Use each of the expressions of farming activities in the box and complete the text. Nomadic farming Livestock ranching/farming Commercial plantation/agricult

ENGLISH FOR ETHIOPIA STUDENT’S BOOK

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY OF EDUCATION

ENGLISH FOR ETHIOPIA STUDENT’S BOOK

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY OF EDUCATION

EN G

LISH FO

R ETH

IO PIA

STUD EN

T TEX TB

O O

K

GRADE 8GRADE 8

G R

A D

E 8

List

en ing

List

en ing

Speaking

Speaking

W riting

W riting

R ea

di ng

Rea di

ng

Take the Good care of this Textbook!

This textbook is the property of your school.

Take good care not to damage or lose it.

Here are 10 ways to help you take care of the book:

1. Cover the book with protective material, such as plastic,

old newspapers or magazines.

2. Always keep the book in a clean dry place.

3. Be sure your hands are clean when you use the book.

4. Do not write on the cover or inside pages.

5. Use a piece of paper or cardboard as a bookmark.

6. Never tear or cut out any pictures or pages.

7. Repair any torn pages with paste or tape.

8. Pack the book carefully when you place it in your school

bag.

9. Handle the book with care when passing it to another per-

son.

10. When using a new book for the first time, lay it on its

back. Open only a few pages at a time.

Press lightly along the bound edge as you turn the pages.

This will keep the cover in good condition.

English for Ethiopia Student’s Book

Grade 7

Federal Democratic Republic of Ethiopia

Ministry of Education

Authors Dr. Cherie Mesfin Bahir Dar University

Dr. Dawit Amogne Bahir Dar University

Editors

Dr. Mulugeta Teka Bahir Dar University

Dr. Berhanu Abera Addis Ababa University

Mrs.Rahel Abraham Hawassa University

Illustrator

Mr. Workineh Negasa Hawassa University Designer

Mr. Lijalem Mulugeta Hawassa University

Acknowledgements

We sincerely thank the authors of various materials and resources whose

works are used for the development of the textbook. We also owe a debt

of thanks to the Ministry of Education and collaborators who have guided

and supervised the developments of the textbook and the teacher’s guide.

Table of Contents

UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS……1

UNIT 2: TYPES OF CALENDARS………………………………………12

UNIT 3: TRAFFIC RULES AND REGULATIONS…………24

UNIT 4: ANIMAL CONSERVATION………………………………….38

UNIT 5: LIVESTOCK FARMING…………………………………………59

UNIT 6: AFFORESTATION…………………………………………………..74

UNIT 7: CHARITY……………………………………………………………………..91

UNIT 8: PERSONAL HYGIENE………………………………………..108

UNIT 9: GENDER EQUALITY……………………………………………..118

UNIT 10: COMPUTER TECHNOLOGY…………………………….131

Unit 1 Economic Activities in Rural Areas Grade 8

1

UNIT 1: ECONOMIC ACTIVITIES IN RURAL AREAS

Unit Objectives

• listen to a text and identify important details;

• talk about common economic activities in your village;

• read a text and identify main ideas;

• transfer information from a reading text to a table;

• use words to describe economic activities in your village;

• describe your daily routines in simple present tense; and

• write five sentences about the main economic activities in your area.

SECTION ONE: Listening

Lesson One Pre-listening

average national income contributes forest

At the end of this unit, you will be able to:

Activity 1.1: Read the following words and expressions, and study their meanings.

Activity 1.2: Match the pictures (A-E) with the descriptions (1-5) below.

Picture A Picture B

Picture DPicture C

Unit 1 Economic Activities in Rural Areas Grade 8

2

Picture E

Descriptions of the pictures

1. fishing

2. planting

3. farming

4. sewing/stitching

5. mining

While-listening

Listening Comprehension Activity 1.3: Listen to the text your teacher reads aloud. Then, match the types of economic activities with their descriptions. Do it individually and compare your answers with your partner’s.

Types of economic activities Descriptions

_____1. Manufacturing A. It is a process of getting minerals.

_____2. Mining B. It is being used in construction and manufacturing.

_____3. Fishing C. It employs 80 percent of the labor force.

_____4. Planting D. It uses waterpower and forests as main sources.

_____5. Agriculture E. It is being practised in freshwater lakes.

_____6. Energy F. It includes food and beverage products.

Unit 1 Economic Activities in Rural Areas Grade 8

3

Activity 1.4: Listen to the text and complete the blank spaces with the appropriate words/ expressions.

