English Language Improvement Center
(ELIC)
Module one
English Language Skills Development
(Trainers Manual)
Developers:
Ephrem Gebresslassie (PhD)
Mergiaw Alene (PhD)
Mesfin Eyob (PhD)
Tadelle Girmay (PhD)
Mekelle University
2025
Contents
Module 1: Unit 0 Welcome to English Language Skills Development ............................................ 1
0.1 Introduction & Overview ....................................................................................................... 1
0.2 Module Objectives ................................................................................................................ 1
0.3 Module 1 Units ...................................................................................................................... 1
Module 1: Unit 1 Listening Skills ..................................................................................................... 2
1.0 Welcome & Introduction (10 – 15 min) ................................................................................ 2
1.1 Listening: Child Development in the Digital Age ................................................................... 3
(15 min).................................................................................................................................... 4
1.2 Listening: The Secret to Success is Growth Mindset ............................................................. 7
1.3 Listening: Should We Let Students Use ChatGPT? .............................................................. 12
1.3.5 Post-Listening Group Discussion ................................................................................... 13
1.4 Listening Skills: Climate Change is a Health Emergency ...................................................... 14
1.5 Listening: Media Literacy – The Power (and Responsibility) of information....................... 17
1.6 Listening: Skills Every Child Will Need to Succeed in the 21st Century .............................. 20
1.7 Listening: Unit 1 Assessment ............................................................................................... 24
Module 1: Unit 2 Speaking Skills ................................................................................................... 25
2.0 Unit 2 Welcome & Introduction .......................................................................................... 25
2.1 Speaking: Harnessing Technology to Enhance Educational Outcomes in Ethiopia ............ 26
2.2 Speaking: People and the Environment .............................................................................. 30
2.3 Speaking: Using Technology to Improve Pronunciation ...................................................... 33
2.4 Speaking: Understanding and Communicating Global Warming ........................................ 37
Module 1: Unit 3 Reading Skills .................................................................................................... 41
3.0 Welcome & Introduction ..................................................................................................... 41
3.1 Reading: People and the Environment ................................................................................ 43
3.2 Reading: Technology in Education ....................................................................................... 46
3.3 Reading: Global Issues ......................................................................................................... 49
3.4 Reading lesson 4 .................................................................................................................. 53
3.5 Reading: Storytelling ........................................................................................................... 56
3.5.1 Pre-Reading Personal Experiences ................................................................................... 57
3.6 Reading: Globalization Text Matching ................................................................................. 61
3.6.0 Lesson Objectives ............................................................................................................. 61
3.7 Reading: Unit 3 Assessment ................................................................................................ 64
Module 1 Unit 4: Writing Skills ..................................................................................................... 65
4.0 Welcome & Introduction ..................................................................................................... 65
4.1 Writing: Sentences .............................................................................................................. 66
4.3 Paragraph Writing................................................................................................................ 78
4.4 Writing Persuasive and Argumentative Essays .................................................................... 85
4.5 Academic Writing Style and Grammar ................................................................................ 94
4.7 Research Report (Optional) ............................................................................................... 102
4.8 Unit 4: Writing Assessment ............................................................................................... 103
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Module 1: Unit 0 Welcome to English Language Skills
Development
0.1 Introduction & Overview
This training program is designed to help the higher education institutions’ academic staff
improve their overall proficiency in English through an intensive, skill-based approach. The
course integrates all skills with a focus on academic, professional, and digital
contexts. Participants will develop advanced English language competencies, explore how
digital tools can support language learning, and use it in different academic communicative
situations.
0.2 Module Objectives
The primary aim of this course is to enhance the fluency, accuracy, and confidence
of participants in using English language in different communicative contexts. Specific
goals include:
✔ Improving English language skills in various contexts
✔ Developing communication skills for academic and professional settings
✔ Advancing reading comprehension and critical evaluation of complex materials
✔ Enhancing writing abilities for academic and professional purposes.
✔ Utilizing digital technologies to support learning and language development.
✔ Enhancing the 21st century skills and applying them in their language learning.
0.3 Module 1 Units
Module 1: English Language Skills Development (this module) 44 hours
Unit 1: Listening: 6 segments, 10.5 hours
Unit 2: Speaking: 4 segments, 9 hours
Unit 3: Reading: 6 segments, 11 hours
Unit 4: Writing: 6 segments, 11 hours
Module 1: Unit 1 Listening Skills
Total Time: 10.5 hours
1.0 Welcome & Introduction (10 – 15 min)
Welcome to Unit 1 of the training module, Listening Skills! This unit is designed to sharpen your
listening skills while engaging with thought-provoking ideas from experts, educators, and
innovators. Through a series of diverse sessions, you will explore topics ranging from climate
change and education reform to artificial intelligence, media literacy, and personal growth. In
today’s fast-paced, information-rich world, the ability to listen actively, critically, and
empathetically is a crucial skill. Each session will challenge you to listen critically, analyze
arguments, and reflect on the implications of these ideas in our rapidly evolving world.
1.0.1 Session Breakdown:
1. Child Development in the Digital Age by Dr. Sarah Domoff
https://youtu.be/8rTnfCrwloY?si=LADwmbYNOWJCO0_W (1 hr)
2. The Secret to Success: A Growth Mindset by Vusi Thembekwayo
https://youtu.be/KE2XMuDV634?si=UoJC1RWN6xDGD4Ey (12.5 min)
3. Should We Let Students Use ChatGPT? by Natasha Berg
https://youtu.be/ogcSQ-cFRVM?si=Hr8jAYt5R0sFGYbC (14.5 min)
4. Hannah Linstadt: Climate Change is a Health Emergency
https://www.ted.com/talks/hanna_linstadt_climate_change_is_a_health_emergency (9.5
min)
5. Media Literacy - The Power (and Responsibility) of Information by Lisa Cutter
https://www.ted.com/talks/lisa_cutter_media_literacy_the_power_and_responsibility_of
_information (12.5 min)
6. Dr. Laura A. Jana’s TEDx Talk: "Skills Every Child Will Need to Succeed"
https://www.ted.com/talks/dr_laura_a_jana_skills_every_child_will_need_to_succeed_in
_21st_century (14.5 min)
1.0.2 Learning Objectives
By the end of this unit, you will …


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
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Have enhanced listening comprehension
Develop critical thinking
Build empathy and awareness
Improve analytical skills
Apply knowledge
We encourage you to actively participate and practice consistently as you progress through this
journey towards becoming a more critical, discerning reader
1.0.3 Pre-Unit Survey
Provide the following survey to participants to complete. Collect the surveys and compare them to
post-unit surveys at the end of Unit 1.
1.1 Listening: Child Development in the Digital Age
https://youtu.be/8rTnfCrwloY?si=LADwmbYNOWJCO0_W (1 hr.)
Total time: 3.5 hrs.
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1.1.0 Lesson Objective
In this lesson, you will…
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
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Practice listening to authentic lectures
Develop detail-oriented listening
Enhance your listening comprehension skills
Practice analytical thinking based on audio input
1.1.1 Pre-Listening Brainstorming and Discussion
(15 min)
Before you listen to the talk, discuss the following questions with the class:
a) Look at the above picture and predict the content of the talk.
b) How do you think digital technology (e.g., smartphones, tablets, and social media)
affects children’s development?"
c) In your opinion, what are the benefits and drawbacks of children using digital devices?
1.1.2 Pre-Listening Activity Vocabulary Preview
(15 min)
Have participants work in pairs through discussing context, prior knowledge and finally a
dictionary to define the following key terms found from the lecture:
Cognitive development
Digital literacy
Parental mediation
Social-emotional skills
Screen time
1.1.3 Listening: Note Taking
(1 hr. 15 min)
Instruct participants to listen to the talk titled "Child Development in the Digital Age" by Dr.
Sarah Domoff and take notes on the content they find most important. Remind participants to
be as selective, brief, and clear as possible while note taking.
After the presentation, instruct participants to compare their notes with a partner’s and
improve their own notes.
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1.1.4 Listening Comprehension True or False
(10 min)
Instructions: Have participants use a pencil to circle the statements as True or False based on
what they understood and remember about the content they listened to. Dr.Sarah Dom off
claims that technology always has a positive impact on children’s development.
1. Children exposed to screens before the age of 2 are at a greater risk of delayed language
development.
2. Video games are beneficial for improving children's social skills, according to Dr. Domoff.
3. Digital devices can interfere with children’s ability to focus on non-digital tasks.
4. Social media has no significant effect on a child’s emotional health.
5. Parents' screen time habits are irrelevant to children’s behavior and development.
7. Dr. Domoff believes digital technology can be a valuable tool for education if used in
moderation.
8. Children’s ability to form strong peer relationships is enhanced by online interactions.
9. The exposure to technology affects the sleep patterns of children negatively.
10. Dr. Domoff recommends complete digital isolation for children under 5 years old.
1.1.5 Completing Missing Information in the Table (10-15 min)
Instructions: Participants will fill in the table with information based on the lecture.
Age Group Potential Positive
Potential Negative
Recommended Screen
Effects of Technology
Effects of Technology
Time Guidelines
Under 2
years
3-5 years
6-12 years
Teenagers
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1.1.6 Listening
(1 hr.)
Now that participants know which details to look for, they will listen a second time through
with their table and questions. They will complete and correct any missing or incorrect
answers from the first listen.
1.1.7 Listening Comprehension Questions
(20 min)
Participants will answer the following questions individually. Then compare their answers in
pairs before discussing as a class.
a) What are the main concerns about children’s use of digital technology?
b) How does excessive screen time affect cognitive development?
c) What role do parents play in mediating children’s use of technology?
d) What are some positive effects of digital technology on child development?
e) What recommendations does Dr. Domoff give for healthy technology use?
1.1.8 Post-Listening Critical Thinking & Discussion
(25 min)
Participants will discuss the following questions in small groups and share their ideas with the whole
class.
1) Do you agree with Dr. Domoff’s perspective on screen time? Why or why not?
2) How can parents balance the benefits and risks of digital technology for their
children?
3) Should schools incorporate more digital tools into education? What are the pros
and cons?
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1.1.9 Assessment
Self-assessment participant survey (5 min)
Participants will answer on a scale of 0-4
a) I was able to understand the lecture presentation the first listen
b) I was able to understand the lecture presentation the second listen
c) I was able to discern additional details in the lecture the second listen
d) My notes helped me complete the comprehension tasks
e) I gained understanding of the topic presented through this lesson
1.2 Listening: The Secret to Success is Growth Mindset
https://youtu.be/KE2XMuDV634?si=UoJC1RWN6xDGD4Ey (12.5 min)
Total time: 2 hrs.
1.2.0 Lesson Objective
In this lesson participants will:
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
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Practice critical and analytical listening skills
Listen for details in authentic content
Use audible input to synthesize their own ideas
Consider ways to apply the content to their own lives
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1.2.1 Pre-Listening Brainstorming & Prediction
(10 min)
a)
Look at the title and picture above; predict what the talk will be.
b)
What does success mean to you? How do you define it?
c)
Do you believe that abilities can be developed, or are they fixed?
d) Can you think of any qualities that successful entrepreneurs have?
e) What do you think is the role of mindset in achieving success?
1.2.2 Pre-Listening Vocabulary Preview
(10 min)
Growth mindset
Strategic risk-taking
Resilience
Self-doubt
Disruptive innovation
1.2.3 Listening: Note Taking
(30 min)
Instruct participants to listen to the talk titled “The Secret to Success is Growth Mindset” twice
and take notes on the content they find most important. Remind participants to be as selective,
brief, and clear as possible while note taking.
After the presentation, instruct participants to compare their notes with a partner’s and
improve their own notes.
1.2.4 Post-Listening Multiple Choice Questions (15 min)
Instruct participants to choose the correct answer based on the talk.
1. What is the core belief of a growth mindset?
A) Intelligence is fixed.
B) Intelligence can be developed.
C) Success is purely based on natural talent.
D) Effort doesn't matter if you're talented.
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2. Which of the following is NOT true about a fixed mindset?
A) Avoiding challenges.
B) Seeing effort as useless.
C) Welcoming feedback for improvement.
D) Believing talent is the key to success.
3. How does a person with a growth mindset respond to failure?
A) They give up immediately.
B) They learn from their mistakes and try again.
C) They ignore their failure.
D) They believe failure means they’re not capable.
4. What is an important tool for improving yourself with a growth mindset?
A) Avoiding challenges.
B) Rejecting feedback.
C) Embracing feedback and learning from it.
D) Comparing yourself to others.
5. In a fixed mindset, effort is seen as:
A) A necessary part of success.
B) A sign of weakness.
C) An indication that you’re not talented enough.
D) Not needed for success.
6. Which of the following is a key characteristic of a growth mindset?
A) Giving up after a failure.
B) Seeking challenges to improve.
C) Thinking success is only for the talented.
D) Avoiding learning new things.
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7. Which mindset believes that intelligence and abilities can grow over time?
A) Fixed mindset
B) Growth mindset
C) Negative mindset
D) Static mindset
8. Feedback in a growth mindset is viewed as:
A) A personal attack.
B) A tool for improvement.
C) Irrelevant.
D) A sign of failure.
9. Which of the following can help develop a growth mindset?
A) Always avoiding challenges.
B) Embracing challenges and learning from feedback.
C) Believing that success is fixed and only for the talented.
D) Rejecting effort as unnecessary.
10. Which of the following is a characteristic of a person with a fixed mindset?
A) They see effort as a waste of time.
B) They view mistakes as opportunities to learn.
C) They welcome challenges.
D) They seek out feedback to grow
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1.2.5 Post-Listening Table Completion
(10 min)
Participants will fill in the missing information in the table (Growth vs. Fixed Mindset) based
on the talk.
Characteristic
Growth Mindset Fixed Mindset
Belief About Intelligence
Challenges
Effort
Feedback
Response to Failure
1.2.6 Post-Listening Critical Thinking Discussion
(15 min)
Participants will discuss the following questions in small groups:
a) Do you agree with Vusi’s views on success and the importance of mindset? Why
or why not?
b) What examples from your own life support or challenge Vusi's points about
perseverance and failure?
c) Do you think entrepreneurship is for everyone? Why or why not?
d) How can we apply the concept of a growth mindset in our personal or
professional lives?
e) Can you think of a time in your life when you faced failure or a challenge? How
did you respond, and do you think you had a growth mindset or a fixed mindset
at the time?”
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1.2.7 Post-Listening Summary
(20 min)
Participants will write a paragraph summary of the talk, highlighting the main points using
relevant vocabulary. They will write an additional paragraph explaining how they will or will
not apply this information in their own lives
1.2.8 Assessment
Completion and correct answers in post-listening tasks
1.3 Listening: Should We Let Students Use ChatGPT?
https://youtu.be/ogcSQ-cFRVM?si=Hr8jAYt5R0sFGYbC (14.5 min)
Total time: 90 min / 1.5 hr.
1.3.0 Lesson Objective
In this lesson participants will:
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Analyze technology in the classroom
Listen to authentic content
Practice listening comprehension
Use audible input to synthesize arguments
1.3.1 Pre-Listening Brainstorming & Prediction
(10 minutes)
Ask the entire class to discuss the following questions. The trainer will facilitate the conversation.
1) What do you know about ChatGPT?
2) How do you think it could be used in education?
3) What are the potential benefits and drawbacks?
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1.3.2 Pre-Listening Vocabulary Preview
(15 min)
Before they listen to the talk, encourage participants to discuss the meanings of these words as a class
and predict how they might be used in the context of the talk.
Artificial Intelligence (AI)
Automation
Academic
integrity
Bias
Ethical
considerations
Plagiarism
1.3.3 Listening: General Comprehension
(15 min)
As you listen, answer the following main-idea questions during your first listening:
a) What is Natasha Berg’s main argument?
b) What are the key benefits of using ChatGPT in education?
c) What are the potential risks or challenges?
1.3.4 Listening: Detailed Comprehension
(15 min)
During the second listening, Participants will take notes and answer the following questions:
1) How does Natasha Berg define the role of teachers in the age of AI?
2) What examples does she give of ChatGPT being used in classrooms?
3) What ethical concerns does she raise about AI tools?
4) How does she suggest educators balance innovation with academic integrity?
1.3.5 Post-Listening Group Discussion
(15 min)
Work in groups of four and discuss the following questions:
a) Do you agree with Natasha Berg’s perspective on ChatGPT? Why or why not?
b) What are the potential long-term impacts of AI on education?
c) What is the implied meaning of Natasha Berg’s talk?
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1.3.6 Post-Listening Debate
(20 min)
In your groups, assign one pair to the FOR position and one pair for the AGAINST position on
the topic: “Should ChatGPT be banned in schools?” Each pair should debate using evidence and
examples from the talk to support their position.
1.3.7 Post-Listening Reflective Writing (this could be the assessment?)
(20 min)
Participants will write a short essay (200-250 words) on the following prompt:
How do you think AI tools like ChatGPT will change the future of education? What role should
teachers and students play in this change?
1.3.8 Assessment
Trainer will assess the participation in the debate and discussions, answers to comprehension
questions, and essay response.
1.4 Listening Skills: Climate Change is a Health Emergency
https://www.ted.com/talks/hanna_linstadt_climate_change_is_a_health_emergency (9.5 min)
Total time: 90 min / 1.5 hr.
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1.4.0 Lesson Objective
In this lesson Participants will:
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
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Use predictive tools to increase listening comprehension
Practice listening for detail in authentic audio content
Analyze information
Apply knowledge to current problems
1.4.1 Pre-Listening Brainstorming (15 min)
1) Look at the picture and predict the content of the talk.
2) What do you know about the link between climate change and public health?
3) Can you think of any diseases or health issues that might be affected by climate change?
4) Why might climate change be considered a health emergency?
1.4.2 Listening Grid Completion (25 min)
Participants will listen to the talk. Instruct them to listen for specific information to fill in the grid.
Afterward, participants will discuss their answers in pairs, comparing notes.
Health Area
Effect of Climate Change Regions Most Affected
Air Quality
Infectious
Diseases
Water Scarcity
& Quality
Heat-Related
Illness
Mental Health
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Stakeholders Involved
1.4.3 Post-Listening Comprehension Questions (15 minutes)
Participants will answer the questions individually, and then discuss the answers as a class facilitated
by the trainer.
a) What are the main health issues mentioned in the talk?
b) How climate change is linked to these health problems?
c) Why is the speaker referring to climate change as a "health emergency"?
1.4.4 Critical Thinking and Debate
(20 minutes)
Participants will discuss, debate, and answer the questions within small groups.
a. Do you agree with the speaker’s argument that climate change is a health emergency?
Why or why not?
b. What steps do you think governments or individuals should take to reduce the health
impacts of climate change?
c. What are some of the challenges in addressing climate change as a health emergency?
d. How can individuals contribute to reducing the health impacts of climate change?
e. Should healthcare systems be restructured to account for climate-related health issues?
If yes, how?
1.4.5 Post-Listening Reflection
(15 minutes)
Participants will answer the following reflection questions and share their reflection with the
class.
1. What was the most surprising or impactful thing you learned from the talk?
2. How can individuals contribute to addressing the health impacts of climate change in
their communities?
1.4.6 Assessment
Grid completion and Debate participation
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1.5 Listening: Media Literacy – The Power (and Responsibility) of
information
https://www.ted.com/talks/lisa_cutter_media_literacy_the_power_and_responsibility_of_information
(12.5 min)
Total time: 90 min / 1.5 hr (prepare for up to 2 hours to include class management)
1.5.0 Lesson Objective
In this lesson, participants will:




