FLEN II

ADDIS ABABA UNIVERSITY

YEAR I ,SEMII

WORKU SEYOUM /PhD CANDIDATE/

2024 G.C
 Cont…
Students are expected to:
•identify different components of ‘life skills’ so that they
can actively apply them in life;
•become successful in living a community successfully
and endeavor to execute skills to solve problems that
may occur in their community;
•develop their speaking, listening, reading and writing
abilities in different areas including life skills’; and
•know the ‘voices’ in grammar and apply them in
academic writing to enhance their writing and
reporting quality.
1
Activity 1.1: Discuss the following questions in groups before you read the
passage below.
•What are life skills? -----------------------------------------------------------------------------------
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•What are the basic elements of life skills?
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•What is the importance of knowing about life skills?
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•Did you have life skills training? If you had, please share what you were trained
about
and how you were trained to your group. ----------------------------------------------------------
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•How did the training help you to manage your life?
---------------------------------------------
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 THE CONCEPT OF LIFE SKILLS

• While many experts discuss the importance of

life skills, many still question what exactly
represent such skills.
• As shall be shown, there is no single answer,
but there are a variety of overlapping
definitions, which highlight the most
significant forms of life skills.
 CONT…
• In practice, the term life skills is also used in several other ways, including to refer to
livelihood skills, such as
 how to set up a business;
 to refer to practical self-care skills such as how to plan and prepare healthy meals or
how to brush one’s teeth, etc.;
 to refer to skills used to deal with specific risk situations, such as saying “no” in the
face of peer pressure etc.

• The concept life skills involves personally responsible choices. These skills enable
people to
 maximize their own choices,
 to enhance their personal well-being and to improve their quality of life.
 When people are being personally responsible they are in the process of making
choices that maximize their happiness and fulfillment.
 Personal responsibility is a positive concept wherein people are responsible for their
well-being and for making their own choices within the givens of their existence.
 Life skills therefore, are the component skills through which people assume – rather
than avoid – personal responsibility for their lives.
 These skills enable people to make positive contribution which can lead to
 CONT…
• Elias (1990) as mentioned by WHO (1994) notes that life skills are skills
 To carry out effective interpersonal relationships and
 to make choices and resolve conflict without resorting to actions that will harm oneself or others. Adding
to this, WHO (1994) further defines life skills as skills that enable individuals to deal effectively with the
demands and challenges of everyday life. This generic type of skills includes
 decision-making,
 problem-solving,
 self-awareness and
 communication skills. TACADE (1990) views life skills as personal and social skills required by young people
to function confidently and competently with themselves, with other people and with the wider
community.
• Peck and Hong (1988) cited in Tsatsi (2001) state that life skills are skills which enable people
 to care for themselves in a supportive environment,
 and are concerned with independence in self-care,
 understanding the environment and living with others.
 Skills also enable people to make decisions concerning life situations. From a practical point of view Peck
and Hong (1988) as mentioned by Tsatsi (2001) outlined the following life skills.
 Firstly personal skills, which refer to those skills that are necessary to establish and maintain a network of
appropriate and meaningful relationships, interests and support systems e.g. d
 Developing friendships,
 leisure interests,
 environmental and road safety,
 communication, social life,
 sexual relationships and marriage. Personal skills are also of great importance for especially young people
 CONT…
• theoretical and technical knowledge necessary to live safely, comfortable and healthy.
 Skills such as budgeting,
 nutrition and hygiene may serve as examples.
 Thirdly, self-reliance skills, which include those skills, which are necessary for the
individual to be able to organize his/ her own life and to maintain and utilize the
resources, they need.
 The effective acquisition and application of life skills influence the way people feel
about themselves and others, and equally influence the way people are perceived by
others.
 According to WHO (1997) life skills contribute to peoples’ perceptions of self-efficacy,
self-confidence and self-esteem.
 Life skills therefore, play an important role in the promotion of individuals’ mental
well-being.
 The promotion of mental well-being contributes to people motivation to look after
themselves and others, the prevention of mental disorders, and the prevention of
health behavior problems. Life skills open doors and enable people to help
themselves (Potgieter, 2004).
 CONT…
• Life skills are also framed as “abilities for adaptive and positive behavior
that enable individuals to deal effectively with the demands and
challenges of everyday life” (WHO, 1997). Described in this way, skills
that can be said to be life skills are innumerable and the nature and
definition of life skills are likely to differ across cultures and settings.

• However, analysis of the life skills field suggests that there is a core set
of skills that are at the heart to skills-based initiatives for the promotion
of the health and well-being of children and adolescents (Brack & Hill,
2000).

• In the context of this study life skills are self-helping skills that enable
people to help themselves. As such they are aimed at empowering
people. People who possess life skills are more adequate to fulfill their
potential and meet their needs. Potgieter (2004) notes that a wide
variety of skills can be selected for inclusion in a life skills programme
for adolescents.
 Cont…
• The selection depends largely on the target condition, which
the client system faces. For this study life skills include

A. acquisition of self-reliance skills such as

 decision-making,
 problem solving,
 critical thinking,
 self-awareness,
 assertiveness training,
 communication
 conflict resolution etc.
 CONT…
• A final topic of interest in conceptualizing the concept life skills
is the place of belonging in defining life skills. Both the WHO
(1994) and American School Counseling Associations (ASCA,
1994) as mentioned by Anderson and Okoro (2000) imply that
all life skills no matter at what level or dimension, must include
the ability to facilitate a sense of belonging.
• Belonging plays a key role in the growth and development of
self-esteem, social skills and initiative while creating a sense of
belonging does not mean being a “buddy” and always getting
along, it does mean that a person is always welcomed into a
group as long as they do not try to harm or disrupt the group.
• It also means that assertive communication and truth exist. It
includes a sense of safety, both physical and emotional (Brack
and Hill, 2000; Anderson & Okoro, 2000).
 Activity 1.3.
• Instruction: The following questions are based on the paragraphs you
have read above. Before you proceed reading the passage, do the
following activity in your group.
•
• Did you find that your prediction was right after you have read the
above paragraphs? ---------------------------------------------------------------
•
• ----------------------------------------------------------------------------------
•
• Discuss the concept of ‘life skills’ in your group based on your readings
above. ------
•
• --------------------------------------------------------------------------------------
•
• Write the summary of the concept of ‘life skills’ in a very short
paragraph cooperatively. ---------------------------------------------------
 Cont…
• The need for belonging is also emphasized by Alfred Adler
(1870-1937) as cited by Brack and Hill (2000: 24) who
concluded that, as part of human nature there is a strong
innate potential for kinship and belonging to the human race.
Each person is born with a natural desire to belong to a group,
such as family or culture, and to contribute to the growth and
well-being of that group.
• It is a genetic need or genetic potential and it simply exists in
everyone at birth. As noted above, an innate or genetic
potential is a potential capability, which is likely to be
developed if a person is given the right opportunities. Without
the right opportunities this need can be distorted or destroyed
(Baron & Byrne, 2003; Brack & Hill, 2000).
 Cont…
• According to Brack and Hill (2000) what is important to note here is that belonging, the
ability to pursue meaningful relationships and contribute to society, is not automatic, it
needs to be consciously developed and when it is developed, it is intrinsically rewarding.
However, people have to actually learn ways of trusting others, giving and accepting care
and being sincere. Adler (1870-1937) as cited by the above-mentioned authors, states that
learning these skills is intrinsically rewarding because the skills fulfill a genetic potential.
Furthermore, because this need is rooted in a strong genetic potential the fulfillment of the
need for belonging is also a prerequisite for emotional well-being. When the need for
belonging is not met, a person may easily become aloof, manipulative and self-centered.
When the feeling of belonging and interpersonal connectedness develops, a sense of social
interest, co-operation and equality emerges. Belonging is met by obtaining results, which
provides closer relationships with others, and competence is met by obtaining results,
which are useful in many ways.

