Course Title: Communicative English Skills Course Code: EnLa 201 Credit Hours: 3
Unit One Introduction The theme of this unit is finding about other people. people. The unit focuses on rea readin ding, list listen enin ing g
spe speak akin ing g
and and
writ wr itin ing g
wher where eby the the
them theme e
for for
all all
is
understanding about other people. people. The unit consists of six of six major components. The first section contains speaking activity where students practice and master phrases and structures that can help them them to introdu introduce ce themse themselve lves s and others. others. In the secon second d sectio section n you you read read a passage and learn different skills in answering questions (understanding the text). The The third third sect sectio ion n requ requir ires es you you to lear learn n and and ident identify ify diffe differe rent nt techn techniqu iques es of identifying meanings of words. In the fourth section, they will learn the effect of grammar in facilitating and understanding understanding meaning. The fifth section focuses on descriptive writing. The last section of the unit is a listening skill, taking notes, etc. The brief summary of the unit is given below: bel ow: Speaking
Reading
Vocabular
Grammar
Writing
Listening
y Introducing What is Learning to Learning to Pers Finding out ones onesel elff and and inv involve lved in learn use onal about other others understandin vocabulary grammar description people g a text? for facilitating meaning
Objectives: By the end of the unit, students will be able to:
Read and answer questions using different reading techniques
Workou Workoutt meaning meaning communication
Analyse grammar in real texts in order to help them see how changing the grammar changes the meaning
Listen actively and take notes in a particular occasion
of words words from context context so as to learn vocabu vocabular lary y for
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Use different language structures to introduce themselves and others
Write descriptive essay to describe themselves.
Section 1: Speaking Introducing Oneself and Others Activity 1: Brainstorming 1. Assu Assume me that that you you are are sittin sitting g in a cafe cafete teri ria a alone alone.. Some Somebo body dy whom you frequently see but do not know comes and sits by you. You want to be his/her friend and need to introduce yourself to him/her. How could you do this in your first language? Write down all the possible expressions you could use in introducing yourself in your mother tongue. 2. If you are assig assigne ned d as a teache teacherr in a high schoo school, l, the first first day you you meet students, you have to introduce yourself to the class. How can you do this in English? 3. While you you are going going to the lounge lounge with with one of your your friends, friends, you you come come across across another friend of yours. But the two do not know each other, and hence, you want to introduce them. How can you introduce them in your first language? How about in English? Write down some of the expressions you may use in introducing other people in English. I. Self Introduction Activity 2: Study the following dialogues carefully and then answer the questions that follow. Dialogue 1 Grima: Hi! I’m Girma an artist and live li ve in Harar. Tesfaye: Nice to meet you. I’m Tesfaye and live in Gondar. Girma : Nice to meet you, too. I think you are working some where. Tesfaye: Yes, I’m a teacher at Fasil School. Girma: Ok, a nice meeting. See you later. Tesfaye: Bye-bye, see you again. Dialogue 2
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Abera: May I introduce myself? I’m Abera Tesfaye. Muse: How are you? My name is Musa Ahmed. Abera: I’m fine, thank you. What time does the class start? Musa: I really don’t know. Let’s ask other students if they know about it. Abera: That is a good idea.
Dialogue 3 Lelise: Hi! I’m Lelise studying English Engli sh at Ambo University. Birke: Nice meeting you. I’m Birke a cooperative student. Dialogue 4 Teddy: Hi, this is Teddy. Kidus: Pleased to meet you. This is Kidus.
Questions Which one of the above self-introductions is: a. Formal b. What are your clues?_____ clues?__________ ___________ ___________ _____ c. Informal? d. What are your clues?_____ clues?__________ ___________ ___________ ________ ___ Now, come into pairs and try to make your own dialogues for each (one formal, and another informal). Activity3: Complete each of the following dialogue appropriately: appropriately: 1. A: Hello Hello,, my name name is Derart Derartu. u. B: A: It’s nice to t o meet you. B: 2. A: Good Good morning. morning. Let me introduce introduce myself. myself. I’m Kasech. Kasech. B: It’s a pleasure pl easure to meet you. A: It’s a pleasure to meet you, too. From all the previous dialogues and activities, we can see that people can use either formal or informal expressions in introducing i ntroducing themselves to others.