Practice prediction techniques
Practice critical listening
Improve detail-oriented listening comprehension
Analyze information and apply knowledge based on audio input
1.5.1 Pre-Listening Brainstorming & Prediction (15-20 min)
Before participants listen to the presentation, have them discuss the provided questions in pairs.
a) What does "media literacy" mean to you?
b) Look at the title and picture to predict Cutter’s main arguments.
c) Why is it important to think critically about the information we consume?
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The following vocabulary is found in the presentation. Have participants work with a partner to
learn the meaning of the words by discussing where they have seen/heard them before,
discussing recognizable parts of the vocabulary, and finally, using a dictionary.
Confirmation bias
Disinformation
Misinformation
Echo chamber
1.5.2 Listening Comprehension Questions (15-20 min)
Inform participants they will listen to the talk titled “Media Literacy-The Power (and
Responsibility) of Information" by Lisa Cutter. Provide the Listening Comprehension
Questions and read them audibly to the class. Instruct participants to read the questions
themselves also before beginning the presentation. Instruct them to take notes and answer
the questions while listening to the talk.
a) What example did Lisa Cutter give about how misinformation spread during specific
events?
b) How does Cutter suggest we can overcome media manipulation?
c) What role does personal responsibility play in media literacy?
1.5.3 Listening Comprehension True or False(15 minutes)
Have participants decide if the statement is True (T) or False (F). Instruct participants to
correct the information in the false details and compare their answers with a partner.
1)
Lisa Cutter claims media literacy is solely about fact-checking.
2)
Cutter blames social media users exclusively for spreading misinformation.
3) The speaker believes media literacy education should begin in college.
4)
Cutter uses the term “digital citizenship” to describe passive scrolling.
5) Algorithms prioritize content that encourages critical thinking.
6)
Cutter cites climate change denial as an example of misinformation.
7)
The speaker argues that media literacy is a personal, not collective, responsibility.
8)
The talk suggests governments should regulate all online content.
9)
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1.5.4 Listening Comprehension Summary (15-20 min)
Have participants listen to the talk again and complete the summary by filling in the blanks with the
correct words or phrases. Afterwards, they will compare answers with a partner.
In her talk, Lisa Cutter discusses how information, particularly in the digital age, has an enormous
amount of ________(1). She points out that while this can lead to increased access to knowledge, it also
creates significant ________(2). As individuals, we must become more aware of the ________(3) that
exists in much of the information we are exposed to daily.
Cutter suggests that the way information is shared can affect public perception, sometimes leading to
distorted ________(4). The more biased the information, the more it can ________(5) a person’s beliefs,
leading to a skewed understanding of events or topics.
She argues that this issue of misinformation extends to social media, where sensationalized headlines
can easily ________(6) viewers into sharing inaccurate information. Cutter highlights that social media
platforms should be more ________(7) when regulating content to avoid the spread of fake news.
According to Cutter, media literacy is a necessary skill for navigating this information landscape. It
allows us to discern between ________(8) content and objective, well-researched facts. The
responsibility lies not only with the media outlets but also with the individuals who ________(9) and
________(10) information in their daily interactions.
Cutter concludes her talk by stressing that our ability to critically evaluate information is a form of social
________(11). Each of us holds a responsibility to ensure that what we consume and share contributes
to the collective ________(12) rather than distorting the truth.
1.5.5 Post-Listening Activities (20-25 minutes)
Have participants work in small groups and discuss the following questions. They will then present a
summary of their ideas to the whole class.
a) Can you think of a time when you encountered misinformation? How did you handle it?
b) How do you think social media platforms should be regulated to prevent the spread of false
information?
c) Do you think media literacy should be taught in schools? Why or why not?
d) What is the main message of the talk?
1.5.6 Assessment

Observation during group discussions

Review of comprehension questions, True / False answers, and fill-in-the-blank responses.

Participation in post-listening activities.
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1.6 Listening: Skills Every Child Will Need to Succeed in the 21st
Century
https://www.ted.com/talks/dr_laura_a_jana_skills_every_child_will_need_to_succeed_in_21st_century
(14.5 min)
Total time: 90 min / 1.5 hr (prepare for up to 2 hours to include class management)
1.6.0 Lesson Objective
In this lesson, Participants will:



Practice critical listening
Increase listening comprehension
Analyze and apply information learned through audio input
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1.6.1 Pre-Listening Activity: Brainstorming & Prediction
(15 min)
Have participants work in small groups and discuss the following:
1) Look at the title and predict the contents of the talk.
2) What skills do you think are essential for success in the 21st century?
3) How do you think education has changed in the past few decades?
4) Before listening to the talk, define the following key terms using prior knowledge, context, and a
dictionary:
 21st-century skills
 Empathy
 Adaptability
 Resilience
 Emotional intelligence
 Critical thinking
1.6.2 While-Listening Comprehension (15-20 min)
Instruct the class to listen carefully and choose the best answer for each question
1. What is the main focus of Dr. Jana’s talk?
A) The importance of academic success
B) The skills children need for the 21st century
C) The role of technology in education
D) The challenges of parenting
2. According to Dr. Jana, which skill helps children understand and share the feelings of others?
A) Adaptability
B) Empathy
C) Critical thinking
D) Innovation
3. What does Dr. Jana suggest is a key component of resilience?
A) Avoiding failure
B) Learning from failure
C) Ignoring challenges
D) Relying on others
4. Which skill does Dr. Jana associate with the ability to work well with others?
A) Collaboration
B) Innovation
C) Adaptability
D) Critical thinking
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5. What does Dr. Jana say about the role of technology in developing 21st-century skills?
A) It is unnecessary
B) It is a distraction
C) It can be a useful tool
D) It replaces the need for human interaction
6. According to Dr. Jana, why is adaptability important?
A) It helps children avoid change
B) It prepares children for an uncertain future
C) It makes children more competitive
D) It reduces the need for learning
7. What does Dr. Jana emphasize about critical thinking?
A) It is only useful in academic settings
B) It helps children solve complex problems
C) It is less important than creativity
D) It is a natural skill that doesn’t need development
8. Which skill does Dr. Jana link to the ability to think outside the box?
A) Empathy
B) Innovation
C) Resilience
D) Collaboration
9. What does Dr. Jana suggest parents and educators should focus on?
A) Academic achievement only
B) Developing a wide range of skills
C) Limiting technology use
D) Encouraging competition
10. According to Dr. Jana, what is the role of play in developing 21st-century skills?
A) It is a waste of time
C) It is essential for skill development
C) It is only useful for young children
D) It should be replaced with structured learning
11. What is Dr. Jana’s overall message about preparing children for the future?
A) Focus on traditional education methods
B) Equip children with a diverse set of skills
C Rely on technology to teach children
D) Avoid exposing children to challenges
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1.6.3 Listening Comprehension Summary (15-20 min)
Participants will listen to the talk and fill in the missing parts of the summary with the appropriate
words or phrases. Instruct participants to use context and their understanding of the speaker’s
message to determine the correct answers.
In her talk, Dr. Laura A. Jana argues that in the 21st century, the traditional focus on academic
knowledge and intelligence is no longer enough for children to succeed. Instead, there are certain (1)
_____________ that are crucial for the future. She emphasizes that emotional intelligence is one of the
most important skills, as it helps children to manage their feelings, empathize with others, and build
strong relationships. Alongside emotional intelligence, (2) _____________ is another essential skill,
which allows children to bounce back from failure and persevere through challenges.
Dr. Jana points out that while children need to be proficient in subjects like reading, writing, and math,
they also need to develop skills such as (3) _____________, (4) _____________, and (5) _____________.
These are increasingly important as children will work in environments that require creativity,
collaboration, and problem-solving. She stresses the role of (6) _____________ in fostering these skills,
explaining that technology can be both a tool for learning and a challenge that requires new forms of
digital literacy.
Dr. Jana also highlights the importance of (7) _____________, which allows children to critically evaluate
information and think for themselves, rather than passively absorbing information. According to Dr.
Jana, fostering a (8) _____________ is essential because it helps children view challenges as
opportunities to learn and grow, rather than as obstacles to avoid. Failure, she argues, should not be
feared but embraced as an important step in the learning process.
In terms of how we can support children, Dr. Jana calls for educators and parents to (9) _____________
and create environments that promote risk-taking and experimentation. Encouraging children to ask
questions, make mistakes, and explore their interests is critical in developing the right mindset. One way
to do this is through (10) _____________, which builds resilience and confidence in children as they
learn to work with others to solve problems.
Finally, Dr. Jana notes that to succeed in the future, children must be able to (11) _____________ with
people from different backgrounds and cultures, as the globalized world increasingly requires the ability
to understand and collaborate with diverse groups. This will be key in preparing children not just for
their careers, but for life in a rapidly changing world. Dr. Jana concludes by saying that developing these
skills requires effort and commitment, but the reward is a generation of children who are (12)
_____________ and capable of facing the challenges of the future with confidence and creativity.
23
1.6.4 Post-Listening Reflection & Discussion(15 min)
After listening to the talk, participants will write a brief reflection on the following questions
and then discuss their answers in small groups before a whole-class discussion is carried out.
a) Do you agree with the speaker’s perspective on the skills needed for success? Why or
why not?
b) How do you think the skills the speaker talks about can be incorporated into your
current education system?
c) How can you develop one of the skills mentioned in the video in your personal or
professional lives?
d) In your opinion, what are the biggest challenges children will face in the 21st century,
and how can we prepare them?
1.6.5 Reflective Essay (250-300 words)
(20-25 min)
Participants will write a 250–300-word essay discussing which of the seven skills Dr. Jana
mentions is most relevant to their personal or professional life. They should provide examples
of how they have used or could develop this skill.
1.6.6 Assessment
Correct and complete the answers to the Listening Comprehension activities and content of
reflective essay.
1.7 Listening: Unit 1 Assessment
(20 min)
 Repeat the pre-survey as a post-survey
 Compile all assessment scores into a final score for the unit
24
Module 1: Unit 2 Speaking Skills
Total time: 9 hours
2.0 Unit 2 Welcome & Introduction
(10 min)
Welcome to Unit 2: Speaking Skills training unit! This unit is designed to help you develop the
ability to communicate confidently and effectively in professional and academic settings
through advanced speaking techniques.
2.0.1 Session Breakdown

Harnessing Technology to Enhance Educational Outcomes in Ethiopia

People and the Environment

Using Technology to Improve Pronunciation

Global Warming
2.0.2 Learning Objectives:
By the end of this unit, you will:
 Deliver professional and academic presentations
 Engage is debates and structured discussions
 Practice pronunciation
 Improve fluency
 Communicate complex ideas with clarity and precision
 Use AI and technological tools to enhance speaking skills
We encourage you to actively participate and practice consistently as you progress through this
journey towards becoming a clear and fluent speaker in academic and professional settings.
25
2.1 Speaking: Harnessing Technology to Enhance Educational
Outcomes in Ethiopia
Total time 4 hours
2.1.0 Lesson Objectives
This lesson plan aims to empower participants by equipping them with the necessary skills and
knowledge to effectively integrate technology into their teaching practices, thereby enhancing
the educational experience for their participants.
By the end of this lesson, participants will be able to:

Identify and describe various forms of technology used in education.

Analyze the benefits and challenges of implementing technology in university settings.

Develop a basic integrated technology lesson plan applicable to their specific subjects.