• Basically belonging consists of forming a bond with other individuals. Belonging is a social
component of normal human development. It allows a person to express his or her social
interest in a healthy and mutually reciprocal manner that builds upon strength of all group
members./
 writing
• Activity 1.4.
• Write a brief conclusion to the above passage.

• -------------------------------------------------------
 Cont…
• Activity 1.5:
•

• Instruction: Answer the following questions in

groups based on the information in the passage.
• What are the values of interpersonal relationships?
-----
How do personal life skills help young people to
understand the effect of peer pressure?
• How is the sense of belonging developed?
------------------------------------------------
• What is its importance?
---------------------------------------------------------------------
-----
 Cont…
• Instruction: Write ‘true’ if the statement is correct and ‘false’ if the statement is incorrect
according to the passage.
•
• Life skills lead to dependency on others because interpersonal communication promotes
dependency on others.
•
• Life skills are hardly important for people to develop interpersonal skills because they lead
people more to develop personally responsible choices..
•
• According to the information in the passage, one who is good at life skills is effective in
organizing and leading his life.
•
• Innate or genetic potential cannot develop after birth.
•
• The fulfillment of emotional well-being is a pre-requisite to belonging.
•
 Cont…
• Instruction: Choose the most appropriate alternative based on the information in
the passage.
•
• Making personally responsible choices includes all except one.
•
– Maximizing choices to improve one’s life.
•
– Avoiding personal responsibility.
•
– Taking responsibility for one’s well-being.
•
– Making choices for enabling one’s happiness.
•
• One of the following is an example of home-management skills.

• a) Developing friendship c) Marriage b) Road safety d) Budgeting

 Cont…
• What will happen when the need for belonging is not
fulfilled? A person may be______
• a) assertive c) self-centered b) happy d) communicative
• 4. Potgieter (2004) mentions that life skills include the
skill of:
• a) decision-making c ) creating conflict a) critical thinking d)
A&B
• According to the American School Counseling Associations
(ASCA, 1994), all life skills must incorporate the ability to
enhance:
• a) A sense of belonging c) Critical thinking
• b) A feeling of responsibility d) empowering people
• As stated by Brack and Hill (2000), what kind of ability will
be intrinsically motivated if it is well developed?
• a) Problem solving c) Pursuing meaningful rapport
 vocabulary
• Instruction: According to the passage, what do the following
words/pronouns refer to?
• ‘these’ (paragraph 3, line
1)_______________________________________
• ‘they’ (paragraph 3, line 3)
_______________________________________
• ‘those’ (paragraph 5 line
6)________________________________________
• ‘their’ (paragraph 9, line 3)
_______________________________________
• ‘this’ (paragraph 11, line 7)
________________________________________
• ‘it’ ( paragraph 13, line 2)
_________________________________________
 voc
• well-being (Para 3, line 5)________________________________________
• self-awareness (Para 4, line 5) ____________________________________
• peer pressure (Para 5, line 10) _____________________________________
• self-efficacy (Para 6, line 3)_______________________________________
• self-esteem (Para 6, line 7) ______________________________________
framed (Para 7, line 1) ___________________________________________
• innumerable (Para 7, line 3) _______________________________________
• core (Para 8, line 1) _____________________________________________
• kinship (Para 11, line 3) _________________________________________
• pursue (Para 12, line 2) __________________________________________
 Cont…
• Note
• Types of Conclusions Essay conclusions are, as a rule,
no more than one paragraph in length. To have a
lengthier conclusion is to introduce a new topic or
bring in too much information to neatly wrap up the
essay. Many students are under the impression that
the conclusion should be a summary of the essay,
touching on all the points as a reminder to the reader.
While this may be true in some disciplines (especially,
within the social sciences), it is not the most creative
or interesting way to conclude an essay for your
English class. Instead, consider one of the following
possibilities as you write your concluding paragraph.
 Cont…
• The Embedded Conclusion

• In some cases, especially with a narrative essay that tells a personal story in
chronological order, the conclusion can be the last paragraph of the body. For
instance, if you are telling the story of how you learned the English language,
and the last paragraph brings us to your current state of increased confidence
mixed with lingering cautiousness, then that last paragraph gives us a solid
place to part company.

• Example:

• I am now studying English in an ESL class at Cabrillo College. I know this is not
the last leg of my journey, for I have a lot more to learn about American idioms
and phrasing. However, even as I struggle, I feel more confidence than ever
before. I am so far getting
•
• “A” grades on all my written assignments. Still, I will always feel cautious, like I
am walking on egg shells, as I try to use a language that is so different from the
one I was born into in a land faraway.
 Cont…
• The Retrospective Conclusion
• For a narrative essay, or for any essay that uses chronology or traces
an historic movement, you may want to consider the retrospective
conclusion. This concluding paragraph uses “hindsight” to consider
what came before with new insight gained from experience.

• Example:

• Ten years ago, I would never have believed that I would be living in
the United States and using English to buy groceries and make new
friends. I would have fainted at the thought of writing professional
documents in the English language. Nonetheless, here I am, writing
an English essay in my first college English class and expecting to
receive an “A.” Time will tell how far my English studies will take me.
•
 Cont…
• The Reflective Conclusion

• The reflective conclusion is similar to the retrospective kind, but it allows a broader
train of thought as one considers the various themes, lessons, or insights that have
emerged from the essay writing experience.
• Example:
• In choosing to approach life’s challenges from a passive position, many teens see their
bad choices as a result of their circumstances. Whether it’s an unwanted pregnancy, a
drug addiction, or an abusive relationship, girls especially can make excuses so that
they don’t have to change. I wish I could tell them that they don’t have to be
imprisoned by their past choices—it’s never too late to take charge of your destiny.
• The Projective Conclusion

• This type of conclusion works especially well for research papers but can be used for
most expository essays and some narrative ones as well. It involves projecting a future
outcome of the circumstances you describe. It may project the negative results of a
social issue if it remains unresolved or a threat to humanity. In other contexts, this
conclusion
 Cont…
• can state a need for further research in an area to enhance our understanding,
or it could predict an interesting, unexpected outcome based on current trends.
• Example:

• A crisis continues to brew in our school systems where it is no longer the case of
just bullies turning to serial violence. As we saw in the Columbine shootings, even
victims of chronic bullying, in an attempt to fight back and regain some power or
dignity, are taking up arms and gunning down their classmates. Case after case
shows us that criminal violence amongst school-aged children in America is not
limited to just males or pinned to any one ethnicity or socioeconomic class. It is a
crisis of the generation gap increased by rapidly changing technology and a lack
of real communication. Unless we start talking to each other, more of our youth
will die, and children will be safer on the streets than they are in the schoolyard.
• The above four types of conclusions are not meant to limit you but to give you
guidance as you apply your own unique stamp of creativity to your essay. The
most important factor in writing your conclusion is that you give yourself enough
time to experiment with a few possibilities. Don’t deny yourself the creative
thrill of that final flourish!
 Cont…
• Grammar: Active and Passive Voices

• The grammar lesson for the Unit is ‘Active and Passive Voices’. What are active and passive voices? Can you give
us examples? Read an article below and underline the verbs in the passive voice11
• Active and Passive Voices
• Activity 1.6: Identifying passive verb forms.

• Instruction: Read the following magazine article. Pay special attention to verbs in the passive voice and
underline them.

