English ECLPE

Key unit competence:

To use language in the context of social cohesion

Introductory Activity Observe the following pictures and discuss

In your discussion, include answers to the following questions: 

1. What is happening in the above pictures? 

2. What can make people to work together as shown in those 

pictures? 

3. What do we call the harmony and good relationship among 

members of community?

3.1. Talking about personal values that enhance social 

cohesion

3.1. 1. Learning activities: Reading and Text analysis

Pre-readingactivity

• The diagram on social cohesion

Observe the diagram below and discuss

After interpreting the above diagram, answer the following 

questions

1. Identify different values presented in the diagram.

2. What are the values grouped under social relations?

3. Which objective and subjective quality of life is mentioned in the 

diagram?

4. Based on different values described in the diagram, identify some 

personal values that can enhance social cohesion. 

5. Why do you think personal values can help in the enhancement 

of social cohesion?

• Text: Enhancing Social cohesion 

What balances individual rights against those of society and appreciates 

that a good relationship enables people to respect each other’s values is 

known as social cohesion. This works towards the well-being of all its 

members and acts as a bond linking people together for better growth. 

For the society to achieve it, individual values play a big impact as 

discussed within the following sections. 

Firstly, let’s talk about Empathy which involves the ability to emotionally 

understand what another person is experiencing. Essentially, it is putting 

yourself in someone else’s position and feeling what they must be feeling. 

When you see another person suffering, you might be able to instantly 

envision yourself in the other person’s place and feel sympathy for what 

they are going through. While people are generally pretty well-attuned 

to their own feelings and emotions, getting into someone else’s head can 

be a bit more difficult. The ability to feel empathy allows people to “walk 

a mile in another’s shoes,” so to speak. It permits people to understand 

the emotions that others are feeling. 

For many, seeing another person in pain and responding with indifference 

or even outright hostility seems utterly incomprehensible. But the fact 

that some people do respond in such a way clearly demonstrates that 

empathy is not necessarily a universal response to the suffering of 

others. Secondly, there are just a few elemental forces that hold our world

together. The one that’s the glue of society is also called trust. Its presence 

cements relationships by allowing people to live and work together, feel 

safe and belong to a group. Trust in a leader allows organizations and 

communities to flourish.

However, the absence of trust can cause fragmentation, conflict and even 

war. That’s why we need to trust our leaders, our family members, our 

friends and our co-workers, albeit in different ways. We may not show it 

outwardly, but we are less likely to tell the formerly trusted person that 

we are upset, to share what is important to us or to follow through on 

commitments. As a result, we pull back from that person and no longer 

feel part of their world. This loss of trust can be obvious or somewhat 

hidden especially if we pretend to be present but inwardly disengage. 

And those who have done something to lose our trust may not even know 

it. 

Lastly by no means of least, It is about the action or process of forgiving 

or being forgiven. When you are forgiven, you feel free to relate with 

the person who forgave you. When you do it, you release yourself from 

bitterness and therefore you can embrace those who had wronged you. 

This fosters good relationship among members of the society thereby 

fostering social cohesion. 

Adopted: https://www.forbes.com/sites/dennisjaffe/2018/12/05/

the-essential-importance-of-trust-how-to-build-it-or-restoreit/#5157440864fe

https://www.test-english.com/explanation/a2/much-many-little-fewsome-any/

Comprehension questions 

1. Based on the author’s views, what do you understand by social 

cohesion?

2. Which Personal values can enhance social cohesion as described 

by the author?

3. Using clear examples, explain some reasons as why the described 

personal values may enhance social cohesion.

4. What can happen in the absence of trust among people?

5. Which moral lesson have you drawn after reading the above text?

3.1.2. Application activity :

Picture interpretation

1. Observe the picture and answer questions

II. Match the following words with their definitions

 III. Your village has called a meeting to discuss about personal values 

that enhance social cohesion among people.

You are asked to take minutes as the secretary. Write the minutes 

and present them to the public. 

Notes:

The minutes should include: 

a. A title containing the date and place where the meeting was held. 

b. A list of members who attended the meeting. 

c. Agenda/ items to be discussed e.g. Minutes of previous meeting, 

speech from chairman, problems that may arise if some values 

are lacking among people.

d. Body summarizing ideas for each item on the agenda. 

e. Conclusion and date for the next meeting.