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Formal self introduction 1. Let me me introduc introduce e myself. myself. My name name is / I am 2. May I introduce introduce myself? myself? My name name is / I am 3. I’d like to introdu introduce ce myself. myself. My name name is/I’m The following expressions are used by the two individuals who are introduced formally. •
I’m glad to meet you.
•
I’m pleased to meet you, too.
•
I’m pleased to meet you.
•
It’s nice to meet you, too.
•
It’s nice to meet you.
•
It’s It’s a plea pleasu sure re to meet meet you, you,
•
It’s a pleasure to meet you.
too. • •
How do you do?
•
I’m glad to meet you, too.
How do you do?
Informal self introduction •
Hi, I’m
•
Hi, my name is
•
Hello, my name is
•
Hi/hello, this is
The The follo followi wing ng expr expres essio sions ns are are used used by two two indiv individu idual als s who who are are intro introdu duce ced d informally: •
Pleased to meet/see you.
•
Nice meeting you.
•
Nice to meet you.
•
Pleased to meet/ see you, too.
•
Nice meeting you, too.
•
Nice to meet you, too.
•
Me, too.
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I. Introducing Others Activity 1: study the following dialogues carefully and then, do the questions that follow 1. A: Tolosa, Tolosa, I want want you you to meet meet Solomon, Solomon, my old friend. B: Hi, glad to meet you, Sole. C: Hi, glad to t o meet you, too.
2. A: Ato Getach Getachew, ew, I’d I’d like to introduce introduce you you to Ato Ato Chala. Chala. He is the chairman of the Board of Directors. B: How do you do, Ato Chala? C: How do you do, d o, Ato Getachew? B: It’s a pleasure pl easure to meet you. I’ve heard a lot about you. C: It‘s a pleasure pl easure to meet you, too. 3. A: Betty, Betty, this is is Misrak, Misrak, my roommate roommate.. B: Hi, Misrak, how are you doing? C: Fine, Betty. B: We’ll have to get together t ogether some time. C: Good, meeting you, then. B: Same here. So long.
4. A: Father, Father, may I introduce introduce you to to Ato worku? worku? He is my English English teacher. teacher. B: I’m very glad to meet you, Ato worku . I’ve heard so many nice things about you. C: Thank you. I’m glad to meet you, too.
5. A: Gidey, Gidey, this is my friend, friend, Moham Mohamed. ed. He is working working for for Air Sudan, Sudan, here in Addis.
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B: Hi, Mohammed. How’s it going? C: Fine, but very busy. B: Tea or coffee, Mohammed? C: No, thanks. I’m in a hurry. Now students, try to answer the following questions first individually. Then, come into groups of four or five and compare your answers. 1. Which Which of of the abov above e dialog dialogues ues are: are: A. Formal B. Info Inforrmal 2. What What are are your your clues clues to say: say: A. Formal B. Info Inforrmal Activity 2: Complete the following short dialogues. Dialogue 1: Ali: Abebe, I’d like you to meet Elsa, my classmate. cl assmate. Abebe: Elsa: Dialogue2: Ato Taye: Ato Geleta, may I introduce you my boss, Ato Bulcha? He is the head of our department. Ato Geleta:
, Ato Bulcha
Ato Bulcha: It’s nice to meet you, too.
Activi Activity ty 3: Using Using appro appropri priate ate phrase phrases, s, try to introd introduc uce e the follow following ing people based on the status or conditions the introduced people are in. Study the situation in each case to help you choose appropriate phrases. 1. Intr Introd oduc uce e Ma Marth rtha, a, a frien friend d of your yours s from from Harar, Harar, to Fika Fikadu du.. Te Tell ll Ma Mart rtha ha something about Fikadu. 2. Introduce Introduce your your mother/fa mother/father ther to one of your your instructors instructors..
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3. Introduce Introduce one one of your your classma classmates tes to your your father. father. The following are some of the useful phrases used formally in introducing others: others: •
I’d like you to meet + (title) (ti tle) + name
•
May I have the honour of introducing you to + (title) + name
•
I’d like to introduce i ntroduce you to + (title) + name
•
May I/let me introduce you to +(title) + name
The followings are some of the phrases used in introducing other people informally •
I’d like you to meet: a friend of mine. a classmate of mine. my friend, (name).
•
Do you know (name) before? Have you met (name) before?
•
Do you (two) know each other?
