Ministry of Education Grade 6 Students Textbooks PDF

Grade 6 Students Textbooks

Ministry of Education Grade 6 Students Textbooks

Grade 6 Ethics and Civic Education Textbook PDF Download

Grade 6 Mathematics Textbook-am PDF Download

Grade 6 Mathematics Textbook-en PDF Download

Grade 6 Citizenship and Ethics Textbook-am PDF Download

Grade 6 English Book 1Textbook PDF Download

Grade 6 English Book 2 Textbook PDF Download

Grade 6 Social Science Textbook PDF Download

Grade 6 Social Studies Textbook PDF Download

Grade 6 Amharic Textbook PDF Download

ft English forEthiopia Student Textbook 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 ofEducation, Regional States Education Bureaus and READ TA Project. The printing expense is covered by the General Education Quality Improvement Programme (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 student textbook and the accompanying teacher’s guide. Copyright 2017 © MoE, FDRE ISBN: 978-99944-2-852-6 Table ofContents Unit 1 People and Clothes 1 Greetings and Introductions 1 What are You Wearing Today 12 What Is It Made of? 21 Unit 2 Tourist Sites in Ethiopia 31 Mountain Peaks in Ethiopia 31 Where Is Your Hometown? 40 Have You Ever Travelled to Tourist Sites? 48 Unit 3 Famous People in Ethiopia 56 Who am I? 56 People and Their Past 66 Biographies of Famous People 74 Unit 4 Food and Festivals 82 Types of Food 82 Food Preparation 92 Traditional Festivals and Foods 100 Unit 5 Animal Fables 108 Week 13 Wildlife and Domestic Animals 108 Week 14 Animals’Abilities 116 Week 15 Animals in the Parks 122 i V J II V y People and Clothes i Week 1 Greetings and Introductions I Week 1 Day 1 1. Word Study Segmenting words A. Read the following words aloud after segmenting them into root words and suffixes. Example: Root Word Suffix introducing introduce -ing 1. visiting 2. greeting 3. departing 4. leaving 5. waiting B. Work with your partner to list more words, following the same pattern. 2. Reading Comprehension Pre-reading Activity Before reading the text, answer the following questions. 1. What expressions of greetings do we use to greet a person we are meeting for the first time? 1 V J English I Grade 6 I Week 1 2. Look at the pictures below, and the title of the dialogue and predict the content ofthe reading. While reading Activity A. Scan the dialogue and answer the following questions. 1. Who is the leader ofthe visiting team? 2. How many students are going to visit the weavers’ workshop? 3. How far is the weavers’ workshop from the place where the students meet? Workshop Visiting Day Andenet: Hello friends. Amina: Hello Andenet. Andenet: Let me introduce another friend of mine, Yadeta. Yadeta, these are my friends. Hanna: It’s nice to meet you. How do you do? Yadeta: How do you do? It’s nice to meet you too. Hanna: Would you like to go with us? Yadeta: Yes, I would love to. Andenet told me about your plan to visit the weavers’ workshop and I decided to join you. Amina: We are happy to have you with us. 2 v y English I Grade 6 I Week 1 Andenet: Amina: Andenet: Amina: Andenet: Fereweyni: Hanna: Fereweyni: Andenet: Fereweyni: Andenet: Fereweyni: Andenet: Ato Abune Andenet: Yadeta: Amina: Andenet: Are we all ready to leave now? The workshop is only 15 minutes from here, so we’ll walk instead oftaking the bus. But I have to wait for my friend, Fereweyni. Can we wait for five minutes? I think so, ifshe doesn’t take too long. There she is. Hi Fereweyni, Fm Andenet. Fm the leader ofthe team. Hi Andenet, Fm happy to meet you. Hello, my name is Hanna. Hello Hanna. Fm pleased to meet you all. Let’s go now. The weavers are waiting. So, what is the plan? What are we actually going to do there? We’re going to see how the weavers make different clothes. We will watch them weave, and ask them about the fabrics they make and the different types oflooms they use. I think that is a very good plan. I am excited! (At the weavers’ workshop) Friends, Fd like you to meet Ato Abune, the chairperson of the Weavers’ Association. Welcome students. Let me introduce myself and my team. We are all members ofBerta Weavers’ Association. We are pleased to welcome you all to our workshop. Our guide will take you on a tour of the workshop and explain the weaving process to you. (One hour later) Well, Fve got to go now. My mother said, “I should get home early for lunch.” Fve learned so much aboutthe weaving process. Did you all have a good time? I had a great time. I learned a lot too. Goodbye everyone. I liked the tour and I enjoyed chatting with you all. Fll see you in class on Monday. Our next educational trip will be a visit to the Farmers’ Association. Have a great day everyone! 3 v y English I Grade 6 I Week 1 B. Write the answers to the following questions based on the dialogue. 1. Who is Yadeta’s friend? 2. Who joined the visiting group late? 3. Why did Yadeta say, “How do you do?” 4. Who welcomed the students at the weavers’ workshop? 5. Who do you think arranged the visit? 6. Did they go to the weavers’ workshop on foot? Post-reading Activity Complete the following text based on the reading. Andenet who is (1) ofthe visiting team arranged a visitto (2) He also invited his friend, (3) . After he took the team to meet the chairperson of (4) , he went (5) . Week 1 Day 2 3. Vocabulary Contextual Meanings Read the following text and guess the meanings of the underlined words. My friend and I had a nice time last weekend. My friend took me to his uncle’s house and introduced me to his uncle’s sons and daughters. They welcomed me warmly. Then they invited us both for a good lunch. After that, they took us to the cinema where we watched a very nice movie. Finally, we departed at 6:00 p.m. and went back to our homes. 4 v y English I Grade 6 I Week 1 4. Listening Comprehension Pre-listening Activity Work in pairs to describe what the people in the pictures are doing. Then, listen to the text to check if you are right. While listening Activity A. Answer the following questions while you are listening to the text. 1. Rearrange the pictures above according to the order of the events that happened in the story. 2. Write the names ofthe people in the above pictures. B. Answer the following questions based on the listening text. 1. Where did Zeinu and Yadene meet? 2. What was Zeinu doing when he met Yadene? 3. Which student attends Kuriftu Primary School? 4. Which school is far from the public library? 5. Why do you think that Yadene helped Zeinu? Post-listening Activity Work in groups of four and answer the following questions. 1. Think about how Yadene and Zeinu greeted the librarian. Explain why you think they greeted at the librarian differently. 2. Work in groups of three and discuss how different people (e.g. doctors, religious leaders, soldiers) greet each other or other people. 5 v y English I Grade 6 I Week 1 Week 1 Day 3 5. Speaking Introducing People A. Work in pairs to complete the following table by asking your partner. Example: Senait: What is your name? Nasir: FmNasir. Types of information Details Name Age Number offamily members Grade Hobby Then, introduce yourfriend to your group members based on the information you have written in the table. B. Complete the following dialogue working with your partner. A: What’s your name? B: . A: Did you say ? B: Yes. That’s right. A: What’s your father’s name? B: . A: How do you spell that? B: 6 v y English I Grade 6 I Week 1 C. Match the social expressions in Column A with their appropriate responses in Column B. A B 1. Thanks 2. See you later. 3. What’s new? 4. How are you? 5. This is my sister. 6. Nice to meet you. 7. How do you do? A. Fine thanks. B. Nice to meet you, too. C. See you. D. You’re welcome. E. Not much. F. Nice to meet you. G How do you do? 6. Grammar Simple Present Tense A. Re-write each sentence as a positive or negative sentence, or a question, according to the instructions. Examples: a. I visit my parents very often, (negative) I don’t visit my parents very often. b. Does he go to school every day? (positive) He goes to school every day. c. She comes from Benishangul. (question) Does she come from Benishangul? 1. She introduces herselfto the class, (question) 2. We welcome new students every year, (negative) 3. He doesn’t go to the library every day. (positive) 4. She plays football every Saturday, (question) 5. He washes his uniform every week, (question) 6. Does she finish her homework at five o’clock? (positive) 7 V J English I Grade 6 I Week 1 B. Use the appropriate forms of the verbs in the brackets to complete the paragraph. Usually, the first day to school is very interesting. Teachers often (1) (greet) us warmly. They also (2) (want) us to introduce ourselves to the class. We begin by introducing ourselves to the student who (3) (sit) next to us. This (4) (be) because we haven’t practised speaking in front of many students. After some time, we (5) (learn) to talk in front ofthe class. Finally, our teachers (6) (inform) us that this (7) (be) enough to help us know each other. C. Complete this postcard by using am, is, are, am not, isn’t or aren’t. Hello! My name is Jemal, and this is Senia. She (1) my sister. Senia (2) thirteen years old and I (3) sixteen. We (4) teenagers. We (5) students. We (6) Ethiopians. We (7) Americans. We (8) from Alamata. Alamata (9) in Tigray. Best regards, Jemal D. Complete the following dialogue using the be verbs given in the table. am is are was were am not isn’t aren’t wasn’t weren’t Adaro: (1) we all here now? Zufan: Where (2) Gemechu? He (3) here. Hareg: Oh, he (4) very well. He (5) in bed. Legesse: Oh, dear. Poor Gemechu. And (6) Sara here? Sara: Oh, yes I (7). Adaro: Oh, there you (8). Sorry, Sara. Zufan: Tina (9) late. (10) she ill? 8 \ J English I Grade 6 I Week 1 Hareg: No, she (ll)ill. Legesse: (12) Zenebe and Challa here? Adaro: Yes, they (13). They (14) in the kitchen. Tina: Hello, everybody. (15) I late? Adaro: Yes, you (16). Tina: Oh, I (17) sorry. Adaro: Tell Zenebe and Challa to come, Zufan. Zenebe: It (18) all right. Here we (19). Adaro: Good. Now we (20) ready to start. Week 1 Day 4 7. Reading Fluency You will practise reading fluency. Follow your teacher’s instructions carefully Try to read as fluently and accurately as your teacher did. 8. Vocabulary Contextual Use ofWords Read the following dialogue and insert the appropriate words from the list. welcome depart introduce Guta: Good morning, Tirhas Tirhas: Good morning, Guta. Guta: I would like to you to my friend. His name is Ojulu. Tirhas: Nice to meet you, Ojulu. Ojulu: Nice to meet you too. Guta: Ojulu: Guta: Ojulu: We have to now. Because it’s time to go to the library. Oh, that is right. I’m also going to the bus station to father. Good, see you tomorrow. See you then. my 9 v y English I Grade 6 I Week 1 Week 1 Day 5 9. Writing Writing Conventions Punctuation Marks Study the punctuation marks in the following sentences. Example: Let me introduce you to my friend. What is her name? How sad! I have missed the show. A. Based on the examples given above, complete the following short dialogue with appropriate punctuation marks. Alem: Who is that girl (1) Zenawi: She is our new classmate (2) Alem: Do you know her name (3) Zenawi: Yes, I do (4) She’s Fana (5) Alem: How lucky you are to find new friends (6) Zenawi: Do you want me to introduce you (7) Alem: Of course, I do (8) that’s wonderful of you (9) Zenawi: Great (10) Let’s go (11) B. Put appropriate punctuation marks atthe end ofthe following sentences. 1. Do you know me 2. Let me introduce you to my friend 3. What an interesting day it is 4. How many friends do you have 5. Shut up 6. She asked me ifI know her brother 7. When did they arrive 10 v y English I Grade 6 I Week 1 Spelling: contractions and full form A. Write out the full forms for these contractions. Example: can’t = cannot 1. wasn’t = 2. isn’t = 3. don’t = 4. mightn’t = 5. weren’t = 6. haven’t = B. Convert these pairs ofwords into their contracted forms. Example: has not = hasn’t 1. should not = 2. did not = 3. could not = ‘ 4. would not = 5. is not = Writing Composition Sentence Writing Re-arrange the following words to write complete sentences. 1. old /years/ III/three/ am 2. she/ us/ greet/ yesterday/ Did 3. English/ my / favourite/ is/ subject 4. teacher’s/ you/ Do/ know/ name/ your 11 v y English I Grade 6 I Week 2 Drafting a Paragraph Write a paragraph that introduces your classmate. Use the following table to collect ideas. Name Age Place of birth Grade Places visited Hobby I Week 2 What are You Wearing Today I Week 2 Day 1 1. Word Study Phrasing Read the following verbs and match them with the appropriate preposition from the table. Example: put + on = put on on with by in out down 1. put 2. worn 3. replaced 4. participate 5. cover 6. ride 12 v y English I Grade 6 I Week 2 2. Reading Comprehension Pre-reading Activity List the types of clothes which are worn for different occasions in your area. Then, compare your answers in pairs. Clothes Occasions While reading Activity A. Read the text and list the types of clothes and the materials they are made of. Types of clothes Materials the clothes are made of Clothes in Ethiopia Many different types and styles of clothes are worn in Ethiopia. The traditional clothes of the highland people, where it is quite cold, are made of heavy white cotton. Men wear long trousers, a tight fitting shirt and ‘Shamma’. In contrast, the people of Harar wear very colourful light clothes. The Harar men wear short trousers and a coloured wrap. The lowland people of Somali and Afar wear long, brightly coloured cotton wraps. People, both in highland and lowland places, usually decorate their clothes in different ways. Beads are very commonly used material to decorate the clothes. These days, the traditional styles are being replaced by western styles. National dress is usually only worn for festivals and holidays. During such occasions, streets and meeting places are transformed into a sea ofwhite finely-woven cotton clothes or of rainbow colours. The most obvious way to identify the different ethnic groups in Ethiopia is through the women’s hairstyles and the embroidery on their dresses. 13 v y English I Grade 6 I Week 2 The traditional hairstyle of the women from the north is called ‘Sheruba’. This hairstyle consists of dozens of plaits. The women from the eastern part ofEthiopia, parttheir hair in the middle and make a roll behind each ear. Women from the central east have fringes and short waved hair. Girls from eastern and central Ethiopia have the same hair style, butthey cover their hair with a black head cloth which is usually made oflinen. Hairstyles also distinguish men from the south who form a fold of plaited hair and clay to hold their feathered head-wear in place. On the other hand, highlanders wear lions’ manes or baboon skin headdresses when they participate in carnivals. In contrast, young children often have their heads shaved. B. Answer the following questions based on the reading text. 1. What are the common clothes in the highland areas? 2. Why do the highland people wear those clothes? 3. What is the basic difference between clothes in highland and lowland areas? 4. What is the effect of culture and environment on how people dress according to the passage? 14 v y English I Grade 6 I Week 2 C. Go back to the text and find the antonym of the following words. 1. light 3. modern 2. loose 4. lowlanders Post-reading Activity Answer the questions given below. 1. Have you ever worn any type oftraditional clothes? When? 2. Do you prefer wearing traditional clothes during a holiday? Why? Why not? Week 2 Day 2 3. Vocabulary Contextual Meanings The following words are underlined in the reading text. Write their contextual meanings in your exercise book. 1. decorate 3. carnivals 2. traditional 4. shaved 4. Listening Comprehension Pre-listening Activity Read the following questions and discuss your answers in pairs. 