Collaborate effectively to share ideas and best practices related to educational
technology.
26
2.1.1 Warm-Up Activity
(15 min)
Icebreaker: “What's Your Tech?” — Have each participant share one technological tool they
currently use in their teaching and its impact on their participants.
2.1.2 Class Discussion
(20 min)
Facilitate a class discussion on the following questions:
A.
Define what constitutes ‘technology in education.’ (e.g., digital platforms, e-learning
tools, MOOCs, smart boards)
B.
What is the importance of technology in education?
C.
Do you believe Africa, and Ethiopia specifically has adopted technology in education?
D.
What are some examples of specific technology available for education (applications,
software, online resources, hardware, etc.?)
2.1.3 Group Activity
(20 min)
Divide participants into small groups and assign each group a specific technology tool (e.g.,
Learning Management Systems, Collaborative Tools like Google Workspace, Virtual Reality,
ChatGPT or other AI, Video conferencing like Zoom etc.).

Each group discusses the advantages and challenges of their assigned tool and
prepares a 5-minute presentation.
27
2.1.4 Group Presentation
(30 -40 min)
Each group presents their specific technology assigned. Peers evaluate the presentation and ask
questions. Groups respond by answering questions.
Peer Review Rubric
The technology
notes
was presented
clearly
The advantages
of the
technology
were presented
clearly
The challenges
and
disadvantages
were presented
clearly
The group used
correct and
adequate
vocabulary
The group had
understandable
pronunciation
The group
presented
confidently and
fluently
28
2.1.4 Benefits & Challenges of Technology Implementation (10 min)
Before we start the discussion, please watch the following video on
“Harnessing Technology to Improve Education – Aaron Chatterji”
https://youtu.be/Xgs2UZyxB4Q?si=ma4hbECls7FJ-FTC (9.4 min)
2.1.5 Interactive Discussion (15 min)
Facilitate a class discussion on the following questions and topics based on the video
presentation:

What were the main points of the video?

What did you find most interesting about the topic? Have you had the same
experiences, thoughts, or engaged in similar research?

What are some of the challenges to implementing quality technological learning
environments?
2.1.6 Designing an Integrated Technology Lesson Plan (40 min)
Have participants work in pairs to discuss and create an integrated lesson plan. Instruct them to
select a lesson plan they are familiar with or create a novel plan. They will then integrate
technology into their plan. The lesson plan should be relevant to their subject area(s).
Key elements to include: Learning objectives, technology tools, instructional activities,
assessment methods, and required materials.
2.1.7 Presentation & Peer Review (40 min)
Each pair should present their lesson plan to the class. The class should critique, give feedback, and
ask questions about the plan, focusing on how technology fits into the lesson plan.
2.1.8 Collaborative Discussion (15 min)
Facilitate a discussion about potential interdisciplinary collaborations using technology and
shared resources.



Summarize key points discussed through this lesson.
Ask how participants can engage in ongoing collaboration
Ask participants to share any relevant (related to this topic) resources they use or are
aware of for further learning and engagement. (webinars, articles, and communities)
29
Additional Resources:




Links to free online courses on educational technology.
Access to Ethiopian Ministry of Education reports on technology in education.
List of relevant journals and online forums for educational technology.
https://www.youtube.com/live/RmAVVVc3viI?si=Gd9Xa1YEx7N3tZsD
2.2 Speaking: People and the Environment
Total time: 90 min
2.2.0 Lesson Objective
This lesson aims to facilitate meaningful discussions in English around critical environmental
issues while also enhancing the participants’ speaking skills
In this lesson, you will:

Practice speaking about relevant topics

Develop confidence in sharing your insights and opinions

Enhance your knowledge of the environment through discussion

Practice analytical thinking and problem-solving skills
30
2.2.1 Introduction Icebreaker (15 minutes)
To encourage initial conversation, activate prior knowledge, and ease participants into speaking
English, ask participants to pair up and discuss the following question:
 “What environmental issue in Ethiopia do you think has the most significant impact on local
communities?”
2.2.2 Presentation of Environmental Issues (15 minutes)
Instruct Participants to look at the images provided in the PowerPoint presentation. Have a
class discussion based on the following questions:

What type of environmental issues have you personally experienced in Ethiopia?

What are some of the most common environmental issues in Ethiopia?

Are some issues more prevalent in certain areas/regions than others? Explain.
 What have you done to cause or prevent some of the listed environmental issues in your
daily life?
2.2.3 Group Discussion (20 minutes)
Have participants form groups of 4-5 participants. Each group will choose one specific
environmental issue affecting people in Ethiopia discussed earlier. Groups will discuss their
chosen issue and take notes. Inform groups they will present their findings to the class
afterwards.
Discussion Questions
a) How does this environmental issue impact the local community?
b) What are some potential solutions to mitigate these impacts?
c) What role can universities play in addressing these environmental issues?
2.2.4 Group Presentations (30 minutes)
Presentation Guidelines:
Each group will present their findings to the entire class (5 minutes per group). Encourage them
to structure their presentation using the following framework:
31
A. Introduction of the issue
B. Impact on people and communities
C. Proposed solutions and university roles
Feedback: After each presentation, allow a few minutes for questions and feedback from peers.
2.2.5 Reflection and Concluding Discussion (10 minutes)
Facilitate a discussion on the challenges of addressing environmental issues in Ethiopia.
Encourage participants to share their thoughts on how improved communication and
collaboration could address these challenges.
 Ask participants how their specific fields affect the environmental issues, or how they
could be used to solve problems.
2.2.6 Homework Assignment (Optional)
Ask participants to write a reflective piece (1 page) on how they plan to incorporate discussions
on environmental issues into their teaching materials or research. They should consider their
audience and language proficiency level.
2.2.7 Assessment
1)
Monitor engagement and participation during group discussions and presentations.
2)
Provide constructive feedback to each group regarding their speaking skills, clarity of
ideas, topic-related vocabulary, and language use.
3)
Evaluate the reflective homework to assess understanding and practical application of
the topic.
32
2.3 Speaking: Using Technology to Improve Pronunciation
Total time: 90 min
2.3.0 Lesson Objectives
In this lesson, participants will

Practice pronunciation of relevant vocabulary

Learn methods to improve pronunciation in the future

Gain tools for teaching English pronunciation

Focus on difficult English pronunciation morphemes

Collaborate with peers to improve language skills
33
2.3.1 Discussion (15 min)
Facilitate a discussion on the following questions:



Which words in English do you think are the most difficult to pronounce?
Why do you think these words are difficult to pronounce?
What tools, methods, or tricks do you use to improve your pronunciation?
2.3.2 How do you say…? (15 min)
Have participants open Google Translate on their mobile device (you may substitute with
another speech-to-text tool)
-orOpen the Google Translate app/website on a computer at the front of the class.
1) Have the microphone activated and the speakers unmuted.
2) Set the input language to English and the Translate-To language to English (or Amharic)
3) For each word, phrase, or sentence, have a volunteer press the microphone button and
speak the word into the device.
4) Watch the translation box for the correct word.
5) If the Translation box output does NOT match the input prompt, then the pronunciation
was not correct. Listen to the correct pronunciation with the speaker tool, then have the
participant try again.
34
List of words, phrases, and sentences:
























The
This
Students
Suffering
Shallow
Incorporate
Export
Environment
Knowledge
Discrepancy
Deforestation
Skill acquisition theory
Technologically structured
Global Warming
Electric power station
They declared it useless.
We worked hard.
I have fixed the problem.







The students behaved badly.
The tree stretched over the fence.
I pronounced the words incorrectly.
The thesis is not interesting.
Humanity is not prepared.
I used the appropriate research
method.
Biodiversity is shrinking.
Water scarcity is a threat to Ethiopia.
Child development in the digital age
Climate change is a health
emergency.
Harnessing technology to enhance
educational outcomes
Understanding and communicating
global warming
They watched the video and talked
about it.
2.3.3 Pair Challenge (10 min)
Pair the participants together. The partners should use their personal computer or mobile
device, and Google Translate or a similar text-to-speech tool. They could use their texting
service set to English as well.
Each partner should take turns trying to come up with the most difficult sentence for the other
to say correctly. They should immediately test the sentence on their partner, taking turns.
Sentence parameters:


The sentence should be academic, professional, or related to a previous module topic.
The sentence should be in proper grammatical form.
Afterwards, both partners should practice saying the sentence until they both can pronounce it
correctly. If using Google translate, they can use the speaker tool to hear the correct
pronunciation as an aid.
35
2.3.4 Class Challenge (10 min)
Each pair will present their difficult sentence to the class as a challenge. Two volunteers for
each partner challenge will attempt the sentence in front of the class with a speech-to-text tool
as the judge. Each participant should volunteer exactly one time during this activity. Observe
their participation and correction for latter assessment.
2.3.5 Video Resources & Presentation (15 min)
Separate the class into 3 groups. Each group will watch one of the three short pronunciation
videos.
The group should discuss the correct pronunciation technique and information, ensuring they
understand the meaning of the video.
The group will create a presentation to present to the class, instructing the class how to
correctly pronounce words, sentences, etc. using what they learned from the video. (This
should NOT be a copy of the video, but a novel presentation based on the SKILLS LEARNED from
the video.)
Each group should include a short task-based or participatory element to their presentation.
(Discussion prompt, a simple game, or other task-based activity)
Videos:
Th sounds https://youtu.be/7CeNTtbhYLs?si=S7IpxdodPoCNaKZq
S endings https://www.youtube.com/watch?v=SGBaNO3MjLY
Ed endings https://www.youtube.com/watch?v=qNAfpbnIQkc
2.3.6 Group Pronunciation Presentations (30 min)
Each group will present their pronunciation presentation with participation elements.
2.3.7 Assessment
Observed participation and correct pronunciation or correction during 2.3.4 class challenge
and participation during 2.3.5 & 2.3.6 group presentation
36
2.4 Speaking: Understanding and Communicating Global Warming
Total time: 2 hours
2.4.0 Lesson Objective
This lesson aims to provide participants with the tools and confidence to discuss global
warming effectively while enhancing their English-speaking skills.
By the end of this lesson, participants will



Articulate their understanding of global warming
Discuss global warming’s impact
Effectively communicate strategies for mitigation in English.
2.4.1 Icebreaker Activity (15 min)
Pair participants and ask them to discuss for 2-3 minutes about their understanding of global
warming.
Discussion prompts: What is global warming? What causes it? Does it affect you personally?
Why is it / or isn’t it important? Any other thoughts?
Each pair should then share their thoughts with the class
37
2.4.2 Vocabulary Building (15 minutes)
 Create a word map on a whiteboard or flip chart.
Participants contribute definitions or examples for each term, encouraging discussion.
Vocabulary List:

Climate change

Deforestation

Greenhouse gases

Mitigation

Carbon footprint

Adaptation

Renewable energy

Sustainability
Facilitator Notes:
Use examples relevant to the African context to make it relatable. For instance, discuss how
deforestation affects local communities.
2.4.3 Listening Comprehension Discussion (15 minutes)
Watch the video (or find another suitable video on the topic of “The impacts of Climate Change
on Africa”
https://youtu.be/DWRiBRLzEZM?si=Zl6elYy1MS8avcA9 (2.5 min)
Follow-up Discussion:
Break into small groups. Each group discusses the following questions:
a) What are the key points discussed in the video?
b) How does global warming impact Africa?
c) What solutions were proposed?
d) What information was lacking or missing from the video that is important?
38
2.4.4 Solutions Presentation (30 min)
Participants will be divided into small groups and assigned a specific aspect of global warming solutions
(e.g., renewable energy, reforestation strategies, community education).
Each group will prepare a 3-4 minute presentation on their topic using relevant vocabulary, addressing:
a) The problem
b) Its impact on Africa
c) Proposed solutions
Groups will present in front of the class after a short preparation time.
2.4.5. Role Play Climate Interview (30 minutes)
Set up a mock interview scenario where one participant acts as a journalist and another as an expert on
global warming.
Participant “journalist” should prepare two or three interesting guiding questions for the “expert.”
Participants will then swap roles.
A short time for preparation should be allowed before being presented before the class.
A peer-review rubric will be used for assessment.
Peer & Self
Vocabulary
Questions
Answers
Used relevant vocabulary
Asked thoughtful and
Gave accurate and
from the lesson
novel questions
interesting answers
review
Rank on a scale
of 0-4
0 is Did not do
1 is A little /
some
3 is Mostly
4 is Perfect
Participant 1
Participant 2
39
2.4.6. Wrap Up and Reflection (10 minutes)
A. Share insights from the role play or presentations.
B. Discuss what new vocabulary or concepts were most beneficial and how they can
incorporate these discussions into their teaching.
C. Which activity in this lesson helped you practice speaking English the most?
2.4.7 Assessment

Observed participation in discussions and activities.

Peer and self-review of Interview presentation 2.4.5
2.4.8 Homework/Extended Activity (optional)
a) Writing Assignment: Participants write a short article (500 words) on a local initiative
addressing global warming, which they can later use as a teaching resource.
b) Follow-Up: Establish a group chats for participants to continue discussing ideas and
sharing resources related to teaching global warming in their courses.
40
Module 1: Unit 3 Reading Skills
Total Time: 11 hours
3.0 Welcome & Introduction
(10 – 15 min)
Welcome to Unit 3 of the training module, Reading Skills! This unit is designed to enhance your
ability to read and comprehend complex academic and professional texts, including research
articles, reports, and literary works. Throughout this unit you will encounter a variety of texts
which will allow you to practice critically breaking down context and analyzing content to
synthesize your own ideas.
3.0.1 Session Breakdown:
11.
People and the Environment
12.
Technology in Education
13.
Global Issues
14.
Growth Mindset
15.
Storytelling
16.
Globalization and the Environment
3.0.2 Learning Objectives
By the end of this unit, you will:




Gain critical reading and thinking strategies
Use skimming, scanning, and deep reading for detailed comprehension.
Identify authorial intent, argument structure, and bias.
Synthesize multiple sources and evaluate reliability.
Encourage Participants to actively participate and practice consistently as they progress through this
journey towards becoming more critical, discerning readers.
3.0.3 Unit 3 Materials List




Participant and Trainer Handout documents
White, Black, or Paper board with markers/chalk
Pen or pencil
Digital screen for presentation or printouts of visual aids
41
3.0.4 Pre-Unit Survey
Provide the following survey for participants to complete. Collect the surveys and compare them to
post-unit surveys at the end of Unit 3.
42
3.1 Reading: People and the Environment
Total Time: 90 min
Learning Objectives: By the end of the lesson, participants will:

Enhance their reading comprehension skills through engaging with a text on the relationship
between people and the environment.

Increase vocabulary related to environmental issues.

Engage in discussions and critical thinking about solutions to environmental problems.

Foster the development of writing skills through post-reading tasks.
3.1.1 Pre-Reading Group Predictions (15-20 minutes)
Have participants form groups of 3 or 4 people. Instruct each group to make a list of environmental
problems that they are aware of. (e.g. pollution, climate change, biodiversity loss).
Have groups discuss the following:

What comes to mind when you think about the word "environment”?

What are some of the biggest environmental issues in the world today?