•
Have you (two) met before?
Section 2: Reading Pre- Reading Activity Before reading the next descriptive story, try to answer the following questions. 1. Look at the title. What What do you you think think is the text about? about? 2. Do you think think that it is very importan importantt for someone someone to be born born beautiful? beautiful? How and /or why? 3. What What does does beau beauty ty mean mean to you? you? 4. If you you we were re to marr marry y some someon one, e, what what woul would d be your your most most impo import rtan antt criterion? Report (tell) to your classmates. Now read the story
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Born Beautiful: Confession of a Naturally Gorgeous Girl 1. My blind date is trudging up the four flights to my New York apartment. I’m waiting in suspense. Will he be a little like William Hurt? Have a touch of Tom Hanks? Winsomeness when there’s one flight to go, I can’t wait any longer. I poke my head out the door and over the banister to check him out, not bad except that he looks his best friend just died.
2. Until he glances up and sees me in a second, his brow relaxes, his eyes brighten, a wave of visible relief sweeps across his face. He grins and bounds up the last few steps. Why is this man suddenly so cheerful? I already know the reason. It’s because I’m pretty, and does this scene make me feel great? Well, Yes. But I’m used to it.
3. I’ve been pretty most of my life except for a few awkward phases. I know this because people tell me both directly and in more subtle way (like the way my blind date’s face did). Sometimes when I look in the mirror, I can see what they mean, other times as with every woman who has her good and bad days -I can’t. But when I can’t, there’s no denying the effect of my good looks; it wraps around me like a cocoon, my magic charm. Being beautiful can keep pain at bay.
4. It’s like this: I’ve made a stupid mistake a t work and am feeling embarrassed and worthless or my ego has been bruised by a particularly bad fight with my boy friend. So, I put on some thing I think I look great in and head for the door. Out side, what happens usually cheers me up: men turn and react appreciatively as I walk by. I don’t mean they catcall or harass me (although no woman on earth can successfully escape that kind of attention). And I’m not talking about the chorus of whistles you get from construction workers or truck drivers. I mean that nice- looking men, well dressed, carrying briefcases; men I might want to go out with check me out in a way I think is flattering. Women also look at me, but in a different, more investigative way. They eye me, taking in everything as if they’re gathering details, may be shopping for a new look for themselves.
5. Sure, I’d probably feel even better if my boss told me how smart I was or if my boyfriend showed showed upon upon my doorst doorstep ep apolog apologeti eticc and holding holding roses. roses. But who can count count on that that happening? what I can count on are the turned heads, the appreciative glances, the” hey beautiful!” And that goes along way toward making me feel good.
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6. Shallow, you say is? Dating success shouldn’t depend on how pretty someone is; a setback at work shouldn’t be soothed by skin deep complements. May be not, but it’s also undeniable looks can’. If you were hoping to be that being beautiful isn’t all it’s cracked up to be, I’m going to disappoint. It is what it’s cracked up to be and move.
7. By now you’re probably wondering what I look like. Most of what I know about my looks comes form other people, who tell me I’m the earthy natural type. But I do know my features are small and even, my brown eyes and hair are a good match, I’m tall and fit, and I can look sexy and sophisticated when I want. I wasn’t the type of child adults cooed over; my parents let me know they were proud of my looks, partly because all parents do, but mainly to instil confidence. For the most part, though beauty was not a big deal in my family, there was some sibling rivalry between my younger sister and me that we now know stemmed from the disparity in our looks. She kept her baby fat well in to her teens and it didn’t. ...
8. I suppose she was right to be jealous of my looks, because in school, beauty was definitely a big deal. Being cute has a lot to do with the number of friends I had. My popularity certainly wasn’t due to my outgoing personality (I was and am very shy) or my academic record (unremarkable). Girls, I could tell, admired my looks, but it was the boys who first let me know they thought I was good-looking, usually by threatening to pummel my little brother after school if he didn’t dish the latest dirt on me. (Unfortunately he always complied, which accounts for how the entire fifth grade knew I got my first bra). As I got older, the boys got braver and started to say things, not compliments exactly, but as close to them as adolescents ever get. Sometimes it was flattering, and I liked it. But other times, it was unseating.