1. Name some Ethiopian cultural clothes that you know. 2. What are these clothes made of? nif 15 v y English I Grade 6 I Week 2 While listening Activity A. Listen to a text and complete the following table based on the information from the text. No. Name of clothes Materials made of decoration 1 cotton 2 ‘shash’ various types 3 wool 4 ‘gahi’ B. Answer the following questions based on the listening text. 1. What do we locally call the traditional weavers? 2. What is the name ofthe cloth that women use to cover their hair? 3. Who wears hats that are made ofwoven wool? 4. What does the shepherds’ hat look like? 5. What material is used to make a ‘gahi’? Post-listening Activity Discuss the following questions in groups of three and report to the class. 1. Name some traditional clothes you know which were not mentioned in the listening text. 2. Can you name the materials thatthe clothes you mentioned in question 2 are made of? Week 2 Day 3 5. Speaking A. In pairs, describe the types of clothes you wear on different occasions. Take turns to ask and answer. Example: Sena: What do you wear at Christmas? Dukamo: I wear a traditional white shirt. 16 v y English I Grade 6 I Week 2 B. Then, compare the differences between the clothes you wear at school and at home. 6. Grammar Present Continuous Tense A. Fill in the blanks ofthe following text with the present simple or present continuous form ofthe verbs in brackets. The firsttwo are done for you. Right now, I am looking (look) at a picture of Sara. She is (be) not at home in the picture. She 1 (be) at the park. She 2 (sit) on a bench. She 3 (eat) her lunch. Some boys and girls, who 4 (wear) various types of clothes, 5 (run) on a patch of grass in the background. The boys in particular 6 (look) very smart, as they 7 (wear) different coloured suits. Some ducks 8 (swim) in the pond in the picture. They 9 (flap) their wings which are of different colours, like clothes. A policeman who 10 (wear) a uniform 11 (ride) a horse. B. Use the present simple or present continuous form of the verbs in brackets to complete the dialogue. Father: Alem, what are you doing? Alem: I (iron) my clothes. I regularly (iron) my clothes. These (be) my clothes. They (be) made of cotton. Father: (wear) your new clothes to the party? Alem: No, I (be). I usually (choose) my traditional clothes. But my brother (wear) his new trousers. Father: Where is your brother? Alem: He (wash) his shirt. 17 v y English I Grade 6 I Week 2 Week 2 Day 4 7. Reading Fluency You will practise reading fluency. Your teacher will model how to do it. Try to read as accurately as your teacher. 8. Vocabulary Contextual Use ofWords A. Choose the bestword from the listto fill in the blank spaces and complete the text. decorated traditional shave carnivals jewellery Children often wear different kinds of clothes for different occasions. Children put on specially designed and 1 clothes ofdifferent colours during holidays. They also wear 2 which is made ofmetals with attractive designs. Sometimes, children wear 3 clothes which are particular to their community. They even 4 some part of their head and put colourful ornaments on the left part oftheir head to look more attractive. This is common when they want to participate in 5 which are celebrated in their local area. B. Choose one of the words in the brackets that completes each dialogue. 1. A. I need to shorten the sleeves ofthisjacket. B. I agree. They are too (long, short). 2. A. Is there a problem with your new trousers? B. Yes. The zipper is (ripped, broken). 3. A: I like the suit, but the pants are a little long. B: You need to (shorten, lengthen) them. 18 v y English I Grade 6 I Week 2 C. Match the words under column A with appropriate ones under column B to form compound words. Example: raincoat A B 1. rain A. coat 2. neck B. ring 3. night C. bag 4. ear D. glasses 5. under E. wear 6. sun F. tie 7. hand G. gown Week 2 Day 5 9. Writing Writing Conventions Capitalisation Re-write the following sentences and capitalize letters where necessary. The first one is done for you as an example. Example: 1. gebru is wearing a tie. Gebru is wearing a tie. 2. hailu is wearing a black jacket. 3. i like wearing ethiopian shamma. 4. my younger sister has put on sena’s shash. 19 v y English I Grade 6 I Week 2 Writing Composition Paragraph Writing A. Look atthe following picture and describe whatthe people are wearing. Write your descriptions in complete sentences. B. Use the data you have collected about your classmate in the first week to write sentences. Try to write sentences, questions and their answers. Name Age Place of birth Grade Places visited Hobby 20 v y English I Grade 6 I Week3 Week 3 What Is It Made of? Week 3 Day 1 1. Word Study Blending Read the following words by adding appropriate suffixes ‘-y’, ‘-en’ or ‘-ity’ correctly. Example: wood wood-en wooden fur fur-y furry 1. wool 2. durable 3. silk 4. gold 5. elastic 2. Reading Comprehension Pre-reading Activity Answer the following questions before you read the text below. Then, read the text to see if you are correct. 1. What are the common types of cultural clothes in your area? 2. What are the clothes made of? 3. Have you ever celebrated a culture day in your school? If yes, list all the activities you took part in. 21 v y English I Grade 6 I Week3 While reading Activity A. Complete the following table by transferring information from the reading text. No Name Name of the clothes What is it made of 1 Momina necklace big yellow beads 2 Helina 3 Gizachew 4 Yasin 5 Zenith Culture Day On our school’s culture day, female and male students are selected for a traditional fashion show. The students wear cultural clothes made of different materials. Helina wears ‘Kollo’ and ‘Kontollo’. A ‘Kollo’ is a skirt made of cotton. It is decorated with brown horizontal lines. The ‘Kontolo’ is the top which is decorated in the same way with the ‘Kollo’. Momina wears a white cotton dress covering just one shoulder. Her necklace is made of big yellow beads. She ties up a silky headband. Zenith wears a short, wide green dress with tighttrousers. The dress is made ofvery light nylon. She covers her hair with light haircloth called a ‘ Shash’. Sara wears a long colourful cotton dress. She wraps a hand-woven shawl called ‘Mekenet’ around her waist. She wears a long blue band that reaches from her neck to her ‘Mekenet’. Her bracelet is made of bronze. Sena wears a long white cotton dress. The dress is decorated from the neckline to the border with colourful embroidery. She also wears a set of beautiful silver necklaces. Gizachew wears shorts decorated with white buttons and a very tight green T-shirt. He has a traditional wooden comb in his hair and holds a stick. Yasin wears a wide cotton wrap around his waist and a leather belt to make the wrap fit. He holds a traditional knife called a ‘Gille’ in a leather shield. 22 v y English I Grade 6 I Week3 Tona wears very wide trousers made of cotton. They have black, yellow and red horizontal lines. The T-shirt is also ofthe same colours. Feyisa wears only a small wrap made of goatskin around his waist. He decorates his body with different colours and designs. Arega wears tight trousers and a coat made of cotton. The trousers are tight at the calf. He wears a baboon skin hat. He also holds a stick. On the culture day, the different ethnic groups ofthe country are represented by the students wearing clothes made of different materials. B. Write the answers to the following questions based on the reading text. 1. Why are the female and male students selected for the show? 2. What is the dress covering just one shoulder made of? 3. Who is wearing only a goatskin? 4. What does ‘the T-shirt is also ofthe same colours’ mean? 5. What is made of big yellow beads? 6. Who wears a traditional knife called a ‘Gille’? Post-reading Activity A. Complete the following summary paragraph based on the reading text. On our school’s culture day, ten students 1 for the celebration. The students 2 different 3 clothes which are 4 of various materials. They demonstrated wearing the styles of different 5 groups ofEthiopia. B. Write short answers for the following questions 1. How do students celebrate culture day in your school? 2. What clothes do they wear? 23 v y English I Grade 6 I Week3 Day 2 3. Vocabulary Contextual Meanings The following words are taken from the reading text. Look back at the context in which they are used and write their meanings. 3. wrap 4. Listening Comprehension Pre-listening Activity Answer the following questions before you listen to the text. 1. Do you prefer cultural clothes to be fashionable? Ifyes, why, and ifnot, why A. Write ‘True’ or ‘False’ to the following statements based on the listening text. 1. Cultural clothes indicate the place where the people are from. 2. People wear cultural clothes for a special journey. 1. silky 4. woven 2. made of 5. reaches not? 2. Who do you think are the people in the picture? While listening Activity 24 v y English I Grade 6 I Week3 3. Fashion designers are participating in making cultural clothes. 4. People wearing cultural clothes are becoming more eye-catching. B. Answer the following questions based on the listening text. 1. What types of clothes demonstrate one’s country? 2. How are most cultural garments ofEthiopia made? 3. Who designs cultural clothes in fashionable ways? 4. At what types of events can people wear cultural clothes? 5. Who is popularizing the Ethiopian culture? Post-listening Activity Write short answers for the following questions. 1. On what occasions do people prefer to wear cultural clothes in your local area? 2. In what ways do you suggest that the Ethiopian cultural clothes be shown to the world? Week 3 Day 3 5. Speaking A. List various types of Ethiopian cultural clothes in your exercise book. Then, in pairs, ask your partner what these clothes are made of. Example: No. Ethiopian Cultural Clothing 1. ‘Gabi’ Example: Segni: What is a ‘Gabi’ made of? Meron: It is made of cotton. 25 v y English I Grade 6 I Week3 B. Use the data you have collected about the clothes and the materials they are made of to deliver an oral report to the class. Example: ‘Gabi’ is a type ofEthiopian cultural clothing. It is made of cotton. 6. Grammar Active and Passive Voice A. Look at the list of clothes and the materials they are made of and write five passive sentences as in the example. Clothes Materials they are made of shirt cotton dress silk skirt nylon jacket leather scarf wool trousers cotton Example: A shirt is made of cotton. B. Change the verbs in brackets to their correct passive forms. The first one is done for you as an example. There is a tailor’s dummy which is called (call) a Sidrom. It 1 (own) by Akinahom. It 2 (keep) in Akinahom’s store. It 3 (make) of plastic. It 4 (always / dress) in Ethiopian cultural clothes. The clothes 5 (make) of cotton. The Sidrom 6 (use) to display the cultural clothes. 26 v y c. English I Grade 6 I Week3 Insertthe correct forms ofthe verbs in the brackets in the passive voice. Example: T-shirts (make) of cotton. T-shirts are made of cotton. 1. 2. 3. 4. 5. 6. Cotton It It (grow) in Ethiopia. The cotton The clothes (harvest) by farmers. (pick) by machines. (take) to a factory. (sell) in Ethiopia and all over the world. Cotton T-shirts (buy) by people who like warm clothes. D. Complete the following text with appropriate form of the verbs in the brackets. My mother often attends different cultural ceremonies in our village. She 1 (wear) a cultural dress which 2 (make) of cotton. In addition, she 3 (put on) various pieces ofjewellery. Among them, bracelets and necklaces 4 (be) the most common ones. On these festive occasions, she 5 6 (wear) cultural clothes like her. (sing) songs with her friends who all Week 3 Day 4 7. Reading Fluency You will practise reading fluency. Your teacher will show you how to do it. Try to read as accurately as your teacher. 27 v y English I Grade 6 I Week3 8. Vocabulary Collocations A. Match the materials that the clothes are made of in Column A with the types of clothing listed in Column B. A B 1. silk A. shoes 2. cotton B. bracelets 3. wool C. watches 4. leather D. scarves 5. metal E. glasses F. dresses G. suits B. Put these names of clothes into one or both columns according to who wears them. coat ring gloves handbag watch shirt skirt shorts bulluko belt underwear sweater gabi dress tie shoes netela briefcase jacket trousers T-shirt socks suit hat kuta Men Women Women and Men 28 v y English I Grade 6 I Week3 Week 3 Day 5 9. Writing Writing Conventions Capitalisation Re-write the following sentences using the appropriate capital letters and punctuation marks where necessary. Example: a. addis ababa is the capital of ethiopia Addis Ababa is the capital ofEthiopia. b. is hagos still in harar Is Hagos still in Harar? 1. ethiopians wear different types of cultural clothes on holidays 2. does your mother wear a netela 3. ujula who is from gambella wears a metal ring 4. both hilina and senait wear cultural dress every day Spelling A. Write these pairs ofwords in contracted forms. Example: has not = hasn’t 1. should not = 2. did not = 3. could not = 4. would not = 5. is not = 29 v y English I Grade 6 I Week3 B. Write out the full forms of the words for these contractions. Example: can’t = cannot 1. wasn’t = 2. isn’t = 3. don’t = 4. mustn’t = 5. weren’t = 6. haven’t = Writing Composition Writing Sentences Re-arrange the words and write complete sentences. 1. wears ring metal a beautiful My sister. 2. Zahra an attractive skirt short wears. 3. like I a dress cotton which made ofis 4. Balguda scarf often a yellow wears silk Paragraph Writing Composing a Dialogue Finalize the dialogue you started in the previoustwo weeks. This time remember to use the correct punctuation and capitalisation. 30 v y Tourist Sites in Ethiopia UNIT i Week 4 Mountain Peaks in Ethiopia I Week 4 Day 1 1. Word Study Rhyming Words Read the following words and group them based on their sound patterns. greatest entertain longer higher position location maintain highest condition mountain bigger longest 2. Reading Comprehension Pre-reading Activity A. Before you read the passage, learn the meanings ofthe following words. 1. rented 3. gorgeously 5. endemic 2. valley 4. unique 6. cliffs 31 v y English I Grade 6 I Week 4 B. Answer the following questions before you start reading the text. 1. Where are the Simien Mountains located in Ethiopia? 2. What are the mountains known for? 3. Can you predict what the reading text is about? While reading Activity A. Answer the following questions based on the reading text. 1. How long did the visitor stay in the Simien Mountains? 2. How was the climate at Debark? 3. What are the endemic animals mentioned in the text? 4. How was the visitor feeling at the end of his visit? 