UNIT 1: IN THE CLASSROOM

LESSON ONE

Hello, hello. I’m fine, thank you.

How are you? How are you?

What is
your name? My name
My name is Kedija.
is Miero. It is nice
to meet
you.

Directions: Point to objects.

Say the names of objects.

book pencil bag

1
 pen

ruler
duster
rubber

bench
desk

chalkboard

door

floor

2
 LESSON TWO
Directions: Tell the position of the duster.

The duster is The duster is The duster is

on the desk. under the table. in the bag.

LESSON THREE
Directions: Tell the position of the basket.
1 2

The basket is near The basket is

the door outside the house.

3
 LESSON FOUR
Directions: Listen as your teacher reads
the story, “ The Lost Butterfly.”

The Lost Butterfly

Today is the
beginning of the new
school week. During
lunch Tilahun is sitting
near the window and
eating bread. He
sees Solomon, his new friend. Solomon is
sitting on a bench playing with a stick and
looking very sad. Tilahun walks over to
Solomon and says, “Hello, how are you?”
Solomon answers, “I’m sad because I’ve
lost my butterfly.”

Tilahun points to a bag on the floor and

asks, “Is it in the bag?” Solomon shakes
his head and says, “No.” Tilahun points
to the door and asks, “Is it outside the

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 door?” Solomon shakes his head and
says, “No.”

The school bell rings. All students come

inside the classroom. Rahel shouts,
“There is a butterfly on the window!” All
the boys and girls gather around to see
the butterfly. Solomon smiles.

Directions: Point to and name the upper

case (capital) letter with a partner.

Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy Zz

5
 LESSON FIVE
Directions: Sing the “Alphabet Song.”

The Alphabet Song

abcdefg
hijklmnop
qrstuv
wxyz
Now I know my a, b, cs,
Next time won’t you sing with me.

Directions: Listen as your teacher reads the

story, “The Lost Butterfly” again and answer
questions about the story.

LESSON SIX

Directions: Sing, “If You’re Happy and You

Know It” with your teacher. Do the actions.

6
 LESSON SEVEN
Directions: Point to the correct word
or contraction as your teacher sings
“The Contraction Song” again.

First Word Second Word Contraction

I am I’m
you are you’re
he is he’s
she is she’s
we are we’re
they are they’re

LESSON EIGHT
Directions: Trace each upper case (capital)
and each lower case (small) letter with your
finger when you hear its name.
A B C D E
a b c d e

7
 LESSON NINE
Directions: Trace each upper case (capital)
and each lower case (small) letter with your
finger when you hear its name.
F G H I J
f g h i j

LESSON TEN
Directions: Trace each upper case (capital)
and each lower case (small) letter with your
finger when you hear its name.
K L M N O
k l m n o

LESSON ELEVEN
Directions: Trace each upper case (capital)
and each lower case (small) letter with your
finger when you hear its name.

P Q R S T
p q r s t

8
Directions: Copy each picture and draw a
ruler in the correct position.

Draw a ruler Draw a ruler

near the chair. under the table.

Draw a ruler in Draw a ruler on

the bag. the book.

9
 LESSON TWELVE
Directions: Trace each upper case (capital)
and each lower case (small) letter with your
finger when you hear its name.
U V W X Y Z
u v w x y z
Gap Activity
Directions: Copy the sentences into your
exercise book. Fill in the missing letters.
Use the Word Bank to find the letters.
1. Put the __uster__n the__able.
2. Find the __uler__nder the__indow.
3. A __ish__wims.
4. Mother is__ear a __ench.
5. A __onkey__limbs.

Word Bank
fish bench monkey duster
near climbs ruler table
window swims on under

10
UNIT 2: HOW MANY BOOKS
LESSON ONE
Directions: Look at the picture and tell
what is happening.

Directions: Listen as your teacher sings a

number song. Follow the words and sing the
song with your teacher.

Number Song

One, Two, Three, Four, Five

Once I caught a fish alive.
Six, Seven, Eight, Nine, Ten
Then I put it back again.

11
Directions: Read the numbers and words as
you sing the numbers from 1 to 10.

1 2 3 4 5

one two three four five

6 7 8 9 10

six seven eight nine ten

LESSON TWO
Directions: Read the numbers and words
as you count from 11 to 20.

11 12 13 14 15
eleven twelve thirteen fourteen fifteen
16 17 18 19 20
sixteen seventeen eighteen nineteen twenty

12
 LESSON THREE
Directions: Copy the numbers 11-20 and
the number words into your exercise book.
Draw a set of circles for each number.
Number Number Word Set of Circles
11 eleven
12 twelve
13 thirteen
14 fourteen
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
20 twenty

LESSON FOUR
Directions: With a partner, practise asking
about age and telling your age.

13
 LESSON FIVE
Directions: Copy the sentences into your
exercise book. Count the objects. Write
the number of objects in the gap.
1. There are _____ carrots.

2. There are _____chickens.

3. There are ______ cats.

4. There are ______ dogs.

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5. There are ______ bicycles.

6. There are ______ balls.

LESSON SIX
Directions:
Look at the
pictures and
tell how many
balls are in
each.

LESSON SEVEN
Directions: Look at the words and pictures
of singular and plural objects. Listen as your
teacher reads the words and counts the
objects. Point to the objects as your teacher
names them.

15
 Singular Nouns Plural Nouns (add –s)

carrot carrots

hand hands

stick sticks

chicken chickens

Directions: Look at the singular and plural

words. Listen and point to the words as your
teacher reads them.

Singular Nouns Plural Nouns (add –es)

watch watches
dress dresses
fox foxes
bus buses
box boxes

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 LESSON EIGHT
Directions: Look at the whole words and
contractions as your teacher explains them.
Whole Words Contractions
There is not There isn’t
There are not There aren’t

LESSON NINE
Directions: Copy the table into your
exercise book and fill in the missing numbers.
1 3
6 9 10
12
16 18 20

LESSON TEN
Directions: Count how many animals or
objects are in each box. Write the number
and copy the names of the animals and
objects into your exercise book.

17
__ goats

__ cows

__ sheep

18
 __ camels

__ tomatoes

__ pencils

__ balls

19
Directions: Listen as your teacher reads Part
One of the story, “Yonas and the Animals.”

Yonas and the Animals

Part One
Twelve year old Yonas is watching his animals.
Yonas has goats and sheep. Hakim asks
Yonas to watch his goats and sheep while he
gathers firewood for his family. Yonas has
a stick. He watches the animals carefully to
guard them from harm. It is a very hot day.
Yonas knows he must get the animals to the
watering
hole before
the sun gets
stronger.
He leads
the way
to the
watering
hole.

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 LESSON ELEVEN
Directions: Listen as your teacher reads Part
Two of the story, “Yonas and the Animals.”

Yonas and the Animals

Part Two
When Yonas reaches the watering hole he
sees other boys and animals. As all the
animals drink the water, Yonas counts the
goats and sheep.

Yonas has 8 goats. His friend Hakim has 7

goats. That makes 15 goats. When Yonas
counts, he finds all 15 goats. Then he counts
the sheep. Yonas has 6 sheep and Hakim has
5 sheep. Together that makes 11 sheep; but
Yonas can
only find 10
sheep. One
of Yonas’s
brown sheep
is missing!

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Directions: Listen as your teacher reads Part
Three of the story, “Yonas and the Animals.”

Yonas and the Animals

Part Three
Yonas begins to look for his missing sheep.
He walks around the watering hole calling
the sheep. “Bure, Bure,” he calls again and
again. But he can’t find his sheep. Hakim
comes to the watering hole. Yonas’s brown
sheep is with him.

Yonas sees his sheep with Hakim. He says,

“Hakim, I am so glad you have come to the
watering hole and that you have found my
missing sheep.” Now the sun is setting so the
two boys gather all their animals together
and go home.

