Oda Bultum University

College of Social Science and Humanities

Department of English Language and Literature

English Module Revised

Target Group: Pre-University Remedial Program Students

Total Credit Hours: 64 hrs.

Compiled By English Language and Literature Department

March, 2025
OBU, Ethiopia

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 Topics of the English Module for Pre-University Remedial Programme:
 Unit 1: Road Traffic Accidents
 Unit 2: Artificial Intelligence
 Unit 3: Tourist Attractions
 Unit 4: Global Warming
 Unit 5: Time Management
 Unit 6: Indigenous Conflict Resolution.
 Macro-Skills
 Listening Skills,
 Speaking Skills,
 Reading Skills, and
 Writing Skills
 Micro-Skills
 Vocabulary
o Contextual Word Uses
o Phrasal Verbs
o Word Formations
 Grammar
The textbooks in grades 9 to 12 have been carefully reviewed, and a comprehensive range of grammar
topics, considering their frequency, has been selected for this English remedial coursework. Thus the
grammar focus covers the following key areas:
 Basic Tenses in English:
o Simple Present Tense
o Present Progressive Tense
o Present Perfect Tense
o Simple Future Tense (using "be + going to," present continuous, "will + infinitive")
o Simple Past Tense
o Past Continuous Tense
o Past Perfect Tense
 Structure-Based Classification Sentences:
o Simple Sentences
o Compound Sentences
o Complex Sentences
o Compound-Complex Sentences
 Grammatical Focused Types of Sentences:
o Statement
o Interrogative
o Imperative
o Exclamatory

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 Punctuations and Mechanics in Writing
 Errors in Sentence Structures
 Varieties of Conditional Sentences
 Modal Auxiliaries:
o Expressing Ability
o Expressing Obligation/Absence of Obligation
o Prohibition
o Expressing Necessity
o Suggestions/Advice
 Degrees of Comparison: Positive, comparative, and superlative degrees
 Quantifiers: many, much, few, a few, little, a little, some, any, a lot
 Articles: a, the, an
 Linking Words: Coordinating and subordinating Conjunctions
 Relative pronouns and clauses
 Verb Forms and Patterns
 Question Types:
o Wh- Questions
o Yes/No Questions
o Tag Questions
o Indirect Questions
 Adverbs: frequency, manner, time, degree
 Adjectives
 Prepositions
 Reported and Direct Speech
 Expressing Purpose with to, so as to, in order to, for, and so that
Mode of Delivery
o Pyramid individual work, pair work, and small group work
Assessments
Assessments modalities at a university level
 Continuous assessment (50%)
o Quizzes
o Tests
o Group and individual assessment
o Presentation and participation
 Final Exam (50%)
Assessments modalities at the ministerial level
 Examination (100%)

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UNIT ONE: ROAD TRAFFIC ACCIDENTS
1.2. Speaking Skills: The Alarming Rise of Road Traffic Accidents
1.2.1. Discussing the causes, consequences, and solutions road traffic accidents in Ethiopia?
Activity-1: Get into groups of 3 or 4 members, and discuss the major causes and solutions of
traffic accidents. Some are stated in the table below;
Causes Solutions
 breaking traffic rules  respecting traffic rules
 overloading  awareness creation
 poor quality of roads  road maintenance
Activity-2. Using the above phrases, act out the dialogue below by completing the missing clauses.
Dialogue 1
Tewabe: These days, traffic accidents have become a serious problem in our country, isn‘t it?
Regassa: Yes, it is. Several people __________________________.
Tewabe: What do you think is the reason for that?
Regassa: Because ______________________________________.
Tewabe: What must the government do to solve this problem?
Regassa: _____________________________________________.
Tewabe: What about the road users?
Regassa: _____________________________________________.
Tewabe: The roads themselves also cause traffic accidents, don‘t it?
Regassa: Yes, they do. ___________________________________
1.2.2. Agreeing and Disagreeing
 The table below contains expressions we use to show our agreement and disagreement:

Expressing Agreement Expressing Disagreement

 I agree with you 100 percent.  I don‘t think so.
 That‘s so true.  (strong) No way.
 That‘s for sure.  I‘m afraid I disagree.
 You‘re absolutely right.  (strong) I totally disagree.
 Absolutely, Exactly.  I beg to differ.
 That‘s exactly how I feel.  (strong) I‘d say the exact opposite.
 I have to side with Dad on this one.  Not necessarily.
 No doubt about it.  That‘s not always true/the case.
 (weak) I suppose so/I guess so.  No, I‘m not so sure about that.
 You have a point there.  I can‘t accept it
 I was just going to say that.  I don‘t think I agree with you.

Instruction: Express your agreement on the following topic using the expressions of agreement.
1. Foreign aids do not necessarily solve the problem of developing countries.
2. Social media should be censored by the government.

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Instruction: Choose the correct answer for the following questions.
1. Vina: Do you think browsing on the internet is difficult?
Dea: Mm… I don‘t think so. We just need more practice. The underlined sentence expresses..
A. asking opinion B. agreement C. disagreement D. satisfaction E. dissatisfaction
2. Chen: I‘m thinking about going camping next holiday. What do you think?
Chan: It‘s great I think. The underlined expression shows …
A. possibility B. satisfaction C. sympathy D. ability E. agreement
3. Bill: Do you agree that the school‘s new regulation is disappointing?
Bob: No, …….. because it is better than the previous one. The suitable expression in here is:
A. I‘m 100 percent agree with you C. I entirely disagree with you.
B. I get along with you D. I suppose so. E. I dare you are right
4. Jack: What do you think of our new jackets?
Jill: It‘s a lovely jacket ever. I‘m satisfied with the model.
Jane: Yes, ………………. I like the model. We‘d better order again next year.
A. I get along with your opinion C. I can‘t accept it
B. Not really D. I‘m not sure about that E. Well, it depends
5. Tanaka: Have you heard that Mr. Chan has been promoted to be the area manager?
Omura: I think he is a right person for that position.
Keiko:… because his experience and educational background are great and fantastic.
A. I wouldn‘t accept that C. I‘m afraid you are wrong
B. I don‘t have any objection to it D. I don‘t agree with you at all E. Not necessarily
6. Odi: I think English is a very difficult language to learn.
Steven: Do you think so? You just need practice every day and it will be very easy.
What does Steven mean?
A. He is not satisfied with Odi‘s opinion C. He agrees with Odi‘s opinion
B. He feels regret on Odi‘s opinion D. He disagrees with Odi‘s opinion
7. Mother: Television has a bad influence on children.
Father: That‘s exactly my opinion. We should limit their time for watching TV.
What does the father mean?
A. He agrees with mother C. He has no opinion
B. He disagrees with mother D. He feels regret to have no opinion
8. Lea: I think ‗dangdut‘ music is only appropriate for villagers.
Sam: I‘m afraid you‘re wrong. It‘s become popular even high-class people enjoy dangdut
much. What is Sam‘s opinion towards Lea‘s?
A. He agrees B. He disagree C. He has no opinion D. He is satisfied E. He is happy

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1.2.3. Asking for and Giving Opinions

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1.3. Reading Skills: Socio-Economic Impacts of Road Traffic Accidents

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1.3.1. Reading for Details

1.3.2. Extracting the main ideas the reading text

1.4. Vocabulary: Contextual Guessing Skills

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1.4.1. Guessing the meanings of words in context

1.4.2. Phrasal Verbs

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1.5. GRAMMAR
1.5.1. Transitive and Intransitive Verbs
Transitive verbs are verbs that take an object. They are verbs which have the object to
complete their meaning. A transitive verb describes events that must, in addition to the subject,
involve someone or something else to be acted upon. They take an object, that is, a noun group
which is put after the verb.
 Study the following sentences:
1. He is washing clothes.
2. She read a novel.
(=In the above sentences, the verbs ‗is washing‘ and ‗read‘ are transitive verbs.)

Intransitive verbs are verbs often describe actions or events which do not involve anyone or
anything other than the subject. They never have a direct or an indirect object. The subject and
verb express a complete thought without an object. Intransitive verbs do not act upon anything.
However, they be followed by an adjective, an adverb, a proposition or other parts of speech.
 Study the following sentences:
1. Solomon Barega runs fast.
2. Her tooth ached.
(=In the above sentences, the verbs ‗runs‘ and ‗ached‘ are intransitive verbs.)
Instruction: In pairs, write five sentences using intransitive and transitive verbs.
1. ………………………………………………………………………………………………………………………………..
2. ………………………………………………………………………………………………………………………………..
3. ………………………………………………………………………………………………………………………………..
4. ………………………………………………………………………………………………………………………………..
5. ………………………………………………………………………………………………………………………………..

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1.5.2. Simple Present Tense Active and Passive Forms
When a sentence is written in the active voice, the subject performs the action. In passive
sentences, the subject becomes object and the object becomes subject. This voice is used when
the writer or the speaker has more interest in the object of the sentence. Simple present passive
voice is formed with the object of the sentence, auxiliary verbs in verb to be form (am/is/are +
past participle) form of the main verb. The agent is very often not mentioned. When it is
mentioned it is preceded by ‗by‘ placed at the end of the passive sentence.

Examples:
1. Active: The students (subject) always write their homework (object) in this room.
Passive: Their homework is always written in this room.
2. Active: He does not play football.
Passive: Football is not played by him.
3. Active: Does he play football?
Passive: Is football played by him?
4. Active: Does he not play football?
Passive: Is football not played by him?

