Course: S5: English

Topic outline

General
UNIT 1: Myself and my community
Key Unit Competence: To use language learnt in the context of myself and
                                                 my community.

Introductory activity
Picture observation and interpretation
After observing the picture above, answer the following
questions:
1. Discuss the activities that are taking place in the above picture.
2. Why do you think it is important to work together in the
    community?
3. Do you think community service (Umuganda) is a good thing?
    Explain your answer.
4. What are the benefits of involving all the people of all walks of
    life in communal services, regardless of their gender?
1 Describing the community
1.1.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage below and answer the questions that follow.
Community
Community is another fundamental concept used in sociology. Because
human civilization grows and develops in the lap of community. It is a
well-known fact that an individual rarely exists alone. He always lives with
his fellows in a group. It is also equally true that one can’t be a member of
all groups existing in the world. Hence an individual lives and establishes
relations with those people who reside in a close proximity with him i.e.
within definite territory.
It is also obvious and natural that people residing in a definite area develop
likeness, co-operation and fellow-feeling among themselves. As a result,
they share common customs, traditions, culture and develop common
social ideas among themselves. This fact of common social living within
a limited or definite geographical area gives birth to community.
However, the term community has been derived from two Latin words
‘Com’ and ‘Munis’ which means ‘together’ and ‘servicing’ respectively. It
consists of a group of people with common and shared interests. But in
common discourses, the term community is very often wrongly used such
as racial community, caste community, religious community etc.
Here the meaning of the term community differs from the one which is
used in sociology. The term community is also used both in a narrower
and broader sense. In a narrow sense, community refers to Hindu or
Muslim community but in a broader sense community may refer to a
nation or world community. It also refers to a village, a town or a tribal
community.
When a group of individuals or members of any group, small or large live
together and share a common life and have developed a strong sense of
awe feeling among them, they form a community. They enter into definite
social, economic and cultural relations and have developed a sense of
community consciousness which distinguishes them from others. A group
of individuals or group of families living in Physical Proximity with each
other in a definite geographical boundary constitutes a community.
But to understand the meaning of the term community we must have to
give a look towards the definitions given by sociologists. But sociologists
differ among themselves in their approach to the meaning of community.
Some puts emphasis on area or ecological aspects while others put
emphasis on psychological aspects.
Adapted from: (Mondal, 2012)
A. Reading comprehension
After reading the passage above, answer the questions that follow
1. According to the passage, what do you understand by the term
     community?
2. How does the term community differ according to a narrower and broader
      sense?
3. What do you think can happen to a community when people do not obey
     one another?

B. Vocabulary

1.1.2 Application activities
A. Vocabulary
Activity 1
Using given words, construct complete and meaningful sentences.
a) Community
b) Consciousness
c) Interests
d) Distinguish
B. Writing skills
Activity 2
Composition writing
In not more than 300 words, write a composition describing your community
and how it contributes to the development of your country.
1.2 Living happily in the community
1.2.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following passage, then answer the questions that follow.
The Importance of Happiness in Beloved Communities
We live in a community because we are dependent on others for the
fulfilment of our needs. Community living teaches us to care for others and
share facilities like water, electricity road, markets etc. A neighborhood
police station provides help and security. We also need services of hospital,
ambulance and doctors.
Beloved communities are preferred, and when living in one you will be
happier and more satisfied, rather than living in a bitter and disconnected
community. Such little things can change the environment, and the mood of
those around you. When in a good mood, people will do good things to help
others, and when these good deeds occur, it can totally change the vibe of
the community. Not only can these things make a person’s day, but also, they
could potentially make more money for the entire body. Beloved communities
are what everyone should strive for. Little things everyone can do such as,
asking someone how their day is, or even taking time to compliment or thank
someone, is necessary in a community that radiates positivity.
Have you ever been in a good mood and have it ruined when hanging out
with people that aren’t as happy that day? Your mood changes and tends
to reflect what others are feeling, even if nothing in particular happened to
actually put you in that bad mood. You are what and who you are around.
Make people happy, and in return, without even realizing, they will make
those around them happy too. This is an important step in a beloved
community. Money, such a material thing, we live in a world where people
say money can’t and doesn’t buy us happiness, but is this really true? There
are many people who could use a little extra money, and it would make their
day, if they could get their hands on some. You never know how donating
a couple dollars to a charity, or tipping a waitress a little extra can actually
help people out greatly. You look at that little boy going from door to door
collecting money for cancer, or you look at that waitress and think nothing
more than oh she’s just doing her job. But you don’t know them, and you
don’t know their history.
Adapted: (Cram, 2023)
A. Comprehension questions
Choose the correct option
1. The above passage is about ________________.
a) importance of hospital
b) different type of services
c) importance of community living
d) living in society
2. People live in community because they are ________________.
a) independent
b) unhappy
c) rich
d) dependent
3. Beloved communities are preferred, and when ________________.
a) living in one makes you happier and more satisfied rather than living in
a bitter
b) living in one makes you sadder and more discouraged rather than living
in a worse
c) living in one you can earn more money rather than living in a better
4. What can happen once people have ruined someone’s good mood?
5. Discuss the importance of living in beloved community.
B. Vocabulary
Activity 2
Using a dictionary, find the meaning of the words and phrases below.

1.2.2 Application activities
A. Vocabulary
Activity 1
Read the sentences and fill in the missing gaps with the words below.
reflected, neighbourhood, compliments, community, environment,
fulfilment, disconnected community, bitter community
1. Those living in rural areas are likely to meet barriers to the _____________ of
      their aspirations.
2. Leonard spent hours walking and cycling around the _____________ looking
     for it.
3. _____________ can change the environment, and the mood of those around it.
4. The government insists that the dam will not harm _____________.
5. All the guests paid her extravagant __________________.
6. The culture of a nation is always _____________ in its language.
7. _____________ can totally change the vibe of the community.
B. Writing skills
Activity 2
Composition writing

In 300 words, discuss disadvantages of bitter, disconnected community in
your society.
1.3 Talking about myself
1.3.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following passage, then answer the questions that follow.
Our responsibilities
In Rwanda, we have certain duties and responsibilities. We do these things
for harmony in the community, and for the safety and development of the
country. For instance, adults must pay tax. The country gets revenue or
income from taxation.
It is illegal not to pay tax. The government uses taxes to finance social
services like education, medical care, roads and recreational facilities. The
government also uses the money it gets from taxation to finance development
projects.
People who love their country will pay their taxes and encourage others to
do so. Adults should also participate in the democratic process by voting
for leaders of their choice. This gives them an opportunity to replace bad
leaders with good leaders. Adults must also obey the laws of the country and
respect the rights of other citizens. Laws regulate the behaviour of people in
the community. Citizens must aspire to live peacefully with their neighbours
and assist each other, where possible.
As a sign of commitment to their country, adults must participate in Umuganda.
This is a voluntary activity to harness community efforts for development.
They must also be ready to defend their country from foreign threats, when
necessary.
People must take good care of their families. They must raise their children
to be good citizens. They must also provide them with food, medical
care, education and good moral guidance. On the other hand, children
must obey their parents and respect elderly people. They must help their
parents with household chores. They must also study hard and obey the
rules and regulations of their schools. They must also keep their bodies and
surroundings clean to avoid diseases.
A. Comprehension questions
1. What are the main reasons why people must pay tax?
2. What do you think can happens to a country when people do not pay tax?
3. Explain what can happen to a community when people do not obey the
     laws of the land/country?
4. What can people do in order to improve their country?
5. State the reason why parents must take care of their children?
B. Vocabulary
Activity 2
Match the following words in column A with their meanings in column B

1.3.2 Application activities
A. Vocabulary
Activity 1
Read the following paragraph and fill in the gaps with the given words.
citizens, society, care, effects, actions, collaborative,
responsibilities, country
We need to know and learn our _____1_____ as good citizens. We are a
part of the _____2______ We must understand that each of us is responsible
for what we do in this society. Don’t think that our ______3______ will
have no effect on our ______4______ If the society gets hurt due to our
reckless actions, we are bound to be affected at some point of time. Our
_____5______ actions and thoughts have many ______6______ on the
overall society. So, our responsibility as good ______7______ of this country
is to ______8______ of the society and also to unite the entire country.
B. Writing skills
Activity 1
Summary writing
Choose any two responsibilities that people must carry out in the community
and write a paragraph on how we could make Rwanda a better country.
Activity 2
Composition writing
Choose any two responsibilities that people must carry out in the community
and write a paragraph on how we could make Rwanda a better country.
1.4 Recounting past activities
1.4.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following passage, carefully and answer the questions that follow.
My visit to Rubavu District
Last August, I went to Lake Kivu with my family. I was so excited because it
was my first time to visit lake Kivu. We spent five days there. The first thing
which came to my mind when I arrived there was beach. When I stepped out
from the bus and breathed, I sniffed the smell of lake water. It made me more
excited to start my exploration.
My family and I visited many interesting places in Rubavu. We went to the
hot spring in that area. It was my first time to taste and bathe with natural
warm and salty water from the ground. My visit to BRALIRWA,the largest
brewer and soft beverage company in Rwanda and the international market
made my stay wonderful. I spent a great part of my time at the beach where I
met lovely people, even though there are so many lovely but noisy places in
Rubavu. I was not bored with them because each one is unique. Kivu beach
lies above the surface of water. From that place we could have an attractive
view of the lake which was the most gorgeous scenery I have ever seen.
There were both local and foreign tourists surfing or just sunbathing. The
best time to come to Kivu beach is in the evening to see the sunset. It was
so romantic. It is really a very nice beach to visit. The wind and waves were
just right to do water sport. I did not want to miss this chance and tried to do
parasailing. At first, I was so afraid to approach the lake because I feared that
the wind would blow me into water. When the sailor took us in a boat, I
turned around to see how long we had travelled. I could see the view of
Rubavu city from the water.
Finally, we came to the end of my trip in Rubavu. I felt that time run so fast. I
was so sad because I had to leave that beautiful place. In Rubavu, I did not
only enjoy my stay but I also visited and learned about its different beautiful
places which are part of its touristic attraction. I would always remember my
beautiful trip to Rubavu and I promise myself to go back there again at least
one more time.
Adapted from African Child, by Camara Laye
A. Comprehension questions
1. Why did the speaker and his family visit Rubavu?
2. Which attractive places did they visit?
3. According to you, why were they happy after visiting those places?
4. Where did the speaker spend most of his time during his stay in Rubavu?
5. Why is the evening the best time to visit Kivu beach?
6. Explain the reason why the speaker was afraid of parasailing?
7. According to the passage, does the speaker keep good memories about
      his visit to Rubavu. How do you know?
B. Vocabulary
Activity 2
Match the words in the table below with their respective meanings.

