Lesson Plans for Years 7-9 April 27-May 8 (May 1 International Day, May 5 Patriots Victory Day)

Below are the Home Learning Plans for Year 7 to Year 9

Please follow these instructions to get the other pdf documents (where necessary), and referred to in the lessons by the teachers

Go to www.riceethiopia.com

Parent tab

Resources

+ April 27 – May 8

You will find both the lesson plans and all the subject pdfs necessary for each subject

Please use Monday April 27 for Assessments. Since there are two national holidays over the next two-week period it may be that that your child will not get through all the material. We have informed the teachers of this possibility.

Home Learning Lessons Year 7-9 April 27 – May 8 1

YEAR 7 Lesson Plans

Literacy Lesson Plans for Year 7 (5 hours a week)Teacher: Mrs Jen jenbooth87@gmail.com

Monday April 27. Assessment

Please complete Assessment number 3 (and email it to me so I can mark it). REMEMBER TO USE PUNCTUATION PROPERLY!!

Tuesday April 28 W.A.L.T. Understand the difference between hyphens and dashes.

Today we are going to look at the difference between hyphens and dashes.

Hyphens Dashes

Hyphens are small - Dashes are bigger —There is no space between a hyphen and the letters. There is a space either side of a dash.Hyphens are used to join words of parts of words. A dash separates words.A hyphen is used to join two (or more) words to create an adjective BEFORE a noun.

E.g. The chocolate-covered biscuit

*Old-Green-Grasshoppercurled-up positions( from the James and the Giant peach extract from your assessment)

A dash is creates a pause in writing, or adds emphasis. It can be used instead of a comma, instead of a colon : or instead of brackets ( )E.g. You may think she is lying — she isn’t.

The Centipede made a wriggling movement with his body as though he were about to glide off the sofa – but he didn’t.

*Have another look at the extract from James and the Giant Peach that you read in the assessment and look out for the hyphens and dashes.

There is a funny (and slightly silly) video on YouTube that you can watch. It describes a hyphen as being like a puppy (because it is small) and a dash as being like a dog (because it is bigger). https://www.youtube.com/watch?v=P4je1SNqPxA(or type in: Hyphen and Dash song in to YouTube)

So here’s a quick reminder about Hyphens (small puppies) and Dashes (Dogs)

Hyphen (small)-

Dash (big)—

Brings two words together to make a compound word that describes a noun.

Adds a pause in to a sentence.

Glues words together and links them up. Can be used instead of , or : or ( )Don’t leave a space-puppies like to be close! Dogs are a bit more independent – so leave a

space!

Read text 9B on page 114 of your course book.Q5

o a i) Write down all the phrase or sentences that have an exclamation mark at the end.

Home Learning Lessons Year 7-9 April 27 – May 8 2

o a ii) Write a sentence to explain why the exclamation marks have been used.

o b i) Write out all the words that have a hyphen in them.o b ii) Write a sentence to explain why the hyphens have been used.

o c i) Write out all the phrases that have a dash in them.o c ii) Write a sentence to explain why the dash has been used.

Q6 You are going to be writing a personal reflection. This means writing about something that is meaningful to you and including personal experiences, feelings and events.Complete question 6 a, b and c from page 115 of your coursebook. Complete question 4 and 5 (about hyphens and dashes) from page 58 of your workbook.

Wednesday April 29: W.A.L.T. Use persuasive writing

Read Text 9C from page 116 of your coursebook.Today we are thinking about persuasive writing. Complete question 7a. In one column you need to write down facts FOR keeping a skunk (why would it be a good thing) as a pet, and in the other column facts AGAINST keeping a skunk as a pet (why would it be a bad idea). Before you complete 7b and 7c have a look on the next page at the ‘Persuade’ diagram. This gives lots of tips for things to include when doing persuasive writing. Each tip/technique begins with the letters- P-E-R-S-U-A-D-E.

Spend some time trying to remember each of these. If you can try and learn each one off by heart (so you don’t need to look at it) this would really help you if you ever had to do persuasive writing in an assessment. Have a look at the information on this website about persuasive writing: https://www.bbc.co.uk/bitesize/topics/zv7fqp3/articles/zr8cmfr

7b – Imagine you want to persuade your parent to let you keep a skunk as a pet. Look at all the facts you have written in your FOR column and write a few paragraphs trying to persuade them to let you have a skunk as a pet in the house. (Think about using the techniques from the ‘persuade’ diagram.)7c – Now imagine that you are the parent! The parents are NOT allowing the skunk to be kept as a pet so you have to write a few paragraphs arguing against it and explaining why they do not agree to your request. (Think about using the techniques from the ‘persuade’ diagram.)