LESSON TWELVE
Directions: Follow your teacher’s directions
to review what you learned in Unit 2.

22
UNIT 3: WHAT COLOUR IS YOUR BAG?
LESSON ONE
Directions: Listen to the names of the colours
in the Colour Chart. Point to and say the
name of the colour after your teacher says it.

Colour Chart

red blue green yellow orange

brown purple black pink white

LESSON TWO
Directions: Use the following language pattern
to say an object belongs to someone.
Example: This bag belongs to me.

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 LESSON THREE
Directions: Find a small object to bring to
school tomorrow. You will name and tell the
colour of the object.

LESSON FOUR
Directions: Write the lower case (small)
letters a to z in your exercise book.

a b c d e f
g h i j k l
m n o p q r
s t u v w x
y z

24
Directions: Point to the letters as you
perform the chant.

Black
b-l-a-c-k, black.
b-l-a-c-k, black.

I can spell black.

I can spell black.
The cat is black.
The bat is black.

b-l-a-c-k, black.
b-l-a-c-k, black.

25
 LESSON FIVE
Directions: Use a number or number word
from the box in your sentence about objects.

Number Words and Numbers

one six
1 6
two seven
2 7
three eight
3 8
four nine
4 9
five ten
5 10

26
Directions: Look at the pictures and the
words. Read them as you say them out loud.

socks boots

hat sandals

scarf blouse

27
 LESSON SIX
Directions: Look at the pictures. Write T
in your exercise book if the sentence is true
and F if it is false.

The girl’s dress is pink. Buchi the dog has

brown and white
hair.

The boys by the lake are

wearing brown trousers

28
The woman and her child are both wearing
yellow clothing.

The students in the class are wearing

red sweaters.

29
 LESSON SEVEN
Directions: In your exercise book write the
names and colours of the objects your
teacher shows you.

LESSON EIGHT
Directions: In your exercise book draw the
Ethiopian flag. Write a sentence about it.

LESSON NINE
Directions: Make five addition and five
subtraction problems. Write them in your
exercise book.

LESSON TEN
Directions: Sing the “Ways to Say Goodbye”
song with your teacher.

30
 LESSON ELEVEN
Where’s My Cat?
Ayantu has a new cat.
Her cat is black and white
and is named Adi. Adi is a
very playful cat that loves
to explore outdoors.
Ayantu can’t find her cat
today. Adi is lost. She
looks and looks for her
cat. Is Adi under the green
tree? No, the brown goat
is under the green tree. Is
Adi near the tall green grass? No, the
blue bird is near the tall
green grass.
Ayantu calls for Adi.
She hears it purr. She
looks up. “There’s Adi!
There’s my Adi. My cat
is up in the green tree.”

31
 LESSON TWELVE

Directions: Copy the sentences into your

exercise book. Fill in the gaps with the words
in the Word Bank.

Gaps
1. A banana is _____.
2. Coffee is _____.
3. The sky is _____.
4. The grass is _____.
5. Milk is _____.
6. The Ethiopian flag is ____, ____, and ____.

Word Bank

blue green yellow

white red black

32
UNIT 4: PARTS OF THE BODY
LESSON ONE
Directions: Touch each picture and name
the body part.
hair
head ear
eye teeth
nose neck
mouth
chin

fingers
shoulder
hand

arm
knee
foot
leg
toes

33
 LESSON TWO
Directions: Point to the pictures and read
the words.
Body Parts Above the Waist
head hair face

}
eye nose

ear

teeth

mouth chin

34
 neck
shoulder

fingers
arm

hand

Body Parts Below the Waist

knee
leg
foot

toes

35
 LESSON THREE
Directions: Draw a picture of a person in
your exercise book. Use the words in the
Word Bank to label the body parts.

Word Bank
arm hand head eye
chin foot leg knee
ear nose mouth neck

LESSON FOUR
Directions: Find the letters in the Letter
Bank to complete the words. Write the
complete words in your exercise book.

Letter Gaps
_eck _oot _eeth
__m _ _in _ _r

Letter Bank
f n t
ea ar ch

36
 LESSON FIVE
Directions: Write the numbers 1-5 in your
exercise book. Write the correct word for
each body part picture next to the number.
Use the Word Bank.

}
1 2 3 4 5

Word Bank
eye hand nose leg face

Directions: Listen as your teacher reads

the story, “The Flies and the Goat.”

37
 LESSON SIX
Directions: Follow your teacher’s direction
to play some games.

LESSON SEVEN
Directions: Count the boxes and say the
names of the letters.

A B C D E F G H
I J K L M N O P
Q R S T U V W X
Y Z A B C D E F
G H I J K L M N
O P Q R S T U V
W X Y Z A B C D
E F G H I J K L
M N O P Q R S T
U V W X Y Z A B
C D E F G H I J
K L M N O P Q R
S T U V W X Y Z

38
 LESSON EIGHT
Directions: Copy the numbers and number
words in the correct order into your
exercise book.
27 23 29
twenty-seven twenty-three twenty-nine
25 21
twenty-five twenty-one

LESSON NINE
Directions: Say the odd numbers from
1-29 with your partner. Then say the
even numbers.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 ?

LESSON TEN
Directions: Listen as your teacher reads
the story, “Adanech and her Chickens.”
Draw circles in your exercise book to show
the number of chickens Adanech has.

39
 LESSON ELEVEN
Directions: Copy the bingo squares into
your exercise book. Choose numbers from
1-29 to write in the squares. Cross out the
numbers that your teacher reads out loud.

B I N G O

Directions: Choose the picture that matches

the description given by your teacher.
Picture 1

Picture 2

40
Picture 3

Picture 4

Picture 5

41
 Picture 6

Picture 7

Picture 8

LESSON TWELVE
Directions: Follow your teacher’s directions
to review what you learned in Unit 4.

42
UNIT 5: I HAVE A PEN
LESSON ONE
Directions: Point to the picture as your
teacher names the person, animal or object.

and

’n’

and

’n’

and

’n’

43
and

’n’

and

’n’

and

’n’

44
 LESSON TWO
Directions: Name the colours.
Colour Chart

Directions: Point to each picture and

describe it. Use colour names and size words.

a big girl in a a small girl in a

yellow dress and pink dress

a thin blue book and a thick black book

45
and

and

and

and

46
 LESSON THREE
Directions: Follow your teacher’s directions
and play a guessing game.

LESSON FOUR
Directions: Listen and point to the pictures
as your teacher reads out loud. Talk about
the pictures with a partner.

The dress is old. The dress is new.

It is a red dress. It is a green dress.
The dress is old The dress is new
and red. and green.

47
His trousers are dirty. Her trousers are clean.
His trousers are blue. Her trousers are brown.
His trousers are dirty Her trousers are clean
and blue. and brown.

The bag is big. The bag is small.

It is orange. The bag It is blue. The bag is small
is big and orange. and blue.

48
Directions: Draw six boxes in your exercise
book. Follow the directions in each box below.
Fill in the gap with the colour word.

1. Draw a black 2. Draw an orange

school bag. dress.

I have a _____ This is an ______dress.

school bag.

3. Draw a green 4. Draw a black and

tree. white ball.

This is a _____ tree. I have a ____and

____ ball.
5. Draw a red box. 6. Draw a brown
rock.
I have a _____ box. This is a _____ rock.

49
 LESSON FIVE
Directions: Point to the letters of the
alphabet. Identify the differences between
lower case (small) and upper case
(capital) letters.
Lower Case (small) Letters
a b c d e f g h i
j k l m n o p q r
s t u v w x y z
Upper Case (capital) Letters
A B C D E F G H I
J K L M N O P Q R
S T U V W X Y Z
Directions: Sing the song.
Alphabet Song
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z
Now I know my ABCs.
Tell me what you think of me.
50
Directions: Copy the chart into your exercise
book. Fill in the gaps with the missing letters.