3.2. Elaborating on Peace and Unity

3.2.1. Learning activities Reading and Text analysis

1. Which activity does Fig.1 represents and why is it important?

2. What is the role of justice in peace building and Unity?

3. At what extent do you measure peace and unite in Rwanda? Give 

clear examples.

• Text 1: Building peaceful Rwanda

April 22 2014: Rwandan peace builder Jean de Dieu Basabose looks 

at the commemorative events for the 20th anniversary of the Rwanda 

genocide, and explains the importance of peace education in preventing 

future genocides in Rwanda and beyond.

On 7 April 2014, Rwanda commemorated the 20th anniversary of the 

genocide committed against Tutsi in 1994. The theme for this year’s 

commemoration was: Remember, Unite, Renew. The preparations for 

the commemoration were marked by a series of events taking place in 

Rwanda and around the world. One of the noticeable preparatory events 

was the tour of the ‘Flame of Remembrance’ which was carried across the 

country’s 30 districts. This event symbolizes courage, reconciliation and 

hope for an enlightened and promising future.

The anniversary events create opportunities to publicly honour the 

memory of the victims of the genocide and to offer emotional support to 

the survivors and advocate for their recovery and well-being. The annual 

events are also an opportunity to bring people together, nationally 

and internationally, in order to reflect on their role in preventing the 

reoccurrence of genocide or other mass atrocities across the globe. The 

commemoration calls on the world to reaffirm our commitment to never 

let this happen again and shows that reconciliation through shared 

human values and human resilience are possible. It is our responsibility 

to nurture and promote our interconnectedness, restore human values 

and build a just and peaceful human society for everyone.

The role of peace education in rebuilding a peaceful Rwanda

I work for Shalom Educating for Peace, a peace education organization 

operating in Rwanda. Peace education can play a key role in building 

a just future for Rwanda. In the run up to the commemorations in 

Rwanda we hosted the third African Alliance for Peace Summit. The 

conference was held in Kigali from 16-19 February. The dates were 

chosen deliberately to take place during the period of 100 days before the 

20th commemoration of the genocide. The conference was aligned with 

the commemoration’s preparatory events and operated with the objective 

of bringing together people to discuss ways to avoid the reoccurrence of 

an atrocity such as the genocide.

The theme of the summit was “Promoting Peace Education in our 

Communities,” and brought together 62 participants from 11 countries 

including Rwanda, Burundi, DR Congo, Sierra Leone, Ethiopia, Kenya, 

Cameroon, Uganda, Zimbabwe, and South Africa.

The purpose of the event was to examine how to prevent violence, wars, 

genocide, and xenophobia by promoting peace education and sustaining 

peace infrastructures, but it also enabled participants from different 

parts of Africa and beyond to learn about what happened in Rwanda 

in 1994 and how Rwandans have responded to the tremendously 

challenging post-genocide context. The summit left its participants with 

the conviction that genocide can be prevented with the development of 

an effective peace education system. As a contribution to the prevention 

of violence on the continent, participants at the summit formulated the 

‘Kigali Declaration’ in order to call on all African countries to invest in 

educating its people for peace.

The summit participants reflected on the necessity of building strong and 

effective infrastructures for peace and promoting peace education within 

our communities as a way to prevent the reoccurrence of the deplorable 

past and to work proactively for a tangible “never again”.

If we take a look at the 100 days leading up to the genocide, it is clear 

that Rwanda suffered from the lack of education and other infrastructure 

for peace. Youth were over-equipped with killing instruments traditional 

arms, machetes, guns, etc. Violent meetings were organized around 

the country. The media broadcasted violent messages, and hatred was 

spread around the country. There were warning signs about a possible 

genocide, and youth were indoctrinated in divisive and genocidal ideology. 

Unrest, disorder, prejudice, despair, and instability were the common 

characteristics of our communities.

The period of terror that ensued lasted just 100 days, from April to July. 

During those 100 days, Rwanda became a bloody land and more than one 

million Rwandans perished. Ashamed of what happened in the country, 

the world couldn’t repeat the “Never Again” slogan.

