GRADE 11 ENGLISH PPT NOTE Week One- Mon

UNIT ONE: ENVIRONMENTAL HAZARDS

• SPEAKING: Group Discussion on Environmental Hazards
Objective: share their ideas in the
group
: Identify environmental
hazards
• What are Environmental Hazards?

Environmental hazards are defined as extreme events or

substances in the Earth and its ecological system that may cause
adverse consequences for humans and things they value. These
include geophysical and meteorological phenomena such as
earthquakes and droughts.
What do you understand from these
pictures?
 Make a group of 4/5 students and
discuss on these points:
• 1. List down the environmental hazards that you know.
• 2. What are the causes of hazards, the consequences of these hazards & the
solution you think?
• Causes of Environmental Hazards Effects of these hazards solutions
Phrases for Asking and Giving
Opinions Tues
Objective: Use the expressions to ask &
give opinions
• If you need to speak English during meetings, business lunches, or in any
type of general conversation, you will probably spend a percentage of
this time asking and giving opinions.
• If you are a naturally curious person, or you welcome the suggestions of
others, you will often ask for the opinions of others. And if you enjoy
expressing your ideas, giving your opinion is something you will do
regularly.
• So if asking and giving opinions is an important part of the language we
use, it makes sense to learn a few different ways to give and express
opinions.
Asking for Opinions
• How do you feel about …………
• What is your point of view…………..
• Have you got any thoughts on …………….
• Do you have any views on…………..
• Does anyone have any other comments………
• What do you think about……………
• Responding to Opinions
• I would have thought that.................
• I believe.........................
• I don't doubt that.........................
• I feel certain that.......................
• My impression is that...................
• As I see it........................
• It seems to me that.................
• It strikes me that....................
• I'm absolutely certain that.........
• I'm convinced that.......................
• I strongly believe that
• Objective: Identify the expressions in giving strong, medium & weak opinion
: Use the expressions in their conversation

Expressing Opinions:
Medium
• I think…
Well, if you ask me…
I’d like to point out that…
As I see it…
In my opinion… Strong
I believe…
I’m convinced that…
I’m sure that…
I have no doubt…
There’s no doubt in my mind that…
I’m quite certain that…
Weak
• I feel that…
My impression is that…
I am not sure but I am leaning towards…
I tend to think…
Here are some examples for you

• I think its a good movie (weak opinion)

• I don't doubt that smoking is bad for you (mild opinion)
• I'm convinced that its the best decision we could make
for the company ( strong)
• It seems to me that weak gun laws lead to more crime.
For one thing, its too easy to get a weapon these days
(weak opinion)
 ACTIVITY:
Complete the dialogue & present it
• A: Why do you think we should put garbage in different garbage bins in our
homes?
• B:
• A: What is your view about planting trees in our villages and surroundings?
• B:
• A: Why do you think we should conserve water and energy?
• B:
• A: Do you agree with the idea that the problem of deforestation is caused by
casual cutting of trees?
•B
• A:What do you think the government should do to protect the environment?
• B:
Listening: The rich man & his children - Mon
Objective: advance their listening skill
: answer questions from the listening
• PART ONE : Answer these questions while you are listening
1. Who were eager to get a rich husband?_____________________
2. Why beauty gets up at 4 every morning?__________________________
3. When the man opens the door & goes inside, what has he seen there?
______________________
4. Who were going to kill the beast in the story?______________________
PART TWO: Vocabulary
2. Monster =______________
2. Chest=__________________
3. Castle=__________________
4. Strange=_________________
Week-2 Adverbial clause of concession
-Tues
Objective: use the clauses to join
contrasting ideas
• A clause is a meaningful group of words made up of a subject and a predicate.
• Clauses can be independent or dependent.
• An independent clause (also called a main clause) is a clause that can exist alone as a full
sentence.
• A dependent clause (also called a subordinate clause) is a clause that can't exist on its own as a
full sentence.
e.g. Although she was brave student, she didn’t pass the next grade.
When I arrived home, my parents were eating lunch.
• The first two clauses that begin with the conjunctions ‘ although & when are dependent & the
clauses after commas are independent.
Adverbial clauses of Concession : is a dependent clause that contrasts the idea expressed in the
main part of the sentence. The principal conjunctions used to begin such a clause include
"though", "although", "even though", "while", "whereas", "even if',“ “despite”, inspite of etc.
 “ In spite of” or “Despite” are used to introduce a clause of concession.
They are followed by a noun, pronoun, noun phrase or gerund.
Though and although mean the same, we use them to contrast two opposite meanings (positive and
negative) and it always gives unexpected results, we can use though in any part of the sentence
but although can't be used in the end of a sentence. When the though/although clause
comes before the main clause, we usually put a comma at the end of the clause. When
the main clause comes first, we don't need to use a comma. Look the following as
examples:
Despite the rain, they decided to go for a walk.
In spite of his busy schedule, he managed to complete the project.

