develop a adjective/antonym/adverb of manner will get sick. paragraph Sentences -Students produce sentences for illustrated leaflets – ‘Be Healthy’. They use should/must -Write a vocabulary and if + will network for healthy e.g. You should exercise every week living If you eat well, you will be healthy

-Make antonyms Paragraph in a leaflet -Students make vocabulary network for healthy using ‘un’ . . . living parts of the body (e.g. leg)

-Write/give advice using conditionals. E.g. Diarrhea is caused by polluted water. If we Vocabulary network drink polluted water, we will have diarrhea. for healthy living -Teacher shows how antonyms are formed. Students match the antonym to its meaning e.g. unwell = sick etc.

Unit 10: Listening A text about different Jobs -Listen to and ask Child Introduce the topic through discussion using -Listen to a text -Listen and express types of jobs that do and answer questions labour pictures/photos –Students brainstorm possible describing jobs their opinions about children can perform. shoe shine), about their lives jobs that children do and identify the types of jobs and Can/could beg, what they can make their own list Has/have sell tissues Students listen to a text about that can describe and cannot: of jobs employ about jobs that children can and cannot do and what they Roles and work responcibili salary orally express their opinions about the types of should and ties in a payment jobs. should not. family labour victim Page 28 of 30

126 Grade 6 English Language Syllabus Grade Six English Language Syllabus Grade Six English Language Syllabus nurse Writing -Complete sentences Making antonyms Students oppose using appropriate using ‘un’ - -In pairs students make sentences using the complete support words unhealthy, unfit antonyms. conditional Speaking express their opinion Children should help sentences. E.g. and give reasons their parents. What is -Teacher elicits as much as possible from the Listen to opinions Students argue -Write supporting -Students fill in the sentences with the correct ______, you Easy Jobs your opinion? students about what they feel about child labour and reasons and about their sentnces to develop a adjective/antonym/adverb of manner will get sick. paragraph Sentences express their own opinios -Students produce sentences for illustrated take part in a debate reaction. supporting them leaflets – ‘Be Healthy’. They use should/must Rules and about child labour Children should not be with reasons. -Write a vocabulary and if + will regulations engaged in jobs which -In groups students debate different forms of child network for healthy e.g. You should exercise every week are beyond their labour living If you eat well, you will be healthy capacities. -Students in a group exchange experience -Make antonyms Paragraph in a leaflet -Students make vocabulary network for healthy How do help your about the jobs they perform at home. E.g. a using ‘un’ . . . living parts of the body (e.g. leg) family? teacher gives one type of job and students take I fetch water every part to express their experience. -Write/give advice using conditionals. E.g. morning. Diarrhea is caused by polluted water. If we Can you make Vocabulary network drink polluted water, we will have diarrhea. coffee? for healthy living Reading -Teacher shows how antonyms are formed. read a passage about Two stories – one Students read the passage independently and In pairs students read Students read

Students match the antonym to its meaning e.g. what children can about a child who is a answer questions. Students compare answers in a passage about the and identify jobs unwell = sick etc. and cannot do and victim of child labour, pairs roles of two children which children

answer questions the other about a child Students discuss, in groups, the main ideas of the and list in columns can or can’t do. who is not. passage comparing the two children what the children in Students match sentences to the passage perform. pictures/photos/illustrations that show the severity of child labour Unit 10: Listening Jobs -Listen to and ask Writing Write sentences Sentences Teacher writes the language patterns on the board Students write Students write Child A text about different Introduce the topic through discussion using do and answer questions -Listen to a text about child labour and students make sentences about child labour sentences that rules nad labour -Listen and express types of jobs that pictures/photos –Students brainstorm possible shoe shine), about their lives describing jobs using the same language. E.g. There used to be describe child labour. regulations in their opinions about children can perform. jobs that children do beg, and identify more child labour. Last week I saw a shoe shine contexts using the types of jobs and Can/could sell tissues what they can boy. appropriate make their own list Has/have Students listen to a text about that can describe employ and cannot: language. of jobs about jobs that children can and cannot do and Roles and work what they Write rules and Students write sentences about what they know orally express their opinions about the types of responcibili salary should and regulations about about child labour. jobs. ties in a payment should not. child labour family labour Leaflet saying no to Students design a leaflet and write sentences to victim child labour warn against child labour. E.g. This child should Page 28 of 30 be in school.

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