In the aftermath of the genocide, it was clear that Rwanda didn’t die. 

Instead, Rwandans have demonstrated the power of human resilience. 

Firm recovery efforts have been made to rebuild the country. Antigenocide and pro-peace strategies have been established and adopted by 

the people.

Adopted from: https://reliefweb.int/report/rwanda/peace-educationpost-genocide-rwand

 Comprehension questions 

1. Who explained the importance of peace building and when was 

it reported?

2. What was the theme when the commemoration reported take 

place?

3. Explain the role of media in genocide against Tutsi as reported in 

the above extracted. 

4. After reading the above extract from the newspaper, why do you 

think youth should be encouraged to visit memorial sites our 

country and participate in commemoration dialogues.

• Text 2. A poem: Ancestral Honour

We come together in unity, 

as one big community, 

finding commonality in our shared humanity,

dancing and singing the traditional songs

that once lit the fires of our ancestors’ dreams,

as we spark our own shining out hope.

Our elders carried dreams

deep within their hearts,

perhaps, left unrealized in their time.

They worked to pave the way

that we might know a better life.

They risked their lives and livelihoods

so that we might know tastes of paradise.

We carry with us this dream

of a brighter future

for our families,

of a world where all peoples

may live in peace.

That lives filled with hardship

may be one day transformed

into a society based on love,

purpose, and progress.

No matter our origins,

our parents and grandparents

all passed down wisdom and traditions

gleaned from holy texts and personal experience.

For it is our rituals and holidays that connect our peoples,

and the values we learn from those that came before us

that form the foundations of our identities

upon which we can build an understanding of the world

and in what ways we can change it for the better.

Adopted from: http://poetryebook.com/2017/09/10/unity-day-poems/

• Comprehension questions

1. What do we have in common?

2. According to the poet, where do get the traditional songs?

3. Why did the ancestors risk their lives?

4. What was the main reason for ancestors?

5. Where do we build our understanding of the world?

3.2.2. Application activity

• Vocabulary: Spelling and pronunciation 

Using dictionary, provide the meaning and pronunciation of the words 

given in the table below, the first one is done for you:

3.3. Talking about national services programs in Rwanda

3.3.1. Learning activities: Reading and text analysis

• Pre-reading activity

• Text: The graduates we want 

National Service in higher learning institutions, published on October 

02, 2014 by the New times, stated that the National Service is a 

continuation of the spirit of promoting positive values among Rwandans, 

especially the youth. The values include unity, patriotism, selflessness, 

integrity, responsibility, volunteerism, humility, among others. Speaking

at the launch, Prime Minister Anastase Murekezi said there is need to 

maintain national service for the development of the country.

“Let values you have learnt in Itorero help you build Rwanda rather than 

betraying it,” Murekezi said, cautioning the youth against drug abuse 

and other anti-social behaviour. The premier reaffirmed government’s 

commitment to financing education of poor students while encouraging 

banks to offer loans to bright students. Education minister Silas 

Lwakabamba said his ministry will do everything possible to make sure 

that students graduate with the values they can stand by and defend 

wherever they are. Prof. Lwakabamba said today’s graduate should be far 

different from the graduate in the colonial period, which he said produced 

graduates who failed to fight for the values shared by all Rwandans.

“They instead allowed themselves to be manipulated and the outcome 

was the atrocities that befell our nation; the 1994 Genocide against the 

Tutsi,” the minister said. “We do not want a graduate that is disconnected 

from these values, the society and the family; we want graduates who 

will lead by example and be a model to society wherever they will be. This 

is the meaning of our theme, ‘Let me work well so that others may learn 

from me’” The minister said his ministry recognises the role of higher 

learning institutions in developing the right graduates.

“Conventional knowledge that the education system provides cannot 

be useful to our nation if it is not complemented by instilling Rwandan 

values in our young people. That is why we have invested a lot of effort in 

revising the primary and secondary school curricula so that the knowledge 

we provide our youth is one that transforms the whole person,” he said. 

The minister appealed to heads of higher learning institutions to provide 

full support to National Service and ensure that it is institutionalized 

and functional.