How do you think human activities impact the environment?
Inform groups that the text they will read is titled “People and the Environment” Ask groups
to discuss what they think the article will focus on and what information they expect to learn.
3.1.2 While-Reading the Text (10 minus)
Instruct participants to take brief notes on the main ideas of the text and underline any unfamiliar words
as they read the article about “People and the Environment” in their groups.
43
People and the Environment
The relationship between people and the environment is deeply intertwined, influencing not only the
natural world but also the very fabric of human societies. Over the centuries, human activities have
drastically altered ecosystems, often with harmful consequences. Yet, humans have also developed
innovative ways to mitigate environmental harm, creating sustainable practices to promote harmony
between nature and civilization.
Historically, industrialization has been a major contributor to environmental degradation. The rapid
expansion of factories, reliance on fossil fuels, and increased agricultural activity have led to air and
water pollution, deforestation, and a loss of biodiversity. For instance, the rise of the automobile
industry has significantly increased carbon emissions, contributing to global warming and climate
change. Similarly, agriculture, particularly in the form of monoculture farming, has caused soil depletion
and water contamination due to the heavy use of pesticides and fertilizers.
However, there is also a growing movement toward environmental sustainability. In the past few
decades, renewable energy sources such as wind, solar, and hydroelectric power have gained popularity
as alternatives to fossil fuels. Additionally, organic farming practices have been promoted to reduce the
harmful effects of chemical fertilizers and pesticides. Governments, businesses, and individuals are
increasingly recognizing the importance of reducing their environmental footprints. The concept of the
"circular economy," which emphasizes reusing materials and minimizing waste, is an example of how
industries are adapting to the growing demand for eco-friendly practices.
Despite these advancements, challenges remain. Rapid urbanization, population growth, and
consumerism continue to place immense pressure on natural resources. Deforestation, for example, is
still a major concern, with vast areas of rainforests being cleared for agricultural expansion and urban
development. As the global population continues to rise, the demand for food, water, and energy is only
expected to increase, which could exacerbate environmental problems unless more sustainable
practices are adopted on a large scale.
The role of individuals in environmental protection is just as important as government and corporate
initiatives. Grassroots movements, advocacy groups, and environmental activists have played a key role
in raising awareness and lobbying for policies that protect the environment. By adopting eco-friendly
habits such as reducing waste, conserving energy, and supporting sustainable products, individuals can
make a tangible difference.
The future of our planet will depend on the collective efforts of all sectors of society. There is hope that
with continued innovation and commitment to environmental stewardship, humans and the natural
world can coexist in a more balanced and sustainable way.
44
3.1.3 Reading Comprehension Questions –Group (15 min)
1. Participants discuss the following comprehension questions in a group.

"What is the author’s main argument about the role of humans in environmental
degradation?"

"What are the key environmental impacts mentioned in the article?"

"What solutions does the article suggest for addressing environmental issues?" OR “How does
the article suggest we can reduce our carbon footprint?"

What does the term "monoculture farming" mean, and how does it affect the environment?

What is a "circular economy," and how does it promote sustainability?
2. Participants decide whether they are true or false.

"Human activity is the primary cause of global warming."

"Deforestation is beneficial to the environment."
3. Participants discuss deeper questions that require critical thinking.

According to the passage, why is urbanization and population growth a challenge for
environmental sustainability?

What is the role of individuals in protecting the environment? Do you think individual actions
alone can solve global environmental problems?

Based on the passage, what might be some of the long-term effects if current environmental
trends continue? What could be some solutions to avoid these outcomes?
3.1.4. Post-Reading Essay Composition (20 minutes)
Participants will write an argumentative essay or opinion piece related to the text on one of the
following topics and use the vocabulary introduced earlier to support their arguments with examples
from the text. Participants will choose one of two prompts:
“What personal actions can individuals take to reduce their carbon footprint?"

“What role should governments play in combating climate change?”
3.1.5 Post-Reading Essay Review (15 min)
After completing their essays, participants exchange papers with a partner for peer review using a
simple checklist for reviewing:

Does the essay address the prompt?
45

Are arguments supported with evidence from the text?

Are the ideas clearly expressed?
3.1.6 Post-Reading Discussion (10 min)
As a class, facilitate a discussion about what participants learned from the text and the activities.

"What surprised you about the environmental issues discussed?"

"How can we take small actions to help improve the environment?"
3.1.7 Assessment


Observed participation of group discussion
Peer review of essay
3.2 Reading: Technology in Education
Total time: 2 hours
3.2.0 Learning Objectives
In this lesson, participants will:

Analyze the impact of technology and globalization on education in the 21st century.

Critically examine current trends in educational systems, including inclusivity, personalized
learning, and digital literacy.

Improve reading comprehension and listening skills.

Enhance speaking and writing abilities through structured tasks.
3.2.1 Pre-Reading Discussion & Prediciton
(20 minutes)
Participants will discuss the following in pairs, then share their ideas with the class:

How has education evolved in the last few decades?

How do you think it will continue to evolve in the 21st century?

How has technology changed the way we learn?

What are some challenges that educators and participants face today
3.2.2 Reading: Note Taking
(35 minutes)
46
Participants will read the following article. Instruct them to take notes as they read, focusing on
identifying arguments, evidence, and connections between ideas.
Reading Passage: Education in the 21st Century
The landscape of education has undergone significant transformation in the 21st century, shaped by
technological advancements, globalization, and a growing emphasis on lifelong learning. Traditional
educational models which often relied heavily on rote memorization and standardized testing, are
increasingly being challenged by innovative pedagogies that prioritize critical thinking, creativity, and
collaboration.
One of the most profound changes in education has been the integration of technology. Online learning
platforms and digital resources have made education more accessible than ever. Participants can now
engage with diverse materials from anywhere in the world, allowing for personalized learning
experiences. However, this shift also raises questions about equity, as not all participants have equal
access to technology and the internet.
Globalization has further impacted educational systems, encouraging cross-cultural exchanges and
collaborations. Educational institutions are recognizing the importance of fostering global citizenship,
equipping participants with the skills necessary to navigate an interconnected world. Programs that
emphasize foreign languages, cultural studies, and international partnerships are becoming increasingly
common.
Despite these advancements, challenges persist. The pressure to perform on standardized assessments
remains a significant concern, often leading to a narrow focus on test preparation rather than holistic
learning. Furthermore, the mental health of participants has emerged as a critical issue, with rising rates
of anxiety and depression attributed to academic pressures and societal expectations.
To address these challenges, educators are exploring alternative assessment methods, such as projectbased learning and formative assessments, which allow for a more comprehensive evaluation of
participant understanding. Additionally, the emphasis on social-emotional learning (SEL) is gaining
traction, as schools seek to create supportive environments that foster well-being alongside academic
success.
In summary, the 21st century presents both opportunities and challenges for education. As technology
continues to evolve and the world becomes more interconnected, educational institutions must adapt
to prepare participants for an uncertain future. The focus must shift from merely acquiring knowledge
to developing the skills necessary for lifelong learning and adaptability in a rapidly changing landscape.
3.2.3 Reading Comprehension Questions
(15 min)
47
After reading and note-taking, participants should read and consider the following questions.
Participants should answer the questions based on their reading and previous knowledge and
experience.

How does globalization influence the skills participants need to learn?

How has the role of educators changed in the 21st century?

What skills are participants expected to develop in modern education?

What are some of the challenges facing education in the 21st century?

What is the key to the future of education, according to the article? Why?

How can schools or universities adapt to the rapid pace of technological change?

Do you think the shift to online learning is permanent? Why or why not?
3.2.4 Reading Group Discussion
(15 min)
Participants will form small groups and discuss the previous questions.
3.2.5 Post-Reading Activities
(30 minutes)
While in their small groups, participants will:
1. Summarize the article's key points and discuss their implications for themselves and educators.
2. Using prior knowledge, the text, a dictionary, and context, write the definition of the following words:

Pedagogy

Globalization,

Lifelong learning

Equity

Standardized testing

Social-emotional learning

Ed Tech (educational technology)

Blended learning

Personalized learning

MOOCs (Massive Open Online Courses)
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
Globalization in education

Digital literacy
3.2.6 Wrap-Up Discussion
(10 min)
As a wrap up, facilitate a short discussion reflecting:

How could the ideas discussed in the lesson affect students’ learning or the way
education systems evolve in the future.

"What is one key takeaway from today’s lesson?"

"How do you feel about the role of technology in your own education?
3.2.7 Assessment
Observed participation and understanding from Group Discussion 3.2.4
3.3 Reading: Global Issues
Total time: 2 hours
3.3.0 Learning Objectives
By the end of the lesson, participants will be able to:

Identify and understand key global issues (e.g., climate change, inequality, global health,
migration, etc.).

Analyze how these global issues intersect and influence different aspects of society.

Reflect on how these issues should be addressed within university education and in the
classroom context.

Discuss the responsibility of educators in preparing participants to understand and act on these
global challenges.
3.3.1 Pre-Reading Discussion
(15 minutes)
Participants will form groups and discuss the following questions:

What global issues are most talked about in the news today?

Why do you think some global issues are more urgent than others?
49

Are there any global issues that you feel are interconnected?
While in their groups, participants will brainstorm the following points:

How do global issues like climate change impact curriculum choices or teaching
methods?

What challenges do instructors face when addressing such topics in the classroom?

How do global issues influence participant perspectives and engagement?
3.3.2 Pre-Reading Class Discussion
(10 min)
As a class, participants share what they discussed within their small groups.
3.3.3 K-W-L Chart (Know, Want to Know, Learned)
Create a K-W-L chart on the board or on paper:

K: What do you already know about global issues?

W: What do you want to learn about global issues?

L: (To be filled in after reading) what have you learned from the reading?
3.3.4 While-Reading: Note Taking
(15 minutes)
Encourage participants to read the article independently and take notes on:

The most surprising or thought-provoking points in the reading.

How the issues discussed intersect with one another (e.g., climate change and migration).

What action, if any, should educators take to address these global issues in their teaching?
Global Issues and Their Impact
In today’s interconnected world, global issues are becoming increasingly complex and urgent, affecting
millions of people across borders. Among the most significant issues are poverty, inequality, climate
change, and conflict. These challenges are not isolated; they often interact and exacerbate one another,
creating cycles of hardship that are difficult to break. Tackling these issues requires coordinated efforts
at the international, national, and local levels.
Poverty and Inequality: Poverty remains one of the most persistent challenges globally. Despite
significant progress in reducing extreme poverty over the past few decades, around 10% of the world’s
population still lives on less than $2 a day. Inequality, both within and between countries, has also
increased. This inequality manifests itself in access to education, healthcare, and economic
50
opportunities, and it often exacerbates poverty, leading to long-term social and economic disadvantages
for marginalized groups.
Climate Change: The effects of climate change are becoming more apparent, with rising global
temperatures, more frequent and severe natural disasters, and unpredictable weather patterns. These
changes not only pose environmental risks but also threaten food security, water availability, and
infrastructure. Vulnerable populations, especially in developing countries, are most affected by these
changes. Efforts to combat climate change include international agreements like the Paris Agreement,
which aims to limit global warming to well below 2°C, and local initiatives that promote sustainable
practices and renewable energy.
Conflict and Political Instability: Armed conflict and political instability are major global concerns,
causing displacement, human rights violations, and economic disruption. Civil wars, terrorism, and
authoritarian regimes contribute to the breakdown of social structures and hinder economic
development. In countries affected by conflict, children are often deprived of education, and access to
healthcare is limited. International organizations such as the United Nations (UN) work to mediate peace
agreements and provide humanitarian aid, but their efforts are often undermined by political interests.
The Global Refugee Crisis: As conflicts, environmental disasters, and economic collapse push people to
leave their homes, the number of refugees worldwide continues to rise. The 1951 Refugee Convention
outlines the rights of refugees and the legal obligations of states, yet many countries struggle to provide
asylum and support to displaced populations. The refugee crisis highlights broader issues of global
inequality, the failures of international diplomacy, and the challenges of providing adequate resources
for displaced communities.
Addressing these global issues requires a collective approach. It is essential for governments,
international organizations, businesses, and individuals to collaborate, share resources, and develop
sustainable solutions. Awareness, education, and activism play a critical role in mobilizing global support
for these pressing challenges.
3.3.5 Reading Comprehension Questions
(10 min)
Participants will answer the following questions based on the text:

What are the four major global issues highlighted in the article?

How does inequality contribute to the persistence of poverty?

What are some of the environmental impacts of climate change mentioned in the text?

How do armed conflicts and political instability affect global development?

What are the main challenges in addressing the global refugee crisis?

Why is a collective approach necessary to address these global issues?
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3.3.6 Post-Reading Discussion
(10 min)
Facilitate a discussion on the following topics based on what was learned in the text:

What are the interconnections between climate change, poverty, and inequality, according to
the text?

How do armed conflicts contribute to global instability and economic disruption?

What are some proposed solutions to the refugee crisis?
3.3.7 Topical Debate
(20 min)
In groups, participants will debate on a specific global issue mentioned in the text and suggest solutions
or challenges associated with this issue. Select one of the topics below, or another topic of the group’s
choice from the text:

Should wealthy nations bear more responsibility for addressing global poverty?

Can technology alone solve the challenges posed by climate change?
3.3.8 Brainstorm
(20 min)
Encourage participants to brainstorm how their specific field of study can incorporate one or more
global issues. Participants will share their ideas with a partner for feedback and reflection.

How can you raise awareness or inspire action related to a specific global issue within your
field?

How can you engage students with real-world examples?

Which teaching methods or tools might help your students understand the complexity of the
issue?

What are some potential projects or assignments that could encourage students to explore
solutions.
Instruct participants to write down one practical change they plan to implement in their future teaching
to address global issues.

This could include a specific topic they will introduce, a teaching strategy they will adopt, or how
they will integrate global awareness into their curriculum.
3.3.9 K-W-L Chart Review
52
(15 min)

Activity: Go back to the K-W-L chart completed at the beginning of the lesson and fill in the "L"
(Learned) column with insights gained from the reading.

Discussion: Discuss any new information you have learned and how your perspectives on global
issues may have changed.
3.3.10 Assessment
Observation of Brainstorming, and brainstorm answers/output
3.4 Reading lesson 4
Total Time: 2 hours
3.4.0 Learning Objectives
By the end of the lesson, participants will be able to:

Practice reading for information

Gain insight from text

Understand the concept of growth mindset and distinguish it from a fixed mindset

Apply the principles of a growth mindset to their personal and academic lives
3.4.1 Pre-Reading Discussion
(15 minutes)
In small groups, participants will discuss the following questions:
1. Why do you think some people are more resilient than others?
2. What does the word ‘mindset’ mean to you?
3. Do you think some people are naturally good at certain skills, or do they get better over time?
4. Can you think of an example in your life where you succeeded because you kept trying, or
conversely, where you gave up too soon?
3.4.2 While-Reading Prediction & Comprehension
(20 minutes)
Participants will read the first paragraph and title to make a prediction on the following questions:

What do you think the article is about?

Why is the idea of mindset important for learning?
53

What kind of mindset do you think is more beneficial in the long run? Why?
Participants will then continue reading the text.
Developing a Growth Mindset
In recent years, the concept of mindset has gained increasing recognition as an essential factor
influencing individual achievement and well-being. Developed by psychologist Carol Dweck, the ideas of
a growth mindset and a fixed mindset have become key concepts in education, business, and
psychology.
A fixed mindset is characterized by the belief that intelligence and abilities are innate and
unchangeable. People who adopt this mindset believe that their talents and capacities are
predetermined, and any failure is seen as an irreversible flaw. As a result, they tend to avoid challenges,
resist feedback, and may give up quickly in the face of setbacks. For them, effort is often perceived as
futile, because if you were "meant" to be good at something, it should come naturally.
On the other hand, a growth mindset operates under the belief that intelligence and abilities can be
cultivated through dedication, learning, and consistent effort. Those with a growth mindset view
challenges as opportunities for development, seeing failure not as a personal flaw but as a necessary
part of the learning process. They understand that mastery takes time and perseverance and that
intelligence can be expanded through effort and strategies. This mindset encourages continuous
learning, resilience, and a focus on self-improvement rather than comparing oneself to others.
The good news is that mindsets are not fixed. They are malleable and can be changed. Research has
shown that individuals can shift from a fixed to a growth mindset through intentional practice and
reflection. The first step in developing a growth mindset is recognizing when you are operating from a
fixed mindset. Are you avoiding difficult tasks or feeling defeated by failure? If so, these are signs that
you may be thinking in a fixed mindset.
Next, challenge those limiting beliefs. Understand that effort is a sign of strength, not a weakness.
Replace thoughts like "I can't do this" with "I can't do this yet." By cultivating a sense of curiosity and
embracing learning as an ongoing process, you will begin to unlock your full potential. Surround yourself
with people who support and encourage growth, and seek feedback that can help you improve.
Remember, growth is a journey, not a destination.
(Source: adapted from Carol Dweck's work)
3.4.3 Reading Group Comprehension
(15 min)
Participants will answer the following questions in groups:
54

What are the key characteristics of a fixed mindset?