Thursday April 30 : W.A.L.T. Start to understand conditional sentences.

Read the Key Point about conditional sentences on page 118 of your coursebook. We are looking at different conditional sentences that start with ‘If…’Conditional sentences may seem quite confusing, but hopefully this lesson will help you to understand them a little bit better.

Home Learning Lessons Year 7-9 April 27 – May 8 3

There are 4 types of conditional sentences (zero conditional, first conditional, second conditional and third conditional).

To try to help you to understand this you will see a short video, read some information, and look at some diagrams. I know there is a lot of information but please take your time to read through it and try to understand it.

1) Watch the video ‘Year 7 literacy conditional sentences video’ - https://drive.google.com/open?id=1k3ruJp7m67eVPq4vj_GPHyQfzpFyx_kW

2) Read the information on the following pages explaining the different types of conditional sentences. 3) Have a look at the diagrams explaining the different conditional sentences on the next page.

Home Learning Lessons Year 7-9 April 27 – May 8 4

Home Learning Lessons Year 7-9 April 27 – May 8

Conditional Sentences There are four types of conditional sentences.

It’s important to use the correct structure for each of these different conditional sentences because they express varying meanings.

Pay attention to verb tense when using different conditional modes.

Use a comma after the if -clause when the if-clause comes before the main clause.

Conditional sentences are statements discussing known factors or hypothetical situations and their consequences. Complete conditional sentences contain a conditional clause (often referred to as the if-clause) and the consequence. Consider the following sentences:

If a certain condition is true, then a particular result happens.

If I won the lottery, I would travel around the world.

What Are the Different Types of Conditional Sentences? There are four different types of conditional sentences in English. Each expresses a different degree of probability that a situation will occur or would have occurred under certain circumstances.

Zero Conditional Sentences

First Conditional Sentences

Second Conditional Sentences

Third Conditional Sentences

Let’s look at each of these different types of conditional sentences in more detail.

How to Use Zero Conditional Sentences.

Zero conditional sentences express general truths—situations in which one thing always causes

another. When you use a zero conditional, you’re talking about a general truth rather than a specific

instance of something. Consider this example:

If you don’t brush your teeth, you get cavities.If people smoke cigarettes, their health suffers.

When using the zero conditional, the correct tense to use in both clauses is the simple present tense.

A common mistake is to use the simple future tense.

If people smoke cigarettes, their health suffers. – This is correct.

5

Home Learning Lessons Year 7-9 April 27 – May 8

How to Use First Conditional Sentences

First conditional sentences are used to express situations in which the outcome is likely (but not guaranteed) to happen in the future. Look at the examples below:

If you rest, you will feel better.If you set your mind to a goal, you’ll eventually achieve it.

Note that we use the simple present tense in the if-clause and simple future tense in the main clause (the clause that expresses the likely outcome). This is how we show that under a certain condition (as expressed in the if-clause), a specific result will likely happen in the future. Examine some of the common mistakes people make using the first conditional structure:

If you rest, you will feel better. This is correct.

If you will rest, you will feel better. This is NOT correct.

Explanation: Use the simple present tense in the if-clause.

How to Use Second Conditional Sentences

Second conditional sentences are useful for expressing outcomes that are completely unrealistic or will not likely happen in the future. Consider the examples below:

If I inherited a billion dollars, I would travel to the moon.

If I owned a zoo, I might let people interact with the animals more.

Notice the correct way to structure second conditional sentences is to use the simple past tense in the if-clause and could, should, would, might etc ( modal auxiliary verb ) in the main clause (the one that expresses the unrealistic or unlikely outcome). The following sentences illustrate a couple of the common mistakes people make when using the second conditional:

If I inherited a billion dollars, I would travel to the moon. – This is correct.

If I inherit a billion dollars, I would travel to the moon. – This is NOT correct.

Explanation: When applying the second conditional, use the simple past tense in the if-clause.

If I owned a zoo, I might let people interact with the animals more. – This is correct.

If I owned a zoo, I will let people interact with the animals more. - This is NOT correct.