A __ C D E __ G H __
J K __ M __ __ __ Q R
S __ __ __ W __ Y Z

LESSON SIX

Directions: Put your finger on the numbers

as you say them.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30

51
Directions: Work with a partner to identify
the missing numbers.

1 2 4 5 7 8 10
11 13 14 16 17 19
22 23 25 26 28 29 30

LESSON SEVEN

Directions: Point to each number as your

teacher says it.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 ?

52
Directions: Write the missing numbers in
your exercise book.

1 2 5 6 7 8 10
12 13 14 17 19 20
21 25 26 28 30
31 32 34 36 37 38 40
41 43 45 47 49

LESSON EIGHT
Directions: Copy the upper case (capital)
and lower case (small) letter charts into
your exercise book. Fill in the missing letters.

A C E G I
K M O Q
S U W Y

53
 a c d f h
j l n o p r
t v x z

Directions: Follow the words as your teacher

reads the story, “Helping Mother.”

Helping Mother

My brother and I love our mother. We are

big enough to help her. We help her sweep
the floor. We help her cook. We help
her wash the dishes. We help her make the
bed. We help her set the table. We help
her wash the clothes. We help her fold the
clothes. We help her feed our baby brother,
too. We like to help our mother.

54
Directions: Point to the pictures as your
teacher reads the story. Say what happens
first, next and last in the story.

We help her sweep

the floor. We help her cook.

We help her wash the We help her make the

dishes. bed.

We help her set the We help her wash the

table. clothes.

55
We help her fold We help her feed
the clothes. our baby brother.

LESSON NINE

Directions: Match each colour with a colour

word from the chalkboard. Write the words
in your exercise book.

3 10 2 6 9

4 1 5 7 8

56
 LESSON TEN
Directions: Describe the pictures. Use the
words in the Word Bank. Example: We live
in a round, brown house. List the numbers
1-8 in your exercise book and write
the sentences.

1 2

3 4

5 6

57
7 8

Word Bank
Describing Colour Object
Words Words Words
low green house
small yellow blanket
tall black fire
short brown jug
big blue door
round white spoon
long orange chair
square red table
high

58
 LESSON ELEVEN
Directions: Count with your teacher.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49

Directions: Copy the chart into your

exercise book. Fill in the gaps with the
missing numbers.

2 4 5 7 8 10
12 14 15 17 18 20
22 24 25 27 28 30
32 34 35 37 38 40
42 44 45 47 48

59
 LESSON TWELVE
Directions: Look at the pictures. Take turns
reading the sentences to a partner.
I have a brown
house. Two green
trees grow beside
my house. That
is a red ball
beside the house.

I have a blue ball.

It is large.
It is under the table
on the yellow rug.

Directions: Talk to a partner to describe

this picture

60
UNIT 6: DAYS OF THE WEEK
LESSON ONE
Directions: Listen and point to the days of
the week as your teacher reads out loud.
Read the days of the week.

Weekly Calendar
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday

Directions: Listen to the rhyme “School Days”

as your teacher reads out loud. Read
“School Days” with your teacher.

School Days

Today is Monday. Today is Monday.

The first day of the week,
The first day of the week,
We are learning to read and write.
We are learning to read and write.
Every day of the week,
Every day of the week.
----------------------------

61
 Today is Tuesday. Today is Tuesday.
The second day of the week,
The second day of the week,
We are learning to read and write.
We are learning to read and write.
Every day of the week,
Every day of the week.
-------------------------
Today is Wednesday. Today is Wednesday.
The third day of the week,
The third day of the week,
We are learning to read and write.
We are learning to read and write.
Every day of the week,
Every day of the week.
--------------------------
Today is Thursday. Today is Thursday.
The fourth day of the week,
The fourth day of the week,
We are learning to read and write.
We are learning to read and write.
Every day of the week,
Every day of the week.
---------------------------
62
 Today is Friday. Today is Friday.
The fifth day of the week,
The fifth day of the week,
We are learning to read and write.
We are learning to read and write.
Every day of the week,
Every day of the week.

LESSON TWO
Directions: Copy the days of the week
from Lesson One into your exercise book.

LESSON THREE
Directions: Draw pictures of what you do
on two days of the week.

LESSON FOUR
Directions: Listen and point to the weather
pictures as your teacher says the weather words.

63
sunny cloudy hot

rainy windy cold

64
 LESSON FIVE
Directions: Write the days of the week
in the correct order in your exercise book.
Write the correct ordinal number under
each day of the week.

Friday Monday Wednesday

Saturday Thursday Sunday
Tuesday

first second third

fourth fifth sixth
seventh

LESSON SIX
Directions: Copy the Weather Chart into
your exercise book. Use the Word Bank
to fill in the gaps.

65
 Weather Chart

Saturday Sunday

It is__________today. It is_________today.

Monday Tuesday

It is_________ today. It is_______ today.

66
 Wednesday Thursday

It is_________ today. It is_______ today.

Friday

It is_________ today.

Word Bank
sunny windy cold
rainy cloudy hot

Directions: Listen as your teacher reads

the story “Geleta’s Week” out loud. Point
to the days of the week words.

67
 Geleta’s Week
Today is Monday, the first day of the school
week. Geleta walks to school with two friends
in his class, Wehib and Hawa. While walking,
Geleta thinks about his plans for the week.
On Tuesday, students in the class celebrate
their friend Abera’s birthday. When a
student has a birthday, everyone sings the
“Happy Birthday” song to him or her.
On Wednesday, Geleta goes to the river
to fish after school. He takes the fish he
catches home to eat.
On Thursday, Geleta’s family goes to the
market to buy fresh food to cook and eat on
Friday. On Friday his friend Hawa goes to
the mosque.
Saturday is Geleta’s favourite day of the
week. He plays games with his friends
outside when it isn’t raining. Sunday is the
day of the week when Geleta goes to
church with his family.

68
 LESSON SEVEN
Directions: Listen as your teacher reads
sentences from the story. Point to the
picture that shows the sentence read by
your teacher. Talk about the pictures
with a partner.

69
70
 LESSON EIGHT
Directions: Copy the “Happy Birthday”
song into your exercise book. Fill in the gap
with the name of your friend.

Happy Birthday

Happy Birthday our friend,

Happy Birthday our friend,
Happy Birthday dear ______.
We’re happy for you!

LESSON NINE
Directions: Write the days of the week in
your exercise book three times each.

LESSON TEN

Directions: Look at the pictures. Talk with

a partner about the places you visit and the
things you do on weekends or holidays.

71
72
 LESSON ELEVEN
Directions: Talk with a partner about the
places you visit and the things you do on
weekends or holidays. Use the language
pattern.

What do you do on Saturday?

On Saturday I _____.

What do you do on Sunday?

On Sunday I _____.

What do you at on (Christmas/

Ramadan/Easter/Eid)?
On ______ I ______.

73
 LESSON TWELVE
Directions: Talk with a partner about what
you do on each day of the week. Use the
language pattern.

What do you do on Monday?

On Monday I _____.

What do you do on Tuesday?

On Tuesday I _____.

What do you do on Wednesday?

On Wednesday I _____.

What do you do on Thursday?

On Thursday I _____.

What do you do on Friday?

On Friday I _____.