• The Academy Awards are given out every year to recognize outstanding work of movie actors,
directors, and others who are part of the movie-making industry. These awards, called Oscars,
are presented in a formal ceremony in Hollywood. Several people are nominated in specific
categories, such as Best Movie, Best Actor, Best Music, and Best Costumes. One nominee is
chosen to receive an award in each category. When the awards ceremony started in 1929, 15
awards were presented and the ceremony was attended by only 250 people. Tickets cost $10,
and anyone who could afford a ticket could attend. Today about two dozen Oscars are
presented. Tickets are no longer sold to the general public; invitations are sent only to people
involved in making the movies and to their guests. Today the awards are presented in the 3400-
seat Kodak Theatre in Hollywood. Until 1941, the winners’ names were already known before
the ceremony and published in newspapers the night before the ceremony. Now the winners’
names are placed in sealed envelopes and the envelopes are not opened until the night of the
ceremony. Since 1953, Oscar night has been televised and broadcast all over the world. This
show is seen by hundreds of millions of people. Viewers watch as their favorite movie stars
 Cont…
• Activity 1.8:
• Instruction: Answer the following questions.
• What did you notice in the passive forms?
----------------------------------------------------
• What are the changes made in each tense?
----------------------------------------------------
• What are the different changes made between the active and passive
voices? -----
• What inclusions have you noticed? ---------------------------------------------------
• Tell your answers for questions 1-4 to your group members. If you find
differences between your answers, try to convince each other referring to
the example active and passive forms of different tenses in Table 1.1
below.
• Note: Reading the following Table, compare active voice and
passive voice in different
• tenses.
 Table 1.1: Active and Passive voices in different tenses

Tense Active Passive = Be + Past Participle

Simple Present. A committee chooses the winner. The winner is chosen by a
committee
Present Continuous They are presenting an award now. An award is being presented now.
Future They will pick the best movie. They The best movie will be picked. The

13

Be going to are going to pick the best movie. best movie is going to be picked.
The winner’s name was
Simple Past They announced the winner’s name. announced.
T
h
Past Continuous They were interviewing the winners. e winners were Being
interviewed.
Present Perfect They have chosen the best movie. The best movie has been chosen.
Modal You can see the movie on DVD. The movie can be seen on DVD
 Voice

Active Passive Give examples

1.Simple present Is /am/are+V3

2.Simple past Was/were+V3

3.Present continuous Is/am/are+being+V3

4.Present perfect Has/have+been+V3

5.Simple future Will/shall+be+V3

 Cont…
• Write the passive form for the given sentence.
• Active: Aster opened the window.
• Passive:_______________________________________
• 2.Shut the door.
• 3.It is time to leave the class.
• 4 .Does she bake bread?
• 5.I am digging the holes.
• 6.Kemal is observing mice.
• 1. Last year, the soldiers______by the two criminals.
• A. killed B. are killing C. were killed D. are killed
• 2. More advanced technologies would have been emerged to control the
effects of global warming if advanced training __________ to physicians.
• A. will have been given B. was given C. had been given D. is given
• Write the active form for :
• A. The doctor is helped by Melat.
• B. I am being rebuked by my boss
 Cont…
• Activity 1. 9:
• Instruction: Write the correct active or passive forms of the verbs in
brackets and list them in the spaces provided below. Take care of the
tense you use. Numbers 2, 8 and 12 are done for you as an example.

• My sister and I -------- (1. grow up) and went to school in Jamaica.
We were educated (2. educate) according to the British system. In
1997 we -------- (3. give) the opportunity to come to the United
States. We decided to finish high school before leaving our own
country. We --------

• (4.concern) that the education in this country might not be as good

as the one we had there, and we wanted to improve our English too.
 Cont…
• My colleagues A, B, and I, ------------ (5. design) an experiment to test the impact on worker

• perceptions of well-being when domesticated cats ------------- (6. allow) to freely roam various
work environments in which the subjects were normally employed. Three test environments
----- ------ (7. select) for our experiments: a law office, a laboratory in which experiments
----------- (8.
• perform) using laboratory rats, and an automobile assembly line. One-way mirrored glass
panels-were installed (9.install) to allow video cameras to record the activity and researchers
to observe the same and take notes. We secretly inserted observers directly into the work
environment.

• These observers posed as outside contractors and ------------ (10. uniform) as maintenance
and
cleaning staff, coffee and water service vendors, and similar supporting personnel. The observers
------------ (11. draw) from the students who had been matriculated (12. matriculate) in to the
experimental psychology courses from which this study ------------- (13. develop) as an
example of such studies generally.

• Now, in your group, list down the verbs forms (active or passive) in the above story.
 Cont…
• Activity 1.10: Paragraph writing using active and passive verb forms.
•
• Context: Create a news report (fictional or real) about an environmental event such as a fire,
earthquake, drought, heavy rain, flood etc. Select a location (city or country) and present it to
the class, pointing out your use of the passive tense throughout.
• Activity 1.11: Writing a paragraph using active and passive verb forms based on the
garment production steps given below.
•
• Context: Garment Production Process, steps
•
• Garment production is an organized activity. It consists of the following steps.
•
• laying checking
•
• marking finishing
•
• cutting pressing
•
• stitching packaging
 Cont…
• Activity 1.12
• Instruction: Ask senior History and Biology students to give you their story
developed and experiment report. See how they applied Active and Passive
Voices. As an alternative to this, you can bring examples from other sources
(books, internet) and present it to your group members.
• Part III Speaking
• Activity 1.13:
• Instruction: The purpose of this activity is to have you think about your own
problem solving experiences either in your village or in a school situation. Read
the scenarios given to you below, think about what your steps can be and tell
problem-solution to your group members.
• Senait’s friend is stressed about an upcoming test. Senait already took the test
and got 100%, so she knows all the answers already. Should she:
– Just give the answers to her friend
– Use her knowledge to coach her friend
– Not get involved at all
• Zelalem overhears two students bragging about having posted some
inappropriate images of a female student online for a joke. Should he:
 Cont…
. Mind his own business

• Report the incident to the school principal

• Confront the boys and defend the student

• A friend tells you that he/she has been receiving anonymous bullying
messages online. You suspect that certain people are guilty. Would you:
•
• a. Tell your friend just to ignore them

• Encourage them to report the abuse

• Risk confronting the ones you suspect

 Cont…
• Note
• Interpersonal skill is the ability to interact with people
through effective listening and communication. It is
important for you to have interpersonal skills because
it helps you connect with people and benefits your
personality development too. Generally, you learn
interpersonal skills at school itself with your teachers
and classmates. I want you to evaluate yourself about
your application of the interpersonal skills.
 Part IV Writing

• Activity 1.15: Discuss the problem you encountered at school;

and then write it in a short
• paragraph
• Instruction: In your group, ask each other about a time when
you encountered a problem at school. Answer the questions
below given as facilitation steps to your discussion. Did you
follow the same process to solve the school-related problem?
• What kind of problem was it?
• What happened?
• What factors did you have to consider when finding a
solution?
• What steps were taken to resolve this problem?
• Who made the decision about how the problem was resolved?
 UNIT II

SPECULATIONS ABOUT THE FUTURE OF SCIENCE

• In this Unit, you will read about an Ethiopian scientist who discovered the
medication to Bilharzia. From your reading, you will learn about how scientists
observe situations and endeavor to experiment to find important things to
people. What important things have you observed in your environment which
will be an initiation for you to search more on them?
• The grammar lesson will be about future tense. Do you know the different
forms of future tense?
• Do you know their functions?
• Based on your reading, you will practice writing and speaking in English being
in groups. Before you read the passage, answer the following lead-in
questions.
• Unit Objectives
• Students are expected to:
• understand how scientific investigation can be carried out;
• develop their speaking, listening, reading and writing abilities in different areas
including; and
• know the future tense forms and use them in their speech and writing, when
appropriate.
 Cont…
• Activity 2.1. Pre-reading questions
• Instruction: Answer the following questions in groups before you read
the passage.
• Do you an Ethiopian scientist who has important discovery? Who is he?
What did he discover?
-----------------------------------------------------------------------------------------------
• Scientific discovery serves to construct and integrate scientific
knowledge. Some people say that the discovery helps develop
technology, addresses societal issues, solves everyday problems,
satisfies curiosity and builds knowledge. Can you put these values in
order of importance with justification?
------------------------------------------------------------
• Which of the following statements do you accept? Explain why you
have accepted it (them)?
– New scientific knowledge may lead to new applications.
– New technological advances may lead to new scientific discoveries
 Cont…
• Activity 2.7:
• Instruction: The following words are taken from the reading passage
you have read. Use the word that has a similar meaning with the word
in italics in the following sentences.