Explanation: Use a modal auxiliary verb (could, should, would, might) in the main clause when using the second conditional mood to express the unlikelihood that the result will actually happen.

6

Home Learning Lessons Year 7-9 April 27 – May 8

How to Use Third Conditional Sentences

Third conditional sentences are used to explain that present circumstances would be different if

something different had happened in the past. Look at the following examples:

If you had told me you needed a ride, I would have left earlier.

If I had cleaned the house, I could have gone to the movies.

These sentences express a condition that was likely enough, but did not actually happen in the past.

The speaker in the first sentence was capable of leaving early, but did not. Along these same lines,

the speaker in the second sentence was capable of cleaning the house, but did not. These are all

conditions that were likely, but regrettably did not happen.

Note that when using the third conditional, we use the past perfect (i.e., had + past participle) in

the if-clause. The modal auxiliary (would, could, should, etc.) + have + past participle in the main

clause expresses the theoretical situation that could have happened.

Consider these common mistakes when applying the third conditional:

If you had told me you needed a ride, I would have left earlier. – This is correct.

If you would have told me you needed a ride, I would have left earlier. This is NOT correct.

Explanation: With third conditional sentences, do not use a modal auxiliary verb (would, could,

should etc) in the if-clause.

If I had cleaned the house, I could have gone to the movies. – This is correct (including ‘have’)

If I had cleaned the house, I could go to the movies. - This is NOT correct.

Explanation: The third conditional mood expresses a situation that could have only happened in the

past if a certain condition had been met. That’s why we use the modal auxiliary verb (could, should,

would etc) + have + the past participle.

7

So to summarise:

Home Learning Lessons Year 7-9 April 27 – May 8 8

Zero conditional First conditional Second conditional Third conditionalThis sentence says something true.A fact (in the present).

This talks about a possibility. A real situation that might happen (in the present or the future).

This is not real. An imaginary situation (in the present or the future).

This is an imaginary situation (in the past).

If I go to bed late, I am tired.

If I send in my assessment on time, I will get some marks for it.

If I were the Prime Minister of Ethiopia, I would help my country.

If I had been in school last week, I would have had a school lunch.

A. Match up these sentences (or write them out fully in your book) to complete a zero conditional statement.

E.g. 1. If I am late for class, my teacher will be cross.

B. Write a full sentence to answer these questions using first conditional statements.

E.g. How will you feel if you lose your favourite toy?

……………. If I lose my favourite toy, I will feel really sad.

1. What will you do if you get a low score in your assessment?………………………………………………………………………………………………………………………….

2. What will you eat if you are hungry later?………………………………………………………………………………………………………………………….

3. What will you do if you are bored at the weekend?…………………………………………………………………………………………………………………………

C. Complete the sentences to make second conditional statements.E.g. If time travel were possible, I would go and visit the Ancient Egyptians.

1. If I had one-million birr,…………………………………………………………………………………2. If my pet dog could talk, ……………………………………………………………………………….3. If I could go to the moon, ………………………………………………………………………………

D. Write each of the two sentences as one sentence, using a third conditional statement. Start with If and use had or hadn’t with wouldn’t have. (Fill in the gaps/complete the sentences.)

E.g. 1. Abraham didn’t get up early. He was late for school.……… If Abraham had got up early, he wouldn’t have been late for school. ……………

E.g. 2. The firemen arrived. They put out the fire.

Home Learning Lessons Year 7-9 April 27 – May 8 9

………. If the firemen hadn’t arrived, they wouldn’t have put out the fire.

1. He ran too fast. He fell over.If he ……………………………run too fast, he…………………………………………fallen over.

2. Lucy didn’t study. She failed the test.If Lucy………………………………………………, she wouldn’t have…………………………………………………

3. We didn’t clean the room. It was messy.………………………………………………………………………………………………………………………………….

Friday May 1 : May Day - holiday.

Monday May 4: W.A.L.T. continue to understand more about conditional sentences.

Read the different sentences and the descriptions in Question 8 (a,b,c and d) but do not answer the questions just yet. Spend some time revising what you learnt on Thursday last week – re-watch the video, and reread the information on conditional sentences.Complete Q8 a, b, c and d on page 118 of the coursebook.

Help for question 8 e:

Using unless with the conditional forms.

Zero conditional First conditional Second conditional Third conditionalThis sentence says something true.A fact (in the present).

This talks about a possibility. A real situation that might happen (in the present or the future).