74
UNIT 7: TIME TO EAT AND DRINK
LESSON ONE
Directions: Listen as your teacher reads
the conversation. Work with a partner to
read the conversation out loud.
Partner 1: Hello, _____. How are you?
Partner 2: Hello, _____. I’m fine!
How are you?
Partner 1: I’m fine, too. Today is your
birthday. Happy birthday!
Partner 2: Thank you! I am very happy!
Partner 1: My mother made some bread
for your family. It is good.
Partner 2: Thank you! My family
likes bread.
Partner 1: I hope you have a good
afternoon.
Partner 2: I hope you have a good
afternoon, too. Bye!

Partner 1: Goodbye!

75
Directions: Look at the pictures. Count the
food objects and write the numbers in your
exercise book. Ask your partner questions
about the pictures.

76
 LESSON TWO
Directions: Talk with a partner about the
pictures. Show your partner which things we
can eat and which things we can drink.

77
 apple bean bread

cabbage carrot coffee

corn egg fish meat

milk potatoes tea tomato water

78
 LESSON THREE
Directions: Copy the chant into your
exercise book. Write the names of the
food items instead of drawing the pictures.
Use the words in the Word Bank.

Word Bank Food Chart

are good!
meat
So is some !

eggs A is tasty,
But not on my feet!
carrots are good!
So is !
potatoes
taste great,

bread But not on my head!

If I could have my greatest
cabbage wish,
I’d eat my food
In a nice, round dish!

79
 LESSON FOUR
Directions: Copy the T-chart from the
chalkboard. Copy the words from the
Word Bank into the T-chart.

Word Bank
apple bean coffee
maize fish milk
tea tomatoes water

LESSON FIVE

I want oranges, How many?

please.

80
 LESSON SIX
Directions: Listen to your teacher read
words out loud. Point to the box with the
number of the stressed part of each word.

1 2 3
first part middle part last part

LESSON SEVEN

Directions: Practise with a partner counting

forwards and backwards by using the
number line.

1 2 3 4 5 6 7 8 9 10

81
 LESSON EIGHT
Directions: With a partner point to the
numbers and say them out loud. Talk to
your partner about the number patterns.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49

Directions: Listen to your teacher read the

numbers. Count from 50-60 out loud.

50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 ?

82
 LESSON NINE
Directions: Practise with a partner counting
forwards and backwards using the number lines.

50 51 52 53 54 55 56 57 58 59

60 61 62 63 64 65 66 67 68 69

70 71 72 73 74 75 76 77 78 79

80 81 82 83 84 85 86 87 88 89

83
 90 91 92 93 94 95 96 97 98 99

LESSON TEN
Directions: Copy the shopping list into
your exercise book. Put a check mark
next to the word on the Shopping List if
you hear your teacher say the name of
the food item.
Shopping List
eggs tomatoes potatoes corn oranges
bread cabbages carrots milk coffee

84
 Shopping - 1
Tesfu “We want some eggs, please.”
Shopkeeper “How many eggs do you
want?”
Tesfu “We want twelve eggs,
please.”
Shopkeeper “Here you are.”
Tesfu and “Thank you!”
Makeda
Makeda “We want some cabbages
and corn, too, please.”
Shopkeeper “How many?”
Makeda “We want two cabbages and
six ears of corn, please.”
Shopkeeper “Here you are. That will be
20 Birr, please.”
Tesfu and “Thank you! Have a good
Makeda afternoon!”
Shopkeeper “Thank you! Please come
back again.”

85
Directions: Find 8 food items in the picture.
Write a list of the items in your exercise book.

86
 LESSON ELEVEN
Directions: Copy the Shopping List into
your exercise book. Listen as your teacher
reads the conversation out loud. Put a circle
around the word if your hear your teacher
say a word on the Shopping List.

Shopping List
5 apples 1 fish
2 loaves of bread 6 tomatoes
1 cabbage meat
coffee 11 oranges
5 eggs tea

87
 Shopping - 2
Customer “I want bread, please.”
Shopkeeper “How many loaves of bread?”
Customer “Two loaves of bread, please.”
Customer “I want apples, please.”
Shopkeeper “How many apples?”
Customer “Five apples, please.”
Shopkeeper “Here are your apples.”
Customer “I want fish, please.
Shopkeeper “How many fish?”
Customer “One fish, please.”
Shopkeeper “Here is your fish.”
Customer “Thank you!”
Shopkeeper “Please come back again.”

LESSON TWELVE

Directions: Follow your teacher’s directions

to review what you learned in Unit 7.

88
UNIT 8: WHAT AN AMAZING ANIMAL!
LESSON ONE
Directions: Point to the pictures as your
teacher says the names of animals out loud.

dog donkey cat

cow sheep chicken

ox goat horse

89
Directions: Listen as your teacher sings
“Old Yakob Had a Farm.” Sing the song
with your teacher. Make the sounds of
the animals.

Old Yakob Had a Farm

Old Yakob had a farm
Ooh ah ooh ah ee.
And on his farm he had some dogs
Ooh ah ooh ah ee.
With a woof-woof here
And a woof-woof there
Here a woof, there a woof
Everywhere a woof-woof
Old Yakob had a farm
Ooh ah ooh ah ee.
Old Yakob had a farm
Ooh ah ooh ah ee.
And on his farm he had some cows
Ooh ah ooh ah ee.
With a moo-moo here

90
 And a moo-moo there
Here a moo, there a moo
Everywhere a moo-moo
Old Yakob had a farm
Ooh ah ooh ah ee.
Adapted from folk song

Directions: Sing the song four more times

with your teacher. Make the following animal
sounds: cat – meow-meow, donkey – hee-
haw, horse- neigh-neigh, sheep – baa-baa,
goat – meh-meh and hen - cluck-cluck.

LESSON TWO
Directions: Point to the pictures as your
teacher says the names of the animals.
Talk to your partner about the animals.
Say the letters that the animal words
begin and end with.

91
rabbit hyena hippopotamus

zebra monkey elephant

lion baboon camel

92
 LESSON THREE
Directions: Listen as your teacher reads the
words. Read the list of words in each column
out loud with your teacher.

Vocabulary: Animals
ONE MORE THAN ONE
camel camels
cow cows
donkey donkeys
lion lions
rabbit rabbits

Vocabulary: Animal Body Parts

ONE MORE THAN ONE
wing wings
tail tails
paw paws
claw claws
hoof hoofs

93
 LESSON FOUR
Directions: Describe animals according to
your teacher’s directions.

LESSON FIVE
Directions: Talk about the pictures. Listen
to the story as your teacher reads it out
loud.

94
 LESSON SIX
Directions: Draw the animal your teacher
describes.

LESSON SEVEN
Directions: Play the Yes/No game with
animal names.

LESSON EIGHT
Directions: Read the sentences. Use
information from the chart on the
chalkboard to write about one animal you
saw or heard on the walk. Change the
underlined words.

1. I saw a goat on 4. It has four legs.

the walk. 5. It eats leaves.
2. It is white. 6. It says meh.
3. It is small.

95
 LESSON NINE
Directions: With a partner point to the
pictures of animals and name them. Point
to the things in the picture that are not
real in life.

96
Directions: Listen as your teacher recites
the chant “Farah’s Garden.” Recite the
chant with your teacher.

The Strange Animals in Farah’s Garden

In Farah’s Garden there are

many things to see.
A goat is in an apple tree,
A cat wears a hat, and its friend is a rat.
I see a frog. It barks at a dog.
A purple monkey I’d like to catch is
running through the cabbage patch.

Directions: Draw a picture of Farah’s

garden with one or two animals in it that
are real. Write a sentence about your
picture.

97
 LESSON TEN
Directions: Listen as your teacher reads
word pairs to describe an animal. Name
the animal.

white fur grey skin brown fur

black nose long nose four paws
small ears short tail long tail
long tail big ears black nose
four paws very tall says woof
long claws
says meow

bushy mane
brown fur
small ears
long tail
four paws
has hoofs
sharp claws
small ears
long tail
eats grass
eats meat
says moo
says roar

98
 LESSON ELEVEN
Directions: Describe and draw animals that
are not true to life.

LESSON TWELVE
Directions: From all the animals you know,
choose your favourite and tell why it is your
favourite.

