Free short notes and revision cards
Grade 5 Amharic on Temari has 23 revision cards, arranged by the chapters of the Ethiopian national curriculum. Every card says when the rule applies, what each symbol in it stands for, and the mistake students most often make with it. They are free to read and need no account.
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| Word or Phrase | Contextual Synonym |
|---|---|
| ጉልበት | አቅም |
| እየተጨዋወቱ | እያወሩ |
| አማተረ | ተመለከተ |
| ብልጭ አለበት | ተናደደ |
| ቡጢ | ጡጫ |
| ባልንጀርነት | ወዳጅነት |
When you use it
Use this table when revising vocabulary and contextual synonyms from the reading text.
Watch out
Do not confuse idiomatic phrases like ብልጭ አለበት with literal physical actions.
Drafted from Grade 5 Amharic, pages 1-13, then checked twice before it went up
When you use it
Use this before writing a text to organize main ideas and supporting details in a structured visual layout.
Watch out
Writing directly without an outline frequently causes skipping essential supporting ideas or including off-topic points.
Drafted from Grade 5 Amharic, page 14 onwards, then checked twice before it went up
When you use it
Use this when dividing words into their smallest meaningful grammatical components or combining morphemes into words.
Watch out
Do not break words arbitrarily. Each separated part must respect morphological boundaries such as root words and bound affixes.
Drafted from Grade 5 Amharic, page 14 onwards, then checked twice before it went up
When you use it
When asked to write a paragraph on a topic, decide first whether it should tell a story of actions and events or explain what something is and how it works, then build the paragraph in that style.
Watch out
Narrative tells what happened in time order; descriptive explains what a thing is or how it works. If the question asks you to explain how a custom is practised, do not write it as a story of events.
Drafted from Grade 5 Amharic, pages 30-42, then checked twice before it went up
When you use it
When a question asks what a word means as it is used in a passage or sentence, read the words around it and give the meaning that fits that sentence, not its first dictionary meaning.
Watch out
Give the meaning the word carries in this sentence. For example, ከልብ in the sentence about peace means ከውስጥ or የምር (really), not the body organ heart.
Drafted from Grade 5 Amharic, pages 30-42, then checked twice before it went up
When you use it
Reach for this when a sentence has a word that tells when, where, why or how the action was done, such as ክፉኛ, ቶሎ, መቼ or እዚህ.
Watch out
Do not confuse the adverb with the verb. The verb names the action; the ተውሳከ ግስ only adds when, where, why or how it happened. When asked to pick out the ተውሳከ ግስ, write the adverb word itself, not the verb.
Drafted from Grade 5 Amharic, pages 30-42, then checked twice before it went up
When you use it
Use to identify or write words that modify verbs by showing where, when, why, or in what manner an action takes place.
Watch out
Adverbs modify the verb (action), whereas adjectives modify nouns.
Drafted from Grade 5 Amharic, pages 43-53, then checked twice before it went up
When you use it
Use when identifying or developing a paragraph by either recounting a sequence of events (narrative) or detailing characteristics and features (descriptive).
Watch out
A narrative style relates chronological events and actions, whereas a descriptive style presents details and attributes of a subject without telling a story.
Drafted from Grade 5 Amharic, pages 43-53, then checked twice before it went up
When you use it
Use this to identify or construct words that describe the manner, condition, or degree in which an action is performed.
Watch out
Do not confuse adverbs of manner with time or place adverbs. Manner adverbs answer how or to what extent a verb happened, such as በፍጥነት, ክፉኛ, or በድንገት.
Drafted from Grade 5 Amharic, pages 54-69, then checked twice before it went up
| Word or Phrase | Contextual Meaning |
|---|---|
| ደጅ ጠና | ተለማመጠ |
| አሰረገ | ወደ ውስጥ አስገባ |
| ብዝሀ ሕይወት | በአንድ ላይ የሚገኙ ልዩ ልዩ ፍጥረታት |
| ጋን | የፈሳሽ መጠራቀሚያ ዕቃ |
| የባህር ጠለል | የቦታ ከፍታ መነሻ |
| ስነ ምህዳር | የቦታ አቀማመጥና የአየር ሁኔታ |
| መጠጠ | ፈሳሽ ነገር ቋጥሮ ያዘ |
When you use it
Use this table to match environmental and descriptive terms from the passage with their accurate meanings.
Watch out
Context determines meaning. For example, ደጅ ጠና in this text means persistently requesting or petitioning, not standing physically outside a door.
Drafted from Grade 5 Amharic, pages 54-69, then checked twice before it went up
When you use it
Use this technique to segment complex words into morphemes for accurate reading, or to blend separated word parts into full words.
Watch out
When blending affixes to the root word, maintain the correct spelling without dropping essential sounds.
Drafted from Grade 5 Amharic, pages 54-69, then checked twice before it went up
When you use it
Use when identifying sentence elements or constructing a complete basic sentence with a subject and predicate.
Watch out
A complete sentence requires both a subject noun and a predicate verb. A noun alone does not form a complete sentence.