Although we didn't have time to finish the slideshow, we still got an A on our presentation.
While the decorations were pretty and the staff was nice, I won't go to that restaurant
again
• Note: Even though: is a slightly stronger form of although
 Wed
Activity: be in pair and identify the concession clauses
1. Although it rained, they enjoyed their walk.
2. I enjoyed the meal, though it was expensive.
3.Even though I was full, I couldn't stop eating.
4. Harry, while he was almost crying from the pain, decided to finish the race
5. Joseph was very popular whereas his brother had more enemies than friends
• Fill in the blanks with a suitable adverb of concession. There may be more than one
correct answer.
1.__________the weather was cold, she didn't take a coat.
2.__________the bad weather, they played the match.
3. John isn't afraid of driving __________he had a terrible accident.
4. Peter really enjoys opera____________ I hate it.
5. I won't forgive you___________ your apology.
 Phrasal Verbs -Thurs
Objective: find the meaning of phrasal verbs
: use the phrasal verbs to complete sentence
A phrasal verb is the combination of a verb and a particle, such as an adverb
or a prep­osition to form a single meaningful unit on a word or sentence level.
Examples: turn down, run into, turn over and set up. Find the meaning of the
phrasal verbs given as examples.
Class Activity
Choose the correct form of a phrasal verb given below to replace the
underlined words in the sentences. Put the verbs in the correct tense
work out, get up, tum off, put on, go out, take off, wake up
1. We should solve our environmental problem so that we will have a better
future.
2. My grandmother tried to stand on her own, but the sofa was too low for
people of her age.
3. Let me dress my clothes well before rushing to catch a taxi.
4. The plane leaves the land half past 2:00, so we are expected to check in one
hour time.
5. The sounds of both the storm and fireworks made people get freighted and
leave the building through the backdoors.
6. He sleeps without trouble while the laundry machine is working. This is
impossible for me. I have to stop it before going to bed.
 Reading: Environmental Hazards -Mon
obj: scale up their reading skill
: answer questions from reading
• What do you infer from
The picture?
•(1) Human activities have an adverse effect on the environment by polluting
the water we drink, the air we breathe, and the soil in which plants grow.
Although the industrial revolution was a great success in terms of technology,
society, and the provision of multiple services, it also introduced the
production of huge quantities of pollutants emitted into the air that are
harmful to human health. Without any doubt, the global environmental
pollution is considered an international public health issue with multiple
facets. Social, economic, and legislative concerns and lifestyle habits are
related to this major problem. Clearly, urbanization and industrialization are
reaching unprecedented and upsetting proportions worldwide in our era.
Anthropogenic air pollution is one of the biggest public health hazards
worldwide, given that it accounts for about 9 million deaths per year.
( 2) Without a doubt, the entire aforementioned are closely associated with climate
change, and in the event of danger, the consequences can be severe for mankind.
Climate changes and the effects of global planetary warming seriously affect
multiple ecosystems, causing problems such as food safety issues, ice and iceberg
melting, animal extinction, and damage to plants
(3)Air pollution has various health effects. The health of susceptible and sensitive
individuals can be impacted even on low air pollution days. Short-term exposure to
air pollutants is closely related to COPD (Chronic Obstructive Pulmonary Disease),
cough, shortness of breath, wheezing, asthma, respiratory disease, and high rates of
hospitalization (a measurement of morbidity)
(4) The long-term effects associated with air pollution are chronic asthma,
pulmonary insufficiency, cardiovascular diseases, and cardiovascular mortality.
According to a Swedish cohort study, diabetes seems to be induced after long-term
air pollution exposure. Moreover, air pollution seems to have various malign health
effects in early human life, such as respiratory, cardiovascular, mental, and prenatal
disorders, leading to infant mortality or chronic disease in adult age.
(5)Air pollution mainly affects those living in large urban areas, where road emissions contribute
the most to the degradation of air quality. There is also a danger of industrial accidents, where
the spread of a toxic fog can be fatal to the populations of the surrounding areas. The dispersion
of pollutants is determined by many parameters, most notably atmospheric stability and wind.
(6)In developing countries, the problem is more serious due to overpopulation and uncontrolled
urbanization along with the development of industrialization. This leads to poor air quality,
especially in countries with social disparity and a lack of information on sustainable
management of the environment. The use of fuels such as wood fuel or solid fuel for domestic
needs due to low incomes exposes people to bad­ quality, polluted air at home. It is of note that
three billion people around the world are using the above sources of energy for their daily
heating and cooking needs. In developing countries, the women of the household seem to carry
the highest risk for disease development due to their longer duration exposure to the indoor air
pollution.
• (Adapted from Frontiers in Public Health Journal, 2020)
Read the text again and say TRUE or FALSE to
the following statements based on the
information in the text
1.Human activities are more serious than natural activities in causing
environmental hazards.
2.Industrial revolution was successful in reducing environmental hazards.
3. Environmental pollution hazards are more of the developed world concerns.
4. The purpose of this reading text is predominantly to persuade the reader.
5. The central theme of the text is to raise the reader's awareness for
environmental care.
In the text above, you find words whose
meaning is similar to the ones listed below.
Identify these words from the text
1.Unfavorable, unpleasant, unhelpful, difficult, (para. 1)
2.Unparalleled, extraordinary, unmatched, (para.1)