99
100
UNIT 9: I LIKE ORANGES
LESSON ONE
Directions: Group the pictures your teacher
shows you according to food categories.
LESSON TWO
Directions: Name foods that you like and
dislike.
LESSON THREE
Directions: Chant the “I Like” chant.
LESSON FOUR
Directions: Copy the chart into your exercise
book. Ask questions to find out what the other
members of your group like and dislike.

Fruits Vegetables Animals Colours

orange banana cabbage potatoes monkey bird red blue

101
 LESSON FIVE
Directions: Copy the chart into your
exercise book. Fill in the missing singular
or plural nouns.

Singular Nouns Plural Nouns

cat
dogs
orange
potatoes
benches
tomato
bananas
lion
churches
dress

LESSON SIX
Directions: Listen as your teacher reads
Part One of the story, “We Like Our School,”
and answer the questions your teacher asks.

102
 We Like Our School
Part One
Kedir, Henok, and Hadan walk to school
together. It is Monday, the first day of
the school week. “I like Monday,” says
Kedir. “It is the best day of the week.”
Henok asks, “Why is Monday the best
day?” “We go back to school on
Monday,” Kedir replies.

“That is true,” said Henok, “but Tuesday

is a good day, too. I like to play football
with my friends after school on Tuesday.”
“Yes,” agrees Kedir, “I like football on
Tuesday.”

Hadan listens to her friends as they

walk along. “I like Wednesday,” she
says. “Why do you like Wednesday?”
ask Kedir and Henok. “I like to help my
mother cook dinner on Wednesday,”
Hadan answers.

103
 LESSON SEVEN
Directions: Follow the words as your teacher
reads Part Two of the story, “We Like Our
School,” and draw a picture of an activity on
one day of the week.
We Like Our School
Part Two
“I like to help my father in the shoe shop
after school on Thursday,” says Kedir.
“On Friday I take care of the cows,” says
Hadan. “I like to take them to the
watering hole on Friday.” “ I like to pray
at the mosque on Friday,” says Kedir.
“I like all the things we do in school,” says
Kedir. “I like to read stories, and I like to
do sums.” “We like school every day,”
say the three friends.
“School is fun every day but it is nice to
rest on Saturday,” says Kedir. “It is fun to
go to the market on Saturday,” says
Hadan. “I like swimming in the river on

104
Sunday,” says Henok. “I like to go to
my Grandparents house to listen to
Grandmother’s stories,” says Hadan.
“There is something fun to do every day
of the week,” says Kedir.

LESSON EIGHT
Directions: Listen as your teacher reads
Part One of an interview. Think about
Yayo’s likes and dislikes.
Yayo’s Opinion
Part One
Belainish “Good morning. My name is
Belainish and I work for a
newspaper in Addis Ababa.
We’re doing a survey about
students’ likes and dislikes for our
newspaper. Can I ask you a few
questions?”
Yayo “Please be quick. I have to take
the animals to the watering hole
before school.”
105
Belainish “OK, I only need five minutes. How
do you feel about getting up early?”
Yayo “Well, I like to get up early every
day. I always dislike getting up late.”
Belainish “Do you like tea or coffee for
breakfast?”
Yayo “I dislike tea for breakfast. I like to
drink coffee for breakfast.”
Belainish “OK, let’s talk about sports.
What’s your favourite sport,
basketball or football?”
Yayo “Well, I’m very lazy, so I dislike
playing sports. But I like watching
my friends play.”
Belainish “Do you like vegetables?”
Yayo “I like eating vegetables, but I dislike
red vegetables such as beetroot.”
Belainish “What’s your favourite colour?”
Yayo “My favourite colour is blue. I like
colours that are bright. They make
me happy. I dislike the colour black.”

106
 LESSON NINE
Directions: Listen as your teacher reads
Part Two of the interview. Think about
Yayo’s likes and dislikes. Discuss them with
your partner.
Yayo’s Opinion
Part Two
Belainish “Do you enjoy reading?”
Yayo “Oh yes! I like to read silently,
but I dislike reading out loud in
class. I like to read alone.”
Belainish “Well Yayo, thank you for taking
the time to talk with me. I wish
you well. I just have one more
question for you.”
Yayo “Fine, no problem.”
Belainish So Yayo, what do you like about
school?”
Yayo “Let me tell you my favourite and
my least favourite thing about
school….”

107
 LESSON TEN
Directions: Copy the sentences into your
exercise book. Read the interview again
and fill in the gaps in the sentences with the
correct word or words about Yayo’s likes
and dislikes.

1. Yayo ______ playing sports.

2. Yayo likes watching ______.
3. Yayo’s favourite drink at breakfast is
______.
4. ______ is Yayo’s favourite colour.
5. He ______the colour black.
6. How does Yayo feel when he takes the
cows to the watering hole? I think he
feels ______.

LESSON ELEVEN
Directions: Complete the survey for the
three items you choose. Name the most
and least favourite item.

108
 LESSON TWELVE
Directions: Copy the Word Search into
your exercise book and circle the names
of the animals.

Animal Word Search

m b i r d g a
f y e k n o m
r a f i s h a
o a e r g e r
g b t d o n b
r o n k a g e
d q c a t k z

Word Search Words

fish monkey zebra hen
goat cat bird frog

109
Directions: Look at the words in the boxes.
Think about what words go together. Copy
the word that doesn’t belong and explain
why it doesn’t belong.

1. cat sheep hat dog fish

Example: Hat is not an animal.
2. head toe nose sad neck

3. coffee water hop milk tea

4. dirty rainy sunny windy cloudy

5. young old fat strong milk

6. Monday Tuesday tomorrow Sunday Friday

7. tail bread fish cabbage eggs

8. window pencil textbook desk fish

110
UNIT 10: WHO LIVES IN THIS HOUSE?
LESSON ONE
Directions: Point to the pictures of each
house. Talk about the pictures. Point to
the house that looks like yours. Talk about
your house. Draw your house.

111
 Vocabulary: Houses
house condominium apartment
Vocabulary: Shapes
oblong square round
Vocabulary: Roof
earth thatched tin
Vocabulary: Materials
wood mud straw stone concrete brick

Directions: Listen and follow the words as

your teacher reads “Houses in Ethiopia.”

Houses in Ethiopia
Houses can be round, square or oblong.
They can be made of mud, straw, wood,
brick or stone. They can have thatched,
tin or earth roofs. What is your house
like?

112
 In cities and towns some houses are
made of concrete. There are large
buildings called condominiums. Many
families live in one building. Their homes
are called apartments. Have you seen
a condominium? Do you live in an
apartment?

LESSON TWO

Vocabulary: Household Objects

bed blanket bowl broom
chair clothes cooking fire pans
pillow sink soap sponge towel

Directions: Listen to the story, “Uncle

Debebe’s House,” and point to the
objects named.

113
114
 Uncle Debebe’s House
Desta and Adanech go to Addis Ababa
with their family. They visit their Uncle
Debebe. They go to Uncle Debebe’s
condominium. Uncle Debebe stands at the
door of the condominium and says, “Good
afternoon.”

Debebe’s son, Assefa, has a broom. He

sweeps the kitchen floor. Debebe mends
a bowl. Then he uses a sponge to clean
the bowl.

Assefa’s mother cooks in the kitchen.

She makes noise with the pan as she cooks.
She tells the children to wash their hands.
They wash their hands with soap at the sink.
They dry them with a towel before they sit
down to eat. They will eat soon. The
families talk and laugh. They have fun
together.