1. Agriculture is the country’s most promising _______________________.

2. Many other economic activities depend on agriculture, including ________, _________and

_______ of agricultural products.

3. Forest products are mainly logs used in ________________________.

4. Ethiopia’s fisheries are entirely freshwater rivers, as it has no marine coastline, and are a

small part of the ____________.

5. ______________ and _________________ are Ethiopia’s main energy sources.

Activity 1.5: Talking about one’s economic sector (economic activity) preferences

Lesson Two Post-Listening

Discuss which economic sectors (economic activities) that you want to work for after finishing

your middle school education. Explain your reasons for choosing a particular economic sector.

• “Most Important” or

• “Important” or

• “Least Important”.

Then, compare your rating with your partner’s.

1. Agriculture 2. Mineral and mining 3. Transport

4. Forestry and fishing, 6. Energy 7. Telecommunication

8. Textile industry. 9. Manufacturing 10. Tourism

Activity 1.6:Individually, rank-order the importance of each economic sector as:

SECTION TWO: Speaking

Lesson Three

Interviews Activity 1.7: Remember an interview that you have watched or heard recently on a TV or a radio programme. What was the topic of the interview? Discuss with your partner the ques- tions which you remember from the interview.

Unit 1 Economic Activities in Rural Areas Grade 8

4

Activity 1.8: Be in pairs and interview each other about the major economic activities people do in your area. Below are sample questions you may use. While interviewing, you may also ask your own questions.

1. What are the economic activities people do in your village?

2. Which economic activities do you like most? Why?

3. Which of the economic activities do you think are more profitable or less profitable?

4. Which economic activities employ more people in your area? Give examples.

Lesson Four

Role-play

Activity 1.9: Below is a conversation between Akelo and Lucy about Lucy’s part- time job. Be in pairs and answer the following questions. Then, act out the sample conversation.

1) What question did Akelo ask Lucy?

2) Why does Akelo ask Lucy some questions?

Akelo: Hi, Lucy! How’s is it going?

Lucy: Fine, thanks, and you?

Akelo: Just fine. Where are you going?

Lucy: To the library. I have to finish the assignment for tomorrow’s class.

Akelo: Why don’t you do it at home?

Lucy: I have a part-time job in the evening so when I get home, I’ll be too tired to do an assign-

ment.

Akelo: Where do you work?

Lucy: I work in a café.

Unit 1 Economic Activities in Rural Areas Grade 8

5

Akelo: Why do you like the job?

Lucy: It’s interesting. I really enjoy working with people and get extra money.

Akelo: How is the pay?

Lucy: The pay’s alright. I get 15 Birr an hour. I would like to earn more as I need a lot of money

to buy a new laptop and a smartphone.

Akelo: And how would you do that?

Lucy: I’ll try to pick up as many extra shifts as I can.

Akelo: What about your studies? How would you manage your time?

Lucy: Well, I don’t know yet. I might consider taking fewer courses next semester.

Akelo: I wouldn’t do that if I were you. You should make your studies the first priority. What if

your parents know about it?

Lucy: Ugh. You’re right. Thanks for your advice, Akelo. I’ve got to go now. See you later.

Akelo: See you, Lucy

SECTION THREE: Reading

Lesson Three

Pre-reading

Activity 1.10: In groups, discuss the following points.

• Tell your group members about the source of income of your family.

• Discuss the differences you observe between the economic activities in Picture A and

Picture B.

• Which set of pictures represents on-farm activities and which one represents off-farm

activities?

Picture A

Unit 1 Economic Activities in Rural Areas Grade 8

6

Picture B

Read the following passage and answer the questions that follow.

1. Rural people have diversified their livelihood means and income earnings across farm, non-

farm and off-farm activities. Thus, non-farm income generating activities have become an essen-

tial component of livelihood strategies among rural households. Farmers particularly, the rural

farm families usually engage in different non-farm income generating activities apparently to bal-

ance the shortfall of income due to the seasonality of primary agricultural production and create a

continuous stream of income to cater for the various household needs.

2. Non-farm income generating activities include all economic activities in rural areas except

agriculture, livestock, fishing and hunting. It includes all off-farming activities, processing, mar-

keting, manufacturing, wage and causal local employment in the rural villages. It encompasses all

economic activities except the conventional crop production and livestock rearing. Rural non-farm

income sector as described by Kazungu and Guuroh (2014) include: household and non-household

manufacturing, trade, handicrafts, repairs, constructions, processing, transportation, communica-

tion, mining, and quarrying, as well as community and personal services in rural areas.