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Direction: Change the following active voice into passive voice
1. Active: She writes a book.
Passive: ________________________________________________________________
2. Active: She does not write a book.
Passive: ________________________________________________________________.
3. Active: Does she write a book?
Passive: ________________________________________________________________
4. Active: Does she not write a book?
Passive: ________________________________________________________________

1.5.3. Present Progressive Tense (Active and passive forms)

Passive form: Object + is/am/are + being + past participle
Example: I am cooking Food. (Active)
 Steps to make passive:
1. First we take the object which in this case is food.
2. Then we use helping verb for this tense ‗is because food is single.
3. Past participle form of the verb ‗cook‘ in this sentence is - (Cooked)
Therefore, its passive form is: Food is being cooked.
More Examples
Active Passive
He is driving a car. A car is being driven by him.
I am not planting trees. Trees are not being planted by me.
Is she watering the plants? Are the plants being watered by her!
Exercise 1: Convert the following into either active or passive.
1. I am writing a letter.____________________________________________________
2. She is making cake._____________________________________________________
3. Questions are being asked by them.________________________________________
4. She is telling a story. ___________________________________________________
5. The plants are being watered by the gardener. __________________________________

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1.5.4. Present Perfect Tense (Active and Passive Forms )

Example: She has cooked the food.

Passive: The food has been cooked.
Instruction: Convert the following active voice into passive voice.
1. Nobody has done this before.
2. My father has helped a lot of people.
3. I have ordered food for everyone in the room.
4. Mangesh has bought a car recently.
5. The government has launched a new job portal.
1.5.5. Simple Future Tense (Active and Passive forms)
 Active: Subject + will/shall + first form of the verb + object
 Passive: Object+ will/shall + be + past participle + by + subject of the active sentence
Examples:
Active: I will write a letter.
Passive: A letter will be written by me.
Active: She will help me.
Passive: I will be helped by her.
Instruction: Change the following negative active sentences into the passive.
1. Active: She will not help us.
Passive: _______________________________.
2. Active: We will not visit the hill station this year.
Passive: ________________________
3. Active: We shall not betray our country.
Passive: _________________________________
Examples of Interrogative sentence
1. Active: Will you help him?
Passive: Will he be helped by you?
2. Active: Will you not help me?
Passive: Shall I not be helped by you?
3. Active: Will they accept our invitation?
Passive: Will our invitation be accepted by them?

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1.5.6. VERB FORMS
1.5.6.1. Regular Verbs
Regular verbs form their past simple and past participle by adding the –ed/-d to their base or to
their root verb.
Some regular verbs examples are the following:
Base Form Past Simple Tense Past Participle
 I play violin.  I played violin.  I had played violin.
 I bake cakes.  I baked cakes.  I had baked cakes.
 I listen to my teacher.  I listened to my teacher.  I had listened to my teacher.
 I gather firewood.  I gathered firewood.  I had gathered firewood.

1.5.6. 2. Irregular Verbs

Irregular verbs are those that form their past simple and past participle irregularly. Unlike
regular English past participles, they do not follow any regular spelling patterns of 2 nd and 3rd
verb forms. Unfortunately, this means that there is generally no way of determining how to
conjugate irregular verbs we just have to learn each one individually.
Study these examples:
Base Form Past Simple Tense Past Participle
 I see the horizon.  I saw the horizon.  I had seen the horizon.
 I grow bigger every day.  I grew bigger every day.  I had grown bigger daily.
 I give to charity.  I gave to charity.  I had given to charity.
 I drive to work.  I drove to work.  I had driven to work.

Instruction: Fill the blank spaces with the appropriate irregular verb.
1. My dog jumped out of the swimming pool and _____________ himself, causing water to
spray everywhere. (shake, shook, shaken)
2. You should have ___________ Trish‘s face when she got her surprise. (saw, had seen, seen)
3. We _____________ the whole day lounging on the beach. (spend, spent, had spend)
4. Let‘s _____________ a hike on Saturday. (take, took, taken)
5. My brother Mike ______________ his stinky socks on the coffee table. (leave, left, leaving)
6. This is the ninth time that pitcher has _____________ a foul ball (throw, threw, thrown)
7. The water balloon _____________ when it hit its target. (burst, busted, broken)
8. Jesse intentionally ______________ gum in Jeff‘s hair. (stick, stuck, sticky)

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1.5.7. ASKING QUESTIONS
1.5.7.1. Wh- Questions

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1.5.7.2. Yes/No Questions

The ‗yes/no‘ questions are formed by using the ‗do verbs‘ (do, does, did), ‗have verbs‘ (has,
have, had), and modal verbs (can, could, may, might, must, ought to, etc.).
Examples:
1. Do you like animals? 2. Is there a book on your table?
a) Yes, I do. b) No, I don‘t a ) Yes, there is. b) No, there isn‘t.
3. Can you bring me your marker tomorrow? 4. Are there two pens on the table?
a) Yes, I can. b) No, I cannot (can‘t). a) Yes, there are. b) No there aren‘t

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1.5.7.3. Choice Questions
Choice question is a type of question that builds off from the yes/no question structure is the
choice question. It asks the other person to choose between two (or more) presented options.
Examples
 Do you like chocolate or vanilla better?
 Are you going to drive or do you want me to?
 Is it pronounced ―careuhmel‖ or ―carmull‖?
1.5.7.4. Tag Questions

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11. You are a student, ______________?
12. Our teacher is always punctual, ______________?
13. They hardly visited the museum, ______________?

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1.5.7.4. Indirect Questions
Examples:
1. Can you tell me where she plays tennis?
2. Can you tell me if he lives in Paris?
Instruction: Change the direct questions into indirect questions. Use 'can you tell me'.
1. Do they work in Canada? ____________________________________________________
2. When do John and Luke meet? ________________________________________________
3. What does he do at the weekend? ______________________________________________
4. Are the children on holiday this week? __________________________________________
5. Why do you like travelling so much? ___________________________________________
6. Where is the station?________________________________________________________
1.6. Writing Skills
1.6.1. Rearranging Words to Write Meaningful Sentences

6. economic, the, of, major, development, governments, is, focus.

7. of, people, awareness, growing, have, some, started, measures, as a result, taking.
8. great, in, 21st has, the, shown, improvements, technology, century.
1.6.2. Paragraph Writing

Activity-1: Write a short paragraph about the causes and solutions of car accidents in Ethiopia.
…………………………………………………………………………………………………………………………….….
…………………………………………………………………………………………………………………………….….
…………………………………………………………………………………………………………………………….….

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1.6.3. Letter Informal (Personal) Writing
Letter writing is an important skill you should develop. Written communication in both formal
and personal matters is crucial and so it is necessary to develop a skill for letter writing. Here, we
will focus on how to write informal letters. Informal letters are written to close acquaintances of
the writer such as friends, family and relatives. They are also written in informal and person tone
with no set format. However, there is a general pattern (format) given below.
Format of Informal Letter
1. Sender‘s Address
2. Date (e.g. 25 April 2020)
3. Salutation (e.g. Dear Mom)
4. Body of the letter:
A. Introduction
B. Main content (Description)
C. Conclusion
5. Subscription
6. Writer‘s Name
Activity-1: Look at the following letter written to a friend who had a car accident informing him
about his speedy recovery in a consoling tone. Identify the different parts of the letter. Then,
write your letter to \your friend who lost his father two weeks ago.

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Unit Two: Artificial Intelligence
2.2. Speaking Skills: Pronunciation
Match the words given at the left hand side with the type of vowel that they have consisted of.
A B
1. short [a] A. after
2. long [a:] B. lack
3. short[ i] C. beast
4. long [ i:] D. limit
5. short [o ] E. nose
6. long [o:] F. long
7. short [u ] G. food
8. long[ u:] H. mute

2.2.2. Using So and Neither

“So” is used to give confirmation positively to an opinion or statement made by the earlier
speaker but “neither” is used to disapprove or oppose the first speaker‘s opinion or statement.
―Neither‖ cannot be used with a negative verb since it has negative meaning by its own.
Consider also that both‖ so‖ and ―neither‖ are always followed by auxiliary verb + pronoun
Look at the following conversation between two students using ―so‖ and ―nether‖.
 John: I always prefer to keep quiet to talking with an irrational person.
Emily: So do I.
 John: My fiend hardly speaks any French words.
Emily: Neither do I
 SO
Speaker A Speaker B
 Charlie likes chocolate………. So do I = I like chocolate too.
 Emma lives in London……… So does Amanda. =Amanda lives in London too.
 Alex can swim………………. So can Jenny. = Jenny can swim too.
 Pedro is good at sports……… So is Rafael. = Rafael is good at sports too.
 Our teachers are very strict….. So are ours. = Our teachers are very strict too.
 Enzo would love to work in Paris So would I. = I would love to work in Paris too.
 Alex will be angry………… So will I = I will be angry too.
 NEITHER
 Neither is used to show agreement with negative statements.
 Neither can be replaced by NOR with no change in meaning.
 Neither + Auxiliary + Subject (pronoun): Neither do I (Nor do I)

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Speaker A Speaker B
 Sam doesn't want to go out… Neither do I. = I don't want to go out either.
 Wendy can't cook………… Neither can I. = I can't cook either.
 Jason doesn't have a ticket… Neither does Tom. = Tom doesn't have a ticket either.
 Peter hasn't finished yet…… Neither has James. = James hasn't finished yet either.
 Meg couldn't come today… Neither could Amy. = Amy couldn't come either.
 Dad won't pay attention…… Neither will Mum. = Mum won't pay attention either.
Instruction: Choose the correct expression given in parentheses to complete each sentence.
1. Bejiga: My mobile telephone has lots of modern applications.
Hirut: ____________________. (so has mine/so is mine/neither has mine)
2. Bejiga: My mother hates mischievous people.
Hirut:__________________ ( so does my father /so is my father /neither is my father)
3. Bejiga: My friend and I seldom revise each day‘s lesson every evening.
Hirut:____________ ( so do I/ neither do I/ neither don’t I)
4. Bejiga: My sister does not like a person who talks when he/she eats food.
Hirut: _________ (neither does mine/so does mine/neither does not mine)
5. Bejiga: Kidus always visits the poor every month when he collects his salary
Hirut: ____________ (so is Hana/so does Hana/ neither does Hana)
2.2.3. Apologizing
Apologizing to another person is often difficult because it requires humbling ourselves and
admitting that we did something wrong. When you realize that you have damaged a relationship
and need to apologize to your friend, you should recognize that what you did was wrong, and
take full responsibility. Example: I must apologize to Mathewos for my late arrival.
Here are some expressions that you can use to make and respond to apologies