115
Desta and Adanech’s mother put Desta
and Adanech’s clothes in the bedroom.
There are a blanket and a pillow on the
bed.
LESSON THREE

Vocabulary: Household Words

rooms kitchen bedroom bathroom
Vocabulary: Actions
sleep wash cook
Vocabulary: Comparison
same/different

kitchen bedroom
bathroom

116
 LESSON FOUR

Vocabulary: Household Objects

food plates spoons cups jug

Vocabulary: Action Words

work play dress live

three room house

one room house

117
Directions: Copy the gap activity into your
exercise book. Write the words from the
Word Bank in the correct list.

Gaps
In the In the In the
Kitchen Bedroom Bathroom

1. _____ 1. _____ 1. _____

2. _____ 2. _____ 2. _____
3. _____ 3. _____
4. _____

Word Bank
blanket towel sponge
broom pans soap
bowl bed sink

118
 LESSON FIVE

Vocabulary: Action Words

sweep wash dress sleep
Vocabulary: Comparison Words
big/small hot/cold clean/dirty wet/dry fat/thin

Directions: Look at the pictures as your

teacher explains describing words.

big/small
wet/dry

hot/cold

clean/dirty
fat/thin
119
 LESSON SIX
Directions: Find the objects that do not belong
in each room. Name the objects using the
language patterns: There is a/an______.
The______belongs in the ______.

LESSON SEVEN
Directions: Play the Inside/Outside game.

120
 LESSON EIGHT
Directions: Predict what the story,
“Ahmed and Jemal,” is about.

Ahmed and Jemal

It is Saturday. The day is sunny and

warm. Ahmed and Jemal help their
mother and father. Ahmed sweeps the
floor and Jemal washes the pots. The
two children go outside. They see a cat.
It sleeps in the compound. Ahmed and
Jemal pet the cat. Ahmed says, “Jemal,
do you want to sing a song?” Jemal
answers, “No, let’s play in the compound.
We can run to the gate. We can go
fast.”

Father calls, “Hey, you two! There are

beans in the garden. Play in the yard
after you sort the beans.” Ahmed and
Jemal run to the garden. They sort the

121
beans. They take them inside the house.
Mother cooks them in the kitchen, and
they play in the compound.

Directions: Look at the sentences and

match them to the pictures below. Write
the sentences in your exercise book in the
order that they happen in the story.

Ahmed and Jemal sort the beans.

Ahmed and Jemal pet the cat.
Ahmed sweeps the floor, and Jemal
washes the pots.
Mother cooks them in the kitchen.

122
 LESSON NINE
Directions: Listen as your teacher introduces
the vocabulary words for “The Baby Bird.”
Vocabulary: Action Words
leave obey hunt hears walk fly
Vocabulary: Animals’ Homes
fox/hole bird/nest
monkey/tree snake/rock
Vocabulary: Other Words
parents sound thorn
Directions: Listen and follow the words as
your teacher reads the story, “The Baby
Bird,” out loud.
123
 The Baby Bird
This is a story of a bird family. The mother
bird asks the baby bird to stay in the nest
while she and father bird go hunting for
food.
Baby bird does not obey and leaves the
nest to look for its parents. It walks for
a long time and does not find its parents.
Finally, it starts to walk back home.
It walks and walks and cannot find its nest.
It comes to a snake near a rock. The
baby bird says, “This is not my home.”
It walks on and comes to a bat in a cave.
It says, “This is not my home.” It walks on
and comes to a fox in a hole. Baby bird
says, “This is not my home.” It walks on. It
comes to a monkey in a tree. It says, “This
is not my home.” It walks on. The baby
bird comes to a goat in a field. It says,
“This is not my home.” The baby bird is
very tired but it walks on.

124
Finally, it hears a beautiful sound. It is the
sound of the mother bird calling it home.
Baby bird follows the sound and flies up
to its nest. Baby bird says, “This is my
home!”

Directions: Listen to the story again,

Write the number of the pictures in the
correct order.

It comes to a snake near a rock.

The baby bird leaves the nest to look
for its parents.
It sees a fox in a hole.
This is the story of a bird family.
It comes to a goat in a field.
It comes to a monkey in a tree.

125
1 2

3 4

5 6

126
 LESSON TEN
Directions: Guess the words as your teacher
writes letters on the chalkboard. Then mime
the action words.
Word Bank: Action Words
hear eat sweep walk
cook sleep drink wash

Directions: Unscramble the words. Write

them in your exercise book.

Scrambled Words
deb etlab etknihc psao obmrode omorb

127
 LESSON ELEVEN
Directions: Talk to a partner about one
of the houses in Unit 10, Lesson Four.
Use words from the Word Bank.

Word Bank
house rooms wash
clothes pans table
bed broom door

LESSON TWELVE
Directions: Look at the different types of
houses in Unit 10, Lesson One. With your
group describe the houses.

128
UNIT 11: A FROG CAN JUMP
LESSON ONE
Directions: Listen as your teacher reads the
action words. Show the action for each word.
Vocabulary: Action Words
hop run swim touch
jump climb ride hold
fly drive skip play
walk

LESSON TWO
Directions: Listen to the sentences as your
teacher reads them out loud. Point to the
picture that matches the action.
a. A bird can fly.
b. A frog can jump.
c. A monkey can climb.
d. A girl can run.
e. A dog can walk.
f. A rabbit can hop.
g. A man can drive.

129
1
2

3 4

130
 LESSON THREE
Directions: Read the sentences out loud
two times with your teacher as you point
to the matching picture.
He can drive a car.
She can ride a bicycle.
He can jump over a stick.
He can cook.
He can swim.
She can climb.

131
 LESSON FOUR
Directions: Tell your partner what each
animal can and can’t do.

132
 LESSON FIVE
Directions: Write the gap sentences in
your exercise book. Fill in the gaps with
words from the Word Bank. Compare
your answers with a partner.

1. A monkey can______.
2. A donkey can______.
3. A camel can______.
4. A frog can______.
5. A cock can______.
6. A cat can______.
7. A fish can______.

Word Bank
run walk
climb swim
drink jump
fly scratch

133
Directions: Listen and watch as your teacher
sings the song and does the actions. Do the
actions as your teacher sings the song again.
Then sing the song and do the actions.

I Can

I can jump, jump, jump

Like a frog.
I can fly, fly, fly.
Like a bird.
I can swim, swim, swim,
Like a fish.
I can climb, climb, climb
Like a monkey.
I can dance, dance, dance,
Like a girl. (boys only)
I can dance, dance, dance,
Like a boy. (girls only)
Written by Meseret Dejene. Sefre Selam School. Addis Ababa

134
 LESSON SIX
Directions: Listen as your teacher reads
each word. As he/she reads the word
again, point to each word and say “singular”
or “plural.”
T-chart
ONE MORE THAN ONE
bird birds
cow cows
dog dogs

LESSON SEVEN
Directions: Look at the pictures and
predict what will happen in the story,
“Best Friends.”

135
136
 Best Friends

Amare and Bekele are best friends for

many years. They are adventurous and do
many things together.

Amare and Bekele swim and fish in the

lake during the warmest part of the day.
They have so much fun. After swimming
and fishing, they jump rope. Jumping rope
is Bekele’s favourite thing to do. While
Amare jumps, Bekele counts. Amare can
jump twenty times.

When the best friends finish jumping rope,

they run down the road to Bekele’s house.
Bekele’s mother has roasted maize. The
two friends eat maize and rest under a
tree. When they wake up, they decide to
play more games together. They play until
Bekele’s father comes home with the cows.
Amare and Bekele play together very
often. This is one reason why they are
best friends.
137
 LESSON EIGHT
Directions: Copy the Word Puzzle in your
exercise book. Unscramble the letters and
write the words.
Word Puzzle
jupm hpo unr
necbou wsmi fyl
Directions: Write the sentences in your
exercise book. Fill in the gaps with some of
the unscrambled words.
1. Birds can ______.
2. A ball can______.
3. Frogs can______.
4. Turtles can______.
5. Rabbits can______.