1.4.2 Application activities
A. Writing skills
Activity 1
Letter writing
Suppose that you have a friend who lives abroad and wishes to visit Rwanda,
write a letter to him/her describing another touristic place that he/she should
visit during his stay in Rwanda.

Activity 2
Composition writing
Write a 300-words essay about “the contribution of tourism to the development
of the Rwandan community.”
1.5 Talking about the community’s daily activities
1.5.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following passage carefully and answer the questions that follow.
Daily Activity
I wake up at 7 o’clock. I get up at 7.30. I make a cup of tea and then iron my
clothes. I have a shower and after get dressed. I usually wear a pair of jeans,
a blouse, a jumper or cardigan and boots in the winter, or a skirt and blouse
in the summer. I brush my hair, put on my make-up. I pack my bag with all
my teaching materials. I then put on my coat and leave the house. I walk to
the bus stop. I catch the bus at 8.15, and then I pay my ticket and sit down.
It takes about 45 minutes to get to my destination three miles away. I get off
the bus and walk to the school where I teach English. Class starts at 8.45
and ends at 12.20.
I have lunch at 12.30, I eat a baguette or sandwich at the local café. I sometimes
do some shopping before I walk back to school. I do some photocopying and
go back to my classroom. I teach in the afternoon from 1.25 to 5pm. I then
catch the bus back home and spend a couple of hours relaxing before I cook
dinner.
My son goes to work shortly after I reach home. Sometimes he cooks dinner
before I get home, and sometimes I cook. I like to eat rice with a sauce. I
chop the onions, fry them and then mix them with garlic, tomatoes, carrots,
spinach and chilies. I boil the rice and then add the sauce. After dinner I
wash up, sweep the floor, and tidy up a bit.
Then I make phone calls, mark my students’ work, and do the laundry. Then
I go on Facebook, or watch TV until about 10.30 when my son comes home.
We catch up on our day, and at about 11 o’clock I go to bed. So there are
lots of different daily activities that are carried out in community.
Adapted from: (Austen, 2018)
A. Comprehension questions
Read the following sentence and answer True or False according to
the passage.

1. The speaker is awake at 7 o’clock and get out of the bed immediately.
2. The speaker wears a pair of jeans, a blouse, a jumper, and boots in
      summer.
3. Getting to the destination takes the speaker 45 minutes.
4. Class starts at 8.45 minutes and ends at 5pm.
5. At about 11o’clock, it is time to bed for speaker’s family.
Answer the following questions
1. When does the speaker get out of the bed?
2. How long does it take the speaker to get at work?
3. State daily activities does the speaker do before leaving home for school.
4. What is the speaker’s favorite food?
5. Which activities do the school teachers neighbouring community do?
1.5.2 Application activities
A. Writing skills
Activity 1
Summary writing
In not more than 80 words summerise the daily activities of the person who
is speaking in the passage above.
1.6 Language structure: Present simple tense, past simple
        tense, possessive adjectives, and reflexive pronouns
1.6.1 The simple present and simple past tense
The present simple tense
The present simple tense is the most basic tense in the English language. There
are different uses of this tense in direct speech:
a) Facts, generalizations and universal truths.
b) Habits and routines.
c) Permanent situations.
d) Events that are certain to happen.
e) Arrangements that we can’t cha nge (timetables, official meetings).
f) State verbs (be, have, suppose, know etc.)
Facts, generalizations and universal truths
The present simple tense is used when talking about universal truths such as laws
of nature or things we believe are, or are not, true. It’s also used to generalize about
someone or something.
Examples:
1. Water boils at 100 degrees Celsius. (Universal Truth)
2. The Earth goes around the Sun. (Universal truth, fact)
3. Dogs are better than cats. (Generalization)
4. Berlin is the capital city of Germany. (Fact)
5. Kivu lake is located in the west of Rwanda. (fact)
Habits and routines
We also use this tense to describe actions that happen frequently. For example:
habits, routines, tendencies.
Examples:
1. We leave for work at 7:30 AM every morning. (Routine)
2. My husband watches the TV in the evening. (Habit, Routine)
3. Susan often meets with her friends after school. (Habit, Routine)
4. They usually play football on Sunday. (Habit, Routine)
5. James usually tells lies. (Tendency)
Adverbs of Frequency
The Present Simple is often used with frequency adverbs including the following:
Always, frequently/often, usually, seldom/rarely, never, every week/year,
sometimes/occasionally, from time to time, every now and then.
Here are a few examples on how to use these frequency adverbs in sentences:
1. I always go to church on Sundays.
2. I never eat anything after 10 PM.

Permanent situations
The present simple tense applies for actions that last a relatively long time.

Examples:
1. I live in Musanze district.
2. He works as a receptionist.
3. Margaret drives a Volkswagen.
4. Jane teaches Mathematics at high school.
5. The best time to come to Kivu beach is in the evening to see the sunset

Events certain to happen
The present simple tense is also used when an event is certain to happen in the
future.

Examples:
1. My grandmother turns 100 years old this July.
2. Winter starts on 21 December.
3. The concert begins at 7.30 next Friday evening.

State Verbs/ special verbs with special verbs – which are normally
not used with the Present Progressive (These verbs express states,
possessions, feelings etc.): be, believe, belong, hate, hear, like, love,
mean, prefer, remain, realize, see, seem, smell, think, understand,
want, wish

Examples:
1. I understand English.
2. He doesn’t like fish.
3. She believes in life after death.
4. Do you prefer tea or coffee?

Future Arrangements
The present simple tense is used when talking about events whose schedule can’t
be changed (for example, an official meeting or a train departure).

Examples:
1. The meeting starts at 4 PM.
2. The train leaves at noon.
3. First you weigh the ingredients

The past simple tense
This tense is usually used to:
• Describe events that completed in the past at time indicated by such
adverbs of time as yesterday, ago, last month, last week and last year.

Examples:
1. You didn’t call last night!
2. She went to Paris three years ago.
3. Adam arrived in London a week ago.
4. Some famous African leaders like Nelson Mandela and Mahtma
Gandhi died many years ago.

• Express actions that happened over a long time in the past

Examples:
1. The poor boy struggled and became rich.
2. The thieves grew into a big dacoit (a band of armed robbers)

• The simple past is also used after conditional phrases such as ‘if only, as
   if, as though, wish, etc.’

Examples:
1. If only I were rich, people could see what I’m capable of.
2. He spoke to me as if he were my boss.

Activity 1

Put the verbs in brackets in simple present or simple past.

1. I _______________ to do that last Monday. (want)
2. You were there, I _______________ you. (see)
3. Daniela _______________ with him last week (not- break up)
4. The film was very long, it _______________ at 7:15 and finished at
10:00 (start)
5. You _______________ around the world every year (travel)
6. The accident _______________ last Sunday (happen)
7. My friend _______________ to the supermarket every day (go)
8. Anna’s grandfather _______________ when he was 90 years old
(die)
9. It was hot in the room, so I _______________ the window (open)
10. Paul and Cris always _______________ in the classroom (chat)

1.6.2 Possessive adjectives, and reflexive pronouns
Possessive adjectives
Adjectives are words that describe nouns or pronouns. Adjectives tell which (this
book, my book), how many (six communities), or what kind (red roses).

Possessive adjectives are used to show possession or ownership of something.
While we use them when we refer to people, it is more in the sense of relationship
than ownership.

Examples:
1. I love my community.
2. Our house is big and has a pool.
3. Their village is always clean and safe.

List of possessive adjectives
They include: my, your, his, her, its, our, your and their. They modify the nouns they
precede to show possession.

Examples:
1. I’ll get my bag.
2. Is this your luggage?

Activity 1

Replace the personal pronouns in brackets with appropriate possessive
adjectives:
1. Where is (I) ________________ book?
2. Here is (we) ________________ teacher.
3. She goes to school with (she) ________________ brother.
4. (They ________________ father works in a car factory.
5. (You) ________________ laptop is very expensive.
6. (He) ________________ favorite hobby is tennis.
7. (I) ________________ husband and I want to go to Paris.
8. We want to see (it) ________________ historical monuments.
9. Leila likes (she) ________________ dog!
10. (It) ________________ name is Bobby.

Reflective pronouns

The reflexive pronoun is used to refer back to the subject of a sentence. In this
case the “doer” and the “recipient” of the action are one and the same person.
Common examples of reflexive pronouns are myself, yourself, herself, himself,
itself, ourselves, yourselves, and themselves. It is formed by adding –self or –
selves to personal pronouns.

Reflexive pronouns are often used to:
• Replace objects when the subject and object are the same person.

Example:
I have really told myself not to worry about my community problems.
They are commonly used as object of verbs like burn, hurt, cut, enjoy,
teach, introduce, and look at. There are also common phrases with reflexive
pronouns, such as enjoy yourself (have a good time), help yourself (take
something if you want), and behave yourself (be good).

• Emphasise that a specific person is being referred to and nobody else.

Examples:

I planned this workshop myself.

Express emphasis (as intensive pronouns). Example: I did homework
myself. (Emphasizes the fact that nobody else helped me to do my
homework)

Activity 1
Fill in the gaps with the following reflexive pronouns: myself - yourself -
himself - herself - itself - ourselves - yourselves - themselves:
1. Alan made this dish ___________________.
2. Laura sent an email ___________________
3. We shall not quarrel easily among, ___________________ and
forget our common adjective.
4. He cut ___________________ with the knife while he was
sharpening it.
5. The students were so noisy. Even Nancy and Leila were making a
lot of noise___________________.
6. I caught sight of ___________________ in the mirror.
7. She often talks to ___________________ when she is upset.
8. Emma, did you take the photo by ___________________.
9. Tim and Gerry, if you want more milk, help ___________________.
10. We helped ___________________ to some Coke at the party.