5. What are the speciesthat are found in the Simien Mountains but nowhere else? My Memories ofthe Simien Mountains Dear Diary, Saturday 11th November, 2016. Today, I woke up very early. I am so happy that I have two daysto visitthe northern part of Ethiopia. After breakfast and morning activities, I started to pack my baggage. This morning, I left the hotel room I rented at Debark, in Gondar. Gondar is the gateway to the Simien Mountains which ascend immediately to the East. The weather condition was sunny and windy. The Simien Mountains are located in the North-West ofEthiopia. They contain the country’s highest peak. The highest point is called Ras Dashen; it is also the fourth highest mountain in Africa. To make a single trip to the northern part of Ethiopia, more specifically the Simien Mountains, is worth so much. I was able to see gorgeous mountains and wildlife during my stay.’ 32 v y English I Grade 6 I Week 4 The scenery in the Simien Mountains is beautiful. Its main form is a plateau-like massif cut by enormous valleys. There are a lot of rocky formations; some of the rocks look like statues. The mountains divide the surrounding area into clearly contrasting highland and lowland regions. The cliffs and deep canyon style valleys provide a feast forthe eye. The natural lookout points allow views of up to 100 kilo meters over the lowland valleys. These qualities are unique and beautiful scenes ofthe mountains. Many species of animals live in the Simien Mountains, and some of them are found nowhere else on earth. In the mountains, there are a lot oftroops of ‘Gellada’ baboons with their red mark in the shape of a bleeding heart on the chest and long fur on their back. Among the endemic animals, the most graceful animal, the Walya Ibex, usually stands on the rocky edges of cliffs. I hope, I will visit these mountains again another time and have more fun. B. What did the tourist do before he left the hotel? List the activities in the correct order. First, . Then, . Finally, . Post-reading Activity Think about any area (historical or natural place) you have visited and write 5 or more sentences to describe the place and your visit. Then, write your own diary to be read by your partner. Week 4 Day 2 3. Vocabulary Word Meanings Read the following text and guess the meanings of the underlined words. Mountains are places that tourists are often interested to visit. High mountain peaks which have attractive and varied features are the most preferred. These have some potential to capture a visitor’s attention. Similarly, areas covered with small bushes and rivers with waterfalls attract visitors. Exploring the natural beauty ofsuch areas can offer more pleasure and entertainment. 33 v y English I Grade 6 I Week 4 4. Listening Comprehension Pre-listening Activity Answer the following question before you listen to the text. • Look at the picture and predict what the listening text is about. While listening Activity A. Listen to the text and answer the following questions. 1. What are described as the perfect cliffs to scale? 2. What does the visitor say the mountains offer to the tourist? 3. Which volcano is given as an example for an expedition in the text? 4. What is the meaning ofErtale? B. Complete the following sentences with appropriate information based on the listening text. 1. The mountains in Ethiopia are good to do , and 2. hiking, climbing and a expedition are the attractions the visitor has enjoyed in Ethiopia. Post-listening Activity Work in groups of four to answer the following questions. Assign a chairperson to lead the discussion and a secretary to record your ideas. 1. What do you think are the feelings of the visitor about his visit to the mountains? How do you know? 2. Is there any mountain or other tourist attractions in your area? If yes, what are they called? What activities can you suggest to tourists who want to visit? 34 v y English I Grade 6 I Week 4 Week 4 Day 3 5. Speaking Look at the following table and study the heights of mountains in Ethiopia. Mountain Height (m) Mountain Height (m) Alegua 3,291 Ahune Yesed 4,190 Ras Dashen 4,620 Guna 4,231 Ahuye Meda 4,000 Amha Ferit 3,975 Ayelu 2,010 Bichena 4,154 Tulu Weiel 3,302 Dello 3,600 Gughe 4,202 Batu 4,307 (Source: PhilipsModern College AtlasforAfrica 21s ‘ edition (1998). In pairs, ask questions to get information about the heights of Ethiopian mountains. Take turns to ask and answer the questions. Example: Zena: How high/tall is Ras Dashen? Hamame: Ras Dashen is four thousand six hundred twenty meters high/tall. 6. Grammar Active and Passive Forms The passive is formed as follows: verb to ‘be’ + past participle Look at the following example sentences. 1. A. Tourists take photos ofthese mountains, (active) B. Photos are taken ofthese mountains, (passive) 2. A. Visitors admire the waterfall, (active) B. The waterfall is admired, (passive) 35 fr y English I Grade 6 I Week 4 The passive is used to describe actions: a. when we don’t know who does, or did the action: A briefcase has been left here. (We don’t know who left it), h. when it is not important to know who does, or did the action: These television sets are made in Ethiopia. (It doesn’t matter who makes them). A. Rewrite these sentences in the passive. 1. Someone prepared this guide book ten years ago. 2. They use horses and mules to carry their baggage. 3. They pay the model weekly. 4. Someone bought all the photos. 5. Nahomi found the camera in the river. 6. Adanu visits the museum once a week. B. Look at the following table and form six complete sentences using the information in it. My home hikes to the top ofthe mountain Neri is located to the right ofEthiopia The Gelada baboons are located below ofthe cliffs The Simien Mountains are found near ofthe market Ertale is situated in the north sea level Example: My home is located near the market. Note the verbs and prepositions you used in telling directions and talking about places. • Are your sentences written in active or passive voice? 36 \ J English I Grade 6 I Week 4 Week 4 Day 4 7. Reading Fluency In pairs, you will practise reading the text. Follow your teacher’s instructions. When your partner reads, you should evaluate the way he/she reads. Then, each of you will reflect on how your reading was done. 8. Vocabulary Collocations Look at the words in both columns (A & B). Match the adjectives in Column A with the appropriate nouns in Column B. Don’t forget to use articles a/an when necessary. Example: clean water a clean park a clean road A B 1. high A. water 2. long B. day 3. tall C. road 4. wide D. mountain 5. clean E. building 6. dense F. river 7. sunny G. bush 37 v y English I Grade 6 I Week 4 Week 4 Day 5 9. Writing Writing Conventions Punctuation Marks: the Comma (,) and the Semicolon (;) Look at the following sentences. 1. a. The tourist wanted to visit the museum. b. The museum wasn’t open. c. The tourist wanted to visit the museum; the museum wasn’t open. 2. a. She works in the city. b. She lives in the suburbs. c. She works in the city, but she lives in the suburbs. 3. a. The visitor wanted to take pictures. b. He went for a walk. c. The visitor wanted to take pictures, so he went for a walk. 4. a. The girl bought a dress. She bought a scarf and a pair of shoes. b. The girl went home. c. The girl bought a dress, a scarf and a pair ofshoes, then she went home. A. Re-write the following pair of sentences, combining them into one sentence using’and’,’but’,’after’,’when’or’so’. (Checkthe punctuation marks you used.) 1. I photographed different scenes. I visited Ras Dashen last year. 2. The tourists were very happy. They visited all the mountain peaksin Ethiopia. 3. My friend read a lot about Chilallo Mountain. He planned to visit it. 38 \ J English I Grade 6 I Week 4 Spelling B. Look at the examples given below and complete the following table by adding ‘-d’ or ‘-ed’ Example: close closed carry carried talk — talked try — tried 1 walk — 5 visit 2 smile — 6 hurry 3 laugh — — 7 cry want Writing Composition Sentence Writing Look at the following picture and write 6 sentences about it. miSmk^ Hfcr — JS -AJ1 III 39 v y English I Grade 6 I Week 5 Week 5 Where Is Your Hometown? Week 5 Day 1 1. Word Study Blending Follow the patterns given in the example to form blended words. Example: provide provid+-ed provid+-ing provided providing 1. visit 2. attract 3. locate 4. enjoy 5. situate 2. Reading Comprehension Pre-reading Activity Read the following statements and write ‘true’ if you think the statements are correct, and ‘false’ if they are incorrect. Then, read the text to see if you are right. 1. Towns have a greater number ofinhabitants than villages. 2. Villages have more shops than towns. 3. People in villages have a number ofservice providers such as banks. 4. Towns are more attractive than villages. 40 v y English I Grade 6 I Week 5 While reading Activity A. Complete the following table by transferring information from the reading text. The first one is done for you as an example Towns Villages population more populated less populated markets facilities employments schools economic activities Villages and Towns Most people live in villages and towns. Some may want to live in towns and others in urban areas. There are still many people who prefer the peace and quiet of rural living. Villages and towns have several differences that make them distinct from each other. Villages are not as densely populated as towns. Certainly, they are not as fastchanging as towns. Towns have larger populations than villages. Inhabitants of towns have more access to the town market and shops. They can get various types of entertainment and social service facilities like police station, cinema, banks and others in their nearby. A village has a simpler system of utilities such as water supply and roads. It is sometimes lacking in transportation facilities such as buses and trains. Other important public service providers may not be found. In towns, unlike in villages, there are more employment opportunities with a variety of choices. If one does not have a profession like being a doctor or a teacher, he is most likely to be a farmer or a fisherman. 41 v y English I Grade 6 I Week 5 LO ILLJ m Learning institutions that offer higher education are also usually located in towns rather than in villages. Villages only offer education up to secondary school, while towns can have colleges. Public libraries and hospitals are also located in towns. Economic systems also differ between a town and a village. Banks and other commercial establishments are located in towns. They make towns more economically active and provide their inhabitants with better opportunities. But, of course, different countries have different concepts ofwhat a town or a village is. Some may have villages that cover larger areas and have bigger populations than their towns. B. Based on the passage write ‘true’ if the statement is correct, and ‘false’ if not. 1. People in towns have more access to markets than villagers. 2. There are many employment opportunities in towns. 3. Villages and towns are equally populated. 4. Not all types of public services can be found in villages. 5. Towns cannot have a larger number of houses than villages. C. Go back to the text and identify what the following pronouns refer to: 1. ‘they’ in paragraph 2, line 3, 2. ‘it’ in paragraph 3, line 1, 3. ‘some’in paragraph 7, line 2, 42 v y English Grade 6 Week 5 Post-reading Activity Write short answers for the following questions. 1. Which ofthe features presented in the text are similar in your town/ village? 2. Do you agree or disagree with the writer’s way of describing villages and towns? Why? Week 5 Day 2 3. Vocabulary Contextual Meanings ofWords A. Read the dialogue between two friends. Then, guess the meanings ofthe underlined words from the context. Toga: Hi, Tena. Tena: Hi, Toga. Toga: Where are you going? Tena: I’m going home. Toga: Where is your home? Tena: It is located 6 kilometers away from here to the east. Toga: Oh, I see. Is it in the town? Tena: No, it is in a small village. But, the village has wide farms which are covered by various crops. This makes the area so beautiful. Toga: Oh, I’d love to see it. What about other attractions? Tena: There are small bushes and shrubs. But the people often use them to feed their cattle. Toga: It sounds really so lovely. I hope I will visit it some day. Tena: Sure you can. But I have to go now, please. See you next week. Toga: See you then. 43 v y English I Grade 6 I Week 5 B. Choose the appropriate words to complete the summary ofthe dialogue above. six kilohushes attractions east village meters Tena’s home is away to the . It is located in a not in a town. There are different such as and shrubs that make it lovely. 4. Listening Comprehension Pre-listening Activity Answer the following questions before you listen to the dialogue. 1. Have you ever lost your way when you were going somewhere? Ifyes, what did you do? 2. How do you respond if someone asks you how to get to a certain place in your town/village? While listening Activity A. Look at the following map carefully and identify the places while listening to the text. t ^^E^^Hidasie |zz| Avenue _JlN l = Mill ^ nj ESS P 1 1J B. Answer the following questions based on the listening text. 1. Who lives in the town? 2. Why do many tourists come to the town? 3. Where is the museum? 4. What is the name ofthe Avenue? 5. Why do tourists ask for a location? 44 v y English I Grade 6 I Week 5 C. Complete the following sentences based on the listening text. second left turn along follow 1. Go this street to the traffic lights. 2. At the traffic lights, left. 3. Take the left. 4. The second street is on my . 5. the Museum Drive. Post-listening Activity Write short answers for the following questions. 1. Why do you think the tourist lost their way? 2. How would you give directions if you were Tamene? Work in pairs and write a short dialogue. Week 5 Day 3 5. Speaking Look at the following map carefully and practise asking for and giving directions in pairs, look at the example below. 1 1 Police Station 1 PostOffice i ME B H |W ^ 1 < „ ^ 9 I a n. / \ 1 3 n > / \ / c 1 *1 1 4 . in1 National Museum M fi 45 v y English I Grade 6 I Week 5 Example: All: Bontu: All: Bontu: Excuse me, can you tell me where the post office is? Certainly. Go straight ahead and turn right. Then, go straight up to the garage. The post office is in front ofthe garage. Thank you. You’re welcome 6. Grammar Passive Voice Study the following table. Work in pairs and ask your partner to give you information about the towns. Take turns to practise. Town Distance from A.A (km) Time it takes to drive(hr) Region found Seheta 24 1/2 Oromiya Dehrehrhan 130 1:30 Amhara Wolkite 155 2:00 SNNP Ziway/Batu 163 2:30 Oromiya Example: Teni: Where is Seheta? Mesangil: It is located in Oromiya region. Teni: How far is it from A.A? Mesangil: It is only 30 km. Week 5 Day 4 7. Reading Fluency You are going to practise reading fluency. Your teacher will show you how to do it. Try to read as accurately as your teacher did. 46 v y English I Grade 6 I Week 5 8. Vocabulary Contextual Use ofWords Complete the following text with the words from the list. peak located highest visit attractive villages directions My name isNiha. I come from Durame which is (1)_ in Kambata Tembaro Zone the Southern Nations and Nationalities Region. The town is surrounded by mountains. The (2) mountain peak in the region, which is known as Hambaricho, is one of the surrounding mountains. The mountain has very (3) and eye-catching views which can be seen from different (4) ofthe town. The people of the town and the nearby (5) often celebrate different cultural and religious festivals at the (6) ofthe mountain. In addition, the people in the surrounding towns like Shinshicho and Angecha often (7) the mountain in different occasions. Week 5 Day 5 9. Writing Writing Conventions Dictation Listen to what your teacher dictates to you. Remember to use appropriate punctuation marks and capitalisation. Writing Composition Sentence Writing Write four sentences about your town’s or village’s different features. Try to include ideas about its location, weather conditions and the like. 47 v y English I Grade 6 I Week 6 Week 6 Have You Ever Travelled to Touist Sites? Week 6 Day 1 1. Word Study Prefixes Read the list ofwords in the table below and blend them with the appropriate prefixes as in the given example. un- dis- inlike unlike dislike correct wanted agree accurate advantage 2. Reading Comprehension Pre-reading Activity Before you read the text, study the meaning of the following words. 1. site 2. mined 3. palace 4. ruled While reading Activity A. Write ‘true’ ifthe statements are correct and ‘false’ ifthey are incorrect based on the reading text. 1. Yordanos is a tourist. 2. Sofia often took photographs of the various places she visited. 3. Yordanos has visited many palaces. 4. Queen Sheha’s mined palace is found in Axum. 5. Sofia has a lot ofinformation about palaces in Ethiopia. 