• Ravage Insidious afflict

invariably
• Debilitate Offensive
• Vital vulnerable
• Abundant toxicity
• Dilution Potency
• Dispense Inevitable
•
 Part II.Grammar: Future Tense

• Activity 2. 8:
• Instruction: Answer the following questions in groups.
• What are future tenses?
------------------------------------------------------------------
• What are the different forms of future
tenses?----------------

• Read the following passage on the ‘Mystery Guest’ and

underline the future tense indicators.
 Some Future Tenses
Tense uses Examples
Pre. continuous Arrangement I am meeting Eliza at 4:00
tomorrow afternoon.
Be going to Intentions I am going to start eating
healthier foods.
Predictions The light is red. Is the car
going to stop?
s.fut Promise& Will you take the dog for a
walk?
instant decisions I am bored. I will take a
short break.
Predictions I think you will enjoy this
book.
Future facts Wendy will be 30 next
week
S .present Time tables & schedules All aboard! The train leaves
in five minutes.
 Some Tense kinds
Tenses Form Examples

Simple present V1 He/she plays/we/I /you/ they/play

Simple past V2 He/she //we/I /you/ they/played

Present continuous Is/am /are+V1+ing He/she/ is playing/we/I /you/ they/ are playing

Present perfect Has/have+V3 He/she has played/we/I /you/ they/have played

Past continuous Was/were +V1+ ing He/she/ was playing/we/I /you/ they/ were playing

Past perfect Had+V3 He/she //we/I /you/ they/ had played

Simple future Shall/will + V1 He/she /we/I /you/ they/ will play

Future continuous Will+be +v1+ img He/she /we/I /you/ they/ will be playing
 Cont…
• Write the correct forms of verbs in bracket (simple past, present perfect
and simple future in focus.)
• 1.Solomon: wow! I lost my ruler.
• Senait: Do not worry, I ______ (give) you mine.
• 2. I _________( teach) English in a university for three years. I am still
teaching English in a university.
• 3. Three years ago, Mahlet ___________(be) in a prison.
• 4.You _________ English language in a university for two months. You are
still learning English in a university.
• A. have learned B. learned C. had learned D. learn
• 5. Two years ago, Solomon ___________ in Dire Dawa University.
• A. is B. was C. has been D. will be
 Cont…
• 6. The students of Dire Dawa University ____________their lesson every day.
• A. study B. are studying C. have studied D. studies
• 7. Seid: Whose pen is it?
• Melat: It ______ to me.
• A.is belonging B. will belong C. belonged D. belongs
• 8. Nowadays, most students_____________to achieve success regardless of
various crises in their learning environments.
• A. strove B. are striving C. will strive D. had striven

• 9. Teacher: What test are you taking now?

• Students: We _______ Basic English Communicative Skills now.
• A.take B. took C. are taking D. will take
• 10. By 2050 E.C, more advanced technologies ___________to control the
effects of global warming.
• A. will have been emerged B. are emerged C. have been emerged
D. will emerge
 Cont…
• Activity 2.9:
• Instruction: Write the words in brackets in the appropriate forms of the
future tense.
• A Wonderful Plan
• Allison and Nate, a brother and sister, live together in an apartment.
They attend university in the same city, so they live together to share
expenses. Their parents live in a different city, but they are visiting their
children this weekend. In fact, they (arrive) at the airport in about an
hour!
• Nate and his older sister talk about all the arrangements they made for
their parents’ visit.
• “Okay, so we (go) to the concert tonight, right?” Nate asks.
• “That is right,” Allison replies. “We are seeing the orchestra at 7:00pm.”
“Are we (go) to the museum tomorrow, then?” her brother asks.
• “Yes, I reserved tickets for the special exhibition on mummies,” Allison
says. “Are you coming with us or are you meeting with your study
group?”
 Cont…
• “No, I am definitely going with you to the museum,”
Nate answers. “I love mummies! All right, so we are
picking Mom and Dad up in about an hour.”
• “Yes, I (leave) in five minutes,” Allison says.
• Nate is confused. “What do you mean? We are both
(go), right?”
• “Of course not!” Allison laughs. “Look at this place! I
was very busy making all the reservations and getting
all the tickets. We did not clean at all!”
• “Oh no, you are right!” Nate looks at the messy living
room and remembers all the dirty dishes in the
kitchen. “What will we do?”
 Cont…
• “Do not worry, my dear brother,” Allison says, smiling. “You know I always
have a plan.”
• “Is a cleaning service coming?” Nate asks. “Are Mom and Dad staying in a
hotel?”
• “No, silly!” Allison replies. “No one (come) to help us clean.”
• “Then what is your wonderful plan? What are we doing to get the
apartment clean? Mom and Dad are arriving in just forty-five minutes!”
Now Nate (get) really nervous.
• “Not to worry,” Allison reassures her brother. “I am driving to the airport to
pick them up, and then we are all going to a new art gallery that just
opened. We are taking a guided tour for an hour.”
• “How does an art gallery tour get the house clean?” Nate wonders.
• “That does not clean the house! Remember that you (stay) here, little
brother,” Allison says, giving him a hug before she walks to the door. “This
way you will have lots of time! I (go) out to have fun with Mom and Dad
because I am a wonderful daughter, and you (stay) here to clean the whole
apartment because you are a wonderful son!”
 Cont…
• Activity 2.11:
• Instruction: Choose the correct word from the list below to complete the
sentences using the “going to”
• structure.
• hang / wear / practice / get / ask / visit / write clean / study /
exchange / quit / take / give / fix
• Ex. My brother sent me a letter last week. I’m going to write him back
tomorrow
• My house is very dirty. I---------------------- it tomorrow.
• 2.Miriam is going to a party next Saturday. She ----------------------her new
red dress.
• 3.Robert bought a new painting at the art show.
He ---------------------------------it over the sofa in his living room.
• 4The hockey championship is next month. The boys------------------------------
every night next week.
• 5.Jack hates his job. He--------------------next week.
 Cont…
• Activity 2.12:
• Instruction: Write the following sentences using ‘will + inf.’ to indicate a
future action. Do the exercise as in the example given.
• Ex. Bob is going to take his driver’s test tomorrow. He didn’t practice.
• He’ll probably fail. or He probably won’t pass.
• 1. It’s raining. Worku doesn’t have an umbrella.
• 2. Zinash has a very bad cold.
• Sileshi didn’t sleep well last night.