1.6.3 Application activities

A. Writing skills

Activity 1

Composition writing
Write a 300-words composition describing one’s community activities and
your contribution in its development. Pay attention to the use of present
simple tense, possessive adjectives and reflexive pronouns.

1.7 End Unit Assessment

Activity 1

Use appropriate possessive adjectives and fill in the blanks below to complete
the sentences.
1. Where is ________________ classroom? We can’t find it.
2. Susan, is that ________________ pen on the table?
3. A: What is ________________ name? B: My name is Thomas.
4. I think this is ________________ book. She dropped it on the floor.
5. ________________ names are Kevin and Stewart. They are my
    friends.
6. He forgot to write ________________ name on the test!
7. A: What is your phone number? B: ________________ phone
      number is 555- 9826.
8. Did the cat eat all of ________________ food?
9. The children are crying because they can’t find ________________
     toys.
10. Miriam and Jennifer like ________________ new teacher.

Activity 2

omplete each of the sentences below using appropriate reflexive pronouns.
1. My brother likes to practice his English by talking to ____________.
2. James wasn’t careful and he cut ____________ with a knife.
3. My sister and I looked at ____________ in the mirror.
4. The repair shop was closed, so I fixed the car ____________.
5. Did you enjoy ____________ at the party last night?
6. Cats can get clean by licking ____________.
7. (A) Did the cleaners clean the house? (B) No, I did it____________!
8. Mr. Smith burned ____________ while he was cooking.
9. He dried out ____________ after he had taken a shower and went
downstairs.
10. Can you teach ____________ to play the piano?

Activity 3
Write down the correct form of the verb given in the bracket to make a
sentence into the simple past tense.
1. You ___________ my window’s glass. (break)
2. I ______________ something near that place. (see)
3. He ______________ from London sometimes ago. (come)
4. She ______________ an iPhone. (buy)
5. He ______________ anyone yet for the mission. (not/choose)
6. They ______________ with the committee? (speak)
7. He ______________ on the table all day. (stand)
8. His head ______________ to the door. (strike)
9. I ______________ about this earlier. (hear)
10. Our soldiers ______________ the battle. (win)
11. A Farmer ______________ suicide after hearing this news. (commit)
12. He ______________ a letter to the principal. (write)
13. An apple ______________ from the tree. (fall).

Activity 4

Put the verbs found in brackets in appropriate tense.
1. They __________ to Italy last summer. (to go)
2. I always __________ ketchup with my spaghetti. (to have)
3. She __________ her uncle yesterday. (to visit)
4. Ben often __________ to Tim. (to talk)
5. They __________ in front of the computer every evening. (to sit)
6. She __________ tea at 5 o’clock on Saturdays. (to have)
7. They __________ their holidays two weeks ago. (to like)
8. Toby never __________ his room. (to clean)
9. Sidney __________ a famous YouTuber in 2020. (to meet)
10. I sometimes __________ to the office. (to walk)

Activity 5

Writing skills

Write a 300word composition describing one’s community activities and
people’s contribution helped country in its development. Pay attention to the
use of past simple tense, possessive adjectives and reflexive pronouns.
UNIT 2: The role of an accountant in the development of the country
Key Unit Competence: To use language learnt in the context of role of an
                                                accountant in the development of the country.
Introductory activity
Picture observation and interpretation
While interpreting these pictures, answer the following questions:
1. Explain the role of an accountant in the community.
2. Do you think you need millions of money to start a business?
     Discuss
3. Do we study accountant to be employed, or to be entrepreneurs?
2.1 Talking about qualities of a good accountant
2.1.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following questions and answer the questions that follow.
A good accountant
Accounting is the system that measures business activities, process
information into reports, and communicates these findings to decision
makers. Decision makers normally base their decision on accounting
reports. The documents that report on an individual’s or organization’s
business in monetary amounts are known as financial statements. Because
of this, accounting is often called the language of business or better still the
language of financial decisions. The better we understand the language,
the better we can manage the financial aspects of living.
Is our business making profit? Are sales strong enough to expand our
production capacity? Can we allocate some of the profit to a new instrument
project? The most intelligent answers to business questions like these are
based on accounting information. Decision makers use the accounting
information to develop sound business plans. The user and uses of accounting
information vary. The users include individuals, business, investors and
creditors, financial analysts, employees and labor union, taxing authorities
and other users. Business managers use the accounting information to set
goals for their organizations, to evaluate their progress towards these goals
and take corrective action if necessary. Potential investors use the financial
statement to evaluate what return they can reasonably expect on their
investment. Potential enders use the accounting information to determine the
borrower’s ability to meet the scheduled payments. Financial analysts use
the accounting information to advise their clients, or employers about various
instrument alternatives. Employees and labor unions use the accounting
information to evaluate salary and fringe benefit packages.
(Adopted from Accounting (2nd edition) by Horngren & Harrison, p 2-4)

Comprehension questions
1. What is the topic of the passage?
2. Why is accounting called the language of financial decisions?
3. What do the potential investors use to evaluate the return they expect on
    their investment?
4. What does accounting mean to potential investor?
5. List the things accounting does!
Activity 2
Reading comprehension
Read the following questions and answer the questions that follow.
How to be a good accountant in the future
To investigate and come up with clear responses of professional
accountants in various work settings, many things have developed relating
to book keepers and their job. Many companies have lost money in unclear
circumstances and this has caused many companies to loose trust in many
accountants. However, it is unclear whether the mistakes and problems that
many companies face emanate from the errors and unethical behaviors of
accountants. For this reasons, it is good to find out what makes or breaks an
accounting reputations.
Approach or method
This research will employ the use of questionnaires, samples survey as
source of information concerning the ethical standards of accountants. This
will answer the questions concerning their future accounting profession
improvement. The proposed literature will base on the factors behind a good
accounting job and the negatives associated with it; it will give the significance
of the investigation to the upcoming of bookkeeping professionals.
Several businesses have lost cash in the course and the reason of the basis
of the problem is uncertain, which has stained the reputation of several
businesses. As a result, big and small companies are losing out in terms
of business performance and profit making. The blunders leading to the
deprived performance are alleged to be caused by bookkeeping specialists.
In some cases, mistakes have been associated with the management as
a whole, this is because the organization is involved in the decisions that
influence the working of the auditors. In either way, what the accountants
do affects the management and in reverse, the decisions made by the
management influences accounting behaviors. This means that there is a
number of issues revolving around the same issue of why many organizations
have lost trust in accountants as professionals. For this reason, there is need
to carry out an extensive research on the issues surrounding accounting as
a field of professionalism.
Before looking at that, there are some important facts about accounting;
this will form the footing about bookkeeping and certified public auditors in
particular. According to studies, it is through accounting that mechanisms
that provide data, which is a crucial concerning the financial status of an
organization in relation to business matters. The information found through
this way is essential for investors because it gives critical details, which could
be used as the determining factors in line with the decisions the investors
have to make before investing.

It may also help in determining whether the investors could opt not to invest in
the organization, as the financial information may not be appealing to them.
This will be viewed in terms of return on investments that the organization
may receive after the investments. Regarding a good image of a corporate,
moral or ethical and expert bookkeeping, comprises a clear image of a
corporate financially.

Comprehension questions
1. Discuss the reason why it´s good to find out what makes or breaks an
accounting reputation?
2. Big and small companies are losing out in terms of business performance
and profit making. Explain how, with reference to the text above.
3. Discuss the characteristics of a good accountant.
2.1.2 Application activities: Vocabulary and composition writing
A. Vocabulary
Activity 1
Use the following words and expressions to make your own sentences.
a) Monetary amounts
b) Financial statements
c) Profit
d) Project
e) Investors
f) Creditors
g) Tax
h) Investment
i) Clients
j) Financial analysis
Activity 2
Write the meaning of the following words and expressions:
a) Financial status
b) Bookkeeping
c) Professional
d) Trust
e) Emanate
f) Ethical
g) Unethical
h) Business
i) Auditors
2.2 Describing the roles and responsibilities of an accountant
2.2.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following questions and answer the questions that follow.
Ethical Behavior
The idea of a personal God is an anthropological concept which cannot be
taken seriously. Also we cannot imagine some will or goal outside the human
sphere... Science has been charged with undermining morality, but the charge
is unjust. A man’s ethical behavior should be based effectually on sympathy,
education, social ties and needs; no religious basis is necessary. Man would
indeed be in a poor way if he had to be restrained by fear of punishment and
hope of reward after death. Ethical behavior is doing the right thing when no
one else is watching.
If you don’t have integrity, you have nothing. You can’t buy it. You can have
all the money in the world, but if you are not a moral and ethical person, you
really have nothing. Admire and emulate ethical behavior wherever you find
it.
You cannot have harmony without a commitment to ethical behavior. Ethical
behavior protects us from many problems the same way the fence keeps out
the goats that will eat all the young shoots in your garden. No responsibility
of government is more fundamental than the responsibility of maintaining
the highest standard of ethical behavior for those who conduct the public
business.
A man’s ethical behavior should be based effectually on sympathy, education,
and social ties and needs; no religious basis is necessary. Man would indeed
be in a poor way if he had to be restrained by fear of punishment and hope
of reward after death.
Where there is no trust, respect and ethical behavior, it is difficult for the young
to learn and for the old to maintain good conduct of people in the community.
The man of character, sensitive to the meaning of what he is doing, will know
how to discover the ethical paths in the maze of possible behavior.
Since belief determines behavior, doesn’t it make sense that we should be
teaching ethical, moral values in every home and in every school in Rwanda?
A country should be defended not by arms, but by ethical behavior.
Adapted from: (Albert Einstein, 2019)
Comprehension questions
1. What is ethical behavior?
2. According to the passage above, a man’s ethical behavior should be based
     effectually on four things. What are they?
3. What do you have if you don’t have integrity?
4. What is the most fundamental responsibility of the government?
5. According to the text above, what should we use to defend our country?
2.2.2 Application activities: Vocabulary and discussion
A. Vocabulary
Activity 1
Match words and expressions in column A with their meaning in column B.