This is not real. An imaginary situation (in the present or the future).

This is an imaginary situation (in the past).

If I go to bed late, I am tired.

If I send in my assessment on time, I will get some marks for it.

If I were the Prime Minister of Ethiopia, I would help my country.

If I had been in school last week, I would have had a school lunch.

Unless she wears her welly boots as she wades across the stream, she will get wet feet.

The sentence is permanently true every time - she is to cross the stream.

Unless she wears her welly boots today, she will get wet feet.

Describes something that is probable (presuming it’s been raining) and uses the present simple in the 'unlesss' clause, and future tense in the main clause.

Unless she had worn her welly boots, she would be sorry.

Describes something that is possible (but not very likely) and uses the past simple in the 'unless' clause, and 'would’ in the main clause.

Unless she had worn her welly boots, she would not have managed.

Describes something that is impossible (she can still walk about even if had not been raining), and uses the past in the 'unless' clause, and uses 'would have' in the main clause and past participle verb; 'managed'.

Home Learning Lessons Year 7-9 April 27 – May 8 10

Complete question 8e.

Tuesday May 5: Patriots’ Day - holiday.

Wednesday May 6: W.A.L.T. Write a news bulletin (or news report)

Reread Text 9D and complete question 9 on page 118 of your coursebook.Read the Tip on page 119 of your coursebook about news bulletins. You are going to be writing a news bulletin about the hippo in Text 9D.To help you, watch this clip on YouTube https://www.youtube.com/watch?v=8_NmVtnEEA8(or type Creating a News Report in to YouTube).

When watching this clip she talks about 5W H – By this, she means using question sentences: 5 beginning with W — Who, What, Where, Why, When, and one beginning with H — How.

Now complete Question 10 on page 119. Use the information you have written for question 9, and begin the bulletin with the words shown in Question 10.

Thursday May 7th: W.A.L.T. Understand poems in different forms.

Read Text 9E: Presents from my aunts in Pakistan.Read question 11a (page 121 of your coursebook) which explains about this poem being written in prose, and not like a typical poem. Q11 a. i. Why do you think this poem is written in prose form?

ii. Write a sentence explaining what the poem is about.iii. Why does the way the poem is written (in prose form) relate to what the poem is about?

Complete Q 11 b. This question is asking you to think about the effect the clothes have on the girl in the poem. Complete Q11 c. i) What is the poem saying about identity? c ii) According to the poem, why is it difficult for the girl to form an idea of where she really belongs?

Turn to page 127 and read the Key point about inference.Now go back to page 122 and answer question 12 a, b.- Remind yourself about how a play script is written. - Read the poem again and think about how the girl feels about moving from Lahore to England. - Write a page of dialogue like a play script. Start your script in the way shown at the bottom of Q12 c.Read Text 9F, then read the beginning part of the question for Q13. Look at the key point about ‘use of quotation’ on page 78 of your coursebook (NOT page 76 as it says in Q13) and read the key point on page 123-124 about Poetic form. Answer Q13 a, b and c. Make sure you quote words and phrases from the poem to support your answers.

Friday May 8th: W.A.L.T. Write our own poem, thinking carefully about form and layout.

Read question 14 on page 123 of the coursebook. Answer question a, b, and c. Use plenty of detail in your answers.

Home Learning Lessons Year 7-9 April 27 – May 8 11

You are going to write your own poem about a grandparent or elderly relative.Read the Tip on the bottom of page 124. Read the Key point on page 121.Copy this table out (based on Q15 a, b and c) and fill it in:

Where does the poem take place? (setting)

How does the persona feel?What is the atmosphere of the poem? (cheerful, subdued, sad)Will your poem have a fast or slow pace?Will it be relaxed and flowing (using longer words) or jerky (using short words)?What different images could you use in your poem?What is the title of your poem?

Write a draft poem. Think about all the ideas you’ve put in your table. Think about form and layout. Think about punctuation.Read your poem back to yourself out loud. Try to be critical and think about how you could improve your poem. Do you need to change the punctuation, or the way the lines are written? Could you add in some more interesting images or use more creative adjectives?Write your poem out again, neatly. Include all the improvements you thought of.

Well done!!

Maths Lesson Plans for Year 7 (5 hours a week)Teacher: Ato Wondimagegn 13.wondemengesha@gmail.com, 0913 470727

Using national textbook

Monday April 27 - Topic:-Translating shapesLO:-Transform 2D points and shapes by translation

Home Learning Lessons Year 7-9 April 27 – May 8 12

*Read points about translation from page 166*See worked example 17.3 how shapes are translated in different numbers of square up and down on page 166 .