48 v y English I Grade 6 I Week 6 Ruined Palaces ^ i Sofia grew up in Harar. She has spent most of her time writing and travelling to tourist sites. In the places she has visited, she has met new people and has seen new lands. She has photographed much of what she has seen. Yordanos lives next door to Sofia. She wants to know about ruined palaces found in Ethiopia. She asks Sofia about the palaces. Here is how they exchange ideas about some tourist sites: Yordanos: I have heard that ruined palaces can be tourist attraction sites. How real is this idea? Sofia: That’s right. Ruined palaces are one of the many popular tourist attractions. Yordanos: Do we have some ruined palaces in our country? Sofia: Yes, we do. In our country, there are many ruined palaces. Yordanos: How important are these palaces? Sofia: Ruined palaces are evidence of the ancient development of the country. They show the history ofthe country. Yordanos: Have you evervisited one ofthese tourist attractions? What experience do you have ofthe ruined palaces of our country? Sofia: I have visited some very well known ruined palaces. I know different regions of our country where there are ruined palaces. These palaces are historical tourist sites and attract many visitors. Yordanos: Can you tell me about one ofthese palaces? Sofia: Yes, I can. Last week, I had a chance to visit one ofthe palaces. Look at this picture, it is the Queen of Sheba’s ruined palace. Yordanos: Where is it to be found? Sofia: It is in Axum. Yordanos: I did not know that our country was ruled by a queen. 49 v y English I Grade 6 I Week 6 Sofia: You are right. People often talk about the kings. She also had her own story. Yordanos: Thank you for telling me about Queen of Sheba. I’m proud offemales who make history. I hope, I will visit that palace. I will plan to do so. B. Refer back to the text and give short answers to the following questions. 1. Who grew up in Harar? 2. Who was the queen who once ruled Ethiopia? 3. Where does Yordanos live? 4. What is the importance ofruined palaces in the history of a country? 5. Who will plan to visit the ruined palace? 6. Who has visited many tourist sites? 7. Where do queens live? Post-reading Activity Answer the following questions 1. Why do you think Yordanos is motivated to visit the palaces in Ethiopia? Justify your answer from the text. 2. Is there any ruined palace in your region, ? Ifyes, whose palace was it? 3. What do you think you should do whenever you have an opportunity to visit a historical place? Week 6 Day 2 3. Vocabulary Categorizing Words Categorize the list ofwords given below under the headings in the table. waterfalls wildlife forests festivals sunny cloudy farms hills volcanoes windy foggy rainy fields towns plains villages mountains palaces 50 v y English I Grade 6 I Week 6 geographical/natural features attractions weather conditions farms 4. Listening Comprehension Pre-listening Activity Answer the following questions before you listen to the text. 1. How often do you listen to a weather forecast on the radio/TV? 2. What are the major contents /issues in a weather forecast? 3. Why do people listen to a weather forecast? While listening Activity A. Complete the following table based on the listening text. Day City/town Temperature ( 0 c) Weather conditions Monday Addis Ababa Monday Gambella Monday Bahir Dar Monday Dire Dawa B. Answer the following questions based on the listening text. 1. Who is Mr. Mark? 2. What did the tourist want to know? 3. What was the transmission which the tourist listened to? 4. When will the towns have rain? 5. What has the tourist used to decide where to visit? 6. When will he visit Bahir Dar? 51 v y English I Grade 6 I Week 6 Post-listening Activity A. Compare the weather conditions in the cities based on the given information. 1. Gambellais 2. Hawassa is of all. than Addis Ababa. 3. In Addis Ababa, Hawassa, Bahir Dar and Mekelle the weather will be on Monday. B. Listen to a radio/TV weather forecast and write a report. Then, read your report to the class. Week 6 Day 3 5. Speaking In pairs, look at the details of national parks in Ethiopia and use them to form a dialogue with your partner as in the example given below. Name of the National Park Year of Establishment Area (sq km) Temperature Awash National Park 1958 756 30 Simien Mountains Park 1959 412 10 Bale National Park 1962 2200 25 Nech Sar National Park 1974 514 21 (Source: www.wikipedia.org) Example: Zinash: Which National park is the oldest? Moti: I think the Awash National Park is the oldest. Zinash: You are right. It was established in 1958. 52 \ J 6. Grammar Comparison A. Complete the following table with the comarative and superlative forms of the given adjectives. Adjective Comparative Superlative attractive more attractive most attractive dangerous attentive beautiful helpful hard dark bad B. Compare the national parks using the given adjectives based on the details on the previous page. The first one is done for you as an example. Example: Bale National Park is older than Nech Sar ‘National Park. Week 6 Day 4 7. Reading Fluency You are going to practise reading fluency. Your teacher will show you how to do it. Try to read as fluently as your teacher did. 8. Vocabulary Contextual Use ofWords Complete the following dialogue with the words from the list. weather journey waiting rain better Kalid: Hi, Maritu Maritu: Hi, Kalid. 53 v y English I Grade 6 I Week 6 Kalid: Where are you going? Maritu: I’m going to the market in the nearby village. Kalid: Oh! That’s good. But the weather doesn’t seem good for your . It is becoming cloudy and I think it may soon. Maritu: You are right. I’m also thinking about the . I should be quick. Kalid: Yea, you have to. It is ifyou take a taxi. Maritu: Yes, but I may not get a taxi, so it’s better ifI walk as fast as possible. My mother is also there. Kalid: Ok, have a nice time! Maritu: Thanks, you too. Week 6 Day 5 9. Writing Writing Conventions Punctuation A. Rewrite the following sentences using appropriate punctuation marks. 1. Have you ever visited Lake Chamo 2. I have a plan to visit Axum 3. I come from Lalibella she said 4. I have a plan to visit Axum Lalibela and Harar Wall 5. Do you know where Lake Abiyata is situated 54 v y English I Grade 6 Week 6 Spelling B. Add both ‘-ing’ and ‘-s’ to each ofthesewords. Double the final consonant if you need to. Example: read reading reads word Adding -ing Adding -s plan rain sleep look paint get Composition Writing Paragraph Writing Compose the sentences you wrote previously about your village into a paragraph. Use correct punctuation and capitalisation. 55 v y Famous People in Ethiopia i Week 7 Week 7 Who am I? I Day 1 1. Word Study BlendingWords Read the following words and group them under their appropriate suffixes to indicate a profession. The first one is given as an example. dance music chemistry electric write play biology technical magic -ian -ist -er technician chemist writer 2. Reading Comprehension Pre-reading Activity Answer the following questions individually and then discuss your answers in pairs. 1. List down the names offamous musicians (artists) you know in Ethiopia. 2. Who do you admire most? Why? 3. How do you think these musicians are trained? 56 v y English I Grade 6 I Week 7 While reading Activity A. Write ‘True’ if the statements are correct, and ‘False’ if they are incorrect based on the reading text below. 1. Tilahun was born in Woliso. 2. Tilahun had discussed his interest in music with Woizero Negatwa. 3. Tilahun attended school in Addis Ababa. 4. Many ofTilahun’s recordings are in Amharic. 5. Tilahun passed away because of a heart attack. Tilahun Gessesse Tilahun Gessesse was born on September 29th, 1940 in Addis Ababa to Woizero Gete Gurmu and Ato Gessesse Negusse. At fourteen years of age, his grandfather took him to Woliso to attend Ras Gobena Primary School. He enjoyed studying music more than any other subject. The Ras Gobena school principal, Mr. Sheded encouraged him to improve his skills in music. This led him to a better career later in his life. When Woizro Negatwa Kelkai, Ato Eyoel Yohanes and other artists from the Hager Fikir Theatre came to his school to perform, Tilahun Gessesse took the opportunity to discuss his interest in music with Ato Eyoel. He wastold to go toAddis Ababa ifhe wanted to pursue a career in music. Tilahun Gessesse left school to go to Addis Ababa, a journey he began on foot without his grandfather’s consent. In Addis Ababa, Tilahun Gessesse was first hired by the Hager Fikir Theatre, At the same time he joined the Imperial Bodyguard Band where he became a leading star singer. Tilahun Gessesse moved to the National Theatre where his success continued. He was so famous that he appeared before many important people who advised him not to waste his talent. The majority of Tilahun Gessesse’s recordings are in Amharic, though he has recorded a number of songs in Afan Oromo. He received an honorary degree from 5. 57 v y English I Grade 6 I Week 7 Addis Ababa University in recognition of his contribution to Ethiopian music. He also received an award for his lifetime achievements from the Ethiopian Fine Arts and Mass Media Prize Trust. The legendary Ethiopian singer, who had been in poor health, passed away on Sunday, April 19th 2009 at 68 years due to a sudden heart attack. Tilahun Gessesse was a role model for a new generation ofEthiopian singers. (Adaptedfrom: http://www.ezega.com) B. Answer the following questions based on the reading text. 1. When was Tilahun bom? 2. How old was Tilahun when his grandfather took him to Woliso? 3. While Tilahun was at the Ras Gobena school, what did he enjoy doing? 4. Who encouraged Tilahun to begin his career as a musician? 5. What was the name ofthe band that Tilahun j oined? 6. How old was Tilahun when he died? C. Complete the following sentences with appropriate words from the reading text. 1. Tilahun Gessesse was first by the Hager Fikir Theatre. 2. He passed away due to a heart attack. 3. He received an honorary from Addis Ababa University. 4. The majority of his recordings are in (language). Post-reading Activity Complete the following summary of the reading text with appropriate words. Tilahun Gessesse was born in Addis Ababa. He (1) to Woliso and (2) music in Ras Gobena school. He (3) his interest in music with Ato Eyoel there. He (4) Hager Fikir Theatre and became a leading singer. He became very (5) and was awarded an honorary doctorate from Addis Ababa University. Finally, he (6) at the age of 68. 58 v y English I Grade 6 I Week 7 Week 7 Day 2 3. Vocabulary Antonyms A. Match the words in Column A with their antonyms (opposites) in Column B. A B 1. hired a. stop, discontinue 2. pursue b. discharged, fired 3. sudden c. unknown 4. famous d. disapproval 5. success e. expected 6. recognition f. failure B. Choose three pairs of words from the table and write your own three sentences using the words. Example: My father was hired by a textile factory, but got fired after two years. 4. Listening Comprehension Pre-listening Activity What do people who have studied the following fields do? Work in pairs to share your ideas. 1. geology 2. anthropology 3. palaeontology geologist anthropologist palaeontologist 59 v y English I Grade 6 I Week 7 While listening Activity A. Listen to the text and complete the following table. Name Date of birth Place of birth First attended Year the Dikika Project began Important fossil discovered Current Working Place B. Answer the following questions based on the listening text. 1. Where did Zeresenay begin his work? 2. Why is his discovery more important than Lucy (Dinkenesh)? Post-listening Activity A. Think about a famous academician you know. Then, copy the table and fill in as much information as you have about the person. Name Date of birth Place of birth School attended Field ofstudy Home Working place B. Write a short biography about the person using the above information. 60 v y English I Grade 6 I Week 7 Week 7 Day 3 5. Speaking A. Work in pairs to ask and answer questions about what makes the following persons famous. 1 I :Mh 6 J j’tf > 1. Who are these people? 2. Where were they born? 3. What did / do / they do? (profession) 4. Who do you admire most? Why? B. Add some more questions if there is anything you know about these people. 6. Grammar Simple Past Tense A. Study the pictures. They show what Getu did yesterday. First, put them in their right order according to the time, and then answer the questions below. 61 v y English I Grade 6 I Week 7 1. At what time did the family have breakfast? 2. When did Getu wake up? 3. What did Getu’s friends do during their break time? 4. What time did Getu brush his teeth? B. Work in groups of three, tell your group members what activities you did yesterday. C. Write the past forms of the words given in the following tables. Example: Present Past cheat cheated steal stole Present Past Present Past climb spend walk take wash think open write 62 v y English I Grade 6 I Week 7 Week 7 Day 4 Reading Fluency You will practise reading a text. Follow your teacher’s instructions carefully. 8. Vocabulary Word Formation A. Read the following information and notice the meaning of the words ending with -ology. Example: Zeresenay Alemseged is a scientist who studies the fossils of organisms and related remains. He is called a palaeontologist. A palaeontologist studies a science called palaeontology. Note: The suffix ‘ology’ means the science of or the study ofsomething. For example, mineralogy is the study ofminerals. Many ofthese words are used when studying social studies and science. B. Match the -ologies in Column A with the correct meanings in Column B: A B 1. meteorology A. the study ofinsects 2. biology B. the study offruit 3. cytology C. the study of ancestors 4. dermatology D. the study of cells 5. pomology E. the study oflife 6. genealogy F. the study ofweather 7. entomology G the study ofskin 8. sociology H the study ofsociety 63 v y English I Grade 6 I Week 7 C. In each row, circle/sort out the word that does not belong in meaning to the others. 1. popular famous encouraged legendary 2. recognise continue acknowledge notice 3. establish incredible amazing astounding 4. unusual rare typical uncommon 5. portion fraction part whole 6. construct break build assemble 7. imaginative creative inventive precise 8. difficult lonely challenging hard Week 7 Day 5 9. Writing Writing Conventions Punctuation A. Re-write the following sentences putting the comma or full stop in the correct position. 1. He won the game on (2010, January, 15). 2. My sister was bom in (2007, July). 3. We met him on (21 st 2006 March). 4. He graduated in (2011 June). 5. The park was officially opened on (October, 2014, 06). 