3. Rural non-farm income generating activities are considered an essential component of live-

lihood strategies among rural households. The reasons for diversification to non-farm activities

include declining farm incomes and desire to insure against agricultural production risk. House-

holds are pulled into the rural non-farm activities when returns from non-farm income activities

are higher and less risky than in agriculture. Most households in the rural communities engage in

non-farm activities in order to enhance an economic base.

4. Non-farm income generating activities are generally classified into two broad

categories: ‘high-labour-productivity that leads to high-income activities and low-labour-produc-

tivity activities that serve only as a residual source of income. The low-labour-productivity activ-

ities are common among the poor. Such employment may be, nevertheless, very essential from

a social welfare perspective. Some families of the rural population, who do not have options for

Unit 1 Economic Activities in Rural Areas Grade 8

7

agricultural employment, work on rural non-agricultural employment opportunities. Though the

latter are not highly remunerative, households who do not possess farmland make a difference in

their life. (Slightly adapted from Bassie Yizengaw, 2014.)

While-reading Activity 1.11: Match the main ideas of each paragraph in Column A with the paragraph number in Column B.

Column A Column B

_________1. Rural non-farm sources of income have been

becoming more important than ever.

_________2. It describes types of non-farm sources of income

generating activities.

_________3. Rural people have been increasing their liveli-

hood income earnings.

_________4. It talks about classifications of non-farm income

generating activities

A. Paragraph 1

B. Paragraph 2

C. Paragraph 3

D. Paragraph 4

Lesson Six

Activity 1.12: According to the reading passage, identify whether each of the following sen- tences is True or False. Write your reasons for your answer.

_______1.Rural people are increasing their income.

_______2.Non-farm economic sources are important for rural people.

_______3.The seasonality of agricultural production makes rural households to focus on non-

farm activities.

_______4.Agriculture, livestock, fishing and hunting are examples of non-farm economic activi

ties.

_______5.Non-farm activities generate high income.

_______6.Rural households do not own adequate land work on non-agricultural income earnings.

Unit 1 Economic Activities in Rural Areas Grade 8

8

Activity 1.13: Answer each of the following questions based on the reading passage.

1. What are the two non-farm income generating activities?

2. Why do an increasing number of rural families work in different non-farm income gen

erating activities (Paragraph 1)?

3. What are the two reasons that have contributed to rural households’ non-farm activities?

4. What are the two broad categories/types of non-farm activities (Paragraph 3)?

5. What is the main idea of the reading passage?

Lesson Seven

Activity 1.14: Choose the correct answer to each of the following questions based on the reading passage.

1. What does the word diversified in Paragraph 1 refer to?

A. livelihood B. income C. mean of income. D. increased

2. The word balance in Paragraph 1 means _____________.

A. equalise B. compensate C. equilibrium D. shortfall

3. Which one of the following is a non-farm income generating activity?

A. agriculture B. livestock C. fishing D. marketing.

4. Households who do not have enough farmlands can work on _____________________ .

A. agricultural employment B. non-agricultural employment

C. low-productive activities D. B and C are correct answers.

Pre-reading

Activity 1.15: Answer the following questions based on the reading passage.

1. Summarise the reading passage in two sentences.

2. On which of the on-farm activities would you like to engage in? Why?

3. Which of the off-farm activities are practised most in your area?

SECTION FOUR: Vocabulary

Lesson Eight

Activity 1.16: In groups, read and discuss the extended definitions given to each of the farm- ing activities.

Unit 1 Economic Activities in Rural Areas Grade 8

9

Shifting cultivation

It is a form of agriculture, used especially in tropical Africa, in which an area of ground is cleared

of vegetation and cultivated for a few years and then abandoned for a new area until its fertility

has been naturally restored.

Nomadic farming

Nomadic farming is farming is done by peoples who are not permanent residence of an area and

who keep on moving. Nomadic farming includes rearing of cows, goat, sheep, various cattle, in

herd. People take from one place to another wherever they travel.

Livestock ranching

Ranching is the activity of running a large farm, especially one used for raising cattle, horses, or

sheep.

Commercial plantation

Commercial farming includes commercial grain farming, mixed farming and plantation agricul-

ture. Examples of commercial crops include coffee, cotton, sugarcane, tea, tobacco, oilseeds etc.