How does the author argue that a growth mindset can improve learning outcomes?

What examples or evidence does the author provide about the impact of mindsets on
performance?

What does Dweck argue about the importance of effort and failure in learning?

What is the main difference between a growth mindset and a fixed mindset?

What are some examples of behaviors or attitudes that show a growth mindset?

How can having a growth mindset help in facing challenges?

Why does the author claim that effort is key in the growth mindset?

How can someone shift from a fixed mindset to a growth mindset according to the text?

What role do teachers and parents play in shaping a child’s mindset?
3.4.4 Practical Application with a Partner
(15 min)
Participants will discuss with a partner to share personal experiences where they faced a challenge and
either overcame it or gave up (reflecting a fixed mindset).

How can the growth mindset be applied to your studies or work?

How could a growth mindset have changed the outcome?
Next the partners will complete the mindset chart and discuss the similarities and differences.
Growth mindset Fixed mindset
3.4.5 Post-Reading Discussion & Follow-up
(20 minutes)
In small groups participants will:
1. Discuss the following questions.
55

How can a growth mindset be applied to other areas of life, beyond academics or sports?

Do you agree that adopting a growth mindset can lead to greater happiness? Why or why not?

How can individuals or organizations foster a growth mindset environment?

In your opinion, is there any situation where a fixed mindset could be useful or adaptive?
2. Revisit the predictions they made before reading (3.4.2) and discuss if any of their ideas changed
after finishing the text.

How has your understanding of mindset evolved after reading this?
3.4.6 Post-Reading Self Reflection
(10 min)
Participants will write a short paragraph (4-5 sentences) on:

One area of their life where they feel they could benefit from adopting a growth mindset.

What actions or changes will they take to develop a more growth-oriented approach?
3.4.7 Post-Reading Group Reflection
(15 min)
In small groups, participants will make a list of strategies to develop or foster a growth mindset. Ideas
might include: setting small achievable goals, embracing failure as part of learning, using positive selftalk, seeking challenges, etc. Groups will present their ideas to the class.
3.4.8 Assessment
Observed participation and answers in group activity 3.4.3 Comprehension Questions.
3.5 Reading: Storytelling
Total Time: 90 min
3.5.0 Learning Objectives
By the end of the lesson, participants will be able to:




Analyze the elements of storytelling
Practice summarizing texts
Explore various narrative techniques
Practice reading authentic material
56
3.5.1 Pre-Reading Personal Experiences
(15 minutes)
Participants will think about these questions and then discuss them with a partner:

"What stories did you enjoy most when you were a child?

What stories do you enjoy telling your students and /or your own child?
3.5.2 While-Reading Analysis
(15 minutes)
Participants will read a folk story from Mali. Instruct them to think about these questions as they read
the title and first paragraph, then continue reading.

What do you think the main themes of this story will be?

What kinds of characters do you expect to encounter?
The Story of the Divided Body Parts
Once upon a time all the parts of the human body were separate and lived apart from one another. So
they did everything alone.
The eyes can see, but they can’t run.
The ears can hear, but they can’t touch.
The arms can touch, but they can’t see.
The legs can run, but they can’t hear.
It was a sunny day in the grassland in Mali. The ears, eyes, arms and legs were bored with being alone so
they decided to go hunting together.
Listen, listen said the ears. I hear antelope!
Yes, look, look, I see antelope over there, said the eyes.
Hurry, hurry, I’ll run after it, said the legs.
57
The arms followed and threw a spear to kill it. The ears and eyes moved slowly, so it took a long time,
but finally they came to same place as the arms and legs. They all looked at the antelope lying on the
ground.
It’s ours, said the eyes, because we saw it first.
It’s ours, said the arms, because we threw the spear and killed it.
It’s ours, said the legs, because we ran after it.
Wait a minute! You’re all wrong, said the ears. It’s ours, said the eyes, because we heard it first.
After a few days of struggling, they decided to go to the chief of grassland who is clever. Then they all
went to see the chief and carried the antelope with them.
The clever chief listened carefully to their story. Then the chief ordered that the antelope be cooked in a
stew. The chief did not share the stew with the others and thought about the problem. Finally the chief
spoke, you have all been very selfish, so to punish you I have eaten the antelope so no one has any. They
were all shocked. Next, I order that you will be joined from now on. You must learn to cooperate with
each other. So the chief joined all the parts together to make a body.
Aesop’s fables (adapted from http://www.pacificnet.net/~joh.../aesop1)
3.5.3 Reading Comprehension Partners
(10 min)
In pairs, participants will discuss the following reading comprehension and analysis questions:




What was the message of the story?
Do you know any other stories with a similar message?
Do you think the chief was clever?
Did the story remind you of any situations in your life?
3.5.4 Story Re-telling
(30 minutes)
58
1. Participants will work with a partner. Randomly assign story A, B, C, or D to each pair of
participants. The partners will read and discuss the message of the story and its parts.
2. Separate the partners and have the class form groups of 4. There should be one
participant representing each story in each group. (Each group of 4 will have a Story A,
B,C, and D participant).
3. Within the groups, each participant will re-tell their story to the group who has not yet
read the story. Each story will be told in turn.
4. Discuss after each telling what the group thinks the message is.
Texts
Story A
A lion used to prowl around a field where the four oxen lived. Many times he tried to attack them, but
whenever he came near them, they turned so that all their tails touched. So whichever way he
approached he was always faced by the horns of one of the oxen. One day, however, the oxen had an
argument, and each one went off to a different corner of the field to eat grass alone. The lion attacked
them one by one and killed them all.
Story B
A man and his son were once going with their donkey to market. As they were walking along by its side,
a farmer passed them and said, “You fool, what’s the point in having a donkey if you don’t ride it?”
So the man put the boy on the donkey and they went on their way. But soon they passed a group of
men, one of whom said: See the lazy youngster; he lets his father walk while he rides.”
So the man ordered his boy to get off and go on himself. But they hadn’t got far when they passed two
women, one of whom said to the other, “ Look at that lazy father who makes his son walk while he
rides.”
59
So the man told his son to get on the donkey too. When they got to the town, the people started
shouting at them angrily, “ You cruel people, making the poor donkey carry such a weight”.
So the man and the boy cut down a pole, tied the donkey’s feet to it, and carried the donkey on their
shoulders. Everyone laughed at them. The man and the boy got very tired, and as they were crossing a
bridge they dropped the donkey. It fell into the river and downed.
Story C
A hare was once boasting about his speed in front of the other animals. “Nobody has ever beaten me in
a race. I am the fastest animal of all. I challenge anyone here to beat me in a race”.
A tortoise, who had been listening to the hare boasting, said quietly, “I accept your challenge.” You
cannot be serious, said the hare, “I could beat you on one leg.” Save your breath for the race,” said the
tortoise, “shall we start?”
So a course was fixed and a start was made. The hare was so fast that he was soon out of sight. And to
show how much faster than the tortoise he was decided to stop and have a rest. He was so relaxed he
fell asleep. The tortoise just kept moving at the same, slow, steady pace. By the time the hare woke up,
the tortoise was almost at the finishing line, and the hare couldn’t catch up with him.
Story D
A hunter, who was not very brave, was searching for the tracks of a lion. He asked a man, who was
cutting trees in the forest, if he had seen any marks of a lion’s footsteps, or if he knew where the lion’s
den was. “I can do better than that,” said the woodcutter, “I can show the lion himself.” The hunter
turned pale and trembled. “No thank you, “he said, “that’s not what I wanted. I was just looking for his
tracks.”
3.5.5 Post-Reading Class Discussion
(15 min)
Facilitate a discussion with all participants on the following topics:





Were any of the messages of the story difficult to understand or agree upon? Why?
What was the theme and message of story A? Story B? Story C? Story D?
Which was your favorite story and why?
How can you relate to your favorite story?
Do you have an event (story) from your life that you often tell? Do you ever embellish
the details (add, exaggerate, change the story for effect)?
60
3.5.6 Assessment


Observed participation in 3.5.3 Reading Comprehension.
Observed participation in 3.5.4 Story Re-Telling
3.6 Reading: Globalization Text Matching
Total Time: 2 hours
3.6.0 Lesson Objectives
In this lesson, participants will:





Discern meaning in texts
Make decisions based on content and context
Practice reading authentic material
Read and understand scientific and academic texts
Practice skimming for relevant information in dense texts
3.6.1 Pre-Reading Discussion & Prediction
(10 min)
Have each participant read the following text individually; explaining it is part of a larger text they will
be working with.
Text
The global scale, interconnectedness, and economic intensity of contemporary human activity are
historically unprecedented, 1 as are many of the consequent environmental and social changes.
These global changes fundamentally influence patterns of human health, international health care,
and public health activities. 2 They constitute a syndrome, not a set of separate changes, that
reflects the interrelated pressures, stresses, and tensions arising from an overly large world
population, the pervasive and increasingly systemic environmental impact of many economic
activities, urbanization, the spread of consumerism, and the widening gap between rich and poor
both within and between countries.
(Adapted from “Globalisation, climate change, and human health” by A. J. McMichael,(2013, New
England Journal of Medicine, 368, 1335–1343)
Facilitate a discussion about their predictions about the upcoming reading topic based on the text.


What is the text about?
What words are unfamiliar?
61
3.6.2 Pre-Reading Vocabulary
(10 – 15 min)
Ask the class if they know the meaning of each word one at a time. Allow them to discuss the meaning
if they do not agree or are not sure. Have each participant write the definition in their own notebook
once they know it. If no participant knows the meaning, they should look it up (dictionary, mobile
device, etc.) and share it with the class. By the end of this section all participants should have all the
meanings written.
Introduce the following vocabulary:
•
Mitigate
•
Ubiquitous
•
Juxtaposition
•
Curtail
•
Antimicrobial
•
Cardiorespiratory
•
Exacerbate
•
Ecologic
•
Cohesion
3.6.2 Reading Sections for Meaning Group Matching
(20 min)
 Text sections in Handouts document
•
Separate participants into pairs or groups. The total number of groups or pairs should be in
multiples of 5 (Five or ten pairs or groups total)
•
Randomly assign one of the 5 sections of text to each pair or group. Do not include the heading
of the section.
•
Each pair/group should read their section and discuss its content.
•
Randomly assign a subheading title slip to each pair/group. The subheading will likely not be the
correct heading for their section.
•
Have each pair/group go around the room showing the headings they have been assigned. Each
pair/group should try to acquire their correct heading slip from the group which is holding it.
•
This task will require each pair/group to agree on the correct heading and ask for it from the
pair/group holding it.
•
Each group will also have to likely surrender their heading slip to another pair/group.
•
This task will require each pair/group to cooperate with each other and other pairs/groups to
complete the task
•
At the end of the allotted time each pair/group should have a subheading.
 Text and Subheadings found in Handouts document
62
3.6.3 Group Text Headings
(15 min)
Provide Each group with all 5 text sections and headings (including their original). Within their groups,
participants will match each text section with the headings they believe best fit each section, including
their original section. They will now have more context to base their decisions.
3.6.4 Class Matching Agreement
(10 min)
As an entire class:
•
Present the first text section to the class either on a screen, board, or handout.
•
Ask the participants which subheading they selected for this text.
•
•
Discuss why they chose the answers they did.
Reveal the correct solutions and ask the participants.
•
Continue with each section in order until the entire class agrees on the correct headings for
each text section.
3.6.5 Research Matching Pairs
(20 min)




In pairs, participants will receive research sections form three separate academic
research articles. *Test portions in handouts+
Each pair will review all the portions of texts. Instruct each pair that they will match each
Abstract / Introduction with its correct Conclusion and Research portions.
Instruct participants to look for vocabulary and context clues to match the sections
based on conclusions, thesis, and data collected and measured.
At the end of this task, mark down the solutions of each pair for assessment
Texts adapted from:
Gallagher, K. P. (2009). Economic globalization and the environment. Annual review of environment and
resources, 34(1), 279-304.
Khalid, L., Hanif, I., & Rasul, F. (2022). How are urbanization, energy consumption and globalization
influencing the environmental quality of the G-7?. Green Finance, 4(2), 231.
Rahman, S. M., & Miah, M. D. (2017). The impact of sources of energy production on globalization:
Evidence from panel data analysis. Renewable and Sustainable Energy Reviews, 74, 110-115.
63
3.6.6 Group Review
(10 min)
Two or three pairs should combine into a small group. Each group will discuss their solutions to
matching.
a) Do all participants agree with the matching?
b) What clues or information did they use to match the sections?
c) What about the matching was most difficult?
3.6.7 Class Discussion and Solutions
(15 min)
Post the correct solutions for the entire class. Participants will have a full-class discussion:





What was the general topic of the research presented?
What were the differences between each article?
Do any participants disagree with the solutions (correct allocation of sections)?
o Why? What do they disagree on?
What was difficult about this task?
What did you learn from this task?
3.6.8 Assessment


Observed participation in group work
Correct matching 3.6.5
3.7 Reading: Unit 3 Assessment
(20 min)
Repeat the pre-survey as a post-survey
Compile all assessment scores into a final score for the unit
64
Module 1 Unit 4: Writing Skills
Total time: 11 hours
4.0 Welcome & Introduction
(10 – 15 min)
Welcome to Unit 4 of the training module, Writing Skills! This unit is designed to enhance your
ability to write effectively and meaningfully in academia, professionally, and socially.
Throughout this unit you will have the opportunity to write a variety of styles and improve your
skill through peer review.
4.0.1 Session Breakdown:
17.
Discerning Sentence Types
21.
Academic Writing Style
18.
Common Errors
22.
Research Report Writing
19.
Writing Paragraphs
23.
Written Research (Optional)
20. Writing Persuasive & Argumentative
Essays
4.0.2 Learning Objectives
By the end of this unit, participants will:

Identify sentence types based on clause structure and functions

Construct effective and meaningful sentences.