64 v y English I Grade 6 I Week 7 Spelling B. With your partner, form correct words from the jumbled letters and write them in your exercise book. Example: ift = fit 1. ift = f 2. elwl = w 3. aewr = w 4. mafosu == f 5. ecarer = c 6. lylows 7. dnosemah 8. serreahe 9. rptsiaec 10. tinmpator = s = h = r = i Writing Composition Paragraph Writing Use the information given in the following table to write a biography of the person. For this week, begin drafting the paragraph. Name Yetnebersh Nigussie Date of birth 1975 Place of birth Amhara region Primary school Shashemen Catholic Boarding School Secondary school Dagmawi Minilik Secondary School University AAU Degree awarded LLB/Bachelor ofArts in laws Major activity Activist for human equality 65 v y English I Grade 6 I Week 8 Week 8 People and Their Past Week 8 Day 1 1. Word Study Blending Morphemes Complete the table following the examples given and read a loud the words given. Example: Male Female act actor actress chair chairman chairwoman 1. wait 2. sport 3. author 4. poet 2. Reading Comprehension Pre-reading Activity In the following KWL table, write what you know (K) and wanted to know (W) about Meseret Defar. (K) Know (W) Wanted to know (L) Learned 66 v y English I Grade 6 I WeekS While reading Activity A. While-reading the text, make sure you find out what you wanted to know and write what you learned (L) about Meseret Defar in the above table. Meseret Defar Meseret Defar was born on 19th November 1983 in Addis Ababa, Ethiopia. She is a famous long distance runner and a world champion. She has travelled to different countries. She has been to Germany, Belgium, Sweden and the United Kingdom. Her talent enabled her to meet other famous athletes, such as Derartu Tullu, Tirunesh Dibaba and Gabriela Szabo. Meseret Defar began her running career when she was very young. She competed in primary and secondary school races. She was determined, worked tirelessly and participated in her first international marathon in 1999 in Poland. The following year, she won a silver medal at the African Championships in Algiers and World Junior Championship in Santiago. Since then, she has trained hard constantly for success. Meseret Defar has participated in 3,000 meters 5,000 meters and 10,000 meters indoor games. She has made so many friends and her fans give her support to compete even further. Because of hard work, Meseret has won various medals and awards. At the 2000 Olympics in Athens she won a gold medal. By 2002, she had won twelve gold medals, twelve silver medals and three bronze medals. Today, Meseret Defar holds the record for one of the longest winning streaks in indoor athletics with 27 consecutive wins. This shows how hardworking and determined she is. We are very proud of her talent and the fame she has brought to our country. B. Write the answers to the following questions based on the reading text. 1. When did Meseret begin her running? EFAH 67 v y 2. Where did Meseret win a silver medal? 3. Where did Meseret win an Olympic medal? 4. In which category ofrace did Meseret dominate more? C. Scan the text and complete the following table with activities Meseret did in the years listed and compare your answers with a partner. Year (G.C) Major Activities 1999 Participated in her first international marathon 2000 2002 2004 Post-reading Activity Work in pairs and answer the following questions. 1. Which ofMeseret’s achievement do you appreciate most? Why? 2. Why do you think Meseret managed to achieve all the listed activities in the text? Week 8 Day 2 3. Vocabulary Word Meanings A. Match the definitions in Column A with their appropriate words in Column B. A B 1. someone who protects a gate (compound) 2. someone who grows plants 3. someone who writes poems 4. someone who leads (administers) a job 5. someone who serves in a hotel or cafe 6. someone who assists a manager in an office A. waiter B. manager C. gardener D. secretary E. poet F. guard 68 v y English I Grade 6 WeekS B. Complete the missing parts of the table with the types of professions or jobs the professionals do. Professions Jobs the professionals do a person who can fix problems you have with yourteeth. plumber a person who makes clothes for others, many times producing exclusive items of clothing. soldier a person who cuts your hair or gives it a new style photographer a person who flies a plane. 4. Listening Comprehension Pre-listening Activity The following words are taken from the listening text. Before you listen to the context they are used in, learn what they mean. 1. carriage 2. competed 3. nickname 4. recognition While listening Activity A. Write ‘True’ if the statements are correct, and ‘False’ if the statements are incorrect based on the listening text. 1. Miruts Yifter worked in various factories. 2. In 1972, Miruts ran 5000 meters. 3. In his lifetime, Miruts won 252 races. 69 v y English I Grade 6 I Week 8 4. Mimts was awarded the Golden Shoe. 5. Miruts was the father ofseven sons. B. Re-arrange the following events in the order they happened in the listening text. a. Honoured with the Golden Shoe award. b. Took a bronze medal. c. Worked in various factories. d. Earned the nickname Miruts the “gear-shifter”. e. Won 221 gold medals. Post-listening Activity Complete the following summary of the listening text with appropriate words. Miruts Yifter was (1) in Adigrat. He was a long (2) runner who (3) well in 5000 and 10,000 meters. In 1972, he (4) a bronze medal but in 1980 he (5) two gold medals. He (6) in more than 252 races. Week 8 Day 3 5. Speaking Using ‘Wh-‘ question Words Work in pairs to speak about each of your family members’ occupations. Follow the example to ask and answer questions. Example: Hewan: What is your father’s occupation? Debbisa: He is an accountant. Hewan: What do accountants do? Debbisa: They maintain and audit business accounts. 70 v y English I Grade 6 I WeekS Occupation What they do father mother brother sister aunt 6. Grammar Present Simple Tense A. Complete the following table about yourself. Name Language(s) you speak Number of people in your family Sports you play Your favourite subject Your favourite food How you go to school B. Based on the information you provided, write four sentences about yourself. Example: My name is H/Meskel G/Hiwot. English is my favourite subject. I like ‘Tihlo.’ C. Complete these sentences about yourself using simple present forms of verbs. Then, compare your answers with your partner. My name . I always . I often 71 v y English I Grade 6 I Week 8 I sometimes I don’t I never I brothers and sisters. Present Continuous Tense D. Complete the following sentences using the correct forms of the verbs in the brackets. Example: Abeba is running a marathon, (run) 1. I out ofthe classroom, (get) 2. The boys 3. My father _ 4. The artists 5. The waiter outside, (wait) _ in a garage right now. (work) _ for the first time, (assemble) _ coffee to the guest, (serve). Week 8 Day 4 7. Reading Fluency You will practise reading fluency. Your teacher will show you how to do it. Try to read as accurately as your teacher did. 8. Vocabulary Contextual Meanings A. Read the following dialogue and write the contextual meanings of the underlined words. Duguma: What did you read about in the library today? Tune: About famous people. Duguma: What interested you the most? 72 v y English I Grade 6 I WeekS Tune: The history ofAbba Seru Gwangu. He was bom a long time ago and died in 1778. Duguma: What was he famous for? Tune: He was a great fighter and leader. He defended this country a long time ago. Duguma: Who else did you read about? Tune: Agegnehu Engida, he was a great artist and painter. His art works were sold a lot in exhibitions in Addis Ababa. Duguma: Where is he now? Tune: He died of an unknown cause in 1950. Duguma: Oh! That’s too bad. Have you read anything about a sports person? Tune: When we meet nexttime, I will tell you about Demissie Damite, a sportsjournalist and Loza Abera, the female’s national football team striker. Duguma: Alright! 1. interested 5. unknown 2. fighter 6. striker 3. painter 7. journalist 4. exhibitions B. Write down the names other Ethiopians whom you know as: 1. artists 4. journalists 2. painters 5. footballers 3. fighters 73 v y English I Grade 6 I Week 8 Week 8 Day 5 9. Writing Writing Conventions Dictation Your teacher will dictate to you a text. Remember to use full stops, commas and question marks in their appropriate places as you write the text where necessary. Writing Composition Word Order Rearrange the following jumbled words and write correct sentences with appropriate punctuation marks: full stops, commas and question marks. 1. works /Sena/ as a / in a/ bank/ secretary. 2. dentist/ is/ My/ a/ sister. 3. I /to/ be/grow/ an /electrical/ want/when/1/ engineer/up. 4. who/ cars/ fixes/ A/mechanic/ person/ is/ a. 5. did/ the /doctor/ meet/ you/ When Paragraph Writing Re-draft and revise the biographical paragraph you started last week. I Week 9 Biographies of Famous People I Week 9 Day 1 Biographies of Famous People 1. Word Study Segmenting a Words Read the following words after segmenting them into root words and suffixes. 74 v y English I Grade 6 I Week 9 Example: leader = lead + er 1. winner = + 2. painter 3 dancer = + + 4. designer = + competition coverage 2. Reading Comprehension Pre-reading Activity Study the meanings of the following words and write the meanings in your exercise book. 1. stained 3. 2. funds 4. While reading Activity A. Based on the text write ‘True’ or ‘False’ to the following statements. 1. Afewerk’s funeral was coordinated by a national committee. 2. The one-man show in Addis Ababa was the source offunds for Afewerk to go to Europe. 3. Afewerk started painting on walls when he was young. 4. Afewerk died due to unknown health complications. Afewerk Tekle Afewerk Tekele was one of the most celebrated Ethiopian artists. He was bom in 1932 and was known for his paintings and stained glass works. Afewerk had shown his talent as an artist as a child, decorating several walls in his home town. This helped him to study painting, sculpture and architecture in London. ‘S 75 v y English I Grade 6 I Week 9 In 1954 he held his first one-man show in Addis Ababa. This show gave him the funds to travel around Europe and learn how to design and construct stained glass windows. Afewerk opened a studio in the National Library of Ethiopia. He was commissioned to produce sculptures of famous Ethiopians and completed the monumental statue ofRas Mekonnen in Harrar. In 1958, he designed the stained glass windows in the Africa Hall ofthe Economic Commission for Africa (ECA) in Addis Ababa. In 1961, Afewerk held a major exhibition in Addis Ababa. This led to his painting of the Meskal Flower. In 1964 he became the first laureate ofthe Haile Selassie I Prize for Fine Arts. As his fame spread abroad, Afewerk was invited to put on many international exhibitions. In the 1970s, Afewerk was engaged in producing murals and mosaics for many public and religious buildings around Ethiopia. One of his murals, Last Judgement, is found in the Adigrat Cathedral in Tigray. In 1977, his painting, Unity Triptych, won the gold medal in theAlgiers International Festival. In 1981 his painting, Self-portrait, was selected to enter the permanent collection of the Uffizi Gallery, in Florence, Italy. In 1997, he exhibited at the Biennale ofAquitaine, in France. This time he won his first prize in an international competition. He was also nominated as the Laureate ofthe Biennale. Afewerk died on 10 April 2012 from severe stomach ulcer complications. The artist’s death received wide media coverage in the country, with a state funeral. B. Scan the text and match the years withwhat happened in them according to the text. A B 1. 1932 A. produced murals and mosaic 2. 1954 B. Afewerk was bom 3. 1958 C. the first one-man show 4. 1961, D. held a major exhibition 5. 1970 E. he produced stained glass windows for ECA 6. 1977 F. Afewerk died 7. 2012 G. the Unity Triptych won a medal 76 v y English I Grade 6 I Week 9 Post-reading Activity Answer the following questions and discuss your answers with your partner. 1. What do you think mades Afework a famous painter and artist? 2. What did you know about his paintings before reading this text? Week 9 Day 2 3. Vocabulary Word Meanings The following words are taken from the listening text. Match the words with their meanings given in the left column. A B 1. became wife and husband 2. got aid 3. a child whose parents have died or is abandoned by them 4. no longer living 5. in a bad or serious manner 6. grew up A. was raised B. married C. dead D. orphan E. severely F. were supported 4. Listening Comprehension Pre-listening Activity Answer the following questions in pairs before you listen the text. 1. What do humanitarians do? 2. List people you know who voluntarily help others. 77 v y English I Grade 6 I Week 9 While listening Activity Listen to the text and answer the following questions based on it. 1. Where was Abebech Gobena bom? 2. How did Abebech Gobena grow up after the age of 10? 3. Where did Abebech Gobena work after her education? 4. What did Abebech Gobena do when she saw a child next to her dead mother among starving people? 5. What is the name ofthe association founded by Abebech Gobena? Post-listening Activity Complete the following table about someone who helps orphans, old or sick people. Write a paragraph to describe the person’s activity. Name Place of birth Home Age Educational background Major activities Week 9 Day 3 5. Speaking Work in pairs, exchanging roles. One of you will be interviewed as the person whose details are filled in the table above and the other will be the interviewer. Example: Moti: What is your name? Nardos: My name is . Moti: Where were you born? Nardos: I was born 78 v y 6. Grammar Simple Past Tense A. Change the following words into simple past tense forms. Example: carry — carried 1. worry 2. marry 3. cry 4. study B. Complete the following sentences using your own words. 1. I was in yesterday. 2. I yesterday morning. 3. My mother and I Haile Gebre Silassie last year. 4. When I was in grade six, I a zoo. 5. My friends yesterday. C. Work with your partner and write the correct answers in Column B to the questions in Column A A B 1. What did you do last week? 2. Who was here last year? 3. Which table was broken? 4. Where did they hide the ball? 5. Why did you run slowly? 6. When did you go to the zoo? A. Last weekend. B. The old table. C. Behind the tree. D. The visitors were here. E. Because my foot was hurting. F. I participated the educational trip. 5. cut 6. put 7. shut 8. hit cut 79 v y English I Grade 6 I Week 9 Week 9 Day 4 7. Reading Fluency You will practise reading fluency. Your teacher will show you how to do it. Try to read as accurately as your teacher did. 8. Vocabulary Using Words in Context Study the following meanings of words carefully and make meaningful sentences using them. 4. marry 6. live 5. biography 7. died 8. won 9. famous Example: Meseret Defar is a famous world athlete. Week 9 Day 5 9. Writing Writing Conventions Capitalisation Re-write the following sentences using capital letter(s) where necessary. 1. i was bom in ambo. 2. dukamo attended his primary 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. 80 v y English I Grade 6 Week 9 Writing Composition A. Use ‘last’ or ‘ago’ to complete the following sentences. Study the example first. Examples: Adamu passed the test last year. Ato Seru died ten years ago. Note that: both ‘last’and ‘ago ‘are used to express time before now. 1. Tirunesh won a gold medal year. 2. Bekele rejoiced after winning a medal a year . 3. Tekeste was born in Axum many years . 4. Layne won a scholarship year. B. Complete the biographical paragraph you drafted in the lasttwo weeks. 81 v y Food and Festivals i Week 10 Types of Food I Week 10 Day 1 1. Word Study Collocations Read the list of expressions in the two boxes and form collocations with the words on the right. Example: a kilo of oranges. ajar of a bottle of a cup of a bag of a litre of a slice of a packet of a head of a loaf of a stick of a spoonful of a bar of a kilo of a pack of milk bread oil tea sugar cheese juice honey apples flour gum garlic cabbage coffee 82 v y English I Grade 6 Week 10 2. Reading Comprehension Pre-reading Activity Before you begin reading the text, answer the following questions and discuss your answers with your partner. 1. List the types offood available in your area. 2. List types of food which you know, but that are not available in your area. 3. What are the main sources offood in your area? While reading Activity A. Complete the following sentences with appropriate words from the reading text. 1. are the maj or sources offood. 2. The edible seeds are , , and nuts. 3. and are root vegetables. 4. Animal products are , , and . Food Food is anything a person eats or drinks to provide nutritional support for the body. Although people have differentthings thatthey eat, they get most oftheir food from plants. People eat many types of plants as food. The majority of plants consumed by humans are those that are seed-based. Edible seeds include cereals (corn, wheat, rice etc.), legumes (beans, peas etc.), and nuts. There are also oil seeds such as sunflower, flaxseed, rapeseed (including canola oil), sesame etc. Vegetables are the second type of plant, that are commonly eaten as food. These include root vegetables (potatoes and carrots), bulbs (onion family), leafvegetables (spinach and lettuce), stem vegetables (bamboo shoots and asparagus), and inflorescence vegetables (globe artichokes and broccoli and other vegetables such as cabbage or cauliflower). 