LESSON NINE
Directions: Predict what the story is about.
Follow the words as your teacher reads
“The Football Game.”

138
 The Football Game

Berhanu, Feyissa, Hagos and their friends

like to play a football game after school.
“Who has a ball today?” asks Hagos.
“I do,” says Feyissa. “The football is in my
bag.” “Your bag feels very light,” shouts
Berhanu. All the boys want to see the
ball before they reach the football field.

Feyissa’s ball is made of paper and cloth

rolled up inside a plastic bag. “Be
careful with my ball,” he says. “Don’t
break it.” “Oh no, we will not kick or
toss the ball high in the air nor grab the
ball from each other,” cries Hagos.
As the boys walk to the football field,
Feyissa’s Dad calls him to come home
and herd the cows. All the boys are sad
but soon they run home before their
fathers look for them.

139
 LESSON TEN
Directions: Write two sentences in your
exercise book about an action you like
to do inside and one that you like to
do outside.
LESSON ELEVEN
Directions: Predict what the story is about.
Listen as your teacher reads it out loud.
The Contest
Akeyi and Bakani are sister and brother.
They play together.
They work together.
They walk to school
together. They are
together a lot.
Akeyi thinks that
she is better than
Bakani at most things.
Bakani thinks that he is
better than Akeyi at most things.

140
One day Akeyi says to Bakani,
“You can’t jump farther
than I can.” Bakani says,
“Yes, I can.” So, they have
a contest and Bakani wins.
He says to his sister,
“I can jump farther than
you.”

Akeyi says, “I can climb

a tree higher than you
can.” Bakani says, “No,
you can’t.” So, they have a contest. Both
of them start climbing a tree when a big
monkey chases them out of the tree.
The children are scared. They run all the
way home and never have another
contest again.

LESSON TWELVE
Directions: Draw a picture of an animal
doing something it cannot do.

141
142
UNIT 12: WHAT ARE YOU WEARING?
LESSON ONE
Directions: Point to the pictures as your
teacher says the words.

sandals cap coat

shirt sweater dress

shoe hat trousers

head scarf socks jelabiya

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 LESSON TWO
Directions: Chant “Shoes and Socks” as
you do the actions.

LESSON THREE

Directions: Copy the sentences in your

exercise book. Fill in the gaps with the words
from the Word Bank.
1. I wear a __________ when I am cold.
2. I wear __________on my feet.
3. Girls wear a __________ below their waist.
4. Boys wear __________ below their waist.
5. A __________ covers my head from
the sun.

Word Bank
coat shirt sandals
hat cap headscarf
trousers skirt sweater

144
 LESSON FOUR
Directions: Look at the pictures and read
the sentences with your teacher. Write
sentences for I’m wearing…. and I’m not
wearing….

He is wearing a tie. He isn’t wearing a tie.

We are wearing We aren’t wearing

caps. caps.

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 LESSON FIVE

Directions: Listen to the story as your teacher

reads it two times.

My Little Brother

My little brother likes to be funny. He

wears his shirt backwards. The buttons are
never in the front of his shirt. They are
always at the back. He walks barefoot
and wears his brown sandals on his hands.
Can you imagine what he does with his
trousers? He wears them on his head!
He wears a red scarf around his waist
and socks on his hands. He looks very
funny. He makes the family smile.

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 LESSON SIX
Directions: Look at the words in each box.
Put each group of words in alphabetical
order. Write them in your exercise book.

Group A
coat shirt hat skirt tie

Group B
hop fly swim crawl
talk eat climb jump

Group C
I’m you’re he’s she’s
we’re they’re

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 LESSON SEVEN

Directions: Look at the clothing items. Find

the correct name for each one from the
Word Bank and write it in your exercise book.

1. _____ 2. _____ 3. _____ 4. _____

5. _____ 6. _____ 7. _____ 8. _____

9. _____ 10. ____ 11. _____ 12. _____

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 Word Bank
dress socks sandals shirt
cap headscarf shoes skirt
jelabiya hat coat trousers

LESSON EIGHT
Directions: Unscramble the letters to find
clothing words. Use the Word Bank in
Lesson Seven.
kstir sreds cpa weastre
dehacarsf htisr sshoe dsanlsa
aht kscos acto soutresr

Family
Our family comes
From many homes,
Our hair is wavy,
Our hair is black,
Our hair is curled,

149
 Our eyes are round,
Our skins are different
Shades of brown.
We’re girls and boys,
We’re big and small,
We’re young and old,
We’re short and tall.
We’re everything
That we can be
And still we are
A family.
We laugh and cry,
We work and play,
We help each other
Every day.
The world’s a lovely
Place to be
Because we are
A family.
Modified from: Family by Mary Ann Hoberman

150
Directions: Read the sentences with a
partner and point to the pictures.

Father wears a blue

sweater.

Berhanu wears yellow

trousers.

Mother wears a red dress.

Almaz wears a short skirt.

Berhanu’s green T-shirt is dirty.

Almaz wears sandals.

Father wears black shoes.

151
 LESSON NINE
Directions: Describe the clothing in the pictures.

152
 LESSON TEN
Directions: Look at the pictures and explain
what you see.

153
Directions: Fill in the gaps with words from
the Word Bank

1. First a farmer ______ the cotton.

2. Next the spinner takes the ______ out
of the______.
3. Then the spinner _______ it into thread.
4. Then the weaver ______ the thread to
make ______.

Word Bank
cotton seeds grows
weaves cloth spins

154
 LESSON ELEVEN

Directions: Put the words in alphabetical

order.

1. fall table duster sad milk bread

2. dress stick blue window coat long

3. cloudy ruler young goat apple hat

4. Sunday tea windy fish bye hat

5. fat new clean young water thin

6. bell empty hello like nose clean

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 LESSON TWELVE

Directions: Copy the Clothing Word Search

into your exercise book. Find the words listed
below and circle them.

Clothing Word Search

A M P C O A T A S
F S H I R T S P X
H M K L T S O X L
A C Q G N C V F G
T B W Z M L C A P

Words to Find
cap
coat
hat
shirt

156
UNIT 13: I WALK TO SCHOOL
LESSON ONE
Directions: Talk about the picture.
Point to each mode of transport as
your teacher names it.

157
 LESSON TWO
Directions: As your teacher says the name
of a place, point to the mode of transport
that is used there.
Going Places

158
 LESSON THREE
Directions: Draw a mode of transport
found in a particular place.

LESSON FOUR

Directions: Talk about the mode of

transport that you use to get to school.

LESSON FIVE

Directions: Predict what the poem,

“Going Places,” is about. Listen and
follow the words as your teacher reads
the poem, “Going Places.” Then read
the poem out loud with your teacher.

159
 Going Places
Monday, Tuesday, Wednesday, Thursday.
We’re going places every day!
We climb on the bus.
We ride down the road.
We’re going far! Honk! Honk! Hurray!
Tuesday, Wednesday, Thursday, Friday.
We’re going places every day!
We jump in the car.
We drive down the road.
We’re going fast! Beep! Beep! Okay!
Wednesday, Thursday, Friday, Saturday.
We’re going places every day!
We hop on the aeroplane.
We fly in the sky.
We’re soaring, soaring high today!

LESSON SIX
Directions: Predict what the story,
“Zubida and Hamid’s Visit,” is about.
Listen as your teacher reads the story.