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Situation-1: Assume you took Mr. Tullu‘s Cell-phone as yours unknowingly. Use the appropriate
expressions used above and ask apology.
…………………………………………………………………………………………………………………………………
Situation-2: You accidentally stepped on your colleague‘s mobile phone and damaged it.
Apologize, explaining why it happened, and promise that you will be more careful in the future.
…………………………………………………………………………………………………………………………………
2.3. Reading Skills: Merits and Demerits of Artificial Intelligence

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2.3.1. Reading for details
2.3.2. Reading for main ideas
2.3.3. Inferencing

2.3.4. Referencing

2.4. Vocabulary in Context

2.4.1. Contextual Meaning

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2.4.2. Collocations
A collocation is a pair or group of words that always goes together. Although there are no
specific rules for collocations, it is important to study the commonly observed collocations that
appear in the forms of adjectives and nouns as well as verbs and prepositions.
 Some Adjective and Noun Collocations:
 big disappointment, big failure, big mistake, big surprise, etc.
 heavy bag, heavy box, heavy rain, heavy snow, heavy suitcase, heavy traffic, etc.
 rich culture, rich history, rich people, rich vocabulary, etc.
 strong accent, strong drink, strong smell, strong taste, strong wind, etc.
Activity-1: Using the given words, complete the following blank spaces with correct
adjective and noun collocations. One alternative may be used more than once.

1. It will be a ____________failure for you if you do not accept my advice.

2. We expect _____________ rain in the coming two months.
3. Several people have been displaced because of _______ wind destruction.
4. Even though we have _______ culture, we do not use it for our socio-economic development.
5. Every student must avoid having _________ drink while coming to class.
6. Our _______ history usually surprises people from abroad.
7. We need to have a ____________ stand for our country‘s sovereignty.
8. An accident caused _____________ traffic in the highway.
9. You can see they‘re very______ people by what they wear.
2.4.3. Phrasal Verbs
Phrasal verbs are verbs that contain a main verb and a particle or preposition.

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2.5. GRAMMAR
2.5.1. Simple Past Active and Passive Sentences
Active: Subject +V2+Object
Passive: Object+ Was/were +V3 +by+ subject
Look the following examples
Active voice Passive Voice
1 Shakespeare wrote King Lear. King Lear was written by Shakespeare.
2 They cancelled the match because of the rain. The match was cancelled because of the rain.
3 They didn‘t pay me much for that job. I was not paid much (by them)
4 She broke a table The table was broken by her.
Activity: Complete the sentences with the correct past simple passive form of verbs in brackets.
a. My car ______________________ (repair) last week.
b. This song ________________________ (not write) by John Lennon.
c. ________________________________ (the phone/answer) by a young girl?
d. The film ________________________ (make) ten years ago.
e. When ______________________________ (tennis/invent)?
f. The car ________________________ (not damaged) in the accident.
g. The original building _________________________ (pull) down in 1965.
h. Where ______________________________ (this pot/make)?
2.5.2. Past Continuous Active and Passive Sentences
 Active: Subject + Was/were +-ing + object
 Passive: Object + Was/were + being +v3 + {by +subject)
Examples:
Active: My parents were watching that movie.
Passive: That movie was being watched by my parents.
Active: Jon was editing my video yesterday.
Passive: My video was being edited yesterday by Jon.
Active: Were you calling me last night?
Passive: Was I being called by you last night?
Exercise: Change the following active voices to passive voice.
1. Mox was hitting me with a bat.____________________________________________
2. They were not helping her.________________________________________________
3. Was he calling me last night?______________________________________________
4. I was making the next lesson._____________________________________________

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2.5.3. Past Perfect Tense Active and Passive Sentences
 Active: Subject + had + past participle + object
 Active: Object + ‗had +been +past participle + (by + subject)
Look the following examples
Active voice Passive Voice
1 He had written many letters. Many letters had been written by him.
2 They had submitted the assignment. The assignment had been submitted by students.
3. The man had seen a lion. A lion had been seen by the man.
Activity: Change the following active voices to passive voice.
a. We sold tickets for all shows at the Box Office._________________________________
b. Thomas Edison invented the electric light bulb. ._________________________________
c. Someone painted the office last week. ._________________________________
d. Several people had seen the accident. ._________________________________
2.5.4. Conditional Sentences
There are 4 main types of if sentences in English, often called conditional sentences.
These sentences are in two halves (clauses): the if part (if clause) The main clause)
2.5.4.1. Zero Conditional
It is a structure used for talking about general truths -- things which always happen under certain
conditions (note that most zero conditional sentences will mean the same thing if "when" is used
instead of "if"). The zero conditional is used to talk about things which are always true --
scientific facts, general truths, and so on.
It can be possible to start with either if-clause or main clause. No meaning change. We use
comma if we start with if clause but not if vise-versa.
If clause Main clause
If + Present Simple Simple Present Simple
Examples
 If you heat the water to 100 degrees, it boils
 If the temperature drops to 0ºC, water turns into ice.
2.5. 4. 2. Conditional Sentence type one (Possible) condition
It is used for talking about possibilities in the present or in the future. It is used to talk about
things which are possible in the present or the future -- things which may happen.
If clause Main clause
If + Present Simple Simple Future
Example: If you study hard, you will pass the test.

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Using unless for if…not.
Unless can be used instead of if……..not.
 If it is not cheaper than yesterday, we won‘t buy any fish today.
(=Unless it is cheaper than yesterday, we won‘t buy any fish today.)
 If you don‘t go to the party, they‘ll be disappointed.
(=Unless you go to the party, they‘ll be disappointed.)
 If he doesn‘t go to the post office, he won‘t buy the stamps.
(=Unless he goes to the post office, he won‘t buy the stamps.)
2.5.4. 3. Conditional Sentence type two (imaginary/unlikely condition)
Is a structure used for talking about unreal situations in the present or in the future. The second
conditional is used to talk about things which are unreal (not true or not possible) in the present
or the future -- things which don't or won't happen.
If clause Main clause
If + Past Simple would, could, might +V1
Example: If I had a million dollars, I would buy a big house.
We can use ‗If I were you‘ when we give an advice.
For example: If I were you, I would study hard. (=I‘m not you, so I don‘t study hard.)
2.5.4.4. Conditional sentence type three ( impossible condition)
It is used for talking about unreal situations in the past. The third conditional is used to talk about
things which did not happen in the past. It is often used to express criticism or regret in the past.
If + Past Perfect Main clause
If + Past Simple would/could/might have + Past Participle
Eg. If I had studied harder, I would have passed the exam.
(Meaning: I failed the exam, because I didn‘t study hard enough)
Exercise: Put the correct verb on blank space from the bracket.
1. If she ____________________ (go) to Paris, she‘ll send me a postcard.
2. If it rains, we ___________________ (not/go) out.
3. If I ___ (find) a wallet in the street, I would give it to the police.
4. If you saw him again, you __________________________ (not / recognise) him.
5. We would go skiing if it __________________________ (snow).
6. If he didn‘t feed the cat so much, it __________(not / be) so fat.
7. Would he do me a favors if I ___________(ask) him?
8. If I _______________(pack) the suitcases myself, I wouldn‘t have left my swimsuit.

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2.5. 5. Modal Auxiliary
How do we use modals?
 There is no ―s‖ in singular.
 There is no ―do / does‖ in the question.
 There is no ―don‘t / doesn‘t‖ in the negative.
 Modal verbs do not have infinitives or –ing forms.
 Modal verbs are followed by an infinitive without to.
2. 5.5. 1. Expressing Ability
A. Present Forms | Modals of Ability
Be able to
Form: Is/am/are (not) able to + main verb
Usage: This form may be used in positive or negative, for general or specific ability.
 James is able to cook steak. =David is not able to cook steak.
Can/Can’t
Form: Can/Can‘t + main verb
Usage: This form may be used in positive or negative, for general or specific ability.
 Richard can speak French fluently. =Gabriella can‘t speak French fluently.

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B. Past Forms | Modals of Ability
 Be able to
Form: Was/were (not) able to + main verb
Usage: This form may be used, in positive or negative, for general or specific ability.
Examples:
 Tullu was able to swim fast when he was a young boy.
 Chaltu was not able to dance when she was eight.
 Could/Couldn’t
Form: Could/Couldn‘t + verb
Usage: Could, in positive, is only used for general ability.
Couldn‘t is used for general or specific.
Examples:
 I could swim when I was six.
 My sister couldn‘t play the piano when she was five.
C. Future Forms | Modals of Ability
 Be able to
Form: Will/won‘t able to + main verb
Usage: This form is only used for general ability.
Example: Journalists will be able to preview the exhibition tomorrow.
Can/can’t
Form: Can/Can’t + verb
Usage: This form may be used, in positive or negative, for general or specific ability.
Examples:
 I can help you tomorrow.
 I can‘t come to her birthday party.
2.5. 5.2. Expressing Obligation
 Must / have to
Must and have to are used to express obligation. When we use must this usually means that the
obligation comes from the speaker, it‘s like a personal obligation, whereas have to normally
means that the obligation is external. For examples,
 I must give up smoking. (I need to, I say so)
 I have to give up smoking. (I‘m obliged. My doctor says so)
 Had to is used as the simple past for both have to and must.
 I had to give up smoking. (=because I needed to, or because my doctor forced me to).