83 v y English I Grade 6 Week 10 People also use animals as source of food either directly or indirectly. Meat is an example of a direct product taken from an animal. Milk is produced by animals which can be drunk or processed into dairy products (cheese, butter, etc.). In addition, birds and other animals lay eggs, which are often eaten, and bees produce honey. Some cultures consume blood, sometimes in the form of blood sausage, as a thickener for sauces, or in a cured, salted form. On the other hand, there are some food types which are not from animal or plant sources. Such food types include various edible fungi, especially mushrooms. B. Write the answers to the following questions based on the reading text. 1. What is the main source offood for people? 2. What kinds of plants do people eat? 3. List the leafy vegetables eaten by people. 4. What are the common dairy products? 5. What are the food types other than plants and animals? C. The following pronouns are written in bold in the reading text. Write down what they refer to. 1. ‘they (in paragraph 1) = 2. these (in paragraph 2) = 3. such food types (in paragraph 5) = 84 v y English I Grade 6 Week 10 Post-reading Activity Answer the following questions. 1. Which type of food do you like most? Why? 2. Think about other sources of food which are not mentioned in the text and write them down in your exercise book. Week 10 Day 2 3. Vocabulary Word Meanings Read the following dialogue and write the meanings of the underlined words below it. Massamo: How was your time staying with your grandma? Lelissie: It was good. I learned how to prepare ‘Dabo kollo’. Massamo: What is that? Lelissie: It is a little fried snack made from flour. Massamo: What ingredients do you need to make ‘Dabo kollo’? Lelissie: I need all-purpose flour, salt, honey, pepper, and cooking oil. Massamo: Do you know the amounts? Lelissie: Yes, after measuring them well, I mix them all in a bowl. Massamo: Don’t you add any water? Lelissie: Yes, I do. This makes the dough soft. Then, I knead it for about 5 minutes and pull off bits that I press and roll out. Massamo: When do you fry them? Lelissie: First, I cut out the pieces into squares, then I fry them over medium heat. Massamo: It is good to learn about our Ethiopian snacks. 85 v y English I Grade 6 Week 10 1. prepare = 2. fried = 3. ingredients = 4. bowl = 5. stiff = 6. heat = 7 knead = 4. Listening Comprehension Pre-listening Activity Answer the following questions before you listen to the text. Discuss your answers in pairs. 1. What is health? 2. What should people do to be healthy? 3. What are the main factors which affect human health? 4. Look at the following picture and predict what the listening text will be about. While listening Activity Complete the following diagram about what we get from different food as you listen to the text. Give two examples for each componentin the spaces provided. 86 v y English I Grade 6 Week 10 Human body Heat & Energy Chemical Processes Growth 1. 2. 1. 2. 1. 2. 1. 2. Health Post-listening Activity Complete the following summary based on the listening text. The basic food groups are (1) , carbohydrates, (2) . (3) & (4) . (5) keeps us healthy. Carbohydrates and (6) are sources of (7) . Minerals are needed for all (8) in side us. Week 10 Day 3 5. Speaking A. In pairs, list the traditional food items you always have in your home or in your area. Discuss the ingredients of dishes that are served on special days such as festivals or holidays. Example: Zeyitu: What is this? Sarem: It is cooking oil. Zeyitu: What is it made from? Sarem: It is made from sunflower seeds. 87 v y English I Grade 6 Week 10 B. Complete the following dialogue with appropriate social expressions from the list given. Pardon I’m sorry Of course Excuse me Thanks Meron: (1)! Can I have some salt? Ojulu: (2). Meron: (3). What else do I need? Can I have some sugar, please? Ojulu: ? (4) Did you say sugar? 6. Grammar Using ‘How many…?’ and ‘How much…?’ A. Categorize the nouns listed below as countable and uncountable in the following table. flour mango beef cheese knife milk plate basket sugar cabbage Countable Uncountable B. Study the following lists of items that Chaltu and Worassa bought yesterday. Chaltu bought… Worassa bought… Ten oranges 10 kilos ofsugar 5 litres of milk 3 plates 2 knives 5 kilos of wheat flour 2 kilos salt 1 pan 88 v y English I Grade 6 Week 10 C. In pairs, ask each other questions to get information about the items that Chaltu and Worassa bought. Example: Alemu: How many knives did Worassa buy? Zeyituna: He bought 2 knives. Alemu: How much sugar did Chaltu buy? Zeyituna: She bought 10 kilos of sugar. D. Complete the following sentences using ‘some’, ‘a little’, ‘little’ ‘a few’, or ‘few’. Examples: A: Can I have some milk? B: Sorry, we haven’t got any milk. 1. I need sugar. I have only 100 grams, not enough for a glass oftea. 2. I have oil. I need a little more to make spaghetti. 3. I have friends who are fasting, so I should make some ‘shiro’ for them. 4. I have Week 10 loaves ofinjera. I need to buy some from the shop. Day 4 7. Reading Fluency You will practise text presentations. You will read aloud from the text “food’ Follow your teacher’s instructions. 89 v y English I Grade 6 Week 10 8. Vocabulary Word Categories Read the list of nouns given below and group them in the table based on their categories. lemon cabbage chicken banana coffee tomato beef maize apple potato fish orange onion pea oil seeds Fruits Vegetables Crops Meat Then, write eight sentences using nouns from each category. Example: I like to eat fish. Week 10 Day 5 9. Writing Writing Conventions Using Commas Re-write the following sentences using a comma in the correct positions where necessary. Example: I went out with four ofmy friends: Rahel, Zahara, Emmanuel and Muhammed. 1. My sister bought me a glass ofjuice a loaf of bread and a cup oftea. 2. Last week Motuma gave me a litre ofmilk. 3. I often like to eat mangoes bananas oranges and apples. 4. When I was a child I used to eat too much sugar chocolate and cake. 90 v y English I Grade 6 Week 10 prefixes Read the cooking procedure given below and circle ten words with prefixes. Fruit Pizza 1. Preheat the oven to 350°. Precut the prewashed peaches and berries, and set aside. 2. In a large bowl, mix the butter with 1/2 cup ofsugar. Ifit isn’t creamy, remix it. Add the egg, flour, baking soda, and salt, and remix until blended. Press the dough into a pizza pan, and bake it for 8 to 10 minutes. 3. In another bowl, beat the cream cheese, 1/4 cup sugar, and vanilla. Spread this mixture over the cooled crust. Add slices offruit, and rearrange them if needed. 4. Preplan your schedule, so you can chill the pizza for three hours before serving. If you misjudged the amount of time you had, just chill it for one hour. The pizza is best when eaten cold. It will nottaste good ifyou reheat it. 5. Try to reuse or recycle any wrappers or containers you can. Writing Composition Writing a recipe A. In groups of three, write a recipe for making Ethiopian spiced butter (nitir kibe). Describe the process of making ‘nitir kibe’, using the ingredients below. Ingredients 4 teaspoons offresh ginger A teaspoon of cardamom seed • 1/8 (add other ingredients) B. In your group list the ingredients needed to make two Ethiopian dishes At the side of each ingredient write what benefit we get for our body. Next week, you will write a recipe how to prepare the dishes 91 v y English I Grade 6 Week 11 Week 11: Food Preparation Week 11 Day 1 1. Word Study Blending ords Read the following words by blending the suffix ‘-y’ to the words based on the given example. Example: taste — tasty 1. spice — 2. health — 3. stick — 4. juice — 5. booze — 2. Reading Comprehension Pre-reading Activity Learn the meanings of the following words taken from the reading text. 1. nutrients 3. bleach 5. stirring 2. raw 4. crunchy While reading Activity A. Write ‘True’ or ‘False’ to the following sentences based on the reading text. 1. In the process of making ‘alecha wat’, the tomatoes are added before the carrots. 2. One ofthe ingredients for making ‘alecha wat’ is curry powder. 3. The first direction for making ‘alecha wat’ is washing hands. 4. Over-cooked vegetable dishes are rich in nutrients. 92 v y English I Grade 6 Week 11 ‘Alecha Wat’ (Vegetable Stew) Vegetable dishes are very healthy and light. Various dishes can easily be prepared from vegetables: raw, boiled, roasted or fried. But if they are over-cooked, they lose the necessary nutrients. Alecha wat is a common Ethiopian dish made from vegetables. This is how it is prepared: First, do the following before you start to cook vegetable stew: • Always wash hands with soap and warm water for 20 seconds before handling the ingredients. • Examine the raw vegetables and separate and remove any spoilt ones. • Wash the vegetables by using a solution of 1 tablespoon ofliquid chlorine • Bleach in 1 gallon ofwater and let the vegetables dry. • After that, wash the cutting board, knife and table top with hot soapy water. Then, measure the ingredients: 2 large onions, sliced 1 kg potatoes, cut into chunks 1 medium cabbage, cut into eight and the stem removed. A head cauliflower broken into pieces 4-5 (1/2 kg) carrots, cut into A inch pieces 1 big tomato, peeled and diced 2 green peppers split 1 teaspoonful curry powder Now follow the following cooking procedure: Heat oil in a large pan and fry the onion until it becomes golden. Add, the curry powder, garlic and ginger. Add the carrot and cook till the carrots are crunchy. Add tomato and stir. Then, add the cabbage and the cauliflower at the same time and stir well. After 5 minutes or so, add the potatoes. Cook for 10-12 minutes stirring frequently until the vegetables are tender. Add very little water if needed. Finally, add green pepper and salt. Then, remove the pan from the heat and serve. 93 v y English I Grade 6 Week 11 B. Scan the text and put the following ingredients in the order they are added in the Alecha recipe. a. green pepper and salt b. water c. carrots d. curry powder, garlic and ginger e. tomatoes f. potatoes g- cabbage and cauliflower C. Find the synonyms of the following words in the reading text. 1. miss 3. raw 5. mix 2. separate 4. cooked D. The following pronouns are written in bold in the reading text. Write what each of them refers to. 1. ‘they’: 2. ‘it’: 3. ‘that’: Post-reading Activity A. Write the answers to the following questions and discuss your answers in groups. 1. Do you think the food (Alecha) prepared will be tasty? Why? Why not? 2. Think about additional ingredients, which are not mentioned, to make the Alecha even more tasty. Then, share your ideas with your partner. 94 v y English I Grade 6 Week 11 Week 11 Day 2 3. Vocabulary Collocations A. Match the nouns in Column B with the verbs they go with in Column A. A B 1. cut A. onions 2. chop B. potatoes 3. peel C. lemons 4. squeeze D. tomatoes 5. shred E. cabbage Contextual Meanings ofWords B. Read the following text and write the contextual meanings of the underlined words. Quocho is prepared from Enset. It is one ofthe most delicious cultural foods in Ethiopia. It is prepared in different forms. Commonly, it is baked into soft white or hard brown bread. Some local people often make porridge from Quocho. 1. prepared: 2. delicious: 3. baked: 4. porridge: 4. Listening Comprehension Pre-listening Activity In groups of three, discuss your answers to the following questions. 1. What is a typical breakfast in your culture? 2. How is it prepared? 3. What special dishes are prepared during specific occasions? 95 v y English I Grade 6 Week 11 While listening Activity A. Listen to the poem and answer the following questions. 1. When do people commonly eat ‘Firfir’? 2. What is described as tasty flat bread? 3. What is given as an example oflegumes? B. Complete the following sentences using appropriate words from the listening text. 1. People should taste Ethiopian dishes at , and . 2. The prices ofEthiopian food are . 3. The famous food in Ethiopia is prepared with , and . Post-listening Activity Write the answers to the following questions. 1. Which food do you like most? Why? 2. Write three sentences which describe your favourite food from those mentioned in the listening text. 3. Can you think of any other food that should have been included by the writer ofthe poem? What is it? 5. Speaking Using ‘Wh’- question Words In pairs, look at the pictures. Then, talk about the nutritional values of each food. Day 3 96 v y English I Grade 6 Week 11 Example: All: Which one is your favourite food? Beti: Milk is my favourite. All: Why do you prefer it? Beti: Because it builds my body. Ali: What does it contain? Does it contain carbohydrate? Beti: Yes, it does. It also contains protein. Beti: What is your favourite food? … 6. Grammar Quantifiers A. Read the following dialogue and complete itwith appropriate quantifiers from the list below. any much many some Zahara: Did you enjoy yesterday’s party? Omat: Of course, I did. But, I ate too (1) food. I had some discomfort. Zahara: Oh, I’m sorry. Didn’t you take (2) Ambo water? Omat: Yes, I did and I got (3) relief at the end. Then, I started watching movies. Zahara: By the way, how (4) times do you eat in a day? Omat: I eat three times. Zahara: So do I. 97 v y English I Grade 6 Week 11 B. Complete the following sentences with correct words/phrases from the list. a kilo of a bottle of a glass of a packet of a bundle of 1. I bought sugar yesterday. 2. I often drink juice every morning. 3. My mother brought firewood to make Inj era. 4. My brother brings me biscuits every night. 5. She needs of oil for a week to cook Wat. Week 11 Day 4 7. Reading Fluency You will practise text presentation by reading the poem given below. Follow your teacher’s instructions. Food for Kids Food is good and tastes delicious, Keeps you healthy; it’s nutritious. Food will also help you grow, Make you strong when you throw. Eating food that are purple and green, Will make you into a healthy teen. Many great food are really yummy, Ifyou eat too much, you’ll hurt your tummy. About healthy food you should read, Learn what kids really need. Food information you could share, With your family and show you care. byAnitaPoems. com 98 \ J English I Grade 6 Week 11 8. Vocabulary Word Meanings and Uses A. Find the missing words according to the given clue. The first letter of the word and number of letters are given, as additional clues. Example: Added to give taste: spices (6 letters) 1. Used to make bread: y (5 letters) 2. Prepared by bees: h (5 letters) 3. Part of an egg: y (4 letters) 4. Not sour: s (5 letters) 5. Not difficult: e (4 letters) B. Use the words given below and complete the sentences. light heavy fatty sweets spicy 1. meat is not good for health. 2. Children like . 3. We usually have meals during festivals. 4. A good meal is always . 5. food can be difficult for digestion. Week 11 Day 5 9. Writing Writing Conventions Punctuation Marks Put commas or colons in the correct positions in the following sentences. 1. Food contains five components protein carbohydrate fat vitamins and minerals. 2. She bought bananas carrots and cabbages. 99 v y English I Grade 6 Week 12 3. I like three kinds offruits mangoes pineapples and apples. 4. Onions cabbages tomatoes and potatoes are my favourite vegetables. Writing Composition Writing a recipe A. Remember the ingredients you have listed last week. Now write the recipe and how to prepare the dishes. B. Write the ingredients for cooking Misir Wat. The first two are given as an example. Add more ingredients to the list. 1. 1/2 kg lentils 4. 2. 1/2 kg onion, finely chopped 5. 3. 