Drafted from Grade 5 Amharic, page 70 onwards, then checked twice before it went up
| Type of Transition | Examples |
|---|---|
| Supporting / Result (ተደጋጋፊ) | ስለዚህ, በተጨማሪም, በመሆኑም, በዚህ የተነሳ, ስለሆነም, በተመሳሳይ |
| Contrasting / Opposing (ተቃራኒ) | ነገር ግን, ይሁንና, ሆኖም ግን, ቢሆንም, ዳሩ ግን, ይሁን እንጂ |
When you use it
Use to connect sentences and show supporting or opposing relationships between ideas in a paragraph.
Watch out
Do not use opposing transition words like ነገር ግን between two ideas that agree or support each other.
Drafted from Grade 5 Amharic, page 70 onwards, then checked twice before it went up
| Full form | Abbreviation |
|---|---|
| ዶክተር | ዶ.ር |
| መምህር | መ.ር |
| የኢትዮጵያ መምህራን ማህበር | ኢ.መ.ማ. |
| አጣዳፊ ተቅማጥና ትውከት | አ.ተ.ት. |
When you use it
Use this when a question asks you to shorten a common word or title, or to write out the full form of an abbreviation.
Watch out
Copy the dots exactly as the textbook places them, for example ዶ.ር and ኢ.መ.ማ., with a dot after each shortened part. Do not invent short forms that the chapter does not show.
Drafted from Grade 5 Amharic, pages 86-102, then checked twice before it went up
When you use it
Use this when you must decide whether a noun can take a plural form, such as when writing a sentence with a noun in plural or when classifying nouns as countable or uncountable.
Watch out
Do not add the plural endings -ኦች or -ዎች to an uncountable noun such as ዱቄት, ውሃ or ፍቅር. Forms like ውሃዎች are wrong because these nouns cannot be counted as one, two.
Drafted from Grade 5 Amharic, pages 86-102, then checked twice before it went up
When you use it
Use this when asked to describe how something is made or done, such as a recipe or the making of milk, by setting out the stages in the order they happen.
Watch out
Do not stop before the final stage. The milk example in the chapter ends with delivery to traders and sale, and a paragraph that ends at packing or the machine loses the marks for the last stage.
Drafted from Grade 5 Amharic, pages 86-102, then checked twice before it went up
When you use it
Use this method when writing an expository paragraph that examines two subjects side by side.
Watch out
Comparison focuses specifically on showing similarities between things, while contrast focuses on identifying their differences.
Drafted from Grade 5 Amharic, pages 103-117, then checked twice before it went up
When you use it
Use this rule to determine whether an Amharic noun can take plural suffixes and be counted individually.
Watch out
Uncountable nouns cannot be counted with numbers like one or two, and they never take the plural suffixes -och or -woch.
Drafted from Grade 5 Amharic, pages 103-117, then checked twice before it went up
When you use it
Use when drafting a personal or greeting letter to family, relatives, or friends.
Watch out
Ensure all three core body sections are included in order: introduction (መግቢያ), body text (ሐተታ), and conclusion (መደምደሚያ), along with sender and recipient addresses.
Drafted from Grade 5 Amharic, page 118 onwards, then checked twice before it went up
When you use it
Use to express an action or state that is actively taking place at the moment of speaking.
Watch out
Do not omit the prefix እየ. on the main verb or the auxiliary verb ነው that follows.
Drafted from Grade 5 Amharic, page 118 onwards, then checked twice before it went up
When you use it
Use this when you must name the word that receives the action in a sentence, or label a sentence's direct (ርቱዕ) and indirect (ኢ-ርቱዕ) objects. Ask 'ምን/ማንን?' for the direct object and 'ለማን?' for the indirect object.
Watch out
Do not mistake the doer (ባለቤት) for the receiver of the action. In 'አልማዝ መጽሐፍ ገዛች', 'አልማዝ' is the doer, and only 'መጽሐፍ' answers 'ምን ገዛች?'. Test each candidate with the question word before you label it.
Drafted from Grade 5 Amharic, pages 134-155, then checked twice before it went up
When you use it
Use this when asked what oral literature (ስነ ቃል) is, which forms it includes, or how a tale (ተረት) is defined and what it is for.
Watch out
Oral literature is passed on by mouth, not from a fixed book, so the same tale may be told in different words in different places. Do not write a tale as if it has one fixed text. A tale is a fictional story in which people and animals are shown, and its purpose is entertainment together with teaching good conduct.
Drafted from Grade 5 Amharic, pages 134-155, then checked twice before it went up
When you use it
Use this when asked to write a short life story of yourself or another person. Follow the seven points in order, in the sequence the model uses.
Watch out
Do not skip any of the seven points: birth time and place, childhood, start and progress of schooling, start of work, family, main achievements, and present situation or death. Keep the account in chronological order and within the length the teacher sets, which for your own story is no more than one page.
Drafted from Grade 5 Amharic, pages 134-155, then checked twice before it went up
The student textbook for the new curriculum, free as a PDF. The cards on this page follow its chapters.
Ministry of Education edition, Amharic
162 pages
Oromia Education Bureau edition, Amharic
155 pages
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