3.Vulnerable, predisposed, at risk, (para.2)

4.Harmful, hurtful, damaging, (para.3)

5.Deprivation, humiliation, ruin, (para.4)

6.Differences, inequalities, discrepancies, (para.5)

Vocabulary: Increase your Word Power -Tues
Obj: Use the words to complete sentences
• Vocabulary is the knowledge of words and word meanings. "Vocabulary
knowledge as knowledge of a word does not only imply to a definition, but also it
implies to how that word fits into the world." Vocabulary knowledge is not
• something that can ever be fully mastered; it is something that expands and
deepens over the course of a lifetime. Instruction in vocabulary involves far more
than looking up words in a dictionary and using the words in a sentence.
Vocabulary is acquired incidentally through indirect exposure to words and
intentionally through explicit instruction in specific words and word-learning
strategies in various contexts.
Now use the vocabularies given below in sentential
contexts provided and practice their grammatical
class and use them in the blanks.
air pollution acid rain bacterial
longer droughts
deforestation hazardous
climate change
• pesticides extreme oil spills
infectious viruses flooding
consumerism
1.______________from factories are bad for our health.
2.Nuclear power plants are extremely_____ for our environment.
3._______________kills many kinds of wildlife.
4.Dirty water causes__________ infection.
5._____________ creates a lot of garbage.
6._____________ is increasing the temp of the earth's surface.
7._____________ kill trees, plants and animals.
8._____________ leads to increased flooding.
9. ____________are a big problem for farmers.
10.______________weather causes death and destruction.
11.______________can spread extremely quickly
12._____________is a big problem in low laying areas.
13._____________kill many kinds of sea animals and plants.
 The Simple Present Tense
-Wed
Obj: identify the verbs in the reading &
write them
•The simple present is a tense often used to describe actions or states that happen in
the present, The basic form (VI) of the verb is used, but '-s' may be added as a
suffix if the subject is third person singular(i.e. 'it', 'he' or 'she'). We use the simple
present tense to talk about habitual actions, general truth, etc. The most common
adverbials used in such sentences include: every day, every morning , every week,
on Sundays, on weekdays, etc.
Activity: Read the text below and answer the questions that follow it.
• My name is Tsadik Tufa. I am seventeen years old and a grade eleven student.
Since I am a student, my daily routines are strongly related to my education. I
•I enjoy sitting in front of the class and listen to what the teacher says. Not to miss
the chance of sitting in the first row, I often arrive at school early. In the
afternoons, I go to the play ground and spend one or two hours with my friends. I
usually return home before the sun sets. I don't want stay at the play ground after
dusk. When I arrive home, I take a wash and get ready for my study . If I feel
hungry, I eat supper alone or with my brothers and sisters . Then, I do my lessons
till 9:00pm. Except on holidays, I spend most of my time preparing for my
lessons, attending classes, reading books and doing assignments and homework.
Of course, there are times when I spend one or two hours a day, watching films
and documentaries.
1. List ten different verbs used in simple present form.
2. Is the definition given about 'simple present tense' complete enough to include
the forms you have identified?
3. List at least three adverbials used with the simple present tense and indicate time.
•Grammar tips
•The simple present tense in English is used to describe an action that is regular,
true or normal.
1. for repeated actions in the present time/ period.
Example: I take the train to the office.
2. for facts A dog has four legs.
I getup early every day.
3. for habits
4. For things that are generally true. It rains a lot in winter.
The Simple Future Tense -Thurs
Obj: identify the different forms & functions of the
simple future tense and practice them
• In this section you are going to see different forms and functions of the simple future tense.
Before getting into the details look at the following examples of various forms of the simple
future. Then generate some sentences of your own using various forms of the simple future
patterns.
1. The winner will be awarded (factual, uncontrollable)
2. I am sure the winner will be awarded (personal, belief)
3. The winner is going to be awarded (planned, decided)
4. The winner will be awarded when the guest of honor arrives( future arrangements time
clauses)
5. The winner award program takes place tomorrow (official program, time table)
1. The winner award program is taking place next week (planned personal/office)
arrangement
Activity: Complete the text using the simple future form of the verb given in the bracket.
•Tomorrow, students (assemble) in the school playground at 08:00 am, to go to
Heritage Village. They (arrive) at 08:30 am, sharp. They
------(reach) the Heritage Village at around 10:30 am. On reaching the village, they (go)
•