B. Discussion question
Activity 2
Belief determines behavior.
Discuss this statement with reference to the text above.
2.3 Describing the impact of accountancy in an institution.
2.3.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following questions and answer the questions that follow.
Job Hunting
Job-hunting today is a difficult process. Not only do you have to take the
time out to look for a job, you also have to see which job is right for you.
The process might seem so easy, but it is not. Job-hunting requires good
planning. The process of job hunting today consist of good brainstorming of
the important things you are looking for in a job, finding the jobs, researching
and making the final decisions on which job is the best one to go to for the
interview. Depending on your job field and your requirements, you first need
to find different companies that meet those requirements. For example, if one
is interested in an accounting job, they have to find a company that has an
opening for an accountant. Different companies have different criteria: salary,
job environment, dress code, employees, location, and job description.
Everyone has his or her own preferences when it comes to satisfaction.
The process of job hunting first consists of brainstorming what one is looking
for in a job. Brainstorming consists of making a list, a web, or short paragraph
of what you are looking for in a job. The brainstorm will have different criteria:
expected salary, job description, job environment, location, and other
important things one must have for a job.
After brainstorming, finding jobs is the next step. Newspapers and on-line
web sites are great resources to start out with. This actually takes the longest
time out of the whole job-hunting process. After brainstorming on location,
and job description, this should speed up your findings. After finding out
several jobs that interests you, researching for the job is the next process.
Researching the jobs, you have selected is the most important process. If the
company has a website, go to their website and find out more about what the
company is about and what they offer. You can also call the company and
ask if they can send a pamphlet or a brochure, if they have one. This can give
you an idea of what the company is like.
To define, job seeking or job hunting is the act of looking for employment,
due to the number of unemployment or discontent with a current position.
Immediate goal of job seeking is usually to obtain a job interview with an
employer which may lead to getting hired. The job hunter or seeker typically
first looks for job vacancies or employment opportunities. Some of common
methods of job hunting are finding a job through a friend or an extended
business network, personal network, or online social network service, using
an employment website, looking through the classifieds in newspapers and
going to a job fair. One can also go and hand out a Curriculum Vitae to
prospective employers. Another recommended method of job hunting is cold
calling or emailing companies that one desires to work for and inquire to
whether there are any job vacancies.
Adapted from: (Job Hunting, 2021)
A. Comprehension questions
1) What is job seeking or job hunting?
2) What is the immediate goal of job seeking?
3) Different companies have different criteria. Mention some of them.
4) Mention some criteria of brainstorming.
2.3.2 Application activities: Vocabulary and sentence
          construction.
A. Vocabulary
Activity 1
What is the meaning of the following words?
a) Job vacancy
b) Planning
c) Brainstorming
d) Research
e) Preferences
f) Website
g) Brochure
Activity 2
Make one sentence by using each of the words above.
2.4 Talking about effective communication between
        business stakeholders
2.4.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the dialogue below and answer the question on it.
Conversation while buying shoes
Salesman: Mam, how can I help you?
Customer: I’m exploring your branch for a pair of sports shoes.
Salesman: May I know the foot size that you do wear usually?
Customer: Eight.
Salesman: Eight for which brand?
Customer: Does the same size mean a distinctive thing for diverse brands?
It should be standard across all brands.
Salesman: For a few brands, the same size can mean slightly distinguished
fitting.
Customer: Is it? I thought differently. Anyhow, I wear a size Eight of Clarks,
and as I need to buy the same brand, it shouldn’t be a problem.
Salesman: Yes, it doesn’t make any change in that scenario. Take a look at
this section, which has some incredible new arrivals in shoes on sale. (The
customer first glimpses through the shoes on sale.)
Customer: The variety of shoes is more limited here. Because I’m purchasing
shoes for at least several years, I would like to purchase something I want.
I’ll go with new arrivals.
Salesman: The majority of the shoes on sale were sold out to customers
within a day of the opening of the sale. That’s why you find far less collection
there.
Salesman: Why don’t you try this model of shoes?
Customer: Not these. I’m looking for a more formal look, the ones with borders
and predominantly decent form.
Customer: I like to give it a try with this one. (The customer puts on the pair
of shoes and walks few yards.)
Customer: This goes perfectly. I’ll buy this one in black—size eight.
Salesman: Anything else, Mam?
Customer: No, thanks.
Salesman: Then, may I get the billing done.
Customer: Sure.

A. Comprehension questions
1. What is the foot size of a customer?
2. According to the conversation above, does the price of shoes change
depending on the size of shoes?
3. Why did the customer find far less collection of shoes there?
Activity 2
Read the dialogue below and answer the question on it.
Conversation while buying grocery

Customer: I need a dozen eggs, one pouch of butter milk, two liters of milk,
a liter of soybean cooking oil, a half kg of raw grounded coconut, and three
flavored yogurts. (Once the shop assistant collected all these items from the
shelves in the store, the shopkeeper makes the bill.)
Customer: How much will all these items cost?
Shopkeeper: 11,100 FRW
Customer: What’s the cost of dozen eggs?
Shopkeeper: 1,200 FRW
Customer: That’s a lot more than what you sold the last time.
Shopkeeper: Rates are increased compared to the previous week.
Customer: Ok. Please give me a discount as I’m purchasing quite a few
items in a row.
Shopkeeper: We rarely make any margins of profit on these particular items.
Customer: I know how much you make.
Shopkeeper: Ok, give 11,000 for all items
Customer: Please use this bag to carry the items.
Adapted from: (Kishen, 2021)

A. Comprehension questions

1. How many items did the customer buy?
2. Did the customer bargain on any item? What is it? How much is the
     deduction?
3. How much did the customer pay after collecting all the items?
2.4.2 Application activities: Vocabulary and role-play
A. Vocabulary
Activity 1
Use the following words and expressions to make your own sentences
paying attention the context in which they are used in the passage.
a) Customer
b) Buttermilk
c) Soya beans
d) Shelves
e) Bill
f) Discount
g) Purchasing
h) Profit
i) Salesman
j) Brands

B. Role play
Activity 2
Role-play the seller and buyer in a shop, market, hardware, supermarket, …
2.5 Language structure: The past simple tense, Regular and
        irregular verbs
2.5.1 The past simple tense
The simple past tense is defined as the form of a verb used to describe an action
that happened before the present.
Sometimes, a past simple tense is defined as a verb form of a sentence that tells
about any action, event, moment, or circumstance that happened in the past. It is
also called a preterit or past indefinite.
The simple past tense containing a regular verb in a sentence ends up to “-ed.”
And the sentences that contains irregular verb forms, have a variety of endings.
The verb form used in this sentence is also called the past simple form of the verb.
With many verbs, the simple past tense is formed by adding an ‘ed’ or a ‘d’ to the
end of the base verb.

Examples of Past Simple Tense
1. We saw a good film last week.
2. Yesterday, I arrived in Geneva.
3. Mutesi travelled to Ngoma yesterday morning.
4. My cow died last year.
5. He lived in Tanzania in 2002.
6. Lisa went to the supermarket on Wednesday.
7. Sam cooked a tasty dinner last weekend.
8. My brother saw a good movie yesterday evening.
9. Last year, I travelled to France.
10. Me and my brother washed the dishes.
Activity 1: Make the past simple, positive, negative or question
1. I _____________ (not/drink) any beer last night.
2. She_____________ (get on) the bus in the center of the city.
3. What time _____________ (he/get up) yesterday?
4. Where _____________ (you/get off) the train?
5. I _____________ (not/change) trains at Victoria.
6. We _____________ (wake up) very late.
7. What _____________ (he/give) his mother for Christmas?
8. I _____________ (receive) 20 million FRW when I sold my land.
9. We _____________ (not/use) the computer last night.
10. _____________ (she/make) good coffee?
11. They _____________ (live) in Paris.
12. She _____________ (read) the newspaper yesterday.
13. I _____________ (not/watch) TV.
14. He _____________ (not/study) for the exam.
15. _____________ (he/call) you?
16. _____________ (I/forget) something?
17. What time _____________ (the film/start)?
18. He _____________ (have) a shower.
19. Why _____________ (you/come)?
20. _____________ (he/go) to the party?
2.5.2 Regular and irregular verbs
Regular verbs are verbs whose simple past and past participle are formed by adding
the suffix “-ed” (e.g., “walked”). Irregular verbs are verbs that form their simple past
and past participles in some way other than by adding the suffix “-ed” (e.g., “sat”).

Examples of regular verbs:
walk - walked.
laugh - laughed.
jump - jumped.
talk - talked.
look - looked.
agree - agreed.
listen - listened.
dance - danced.
Examples of irregular verbs:

Buy- bought- bought.
Bring- brought- brought.
Catch- caught- caught.
Drink- drank- drunk/drank.
Do- did-done.
Eat- ate- eaten.
Fall- fell- fallen.
Fly- flew- flown.
Activity 1: Use the base form (1st form) of the regular verbs from
                       brackets and complete the following sentences.
1. He will _____________ (attempted) the competitive exam.
2. She _____________ (cheated) in the examination.
3. They _____________ (attended) the lecture today after so long.
4. He used a piggy bank to _____________ (collected) the coins.
5. I bet she will _____________ (ask) me for a drink.
6. You don’t need to _____________ (crossed) your limits.
7. Don’t _____________ (acted) smart in front of me.
8. We will _____________ (checked) each floor in the hotel.
9. We have to _____________ (maintained) our balance on the rope
10. He wants to _____________ (jumped) from the building.
2.5.3 Wh-clauses
In English grammar, a “wh”-clause is a subordinate clause that is introduced by
one of the wh-words (what, who, which, when, where, why, how). Wh-clauses can
function as subjects, objects, or complements.
Relative pronouns are used after a noun to identify it or give more
information about it. There is usually no punctuation mark before the
relative clause if it is telling us which person or thing is meant, but there
are commas before and after the clause if it tells us more about something
already mentioned.
Examples:
1. Who is that beautiful girl?
2. Where was his previous house?
3. Which one did her grandfather want?
4. Where were the children going?
5. What did your teacher say?
6. Why does her mother work at night?
7. What did she buy?
8. Why was your father late?
9. What did he say at the meeting?
10. Where are your friends working?
Activity 1: Fill in each gap with which, who, whose, when, where, or
why. Add commas if necessary.
a) _____________ textbooks did you bring today? _____________ told you to
      do that?
b) I have to finish this essay by Monday _____________ we have to hand in all
     our assignments.
c) Kigali, _____________ is the new Rwanda´s largest city has a serious traffic
     problem.
d) Jabbok Supermarket, ----- my neighbor owns, is one of the biggest supermarkets
      in the city.
e) Ask Jane _____________ the teacher in charge of lost property is.
f) The teacher asked _____________ Janet was not at school. He also wanted
    to know ---------- she was.
g) I have been trying to find out _____________ swimsuit this is. I don’t know-
    _____________ has used the pool today.