4. Elias loves movies. There is a new movie playing at the theater tonight.
• 5. Selamawit ate too much dessert last night and now she has a
stomachache.
 Cont…
• Part III Speaking
• Activity 2. 13:
• Instruction: Discuss the following in groups comparing the given ones
below based on the information in the passage.
• Bilharzia versus (vs) malaria
• Endod vs other commercial pesticides
• Part IVWriting
• Instruction: Write a short paragraph on each of the following.
• Endod as a pesticide
• The lesson you learnt from Dr. Aklil
• Local herb
– You ask someone who knows about herb medicines and write about:
• What it is,
 Unit III

Environmental Protection

• Unit three has a reading passage about environmental challenges. There

is also a supplementary reading for this Unit at the end of the Module.
The grammar focuses on modal verbs.
• Objectives of the unit
• At the end of the unit, you are expected to:
• become aware of the environmental problems and how they can be
resolved;
• determine to participate in environmental protection;
• develop their speaking, listening, reading and writing abilities; and
• understand and employ modal verbs in academic discussions and
academic writing.
• Before you read the passage, answer the following general questions in a
group.
• Activity 3.1. Pre-reading questions
• What are the different environmental challenges currently facing the
 Cont…
• What are the common natural and man-made environmental disasters that
recurrently occur in Ethiopia?
-----------------------------------------------------------------------------------
--
• What are the effects of natural and man-made disasters?
---------------------------------------
• What measures do you think the government and the people
should take to solve the environmental challenges in
Ethiopia? -------------------------------------------------------------

• What do you think you can do to protect deforestation in

Ethiopia? ---------------------------
 Cont…
• Activity 3. 7
• Instruction: Find out words from the passage that mean the
words and phrases below.
• changed completely -----------------------------------------------------
• fell very dramatically ------------------------------------------------------
• reject -------------------------------------------------------------------------
• uncontrolled ----------------------------------------------------------------
• very serious ---------------------------------------------------------------
• strangely and worryingly -------------------------------------------------
 Part II Grammar: Modal Verbs

• The grammar part in this Unit is about modal verbs. What are
modal verbs? What are the purposes of using them? Which of
the following verbs do you know? What are their functions?
• can, could, may, might, must, shall,
• should, ought to, will, would
• These verbs are auxiliary verbs that provide additional and
specific meaning to main verbs in sentences.
• Do the following activities based on your previous knowledge
on modal verbs. I will give you a brief note for you to recall
your past lessons in the middle of the grammar section. When
you do the activities, please do them in groups because you
can share ideas and learn more about the verbs.
 Modals
N
o Statements Use
Zeberga should call Almaz soon after their first date. a. obligation
1

Almaz should be happy to get his call. b. possibility

2
Zeberga calls but she doesn’t pick up, she must be working. c. low probability
3
No problem, he can call her back later.
4 d. rational probability
e. certainty
5 Later he tells her they could go out to dinner again.
She says she may be available Friday.
6 f. polite request
g. permission
7 Zeberga asks if he can call her back Friday morning.
h. Advice
8 She says she could be in a meeting, the afternoon is better.
i. capacity
9 Friday afternoon, Zeberga asks: May I pick you up at 6 pm?
10 j. suggestion
He must be on time to make a good impression.
 Matching
Meaning
No Statement

1 Tinsae must write a report tomorrow. a. She needs to help him, or the report will not
be finished on time.

2 Tinsae couldn’t write it yesterday. b. Rahel’s boss says she is allowed to help Jack

3 Rahel says she can help him tomorrow. c. Tinsae will have to write a report tomorrow.

She has to help him, or the report will d. Rahel says she will be able to help him tomorrow.
4 not

be finished on time.

5 Rahel’s boss says she may help Jack. e. Tinsae wasn’t able to write it yesterday.
 Cont…
• Activity 3.10:
• Instruction: Complete each of the spaces in the text below
by using a phrase from the following list.
• may have landed must have used up all
the food
• may have discovered the island could have been part
• must not have landed might have done this
• can’t have been easy should have done
this
• might have been gods
 Cont…
• Easter Island
• Easter Island, 3,000 km off the coast of Chile in the Pacific Ocean is very far from
land. Today, it is a small island with few people or trees, but at one time a lot of
people lived there. Scientists believe that the original inhabitants
_____________________________________ by accident
• Around 100 people _______________________________ on the western coast of
the island. But
• then the number of inhabitants increased too quickly. Scientists agree that
the inhabitants
• _________________ _________________ on the island and finally all died. The
Easter Island
• statues are famous, but nobody knows why they are there or why there are so
many. The statues
• _____________________________ or Easter Island
__________________________ of a much
• bigger island.The statues are very large and heavy, so they
________________________ to
• move. Scientists still do not know how the inhabitants.
_________________________.
 Cont…
• Notes on Modal verbs and their functions
• Modal verbs are those helping verbs, which express the ‘mode’ or
‘manner’ of the actions indicated by the main verbs. They express
modes such as ability, possibility, probability, permission, obligation,
etc. The most commonly used modal verbs s are shall, should, will,
would, can, could, may, might, must, ought to, used to, need and
dare.
• Modal verbs are used to:
• • Ask permission—-----
• may, can, could
• Examples: May I come in
• Could I use your pen, please?
• Make a request—--------- can, could
 Cont…
• Example: Could you please give me the doctor’s telephone number?
• • Express a possibility—may, might, could
• Example: It might rain during the night.
• • Give advice or suggestion—--------- should
• Example: You should wear a helmet while riding your motorbike.
• • Express necessity or compulsion—----------- must, have to

• Examples: We must slow down while driving in front of a school.

• I have to submit my project by tomorrow.
• Express prohibition

• Example: You must not talk loudly in the library.

• • Express a promise or intention—---------- Example: I will mail you my address.

• will, shall
 Cont…
• • Express a wish—may
• Example: May you have a long life!

• A modal verb does not change according to the number or

person of the subject.
• Examples: He can learn. I can learn. You can learn.
• They can learn. We can learn.

• A modal verb is always used with a verb in its basic form.

The modal takes the tense while the main verb remains in
its dictionary form.
• Examples: I can run. I may run.
 Cont…
• I could run. I might run.
• Modals can be used alone in response to a question.
• Examples: Can you sing? I can.
• Will you sing? I will.
• Will you come? I may./I will.

• Modals, when joined with ‘not’ to form a negative, can be

contract
• Examples: I cannot run. I can’t run.
• I do not run. I don’t run.
• I will not run. I won’t run.
 Cont…
• Activity 3.11:

• Instruction: Complete the text below with the given phrases in

the box.
• can’t be can’t have
• could take may get may not have
• might be must be must be

• As a result of the flooding, as many as 10,000 families 1

• --------- homeless, although the figure is
• only an estimate. ‘The emergency services are working hard,
but I’m sure they 2-------------More than 20 helicopters. It 3
 Cont…
• -----------days to reach everyone and take them to safety,’ said
an aid
• worker in the area. ‘Conditions for those families still waiting to
be rescued 4 ---------
• very
• difficult. There 5 -------------
• any clean water to drink and everyone 6 --------------
• very cold.’
• Worryingly, more rain is forecast, so the floods 7 -------------
• worse in the next few days. The
• emergency services 8 time to reach everyone before the
waters rise again
 Cont…
• Activity 3. 12:
• Instruction: Read the reference material below and read about modal verbs
and share what you have read to your group members. (If you don’t find this
book, refer to any material available to you)
• Reference material
• Thomson & Pertinent (1986). A Practical English Grammar. Oxford University
Press: UK.
• Part III Speaking
• Activity 3.13:
• Instruction: Rationally argue with your partner on the following debatable
statements. Try to provide evidences to support your argument.
Nuclear energy will end.
• Almost all the rainforests will disappear.
• The climate will get worse.
• The next generation will care more about the environment than the present.
• People will destroy the earth.
 Cont…
• Activity 3.14:
• Instruction (a): The following are some of the causes of
environmental problems. Discuss each of them in your group
and propose solutions.
• Ozone Depletion, Greenhouse Effect and Global
Warming
• Desertification Deforestation
• Loss of Biodiversity Disposal of Wastes
• Acid Rain Overfishing
• Urban Sprawl Water Pollution
• Population Growth Waste Production.
• Instruction (b): Which of the above causes are common in
Ethiopia? What do you think you can do to solve the
environmental problems personally and with the community?
 Cont…
• Part IV Writing
• Activity 3. 10:
• Instruction: In your group, discuss the causes and solutions for
‘global warming’ provided in the table below, and then write a
short paragraph based on the given conceptual terms
• Causes
• pollution
• Ozone layer
• Global warming
• deforestation
• Solutions
• recycling
• Hybrid car
• Alternative energy
 Unit IV :Indigenous Knowledge