Tuesday - Topic:-Exercise 17.3LO:- workout questuion on Exercise page 166 No 1,3,6

Wednesday - Topic:-SummeryLO:- Revise about position and movements by Reading the main points of each lesson .*see the summery points mentioned on page167

Thursday - Topic:-End of unit reviewLO:- workout the question on review exercise. page 168 No 1,2,3

Friday - Topic:-End of unit reviewLO:- workout the question on review exercise from page 168. No 4,5

NB* To clearly understand the question, please see worked example under each topic and follow similar way* Year 8&9 use extream serious book/Galaxy 7&8

Monday May 4 - Topic:-Converting between units for areaLO:- Know the abbreviations for and the relationships between square metres (m2), square centimetres (cm2), square millimetres (mm2)*Read points mentioned on page 170 about different units of area and their units* See the worked example 18.1 and understand the way it is solved. .

Tuesday - Topic:-Exercise 18.1LO:- workout the question on the exrcise. page 170 No 1 and 2 a,c,e,g

Wednesday - Topic:-Calculating the area and perimeter of rectanglesLO:- Derive and use formulae for the area and perimeter of a rectangle; calculate the perimeter and area of compound shapes made from rectangles *Read points mentioned on page 171 about area and perimeter of rectangles* See the worked example 18.2 and understand the way it is solved.

Thursday - Topic:-Exercise 18.1LO:- workout the question on the exercise .page 172 No 1 a,c,e 2,3

Friday - Topic:-Exercise 18.1LO:- workout the question on the exrcisepage 172 No 4,5,6,7

Science Lesson Plans for Year 7 (4 hours a week)Teacher Ato Eyoel alemjoel28@gmail.com, 0913 179448

Home Learning Lessons Year 7-9 April 27 – May 8 13

Year 7 weekly lesson plan for April 27 onwards

Day Subject Topic Activity1st Science 10.8 Energy is conserved

-Read the note on the course book from page 158-159-Write summery point student course book page 159

-Complete question 1,2 and 3 student course book page159

2nd 10.8 Energy is conserved -Answer for the followingQuestions

1. Where does the energy go?2. Write the two principles of

conservation of energy-Complete exercise 10.6 1-3student work book page 88 and 89

3rd Unit 10 end of unit questions -Complete question 10.1,10.2 and 10.34th Unit 10 end of unit questions Complete question 10.3,10.3 and 10.4

Year 7 weekly lesson plan for May 4 onwards

Day Subject Topic Activity1st Science Topic 11.1 Day and night

-Read the note on the course book from page 162 -163-Write summery point from student text book page 163

-Answer for the following questions1. What is the basic difference between

rotation and revolution?-complete questions no 1-4 student text book page 162 and 163

2nd Topic 11.2 The starry skies(Moving stars and star patterns )-Read the note on the course book page 164

-Complete question 1 and 2 student text book page 164

2. What do you know about the moving stars?

3. What is constellation?3rd Topic 11.2 The starry skies

(Through the year)-Read the note on the course book page 165-Write summery point

-Complete question no 3 student text book page 165

4th Extra activity -Complete exercise 11,1 and 11.2 student work book page 90 and 91

Amharic Lesson Plans for Year 7 (4 hours a week)

Week starting April 27 ክፍለ

ጊዜ የትምህርቱ ርዕስ የትምህርቱ ዓላማ ማብራሪያዎ እና

ምሳሌዎች ልዩ ልዩ ተግባራት

1 አንብቦ መረዳት 1) በግጥሙ ውስጥ

Home Learning Lessons Year 7-9 April 27 – May 8 14

የብረት ድስት እና የሸክላ ድስት

ምንጭ ታሪክ እና ምሳሌ በ PDF

ተልኳል፡፡

ከገፅ 7-8

ከግጥሙ ለወጡ ጥያቄዎች መልስ

ትሰጣላችሁ፡፡

የሚገኙትን አጠቃላይ ስንኞች መጠን ፃፉ!