6. C. Then, compare your list with your partner and add more ingredients based on your discussion. Finally, write a paragraph about how to make misir wat using the recipe. Week 12 Traditional Festivals and Foods Week 12 Day 1 1. Word Study (10 min) Compounding Match the words given in the two columns and form compound nouns. Read the compound nouns aloud. Example: holiday 100 v y English I Grade 6 Week 12 A B 1. holy A. hold 2. Christ B. night 3. every C. day 4. mid D. mass 5. house E. body 2. Reading Comprehension Pre-reading Activity A. Before you read the text, answer the following questions and discuss your answers in pairs. 1. What cultural festivals do you celebrate in your area? 2. List any ofthe Ethiopian cultural festivals that UNESCO has registered as world heritage festivals. While reading Activity A. Answer the following questions based on the reading text. 1. WhatisFiche? 2. Why do women work jointly during the preparation time? 3. Why do children go to houses? 4. What is the material that Burrisame is served in called? 5. When does the Ayyantto declare the date ofthe New Year? Fiche Fiche is a new year festival among the Sidama people. Preparation for the forthcoming new year starts soon after celebrating the preceding year. Women prepare the highest quality of ‘kocho’ and preserve it. They work jointly to save an adequate amount of butter, since a lot is needed for the preparation. Culturally, no 101 v V English I Grade 6 Week 12 one is allowed to go to the bushes or the market to fetch anything during the day. Therefore, wood, kocho, butter, water, and other goods should be ready earlier. One month prior to the festival, community elders and clan leaders start fasting and praying for longer hours praising the lord (Magano). Two weeks before the celebration, the Ayyantto of Sidama go out of their residence at midnight and investigate situations occurring around the moon. They study the relationship ofthe moon to constellations ofstars and identify the day for the new year. After that, they declare the date on a market day. The eve of the New Year is called Fitaari. Households living nearby gather in the eldest person’s house to welcome the New Year. Kocho and bulla are prepared mixed with butter. The amount of butter needed is determined by the type of the dish: ‘chukame’, ‘buurisame’ or ‘shaqishame’. ‘Burrisame’ is served to the elders with a lot of butter in a material called shaafeeta. One thing that is unique about this festival is that there is no meat. Even if there is any left, it should be thrown out. Only, kocho with butter and milk is served. Children go to houses to say, ‘Ayidde Cambbalaalla’ (Happy New Year!). The parents from inside respond, ‘Idle lilli’. Children are not expected to fetch water, look after cattle or perform any task. Cows and horses graze from grass left to flourish for this day. No animal is slaughtered. Everybody who comes to a house shares what is available. B. Complete the following table by transferring information from the reading text. Activities done before Fiche Activities done on the day ofFiche Preparing high quality kocho – Post-reading Activity Answer the following questions, and discuss your answers with your partner. 1. Why do you think children are not required to fetch water and look after cattle during Fiche? 2. Which ofthe cultural activities performed in Fiche do you appreciate most? Why? 102 V J English I Grade 6 Week 12 Week 12 Day 2 3. Vocabulary Contextual Meanings ofWords Read the following text and write the meanings of the underlined words. ‘Injera’, which in one of the staple food in Ethiopia, is made from a special grain flour known as teff It is delicious food which is usually eaten in a group. It is served on large round plates. It is usually served with soup, chicken or beef stew and vegetables. In many parts ofthe country, injera is one ofthe food varieties which is prepared for different festivals. 1. staple: 3. plates: 5. varieties: 2. grain: 4. served: 4. Listening Comprehension Pre-listening Activity Answer the following question before you listen to the text. 3. What are the festivals or celebrations that are celebrated in Ethiopia? List them. 4. Which festival or celebration is common in your area? What do the people do at the festival or celebration? 5. Have you ever heard of or attended the Meskel celebration among different communities ofEthiopia? 6. If so, what do the people eat during the celebration? While listening Activity A. Listen to the text and write ‘True’ or ‘False’ to the following statements. 1. The tourist came to Ethiopia for the first time. 2. The tourist has seen the Meskel celebrations before. 3. The tourist will stay for 8 days in Gurage Zone. 4. The bull’s stomach lining is divided between daughters. 5. Kerod and the tourist are coming back to Addis Ababa together. 103 V J English I Grade 6 Week 12 B. Re-write the following activities according to the order of the days they are performed. a. cooked Kitfo and departure. b. boys make a bonfire together. c. killing a bull and prayers. d. burning the fire and making a wish. e. the biggest feast. Post-listening Activity Write the answers to the following questions and discuss your answers in pairs. 1. Which of the activities you listened in the text are common in similar festivals or celebrations in your area? 2. What is your opinion about the reaction ofthe tourist at the end? 3. What do you think the people should do to attract more tourists during Meskel and other festivals or celebrations? Week 12 Day 3 5. Speaking A. With your partner, discuss how you react or behave when your parents, teachers or classmates ask you something. The following questions can guide you. 1. How do you show appreciation? 2. How do you request something? 3. How do you tell time? 4. How do you express your apologies? B. In groups of three, discuss whether you agree or disagree with the statements below. What are your reasons for the opinions you give? 1. Ethiopians shouldn’t export coffee. 2. People should grow the same types of crops. 3. People shouldn’t eat the same types offood throughout the country. 4. Children should always eat cakes. 104 v y English I Grade 6 Week 12 Example: Aman: Do you think people should grow the same types of crop? Zebiba: In my opinion, I don’t think so. Because,… 6. Grammar Quantifiers A. Write in your exercise book whether the following nouns are countable or uncountable 1. salt: 4. flour: 2. egg: 5. meat: 3. orange: 6. pasta B. Complete the following sentences with: how many, how much, enough, much or many. 1. Zena: 1 sugar is there? Bontu: There is 2 to make the cake. 2. I have got some rice, but not 3 . 3. Peter has got some plates, but not 4 . 4. Amha: 5 eggs do you need to make omelette? Lomi: I need five eggs. 5. There is 6 sugar in the can; we don’t need any for a long time. C. Choose the best answers to complete the sentences. 1. How cheese has she got in the basket? a. many b. much c. any 2. Samuel: there milk in the refrigerator? Senait: Yes, there is plenty. a. Are / any b. is / any c. is / a few 105 V J English I Grade 6 Week 12 3. We have got apples and oranges in the refrigerator. a. a little / some b. many/a little c. a few / some 4. Melat: Have you got Nuru: No, there isn’t any. a. any b. many milk in the refrigerator? c. much Week 12 Day 4 7. Reading Fluency Follow your teacher’s instructions and read the text. 8. Vocabulary Word Meanings and Uses A. Match the words under ‘A’ with their meanings under ‘B’. A B 1. bake A. cut into pieces 2. unique B. hot spice 3. chop C. cook in an oven 4. chilli D. special 5. grilled E. roasted over a fire 106 v y English I Grade 6 Week 12 B. Complete the text with appropriate words from the list. rubbed popular thin served moisture ‘Qwanta’ is one ofthe most (1) foods in Ethiopia. It is dried and spicy meat prepared from raw meat. First,the meat is (2) with salt and other spices. Then, it is cut into long (3) slices and hung on a rope. Once the (4) is removed from the slices ofmeat, they are dry and ready to be eaten. ‘Qwanta’ can be (5) with several dishes such as ‘firfir.’ Week 12 Day 5 9. Writing Writing Conventions Punctuation Marks and capitalisation Re-write the following text using full stops, commas and capitalletters correctly. ethiopians cook many delicious dishes for fasting days stews that feature a spicy ground pea powder called shiro are popular. Shiro is inexpensive tasty and nutritious, it is an essential part ofthe lives ofmany Ethiopians. Composition Writing In groups of three, think about the most common festival or celebration in your local area and complete the following table. Name ofthe festival/celebration Type offood, people eat The activities done in the festival/celebration Then, write a short paragraph using the information in the table. 107 V J 1 iflk| Animal Fables I Week 13 Wildlife and Domestic Animals I Week 13 Day 1 1. Word Study Compounding Read the following list ofwords and use them to form four compound words. Example: wild animals animals life domestic bird’s wild nest 2. Reading Comprehension Pre-reading Activity Write the answers to the following questions and discuss them in pairs. 1. Do you remember any stories of animal tricks which you have heard about? 2. List animals which are creative enough to do tricks. 3. Do you think animals are foolish why? While reading Activity A. Read the text and complete the following sentences. 1. The old man was planting carrots in a . 2. The bear found the green top ofthe carrot . 3. The bear was pleased, thinking he had made . 108 v y English I Grade 6 Week 13 The Bear and the Old Man There was a time when bears and people got along well together. One day an old man was out planting carrots in a field near his house. As he was working, a bear came out ofthe woods. “What are you doing in my field, Old Man”? asked the bear. ‘I’m planting carrots”, he replied. “Do you mind ifI use your field, Bear”? “No”, said the bear. “Just share the carrots with me when you are done”. When it time came to harvest the carrots, the bear asked, “Where’s my share, Old Man”? “I’ve decided to split them with you”, said the old man. “You can have the tops, Bear, and I’ll keep the roots”. This sounded fair, but when the bear ate the green top ofthe carrots, he found them tasteless. He realized he’d been tricked, for carrot roots were sweet. The next year, the old man was again in the field. “Old Man”, said the Bear, “you tricked me last year”. I want my fair share this year, and this time I want the roots. “Okay, Bear”, said the old man. “This year I’m planting wheat”. “When it’s grown, you shall have the roots and I’ll take the tops”. The bear was pleased with himself, thinking he had made a good deal. But, wheat is a grain, and the food is at the top of its stems. When he tried eating the wheat roots, he discovered that they had no taste. He realized that he had been tricked once again. And ever since, bears and people have not got along well. A. Write the answers to the following questions based on the reading text. 1. What does, “Do you mind” mean? 2. When did the bear say, ‘this sounds fair?’ 3. What was the old man planting the next year? 4. What was at the top ofthe wheat stems? 109 V J English I Grade 6 Week 13 B. Skim the reading text and complete the following table with the main events of the story. Year Beginning Middle End 1 2 Post-reading Activity Write the answers to the following questions. 1. Why do you think that the old man could trick the bear twice? 2. What do you think the bear will do to the old man next time? 3. Which ofthe characters -the old man or the bear – do you appreciate most in the story? Why? Week 13 Day 2 3. Vocabulary Word Families A. In your exercise book, match the animals and birds with their young ones. Example: dog puppy Animals/birds Their young hen puppy duck kitten goat lamb lion calf cat kid sheep duckling cow cub dog chick 110 v y English I Grade 6 Week 13 B. Categorize the following list of animals based on their groups in the table. ostrich cat mule horse sheep lion goat crocodile dog hyena monkey donkey Wild Animals Domestic Animals Pets mule 4. Listening Comprehension Pre-listening Activity Answer the following questions before you listen to the text. 1. How do you categorize animals? List the categories. 2. What do animals do together? 3. Are animals useful or harmful to human beings? How? While listening Activity Listen to the text and complete the following sentences. 1. The rabbit asked to have long legs and ears like . 2. Raweno put his hands on the top of owl’s head and it down. 3. Raweno said to the owl, “now you had big and big 4. Who was the key character in the story? Why? Post-listening Activity Write the answers to the following questions. 1. Compare the patience ofthe following characters. • Raweno • Owl 111 v y English I Grade 6 Week 13 Day 3 5. Speaking In pairs, look at the following pictures of animals and share your opinions about them. Guiding ideas for reflecting your opinions. • their strength • their beauty • their loyalty • their emotions (fierceness, anger,) etc. Example: Iwish I could swim like an elephant. 6. Grammar Simple Past Tense A. Think about any animal story you know or have heard about and write the answers to the following questions. Example: A: What was the animal? B: It was an old lion. 112 V J English I Grade 6 Week 13 1. What was the animal? 2. Was there any other animal? List their name/s. 3. Where did the animals live? 4. What did the main animal character does? And the other one? 5. Which animal came up with a special idea? 6. What was the idea? 7. Did other animals support the idea? B. Look at the following verbs and write their simple past forms in your exercise book. Example: tell — told call sell speak fight think C. Complete the following sentences using simple past forms of the verbs in brackets. 1. I (see) a jungle with many species of animals last year. 2. Which animal (do) you see for the first time? 3. When I (be) a child, I (go) to my uncle’s village where monkeys were found. 4. My sisters (be) afraid of dogs in their childhood. teach go finish show 113 v y English I Grade 6 Week 13 Week 13 Day 4 7. Reading Fluency You will practise text presentation by reading the story “The Bear and the Old Man”. Follow your teacher’s instructions. 8. Vocabulary (25 minutes) Using Words in Context Read the following text carefully and insert the listed words in the appropriate spaces. nails fasten disappointed suggested chairing behaviour message unhappy hungry complained rats One day, the 1 held a meeting. They 2 about Mr. Cat. His 3 towards the rats’ children was not good. He would find the children in their small holes and squeeze them to death. The big rat was 4 the meeting. He said, “Let us come together and use our long 5 to fight Mr. Cat. Whenever he feels 6 he eats up members of our family”. One young rat 7 , “We will buy a bell and 8 it on Mr. Cat’s neck, so that we hear him whenever he is”. An old rat raised his tail. He was very sad. “Who will fasten the bell to the cat’s neck?” he asked. The other rats looked at each other. Then he raised his voice and said, “We should send a 9 to Mr. Cat by pinning it up somewhere for him to read”. The big rat was very 10 to hear this from an elder. At the end ofthe meeting, the rat family came up with this message: “We, the rats, are very 11 with your behaviour towards our children.” 114 V J English I Grade 6 Week 13 Week 13 Day 5 9. Writing Writing Conventions Spelling Write the correct words in your exercise book using the following jumbled letters. The first one is done for you. 1. enlapthe = elephant 5. yenkdo = d 2. oiln = 1 6. upppy = P 3. ukdc = d 7. emlu = m 4. elaodrp = 1 Writing Composition Paragraph Writing A. In pairs complete the table with details about 3 more domestic animals. No Animal Size Feeding style Used for/service it gives 1 ox big mainly eats grass to plough land 2 3 4 B. Individually, write a short paragraph that compares two animals from the table. Use the information in the table. Example: Cows are more useful than dogs 115 v y English I Grade 6 Week 14 Week 14 Animals’Abilities Week 14 Day 1 1. Word Study Segmenting Words Read the following words after segmenting them into root words and suffixes. Example: ability — able 1. dangerous — 2. climbing — 3. hunter — 4. fastest — 5. strongest — 2. Reading Comprehension Pre-reading Activity Answer the following questions before you read the text. 1. How do you describe lions? 