• Objectives of the Unit

• At the end of the Unit, you are expected to:
• create aware of the importance of indigenous knowledge;
• apply important indigenous knowledge together with scientific
knowledge;
• develop their speaking, listening, reading and writing abilities; and
• understand and use direct and indirect speech in speaking and writing.
• Activity 4.1: Pre-reading questions
• Instruction: Answer the following questions in groups before you read
the passage.
• What is indigenous knowledge?
-------------------------------------------------------
• Do you know community knowledge in your local area which is useful for
development, medicine, or any other? Share it to your group members
 Cont…
• What is your view about indigenous
knowledge as compared to scientific
knowledge? ----
• -------------------------------------------------------------

• Different countries claim the origin of human

beings is their own country. What do you say
about their claims?
-------------------------------------------------------------
------------------
 Cont…
• Activity 4.6:
• Instruction: The following words are the opposite meanings of
words used in the passage. Find the words which have
opposite meanings to the given ones below.
• unconvincing----------------------------------------------------------------
-----
• discord--------------------------------------------------------------------
• restricted---------------------------------------------------------------------
--
• increase----------------------------------------------------------------------
• peculiar----------------------------------------------------------------------
 Cont…
• Part II Grammar: Reported Speech
• Direct Speech
• The exact words that someone says are called direct speech.
Quotation marks are used to set off direct speech.
• Mom said, “Where are my keys?”
• Indirect Speech
• You can report what someone says without using their exact
words. To do this, use a verb like say, ask or tell, followed by that.
This is called indirect speech. There are several differences
between a sentence with direct speech and a sentence with
indirect speech.
• You don’t use quotation marks with indirect speech.
• You change the tense of the verb.
• You change the pronouns and determiners.
 Cont…
INDIRECT STATEMENT
• Maggie said, “I feel ill.” Maggie said that she felt ill.
• Sumiko said, “It’s time to leave.” Sumiko said that it was time to leave.
• “I can’t find my book,” said Alice. Alice said that she couldn’t find her
book.
• “John is hitting me,” said Peter. Peter said that John was hitting him.
• Dad said, “I haven’t had my lunch yet. Dad said that he hadn’t had his lunch.
• In indirect speech people often leave out the conjunction that.
• e.g. Maggie said that she felt ill.
• No tense change for:
• When you are using indirect speech to report a statement that is still true now,
you don’t change the tense of the verb.
• When the reporting verb is present and future
• For past historical events and general truth.
• e.g. Dad said, “Paris is a beautiful city.” = Dad said Paris is a beautiful city.
 Indirect Commands
• Use verbs like order, tell and warn to report orders and instructions.
• The construction to + verb or not to + verb may also be used.
• The teacher said, “Stop running.” = The teacher ordered us to stop running.

• Indirect Questions
• The verb ask is usually used to report questions.
• Sally said, “Where is my backpack?” =Sally asked where her backpack was.
• Peter said, “Have you finished your home work?” =Peter asked if I had finished
my homework.
• To report a question, put the subject before the verb or helping verb.
• “Where are they going?” = I asked where they were going.
• “Can Jack ride his bike?” = I asked if Jack could ride his bike.
• “Did Miss Lee sing a song?” = I asked whether Miss Lee sang a song.
• To report a question-word question, use the same question word in direct
speech.
• Mom said, “Where are your shoes?” = Mom asked where my shoes were.
 Indirect Commands

• Use verbs like order, tell and warn to report orders and instructions.
• The construction to + verb or not to + verb may also be used.
• The teacher said, “Stop running.” = The teacher ordered us to stop running.

Indirect Questions
• Sally saidThe verb ask is usually used to report questions.
• , “Where is my backpack?” =Sally asked where her backpack was.
• Peter said, “Have you finished your home work?” =Peter asked if I had finished my
homework.
• To report a question, put the subject before the verb or helping verb.
• “Where are they going?” = I asked where they were going.
• “Can Jack ride his bike?” = I asked if Jack could ride his bike.
• “Did Miss Lee sing a song?” = I asked whether Miss Lee sang a song.
• To report a question-word question, use the same question word in direct speech.
• Mom said, “Where are your shoes?” = Mom asked where my shoes were.
No Direct Indirect
1 the exact words reporting the message of the
speaker in our own words

2 reporting verb of direct speech is in Tense change occurs

past tense
3 When we report facts, reports No tense change
made soon, past historical events,
past modals, and speech whose
reporting verb is present/future

4 I HE/SHE
5 We they
6 You I/he/she/they/we
7 He/she/it/they No change
 Statement

Command Questions
Reporting 1. Yes/no
2.Wh question

Suggestion&
Exclamatory
sentences
 Change to reported Speech
1. ‘Where will you go tomorrow’, She said.
2. "Where do you live?" She…
3. "We went to the cinema. "
4. "I'll come and help you at twelve" She…
5. "What are you doing tomorrow?" She….
6. "Do you work in London?" She….
7. "I don't like mushrooms" She….
8. "How often do you play sport?"
9."Am I late?" She asked me if….
10."Are they in Paris?" She asked me if….
 Cont…
• Activity 4. 9:
• Instruction: Read the following dialogue and change the sentences into reported speech developing a
paragraph. Discuss the paragraph you have developed in a group. Explain how you changed the direct speech
into indirect speech to your group members.
• Dialogue
• ‘Ma’am? …. You’re needed, Ma’am.’
•
• ‘Wh "Where are you?" - My friend asked me.
•
• "What will you choose?" - They asked me.
•
• "Are you flying soon?" - He wanted to know soon.
•
• "May I help you?" - The porter asked me.
•
• "Have you set your alarm clock?" - He asked me alarm clock.
•
• "Is Prague the capital?" - We needed to know whether the capital.
•
• "Would you rather dance?" - Peter asked me rather dance.
•
• "How long have you been standing here?" - He wanted to know how long.
 Cont…
• "What do you do?" - She wondered.
•
• "Do you want it?" - Joe asked me it.
•
• "Where did you live?" - They wanted to know.
•
• "Why are you reading this magazine?" - He was curious to know magazine at?’ Reluctant to move, Senait opened her
eyes and saw Ayele enter the room.
•
• ‘Welcome, Ayele. What brings you?’ inquired Senait.
•
• ‘Magic, of the strangest kind,’ replied Ayele, his voice shaking.
•
• ‘Oh?’ said Senait, wanting to know more.
•
• ‘Do you remember the babe that Eragon blessed?’ he asked.
•
• Senait didn’t answer. She just nodded.
•
• ‘I’ve been asked to take you to her’, Ayele explained.
•
• ‘Asked? By whom? And why?’ she demanded.
•
 Cont…
• Activity 4. 11:-
•
• Instruction: Change the direct speech into indirect speech in the following dialogue, and write it in a paragraph.
•
• Betru: "What are you doing here, Tedla? I haven't seen you since June."
•
• Tedla: "I've just come back from my holiday in Nekemte."
•
• Betru: "Did you enjoy it?"
•
• Tedla: "I love Ireland. And the people in Nekemte were so friendly."
•
• Betru: "Did you go to Shambu?"
•
• Tedla: "It was my first trip. I can show you some pictures. Are you doing anything tomorrow?"
•
• Betru: "I must arrange a couple of things. But I am free tonight."
•
• Tedla: "You might come to my place. What time shall we meet?"
•
• Betru: "I'll be there at eight. Is it all right?"
•
• Your answer
•
• Betru asked Tedla ----------------------------------------------------------------------------------------------
 Part III Speaking

• Activity 4.13:
• Instruction: Discuss the following points in groups.
• How do you justify that human life began in Ethiopia, and Lucy’s remnants are
acceptable?
• Debate on: Indigenous knowledge is more important than scientific knowledge
vs scientific knowledge is more important than indigenous knowledge
• Tell your friends about a herbal medicine people in your community use. Do
you appreciate the people using it? What is your opinion about herbal
medicines?
• Part IV Writing
• Activity 4.14:
• Instruction: Write a paragraph on the following point.
• Write a paragraph on the points you agree and disagree with the author of the
above text. Give reasons for your agreement and disagreement.
• Write a paragraph about the advantages or disadvantages of using herbal
medicines.
 UNIT V
CULTURAL HERITAGE

• In this Unit, you will read about cultural cultural heritages at the end of
the Module. clauses’.