Mixed Farming

It is the growing of food or cash crops, feed crops, and livestock on the same farm. The main

characteristics of the mixed farming are that farms produce both crops and livestock and the two

farming activities are integrated.

Subsistence farming

Subsistence agriculture occurs when farmers grow food crops to meet the needs of themselves and

their families on small lands. Subsistence agriculture is practiced for survival and for mostly local

needs, with little or no surplus.

Dairy farming

Dairy farming is the practice of raising animals such as cows, goats, buffalos and camels and using

their milk to feed humans. Dairy products include cheese, butter, yogurt, ice cream, and milk.

Arable farming

It means that only crops are grown on a farm and then used or sold by farmer according to his/her

needs. The arable farming needs balanced moisture and human resources to work.

Unit 1 Economic Activities in Rural Areas Grade 8

10

Lesson Nine

Activity 1.17: Use each of the expressions of farming activities in the box and complete the text.

Nomadic farming Livestock ranching/farming Commercial plantation/agriculture

Mixed farming Subsistence farming Dairy farming

Arable farming

Shifting cultivation is commonly practised in the tropics. It involves forest clearance through

burning and slashing. __________________ is the practice of keeping and grazing animals on

natural pastures. It is common in the arid and semi-arid regions such as certain parts of Saudi

Arabia, northern Africa and northern parts of Eurasia. ________________ focuses on rearing ani-

mals. Unlike nomadic herding, farmers do not move from one place to another in search of pasture

and water, but live in settlements. Also known as tree crop farming, industrialized agriculture or

plantation farming, _________________ covers large land areas. Even if practised on a smaller

piece of land, the activity has a high commercial value. It involves the cultivation of tropical

crops such as tea, rubber, coffee, coconut, cocoa, grapes, apples, spices, oranges, avocado, man-

goes and palm oil. Also known as grain and livestock farming, ________________ involves the

growing of crops and rearing of animals. It has its origins in the humid, mid-latitudes, excluding

Asia. ________________ involves growing crops and keeping animals for the sole purpose of

feeding the farmer and his family. It involves the use of simple farm tools on small pieces of land.

_______________ involves the rearing of cattle for milk. With its origins in Europe, the activity

is highly developed in Sweden and Denmark. ______________, unlike pastoral or mixed farming,

involves the growing of crops without keeping animals. It can be practised on a large, commercial

or small scale.

Unit 1 Economic Activities in Rural Areas Grade 8

11

Lesson Ten

Activity 1.18: Individually, write one sentence using each of the following words. Then, com- pare your answers with your partner’s.

1. income 5. bonus

2. profit 6. benefit

3. expense 7. loss

4. fee 8. payment

SECTION FIVE: Grammar Lesson Eleven

Daily Routines

Simple Present Tense: Active and Passive

Activity 1.19: Use the examples given in the table below and re-group the present simple sentences into their active and passive voice and study their difference.

1. Crops and cereals are sold by farmers.

2. Farmers sell crops and cereals.

3. Farmers’ sons and daughters are taught about farming activities by their fathers.

4. Fathers teach their sons and daughters about farming activities.

5. Beehives are kept by farmers.

6. Farmers keep beehives.

7. Cows give milk.

8. Milk is given by cows.

9. The smallest income is earned by daily labourers.

10. Daily labourers earn the smallest income.

11. Farmers sow seeds on time.

12. Seeds are sown on time by farmers.

13. Spices are sown in between the onions and peppers.

14. We sow spices in between the onions and peppers.

15. My uncle sows soybean every year.

16. Soybean is sown every year by my uncle.

17. I ride a horse.

18. A horse is ridden by me.

Unit 2 Types of Calendar Grade 8

12

UNIT 2: TYPES OF CALENDARS

Unit Objectives

• listen and comprehend a text about calendars;

• talk about different local calendars;

• work out the contextual meanings of new words;

• use the newly learned words in spoken or written sentences;

• apply comparative adjectives for different communicative purposes;

• use expressions of comparison while comparing calendar types; and

• write a well-developed paragraph.

Activity 2.1: In your groups, discuss the following questions.

At the end of this unit, you will be able to:

SECTION ONE: Listening

Lesson One

Pre-Listening

a) What subjects do you study on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays a

The post Use each of the expressions of farming activities in the box and complete the text. Nomadic farming Livestock ranching/farming Commercial plantation/agricult first appeared on Writeden.