Activity 2: Give an example of sentences in column C

2.6 End unit assessment
Activity 1
Put the verbs into the correct form (simple past).
1. Last year I ______________ (spend) my holiday in Ireland.
2. It ______________ (be) great.
3. I ______________ (travel) around by car with two friends and we
(visit) lots of interesting places.
4. In the evening we ______________ (go) to a pub.
5. One night we even ______________ (learn) some Irish dances.
6. We ______________ (be) very lucky with the weather.
7. It ______________ (not / rain) a lot.
8. But we ______________ (see) some beautiful rainbows.
9. Where ______________ (spend / you) your last holiday?
Activity 2
Fill in the blank spaces with a correct wh-clause.
1. I turned __________ we got to the doorway.
2. We’ll see __________ can be done.
3. Then it turned in the direction from __________. it had come.
4. It was a novel position in __________ he found himself.
5. He nodded back in the direction from __________ they had come.
6. __________ didn’t you tell us before?
7. __________ didn’t I think of it before?
8. It was some fifty miles to the spot __________ he gold had been
discovered.
9. She could not have concealed her love in order to play upon that of
the man to __________ she gave it.
10. __________ he had finished he came to the door.
11. I don’t know __________ long I walked.
12. He did not know __________ way to turn.
13. Then they took away the stone from the place __________ the dead
was laid.
14. The time will come __________ you will find it.
15. It was __________ he had killed them.
16. That is __________ the matter with me.
Activity 3
Writing skills
Write a 250 to 300-word composition about the role of an accountant in the
development of the country.
UNIT 3: International trade
Key Unit Competence: To use language learnt in the context of international
                                                trade.
Introductory activity
Picture observation and interpretation

After observing the picture above, answer the following questions:
1. What do you understand by the term international trade?
2. What problem does Rwanda face when carrying out international
     trade?
3. State the main modes of transportation in international trade.
4. Explain the importance of international trade in our country?
5. How can international trade reduce poverty in the developing
    countries?
3.1 Describing personal recent business activities
3.1.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage below and answer the questions that follow.
My recent business

My recent business started a few years ago, when second hand clothes were
in fashion in Rwanda. A busy mum and a loving wife, Ms. Mukamana went
shopping for fine second hand clothes. After a few hours of searching, she
came home tired and dissatisfied because everyone was struggling to pick
nice ones.
In 2016, the government of Rwanda increased the price of second hand
clothes, so many women found it difficult to find the right outfit. “I will help
them,” – thought Ms. Mukamana. With a very little money, no connections in
the fashion world and a community who laughed at her idea that it was not
truthful, she continued and decided to start up her own business.
Ms. Mukamana designed her own first collection of twenty clothing items,
bought suitable material and a sewing machine. Ms. Mukamana was a tailor
herself. Her sitting room turned into a workshop. When the collection was
ready, Ms. Mukamana took them to fashion shops.
Surprisingly, they bought the whole collection at once. When they asked her
about the name of her company, Ms. Mukamana looked at them, smiled and
said: “Made in Rwanda”. Today many people have fallen in love with products
from Ms. Mukamana. She has hired other tailors and expanded her business.
Other people have copied her and now clothes made in Rwanda are on high
demand across the country.
A. Comprehension questions
1. State three difficulties did Ms. Mukamana face when opening her own
      business?
2. What did Ms. Mukamana do in order to start her own business?
3. Explain special character traits helped Ms. Mukamana succeed in her own
    new profession?
4. Where did Ms. Mukamana start sewing her first collection?
5. Why did Ms. Mukamana decide to call her collection “Made in Rwanda?”
6. What did Ms. Mukamana do after getting know that her clothes were in
    high demand?
7. Suggest fact proves that “Made in Rwanda” is a successful company?
B. Vocabulary
Activity 2
Match the following words and phrases in column A with their meaning in
column B.

3.1.2 Application activities
Activity 1
Using given words construct complete and meaningful sentences.
1. fashion
2. second hand clothes
3. dissatisfied
4. truthful
5. fall in love
Activity 2
Writing skills
In not more than 350 words, discuss the ways that Rwanda has used to
satisfy its high population despite its small size.
3.2 Describing one’s business opportunities and business
       plans
3.2.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following dialogue. Read it twice. Exchange roles for the second
reading.
Kayitesi and Kayitare are talking about opportunities and plans of their
business for the future.
Kayitesi: I want to become a businesswoman. I want to run a shop and fly to
Dubai to look for products.
Kayitare: Dubai! Is that not too far? Why do you not get your goods from
Kigali? It is usually men who travel so far. Is it appropriate to do things that
men do?
Kayitesi: In this era, we men and women, all need to work hard. We all have
to do our best to improve the economy.
Kayitare: Do you mean that we can all board planes and go abroad for trade
if we want to?
Kayitesi: Yes, of course, but also locally. We can do anything men can do.
The days of gender discrimination are over.
Kayitare: But would men not refuse to marry women who work like men?
Kayitesi: Only those who are conservative and backward. Most men would
like to marry a competent woman who can contribute to the family income.
Kayitare: And who is supposed to take care of the children, run home, and
cook?
Kayitesi: Do you know what? My mother works at the bank. Sometimes she
has to work late. We have a rule at home. We all help to tidy the house before
we leave for school or work in the morning. The person who gets home first
starts cooking supper. Sometimes it is one of us, sometimes it is my father.
Because he is a teacher, he sometimes gets home early. We have all learnt
to cook. My father is quite good! He knows some traditional recipes that are
delicious!
Kayitare: Wow! That sounds great. I would like to become a politician, but
I thought it would be impossible if I also wanted to get married and have
children. I could even become a senator!
A. Comprehension questions
1. What does Kayitesi intend to be when she has finished school?
2. What has Kayitesi realised about the economy of Rwanda?
3. Explain the reason to why Kayitare is hesitant about women travelling
     abroad?
4. What does Kayitare fear about being too independent?
5. Does a person have to go overseas to buy products for a business? Give
    reasons to support your answer
B. Reading comprehension and vocabulary
Activity 1
Read the passage about Kagabo and Karenzi and answer the questions that
follow:
Kagabo and Karenzi are 18-year-old twins, they got excited when their
parents agreed to let them choose suits that they could buy at the end of the
year to celebrate the accomplishment of their secondary studies. The only
problem was that they had to save enough money in seven months to buy
the suits, and pay the tailor.
Kagabo and Karenzi decided to go and look for suits at Kabatesi’s tailoring
shop. Kabatesi herself helped them find reasonably priced suits for 30,000Frw
each, an amount that they thought they could afford. “Remember,” said
Kabatesi, “You don’t have to buy the suits for another seven months. With
inflation, similar suits will probably cost about 5% more, which means
31,500Frw. When you’re ready, I will be here to help you!” “Now that we know
what we want, how can we possibly come up with 31,500Frw?” wondered
Mugabo.
Karenzi had an idea: “Let’s see where we stand and make a budget. Then
we can make savings to make sure we have 31,500 Frw after seven months.”
Kagabo and Karenzi got down to work and made a list of the money they
anticipated to receive and spend each month.
After realising that they had a lot of expenses and their income was very
little, they decided to ask for a loan from their parents. They thought they
would get the loan interest free, but their parents said they were willing to
lend them at an interest rate of 5% per month. Kagabo and Karenzi decided
to save by avoiding luxuries and buying only necessities. In the end, they
bought the suits without taking out any loans.
Comprehension questions
1. Explain the reason why Kagabo and Karenzi were firstly excited?
2. What lessons did they learn from this experience?
3. What is the importance of budgeting according to this story?
4. If you were either Kagabo or Karenzi which expenses would you remove
     from your daily life? Why?
Vocabulary
Activity 2
Match the following words from the story with their meanings:

3.2.2 Application activities: Writing skills
Activity 1
Summary writing
In short paragraph, summarise the work arrangements in Kayitesi’s home.
Activity 2
Composition writing
In not more than 350 words write a composition with the title “My Future
Business Plan.”
3.3 Describing future business activities
3.3.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage below and answer the questions related to it.
My Future business
I am Karamage, a senior five student. I like business, especially in the
domain of buying and selling goods. This is my future dream. My idea is very
comprehensive. I already have a small shop called “My Dreams”. Many of my
fellow students at school come to buy some small things, like pens, exercise
note books, sandwiches etc…..
I also lend out attractive things to students whom I trust can bring them back.
I want to make the shop much bigger and my idea is to make it the best in
Ruhango town. My big picture is to have branches in different parts of the
country and start buying many different goods that I realise are admired by
many people.
I am thinking of taking a loan to expand my shop but am still scared of how
to use the money. What if I make losses? Thieves can steal the money. I am
still confused. I need about two months to think and consult my brother who
has a business in Kigali.
Once I get all the information that I need, I will start implementing step by
step. I will invest some of the money from a loan in rearing pigs so that I
can’t risk all of it in one business. Of course, I will continue with my studies in
Accounting because this is option related to the business I am doing. I love
this Option of Accounting.
Accounting Option plays a vital role in running a business because it helps
you track income and expenditures, ensure statutory compliance, and
provide investors, management, and government with quantitative financial
information which can be used in making business decisions.
A. Comprehension questions
1. What kind of business does Karamage dream of?
2. Explain advantage does the speaker have that will help him become
successful in his business activities?
3. State challenges is he likely to meet in this kind of business?
4. Would you advise Karamage to get a loan for this business? Give three
reasons?
5. Why is Karamage studying what is related to his business?
B. Vocabulary
Activity 2
Choose the correct alternative for the statements given and write the answer
in your exercise book.
1. A small flat folding case made of e.g. leather, used for keeping paper
    money and credit cards:
a) Moneybags b) wally c) wallet
2. A person who buys and sells things for other people:
a) a beggar b) a burglar c) a broker
3. A small flat piece of metal used as money:
a) Coin b) monetarist c) copper
4. The money that an organization such as a bank lends and somebody
borrows is a
a) Load b) loaf c) loan
5. To receive money, property, etc. from somebody when they die:
a) Inhibit b) inherit c) inhabit
6. A piece of paper that shows how much money you have spent on
something:
a) Receipt b) recipe c) recite
7. A piece of paper that you can use for paying instead of using money:
a) Cheek b) cheque c) chess
8. A legal agreement by which a bank lends you money to buy a house:
a) Mortgage b) borrowing c) housing benefit
9. A strong metal box used for keeping valuable things, e.g. money or
    jewellery
a) Shell b) boxer c) safe
10. A person who has a lot of money, possessions, etc. is:
a) Wealthy b) healthy c) filthy
3.3.2 Application activities: Writing skills
Activity 1
Letter writing
Write a formal letter applying for a loan from the Bank for your business.
3.4 Language structure: Present perfect tense – Present
       perfect continuous tense – Adjectives
3.4.1 Present perfect tense