• heritages. Read also a supplementary passage on The grammar point

you will study will be ‘relative

• Unit Objectives
•
• At the end of the Unit, you are expected to:
• identify man-made and natural heritages;
• be aware of the importance of cultural heritages in national
development;
• develop your speaking, listening, reading and writing abilities; and
• understand and use relative clauses in your oral and written discourses.
 Cont…
• Activity 5.1: Pre-reading questions
•
• Instruction: Answer the following questions in groups before you read the passage.
•
• What are heritages? What do they include?
•
– Heritages are: ------------------------------------------------------------------------------------------
•
• ------------------------------------------------------------------------------------------------------------
•
– They include: ------------------------------------------------------------------------------------------
•
• ------------------------------------------------------------------------------------------------------------
•
• State the Ethiopian heritages registered in UNESCO. -----------------------------------------------
•
• ---------------------------------------------------------------------------------------------------------------
•
• -----------------------------------------------------------------------------------------------------
•
• Describe the heritages you listed in no. 2. ------------------------------------------------------------
•
• ---------------------------------------------------------------------------------------------------------------
 Cont…
• Welch (2014) defined heritage as “The past
made present”. Explain it. --------------------------
• Why should we pay attention to heritages?
-------------------------------
• What values can heritages have to society?
-----------------------------------------------------
• What is indigenous heritage? -
• Now, read the passage and answer the
questions that follow
 Part II Grammar: Relative clauses

•
• Instruction: Discuss the following questions in your group.
•
– What do you know about relative clauses? How are they formed? ----------------------
•
– What are defining and non-defining relative clauses? -------------------------------------------
•
– Underline the sentences with relative clauses in the following dialogue. Explain their
uses.
•
• Jack! Welcome back! How was the trip?
•
• I am very exhausted. You know, I was annoyed with the man who sat next to me on the
plane. He talked all the time.
• Oh, really? What did he talk about?
• Actually, it was unbelievable. He was talking about my friend, Grace, the whole time. He
was in love with my friend whom he met last year but left him after only a month.
• A: Oh! What a small
 A Relative clause

A relative clause is a clause that is introduced by a

relative pronoun. Relative clauses act as adjectives
since they identify and modify the noun preceding
them. They can be grouped into two categories
known as defining clauses and non-defining clauses.
A defining relative clause is a clause that adds
essential information to the main clause. A non-
defining relative clause is a clause that adds extra
information to the main clause.
Relative Clause
A. Combine the TWO sentences to ONE, using a relative pronoun.
1. That is the girl. I spoke to her the other day.
_______________________________________________________________
2. They elected a new doctor. His aim is to help the poor.
______________________________________________________________
3. I really like the hat. I bought it last year.
_______________________________________________________________
4. Mr. Gedion took over the company. His wife died last year.
_______________________________________________________________
5. The restaurant is the best in town. We usually eat there.
_______________________________________________________________
6. The film is about a woman. Her son mysteriously disappears.
_______________________________________________________________
7. That is the place. I grew up there.
 Cont…
• Activity 5.4:
•

• Instruction: Select the correct relative pronoun from the list given and complete the blank
space in each of the following sentences.
• Where When
Who Which Why
Whose
1. This is a restaurant ------------- you can find many different cuisines from around the world.
2. The moment ------------------I found out the exam results was one of the worst times in my
life.
3. Those ------------------ are eager to join the Spanish class should sign up to tomorrow.
4. Los Angeles, --------------------- is one the most visited tourist destinations, is a fascinating
city.
5. I would like to know the reason --------------- you decided not to join us.
6. The Amazons, ---------------- warrior nature is stressed in Greek mythology, have been a
popular subject for the movie industry.
 Cont…
• 7. The Early Bronze Age was a period -------------- the climate was
significantly
• warmer and drier than today.
• 8. Anyone ---------------- is interested in mountaineering should
have enough physical
• strength to endure the harsh conditions.
• 9. Creating a website ---------------- is accessible to color blind
people can make a big
• difference.
• 10. One of the reasons ---------------- most of us change is because
we need to adjust
• and adopt to the changing life conditions.

• 11.The 19th century artist, --------------- name I couldn’t remember,

• Activity 5.5:
• Instruction: Underline the pronoun that best completes each sentence.
• Do you know anyone which/ who can repair cigarette burns on clothes?
• It’s usually children from deprived backgrounds that/ which cause the
worst problems.
• The Council provides bins in that/ which waste paper can be deposited
for recycling.
• Address the reference ‘to who/whom it may concern’, as it’s very formal.
• The town hall clock played a different tune at twelve every day, which/
what amused the locals and attracted tourists.
• There’s a lucky person in this hall who/ whose lottery ticket has just won
them 7, 000,000 Birr.
• Why don’t you tell the police which/ what you told me yesterday?
• The film is set in the period where/ when the divide between rich and
poor was much greater than it is now.
• You can put the photo whichever/ wherever you think it looks best.
 Cont…
• Instruction: In pairs, read the paragraph about birth order. Complete each
sentence with who, whom, that, or whose. The first one is done for you as
an example.
• Birth order researchers have discovered some interesting information (1.
that 1) can help us understand our colleagues better. Do you have a
difficult boss (2. -----------) authoritarian personality makes your life
difficult? If so, your boss might be a firstborn child. Children (3. -------) are
born first are often more authoritarian than their younger siblings. Do you
have a co- worker (4. --------------) is passive, but particularly creative and
insightful? This person may be
 Cont…
• middle child. People (5..------------) have both older and younger siblings
are often passive
• because their older siblings were responsible for their well-being when
they were young. The
• creativity (6. --------------) they exhibit might be the effect of their having
spent a lot of time on
• their own due to having to share parental attention with their older and
younger siblings. People (7. ------------------) you work with (8.
-------------------) are controlling may be youngest children. These people
are also likely to be more social than co-workers (9. -----------------) are
middle children. Of course, these are only generalizations. There are
countless factors (10. ---------------- --) help form people’s personalities,
but birth order research may shed some helpful light on people’s
behavior in the workplace.
 Defining relative clauses

• Defining relative clauses specify a noun or pronoun in the main

clause and are necessary if we want to understand the meaning of
a sentence.
• e.g. 1. I saw the girl who was outside our house.
• 2. They wanted the picture that cost two pounds.
• The relative pronouns ‘who’ and ‘that’ help us express what girl or
picture we are talking about. Other pronouns which serve a similar
purpose include which, whose and whom. Commas are not used in
defining relative clauses. When using defining relative clauses in
informal speech and writing, the relative pronoun can be left out
completely if it refers to the object of the relative clause.
• e.g.
• This is the shirt that I bought.
• This is the shirt I bought.
• The girl who I like isn’t here yet.
 Non-defining relative clauses