9. I’m at the beach. I’m thirteen and an “older” man (actually a boy of about eighteen) is talking to me while I wait in line for ice cream. He asks me how old I am. When I tell him, he stops cold, steps back and stares at my skimpy bikini, and says one word: “Wow!” The way he utters that word, slowly and solemnly is a revelation, both frightening and enlightening. I realize then that beauty bestows powers.
10.I was just starting to get wise to what my looks could mean to me when I headed to high school. That’s where I get an advanced degree in “pretty politics”. Once, in the rest room, I overheard someone say about me, “She’s pretty and she knows it.” Translated that meant I was vain, conceited, stuck-up. Nice girls, you see weren’t supposed to know they were pretty. I got the message. I learned to deny what was as obvious as the nose, and every other feature, on my face. The way to be liked and being liked is paramount to a teenager was to
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be pretty and not know it. So, I tried hard to get voted Best Personality; Personality; I always always won Best Looking instead.
11. In high school, there were no secrets. Our reputations as freshman followed us to senior year. When I went to college, though, to a university, the size of a small city, I faded in to the crowd. I no longer stood out because of the way I looked. In fact, there were many girls in my dorm, not to mention on the whole campus, who were more than my equals in the looks department. Instead of feeling inferior, I was less self conscious about my appearance. The pressure was off, and that let me relax enough to start enjoying my looks. When someone told me I was attractive, I felt as though I’d earned the compliment. “Pretty” was no longer just a label that showed my high school status.
12. Once during the summer between my sophomore and junior years, I ran in to a guy I know from high school. He was surprised to hear I was studying biology at a prestigious university. “You never seemed like the type,” he said. May be I should have been offended, but instead I just laughed: I was the type, and always has been. But college had freed me from my looks.
While- Reading Activity A.
Scanni Scanning: ng: Answer Answer each each of the follo followin wing g quest question ions s briefl briefly y and quickly according to the information in the reading passage. 1. How old is the the man man that asks the age of the girl at the beach? beach? 2. How many many of the the girl’s boy boy friends friends are referr referred ed to in the story? story? 3. Which paragraph tells you about the personality of the girl i n the story?
B.
Skimming: Answer the following questions first individually and then discuss with your group members.
1. According According to the informat information ion in paragraph paragraph 9, 9, what is the feeling feeling of the man man the girl is talking to at the beach? _________________ Why? 2. How did the the girl girl describ describe e herse herself? lf?
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3. “In high school, school, there there were no secrets” secrets” (paragrap1 (paragrap11). 1). What What does this this mean? 4. “I can look look sexy and sophistic sophisticate ated” d” (paragr (paragraph aph 7).Wha 7).Whatt do you think think the writer wants to say by this? 5. What is the central central idea idea of the the following following paragraph paragraphs? s? A) Paragraph 3:___________________________________ 3:_____________________________________________________ __________________ B) Paragraph 6:______________________________________________________ 6:______________________________________________________ C) Paragraph 12:____________________________________________________ 12:____________________________________________________ C. Reference Questions The following pronouns or phrases are taken from the story you have read above. Using the paragraph numbers given for each, give correct answer to what each refers to. to. 1. “----and does this little scene.....?” paragraph 2.’’ This little scene “refers to ---------------2.
“I
suppo ppose
she
was
righ ight” (paragraph
8)
‘’s ‘’she’’
refers
to----------------------------------3.
“I kno know this this bec becaus ause this this “(pa “(para ragr gra aph 3)’’ )’’ this this’’ ’’ refe referrs to
-----------------------------4. “You never seemed like the type” (paragraph 12)’’ like the type’’ refers to ---------------5.
“I
don don’t
mean
the they
catcall -------))-(par paragra graph
4)’’
the they
‘’re ’refers
to
refers
to
-------------------------------6. “---and
that
let
me
relax----“(
paragraph
11)’’
tha that
‘’
------------------------
D .Post-Reading Activity Answer Answer each each of the follow following ing questi questions ons first first indivi individua dually lly and then then discuss with your group members 1. In the last paragraph paragraph,, why should should have the the writer been been offended? offended? Explain Explain
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2. What is the feeling feeling of the the writer writer about about being being beauty beauty? ? 3. From the story you read, describe the writer’s physical appearance and personality in one paragraph. 4. Do you agree with the writer’s view about beauty? Explain? 5. Have you ever come c ome across a situation where beauty has affected anybody’s life? If your answer is “yes,” when and how?