160
 Zubida and Hamid’s Visit

Zubida is going to Addis Ababa with her

parents. She is excited! She has never
been on an airplane. They have to take
a taxi to the airport. When they get to
the city, they take a taxi to the city centre.
Then they walk down the road. They see
many cars and many big buildings.

In the afternoon they take a bus to

Merkato. Zubida’s father buys
her a new dress there.

Zubida’s brother, Hamid, doesn’t go

with them. He rides his bicycle to their
grandparents’ house. Their grandparents
live in a village in the countryside. The
village is near a river. Grandfather and
Hamid row the boat down the river to fish.

161
Directions: Answer the questions about
the story.
1. Where does Zubida go?
2. How does she get there?
3. Is she afraid?
4. Who does Zubida go to the city with?
5. Why do you think that Hamid doesn’t go
with them?
6. Where does Hamid go?
7. Does he go by taxi?
8. What do you think Hamid will eat while
visiting his grandparents?

LESSON SEVEN
Directions: Listen as your teacher reads
the story, “School Friends in the Countryside.”

School Friends in the Countryside

Ebise and her brother, Gemechu, live in
Awash Melka. Every morning they get
dressed, eat, and go to school. Ebise and
Gemechu walk to school. As they walk,

162
they see Beftu riding a bicycle to school.
They yell and wave hello to him. They see
Gadisa riding in his father’s horse-drawn
cart.
When they get in front of the school
compound, they see Debela and his
brother walking from the other direction.
They call to them, and they run into the
school compound together.

Directions: Answer the questions about

the story.
1. What does each child do before school?
2. Who walks with her brother to school?
3. Who do they wave to?
4. Who does Gadisa ride with in the
horse-drawn cart?
5. Who else walks to school?
6. Who has to feed his mode of transport?
7. Why do you think that Ebise and Debela
and his brother run?

163
Directions: Read the sentences together
out loud. Write the sentences in your
exercise book in the order that they
happen in the story.

Ebese and Gemechu Beftu rides a bicycle

yell and wave hello to to school.
Beftu.

Gadisa rides in a Ebise and Gemechu

horse-drawn cart. walk to school.

164
 LESSON EIGHT
Directions: Listen as your teacher reads
the story, “School Friends in the City.”

School Friends in the City

Zehara, Dawit, Temerga and Bisrat live

in Addis Ababa. Every morning they get
dressed, eat, and go to school. Zehara’s
father drives her to school in his car. As
they drive through the city, they see
Temerga walking to school. Zehara’s
father beeps his horn and Zehara waves
to Temerga. They see Bisrat riding a
bicycle to school. His sister is riding on
the front of the bicycle. When they
stop in front of the school compound
they see Dawit get out of a taxi.
Zehara yells to Dawit, and they run
into the school compound together.

165
Directions: Read the questions together out
loud. Be ready to answer any question if your
teacher calls on you.

1. What does each child do before school?

2. Who goes to school with her father?
3. How do they get there?
4. Who walks?
5. How does Bisrat get to school?
6. Who rides with him?
7. Who has to pay to get to school?
8. Why do you think Zehara and Dawit run?

LESSON NINE
Directions: Talk to your partner. Ask and
answer five questions each.

LESSON TEN
Directions: Read “The Transportation Rhyme”
together out loud. Do the actions.

166
 Transportation Rhyme
Flying high, flying high!
I’m in an airplane in the sky.
I fly through the clouds.
Good bye! Good bye!
The taxi in the street I see
Has an empty seat for me.
Away we go down busy streets
In the market I’ll soon be.
Get your ticket for the bus.
Wait in line and stand with us!
Hop aboard and take a seat.
Away we go on the bus.
I’ll ride to the market in my cart
Bumping and thumping with a happy heart.
My teff and vegetables are ready to sell,
Get up, get up for an early start!

167
Directions: Read the four sentences about
kinds of transport. Draw a picture that
matches one of the sentences.

The monkey is near the blue taxi.

My bicycle has two wheels.
My friend comes to school by bus.
Kassa rides in a plane on a sunny day.

LESSON ELEVEN
Directions: Write sentences in your exercise
book using the substitution tables.
Substitution Table 1
comes to school by bicycle.
doesn’t come to school bus.
Student’s
name likes to come to school car.
doesn’t like to come taxi.
to school

168
 Substitution Table 2
airplanes
boats
are bicycles
There buses in our village.
aren’t cars
taxis
trains

LESSON TWELVE
Directions: Copy the word search into your
exercise book. Find the words given below
in the word search and circle them.

169
 Transport Word Search
a b e o i t u z t n
y u p t r a i n d o
f s m l g x w q s v
r r m i z i l f u g
d a i r p l a n e s

Words to find
taxi
bus
train
airplane

170
UNIT 14: LOOK AT ALL THE PEOPLE
LESSON ONE
Directions: Describe people from the pictures
your teacher shows you.

LESSON TWO
Directions: Use describing words to make
positive and negative sentences about what
you are wearing.

LESSON THREE

Directions: Look at the pictures, listen to

your teacher describe the people. Point to
the person your teacher describes.

171
Directions: Fill in the gaps with words from
the Word Bank that describe the pictures.

Example: The sad baby is wearing a

yellow cap.

1. The ______ woman is wearing a _____

headscarf.
2. The ______ children are wearing
______ sandals.
3. The ______ man is wearing a ______
cap.
4. He is ______ and ______.
5. They have ______hair.

Word Bank
young old fat thin
tall short happy sad
yellow blue orange black white
pink purple brown red green

172
 LESSON FOUR
Directions: Look at the picture showing
different activities at the market place.
Discuss the picture with your teacher.
Tell about objects, activities and people.

173
 LESSON FIVE
Directions: In your exercise book draw a
picture of a person. Describe the person to
your group.
LESSON SIX
Directions: Tell your partner activities that
you do on certain days of the week.

LESSON SEVEN
Directions: Look at the picture below and
answer any questions your teacher asks.

174
 LESSON EIGHT
Directions: Listen as your teacher reads Part
One of the story, “Okelo and His Goats.”
Okelo and his Goats
Part One
In a small village of round houses lives a
young boy named Okelo. Okelo, his
three brothers, and two sisters, Nyakong
and Nyabiel, live with their mother,
father, grandmother and grandfather.
Okelo’s grandmother, mother and sisters
take care of the house.
They clean and sweep
the floor. They wash
the clothes, and cook.
Okelo helps his grand-
father take
care of the
goats.
Okelo
doesn’t like
to take care of the goats alone.

175
 LESSON NINE
Directions: Listen as your teacher reads
Part Two of the story, “Okelo and his
Goats.”

Okelo and his Goats

Part Two
One day Okelo is watching the goats
in the field. He pretends that he is an
animal. He pretends that he is a fish.
He waves his arms to swim like a fish. It
is too hard for him. He pretends he is
a monkey. He puts his head down and
swings his arms from side to side. He
can’t see where he is going and bumps
into a goat. He thinks it is best to be a
boy helping to take care of the goats.

Directions: Complete the gap exercise by

listing the missing words from the Word
Bank in the correct order in your exercise
book.

176
One day, when Okelo is watching the
goats in the______ , he pretends to be
an animal. He pretends he is a ______.
He uses his arms to ______. He pretends
he is a _______. He puts his head down
and swings his _______ from side to side.
He bumps into a ________ He thinks that
it is best to be a __________helping to
take care of the goats.

Word Bank
boy field fish monkey
goat swim arms

LESSON TEN
Directions: Mime the actions of the animals
as you listen to the story about Okelo.

LESSON ELEVEN
Directions: Play the flash card game.

177
 LESSON TWELVE

Directions: Read the poem together out loud.

Learn to recite the poem.

We All Live Together

We all live together in the world,

Men and women, boys and girls,
The people in my land and
the people in your land,
Sing together hand in hand,
We all live together in the world.

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