ዋና ዋና ሀሳብ አብራሩ2)) በግጥሙ ውስጥ

የሚገኘውን ታሪክ በስድንባብ በሁለት

አንቀፅ አስፋፍታችሁፃፉ!3) የአጠቃላይ ግጥሙን

ዋና ሀሳብ በአስር አረፍተነገሮች

አሳጥራችሁ ፃፉ!2

መሙያ ከዚህ ትምህርት በኋላ የመሙያን ምንነት

ትለያላችሁ፡፡

መሙያ የሚባለው የዐረፍተነገሩ ማሰሪያ

አንቀፅ የመሆን ግስ(ነው ፣ ሆነ ፣ናት፣ነችወዘተ.)

ሲሆን ከግሱ በፊት የሚገባው ቃል ነው

ምሳሌ ወንጌላዊት ሐኪም ናት፡፡

በዚህ አረፍተ ነገር ውስጥ ከማሰሪያ አንቀፁ

በፊት የገባው ቃልሐኪም

የሚለው ነው ፡፡ ስለዚህ ሐኪም መሙያነው ማለት የቻላል፡፡

በማብራሪያው እና በምሳሌው መሰረት

አስር መሙያን ያካተቱ አረፍተነገሮችን መስርቱ፡፡

3 አገናዛቢ አፀፋ ከዚህ ትምህርት በኋላ

የአገናዛቢ አፀፋን ምንነት ታብራራላችሁ፡፡

አገናዛቢ አፀፋ የምንለው ከቃል

በስተመጨረሻ እየገባ ባለ ንብረትነትን

የሚያመለክተውን ቅጥያ ነው፡፡አገናዛቢ አፀፋ

የሚባሉት የሚከተሉት ቅጥያዎች ናቸው፡፡

ኤ፣ ህ፣ሽ ፣ ኡ፣ ኣችን ፣ኣችሁ፣ ኣቸው

ኤ = ልጄ ኣችን = ልጃችን

ህ = ደብተርህ ኣችሁ = ደብተራችሁ

ሽ = እርሳስሽ ኣችሁ = እርሳሳችሁ

ኡ = አባቱ ኣቸው = ኣባታቸው

በማብራሪያው እና በምሳሌው መሰረት

አስራ አምስት አገናዛቢ አፀፋን ያካተቱ ቃላትን

መስርቱ፡፡

4 አድምጦ መረዳት

ለሀገሩ የሞተው ሽቅርቅሩ ባለታክሲ

https://www.youtube.com/watch?

- ከአዳመጣችሁት ታሪክ ውስጥ ለወጡ ተግባራት መልስ ትሰጣላችሁ፡፡

1) ከአዳመጣችሁት ታሪክ ውስጥ ሊገለፅ

የተፈለገውን ዋና ሀሳብ በአንድ አንቀፅ አብራሩ !

2) የአዳመጣችሁትን ታሪክ በሶስት አንቀፅ

አሳጥራችሁ ፃፉ !Home Learning Lessons Year 7-9 April 27 – May 8 15

v=khj00E_QmNE&t=43s

ከላይ የተቀመጠውንlink ተጭናችሁdownload

በማድረግ አዳምጡ፡፡ Week starting May 4 ክፍለጊዜ

የትምህርቱ ርዕስ የትምህርቱ ዓላማ ማብራሪያዎ እናምሳሌዎች

ልዩ ልዩ ተግባራት

1 አንብቦ መረዳት እብደት እና አሰቸጋሪ

ፍርድ

ምንጭ ታሪክ እና ምሳሌ በ PDF ተልኳል፡፡

ከገፅ 7-8

ከምንባቡ ለወጡ ጥያቄዎች መልስ

ትሰጣላችሁ፡፡

1) በየምንባቡ ውስጥ የሚገኙትን

የየእያንዳንዱን አንቀፆች ዋና ዋና ሀሳብ አብራሩ

2)) በየምንባቡ ውስጥ የሚገኙትን አረፍተነገሮች ነጣጥላችሁ ከፃፋችሁ

በኋላ መሙያቸውን ለይታችሁ አመልክቱ !

3) የየ ምንባባን ዋና ዋና ሀሳብ በአስር

አረፍተነገሮች አሳጥራችሁ ፃፉ!