E. Vocabulary I. The following phrases or words are synonyms or have related meanings with words or phrase phrases s that that are used in the same passag passage. e. Write Write the words words or phrases by referring to the paragraph numbers indicated for each one. one. 1.
be
more
important
than
anything
else(
parag.
10)----------------------------------------2. inconvenien inconvenientt ( parag. parag. 3)---------------3)-------------------------------------------------------3. be ashamed ashamed of of ; feel shy ( parag. parag. 4)--------4)----------------------------------------------------------------------------------4. too much proud of one’s appearance appearance ( parag. parag. 10)----------10)------------------------------------------------------5. to hit ,especia ,especially lly with fist (parag. (parag. 8)--------8)---------------------------------------------------------------6. past ( previous) previous) experien experiences ces (parag. (parag. 11)---------11)-----------------------------------------------------7. calmed calmed ; cooled cooled down ( parag. parag. 6)--------------6)---------------------------------------------------------------8. fashionable fashionable ; attract attractive ive ( parag. parag. 7)------------7)-------------------------------------------------------------------9. extrovert extrovert ( parag. parag. 8) -------------------------------------------------------------------------------------------------------10.making somebody restless ; intolerable ( parag 8)------------------------
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II. The following words or phrases are taken from the reading passage of unit one. Go back to the paragraph number indicated for each word and write their contextual meanings in the spaces provided 1. trudging trudging ( parag. parag. 1)--------------1)---------------------------------------------------------------------2. grins ( parg. 2)---------------2)--------------------------------------------------------------------------------3. undeniable undeniable (parag. (parag. 6)--------------6)--------------------------------------------------------4. rivalry rivalry ( parag. parag. 7)------7)----------------------------------------------------------------------------5. cute ( parag. parag. 8)----------------8)-----------------------------------------------------------------------------6. flattering flattering ( parag. parag. 8)--------------8)---------------------------------------------------------------------------7. solemnly solemnly ( parag. parag. 9)---------------9)--------------------------------------------------------------------------8. cheerful cheerful ( parag. parag. 2)---------------2)---------------------------------------------------------------------------------------------9. outgoing outgoing ( pararg. pararg. 8)-------8)-------------------------------------------------------------------------------------------10. bestows ( parag. 9)-------------------------------------------
Section 3: Vocabulary: Learning to Learn Vocabulary There are many ways of learning vocabulary. A student who is deficient in his/her vocabulary learning abilities will find it difficult to learn and use the language. So now that you are a student at university, you must find a variety of ways of learning and improving your vocabulary, both during English lessons, and in your other lectures.
Activity 1: What do we mean when we say, “I know that word?” Which aspects of a word do you pay most attention to? Think about this by yourself, and then try to explain to each other, in pairs or triads, which aspects of a word you pay attention to.
Knowing:
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Its dictionary definition.
Its
meaning in context.
How it is similar or different in meaning from other words you know.
The situation it can be used in.
What other words it can be used with.
How the word changes depending on the t he grammar.
Its spelling.
Its
pronunciation.
Others
Activity 2: Do we need to ‘know’ a word exactly? There are some words whose meanings we think we know exactly. There are some that we can recognize or that we know the rough meaning of, when we find them in print. There are others whose meanings we can guess from the situation or context we find them in. Read the following extract carefully. Pay attention to the words in bold and then, make a list of words: (a) whose meanings you believe you know well, (b) you understand but don’t use (c) whose meanings you think you know roughly, (d) whose meanings you can guess from the context,& (e) whose meaning you do not know in any way.
The decision to invest outside the home country is a major one that requires careful analysis. analysis. Investments overseas can be portfolio investments, where investors buy shares and debentures that can be liquidated at market value any time. These investments can be made without leaving the home country through through an internation international al investment investment broker or bankin banking g in situatio situation. n. Foreig Foreign n direct investments are quite different. They usually involve the establishment of plants or distribution networks abroad. Investors may acquire part of all of the equity of an exis existi ting ng fore foreig ign n com company pany with with the the obje object ctiv ive e of cont contro roll llin ing g production, production, research and developmen developmentt and sales. Foreign direct investments investments
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Make these lists in your exercise book. Words Word s I know know Words I Words I can Words I can Words whose well unders understan tand d but roughly guess from the mean meanin ing g I don’ don’tt don’t use understand context know in any way
Now, work with your partner. Compare which words you included in the above columns. What helped you to guess the meanings of the words you didn’t know?