What is present perfect tense?
The present perfect tense is one of the common verb tenses in English, used to
show an action that happened in the past that is directly related to the present.
How do we make the Present Perfect tense?
The structure of the Present Perfect is:

The present perfect simple is have/has + past participle. The past participle often
ends in –ed for regular verbs (finished/decided etc.), but many verbs are irregular
(lost/done/written etc.).
For negative sentences we insert not between the auxiliary verb and the main
verb. We use present perfect tense:
When we talk or ask about something that began in the past and is still true or
important now, the results is still evident.
Example:
I have just eaten. (….so I am not hungry.)
How long have you known each other? (You still know each other)
• When we say ‘something has happened’, this is usually new information:
Example:
1. The road is closed. There’s been an accident. (= There has been …)
2. Police have arrested two men in connection with the robbery.
     We can use the present perfect with just, already and yet.
Examples:
Just = a short time ago:
1. ‘Are you hungry?’ ‘No, I have just had lunch.’
2. Hello. Have you just arrived?
Already = sooner than expected:
Examples:
1. ‘Don’t forget to pay the bill.’ ‘I have already paid it.’
2. ‘What time is Mark leaving?’ ‘He has already left.’
Yet = until now. We use yet to show that we are expecting
something to happen.
We use yet in questions and negative sentences:
1. Has it stopped raining yet?
2. I’ve written the email, but I haven’t sent it yet.
Compare gone (to) and been (to):
1. James is on holiday. He has gone to Italy. (= he is there now or on his way
there)
2. Amy is back home now. She has been to Italy. (= she has now come back)
Activity 1: Complete the sentences using the present perfect.
1. Sally is still here. ___________ (she / not / go) out.
2. I can’t find my bag ___________ (you / see / it) anywhere?
3. I can’t log on to the website ___________ (I / forget) my password.
4. I sent Joe an email this morning, but ___________ (he / not / reply).
5. Is the meeting still going on, or ___________ (it / finish)?
6. ___________ (the weather / change). It’s colder now.
7. ___________ (you / not / sign) the form. Could you sign it now, please?
8. Are your friends still here, or ___________ (they / go) home?
9. Paul doesn’t know what he’s going to do. ___________ (he / not / decide /
yet).
10. ‘Do you know where Julia is?’ ‘Yes, ___________ I ( just / see / her).
3.4.2 Present perfect continuous tense
How do we make the Present Perfect Continuous tense?
The structure of the Present Perfect Continuous tense is:

The first auxiliary (have) is conjugated in the Present Simple: have, has
The second auxiliary (be) is invariable in past participle form: been
The main verb is invariable in present participle form: -ing
For negative sentences we insert not after the first auxiliary verb.
We use the present perfect continuous tense:
To talk about something that began in the past and has continued to the present;
and to say how long an action is still happening.
Examples:
1. She has been studying English for eight years. (means she is still studying
    English)
2. How long have you been reading that book?
3. We have not been playing football.
We use the present perfect continuous in this way, especially with how long, for …
and since …. The activity is still happening.
Examples:
1. How long have you been learning English? (= you’re still learning
English)
2. Ben is watching TV. He’s been watching TV all day.
3. Where have you been? I’ve been looking for you for the last half hour.
Activity 3. Exercise Present Perfect Continuous Tense
1. I have _____________ my journey on Thursday. (begin)
2. She _____________ from Tokyo. (come)
3. We _____________ to play without our coach. (not/go)
4. He _____________ his whole teammates in the tournament. (lead)
5. The farmer _____________ the fertilizers due to lack of money. (not/
    spread)
6. He _____________ from his toes since 2 o’clock. (bleed)
7. You must _____________ your hair from that salon. (cut)
8. We _____________ this nonsense since 2017. (hear)
9. An athlete _____________ the race because of the wound. (quit)
10. _____________ you _____________ your son for his mistake? (forgive)
11. _____________ the Director _____________ the same actor in his 2nd
        movie? (cast)
12. The gold digger machine _____________ in this region for so long. (dig)
13. She _____________ his father’s hands tightly. (hold)
14. Amol _____________ the seeds in his farm due to the rain. (not/sow)
15. What _____________ you _____________ about the attendance in your
        college? (think)
3.4.3 Adjectives
What is an Adjective?
An adjective is a word that tells us more about a noun. It “describes” or
“modifies” a noun (The big dog was hungry). In these examples, the adjective
is in bold and the noun that it modifies is in italics.
An adjective often comes BEFORE a noun:
• a green car
• a dark sky
• an interesting story
And sometimes an adjective comes after a verb:
• My car is green.
• The sky became dark.
• His story seemed interesting.
But adjectives can also modify pronouns (She is beautiful). Look at these examples:
• They were empty.
• I thought it seemed strange.
• Those are not expensive.
Adjective Form
Some adjectives have particular endings, for example:
-able/-ible: washable, credible
-ish/-like: childish, childlike
-ful/-less: careful, careless
-ous: dangerous, harmonious
-y: dirty, pretty
Comparative, Superlative
Most adjectives can be comparative or superlative, for example:
big, bigger, biggest
good, better, best
beautiful, more beautiful, most beautiful
Activity 1: Read the given sentences below and circle the adjectives.
1. The fox is a sly animal.
2. The selfish giant didn’t allow the children to enter his garden.
3. The foolish dog barked at its reflection and lost its food.
4. The family didn’t have enough food for the winter.
5. The brave army marched through the streets.
6. I had no idea such a fantastic place existed.
7. The ship sustained heavy damage.
8. I have called Sam several times.
9. I haven’t seen Mr. Thomas for several days.
10. The soldier died a glorious death.
11. I had an eventful day.
12. King Solomon was a wise king.

3.5 End unit assessment
Activity 1
Put the verb into the present perfect simple or present perfect continuous.
1. Where have you been? __________ (you / play) tennis?
2. Look! __________ (somebody / break) that window.
3. You look tired. __________ (you / work) hard?
4. ‘ __________ (you / ever / work) in a factory?’ ‘No, never.’
5. Where’s Lisa? Where __________ (she / go)?
6. This is a very old book __________ (I / have) it since I was a child.
7. ‘Have you been busy?’ ‘No, __________ (I / watch) TV.’
8. My brother is an actor. __________ (he / appear) in several films.
9. ‘Sorry I’m late.’ ‘That’s all right __________ (I / not / wait) long.’
10. Are you ok? You look as if __________ (you / cry).
11. ‘Is it still raining?’ ‘No, __________ (it / stop).’
12. The children are tired now __________ (they / play) in the garden.
13. __________ (I / lose) my phone __________ (you / see) it?
14. __________ (I / read) the book you lent me, but-----------------------(I /
       not / finish) it yet. It’s really interesting.
15. __________ (I / read) the book you lent me, so you can have it back
       now.
Activity 2
Put in the correct word.
1. Sam drove------------------------along the narrow road. (careful /
    carefully)
2. I think you behaved very------------------ (selfish / selfishly)
3. The weather changed ---------------------- (sudden / suddenly)
4. There was a----------------------- change in the weather. (sudden /
     suddenly)
5. Liz fell and hurt herself really---------------------- (bad / badly)
6. I think I have flu. I feel ----------------------- (awful / awfully)
7. Tanya is---------------- upset about losing her job. (terrible / terribly)
8. I could sit in this chair all day. It’s very--------------------- (comfortable /
    comfortably)
9. I explained everything as--------------------- as I could. (clear / clearly)
10. Be careful on that ladder. It doesn’t look very------------------ (safe /
       safely)
11. Have a good trip and I hope you have a------------------- journey. (safe
        / safely)
12. I’m glad you had a good trip and got home -------------------------- (safe
      / safely)
Activity 3
Circle the answer that represents the adjective in each sentence.
1. The shy boy hid behind his mother’s skirt.
a. boy b. behind c. shy
2. Two black cats slept in the sunshine.
a. black b. cats c. sunshine
3. I opened the door to find a tattered envelope on the step.
a. door b. opened c. tattered
4. Please give me the red balloon before I leave.
a. balloon b. red c. before
5. Do you still have a bad cold?
a. bad b. still c. you
6. Please open the door to let that poor dog inside.
a. please b. dog c. poor
7. The baby was making sleepy noises and rubbing her eyes.
a. baby b. eyes c. sleepy
8. How many times have you been to the new restaurant?
a. new b. times c. you
9. She had very dark hair.
a. she b. dark c. very
10. Where did you buy that pretty skirt?
a. where b. skirt c. pretty
Activity 4
Formal letter writing
Imagine you are a loans officer in Bank of Kigali. You gave a person a loan
so that he can run his/her business and he has not paid back. Write a letter
of advice to him on how he can pay back the loan.
UNIT 4: Business and money
Key Unit Competence: To use language learnt in the context of business and
                                               money.
Introductory activity
Picture observation and interpretation