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 Mustn’t / don’t have to
The negative forms mustn‘t and don‘t have to are completely different. Mustn‘t is used to
express prohibition (an obligation not to do something), whereas don‘t have to is used to express
an absence of obligation.
Examples:
 You mustn‘t reveal where you get the information. (You have the obligation not to do it)
 You don‘t have to arrive before 7. (you can do it, but it‘s not necessary, there‘s no obligation)
2.5. 5.3. Expressing Necessity
 Need to, have to, don’t need to, don’t have to
We use need to/have to or don‘t need to/don‘t have to + infinitive to say that something is or is
not necessary.
Examples:
 We need to/have to confirm our reservations before Friday.
 You don‘t need to/don‘t have to believe in God to be a good person.
 Don’t need to / needn’t
We can use both don‘t need to or needn‘t + infinitive to say that it is unnecessary to do
something. However, when we are talking about a general necessity (in general, not on one
specific occasion), we normally use don‘t need to, and we can use both don‘t need to or needn‘t
+ infinitive when we are talking about a specific necessity (on one specific occasion).
Examples:
 The doctor said I don‘t need to wear glasses. (in general, all the time)
 Tell him he doesn‘t need to/needn‘t wash the dishes. I‘ll do it later. (on one specific
occasion)
 Didn’t need to / needn’t have
When something was not necessary but we did it, we can use both didn‘t need to + infinitive and
needn‘t have + past participle.
 Thanks, it‘s very beautiful, but you didn‘t need to buy/needn‘t have bought anything.
(=you did it)
But, when something was not necessary and we did not do it, we can only use didn‘t need to.
 I didn‘t buy any groceries because Sarah told me I didn‘t need to buy anything.
(=NOT needn‘t have bought)

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2.5. 5.4. Expressing Suggestion/Advice
Modal verbs can also be used to give advice or to suggest an action. This is more suitable for
situations where it might be considered rude to give an outright order, or for more conversational
guidance. Should and ought to are similar, but ought to is used more formally.
Examples:
 You should/ought to stay at home if it‘s raining.
 I had better study or I will fail the test.
Instruction: Practice the following questions.
1. I think your thumb is broken. You ______ (should/may/can/ought) go to the emergency room.
2. You _______ (has to/must/needn’t/can’t com) too early. We won‘t leave until 9 o‘clock.
3. Children ________ (ought to/must/would/ mustn’t) be accompanied by an adult at the zoo.
4. You _________ ( don’t have to/ mustn’t/couldn’t/ought to) talk during tests. It‘s forbidden!
Instruction: Choose the best option from the given alternatives.
1. My mother told me to be home by nine o‘clock. I must/can go now.
2. On Saturday and Sunday morning, we musn‘t/don‘t have to get up early.
3. We must/can play football on the school field after school if we want.
4. You don‘t have to/ shouldn‘t eat a lot of sweets.
5. You can/should drink plenty of clean water.
6. I have to/can sweep my room every day.
2.6. Writing Skills
2.6.1. Run-on Sentences
A run-on sentence results from two or more complete sentences being connected without any
punctuation or coordinating conjunction. Run-on sentences can be corrected by making it two
separate sentences, inserting a semi colon, and using a comma and a coordinating conjunction.
 Run-on: I came to the open field It was not like the one I remember.
 Corrected: I came to the open field. It was not like the one I remember.
 Corrected: I came to the open field, but it was not like the one I remember.
 Corrected: I came to the open field; it was not like the one I remember.
Instruction: Look at the sentences below and decide whether they are right or wrong based on
their structure.
1. I ran across the road it was very dangerous.
2. I ran across the road. It was very dangerous.
3. Lemma is the fastest runner in the class he wins all of the races.

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2.6.2. Jumbled Paragraphs
The following jumbled paragraphs form a coherent narrative essay.
Instruction: Rearrange them in a logical order and make a coherent narrative essay.

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2.6.3. Writing Narrative Paragraph
A paragraph is a group sentences written orderly to explain mostly one main idea to the reader.
The sentence that carries the main idea is called a topic sentence. Other sentences give support to
the topic sentence so they are called supportive details. When you write a paragraph, first, you
should produce an outline. An outline is the raw idea that you produce in the form of phrases or
short sentences before writing your final paragraph. Preparing an outline before you begin to
write your paragraph helps you know the areas where you focus when you write your paragraph.
Second, when you write your paragraph make sure that the ideas in each sentence should be in
their correct order. If not, your readers will face difficulty in understanding what you are saying.
Third, you should avoid any idea that does not have direct connection with the topic sentence.

A narrative paragraph is a paragraph which tells us a story. When you tell a story either at
paragraph or essay level, you need characters (people, animals or things) about whom the story
talks. Second, you need main point (theme) that the reader takes as important moral lesson.
Third, setting, (the time and place) where the events in the story take place, are essential.
Instructions: Use the outlines given below and complete the narrative paragraph by adding three
to four sentences individually.
Example of an outline to write a paragraph on punctuality
 Assume that the title of your paragraph is ―My Lateness is My Enemy‖
o the place where the story took place-Addis Zemen
o time - summer
o late arrival for classes
o missing a test that carried 10 points
o - the declination of rank from first to second
o missing the school reward
―My Lateness is My Enemy‖
The story took place in Addis Zemen Primary School in 2001 E.C.I am always punctual in my
life but one day unusually I could not wake up from my bed at the right time. When I looked at
my watch, the class time had gone by 40 minutes. I collected my belongings hurriedly and ran to
school. When I arrived there, the school gate had already been closed.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

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Unit Three: Tourist Attractions
3.2. Speaking Skills
3.2.2. Asking for and giving direction

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3.2.3. Describing people, Places, and Objects
1. Describing People=When describing a person, consider their physical appearance,
personality, and behavior. A) Physical Appearance: Height: tall, short, medium height, Build:
slim, muscular, Hair: straight, blonde, black, B) Eyes: blue, brown, C) Clothing: He is wearing a
blue suit. D) Personality: Positive: kind, friendly, generous, Negative: rude, arrogant, impatient
 Example: She is a tall woman with long curly hair. She is very friendly and always smiling.
2. Describing Places=When describing a place, talk about location, appearance, atmosphere,
and function. A) Location & Size: a) It is a small town in the mountains. b) The hotel is near the
beach. B) Appearance: a) The park is full of green trees and colorful flowers. b) The streets are clean and
wide. C) Atmosphere & Feeling: a) The city is noisy and crowded. b) The village is peaceful and quiet.
Ex: The library is a large, quiet building with tall bookshelves and comfortable reading areas.
3. Describing Objects=When describing objects, mention their size, shape, color, material, and
function. A) Size & Shape: It is a small, round table. B) Color & Material: The dress is red and
made of silk. C) Function & Use: A smartphone is a device used for communication.
Ex: The laptop is thin, lightweight, and silver. It has a large screen and a smooth keyboard.
3.2.4. Pronouncing the plural marking morphemes –s and –z
 Remember that the plural marker –s is pronounced as –z after voiced consonants (b, d, g,
l, m, n, r, v, w, y, z) and as –s after voiceless sounds (f, h, k, p, s, t).
Instruction: Pronounce the plural marker in each of the words given in bold right.
1. Dogs are honest animals. 3. Books are major sources of knowledge.
2. Donkeys are not stronger than horses. 4. Seas are bigger than lakes.
3.2.5. Pronouncing interdental voiced and voiceless sounds [Ɵ] and [ð]
Interdental sounds are produced by placing the tongue between the upper and lower teeth and
allowing air to pass through. In English, there are two interdental consonants:
1. /θ/ (voiceless) – As in thin, think, math. 2. /ð/ (voiced) – As in this, that, mother
Instructions: Read out a sentence which consists of one of the words given into parentheses.
 (team/theme), (taught/thought) , (Their/there, (ticket/thicket) ,( mouth/mouse)
3.2.6. Pronouncing the diphthongs [ai] and [ei]
We regularly create sounds that consist of a combination of two vowel sounds, in addition to
single vowel sounds. These are known as diphthongs and are of course, symbolized by the
combination of their elements. When we produce diphthongs, our vocal organs move from one
vocalic position [a] to another [ɪ] as we produce the sound [aɪ], as in Hi or Bye.
1. Pronounce [ai] in the words that follow correctly (outside, try, gigantic.)
2. Pronounce [ei] in the following words correctly (eight, freight, weight.)

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3.3. Reading Skills: Tourism Industry
Instructions: Read the passage silently and then answer the questions given next to it by writing
true or false based on the facts in it. Give supportive evidence for each of your decision.
1. Tourism is defined scientifically as the sum total of relationships and interactions of tourists with
business suppliers, guides, hosting communities and hospitality workers in the process of
attracting , transporting, hosting and managing the activities connected to them and tourists are
those people who travel to and stay in places outside their environment for more than twenty four
hours. It is one of the largest and most rapidly growing industries which contribute
multidirectional benefits for a country‘s economic, social and environmental developments in the
world. Due to these and other reasons, the sector is getting attention by developing countries
whose economic background mainly depends on exporting agricultural products which has little
contribution for earning hard currency. When this sector develops steadily, it has been
becoming a backup for the stability of their economy. That is why many of them are striving to
make use of the benefits of tourism sector to the best of their capacity and the World Tourism
Organization (WTO) is also encouraging them by providing them with both technical and
professional supports.
2. There are many reasons why tourism is seen as a vital tool for tourist destination countries in
economic, socio cultural and environment streams. First, if tourism is properly incorporated into
the development strategies of a country, the sector can be a corner stone of new productive
systems aimed at reducing poverty and achieving significant economic growth. Second, it is a
sector that provides a wide range of different employment opportunities to a variety of citizens
ranging from professionals to unskilled individuals. In this case, it does not only supply
necessary funds to finance firms‘ activities, but also stimulates the firms‘ productivity and creates
new job opportunities that increase the country‘s welfare as well. One thing that makes the job
opportunity in the tourism sector different from others is that it contributes to a wide
geographical spread of employment opportunities as it is not only restricted to the main centers or
capital cities. It is applicable to rural areas where the attraction sites are available.
3. Third, tourism has a power in promoting export. It is to say that it earns foreign exchange or hard
currency which is so essential for the development of the tourist destination countries. The
tourist needs different products when she/he stays in a hosting country. Accordingly, to fulfill the
needs for consumables, tourists come with their own money to the hosting country. This money
in turn enables countries to generate income which has significant role in increasing the revenue
of a country. Fourth, tourism involves individuals in the local community for different activities,
in some cases, including enterprises. In this community-based tourism, members of a community,
often rural, poor and economically disadvantaged, manufacture different local products and sell
them out to tourists. In doing this, the community earns additional income from their products