Non-defining relative clauses

• do not specify nouns and pronouns;
• they only describe a preceding noun or pronoun
• Unlike defining clauses, they are written with commas.
• e.g. 1. My father, who is 65 now, still works.
• 2. His car, which cost nearly 20,000 pounds, is broken.
• The connective relative clauses do not specify or describe the
preceding nouns or pronouns, but only develop the story.
• e.g. 1. I gave the letter to James, who sent it to London.
• 2. She passed me the salt, which fell on the f
 Omitting of Relative pronoun
• This is common in defining object clauses especially in everyday conversation.
• I've found the keys (which/that) I've been looking for
• That's the man (who/that) I was telling you about.
• He was a person (who/that) everyone regarded as trustworthy.
• Another common feature of conversational English, as outlined in who and
whom above, is to end a defining clause with a preposition.
• That's the house I used to live in.
• I couldn't remember which station to get off at.
• He's not someone who I really get on with.
• It may be possible to reduce a verb phrase after who/which to an adjectival
phrase in a defining clause, especially to define phrases such as the only one, the
last/first one.
• Jim was the only one of his platoon who had not been taken prisoner.
• Jim was the only one of his platoon not taken prisoner.
• By 4.30, there was only one painting which had not been sold.
• By 4.30, there was only one painting not sold.
 Part III Speaking

• Instruction: Discuss the following points with your group member

• Explain the cultural heritages existing in your region to your group
members.
• Tell your group members about which of our national heritages you
like most.
• Discuss what you have done and what you should do our cultural
heritages.
• Part IV Writing
• Activity 5.9:
• Instruction: Write an essay on the following topics.
• We have to preserve our cultural heritages.
• Cultural heritages have multiple advantages to our country.
• Our roles in valuing our cultural heritages.
 Addis Ababa University
College of Social Science and Humanities
English worksheet (FLEN II)for Fresh man Students

• Fill in the blank spaces with a verb in the correct tense.

• Direct speech Indirect speech
• 1. “I am very tired,” said Dad. Dad said that he_________ very tired.
• 2. “You look very handsome, Mike,”said Mom. Mom told Mike that
he_______very handsome
• 3. The teacher said, “Sam has not The teacher said that Sam______________
made any mistakes.” not made any mistakes.
• 4. “I am losing my patience,” said Mr. Carter said that he_____ losing his
Mr. Carter. Patience.
• 5. “You can come to my house Maggie told Jason that he ____come to for
dinner.,” Maggie told Jason. for dinner.
 Cont…
• 6. “The train is coming,” said Peter. Peter said that the
train____coming.
• 7. “I have cleaned up my room,” said Henock. Henock
said that she ________ cleaned up her room.
• 8. The teacher said, “It is time to stop writing. The
teacher said that it _____________time to stop writing.
• 9. “I don’t want to watch TV,” said John. John said that
he________ want to watch TV.

• 10. “My head is aching,” said Sarah. Sarah said that her
head _________aching.
 Cont…
• Rewrite the following sentences as indirect questions or indirect
commands.
• 1. “Are you feeling ill?” Mom asked.
• 2. “When will you finish the work?” Dad asked the plumber.
• 3. The teacher said, “Open your books, children.”
• 4. “Turn the music down, Maggie,” said Mom.
• 5. “Please take your shoes off at the door, Tom,” said Uncle David.
• 6. “Have you read the Harry Potter books?” Michael asked.
• 7. Jenny said, “Would you like some more orange juice, Peter?”
• 8. “Don’t be rude to your teacher, children,” said the principal.
• 9. “Write your name at the top of the page, everyone,” said Miss
Lee.
• 10. “Does the ball belong to you boys?” the woman asked. Mom
asked if I was feeling.
 Cont…
• Pretend that last week your instructor told/asked/said the
following to you. How could you report it later for the third
person?
• 1. “Why are you here?”
• 2.. “Where do you live?”
• 3. “I will see your assignment tomorrow.”
• 4. “Are you reading for your final examination?”
• 5.“Why are you late?”
• 6. “Be disciplined!”
7. “I checked your assignment yesterday.”
• 8. “Do you read for your final examination?”
• 9. The girl said, “You are rude.”
10.”I am doing my homework,” said Aster.
 Cont…
• Complete each sentence with one suitable word/ relative pronoun/.
• a) Midway through the second half City scored their fourth goal,
at___which_________ point United gave up completely.
• b) There is one person to__________ I owe more than I can say.
• c) It was the kind of accident for ____which_______________nobody was
really to blame.
• d)______________ leaves last should turn off the lights.
• e) Mary was late yesterday,_________________ was unusual for her.
• f) At 6.00,____which_____________ was an hour before the plane was due,
thick fog descended.
• g) I don't know__________________ told you that, but they were wrong.
• h) The first time I saw you was____________________ you answered the
door.
• i) Mrs Brown was the first owner ______________dog won three prizes in the
same show,
• j) I've just spoken to Sally,____________________________ sends you her
love
 Cont…
• Choose the best answers and put the letter of your choice on the blank space.
• 1.Solomon: wow! I lost my ruler.
• Senait: Do not worry, I ______ (give) you mine.
• 2. The students of Dire Dawa University ____________their lesson every day.
• A. study B. are studying C. have studied D. studies
• 3. Seid: Whose pen is it?
• Melat: It ______ to me.
• is belonging B. will belong C. belonged D. belongs
• 4. Nowadays, most students_____________to achieve success regardless of various crises in their learning
environments.
• A. strove B. are striving C. will strive D. had striven
• 5. Teacher: What test are you taking now?
• Students: We _______ Basic English Communicative Skills now.
• take B. took C. are taking D. will take
• 6. By 2050 E.C, more advanced technologies ___________to control the effects of global warming.
• A. will have been emerged B. are emerged C. have been emerged D. will emerge
• 7 . Now a days, each of the students ____________to score best.
• A. are planning B. have planned C. has planned D. is planning
• 8. Our History teacher said, ‘’Most African nations got their independence in 1961.’’If you `report this
statement later, which one of the following is correct?
• A. Our History teacher said, most African nations got their independence in 1961.
• B. Our History teacher said most African nations got their independence in 1961.
• C. Our History teacher said that most African nations had got their independence in 1961.
• D. Our History teacher said that most African nations have got their independence in 1961.
 Cont…
• Speaking Skills
• INSTRUCTION I: Read each of the following scenarios and provide clear and precise answers accordingly.
• 1. If you are invited to introduce yourself to another individuals, what could be at least the three formal
expressions?/3%/
• A.____________________________________________________________________________
• B.____________________________________________________________________________
• C____________________________________________________________________________
• 2. If you are the one who receive the telephone conversations and provided that the intended person is
around, what would you say to the speaker? Write at least three expressions neatly. /3%/
• A.____________________________________________________________________________
• B.____________________________________________________________________________
• C.____________________________________________________________________________
• 3. Pretend that you are coming to Dire Dawa University and you lost your direction .How could you politely
ask for direction so that you could get the way to Dire Dawa University easily? Write at least two
expressions./2%/
• A.____________________________________________________________________________
• B.____________________________________________________________________________
• 4. Assume that one of your dorm mate introduce himself /herself to you. What could be the possible
responses from you? Mention at least four expressions properly. /2%/
• A.____________________________________________________________________________
• B.____________________________________________________________________________
• C.____________________________________________________________________________
• D.____________________________________________________________________________
 Cont…
• INSTRUCTION III: Choose two of the following options and write clearand
neat paragraph keeping the principles of paragraph construction.(4%)
A. The worst day in your life E. The importance of tolerance
B. Life in Dire Dawa University F. How to be a successful learner
C. Personal description G. The demerit of watching television
D. The effect of Corona Virus
• INSTRUCTION: Write the correct passive forms for the following
sentences. (Show the steps if necessary)
• 1. They will advise me.
• 2. Aster greets her sister.
• 3. Melat gave selam a book.
• 4. Do you bake bread?
• 5. Are they drinking local beer?
• 6. Post the letter.
The End