2. Do you think lions are important to human beings? 3. Are they friends with human beings? While reading Activity A. Write ‘True’ or ‘False’ to the following statements based on the reading text. 1. The lioness wanted to kill Halima. 2. The lion couldn’t find food when it was carrying Halima. 3. The cubs loved Halima. 116 v y English I Grade 6 Week 14 4. The lion held Halima in his big jaws. 5. Halima’s family were happy to see Halima back. 6. Halima was only three when the lion took her. The Lion Girl Halima lived with her family in a very small house in a village. When she was four, a lion came to the village, and took her on its back. Halima’s family was sad thinking the lion would eat her. But the lion did not hurt Halima. It ran far away with Halima on its back, and stopped near a cave. Halima ran into the cave to hide. She did not know thatthe lion lived in the cave with its lioness and two cubs. When she saw them, Halima was scared. The lion followed Halima into the cave and told the lioness and cubs not to hurt her. The cubs nodded in agreement. When the lion and lioness came back from hunting, the cubs were playing with her. They also shared their food with her. But many weeks later, the lion and lioness came with no meat. They were very hungry. The lioness said, “We need to kill Halima or the cubs will die”. The lion answered, “No, we don’t! I will go and hunt. IfI cannot find food, we will kill her.” When the lion got ready for its hunt, it thought the lioness would kill Halima. So, it put her on its back and took her into the bush. There, it saw a goat under a tree. The lion killed the goat and took it to the cave. After that day, the lion always took Halima when it went for hunting. When Halima was on its back, the lion found food. Thus, Halima lived with the lions for two years. The cubs taught her their language. The cubs grew older and were strong enough to hunt on their own. The lion knew that Halima could not hunt with them. When they were prepared to go out for hunt, it looked at the lioness and said, “Wait for me. I will be back”. It put Halima on its back and ran far and fast. The lion stopped when they reached Halima’s village. The lion was sad when it said, “Go home!” Halima’s family couldn’t believe to see her back home at the age of six. 117 v y English I Grade 6 Week 14 B. Answer the following questions according to the reading text. 1. How long did Halima stay with the lion? 2. How old was Halima when she came back home? 3. How many cubs did the lion have? 4. Why were Halima’s family worried? 5. Where did the lion take Halima? C. Scan the text and write what these pronouns refer to. 1. ‘its’ (paragraph 1) . 2. ‘her’ (paragraph 1) . 3. ‘their’ (paragraph 2) . Post-reading Activity Answer the following questions and discuss your answers in pairs. 1. How do you describe the lion? Why do you say that? 2. Why do you thinkHalima’sfamily didn’t go afterthe lion to look forHalima? 3. What do you learn from the story? 4. “When Halimawas on its back, the lion found food.” What do you understand from this statement? Week 14 Day 2 3. Vocabulary Match the animals listed with the sounds they make. sing bleat croak moo bark hoot chatter hiss roar neigh 1. frogs croak. 6. birds 2. sheep 7. owls 3. dogs 8. snakes 4. lions 9. cows 5. monkeys 10. horses 118 v y English I Grade 6 Week 14 4. Listening Comprehension Pre-listening Activity A. Answer the following questions before you listen to the text. 1. What do you know about kangaroos? 2. In what ways are they different from other animals? B. Learn the meanings of these words : a. pouch c. yell b. mumble d. wombat C. Can you now predict what the listening text will be about? Discuss with a partner. While listening Activity A. Listen to the text and write ‘True’ or ‘False’ to the following sentences. 1. The mother kangaroo searched for her daughter. 2. The mother kangaroo cared a lot about her little Joey. 3. The old wombat found Joey. 4. Joey came back when his mother called. 5. The old wombat advised mother kangaroo to get a pouch. B. Arrange the following sentences in the order they appear at the beginning of the listening text. 1. Joey says, “Here I am, mother.” 2. The mother shades her eyes from the sun using her paw and starts to call Joey. 3. The mother kangaroo can’t see Joey around. 4. The mother kangaroo says, “Its ok but don’t hop off again.” 5. Joey says, “I’m sorry.” 6. The mother kangaroo says, “You scared me Joey.” Post-listening Activity Work in pairs and retell the rest of the story orally to you partner. If you miss anything your partner will add it as she/he listens to you. 119 v y English I Grade 6 Week 14 Week 14 Day 3 5. Speaking In pairs, write down different kinds of animals you know in your exercise book. Identify the different activities these animals can do and how people benefit from the activities. Then, share your ideas asking and answering orally. Example: Dawud: What can lions do? Samri: Lions can hunt and eat meat. Dawud: Do lions benefit us? Samri: Yes, tourists can pay to visit lions. But lions can be dangerous too. Dawud: What can hens do? Samri: They can lay and hatch eggs. Dawud: How do they benefit us? Samri: They give us eggs. 6. Grammar Adverbs of Degree: Using ‘quite’ and ‘rather’ A. Study how the underlined words are used in the following sentences. 1. I’m surprised that you haven’t heard about kangaroos. They are quite well known. 2. They are quite interesting. You should see these pictures of kangaroos which I have collected. They are my favourite animals. 3. There is a big zoo near my home, so I see them quite often. B. Complete the sentences using the words in brackets with ‘quite’ or ‘rather’. 1. There is a zoo to us, but it is to find the different animals, (near/difficult) 2. The monkeysin the zoo look , butthey (furious/harmless) 120 V J English I Grade 6 Week 14 3. The giraffes are also but they look (fierce /friendly). 4. There are a few elephants in the zoo. They are , but they are (big/harmless). C. Work with a partner and talk about any other animal following the same pattern. What contradicting characteristics does it have? Week 14 Day 4 7. Reading Fluency You are going to practise reading fluency. Your teacher will tell you what to do. 8. Vocabulary Contextual Uses ofWords A. Complete the following text with appropriate words in the table below. fins hopping legs move hooks wings digging Animals are different in the way they strong (2) for running or (1). Some animals have (3) over the ground. Some have (4) for flying in the air. Others have (5) and flat tails for swimming in water. Some animals have special feet for (6) into the ground. There are also some animals that have trees. (7) for climbing Week 14 Day 5 9. Writing Writing Conventions: spelling Choose the words with the appropriate words from the given alternatives to complete the text. Lions like to (1) (leave, live) in the jungle. They don’t climb (2) (threes, trees). They like to sharp (4) (claws, clews) to catch their (3) (it, eat) buffaloes and giraffes. Lions have (5) (pray, prey). 121 v V English I Grade 6 Week 15 Writing Composition Writing Sentences A. Complete the following table with appropriate information. Animals Their abilities kangaroo can hop ostrich bird giraffe cat B. Then, write 4 sentences comparing/contrasting the abilities of two animals. Example: Birds can fly, but cats cannot. I Week 15 Animals in the Parks I Week 15 Day 1 1. Word Study Segmenting Words Find the root words by segmenting the following words. Read the root words aloud. Example: keeper — keep unwanted — want 122 V J English I Grade 6 Week 15 1. protection — 2. endangered — 3. confinement 4. visitor — 5. escaped 2. Reading Comprehension Pre-reading Activity Answer the following questions before you read the text. 1. What do you know about the characteristics of tigers? 2. What would happen if a tiger escapes from a zoo around a village? While reading Activity A. Read the text and complete the following blank spaces with appropriate The Naughty Tiger One day the villagers set up a trap and caught a tiger that often ran away from a park. They had been attacked several times by the tiger which had killed many cattle and children. They placed him inside a cage and took him to the nearby zoo. They placed the cage by the side ofthe road for the people to see the naughty tiger. Though the villagers learned that the tiger was one ofthe endangered animals, they wanted to teach him a lesson. They all agreed that he shouldn’t be fierce to their children and cattle. After the villagers caught the tiger they didn’t give him any food or any drink. The tiger became angry and requested each and every passer-by to release him, promising that he would not kill his rescuer. No one believed the ferocious animal. words. 1. The villagers caught a _ 2. The tiger was one ofthe tiger, animals. 3. A appeared from the zoo. 123 V J English I Grade 6 Week 15 At last, a kind traveller agreed to help the tiger, after he promised not to kill him. But as soon as the tiger was released, he wanted to slay the man. The man pleaded for his life, reminding the tiger what he had promised. But the tiger did not want to listen to the visitor’s request. The tiger said, “I am hungry, and you are my prey. How can I let you go?” Meanwhile, a fox appeared from the zoo. He heard everything from both parties, and said, “I don’t believe that such a big tiger could fit in that small cage.” The tiger said, “Let me show you how/was locked in the cage.” Saying so, the tiger went back into the cage. The sly fox at once closed the door of the cage and went away with the traveller. B. Answer the following questions based on the text. 1. Where did the villagers place the tiger? 2. Why did the villagers want to trap the tiger? 3. Why did the traveller agree to help the tiger? 4. Who was the mediator in the story? 5. What lesson do you learn from the story ofthe tiger? C. The following words are written in bold in the text. What do they refer to? 1. ‘him'(par.l): 2. ‘him’ (par.3): 3. ‘both parties'(par.4) 4. T (par.5 ): Post-reading Activity Answer the following questions and then discuss your answers in pairs. 1. Who is the cleverest character in the story? Why? 2. What do you think would have been another way for the traveller to escape from the tiger? 3. What would you do ifyou were in the place ofthe traveller? 124 V J English I Grade 6 Week 15 Week 15 Day 2 3. Vocabulary Contextual Meanings A. Find the words that have the following meanings in the text. 1. an enclosure made of wire or metal bars in which birds or animals can be kept 2. put in a dangerous, disadvantageous, or difficult position 3. said that something would definitely be done or not done in future. 4. an animal caught for food by another animal 5. violent and dangerous 6. a person who walks by something on a road 7. cunning and deceitful B. Read the following short text and write the meaning of the underlined words. Animals live in various habitats, some on land and others in water. Some animals live where it is hot and dry. Others live in a very cold place. Many animals live on the surface of the ground and some live under the ground. Moreover, some animals change their colour to match the colour of their surroundings, whereas others change their colour from one season to another. Some animals live in fresh water; others live in salty water. habitat = dry = ground = surrounding = season = 125 V J English I Grade 6 Week 15 4. Listening Comprehension Pre-listening Activity A. Before you listen to the text learn the meanings of these words. 3. presence B. Can you predict what the listening text will be about based on the given words? While listening Activity A. Listen to the text and fill the missingwords in the blanks. 1. A farmer and his wife had a ofsheep. 2. A ate all the sheep but one. 3. The wolf couldn’t harm the sheep in the ofthe dog. 4. The wolf’s feet were caught in the . 5. The was happy that the wolf had been caught. B. Give short answers to the following questions based on the listening. 1. What did the couple decide to do? 2. Who saved the sheep? 3. Where did the dog and the sheep go after the wolf was caught? Post-listening Activity Answer the following questions 1. What do you think that the farmer should have done to save his sheep from the wolf? 2. What do you think will be other dangers to people who live near parks? 1. flock 2. butcher 4. hanging 5. trap 126 V J English I Grade 6 Week 15 Day 3 5. Speaking You will hold a debate in groups on the topic: Is it good to keep animals in a zoo? Your teacher will tell you what to do. Here are some tips on how you should carry out the debate. • You need to plan your speech carefully before you start the debate. • You can agree or disagree, or you can discuss both sides ofthe statement. • You should give your personal opinions on the topic. • You should always give reasons for your opinion. 6. Grammar The Present Perfect Tense A. Look at the following animals in the pictures and write questions about them to ask each other. Zeru: Have you ever seen a lion? Sara: Yes, I have. I have seen a few lions at the Sidist Kilo Lions’ Park. Sara: What about you? Zeru: No, I haven’t. I have never seen a lion. 127 v J English I Grade 6 Week 15 B. Complete the following sentences using the present perfect forms ofthe verbs in brackets. 1. I (never, visit) Nech Sar National Park. 2. you (ever, watch) the National Geographic Channel which shows documentaries about different animals? 3. My sister (never, see) any wild animal in her life. 4. We are living near Shalla Park, but we (never, come across) a big animal. Week 15 Day 4 7. Reading Fluency You will practie reading fluency. Follow your teacher’s instructions. 8. Vocabulary Word Uses A. Complete the following text using appropriate words from the list. lived roll cross beat howl satisfied reached revenge A camel and a jackal (1) together in a jungle. There was a river flowing beside the jungle. They decided to (2) the river together to eat the sugarcane on the other side of the river. When they reached the farm on the other side, they ate as much as they could. Soon after the jackal became (3) and it started to (4). Then, the farmers came and (5) the camel very badly. The camel became so angry at the jackal that it wanted to take its (6). Soon after, the jackal asked the camel to take it back to the jungle and when they (7) the middle of the water, the camel started to (8) over. While the camel was rolling over, the jackal slipped off and taken by the river. 128 v y English I Grade 6 Week 15 B. Look at the following words and categorize them under the themes given below. feathers water skin feet ground shell plants wings animals legs Animals body covering Where animals live What animals eat How animals move Week 15 Day 5 9. Writing Writing Conventions Spelling Choose the words with the correct spelling to complete the text below. Some animals have their body covered with (1) (far, fur). Other animals have their body covered with (2) (feathers, features). Still others have scales or (3) (shell, shale). For these reasons, animals have (4) (many, money) types of coverings and shapes. Writing Composition Paragraph Writing Go back to what you did in the writing section of the previous week. Use the sentences you wrote then to write a paragraph comparing the abilities of different animals. Your teacher will tell you what to do. 129 V J

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