Write effective paragraphs

Identify the difference between persuasive and argumentative essays

Write an argumentative essay
Encourage Participants to actively participate and practice consistently as they progress through this
journey towards becoming more effective writers. Remind them to use their handout booklet to take
notes and complete tasks.
4.0.3 Unit 4 Materials List




Participant and Trainer Handout documents: Unit 4 Writing
White, Black, or Paper board with markers/chalk
Pen or pencil
Digital screen for presentation or printouts of visual aids
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4.1 Writing: Sentences
Total time: 2 hours
4.1.0 Lesson Objectives
In this unit, participants will:



Identify the type of sentences based on function
Practice writing a variety of sentence types
Write effective sentences
4.1.1 Introduction Discussion
(10 min)
Facilitate a class discussion on the following questions:
a) What is a sentence?
b) What makes a sentence effective?
c) Do you think there is a difference among sentences?
d) What causes differences in sentences?
e) What is a Declarative Sentence?
f) What is an Interrogative sentence?
g) What is an Imperative sentence?
h) What is an Exclamatory Sentence?
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4.1.2 Sentence Type: Declarative, Interrogative, Imperative, & Exclamatory
(10 min)
Participants will match the type of sentences (column A) with the sentences (column B). More than
one sentence (Column B) may apply to each type (Column A).
Column A
Column B
A. Stop talking right now and listen carefully, because what I'm about to tell
you is very important and requires your full attention.
Declarative
Sentence
B. Take a seat over there by the window, and I'll bring you a cup of coffee
while we discuss the details of the project.
C. I can’t believe we won the championship game after all the intense
competition and hard-fought matches throughout the season!
Interrogative
sentence
D. How amazing this is, to see all of our hard work finally pay off and to
witness the success of our project after so much effort!
E. Take a seat over there by the window, and I'll bring you a cup of coffee
while we discuss the details of the project.
Imperative
sentence
F. Stop talking right now and listen carefully, because what I'm about to tell
you is very important and requires your full attention.
G. She went to the park yesterday to enjoy the fresh air, take a walk, and
meet her friends for a fun afternoon picnic.
Exclamatory
Sentence
H. The Earth orbits around the Sun in a perfectly elliptical path, which takes
about 365 days to complete one full revolution
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4.1.3 Discerning Sentence Type: Declarative, Interrogative, Imperative, &
Exclamatory
(10 min)
Participants will read the paragraph containing six sentences. Some of the sentences are
declarative and interrogative, and the others are imperative and exclamatory. Participants
will label each sentence as declarative, interrogative imperative, or exclamatory in the table.
1
Academic crime is a serious issue that undermines the integrity of education. Cheating,
plagiarism, and falsifying data are common forms of academic dishonesty. 2 Did you know that
students who cheat often face severe consequences, such as failing grades or expulsion? 3
Always cite your sources properly and avoid copying someone else’s work! Imagine how unfair
it is for hardworking students when others take shortcuts! Schools and universities must take
strict action to prevent academic crimes. 4 Why do some students resort to dishonest practices
instead of putting in the effort? Remember, honesty and hard work are the keys to true
success! 5 Academic crime not only harms individuals but also damages the reputation of
educational institutions. 6 Let’s work together to promote a culture of integrity and fairness in
education!
Declarative sentences Interrogative sentences Imperative sentence Exclamatory sentences
4.1.4 Discerning Sentence Types Discussion
(10 min)
Facilitate a class discussion regarding the features of sentences.





Which sentences did you list as Declarative? Why?
Which sentences did you list as Interrogative? Why?
Which sentences did you list as Imperative? Why?
Which sentences did you list as Exclamatory? Why?
What are the main criteria to classify the different sentence types? (Give brief, correct
criteria if the participants do not know)
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4.1.5 Writing Sentences
(10 min)
Participants will write their own sentences for each type based on function: declarative, interrogative,
imperative, and exclamatory sentences.
Type of sentence
Write your own sentences here.
Declarative Sentence
Interrogative sentence
Imperative sentence
Exclamatory sentence
4.1.6 Sentence Discussion: Simple, Compound, Complex
(10 min)
Facilitate a class discussion on the following questions:
a) What is a Simple sentence?
b) What is a Compound sentence?
c) What is a Complex sentence?
d) What is a Compound Complex sentence?
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4.1.7 Sentence Matching: Simple, Compound, Complex
(10 min)
Participants will match the type of sentences (column A) with the sentences (column B). More than
one sentence (Column B) may apply to each type (Column A).
Column A
Column B
A. Although the weather was rainy and cold, we decided to go for a walk in
the park because we wanted to get some fresh air.
Simple Sentence
B. She smiled when she saw the surprise party waiting for her, even though
she had no idea it was planned.
C. While we were hiking up the mountain, we saw a beautiful waterfall, and
we stopped to take some photos before continuing on our journey.
Compound
Sentence
D. Although she studied hard for the test, she didn’t get the grade she was
hoping for, so she decided to talk to the teacher for clarification.
E. I tried calling you several times, but you didn’t answer, and I was
beginning to worry something had happened.
Complex Sentence
F. The company launched a new product last week, and it has already
received positive feedback from customers.
G. She went to the park yesterday to enjoy the fresh air, take a walk, and
meet her friends for a fun afternoon picnic.
Compound
Complex Sentence
H. Because he was tired, he went to bed early, even though he had a lot of
things to do.
4.1.8 Discerning Sentence Type: Simple, Compound, and Complex
(10 min)
Participants will read a paragraph with seven sentences. Some of the sentences are simple and
compound, and the others are complex and compound complex. Participants will label each sentence
as simple, compound, complex, or compound complex in the table.
1
Facebook offers many benefits for students, but it also has some drawbacks. Students can use
Facebook to connect with classmates, share study materials, and join educational groups. 2 While it is a
great platform for collaboration, it can also be a major distraction. 3 Many Students spend hours
scrolling through their feeds, which reduces their productivity, and they often struggle to focus on their
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studies. 4 Facebook provides access to valuable resources, such as online tutorials and expert advice, but
it can also expose students to misinformation. 5 Because it is easy to get lost in entertainment content,
students may neglect their academic responsibilities. 6 Balancing the use of Facebook is essential, and
students must learn to manage their time effectively. 7 If used wisely, Facebook can enhance learning,
but excessive use can harm academic performance.
Simple sentences
Compound sentences
Complex sentence Compound Complex sentences
4.1.9 Discerning Sentence Types Discussion
(10 min)
Facilitate a class discussion regarding the features of sentences.





Which sentences did you list as Simple? Why?
Which sentences did you list as Compound? Why?
Which sentences did you list as Complex? Why?
Which sentences did you list as Compound Complex? Why?
What are the main criteria to classify the different sentence types? (Give brief, correct
criteria if the participants do not know)
4.1.10 Writing Sentences
(10 min)
Participants will write their own sentences for each type based on function: simple, compound,
complex and compound complex.
Type of sentence
Write your own sentences here.
Simple Sentence
Compound sentence
Complex sentence
Compound Complex sentence
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4.1.11 Reflective writing
(15 min)
Participants will write a reflective paragraph on the following prompt:
When an effective writer writes a paragraph or an essay, it is expected to include a variety of sentence
types. Why?
4.1.12 Peer Review
(10 min)
Participants will review a partner’s paragraph.
Participant name
Not very
well
Mostly
1. Does the writing address the prompt?
2. The writing had a variety of sentence types.
3. Are the ideas clearly expressed?
4.1.13 Assessment
Compilation of completed tasks:






4.1.2
4.1.3
4.1.5
4.1.7
4.1.8
4.1.10
4.2 Common Sentence Errors
Total time: 90 min
4.2.0 Lesson Objectives
In this unit, participants will:

Construct sentences which are free from common errors of writing a sentence.

Write effective sentences.

Practice writing and correcting work.

Write on topics relevant to the participant.
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Yes, very
well
4.2.1 Pre-Writing Discussion
(15 min)
Facilitate a discussion on the following prompts:
1) What are the common errors writers make while constructing a sentence?
2) What are the common errors you make while constructing sentences?
3) How do you correct them?
4) Look at the following list of common errors. Do you recognize them all? Which ones are
you less familiar with?

Fragment

Run-on

Comma Splices

Misplaced Modifier

Dangling Modifier

Faulty Parallelism

Subject Verb Disagreement

Pronoun antecedent

Mood Shift

Wordiness
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4.2.2 Sentence Matching: Common Errors
(10 min)
Participants will match the type errors (Column A) with the sentences (Column B). More than one
sentence (Column B) may apply to the common error (Column A).
Column A
Column B
A. Due to the fact that the meeting was canceled, I decided to go
home early.
Fragment
B. Every student must bring their own notebook.
Run-on
C. She likes reading, to swim, and running marathons.
Comma Splices
D. If I were you, I will study harder for the test.
Misplaced Modifier
E. She likes reading, to swim, and running marathons.
Dangling Modifier
F. The team are playing well this season.
Faulty Parallelism
G. Walking down the street, the car almost hit me.
Subject Verb
Disagreement
H. She almost drove the car for six hours every day.
Pronoun antecedent
I.
She went to the store, she forgot to buy milk.
Mood Shift
J.
I love to read books I go to the library every weekend.
Wordiness
K. Because I wanted to go to the store.
4.2.3 Discerning Common Sentence Errors: Teaching
(10 min)
Participants will read the following paragraph and identify the type of common error the sentences
have (if the sentences are correct, comment that they are correct). They will write the error type
above or below each sentence.
Participants will then rewrite the paragraph correctly.
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A good teacher are patient and caring, they also needs to be knowledgeable. Because they inspire
students to learn. Their always prepared for class and listens to their students’ needs. A good teacher
don’t never give up on their students, they encourages creativity and critical thinking. Me and my
classmates thinks a good teacher is someone who explains things clearly and makes learning fun. They
should be organized, communicates well, and to motivate students. A good teacher’s lessons keeps
students engaged, their dedication makes a difference in students’ lives.
4.2.4 Discerning Common Sentence Errors: Artificial Intelligence
(10 min)
Participants will read the following paragraph and identify the type of common error the sentences
have (if the sentences are correct, comment that they are correct). They will write the error type
above or below each sentence.
Participants will then rewrite the paragraph correctly.
AI is transforming education it makes learning more personalized and efficient. Because it can analyze
student data and adapt to their needs. AI tools like chatbots and virtual tutors helps students with their
homework, their available 24/7. Teachers don’t need no extra training to use AI, it’s easy to integrate
into classrooms. Me and my classmates thinks AI is a game-changer for education, it provides instant
feedback and reduces the workload for teachers. AI can grade assignments, track progress, and to
create customized lesson plans. The benefits of AI in education is clear, their improving access to quality
learning for everyone. AI’s potential are limitless, it’s changing the way we teach and learn.
4.2.5 Writing What You Know
(20 min)
Participants will write a two-paragraph article (10-20 sentences total) on one of the following topics:



Discuss a recent advancement in your personal field of study. Why is it interesting? What
are some potential challenges or unknown factors in this advancement?
Explain how your field of study has improved life in Ethiopia or in your own community.
Explain why it is important for students to learn about this field and even advance in it
for the betterment of society.
Explain or discuss how your field of study has shaped history. For example, what are
some aspects of your field do people daily take for granted? What are the highlights of
historical events related to your field of study?
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4.2.6 Peer Review and Corrections
(20 min)
Participants will exchange their writing with a partner. Each partner will peer review the writing using
the rubric provided.
Name:
Not very
well
Mostly
Yes, very
well
notes
Does the writing address
the prompt?
The writing had a variety
of sentence types.
Are the ideas clearly
expressed?
The writing was free of
common errors
FG Fragment
RO Run-on
CS Comma Splices
Error codes
Circle or underline the text
and add error code where
appropriate.
MM Misplaced Modifier
MD Dangling Modifier
FP Faulty Parallelism
SVD Subject Verb Disagreement
PA Pronoun antecedent
MSh Mood Shift
W Wordiness
Afterwards, participants will correct their writing by re-writing it, addressing the errors pointed out to
them during peer review.
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4.2.7 Assessment
Review the writing (4.2.3, 4.2.4, 4.25, 4.26 ) and peer-review rubric for each participant. Did they
address the errors? Did they recognize errors correctly?
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4.3 Paragraph Writing
Total time: 2.5 hours
4.3.0 Lesson Objectives
By the end of this unit, participants will be able to:

Identify components of an effective paragraph.

Recognize a good quality paragraph.

Identify the type of paragraph.

Write an effective paragraph
4.3.1 Pre-Writing Discussion
(10 min)
Facilitate a discussion on the following:
1. What is a paragraph?
2. What are the components of a paragraph?
3. What are the main qualities of a good paragraph?
4. What are the main types of paragraphs?
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4.3.2 Comparing Paragraphs
(30 min)
Participants will read each of the four paragraphs and then compare and contrast the paragraphs.
They will answer the questions that follow.
Paragraph 1
Global warming is a critical challenge that demands immediate and collective action to protect the
future of our planet. Driven primarily by human activities such as burning fossil fuels, deforestation, and
industrial emissions, the increase in greenhouse gases is causing the Earth’s temperature to rise at an
unprecedented rate. This warming is leading to the melting of polar ice caps, rising sea levels, and more
frequent extreme weather events, including devastating storms, droughts, and wildfires. The impact on
biodiversity is profound, as many species struggle to adapt or face extinction, disrupting ecosystems that
are vital for the planet’s balance. Agriculture is also threatened, with changing weather patterns
impacting crop yields and food security, especially in vulnerable regions. Moreover, global warming
exacerbates health issues, as heatwaves and the spread of infectious diseases become more
widespread. The economic costs of inaction are enormous, and the longer we delay addressing the
issue, the harder it will be to reverse the damage. However, there is hope—innovative solutions like
renewable energy, sustainable agriculture, and international cooperation can help mitigate the effects.
The urgency of the situation calls for decisive policies, technological advancements, and individual
responsibility to reduce carbon footprints. Together, we can take meaningful steps to combat global
warming and ensure a livable, sustainable future for generations to come.
Paragraph 2
Many users spend hours scrolling through their feeds, which can lead to addiction and a lack of
productivity. Personal data is often shared without consent, leading to privacy concerns. People can
become overly reliant on social media for validation, leading to low self-esteem. Additionally,
cyberbullying is a growing issue, especially among teenagers, who are more vulnerable to online
harassment. Social media platforms also tend to spread misinformation, which can have harmful effects
on society. Sometimes, excessive use of social media can result in individuals isolating themselves from
real-life interactions. While social media connects people globally, it can also create an unhealthy
disconnect from the immediate world around us.
Paragraph 3
Bullying can affect students in different ways, like mental health problems. Girls may face more bullying,
especially in schools. Education is important for everyone. Bullying disrupts it. Many girls struggle.
Bullying manifested in different ways. There are studies that show how bullying affects learning. Some
girls can’t attend school because of being bullied., some teachers are unaware of bullying. Many people
think bullying happens mostly in high school. it can happen anywhere. It's essential to have programs
that focus on helping students. Bullying is part of the reason why girls may struggle.
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Paragraph 4
Many countries still have a long way to go in promoting female participation in leadership. Women
often face barriers like gender stereotypes, which make it harder for them to advance. Leadership
positions are often held by men, which discourages women from pursuing those roles. Historically,
women have had less access to education, which affects their ability to take on leadership roles. It is
important to encourage more women to step into leadership positions. Some people think that women
are just as capable as men in leadership, but there are
Participants will answer the following questions individually:
1) Which paragraph is the best paragraph? Why?
2) What are the problems related to the other paragraphs?
3) Which paragraph has a clear topic sentence?
4) Which paragraph has strong supportive sentences?
5) Which paragraph has a clear concluding sentence?
6) Which paragraph is systematically organized?
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4.3.3 Recognizing Qualities of Writing (20 min)
 Participants will read the following paragraph.
Social media offers significant advantages for educational purposes by enhancing
communication, collaboration, and access to resources. First, it facilitates seamless
communication between students, teachers, and peers, allowing for instant sharing of ideas
and feedback. Platforms like WhatsApp and Messenger enable students to ask questions and
seek clarification outside regular class hours. Furthermore, social media encourages
collaborative learning through group discussions and online study groups, fostering teamwork
and knowledge exchange. Websites like YouTube and LinkedIn provide access to a vast array of
educational content, including tutorials, webinars, and courses, often free of charge. For
example, educators use platforms like Instagram or TikTok to create engaging micro-lessons,
making learning more interactive and enjoyable. Social media also helps students stay updated
on current events and trends relevant to their fields of study. In addition, it enables students to
network with professionals and mentors worldwide, opening doors to career guidance and
opportunities. Tools like Google Classroom and Facebook Groups make managing and sharing
educational materials more efficient for teachers. Moreover, students can participate in virtual
competitions, quizzes, and webinars, enhancing their skills and confidence. Social media also
promotes digital literacy by encouraging students to navigate and utilize technology effectively.
However, it is important to use social media responsibly to avoid distractions and
misinformation. Teachers can play a crucial role in guiding students on how to use these
platforms for academic purposes. With proper guidance, social media can transform traditional
education by making it more accessible, engaging, and effective. In conclusion, when used
wisely, social media is a powerful tool that supports and enriches the learning process in the
digital age.
After reading, participants will answer the questions.
1. Identify the topic sentence
2. Which points are the major supportive ideas?
3. Which points are minor supportive ideas?
4. Which sentence is the concluding idea?
5. Notice how the ideas of the paragraph have connected with each other?
6. List the cohesive devices the writer used to make the paragraph coherent and discuss their
functions.
7. How is the paragraph organized?
8. Is the paragraph supported by sufficient supportive ideas?
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4.3.4 Writing Paragraph Parts
(15 min)
Instruct participants to write a 5-8 sentence paragraph about one of the following topics.
The paragraph should have a clear topic sentence, strong supportive sentences, clear
concluding sentence, and be systematically organized.