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and services and a proportion of this income is then used for the benefit of the community as a
whole. Lastly, this sector contributes its own role in the field of cultural exchange and
interactions. When tourists come to a hosting country, some of them stay long, study the
languages and the cultures of that particular community and they also share their own culture to
the people who are living in their destinations. As we understand from different sources, there are
tourists who have got married to a person in their touring area and established strong social tie.
4. If tourism is very indispensable for a country‘s overall development, countries that host tourists
have to think of the needs of different tourists and work hard to fulfill for them as best as they
can. First, for example, countries should produce documents that give sufficient information on
the sites that tourists can visit and gain knowledge or entertain themselves. Second professionals
who have deep knowledge about the places that the tourists want to visit with good proficiency of
the tourists‘ language are of paramount importance. When tourists get sufficient information or
knowledge about the place or event they visit, they obtain maximum satisfaction and do the work
of promotion for the country in inviting others to come and visit the places they have already
visited. Third, quality and standard accommodations are the other requirements that attract an
overwhelming number of tourists who visit an area frequently. Professionally prepared foods,
neat sleeping rooms with essential modern accessories, security and waitresses and waiters who
talk to them courteously are among others. Fifth, governments need to build modern roads that
are comfortable to drive both during the day, night, summer and winter. When such types of
roads are built, they comfortably travel to different places within a short period of time. Sixth,
security is the other most important requirement. If there are pick-pockets, brigands, bandits or
groups fighting in forests, no tourist will attempt to visit that area. Therefore, making maximum
efforts and prevailing peace especially in the tourist frequenting areas is unquestionably the
responsibility of a non-fragile government.
…………………………………………………………………………………………………………………………………….
3.3.1. Detailed Reading
1. Tourism is the interaction and relationship of tourists with different sections of a community in
the course of their travelling and visiting.
2. The tourism sector has got more attention from the developed countries than the developing
countries as they have been conscious of its benefit right from the beginning of the sector as an
income generating industry.
3. The tourism sector provides job opportunities to both educated and non-educated citizens though
there is a restriction due to the geographical locations.
4. Community tourism makes individuals creative and productive in producing different items such
as souvenirs that they sell to tourists and increase their income.
5. The interaction of tourists can sometimes grow into kinship relations.

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3.3.2. Reading for the main idea
Instructions: Write the main idea of paragraph 2, 3 and 4. The first one is done for you.
Paragraph 1: These days tourism is considered as an important economic sector which has got
serious attention by developing countries as a means to support the hard currency they earn from
agricultural exports.
……………………………………………………………………………………………………………………………………
……………………………………………………………………….………………………………………………………….
3.4. Vocabulary
Instructions: Find words which are synonymous with the words taken from the passage and
written here below. The first one is done as an example for you.
Example: hospitality (par 1, line 3) - kindness in welcoming guests, tourists or strangers.
1. hard currency (par 1, line 9) ________________________________
2. vital (par 2, line 1)_________________________________________
3. incorporated (par 2, line 2)__________________________________
4. professionals (par 2, line 6)__________________________________
5. welfare (par 2, line 8)______________________________________
6. consumables (par 3, line 4) __________________________________
7. revenue (par 3, line 5)______________________________________
8. indispensable (par 4. line1)_______________________________
9. accommodations (par 4, line 9)_____________________________
10. overwhelming (par 4, line10)________________________________
11. brigands (par 4, line 15)___________________________________
Instructions: Look for the words given below and write the word or phrase they refer to.
1. The word ―them‖ (par 1 line 3) refers to___________________
2. The phrase ―due to these‖ (par1, line 7) refers to _____________
3. The word ―their‖ (par 1, line 10) refers to __________________

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3.5. GRAMMAR
3.5.1. Degrees of Comparison: Positive, comparative and superlative degrees of comparisons
A. The Positive Degree
The Positive degree does not offer comparison. It just tells us about the existence of two equal
persons, objects or situations. The persons or things compared in this degree are often introduced
with as….as or so……as. For example:
1. Today‘s English lesson is as clear as yesterday‘s but today‘s illustrations are not so clear as
the yesterday‘s ones.
2. Awoke is as strong as his friend, Tahiro.
3. Awoke is not so strong as his friend, Tahiro
B. The Comparative Degree
A comparative degree compares two persons, objects or situations to show the lesser or greater
degree of the quality. This degree is often introduced with ―than‖. When we use this degree, we
add ―-er‖ to adjectives of one or two syllables and more or less when the syllables are more than
two or if the comparison is with adverbs. For more clarity, look at the following examples
Slow-----slower, big----bigger, slow----slower strong-----stronger, happy---happier,
beautiful----- more beautiful, slow----more slowly, clear-----more clearly.
Important points you need to remember:
■ Do not use double comparatives
Example:
1. This sentence is more clearer than the previous one. (not correct)
2. This sentence is clearer or more clear than the previous one. (correct)
■ There are adjectives that should not have comparative forms because their meanings express
the qualities to the highest possible degree. Here are few of them: perfect, dead, single, unique,
round, square. The implication is that if something is perfect, it cannot be a better or less perfect.
Example: Saron is more perfect in her spoken English than her written one. (incorrect)
■ Sometimes adding ―-er‖ to adjectives is the same as using more/less +adverb.
Example
1. Aweno is quicker than Madalcho in answering questions in the classroom. (correct)
2. Aweno answers questions more quickly than Madalcho in the classroom. (correct)
■ If the adjective is of more than one syllable, it takes less or more in its comparative form.
Example:
1. Firehiwot is more intelligent than her sister Bezawit is. (correct)
2. Firehiwot is intelligenter than her sister Bezawit is. (incorrect)

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■ In modern English, the expressions, ―than me‖ and ―than I‖ are both acceptable.
Example: the waiter was angrier than I or the waiter is angrier than me.
■ The words prefer, senior, junior, inferior are followed by ―to‖ not ―than‖
Example:
1. Mesfin prefers coffee to tea. (correct)
2. Mesfin prefers coffee than tea. ( incorrect)
■ Parallel strength or growth is expressed with double comparatives
Here are some examples of double comparatives:
1. The more you read, the better you think.
2. The less money I spend, the more I save.
3. The less you worry about others, the more you aggravate your own problem.
■ Take care in using the following irregular comparative forms:
good…..better, bad…. worse, many or much….more, little…less
Example: Silence is better than talking nonsense.
Poverty is worse than death.
C. The Superlative Degree
A superlative adjective expresses the extreme or highest degree of a quality. We use this degree
to compare people, objects or situations more than two in number. The pattern of this adjective is
the + superlative form of the adjective + noun (object). Adjectives of one or two syllables or
adverbs take‖- est ―and in its irregular form least and most are used. When this degree is used, it
is common to use the prepositions in or of.
Examples
1. Azalech is the tallest girl in the family; moreover, she is the most intelligent girl in managing
the family of her siblings.
2. Rukia is the least active participant in English classes but she is the most humorous girl of
all us after class time.

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3.5.2. Relative Clauses
Have you noticed the linking words of the two clauses in the above activities? The linking words
include who, whom, whose, that, which, what, when, where, and why. These linking words that
form the relative clauses are called relative pronouns. Relative clauses are classified into defining
and non-defining relative clauses. The defining relative clauses are clauses that provide essential
information about the thing or the person that it describes. For instance, you may have many
sisters and if you produce the statement My sister who works in Hawassa University was
awarded a prize, your listeners may not understand you which of your sisters you are referring
to. The relative clause which you have added as who works in Hawassa University clearly
distinguishes which of your sisters you have referred to. This kind of relative clause that
determines the noun is called defining relative clause. You should not use commas with defining
relative clauses.

The non-defining relative clauses, on the other hand, are clauses that provide information about
the things or the persons described in the sentence, but the information does not determine the
things or the persons they describe. For example, in sentences like My father, who is over 60,
still works on the farm, it is clear that you have only one father; therefore, the relative clause
who is over 60 is not essential to tell us about your father although it adds some information
about your father‘s age. Non-defining clauses are set-off by commas to indicate that the clause is
not determinant of the noun used.
A. Relative pronouns used in defining relative clauses

Examples
1. This is the picture which/that caused such a sensation.
2. The car which/that I hired broke down.
3. The ladder on which I was standing began to slip.
4. The year when (in which) he was born was a time of natural disasters.
5. The hotel where (in/at which) they were staying was not much convenient.

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B. Relative pronouns used in non-defining relative clauses

Examples:
1. Fentahun, whom everyone suspected, turned out to be innocent.
2. Dilnesa, for whom I was working, was very generous about overtime payments.
3. Emebet, whose children are at school all day, is trying to get a job.
4. These books, which you can get at any bookshop, will give you all the information you need.
Activity: Select the appropriate relative pronoun and fill in the gaps in the following sentences.

1. I live in Ethiopia, _______ is a relatively densely populated country.

2. Yesterday, I ran into an old friend _______ I hadn‘t seen for years.
3. That‘s the man _______ house was destroyed by a tornado.
4. That‘s the drawer _______ I keep my jewelry.
5. Here is the place _______ my grandfather always used to talk about.
6. The car _______ he bought last Thursday was very cheap.
7. We don‘t have a big enough room in _______ we can apply sample tests.
8. The woman _______ husband is a football player always complains about the stains _______
never come off easily.
9. The severe drought __________ occurred last summer ruined the crop.
10. Mr. Fields, ____________ sister is one of the leading experts in this country, talked about the
dangers of the virus.
11. The present __________ I got from my boyfriend was really fantastic.
12. I have to buy a present for my mother, _________ birthday is next week.