around to see various displays. The staff at the

•spot (welcome) the students with flowers and perfumes. They (offer) the students
snacks. After they eat their snacks, the students _ (play) in the park. Around 01:00
pm, all students (assemble) for lunch. They (sit) in a circle and (sing) songs.
At around 4:00pm,
•students (gather) near the bus. They (board) the bus in a queue. At around 6:00pm, they
(reach) school. Their parents (pick) them up from school.
•
NOUNS/ Group Discussion 3rd week
-Mon
Obj: Share their ideas on nouns written in bold
•Nouns make up essentially all of the objects, people, and ideas that surround us in our
everyday lives. Without nouns, we would not be able to communicate effectively with
those around us. Nouns often answer questions such as "who", "what", or "when".
•Be in a group of 3 students and discuss on the bold words in the sentences below and
decide what type, or types, of noun each one is.
1.Your room is such a mess.
2. Abel’s mother briefcase was stolen.
3. How many girls are enrolled in softball camp this year?
4. I'm planning a trip to Asmara later this year.
5. I am looking forward to going to the beach.
6. Is there anyone who has seen love on his/her eye?
7. I have been to Sidist Kilo many times.
8. My wedding ring is made of platinum.
9. A swarm of locusts are flying.
10. Our foot ball committee are discussing to increase the income of the
club.
Sentences Level Writing -Tues
Obj: Practice to write sentences based on purpose

• Sentence level writing: A sentence is the smallest structural unit of writing. It could
operationally be defined as the smallest writing unit made up of words combined
logically to convey a complete ideas, thoughts or feelings.
• Types of sentences based on function/purpose of the writer or speaker. Functionally,
sentences are classified as declarative, interrogative, imperative and exclamatory
sentences.
a. A declarative sentence is a sentence that is used to give information about
something. E.g. my father is an engineer.
b. An interrogative sentence is a sentence that is used to ask question and
gather information. E.g. what is your father's job?

c. An imperative sentence is a sentence used to pass order (commands and requests)

d. An exclamatory sentence is a sentence used to express strong emotional
feeling and surprise.
E.g. what a hot weather is it!
Wow! I am dying of curiosity!
Get into a group of three and think of three sentences for
each of the following communicative language use
situations: -Wed