Activity 3: Other ways of learning and remembering vocabulary Guessing is one way of learning new vocabulary, but there are others. Many students say, for instance, that they use the following ways.
Associating the new word with something s omething or some other words you know already.
Grouping new words you learn in English in some meaningful way
1. Which one one of them them do you use? use? Which Which ones do you find find most helpful? helpful? 2. Do you have any of your own addi dditio tional ways of lea learning ing and remembering words that you find particularly useful? 3. Work with with your group group members members and compar compare e what you you have written written with what your friends wrote. What ways of vocabulary learning do you have in common? In what ways are you different? di fferent? 4. Ma Make ke a list list at the back back of your your exer exerci cise se book book ways ways of learni learning ng and remembering vocabulary 5. Write down four ways of learning vocabulary you are going to use within the future.
Section
4:
Grammar:
Learning
to
Use
Grammar
for
Facilitating Meaning.
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Activity 1: What is Grammar? Grammar? Answer each of the following questions first individually. Then discuss them with your group and your instructor. 1. What What is gramm grammar ar for you? you? 2. Study Study the the follo followi wing ng sent senten ence ces s care carefu fully lly.. Why Why do you you think think they are not acceptable? That is, what is the problem with each? How can you re -write them in an acceptable way? A. I born born in in Debr Debre e Tab Tabor or.. B. My name name are are Bedass Bedassa a. C. The teacher teacher said said me to bring bring my my book. book. D. My fathe fatherr works works a farm farmer. er. E. I learn learn a secon secondar dary y scho school. ol. 3. Look at the followin following g sentences, sentences, which which are all acceptabl acceptable e to mother mother tongue (L1) speakers. Are they acceptable to you? Which grammar rules do they break? How can you rewrite them to make them acceptable to you as a second language (L2) speaker? A) Who’s going to start, start, you you or or me? B) If they arreste arrested d him, they will will arrest arrest anyone anyone.. C) I wish we had had less cars on the roads. roads. Then there would be less accidents. D) Can I have two coffe coffees, es, please please? ? 4. Look Look at again again the follow following ing sente sentenc nces es.. Which Which of them them do you you think think are grammatical and which ones are ungrammatical? Why? A. The cat drinks drinks the milk. milk. B. The table table eats eats the food. food. C. The dog reads reads the book book D. The boy eats eats the the bread bread Do you wish to make any change to your definition of Grammar? Activity 2: What can Grammar tell us?
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We have seen that we often think the term grammar as rules to be learned. However, grammar rules are simply not hard and fast. So learning them can be misleading. But knowledge of grammar is thought by many to be the central area of the language system because it can tell us a lot of many things about how language is used for communication. Below Below are two groups groups of words, words, which can not be combin combined ed to form form comple completel tely y gramm grammatic atical al sentences, but can be put into an order so that the reader can interpret meaning from them. Arrange each group of word in an order which gives an interpretable meaning as a statement. Then, expand each in to complete sentence.
A, lay crocodile eggs
B, call boy girl
1. Look Look at the the foll follow owin ing g pair pairs s of sent senten ence ces s whic which h are are diff differ eren entt in meaning. A. Mary likes John Vs John likes Mary. B. The cow is mad Vs The cows were mad. You can easily tell that the pairs of sentences in ‘A’ and ‘B’ are completely different in meaning. Which part of grammar guides (helps) you in the decisions you made for each pair? 2. Study Study the the infor informa matio tion n given given by the under underlin lined ed words words or phras phrases es in the the following example sentences: A. When did she die? -
It is a question.
-
It is con concern cerne ed wit with h tim time. e.
-
It is conc concer erne ned d wit with h pas pastt tim time. e.
B .If Mary invites you to tea, will you accept it? -
It is a cond condit itio iona nall sen sente tenc nce. e.
-
It is is cond condit itio ion nal sen sente tenc nce e type type--I
-
It is is abo about ut an actio action n con conce cern rning ing ‘Mar ‘Mary’ y’..
-
It is a req reque uest st for for inf infor orma mati tion on..
Now, study the following sentences and write briefly the information that the grammar in each tells you. Then, compare your answers with the students in your group.