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3.5.3. Adverbs

Activity-1: Discuss the following questions with your partner and circle answers.
1. Bekalu: How __________ do you watch television?
Dinku: Every evening.
A. often B. much C. happy D. relaxed
2. It is ______ to read. I don‘t understand it at all.
A. enough difficult B. too difficult C. difficult enough

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3.5.4. Adjectives and Prepositions

1. Dad doesn‘t care much, but mom gets angry if I don‘t ________ her text message.
A. apply for B. reply to C. reply for D. reply
2. My younger brother is very much interested ________studying robotics.
A. on B. in C. for D. at

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3.5.5. Reported Speech
Instructions: Be in pairs and discuss the following questions.
1. What is the main difference between direct and indirect (reported) speech?
2. What are the main changes you make when you convert direct speech into indirect speech?

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More Short Notes on Reported Speech
There are rules you should revise when you change direct speeches to indirect:
1. Pronouns of the first person (I, we) are changed as below:
 He said, ‗I am bored.‘ (direct)
 He said that he was bored. (indirect)
 Kunu said, ‗We are going to the movies.‘ (direct)
 Kunu said that they were going to the movies. (indirect)
2. Pronouns of the second person (you) are changed as below:
 He said to her, ‗You are beautiful.‘ (direct)
 He said to her that she was beautiful. (indirect)
3. Pronouns of the third person (he ,she , it, they) do not change:
 I said, ‗They have gone out.‘ (direct)
 I informed that they had gone out. (indirect)
4. The tense of the verb must change accordingly:
 Direct speech Indirect speech
 Simple present----------------------- Simple past
 Simple past -------------------------- Past perfect
 Present continuous ----------------- Past continuous
 Present perfect ----------------------- Past perfect
 Can------------------------------------- Could
 Shall------------------------------------Would
 Will -----------------------------------Would
 May ---------------------------------- Might
5. Words indicating ‘nearness’ of time and place are changed to words indicating
‘distance’ of time and place:
 Direct speech Indirect speech
 This ------------------that
 These ----------------those
 Here ---------------- there
 Now -----------------then
 Today ----------------that day
 Tomorrow ----------the next/following day
 Yesterday ------------- the day before/the previous day

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6. When reporting a question, an order or a request, the connector ‘that’ is not used.
7. The word or sound used by the speaker to express an emotion are also omitted.
 ‗Wow! What a handsome man he is!‘ the girls said. (direct)
 The girls exclaimed what a handsome man he was. (indirect)
 ‗Hello!‘ my friend said to me. ‗How are you?‘ (direct)
 My friend greeted me and asked how I was. (indirect)

6. Mr Brown said, ―I was watching TV last night.‖_____________________

7. Sandy explained, ―I saw the accident at the corner of High Street.‖ __________
8. The farmer said, ―I didn‘t see her.‖ ___________________________________
3.6. Writing Skills
3.6.1. Dangling Modifier

What Dangling Modifiers are and How to Correct Them?

A modifier that opens a sentence must be followed immediately by the word it meant to
describe. Otherwise, the modifier is said to be dangling, and takes the sentence to unintended
meaning. For example, look at this sentence:
 While sleeping in his backyard, a ball hit Belay on the head.
The unintended meaning is that the ball was sleeping in his backyard. What the writer meant,
of course, was that Belay was sleeping in his backyard. The writer should have placed Belay
right after the modifies, revising the rest of the sentence as necessary:
 While sleeping in his backyard, Belay was hit on the head by a ball. OR
 While Belay was sleeping in his backyard, a ball hit him on the head.

Because of dangling modifier, the sentence below has more than one possible meaning. In the
case, see both the intended meaning and the unintended meaning of the sentence.
1. Having finished the essay, a new Facebook status was uploaded.
 Intended meaning: Somebody finished the essay.
 Unintended meaning: A new Facebook status finished the essay.
Instruction: Correct the following dangling sentences.
1. Burning quickly, the firefighters turned several hoses on the house.
2. While focusing the camera, several people wandered out of view.

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3.6.2. Letter Formal (Business) Writing
A formal or business letter is a formal way of communicating between two or more parties. This
kind of letter can be informational, persuasive, motivational or promotional. There are three
major elements of writing a formal letter. The most important element of writing a good letter is
your ability to identify and write to your audience. This means that you need to avoid using
technical words that your audience is unlikely to understand. The next element is that you make
sure you present your objective in a clear and concise manner. Do not be vague about your
objective; most people will not have the patience to sit there and guess at the meaning of your
letter, or the time to read a long-winded letter. Thus, just get to the point without going into
unnecessary details. The last important element to remember is to remain professional. Even if
you are writing a complaint letter, remain polite, well-mannered, avoid threats and slander.
Elements of a Formal Letter
A formal letter has six elements as listed below:
1. Heading: It carries the writer‘s name, address and date.
2. Salutation: Salutation is a greeting you present to your readers. It often starts out with the
word ‗Dear‘ followed by colon. Titles of people are often used.
3. Inside address: It carries the receiver‘s name, address and date.
4. Body: The phrasing should be simple, direct and supported by relevant details taking into
account the three elements presented above.
5. Closing: A way of signaling the end of the letter. It usually ends with expressions such as
‗Sincerely‘, ‗Sincerely yours‘ followed by a comma.
6. Signature: The last element which is signed in hand using a pen.
Formats of a Formal Letter
There are two major kinds of letter writing formats. They are presented as follows:
1. Full block format: All the elements of the letter are placed against the left hand margin.
2. Modified block format: The same as full block format with two exceptions: the date line,
closing and signature are placed on the right hand margin.

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Instructions: Identify the parts of the letter in the diagram below. Write the letters into
blank spaces of the letter.
a. sender’s name f. sender’s address
b. receiver’s name g. sender’s signature
c. body of letter h. closing salutation
d. opening situation i. receiver’s address.
e. date

3.6.3. Expository Essay Writing

An expository essay is a type of essay that gives an account of explanation on something or
informs about a topic in a clear and logical way. It presents facts, evidence, and analysis without
personal opinions or arguments. It can be developed using techniques such as definition,
illustration (example), cause and effect, classification, comparison, contrast, process description.
Key Features of an Expository Essay
1. Objective & Informative – Focuses on facts rather than opinions.
2. Clear & Logical Structure – Has an introduction, body paragraphs, and a conclusion.
3. Uses Evidence – Supports ideas with facts, examples, or data.
4. Explains a Concept – Aims to teach or clarify something.

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UNIT FOUR: GLOBAL WARMING
4.2. Speaking Skills
4.2.1. Describing cause and effect
4.2.2. Practicing Public speech

4.2.3. Ask for and give permission

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4.2.4. Likes and Dislikes

4.2.5. Debate

4.3. Reading Skills:The Effects of Global Warming on Economic Development

4.3.1. Prediction

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4.3.3. Skimming

4.3.4. Inferences and References

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4.4. Vocabulary
4.4.1. Contextual meanings of words and phrasal verbs

4.4.2. Synonyms/Antonyms
Synonyms are words having nearly the same meaning. Antonyms are words that have opposite
meanings. Look at the following examples for each.

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Activity-1: Referring to your dictionary, provide the synonyms and antonyms to the words
given in the first column. Provide also the meanings of the words.

4.4.3. Analogy
Analogy is also a similarity in some respects between things that are otherwise dissimilar. A good
example of this will be bird and feathers. The similarity between these two unrelated pairs of words
is an analogy. The best way to approach analogy question is to make up a relationship between the
first two words and find another pair in the choices that would fit into that same sentence.

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4.4.4. Commonly confusing words
Confusing words are terms used for two or more words that are easily confused with one
another because of similarities in spelling (such as desert and dessert or personal and personnel),
pronunciation (allusion and illusion, accidental and incidental, perspective and prospective),
and/or meaning (imply and infer). Some of sample confusing terms are:
 confidant/confident ■ beside/besides/till

 farther/farthest/further ■ a little/little/the little

 anyone/no one/someone ■ elder/older

 advice/advise ■ raises/rises/races

 later/latter/latest ■ breath/breathe

 access/axis/excess
Instruction: Write the correct word to complete each sentence.
1. Almaz remembered to pack everything for the trip ________________for her cultural dress.
Do you know if the gift shop will _____________a chechque for payment? (accept, except)
2. Whatever you do, don‘t ______ your ticket, because it‘s your only way to get back into the
park. Danny tried on his dad‘s old leather jacket, but it was a bit ______ on him. (lose, loose)
3. Kalil loves to act and sing, so he hopes to get ____ in the school musical this summer. Selam
and her twin sister Lemlem have never been ______ for more than a weekend. (apart, a part)
4. Getting enough fresh air and exercise can have a positive ____on your mood and your health.
We can‘t always predict how our decisions will _________others around us. (affect, effect)
4.5. Grammar
4.5.2. Quantifiers: many, much, few, a few, little, a little, some, any, a lot

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Few/a few/little/a little

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4.5.3. Articles: a, the, an

4.5.4. Linking words

4.5.4.1. Coordinating conjunctions are used to join words, phrases and clauses of equal rank
or similar grammatical function in a sentence. These coordinating conjunctions include:
 For- The driver couldn‘t control the speed of the car, for he was totally drunk.
 And- She spoke to him, and he spoke to her.
 Nor- The patient didn‘t eat his dinner, nor did he eat his lunch.
 But- She studied hard, but she failed the examination.
 Or- I will go shopping, or I will go camping.
 Yet- Kelly is a convicted criminal, yet many people admired him.
 So- Fatuma studied hard, so she scored a good grade.
4.5.4.2. Subordinating Conjunctions connect a dependent clause to an independent clause,
introducing dependent clause and showing the relationship between the clauses. The common
subordinating conjunctions include: after, as soon as, until, whenever, when, before, since,
though, although, even though, even if, because, since, in order to, as, if, only if, unless,
provided, in the event, where, everywhere, anywhere, how, as though, as if, like, as, the way, etc.
 Although it was raining, Jason went swimming.
 The actors bowed before the curtain fell.