2 ግነት ዘይቤ ከዚህ ትምህርት በኋላ

ግነት ዘይቤንታብራራላችሁ፡፡

ግነት ዘይቤ እጅግ በተጋነነ መልኩ ሀሳብን

እና ስሜትን የሚገልፅ የዘይቤ አይነት ነው፡፡ መሰረቱ መጠነኛ ሀቅ ቢሆንም ይህንን ሀቅ

አጉልቶ እና አግዝፎያሳያል፡፡ምሳሌ

የእነ ያኔት መኖሪያ ቤት ፈረስ ያስጋልባል

የተሰመረበት ሐረግ የእነ ያኔትን ቤት ስፋት

ለመግለፅ ጥቅም ላይ የዋለ ነው፡፡

በምሳሌው መሰረት ለግነት ዘይቤ አስር

አረፍተነገሮች በምሳሌነት ስሩ፡፡

3 ኩሸት ዘይቤ

ከዚህ ትምህርት በኋላ ኩሸት ዘይቤን

ታብራራላችሁ፡፡

ኩሸት ዘይቤ ከግነት ዘይቤ በተቃራኒ

በማጣጣል ፣በማንኳሰስ ሀሳብን እና ስሜትን

የሚገልፅ የዘይቤ አይነት ነው፡፡መሰረቱ መጠነኛ

ሀቅ ቢሆንም ይህንን ሀቅ አንኳሶ እና አጥላልቶ

ያሳያል፡፡

ምሳሌ

በምሳሌው መሰረት ለኩሸት ዘይቤ አስር

አረፍተነገሮች በምሳሌነት ስሩ፡፡

Home Learning Lessons Year 7-9 April 27 – May 8 16

ኃይለ መለኮት ለምድር ቅርብ ነው፡፡

የተሰመረበት ሐረግ የኃይለ መለኮትን

አጭርነት ለመግለፅ ጥቅም ላይ የዋለ ነው፡፡

4 አድምጦ መረዳት

ያልተጠበቀው መዘዝ

https://www.youtube.com/watch?v=4Qh7IBBvwO0&t=30s

ከላይ የተቀመጠውንlink ተጭናችሁdownload

በማድረግ አዳምጡ፡፡

- ከአዳመጣችሁት ታሪክ ውስጥ ለወጡ ተግባራት መልስ ትሰጣላችሁ፡፡

1) ከአዳመጣችሁት ታሪክ ውስጥ ሊገለፅ

የተፈለገውን ዋና ሀሳብ በአንድ አንቀፅ አብራሩ !

2) የአዳመጣችሁትን ታሪክ በሶስት አንቀፅ

አሳጥራችሁ ፃፉ !

Civics Lesson Plans for Year 7 (2 hours a week)Teacher Wro. Tsehay tsehayze008@gmail.com, 0920 126439[There is a font issue with Amharic, but I hope you can try to read?]

ቀን 1

የምዕራፍ 8

ምዕራፍ 8 ራስንመቻል

ተረቶችንማንበብበጥያቄውላይመወያየት

ተሰጠውንስራመስራት (worksheet)

ቀን 3

የምዕራፍ 9 ክለሳየቁጠባባህል

ተረቶችንማንበብበጥያቄውላይመወያየት

ተሰጠውንስራመስራት (worksheet)

Home Learning Lessons Year 7-9 April 27 – May 8

ቀን 2

ቀን 4

17

Social Studies Lesson Plans for Year 7 (2 hours a week)Teacher Ato Wayessa roobanabdissa@gmail.com, 0911 790802

April 27- May 01

Topic : Lesson 4.5: Accident Prone Practices and Safety Measures

Page : 118 -121

Objectives: by the end of the lesson students will be able to know/explain/Realize:- how to react towards something happening to harm them and others -how to avoid accident and measures need to be taken if something happens -The importance of accomplishing one’s own duties and responsibilities.

-Read the note through the pages mentioned above and the key terms given on page 118-Take your own short note from the lesson.

May 04-08Topic : Lesson 4.6: Partnership Issues

Home Learning Lessons Year 7-9 April 27 – May 8 18

Page 122-123Objectives: By the end of the lesson students will be able to know/ explain

-Each sub-regional organization in Eastern Africa and their purposes.- Indicate the geographical coverage of Eastern African Sub-Regional organizations The need for partnership targets

Read the note through the pages mentioned above And give emphasis to the key terms given on page 122.-Take your own short note from the lesson mentioned above.

IT Practice Lesson Plans for Year 7 (if you have access to a laptop at home)Teacher: Ato Wakena wakenagetacho@gmail.com

Please see Resources folder on the RICE web site to download a pdf with instructions.

Home Learning Lessons Year 7-9 April 27 – May 8 19