Adopted from: https://www.newtimes.co.rw/section/read/181538

• Comprehension questions 

1. What positive values are mentioned by the reporter in the above 

extract?

2. Which disruptive behaviors did the former Prime Minister talked 

about in the news as reported?

3. Give reasons that was given by the Minister for changing the 

curriculum.

4. Explain the importance of National Service in Rwanda

3.3.2. Application activity:

Composition writing

3.4. Language structure: Some forms of the verb

Active and passive voice

• Preparatory activities

1. Using examples, justify the statement below.

 “In academic writing, People show interest in the person or object that 

experiences an action rather than the person or object that performs the 

action. In other words, the most important thing or person becomes the 

subject of the sentence.”

2. Study the following tables and answer the questions that follow

1. Identify the rules used to change active sentences into passive voices.

2. Why should we use the forms identified in the second column?

Notes

I. “By” is used before the subject in the passive voice to introduce the 

doer of the action. 

Example: “Love addicted” was sung by Vamps.

II. The passive voice is used without by if the doer of the action is not 

known. 

Examples: 

• The streets are cleaned every day.

• The policeman was murdered.

• A new departmental store is being built.

• The cloth is sold in yards.

Rules: 

1. The places of the subject and object are interchanged i.e. the object 

shifts to the place of the subject and the subject shifts to the place of the 

object in the passive voice.

Active voice: I write a letter.

 Passive voice: A letter is written by me.

Subject (I) of sentence shifted to the place of object (letter) and object 

(letter) shifted to the place of subject (I) in passive voice.

Exceptions:

1. Sometimes by is omitted in the passive voice when there is no subject 

in the sentence used in passive voice because the doer of the action is 

not known or when there is no need to know the doer of the action. 

Example: The streets are cleaned every day.

 A policeman was murdered.

2. The word “by” is not always used before the subject in passive voice.

Sometime words like with, to, etc.” may also be used before the subject 

in passive voice.

Examples:

Active voice: The water fills the tub.

Passive voice: The tub is filled with water.

Active voice: He knows me.

Passive voice: I am known to him.

B. Imperative Sentences

Definition

A sentence that expresses either a command, a request, an advice, an 

entreaty or desire is called imperative sentence.

Characteristics of Imperative Sentences

1. The object “you” is generally missing in Imperative Sentences. 

The structure of such sentences in Passive Voice is: Let + object + be/

not be + V3

Example: 

• Imperative sentence: Finish the work by tomorrow

• Passive voice: Let this work be done by tomorrow.

2. In sentences which express request, advice and order, such phrases 

like, you are requested to/advised to /ordered to... are used

Words like kindly/please are dropped.

Example:

• Imperative form: work harder please!

• Passive form: You are advised to work harder.

C. Modal verbs: must, should

Preparatory activities

1. Describe some modals that may be used to express obligation or 

something that a person has to do and when providing pieces of advice.

2. Fill in the blanks using should, must and shouldn’t.

a. I feel sad and lonely. You … see a doctor.

b. I have no money. You … work harder.

c. All schools in Rwanda … create peace and unity clubs.

d. We … do our homework because it’s important.

e. Jason has missed the train He …be late next time.

f. In England all children … wear uniforms at school.

g. Parents or guardians … teach their children Rwandan values.

Notes

3.8. End unit assessment

1. In about 250 words, write a speech you would give to fellow student 

teachers of Year one about their responsibilities to build a cohesive society.

2. Match the words in the table below with their meanings

3. Complete the gaps with appropriate phonetics or words

4. Vocabulary activity: Choose the right words to fill in gaps 

Social ----1--------balances individual rights against those of society and 

appreciates that a good ---2------------- enables people to respect each 

other’s------3-------. Therefore, it works towards the well being of all its 

members. For example, it fights exclusions and marginalization and 

creates a sense of-------4--------. It also offers members of the group or 

society the opportunity for upward mobility. This promotes and--------

5------- results in both individual and national development. We often 

demonstrate positive values in different ways. For example, by solving 

problems that affect others, helping those in need, having a sense of -----

------in what we do, being honest or even being caring to others. All these 

positive values contribute to ---------------. Finally, sensitize people to------

---------one another