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4.6. Writing Skills
4.6.1. Spelling Rules
1. In many English words an ―I‖ comes before ―e ―except a ―c‖ or sounding like [a] or [e]
Example: niece, belief, cashier and achieve but conceit, ceiling, perceive, deceive like leisure,
height and heiress but neighbor‖ and ―weigh.‖
2. Keep silent ―e‖ when adding -able
Example: manage………manageable, encourage…encourageable, etc.
3. The silent ―e‖ is removed when you add the suffix ―-y‖
Example: shine…… shiny but dice…… dicey
4. The plural form of a noun takes –ies if the noun before a ―-y‖ is a consonant but takes only an
―-s‖ when it comes before a vowel
Example: baby…babies, lorry….lories, story…stories, but day…days, key…. Keys,
5. The final ―-e‖ is removed from the word when you add ―_ies‖
Example: shine….shinnies, ice------fierce…..fiercies
Instructions: Choose the word spelt correctly from the alternatives given into the parentheses.
1. Ato Teklay has been an honest and positive person. Nowadays, however, he has been caught
doing lots of (mischiefs/mischeifs)
2. Tiruwork was so hungry that she stood up and (seized/siezed) the man furiously.
3. Have you ever (recieved/received) any message from your boss about your progress?
4. I am neither rich nor poor but I am always self (sufficient/sifficeint).
5. You should check your (wieght/weight); otherwise, you will face a serious health problem.
6. Tsedale has less interest for (foriegn/foreign) products.
7. What are main (species/speceis) of lion?

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4.6.2. Mechanics and Punctuation

Instruction: Choose the sentence which has been punctuated correctly.

1. A. I know, what you want B. I know what you want?
C. I know what you want. D. I know what you want
2. A. You don‘t know me well do you? B. You, don‘t know me well do you.
C. You don‘t know me well, do you. D. You don‘t know me well, do you?
3. A. What, I can‘t believe you did this to her? B. What I can‘t believe you did this to her.
C. What? I can‘t believe you did this to her. D. What! I can‘t believe you did this to her.

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4. A. I knew what would happen if we went there, but we had to go anyway.
B. I knew what would happen, if we went there but we had to go anyway.
C. I knew what would happen if we went there but we had to go anyway?
D. I knew what would happen if we went there but we had to go anyway!
5. A. Do you remember what we used to do, when we played together as childhood friends?
B. Do you remember what we used to do when we played together as childhood friends?
C. Do you remember what we used to do when we played together as childhood friends!
D. Do you remember what we used to do when we played together as childhood friends.
6. A. We had pizza beef steak onion rings and diet coke at the dinner.
B. We had pizza; beef steak; onion rings; and diet coke at the dinner?
C. We had pizza, beef steak, onion rings and diet coke at the dinner
D. We had pizza, beef steak, onion rings, and diet coke at the dinner!
7. A. You are the right person for the job, arent you?
B. You are the right person for the job, aren‘t you?
C. You are the right person for the job aren‘t you?
D. You are the right person for the job, aren‘t you!
4.6.3. Faulty Parallelism

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4.6.4. Writing Report

4.6.5. Writing Application Letter and Curriculum Vitae (CV)

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How to Write an Application Letter

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Writing Curriculum Vitae (CV)
I. Answer the following question in pairs:
1. What is curriculumVitae (CV)?
2. Have you written a CV so far?
3. What do you think are the elements of a good CV?
Your resume should summarize your background and provide enough details to give an
employer the information needed to assess your qualifications. At the same time, it should be
concise.
I. Parts of Curriculum Vitae (CV)
Most curriculum vitae contain the following parts: a heading, a career objective or summary,
experience, and education.
A. Heading
The heading appears at the top of your resume and include the following contact information
•Your full name
• Your complete mailing address
• Your telephone number, fax number, and e-mail address.
B. Career objective or Summary
An objective is a concise statement indicating the type of position you are seeking
C. Experience
Experience is usually the key part of a CV. This section tells the employers what you are capable
of doing on the job. Begin with your present or most recent position, and work backwards to less
recent positions.
D. Education
If you are strong in experience, list experience in a section immediately following the heading. If
you have recently graduated, and do not have a year work experience, list your education first.

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Sample Curriculum Vitae

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UNIT FIVE: TIME MANAGEMENT
5.2. Speaking Skills
5.2.1. Discuss the cultural views of time management in Ethiopia.
5.2.2. Expressing Result
I. Look at the following sentences and underline the result clause. Justify to your partner
why you have underlined it.
1. There are so few hours in a day that I can‘t do everything I want to do.
2. There was a power cut so we had to light a few candles.
3. There‘s not much time left so we had better hurry.
4. It was such a puzzling situation that she was confused about what to do next.
II. Join the following sentences using since, as, for …
1. I haven‘t gone to school. I am ill.
 Joined sentence: I haven’t gone go to school since I am ill.
2. It rained the whole day. It‘s a rainy season.
3. She is crying. She lost her keys.
4. I have to leave now. I have a class.
5. The teacher sent Almaz home. She is cheating.
6. We delayed our journey. There is a fog.
5.2.3. Expressing Opinion and Purpose
I. Work in pairs. Put the expressions under four categories: expressions used
(1) to ask for opinion, (2) to give opinion, (3) to agree, or (4) to disagree.
I think…………….., I believe………., In my opinion……………what your opinion………….? What do you
think………? Do you think that…….? If you ask me……..., what I believe is……………? what
do you say about………., I really believe that……, from my point of view………, in my view…
………, I honestly think…….. May I ask for your opinion……? I’m not an expert but………,
what are your thoughts on…….., I don’t think……, what do you reckon……..? Any comments
about….…? How do you feel about…….? I’m afraid I disagree……., I don’t agree with you
….. , I totally agree…., I couldn’t agree more……, I’d go along with you…….., I feel the same
…., I don’t think so…….., that is a good point……., absolutely……, I kindly agree with you…
5.2.4. Agreeing and Disagreeing
Activity: In pairs, express your agreement on the topics below using expressions of agreement.
1. Foreign aids do not necessarily solve the problem of developing countries.
2. Social media should be censored by the government.

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5.3. Reading Skills: Time Management and Productivity
Activity-1: Work in groups and discuss the questions.
1. How can you make your school life productive?
2. How do you manage your study time?
5.3.2. Extracting the main idea
Activity-2: Answer the following question while reading the passage below.
1. The text below is about time management and productivity skills. Skim the text for five
minutes and tell its main idea.
2. Scan the text and answer the following questions
a) What are time wasters‘?
b) Mention an example of student‘s short-term goal?
c) Staying on top of the course work requires what?
5.3.3. Specifying the Details of the Reading Passage
Activity-3: On the basis of your reading of the passage below, answer the following questions:
1. Which one of the following results in poor performance?
a) Multi-tasking. c) Meeting deadlines.
b) Using time management techniques. d) Taking proper breaks in between work.
2. Time management helps us in:
a) Multi-tasking. c) Poor performance.
b) Increasing the effectiveness and efficiency of the time utilized. d) procrastination
3. Why is short break helpful between hectic sessions of work?
a) It helps to improve our performance. c) It helps us to take a walk.
b) It helps us to enjoy our cup of coffee or tea. d) It helps us to achieve our goals.
4. Which one of the following best defines time management?
a) It is the act of planning and managing time. c) It is a time that has been wasted.
b) It is limited time. d) It is a time that can be saved.
5. If you are effective in time management,
a) you will have a balanced life. c) you have to worry about success and productivity.
b) you will procrastinate. d) you can‘t meet a deadline.

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Time Management and Productivity
Time management is highly important if you want to be productive in your school life, but you
don‘t have to sacrifice your physical and mental health in the process. By following effective
management techniques, you can balance the stress of school and life.

Time management refers to your capability to plan and control how you devote your day to
effectively accomplish the goals you‘ve set. This includes allocating time among each of the
spheres of your life, work, family and social life. Since everyone‘s goals are different and carry a
different weight, it‘s important to set clear priorities to separate time wasters from the activities
that really matter. Poor time management skills can not only lead to procrastination but can cause
unnecessary worry and wear away your overall quality of life.

Time management is perhaps the single most important skill that will help a student succeed.
How well a student manages his or her time will also affect overall wellbeing at the end of the
week, at the end of the term or at the end of the year. Staying on top of coursework requires some
planning and commitment to stick to scheduled study times.

There are some tried-and-true methods that can help you master time management. Like any habit
you develop, you can become better at it through practice. It‘s difficult to use time wisely if you
don‘t know what to do with it. Students can benefit from having short- and long-term goals. For
example, a short-term goal might include completing their homework early each day, so they
have ample time for other personal activities. Their long term goal could be to study for the
forthcoming national exams.

You should also understand what your assignment requires and when their due date is. Writing
down deadlines for each one and breaking longer-term assignments into tasks with their own
deadlines can help you avoid beginning a major project at the last minute.

In like manner, setting time limits on specific tasks is important. Just because you spend a lot of
time on a given assignment doesn‘t mean you‘ve spent that time wisely. By assessing what needs
to be achieved within a given timeframe, tasks can be rated according to their importance. Setting
priorities for each day, week, month and year can help students accomplish their goals. It also
helps to make sure activities that are very important but not urgent such as personal devotions,
adequate sleep and exercise are given priority. Some people like to prioritize easy tasks for early
in the day and use the boost to move forward. Others prefer to tackle bigger jobs first.

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Managing time wisely will help to find the right balance between time and work. A few students
resort to multi-tasking in order to get the work done within the specified time limit. At times, this
may result in poor performance in the various tasks assigned.