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A) When you arrive arrive,, please please call call me. me. B) Bedru has written the letter. C) Don’t write unless you are told to do so D) When did you buy this book? Activity 3: Changing the Grammar Changes the Meaning 1. Study the following groups (pairs) of sentences. All of them are correct. But can you identify the differences in meaning? Where do you live? A.
Where are you living? Where have you been living? Where did you live before you came here?
Up to now, I have been living in Gondar. I used to live in Bishoftu. B.
I lived in Jima for many years. I live in Addis now. I am living in Nazareth now.
C.
I expect to see him tomorrow I would expect to see him tomorrow.
D.
Do you want me to do it now? Did you want me to do it now?
Activity 4: Grammar in Discourse Complete the following text by writing the correct forms of the verbs given in the brackets. It is possible to have two versions of this text. How do they differ in i n meaning? meaning?
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(Feel) a bit fed up with life in Addis Ababa, I (decide) to take a drive in the direction of Nazareth one day. I (setoff on a beautiful January morning, (drive) slowly along the main Bishoftu road, (dodge) the heavy lorries and (breathe) in clouds of exhaust fumes. After a while, I (think) that may be (travel) a long minor road would be a more pleasant way of (see) the country. I (leave) the main road and my troubles really (start). A. Summary so far on Grammar 1. We have seen seen that gramma grammarr can tell us many many things about about how how language language is being used. It can tell us about: •
The relationship between participants in a situation.
•
The topic/focus of a message as a part of an ongoing discourse.
•
•
When an action took/takes place. The The atti attitu tude de of the the spea speake kerr /wri /write terr to ward wards s his/ his/he herr subj subjec ectt (evidence) to a person in the situation.
2. So, a definition definition of gramma grammarr must include include more more than form. form. It must include: include: -
Form
-
Meaning
-
Use Use in an on goin going g disc discou ours rse e
-
Use in a situation
3. We have have also seen seen that that we enjoy learning learning and learn learn best when when the activitie activities s we have to do: -
Make Ma ke us us use use our our powe powerr of rea reaso soni ning ng to to work work out out thin things gs for for ourselves (cognitive skills)
-
Are interes interestin ting g and and invol involves ves us as learne learners rs (aff (affect ective ive))
-
Make us interact with other (communicative )
Section 5: Writing: Personal Description
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Description is a vivid and detailed representation in words of the image of an object or subjective phenomenon such as a person, a scene, an object, place, etc. It generally employs words that appeal to the five senses. In the real world, it is common to tell what a person is like in order to enable others to recognize the person being described. It is also customary to describe a person’s or one’s own characteristics or internal qualities so that the listener or the reader can get a clear image of the individual being b eing described. University students also need to equip themselves with the skill that enables them to clearly describe others and themselves to others. The activity included in this section will help the students to practice describing their physical appearances, internal qualities, interests, hobbies, etc. Activity 1: Brainstorming Brainstorming Go back to the reading passage in Section One. List down the words and /or phrases that the writer has used to describe herself. Then, categorize them under the following headings if there is /are / are any: 1. Body build physical physical appear appearance ance:_____ :___________ __________ ____ 2. Age : 3. Personality Personality (internal (internal qualities):______ qualities):____________ ___________ __________ __________ _________ ____ 4. Othe Otherr qualit qualitie ies/f s/fac acts ts::
Activ Activit ity y 2: Belo Below w is a desc descri ripti ptive ve stor story y of a teac teache her. r. Read Read the the text text carefully focussing on the descriptive words or phrases the writer has used used to descri describe be him/h him/her. er. Then, Then, catego categoriz rize e them them under under the headin headings gs given below the text. text. My name is Endalkachew. I was born in 1952 E.C in Addis. My father is a business man; he owns a supermarket. My mother is a housewife. I have two brothers and a sister. I am the third child for my parents. I am from a medium family; we are totally seven. By now, I am a school teacher in my late fifties. I am quite tall, very fat with big stomach and rather over weight because I don’t do enough physical exercise. My hair was once dark but now it is turning to grey. I have brown eyes. Since I am
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short sighted, I usually wear glasses. My sister says that they make me look intelligent. My face is long and thin. I don’t have any expensive clothes, but when I go out, I always try to be smartly dressed, especially when I am teaching. At home, I usually wear a pair of jeans and a T-shirt. I am a fairly quiet person so I don’t like talking to other people very much. Like all othe otherr teach teacher ers, s, I am very very hard hard-- work workin ing. g. In my spar spare e time, time, I usua usually lly read read magazines, fictions, and watch movies. Words or phrase the writer has used to describe him/herself: A. Body Body build:_ build:____ ______ ______ ______ ______ ______ _____ __ B. Age: C. Face: D. Eyes: E. Hair: F. Clothes: G. Personal Personal character character /behaviour:____ /behaviour:_________ __________ __________ _______ __ H. Hobby/spar Hobby/spare e time activities activities :___________ :________________ __________ ________ ___ I.