While interpreting these pictures, do the following activity:
1. Explain the qualities of a good business man.
2. Discuss the environmental factors for business.
3. People of different levels of finance can do business. Discuss this
     referring to the business people in your community.
4.1 Describing business and money
4.1.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage below and answer the questions on it.
Profit making in business
Businesses should not be done in any way that can make profit. It is better
for every business or institution to have a code of ethics or morality. This
primarily indicates that the company should be treating all its customers/
clients with respect to their individual or institutional rights. It is a given that
companies may sometimes fail to earn a chunk of their profits in certain
cases. However, client security is non-negotiable and should be ensured at
the outset. Otherwise, these customers or clients will shift to competitors and
not return to the original company or business. There is an example of an
industry that manufactured a new kind of herbal soap without testing suitably.
Hence, this led to severe side effects, rashes, and hives for many users,
and many of them filed complaints in several courts across the world. The
leader of the industry took the vital decision to recall all herbal soap products
from the manufacturing line and distributors while paying compensation to
aggrieved customers for their future treatment and harassment. This led to
the industry losing a major chunk of its business revenues in a particular
year. However, it led to its image being salvaged and helping retain its core
customer base. The decision was a tough one. The leader acted courageously
while understanding that failure to act would cost the industry more in the
future owing to the lack of clients and revenues altogether and loss of brand
image and goodwill.
Secondly, for succeeding in a competitive contemporary business
environment, many organizations have to take on each other at various
levels. Many companies lose out on profits through reducing product prices.
They do not aim for higher profits but create long-term satisfaction for clients.
They do this because they want products to be sold and inventory to be
cleared while satisfying customers and retaining them for the long haul. They
also keep offering free delivery, incentives, coupons, free service, discounts,
free online access, returns, etc. This makes older customers happier while
also drawing newer ones in the bargain.
To conclude, a business where the sole objective is profit will not succeed
in the long run, especially in today’s fast-evolving business landscape.
Companies that put their customers and ethics first will ultimately gain and
double their profits manifold in the long run.
A. Comprehension questions
1. Should businesses be done in any way that can make profit?
2. What can happen to business people if they don´t have customer care?
3. Many companies lose out on profits through reducing product prices. Why
do they take this risk?
4. What do the following cervices help in business: free delivery, incentives,
     coupons, free service, discounts, free online access, returns, etc.
4.1.2 Application activities: Vocabulary and sentence writing
          Vocabulary
Activity 1
Use a dictionary and thesaurus to look up the meanings of the words or
phrases below.
a) Ethics
b) Morality
c) Negotiable
d) Non-negotiable
e) Outset
f) Distributors
g) Aggrieved
h) Haul
i) Bargain
Activity 2
Using the words in the above table, write meaningful sentences related to
the use of money.
4.2 Describing the role of money
4.2.1 Learning activities: Reading and text analysis
Activity 1
Read the passage below and answer the questions that follow.
Functions of Money
Good money should be acceptable by everyone as a medium of exchange.
This is the prime requirement for money. The use of money is based on
confidence. One is prepared to accept money provided that they are confident
that others will also accept it. All transactions are made through the use of
money. Previously in the old ages, there was use of commodity and barter
system as medium of exchange. The introduction of money eased the
system of exchange because of its good qualities such as portability and
divisibility, among others. Good money should be easily divisible in small
units. Whatever physical commodity is being used as money, it must be easy
to divide it into smaller amounts to make smaller transactions possible. One
should also be able to carry good money from one place to another. It must
not be so heavy in relation to its value. It must be transportable in terms of
bulk and weight. Modern money consists of coins, bank notes, cheques and
bank drafts. All these must be carried without attracting attention.
Good money should be scarce because if it is common, it would lose value
due to increase in demand. Its supply must be less than its demand but it
must be available. The value of goods and services and factors of production
are expressed in terms of money. Determining the value of a commodity is
based on how much an individual is prepared to pay for it. The higher the
amount paid for a commodity, the more valuable it is; the lower the amount
paid, the less the value, other factors remaining constant.
Good money should be similar and difficult to forge. The features on the
same denominations must be the same as on another denomination. Varying
degree of quality will lead to confusion and uncertainty in the public and
eventually there will be loss of confidence. Good money must be made of
features and quality that cannot be easily forged. Otherwise, forged money
will increase money in the economic system which leads to inflation and in
turn money will lose value. Money which is forged is called counterfeit money.
Wealth or goods can be easily stored for future use in form of money than
assets. It is easy for James in Musanze district to sell Irish potatoes and store
millions of Rwandan francs for a period of one year or more than storing one
hundred sacks of potatoes. It is easier to store one million Rwandan francs
than storing a cow.
Many transactions are conducted on the basis of credit where goods and
services are sometimes given out on credit. When paying for the goods, it
is more convenient to express these future obligations in terms of money.
In a modern society, money is a mechanism through which most goods and
services are distributed by use of what is known as the pricing mechanism.
Goods can be moved from one place to another mainly from areas of low
price to those of high price through a process called arbitrage. All this can be
done through price mechanism which uses money.
Money can facilitate the physical transfer of property. For example, it may be
impossible to move a building from Nyamasheke to Nyagatare but the owner
can sell it and easily move with his money to the new area of location.
All business transactions and accounting are made possible by use of
money. When computing business transactions, statistics of national income,
to mention but a few, money is the most suitable medium. It may be easy to
record the amount got after selling a commodity than recording the actual
commodity.
Adapted from Economics for Rwanda secondary Schools, book five, p.158-159
Comprehension questions
1. What is the system that was used previously in the old ages before money
     as the medium of exchange?
2. What do you understand by portability and divisibility as qualities of
     money?
3. According to the passage, why is it important to make it difficult to forge
     money?
4. Explain he reasons why good money should be scarce
5. What should be done to prevent people from forging money?
4.2.2 Application activity
Activity 1
Sentence construction
Construct a meaningful sentence with each of the following words and
phrases as used in the passage.
a) prime
b) eased
c) bulk
d) bank draft
e) scarce
f) forge
g) features
h) price mechanism
i) arbitrage
Activity 2
Summary writing
In not more than 80 words, summarize the above passage emphasizing the
role of money.
4.3 Describing marketing
4.3.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the text bellow and answer the question related to it.
Hope, the entrepreneur
My name is Hope. I always thought I would work for someone else, I never
imagined I would have my business. But that’s how things have turned out
for me. I left school with quite a good certificate of secondary education and
as I had done well in accountancy. I managed to get a job in the accounts
department of a tourist hotel. I did this for about four years.
Meanwhile, my cousin Jimmy, who didn’t go to secondary school, was trained
as a carpenter. He got a grant from SIDO, which is the Small-scale Industries
Development Organization, to set up a workshop and started employing a
few untrained workers, who he trained up. Jimmy came to the hotel one day
and saw that they had a very poor selection of crafts for sale to guests. He
suggested asking the hotel if we could take over the tourist shop. He would
provide the goods and I would run the shop. We managed to get a loan from
an investment bank to set up the shop. The bank also gave us a lot of advice
and helped us put together a business plan. Eventually, it was agreed that
we would pay rent to the hotel and a percentage of the earnings. That was
ten years ago.
Since then I have done some courses in running a business and that has
helped us to expand. We now have a chain of 20 tourist shops in different
hotels. The workshop still supplies a lot of our goods but I also travel around
the country to find other suppliers. We have come a long way, and I think the
reason for this is that we have asked for advice from the people who know
and we listen to our customers. Tourists want to see a good variety of high
quality crafts and that’s what we give them.
Running a business is hard work and at the beginning you can’t expect to
make any money for yourself; all the profit goes into building up the business.
So you have to have a cool head and be prepared to take risks. We employ
40 people now and have made reasonable livings for our own families, so I
am satisfied. I am married and I’ve got two children.
Adapted from English in use Book 3 by Longman publishers
Comprehension questions
1. To what extent has the previous work experience of Hope helped her to
    get and do her current job?
2. Identify some good advice in this passage for young people about how to
    succeed as an employee or in your own business.
3. On the basis of what you have read in the above passage, what are
    advantages of running your own business?
4. Why do you think Hope has become a successful entrepreneur?
4.3.2 Application activity
Activity 1
Sentence construction
Construct a meaningful sentence with each of the following words and
phrases as used in the passage.
a) grant
b) small-scale industry
c) earnings
d) running a business
e) reasonable living
Activity 2
Debate
Debate the importance of cashless economy over cash economy.
4.3 Describing a business
4.4.1 Learning activities: Reading and text analysis
Activity 1
Read the passage below and answer the questions that follow.