1. For expressing your weekend routines;

2. For asking questions a person you admire the most in politics;
3. For setting a ground rule for effective learning in English class;
4. For expressing your emotions, surprise in visiting:
The simple present passive 5 week th
(-Tues)
Obj: use the correct simple present passive
• -The passive is a grammatical voice that moves an object of a sentence in the
active voice into the subject position. The simple present passive is an
alternative form of the present simple in the active voice. we use the simple
present passive when we are interested in the person or thing affected by the
action. The present simple passive is often used to describe processes or
procedure (e.g. the preparation of coffee, how to make soaps at home, etc.)
Study the active and passive forms in the following table and answer the
questions that follow.
•

1. T he room s are cleaned every day (by

1. We clean the rooms every day.
us).
2. E nglish is spoken (by m any people)
2. M any people speak E nglish here.
here.
3. H e runs the com pany. 3. T he com pany is run by (him ).

5. T hey don't serve coffee here. 1. C offee is not served (by them ) here.
6. W e don't rely on his w ords. 2. H is w ords are not relied on.
7. D o they serve coffee here? 3. Is coffee served here?
1. What is common for all the passive forms?
2. In the passive column, the 'by---' phrase is put in an optional bracket. Why?
3. Write the formula for simple present passive in the:
• positive form
• negative form
• question form
Grammatical/Structural Types of Sentences -Wed
Obj: Identify the sentences type based on structure
•What Do You Mean by Sentence Structure?
•Sentence structure is a grammatical component that tells you exactly where and how each component of a
sentence should be placed in order to blend and make sense.
•Parts of a Sentence: a sentence, in the English language, consists of at least a subject and a predicate. In other
words, a sentence should have a subject and a verb.
Subject: the subject can be a noun or a pronoun that does the action.
For example: The sun is shining.
• The verb is the action performed by the particular subject in the sentence.
• For example: I love macaroni and cheese.
An object is a noun or pronoun that receives the action done by the subject.
For example: Harry bought a new car. My mom made a cake.
I gave him a chocolate.
1. What Is a Simple Sentence?
A simple sentence is defined as “a sentence consisting of one independent clause only. It usually
has a subject and verb, and often an object or complement.
Examples of Simple Sentences:
1. I / am a student at New York Academy of Dramatic Arts.
•Subject / Predicate
2. Jake / was singing and dancing.
•Subject / Compound Predicate
3. This / is a wonderful place!
• Subject / Predicate
Activity: Rearrange the following sentences and use appropriate punctuations to form simple
sentences and identify the subject/compound subject and predicate/compound predicate.
1. Dogs / were / the / barking
2. Do / you / spellings / how / know / the / all
3. Happy / are / you
 -Thurs
2. A Compound sentence is a sentence that has two or more principal clauses joined by any
one of the coordinating connectors like and, but, or, nor, for, yet, correlative connectors,
conjunctive adverbs or semi-colons.
Compound Sentences with a Coordinating Conjunction
1. I am ready to go,/ but/ my brother has not reached home yet.
• Independent clause, / Coordinating conjunction / Independent clause
Compound Sentences without a Conjunction
2. The dress is too tight;/ I don’t think I am going to buy this.
•Independent clause; / Independent clause

3. A complex sentence is a sentence that has one principal clause and one or more
dependent clauses.
Complex Sentences with a Subordinating Conjunction in the Beginning
1. After we finish school,/ let us go play in the park.
Complex Sentences with a Subordinating Conjunction in the Middle
1. John did not finish all the work/ because she reached home late.
• Independent clause/ subordinating conjunction forming the dependent clause
Complex Sentences with a Relative Clause as the Dependent Clause
1. My brother, who completed his mechanical engineering degree, is now working at BOSCH.
•Relative clause – who completed his mechanical engineering degree
•Independent clause – My brother is now working at BOSCH.
•4 A Compound complex sentence is a sentence that has two or more principal clause with one
or more dependent clauses.
E.g. my uncle is very polite, but he loses his temper when he gets angry.
• Independent clause/coordinating conjunction/Independent clause/subordinating conjunction
with subordinating clause
H.W: Provide the appropriate independent or dependent clause to complete the following
structural types of sentences. Then, determine the sentence type with your partner

1.When we went out for lunch______________________________

2.Until she completed high school___________________________
3.While we were eating dinner____________________________
4. After John finished his work____________________________

5. Although she felt sick___________________________________

6. ______________________________since I joined high school.

7._____________________________________unless you hurry up.
8. ____________________________________as she had a serious headache.