Social media usage and internet surfing are temptations to students efficient time management.
These days, students at all levels are highly addicted to these timewasters. Whenever you are on
task doing your assignment or studying, make sure that you put your phone away and close
browser windows as they can take attention away from the task at hand. In order not to lose focus,
use technology wisely.

Being a secondary school student doesn‘t have to mean your life is all work and no play. It‘s just
as important to pencil in breaks, exercise and time with friends and family as it is to schedule time
for studying. Nobody performs at their uttermost under excessive stress. Since students need
healthy ways to manage the pressures of study while maintaining productivity, getting enough
sleep and exercising are all great ways to minimize stress, and actually make learning more
effective. The major mistake committed while working is when one is in a rush to meet the
deadline without taking proper breaks for rest or relaxation. It is impossible for anyone to focus
on work and to produce good results without considering any break in between.

Even if you struggle with time management, it‘s a skill you can build. Using these time
management techniques, you can successfully balance the demands of school, and life because
Proper time management is the foundation of a successful life and ensures achievement of one‘s
goals in a healthy manner.
(Adapted from https://www.breeze.pm/blog/how-is-time-management-related-to-productivity).

In pairs, categorize the following words/phrases taken from the reading text into either good time
management practices or poor time management practices:

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5.4. Vocabulary
5.4.1. Contextual meaning

5.4.2. Collocation of words/phrasal verbs

I. Choose the word/s that best complete the phrasal verbs below.
Away, around, down, in, into, off, on, out, over, up
1. Isn‘t it about time you turned __________?
2. They turned this section of river ______________ a water park for a city.
3. Keep looking. It‘s bound to turn _______ sooner or later.
4. He was turned __________ because of his age. He was too young.
5. She turned __________ and went back home because she forgot something.
6. Why turn _______ car? I‘m just going in to get my sunglasses.
7. Mother turned us __________ from the kitchen as she didn‘t want any distractions.

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5.4.3. Analogy

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5.5. Grammar
5.5.1. Talking about the Future

1. Using “be+going to + infinitive” and “will + infinitive” to show future intensions

 am/is/are + going to + speak, write, listen, read, do
 and will + speak, write, listen, read, do, etc
Note: We use ‗be ging to‘ to predict something that we think is certain to happen or when we
have evidence to happen; however, ‗will‘ is used when we are talking about something with
absolute certainty and evidence, data or justification are not required.
2. Using Present continuos for Future Action
Present continuos (am/is/are + verb + ing) is used to talk about planned or arranged future
events, especially when they are scheduled or confirmed. Examples,
 I am meeting my friend tomorrow.
 She is travelling to London next week.
3. Using Simple Present for Future Action
The simple present is used for fixed schedules, time tables, and programmed events (especially
with transportation, classes, and official events). Examples,
 The bus leaves at 9:00 AM.
 The movie starts at 7 AM.
 Our class begins next Monday.
5.5.2. Sentence Types Based on Structure

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5.5.3. Verb patterns of followed by gerund and infinitives

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5.5.4. Wishes

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5.5.5. Common Variations in Conditional Sentences with (but, so if, unless, didn’t have, if, etc)
Write sentences in conditional II or III that have similar meanings with the given sentences.
The first one has been done for you.
1. I don‘t know enough about the machine, so I can‘t mend it myself.
If I knew enough about the machine, I would mend it myself.
2. He wasn‘t prepared for the interview, so he didn‘t get the job.
If ______________________________________________________
3. Enough money is not spent on cancer research, so prevention has not been made.
If ________________________________________________________
II. Now write sentences including ..., so... or ..., but... with similar meanings to these
impossible conditional sentences.
1. If you had listened to me, we wouldn‘t have gone the wrong way.
You didn‘t listen to me so __________________________________
2. If they hadn‘t found him in time, they wouldn‘t have been able to save his life.
3. If there were any truth in her allegations, I would resign.
4. If I hadn‘t been so busy I would have written to you earlier.
5. If Sara had been honest, he would return the money.
III. Underline the correct phrase. If both are possible, underline both. Work in pairs and
compare the meaning of the phrases
1. Unless it had been / If it hadn‘t been for my friends, I wouldn‘t have got the job.
2. You would be really sorry unless you take / if you didn‘t take the opportunity.
3. Unless we cut/If we didn‘t cut resource use and waste, we face a decline in the quality of our
lives.
4. Unless we hear from you / If we didn‘t hear from you we‘ll expect you at around 12.30.
5. I must get on with my work - unless you want / if you don‘t want to help me.
6. He wouldn‘t have failed his exams unless he had / if he hadn‘t been ill.
7. What would you do unless you go / if you don‘t go away for the weekend?
5.6. Writing Skills
5.6.1. Writing memos and formal Letter
5.6.2. Argumentative writing

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UNIT SIX: INDIGENOUS CONFLICT RESOLUTION
6.2. Speaking Skills
6.2.1. Asking for Clarification

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6.2.2. Asking for Apology

6.2.3. Asking for Information

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6.2.4. Conducting Interview
Now, you are going to make an interview with a friend on ‗how to stop the spread of HIV/AIDS.

6.2.5. Panel Discussion

A panel discussion is a group meeting that aims to discuss a public issue or solve a problem.

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6.3. Reading Skills: Strategies of Indigenous Conflict Resolution
6.3.1. Skimming

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6.3.2. Detailed reading

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6.3.3. Extracting the main idea

6.4. Vocabulary
6.4.1. Word formation (prefixes and suffixes)
Prefix and Suffix are common in English and their correct use can help enhance the language
skills and deal with the unknown vocabulary easily.
I. What is Prefix?
A Prefix is a word (a group of letters) that is added at the beginning of the root word to form a
new word. A prefix word does not have any meaning of its own but when added to a root word it
modifies the meaning of the word. It makes a word negative, indicate opinion or show repetition.
Study the following examples
1. Un (Prefix) + Happy (Root Word) = Unhappy (new word)
2. Dis (Prefix) + Organized (Root word) = Disorganised (new word)
Instructions: Write the new word by adding the correct prefix from the list below. You can use
one prefix more than once. The first one is done for you.

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II. What are Suffixes?
Like Prefixes, Suffixes are also words (a group of letters) that are added to the root word to form
a new word but suffixes are added at the end of the root word. Suffix does change the meaning of
the word it is added to but not make the word opposite or negative like prefix do, it simply
changes the class of the root word like a verb is changed into an adjective by adding a suffix.
Study the following examples
1. Forget (root word) + Ful (Suffix) = Forgetful (New word)
2. Happy (root word) + Ness (Suffix) = Happiness (New word)
Instructions: Write new word by adding the correct suffix from the list below. You can use one
suffix more than once. The first one is done for you.-ship, -ment, -less, -fully, -er, -tion, -ness.

6.4.2. Idiomatic Expressions

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6.4.3. Homophones and homographs

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6.4.4. Practicing phrasal verbs with ‘get, do, and make’
 Collocation with “do” and “make”
Instructions: Look up the meaning of the phrasal verbs given in the table below from a modern
dictionary and construct your own sentences then exchange your sentences with your friend and
give comments to each other‘s work. The first one is done as an example for you.
 get on: make progress or be successful
Example: Using a dictionary is one way of getting on very well with your English.
 get over: recover from illness distress or mental weakness
Example: After Bushra has started to do light physical exercises, now he is getting over his
heart attack.

A collocation is a pair or group of words that always goes together. Although there are no
specific rules for collocations, it is important to study the commonly observed collocations that
appear in the forms of adjectives and nouns as well as verbs and prepositions. Sometimes it is
difficult to use the verbs ―do‖ and ―make‖ with the correct noun for most of our students. The
only thing you should do is to study the list of words that are followed by both verbs and use
them in your different communication settings correctly when/where they are necessary.
Examples:
 do your best, business, the cleaning, a course, etc.
 make an occasion, arrangement, attempt, change, comment, etc.
Instruction: Put either ―make‖ or ―do‖ before the nouns given here below.
o —–— 1. occasion o —–—10.change
o —–— 2. impression o —–—11. attempt
o —–— 3. effort o —–—12. gesture
o —–— 4. comment o —–—13. business
o —–— 5. offer o —–—14. damage
o —–— 6. gardening o —–—15. noise
o —–— 7. demand o —–—16. progress
o —–— 8. duty o —–—17. degree
o —–— 9. a course o —–—18. homework

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6.5. Grammar
6.5.1. Expressing purpose with to, so as to, to, for, so that

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6.5.2. Expressing regrets (wishes)
6.5.3. Clauses of result
In English grammar, result clauses are a type of subordinate clause that shows the result of an
action or situation. They help answer the question of why something happened. Result clauses
are introduced by a variety of conjunctions, such as: so; so.... that; such... that, as a result,
consequently, therefore, hence, thus, for this/that reason. Due to…

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6.6. Writing Skills
6.6.1. Expository essay writing
6.6.2. Interpreting charts and diagrams

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References
 Brown, H. D. & Lee, H. (2015). Teaching by principles: an interactive approach to language
pedagogy (4th.ed.). Pearson Education, Inc.
 Haley, M. H. & Austin, T. Y. (2014). Content-based second language teaching and learning:
an interactive approach (2nd.ed.). Pearson Education, Inc.
 Hewings, M. (2022). Advanced grammar in use: The self-study reference and practice book
for advanced learners of English (4th.ed.). Cambridge: Cambridge University Press.
 MoE. (2022). English for Ethiopia: Student Textbook Grade 10. The Federal Democratic
Republic of Ethiopia: Addis Ababa.
 _____ (2023). English for Ethiopia: Student Textbook Grade 9. The Federal Democratic
Republic of Ethiopia.
 _____ (2023). English for Ethiopia: Student Textbook Grade 11. The Federal Democratic
Republic of Ethiopia.
 ______ (2023). English for Ethiopia: Student Textbook Grade 12. The Federal Democratic
 Murphy, R. (2019). English grammar in use: A self-study reference and practice book for
intermediate learners of English (5th ed.). Cambridge: Cambridge University Press.

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