Other facts
Activity 3: 3: Study the words or phrases in the lists below that can be used to descri describe be people people (onese (oneself lf or others others).F ).Firs irst, t, identify identify and list down down the words words or phrases that you think can help you to describe yourself. Then, using these words or phrases that you have selected, write a descriptive text of yourself (describe yourself) and read it to the class. 1. Physi Physical cal Appear Appearanc ance e Height
Body
tall tall,, short hort
fra frail, il, stoc tocky
medium height
slim, thin
dwarf, very tall
plump, fat
very short, average
skinny, bonny
height, etc
broad shoulder
Face
Eyes
rou round, nd, oval val
big, big, rou round
square, smiling
blue, large
long, thin with scars wrinkles
small, bright brown small ears
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muscular
Hair
big jaw
Clothes
bald, straight, curly
casual, scruffy
spiky, wavy, kinky
shabby, smart
Plaited hair, long to the shoulder/waist,
2.
tidy, etc.
Beha Behavi viour ours/c s/cha harac racter teris istic ticss
careful, hard working, kind, shy, quiet, aggressive, aggressive, tough, generous, self-confident, self-confident, loyal cruel, wild, trustworthy, cheerful, friendly
3. Age. toddle toddler, r, teenag teenager, er, youngs youngster ter,, middl middlee- aged, aged, old old man man (wom (woman) an),, young, young, elder elderly, ly, in late/ late/ear early/ ly/ mid mid twenties, thirties, etc
4.
Other fa facts
artist, artist, single, single, married/ married/coupl coupled, ed, family family head, head, housewif housewife, e, a widow, widow, widower, widower, owns owns business, business, spinster spinster,, bachelor, etc
Section 6: Listening: Finding Out about Other People Yidnekachew Tesema I.
Pre- Listening Activity Before listening to the text on the topic “Yidnekachew Tesema”, try to
answer the following questions first individually, and then in groups of three or four. four. 1. Think of a famous famous person person you you like most most and admire. admire. Think of of the reasons reasons why why you like and admire him/her, and then tell to your group. Describe this person to your group. 2. With With your your grou group, p, discu discuss ss what what you you know know abou aboutt Yidn Yidned edac ache hew w Te Tese sema ma,, and and report to the class
II.
While- Listening Activity: Activity:
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Now, you are going to listen to a story about Yidnekachew Tesema. You will listen to it two times. During the first listening, try to take notes that will help you complete the outline given below. During the second listening, try to take notes that you’ve missed during the first listening session that can help you to complete the out line appropriately. First, copy the outline outli ne and study it.
Yidnekachew Tesema 1. His first and only club:-------------club:------------------------------------------------------------------------------2. His age age when when he he joined joined the club club -----------------------------------------------3. His physical appearan appearance:--ce:----------------------------------4. His personality personality:------:---------------------------------------------------------------------------------------------------------------------------------------------5. His
contribution
to
Ethiopian
soccer:---------------------------------------------------------------------6. His favourite favourite soccer:----soccer:-----------------------------------------------------------------------------------------------------------------7. Number of times he played for the national team:---------------team:--------------------------------------8. Number of of goals he scored for the national team: ---------------------------------- -----------------9. The year year he died in: in: --------------------------------------------------10.The cause for his death:-------------------------------------------------------------------------------11.The cup that his team won:---------------12.The year his team won the cup:----------------13.Number(length) years he stayed in the club:----------------------------
III. III.
PostPost- List Listen enin ing g Activ Activity ity:: Now Now come come into into group groups s of thre three e or four four and and compa compare re you yourr answers. Using the information (note) you have completed in the above outline, write a brief summary about Yidnekachew Tesema Tesema and read it to the class.
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