Ethiopian economy.

Improving family life.

How culture affects daily life.

The importance of higher education.

Student motivation in the classroom.

The importance of assessment or assessment methods.
4.3.5 Peer-Review
(15 min)
Participants will share their paragraph with a partner. Each will discuss if the writing has a clear
topic sentence, strong supporting sentences, clear concluding sentence, and was systematically
organized. They will give advice on how to improve the paragraph on these specific topics. Each
will then re-write their paragraph with the feedback.
4.3.6 Discussion
(10 min)
Facilitate a discussion on the following:

What is expository writing?

What is narrative writing?

What is argumentative writing?

What is descriptive writing?

What are some of the similarities and differences between these moods?
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4.3.7 Writing Recognizing Style
(20 min)
Participants will read the following paragraphs and identify the style of discourse for each paragraph.
Paragraph A
Last summer, I experienced an unforgettable adventure when my friends and I decided to go hiking in
the mountains. The day started early with the sun rising, casting golden hues across the sky as we
packed our backpacks with snacks and water. As we climbed higher, the trail became steeper, but the
breathtaking views of lush valleys and cascading waterfalls made every step worth it. At one point, we
stumbled upon a family of deer grazing peacefully, a moment that felt straight out of a nature
documentary. By midday, we reached the summit, where the cool breeze and panoramic views made us
forget the exhaustion. We sat together, laughing and sharing stories while enjoying the sandwiches we
had brought along. That hike taught me the beauty of nature and the value of perseverance, making it a
day I will always cherish.
Paragraph B
The garden behind my grandmother’s house is a vivid tapestry of colors and scents. Rows of vibrant
roses in shades of red, pink, and yellow line the stone path, their petals soft and fragrant. A towering
oak tree stands proudly in the corner, its wide branches providing shade and a home for chirping
sparrows. The gentle hum of bees flitting between the lavender bushes adds a calming rhythm to the
scene. In the middle of the garden, a small pond reflects the sky like a mirror, with lily pads floating
serenely on its surface. The air carries the sweet aroma of jasmine and the earthy scent of freshly tilled
soil. Every corner of the garden feels alive, a peaceful haven that soothes the senses and invites quiet
reflection.
Paragraph C
Learning a second language offers numerous benefits that extend beyond communication. It enhances
cognitive abilities by improving memory, problem-solving skills, and critical thinking. Studies have shown
that bilingual individuals are better at multitasking because they regularly switch between languages.
Additionally, learning another language opens doors to new cultures, allowing people to gain a deeper
understanding and appreciation of diversity. It can also improve career opportunities, as many
employers value employees who can communicate with clients or colleagues in different languages.
Furthermore, being bilingual delays the onset of cognitive decline, such as dementia, in older adults.
Overall, mastering a second language enriches both personal and professional life, making it a valuable
skill for anyone.
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Paragraph D
School uniforms should be mandatory in all educational institutions because they promote equality and
discipline among students. When everyone wears the same attire, socioeconomic differences become
less noticeable, reducing the chances of bullying and discrimination. Uniforms also encourage a sense of
belonging and school pride, fostering a more cohesive learning environment. Critics argue that uniforms
stifle self-expression, but students can still express their individuality through hairstyles, accessories,
and extracurricular activities. Additionally, uniforms save time and money for families, as parents do not
have to buy or debate over expensive, trendy clothing for school. Studies have shown that schools with
uniform policies often experience improved attendance and academic performance, as students focus
more on their studies than on their appearance. Therefore, implementing school uniforms is a practical
solution that benefits both students and the educational community as a whole.
Mood of Discourse Paragraph
Expository
Narrative
Argumentative
Descriptive
4.3.8 Writing Different Styles
(20min)
Participants will write two effective paragraphs.
Each paragraph will be on the same topic. One paragraph should be expository and the other
narrative. Each paragraph should be 6-10 sentences long.
Paragraph topic options:

The advantages and disadvantages of AI for Education.

The value of peace for Ethiopia.

Why are youngsters sensitive to addiction?

The impact of global warming on our environment.

The benefit of social media.
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4.3.9 Self-Assessment
(10 min)
Review of two paragraphs from 4.3.8
Participant name
Not very
well
Mostly
Yes, very
well
Do the paragraphs address one prompt?
The writing has a variety of sentence types.
Are the ideas clearly expressed?
It is clear one paragraph is narrative?
It is clear one paragraph is expository?
There are clear topic sentences.
There are clear concluding sentences.
There are well defined supporting sentences.
The paragraphs are well organized.
4.4 Writing Persuasive and Argumentative Essays
Total time: 2 hours
4.4.0 Lesson Objectives:
By the end of this unit, participants will be able to:



Differentiate persuasive essays from argumentative essays.
Identify the features of persuasive essays from argumentative essays
Write effective persuasive essays and argumentative essays.
4.4.1 Discussion
(10 min)
Facilitate a class discussion on the following:
1. What is an essay?
2. What are the similarities and differences between writing a paragraph and writing an essay?
3. What is the difference between persuasive and Argumentative essays?
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4.4.2 Recognizing Persuasive and Argumentative Styles
(25 min)
Participants will read the following two essays and identify which one is a Persuasive essay and which
one is an Argumentative essay; then answer the questions that follow the essays.
Essay 1
Climate change is one of the greatest challenges humanities faces today, with far-reaching
consequences for the environment, economy, and global health. Rising temperatures, melting ice caps,
and extreme weather events are clear evidence of the planet’s changing climate. While some argue that
climate change is a natural phenomenon, overwhelming scientific evidence confirms that human
activities, such as burning fossil fuels and deforestation, are the primary causes. The urgency to act
cannot be overstated, as delaying action will only exacerbate the problem. This essay argues that
combating climate change requires a combined effort of government policies, technological innovation,
and individual responsibility.
Governments play a critical role in mitigating climate change by implementing policies that reduce
greenhouse gas emissions. International agreements like the Paris Climate Accord demonstrate the
importance of global cooperation in setting emission reduction targets. At the national level,
governments can incentivize the use of renewable energy sources, such as wind and solar power, while
phasing out reliance on fossil fuels. Additionally, stricter regulations on industries that emit significant
amounts of carbon dioxide can significantly reduce pollution levels. Critics may argue that such policies
can harm economic growth, but investing in green technologies can create jobs and drive sustainable
development. Government action is a cornerstone in addressing this global issue.
Advancements in technology offer promising solutions to combat climate change by making energy use
more efficient and sustainable. Innovations such as electric vehicles, carbon capture systems, and
renewable energy storage can reduce humanity’s carbon footprint. For instance, electric cars are rapidly
replacing traditional fuel-powered vehicles, cutting down transportation emissions. Additionally,
research into alternative energy sources like hydrogen fuel cells could revolutionize the way industries
operate. Critics might point out that these technologies are costly to develop and implement; however,
as demand increases, production costs are likely to decrease. Technological innovation is essential for
achieving long-term solutions to climate change.
While governments and industries bear significant responsibility, individuals also play a key role in
combating climate change through sustainable lifestyle choices. Simple actions, such as reducing energy
consumption, using public transportation, and minimizing waste, can collectively make a significant
difference. Adopting plant-based diets can further reduce greenhouse gas emissions, as livestock
farming is a major contributor to methane emissions. Critics may argue that individual efforts are too
small to impact global climate change, but when millions of people adopt sustainable practices, the
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cumulative effect can be substantial. Personal responsibility is an important component of the fight
against climate change.
In conclusion, addressing climate change requires a multifaceted approach involving government
intervention, technological advancements, and individual action. Governments must enforce policies
that prioritize sustainability, industries need to embrace innovative solutions, and individuals must
adopt eco-friendly habits. While the challenge of climate change may seem overwhelming, collective
efforts can lead to meaningful progress. The time to act is now, as the consequences of inaction will only
grow more severe with time. By working together, we can mitigate the effects of climate change and
ensure a healthier, more sustainable future for generations to come.
Essay 2
Artificial intelligence (AI) is rapidly transforming the way we learn, work, and solve problems, offering
exciting opportunities for academic advancement. From personalized learning tools to instant access to
vast knowledge databases, AI has the potential to revolutionize education at all levels. Despite concerns
about its misuse or overreliance, the benefits of integrating AI into academics far outweigh the
drawbacks. This essay argues that using AI for academic purposes enhances learning efficiency, fosters
creativity, and prepares students for a technology-driven future.
AI-powered tools significantly improve learning efficiency by offering personalized support tailored to
each student’s needs. Platforms like Duolingo, Khan Academy, and Quizlet use AI algorithms to adapt to
individual learning styles, ensuring that students grasp concepts at their own pace. Additionally, AI can
automate time-consuming tasks, such as grading assignments and generating quizzes, freeing up
valuable time for educators to focus on teaching. Critics may argue that relying on AI diminishes
traditional learning methods, but combining AI with teacher-led instruction creates a more effective and
balanced educational experience. With AI, students can achieve their academic goals more efficiently
and confidently.
Using AI in academics does not limit creativity; instead, it enhances it by providing new tools for
problem-solving and critical thinking. AI-based applications, like coding assistants and design software,
enable students to explore innovative ideas and create projects that were previously difficult to achieve.
For instance, AI-powered research tools help students analyze complex data sets or generate fresh
perspectives on existing problems. While some fear that AI may replace human creativity, these tools
are designed to complement human ingenuity rather than replace it. By harnessing AI, students can
push the boundaries of creativity and innovation in their academic work.
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Integrating AI into education prepares students for the demands of a technology-driven world where AI
skills are increasingly valuable. As industries adopt AI to streamline processes and enhance productivity,
students with experience in using AI tools gain a competitive edge in the job market. Moreover,
exposure to AI fosters technological literacy, equipping students with the skills to navigate and adapt to
future advancements. Critics may express concerns about overdependence on AI, but such concerns can
be mitigated by teaching responsible and ethical use of technology. Embracing AI in academics ensures
that students are well-prepared for success in an evolving technological landscape.
In conclusion, using AI for academic purposes offers immense benefits by improving learning efficiency,
encouraging creativity, and preparing students for the future. While challenges such as ethical
considerations and overreliance must be addressed, the advantages of integrating AI into education far
outweigh the risks. By embracing AI as a valuable academic tool, students and educators can unlock new
opportunities for growth and innovation. As technology continues to evolve, the role of AI in education
will only become more significant, making it essential for academic institutions to adopt and adapt to
these transformative tools.
1) Which essay is persuasive? How do you know?
2) Which essay is argumentative? How do you know?
3) Which features did you recognize were different between the two essays?
4) Which essay style did you prefer reading? Why?
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4.4.3 Recognizing Opinions and Arguments
(10 min)
Some of the following sentences are mere opinions and the others are arguments. Instruct participants
to label sentences as O (Opinion) or A (Argument).
#
Sentence
1
AI might increase inequality, as only those with access to advanced technology can
benefit from its advantages.
2
AI could lead to massive job losses, as machines take over human roles.
3
AI can improve healthcare outcomes by analyzing vast amounts of medical data to
identify patterns, allowing for more accurate diagnoses and personalized treatment
plans.
4
AI might increase inequality, as only those with access to advanced technology can
benefit from its advantages.
5
AI could lead to widespread job displacement, as machines and algorithms take over
tasks traditionally performed by humans, particularly in manufacturing and service
industries.
6
As AI becomes more integrated into everyday life, the lack of adequate security
measures could make us more vulnerable to cyberattacks, compromising personal and
sensitive information.
7
The rise of AI could pose serious privacy and security concerns, as personal data could be
misused.
8
Relying too much on AI might make people overly dependent on technology.
9
AI-powered technologies in autonomous vehicles have the potential to reduce traffic
accidents caused by human error, making roads safer for everyone.
10
The rapid development of AI could outpace the creation of ethical regulations,
potentially leading to unintended consequences such as AI systems making harmful or
unfair decisions without proper oversight.
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A
O
4.4.4 Writing Arguments and Opinions
(15 min)
Participants will write 6 sentences on one of the following topics. Three sentences will be Arguments
and three will be Opinions.





Technological advancement in Ethiopia.
Student motivation.
Learning by doing.
Comparing generations.
Test taking, exams, and classroom assessment.
After completing their sentences, participants will read a partner’s sentences and discuss if the
sentences are written correctly as Arguments or Opinions.
4.4.5 Recognizing Arguments
(15 min)
Instruct participants to read the following essay and notice/study the important moves of the
argumentative essay.
Title: Should Guns Be Banned from the Market?
Introduction
In the United States, gun violence has become an increasingly pervasive problem. Every year, thousands
of lives are lost to shootings, whether in mass shootings, domestic violence incidents, or gang-related
crimes. While some defend the right to own firearms as a fundamental part of American freedom, the
evidence shows that widespread gun ownership contributes significantly to the high rate of gun
violence. Stricter gun control laws, including banning certain types of firearms, would help reduce
violence and ensure public safety. Guns should be banned from the market to protect individuals,
reduce gun-related crime, and foster a safer society for all.
Body Paragraph 1: Gun Violence and Public Safety
One of the most compelling reasons for banning guns is the connection between gun ownership and gun
violence. According to the Centers for Disease Control and Prevention (CDC), nearly 40,000 people died
from gun-related incidents in 2019, and over 100,000 people were injured. Countries with stricter gun
laws, like Japan and the United Kingdom, have drastically lower rates of gun violence compared to the
United States. The mere availability of firearms increases the likelihood of violence, as guns are often
used impulsively in moments of anger or distress. Banning guns would directly reduce the number of
firearms in circulation, making it more difficult for criminals or individuals in crisis to access weapons,
and ultimately decrease violent crime rates.
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Body Paragraph 2: The Ineffectiveness of "Good Guys with Guns"
Opponents of gun control often argue that more guns in the hands of law-abiding citizens will prevent
crime and protect people in dangerous situations. However, research consistently shows that this is not
the case. In fact, studies indicate that the presence of more guns actually leads to higher rates of gunrelated deaths. According to a study published in the American Journal of Public Health, for every
increase in gun ownership, there is a corresponding increase in gun-related deaths. The idea that armed
civilians can prevent mass shootings is largely a myth; in fact, studies show that civilians with guns are
more likely to cause accidents or escalate conflicts. Therefore, the argument that more guns are the
solution to reducing violence does not hold up under scrutiny.
Body Paragraph 3: The Success of Gun Control in Other Countries
Looking internationally, the success of gun control laws in other countries provides compelling evidence
that such measures can be effective in reducing gun violence. After the 1996 Port Arthur massacre in
Australia, where a gunman killed 35 people, the Australian government enacted strict gun control laws,
including a ban on automatic rifles and a mandatory buyback program. Since then, Australia has not
experienced a mass shooting. In contrast, countries with looser gun laws, like the United States,
continue to see mass shootings and high levels of gun violence. This stark contrast highlights that
stringent regulations and bans can have a significant positive impact on public safety.
Counterargument: The Right to Bear Arms
Critics of gun bans often cite the Second Amendment of the U.S. Constitution, which guarantees
Americans the right to bear arms. They argue that this right is fundamental to personal freedom and
self-defense. While it is important to respect individual rights, the context of the Second Amendment
needs to be considered. The framers of the Constitution could not have foreseen the modern-day gun
violence problem caused by military-grade weapons being available to civilians. The Second Amendment
was originally intended to protect the right to maintain a militia, not to allow unrestricted access to
dangerous firearms. Regulating guns does not remove the right to self-defense; it simply limits access to
weapons that are too dangerous for civilian use. A complete ban on certain firearms would not infringe
on individual rights to self-defense but would instead protect the greater good by reducing the potential
for harm.
Conclusion
In conclusion, banning guns from the market is a necessary and effective measure to reduce gun
violence and ensure public safety. Countries with stricter gun control laws have experienced significant
reductions in gun-related deaths, demonstrating that such policies work. While some may argue that
banning guns infringes on individual rights, the need to protect public safety outweighs the right to
unrestricted access to firearms. By implementing stricter gun control measures, the U.S. can create a
safer environment for its citizens and reduce the devastating impact of gun violence.
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1. Which sentence is a thesis statement of the essay?
2. Which sentence acts as a transition between the introductory paragraph and the body part of
the essay?
3. Write the topic sentences of the paragraphs which are found in the body part of the essay.
1. __
2. __
3. __
4. Read the conclusion paragraph of the essay and identify the technique the writer uses.
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4.4.6 Write a Persuasive Essay -Group
(25 min)
In small groups participants will write a persuasive essay on the topic of The Necessity of Banning
Drugs from the Market.
Groups will begin by creating an outline and choosing their side.
Each member of the group will participate to create the final persuasive essay. The essay will follow a
five-paragraph structure with a clear introduction and conclusion paragraph and three body paragraphs.
4.4.7 Write an Argumentative Essay - Individual
(25 min)
Each participant will write their own argumentative essay on one of the following topics following the
six-paragraph structure.

Mobile phones should not be banned for students at the time of exam.

Social media like Tik Tok and Facebook should be banned in Ethiopia.

Should students learn online or in traditional Learning? Which one is more productive?

Should developed countries be legally obligated to bear a larger share of the responsibility for
addressing climate change?

Does social media positively or negatively affect mental health, especially among teenagers and
young adults?

Should there be a complete ban on civilian access to guns, or is gun ownership a necessary right
for personal safety and defense?
4.4.8 Assessment
Assess the final individual argumentative essay.
Participant:
No, not very Mostly
well
Did the essay follow the correct structure?
Was the topic clear and follow one of the prompts?
Was the essay well-organized?
Were there a variety of sentence types?
The essay was free of common errors.
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Yes, very
well
4.5 Academic Writing Style and Grammar
Total time: 90 min
4.5.0 Lesson Objectives
In this unit, participants will:





Distinguish the features of formal writing and informal writing.
Understand the purpose of formal writing.
Write a paragraph using formal writing.
Think critically about writing style choices.
Modify or edit informal writing, making it formal.
4.5.1 Discussion
(10 min)
Facilitate a discussion on the following:
a) What is the difference between formal language and informal language?
b) When do people use formal and informal language?
c) Why shouldn’t writers use informal language in academic writing?
4.5.2 Recognizing Formal and Informal Writing (15 min)
Participants will read two paragraphs; one is written using formal way of writing, and the other is
written in informal way. After reading, they will identify which one is written in a formal way, and which
one is written in an informal way.
Paragraph A
The advancement of renewable energy technologies represents a critical step toward mitigating the
adverse effects of climate change and achieving sustainable development. Renewable energy sources,
such as solar, wind, and hydroelectric power, offer significant environmental advantages by reducing
greenhouse gas emissions and minimizing reliance on finite fossil fuels. Moreover, these technologies
contribute to energy security by diversifying the energy supply and decreasing dependence on imported
fuels. In economic terms, the renewable energy sector has become a major driver of job creation,
fostering innovation and stimulating growth in both developed and developing countries. Despite these
benefits, challenges such as high initial investment costs and the need for efficient energy storage
systems remain barriers to widespread adoption. Governments and private sectors must collaborate to
address these challenges through research, subsidies, and public awareness campaigns. Ultimately, the
transition to renewable energy is essential for ensuring a cleaner, more sustainable future for the planet
and its inhabitants.
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Paragraph B
Switching to renewable energy is a big deal because it’s one of the best ways to fight climate change and
make the planet healthier. Things like solar panels, wind turbines, and hydroelectric dams help cut down
on pollution and don’t run out like fossil fuels do. Plus, they make us less dependent on stuff like oil and
gas from other countries, which is always a good thing. Another cool thing is that the renewable energy
industry is creating tons of jobs, giving people new opportunities to work on exciting, future-focused
projects. Sure, it can be expensive to get started with things like solar panels, and storing the energy is
still a bit tricky, but these are problems we can solve with more research and effort. If governments and
companies team up to invest in clean energy, we’ll be on track for a way better, greener future. It’s
definitely worth the effort to make the switch.
1. Which was the formal paragraph? Which characteristics make it formal? What did you notice
about it?
2. Which paragraph was informal? Which characteristics make it informal? What did you notice
about it?
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4.5.3 Comparing Formal and Informal
(15 min)
Participants will form small groups. Within the group they will review the takeaway information and
discuss the following:
 Is it easier for you to write formally or informally in English? Why?
 Which element of formal writing (from the takeaway) is most difficult for you?
 What ways can you improve your academic writing to make it more formal?
Each participant in the group will write an informal sentence on one of the following prompts:




The best place to visit in Ethiopia is…
The future of Ethiopia will look/be like…
Students in Ethiopia are…
The weather in Ethiopia is…
Everyone will read their sentences to their group and discuss if the sentences are informal.
Each participant will hand their sentence to a different group member (hand to the right or left). Each
will re-write the informal sentence of their peer into a formal sentence. Each will share their formal rewritten sentence with the group and they will discuss if it has the same meaning and is now formal.
4.5.4 Modifying Informal to Formal
(15 min)
The following paragraph is written using informal language. Participants will identify the informal
parts and rewrite the paragraph using formal language.
Social-emotional skills are super important for everyone, no matter how old you are. Basically, they help
us get along with other people and handle tough situations. When you know how to manage your
feelings, it’s way easier to stay calm when things get stressful. These skills also help us communicate
better, which is key for any relationship. If you can pick up on how others are feeling, you’re more likely
to connect with them and avoid misunderstandings. Plus, it makes working in groups so much easier
since you understand each other's emotions. People who are good at social-emotional skills tend to be
more successful in both their personal and professional lives. It’s also about knowing how to stay
positive, even when things aren’t going your way. Without these skills, life can feel a lot harder,
especially when dealing with conflicts. In the end, social-emotional skills can really make life smoother
and help you feel more in control.
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Writing 4.5.5 Formal
(20 min)
Instruct participants to write an expository paragraph in formal voice on one of the following topics:





The importance of their specific field of study
How globalization affects the Ethiopian education system
Changing culture and mindsets in Ethiopia
Economic challenges and opportunities in Ethiopia
The local environment and solving local environmental issues
Afterward, participants will write a narrative informal paragraph on the same topic.
4.5.6 Discussion
(15 min)
Facilitate a class discussion on the following:




Was it easier to write the formal exposition or informal narrative on the topic you
chose? Why?
Did the topic you choose make it easier to write formally/informally? Why or why not?
Ask volunteers share their paragraphs with the class to compare. Did they do a good job
writing the same ideas formally and informally?
Do the style and voice change the meaning ever? How?
4.5.7 Assessment
4.5.4 Activity solution and completion
4.6 Research Report Writing
Total time: 90 min
4.6.0 Lesson Objective
By the end of this unit, participants will:

Gain awareness about the features of research report writing

Familiarize themselves with the language of research reports writing.

Practice writing academically

Think critically about which information to include when writing

Peer-review of other’s work

Self-review their own work

Complete a research report (optional)
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4.6.1 Discussion
(10 min)
Facilitate a discussion on the following:
1. Have you ever written a research report in your academic arena?
2. What is the difficulty you experience while writing research reports?
3. What makes research report writing unique from other types of writings?
4.6.2 Group Vocabulary & Critical Thinking Discussion
(20 min)
Most scholars agree that the following concepts are taken for granted as features of academic
research report writing. Have participants meet in small groups and discuss the following:
Explain the meanings of each phrase and relate to them how they can make academic research report
writing effective. Share from your personal experience and knowledge. You may use the Takeaway
information for reference.






Clarity and Structure
Use of Evidence
Conciseness and Precision
Critical Thinking
Formal Language and Tone
Referencing Style
Participants will further discuss in their groups:



How has knowledge of the above factors (vocabulary items) helped you in working on or
completing your research papers? (Or will help you in the future?)
Which areas do you struggle with the most?
Ho w can you improve you research writing in the future?
TAKEAWAY: Phrases to Use in Academic Research Report Writing
1. To introduce a topic or idea:

"This report examines..."

"The purpose of this study is to..."

"The objective of this research is to..."

"Recent studies have suggested that..."

"It is widely recognized that..."
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2. To present evidence or findings:

"According to [author/source]..."

"The data indicate that..."

"Research shows that..."

"The results of this study suggest that..."

"Empirical evidence supports the idea that..."

"This finding is consistent with previous research by [author]."
3. To explain methodology:

"This research adopts a [qualitative/quantitative] approach."

"Data were collected through [method]."

"The sample size consisted of [number] participants."

"A survey was administered to..."

"The data were analyzed using [software/technique]."
4. To analyze or interpret results:

"The findings highlight the importance of..."

"This suggests that..."

"These results can be interpreted as indicating..."

"The data reveal a clear trend towards..."

"This result may be attributed to..."
5. To make a conclusion or recommendation:

"In conclusion, it can be stated that..."

"The study supports the hypothesis that..."

"Based on the findings, it is recommended that..."

"It is evident from this research that..."

"Further research is needed to explore..."
6. To acknowledge limitations:

"One limitation of this study is..."

"This research does not account for..."

"Due to time constraints, only [limited aspect] was examined."
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Phrases to Avoid in Academic Research Report Writing
1. Overly casual language:

"I think..." → Use: "This study suggests..." or "The results indicate..."

"You can see..." → Use: "It is evident from the data..."

"I believe..." → Use: "The findings demonstrate..." or "It is suggested that..."

"Stuff" → Use: "Items," "material," or "data" depending on context.

"Things" → Use: Specify the noun, such as "factors," "elements," or "issues."
2. Overly subjective language:

"I feel that..." → Use: "The evidence indicates..." or "Research suggests..."

"In my opinion..." → Use: "The study presents evidence that..." or "The findings
support..."

"This is obviously true..." → Use: "The results suggest..."

"I don't think..." → Use: "The data does not support..."
3. Vague or imprecise language:

"A lot of..." → Use: "A significant number of..." or "Many..."

"Somewhat..." → Use: Be specific about the degree: "mildly," "moderately," "to a small
extent," etc.

"Kind of..." → Use: Avoid: "The data partially suggests..."

"Very..." → Be specific: "highly," "extremely," or "considerably" with clearer context.
4. Unsupported generalizations:

"Everyone knows that..." → Use: "It is generally accepted that..." or "According to prior
research..."

"It’s common sense..." → Use: "Previous studies indicate..." or "Research shows..."

"Nobody can deny..." → Use: "The data strongly supports..." or "Research findings
clearly indicate..."
5. Overuse of personal pronouns:

"I," "We," "You" → Avoid using personal pronouns excessively. Stick to more objective
language such as "The study," "This research," or "The authors."
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6. Uncertainty or unsubstantiated claims:

"Maybe" or "Perhaps" → Use: "It is possible that..." or "This could suggest..."

"This is probably true..." → Use: "The results indicate a strong likelihood that..."

"In some cases..." → Use: "In certain instances," but always specify the case.
General Tips:

Clarity: Always aim for clear, precise language to avoid confusion.

Objectivity: Maintain a neutral, unbiased tone by avoiding subjective statements or emotional
language.

Evidence-based language: Support every claim with proper evidence from your research or
existing studies.
4.6.3 Research Writing Practice
(25 min)
Participants will evaluate methods, data sets, results, and discussion sections of research articles.
They will write an introduction (1-2 paragraphs) abstract (200-250 words) and conclusion (1-2
paragraphs) based on the research they see.
4.6.4 Peer Review and Self-Review
(25 min)
Each participant will trade their completed writing along with their provided research to a partner.
1. The partners will review and critique the quality of the partner’s writing based on
the set rubric.
2. Each participant will self-evaluate their own writing based on the same rubric
(before they see their partner’s critique of their work)
3. The participants will then review the peer-review of their work by their partner,
comparing it to their self-review.
4. Partners will discuss their critiques with each other, explaining their marks and giving
feedback.
5. They will compare their self-evaluations with their peer-evaluations together.
6. Each will correct their own writing based on the feedback they received.
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Participant:
Was the writing academic and formal?
Was the abstract clear and concise?
Was evidence from the data present?
Did the author use strategic thinking in their conclusion?
Did the writing show clear knowledge of the research?
No, not very well Mostly Yes, very well
4.6.5 Discussion
(10 min)
Facilitate a class discussion on the following:






What was most difficult about the writing task?
How did your self-evaluation compare to the peer-evaluation of your work? (Did you and
your partner view your work the same?)
How did your self-evaluation compare to your evaluation of your peer? (Did you view
your work at the same level as your peer’s work?)
What was one area you need to improve most on based on this assignment?
What area of formal, academic, or research writing are you most confident in based on
this activity?
How do you plan to improve your writing in the future?
4.6.6 Assessment
Collection of peer and self-review forms and final research writing portions.
4.7 Research Report (Optional)
Total time: Varies
4.7.0 Lesson Objectives
In this lesson, Participants will:



Research a topic from their field
Search for peer-reviewed journals to publish their work
Complete original research
4.7.1 Publication Selection
Assist Participants in searching for peer-review journals that accept work in their field of study.
4.7.2 Topic & Literature Review
Participants will pick a topic of interest from their field to research. They will conduct an annotated
bibliography to prepare for writing a literature review.
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4.7.3 Thesis and Introduction
Participants will begin the background and introductory portion of their research and fine-tune their
research thesis.
4.7.4 Method, Data, Results
Participants will complete their original research, focusing on their methods, data, and results.
Depending on the field of study this will be structured differently.
4.7.5 Conclusion and Abstract
Participants will complete their conclusion and Abstract.
4.7.6 Peer-Review
Participants will exchange their work with a partner to review their work for structure, vocabulary,
grammar, and style. Each will update their paper based on the critique.
4.7.7 Trainer-Review
The trainer will review each research report and give feedback on improvements. Additionally,
participants can use Chat GPT and other plagiarism software and check to what extent your article is
free from editorial problems and plagiarism.
4.7.8 Submission
Participants will submit their completed work for publication in the journal of choice.
4.8 Unit 4: Writing Assessment
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