Avoiding illegal Profit making
I agree with the statement that businesses should be doing anything they can
to make a profit. I put forward my opinion based on several points. While there
may be scenarios where companies may have to forego profits on account
of several reasons, I believe that the abiding goal and motto of the business
should be to earn profits in whichever way they deem fit in the circumstances.
Businesses should always look at the silver lining and ways to maximize
profits. Let me give you an example of what I am trying to opine. Suppose
company A and company B are both rivals in the same business that offers
organic fruits and vegetables to customers at their dedicated stores and
outlets. During the coronavirus-induced lockdown and restrictions at several
levels by the authorities, all companies were initially suffering due to a lack of
profits from their physical stores. With lower footfalls, both companies were
forced to innovate. Company A announced delivery options for customers
at a specific cost, hiring delivery executives on salaries based on minimum
projections of per-day orders. Company B announced that customers need
not come to stores and instead hired delivery executives to deliver goods to
customers at no extra cost. Free delivery would be given to customers, and
the executives’ salaries would be borne by the company itself. A goodwill
gesture, yes, but with skyrocketing demand due to the lockdown, Company
A ended up earning higher profits from its delivery model, which created
a new income channel and buffered for any depletion of in-store orders.
Company B ended up foregoing profits instead of paying for delivery and
value-added services from its pocket. With its earnings, Company A paid all
salaries, retained all staff members, and contributed toward sanitization and
other community welfare measures. At the same time, Company B ultimately
had to lay off workers or slash their salaries in the interim to tide over things.
Which company did better? Company A, of course.
Secondly, I feel that the business can be financially stable without profits and
no hiring activity. It is important to keep the entire value chain running for
any business, and hence a profit-oriented outlook is what is most important.
Companies should always engage with their stakeholders to find out newer
products/services that work, tapping unused resources to generate income
and using money judiciously for future stability and expansion.
To conclude, companies should do everything they can to make profits, of
course, within the bounds of the law and legal provisions. However, it is a
competitive landscape out there. They should put their basic needs first, i.e.
the ability to keep serving customers, keep monetary inflows coming in and
keep retaining and maintaining employees and employment levels overall.
Adapted from: (Mandal, 2022)
Comprehension questions
1. Which company did the work better? Why?
2. As a business person with business ethics, explain the disadvantages of
     making profits out of bounds of the law and legal provisions.
3. Give the examples of the basic needs of a business man.
4.4.2 Application activity
A. Vocabulary
Activity 1
Make different correct sentences using the following words:
Skyrocketing
goodwill gesture
Depletion
Stakeholders
Stakeholder
Activity 2
Writing skills
Between 250 and 300 words, write a composition on how to maximize profit
in the business while following business ethics.
4.5 Language structure
4.5.1 Phrasal verbs used in business and money
A phrasal verb is a verb like pick up, turn on or get on with. These verbs consist
of a basic verb + another word or words. The two or three words that make up a
phrasal verb form a short “phrase” - which is why we call them “phrasal verbs”. But
a phrasal verb is still a verb. Look is a verb. Look up is also a verb - a different verb.
They do not have the same meaning, and they behave differently grammatically.
You should treat each phrasal verb as a separate verb, and learn it like any other
verb.
Examples of phrasal verbs that are used business and money:
Count on, pay back, lend money, cash in, cash out, carry out, sell off, pay off, pay
back, call in, step in, count on, run by, set up, save up, rip off etc.
Communicating with native English speakers in a business setting means you’ll
hear phrasal verbs at least once, if not several times, during a conversation.
Phrasal verbs are idiomatic — you can’t deduce the meaning of a phrasal verb by
interpreting each of the words it contains literally. For example, if you say, “I’ll look
into the mirror,” you are going to direct your sight to a mirror. In this case, look into
is not a phrasal verb; it’s simply a verb followed by a preposition. On the other hand,
if you say, “I don’t know what phrasal verbs are, but I’ll look into it,” you are not
directing your sight into phrasal verbs—you are going to find out more about them.
Adapted from: (EnglishClub, 1997)
4.5.2 Learning activity
Activity 1
71
4.5.2 Learning activity
Put in the correct phrasal verb (choose from the Phrasal Verbs 1 list)
1. Can you ___________ (think of an idea) a better idea?
2. She ___________ (showed / mentioned) that the shops would be
      closed.
3. I wish I hadn’t ___________ (become responsible for) so much work!
4. I ___________ (went to an event) for dinner with my husband last
     night.
5. He ___________ (entered a place where the speaker is) the kitchen
     and made some tea.
6. Where did you ___________ (become an adult)?
7. I’d love to ___________ (arrange / create) my own business.
8. I really want to ___________ (leave a building) of this office and go
      for a walk.
9. As I arrived, he ___________ (appeared from a place) of the door.
10. She ___________ (got something from a place) some dinner on the
       way home.
11. Could you ___________ (get information) what time we need to
        arrive?
12. I thought the conference was going to be boring, but it___________
       (in the end we discovered) to be quite useful.
13. What time did you ___________ (return to a place where the
       speaker is) last night?
14. She ___________ (appeared from a place) of the cafe and put on
       her gloves.
15. A performance ___________ (is happening) at the moment.
16. He ___________ (left a car) of the car.
17. He ___________ (went to an event) a lot at the weekend, so he’s
       tired today.
18. Can we ___________ (arrange / create) a meeting next week?
19. Would anybody like to ___________ (become responsible for) this
      new client?
20. He ___________ (returned to a place where the speaker is) before I
       left.
4.6 End unit assessment
Activity 1
Read the text and fill in the gaps with one of these words.
deal; expenses; inherited; shares; ceo; deposit; fired; heir;
profit; investing; sale; franchise; loss; chain; location
A few years ago, my best friend came into some money. If you don’t know
what that means, I’ll explain: Basically, his childless aunt died and as the
sole (1) _________ he (2) _________ her property and savings. People told
him to buy cars and expensive clothes, but I advised him to be careful: ‘A
fool and his money are soon parted’ we say in English.
My friend took notice of what I was saying and started weighing up different
options. He thought about (3) _________ money in different companies by
buying (4) _________, or just putting the money in the bank in a savings
account.
Eventually he decided to set up his own business. He went to a trade fair
and made a (5) _________ with a fast food (6) _________. He spent a lot of
money furnishing the premises, but when it opened it didn’t take off the way
he had been promised.
I think there were a quite a few reasons for this: Maybe he didn’t work out all
the details. The (7) _________ of the premises was not well thought out, for
example. He didn’t make a business plan. I think Mark realised that it was
not going to work out, because he tried to call it off at the last minute. The
problem was that he had already put down a (8) _________, and he had too
much money tied up in the project to back out.
Anyway, to cut a long story short, the business went under after a couple
of years. After a few months Mark cut back on the (9) _________, but he
was still making a (10) _________. Eventually he just gave up: He (11)
_________the staff and put the premises up for (12) _________. He would
have gone bankrupt if he hadn’t reacted that way.
The franchise has since been taken over by another (13) _________. It just
wasn’t making a (14) _________ and its (15) _________didn’t have much
idea about the food industry. Mark didn’t seem so bothered. In fact, I think
he was relieved that he didn’t have to worry anymore. He hasn’t run out of
money yet, anyway!
Activity 2
Now find the matching phrasal verb in the text:
1. To start a business =
2. To lessen, to diminish =
3. When something is completely used and there is nothing left =
4. To inherit =
5. When an idea or project is successful =
6. To have second thoughts and leave a project before it has finished
=
7. When one company buys another (usually smaller) =
8. When a business stops activity due to economic failure (go
bankrupt) =
9. Stop doing something when you realise you are going to lose =
10. To cancel =
11. Have a good result or ending =
12. To calculate =

Activity 3
Complete the following sentences by choosing the most appropriate phrasal
verb from the list given. Make sure you conjugate them as well.
(Call off, turn off, bring up, give away, dawn on, break down, take off,
call in, hold on, turn down, sell out, fill in, take up, go through, take
off)
1. The truth of the matter finally _____________ Tina.
2. Please _____________ your socks before you enter the room.
3. The employees _____________ the strike.
4. The neighbour asked us to _____________ the music.
5. Please _____________ the lights when you leave.
6. The flight will _____________ any moment now.
7. _____________ the study materials the teacher gave you.
8. _____________ the surgeon immediately, the patient needs her.
9. Please _____________ this application and submit it there.
10. Tim and his family _____________ the kid as their own.
11. All the tickets for the Avengers were _____________.
12. My car _____________ in the middle of the road.
13. The kid decided to _____________ a new hobby.
14. The judges will _____________ to their decision for a while.
15. Please don’t-------------------- all your money.
Activity 4
Writing skills
Write an essay on the following topic do not exceed 300 words
Imagine you are a shopkeeper. What would you do to attract more customers?
UNIT 5: Cultural exchange and African development
Key Unit Competence: To use language learnt in the context of cultural
                                                exchange and African development.
Introductory activity
Picture observation and interpretation

Interpret these pictures, do the following activity:
1. Interpret fig. 2 and discuss what cultural exchange is.
2. Discuss cultural exchange for the development of Africa.
3. Can fig.4 contribute to the development of Rwandans and other
    countries? How?
5.1 Talking about cultural exchange towards African
         development
5.1.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage bellow and answer the questions that follow
Cultural exchange
When two cultures meet, there is bound to be a cultural crash. However, it
should be noted that no culture is superior to another. Indeed, all cultures are
transitory and dynamic as the society itself. What happens after a cultural
crash is that neither of the parent cultures remain the same. What is formed is
a hybrid, portraying characteristics of both parent cultures (though in varying
ratios).
The relationship between the African and the Englishman was based on
a master-servant basis. The understanding (misunderstanding) of the
Englishman is that he was the symbol of God’s light, and his was a divine duty
to deliver the African from “The Heart of Darkness.” This misrepresentation is
compounded by a long history of explorer, traveler and missionary experience
recounted in travelogue and the popular press (Blake, 1988).
Unlike the Native American experience, the African was uprooted from his
home and transported to the Americas via the infamous slave trade. Here
the African man had to live. But man cannot be without a culture. Culture is
based on experience. His experience was complex. He had the shades of
Africa, a home he could never go back to, he was also required to play the
role of a stranger in another land – as a slave. This experience is varied from
other world experiences. The Native Americans, for example was relegated
to secondhand citizenry (Fischer, 1989).
In pre-modern times it should be noted that the processes of cross-cultural
interactions had repercussions that went beyond the experiences of their
participants. Bentley notes that the processes had a significant impact over
and across the societal boundaries and cultural region demarcations. He
identifies three processes in particular: mass migrations, long-distance trade
and imperial expansion campaigns. Mass migrations, he notes, brought
economic, political, cultural and social transformations. Empire building,
on the other hand, had an impact on the historical development. Yet these
empires enjoyed a culture that was pre-dominantly independent of the parent
culture. Finally, there is the long distance trade. In this category squarely fall
the Trans-Atlantic slave trade and its effects.
Do the Englishmen and Africans perceive the world the same? Do the
Chinese and the Russians see the world in the same light?

The answer is no. No two cultures perceive the world in exactly the same
way. Perception is the manner in which an individual selects, evaluates and
organizes stimuli into a meaningful experience. It is therefore in order to say
that perception is selective and is culturally determined. Herein is to be found
the negative aspects of cross-cultural exchanges. First there is the creation
of stereotypes. In stereotypes there is no perception of individual behavior,
instead, what is perceived is the behavioral norm of members a particular
group.
Stereotype is most destructive if it is held subconsciously. A subconsciously
held stereotype reflects reality and thus is difficult to modify. Stereotypy has,
as history has proven, led the African to perceive any Whiteman not as an
individual but as a member of an oppressive and exploitative class. The
African has, throughout history, perceived the Englishman as a destructive
force and has always been treated with the greatest suspicion.
Stereotypes can be either good or bad. The myth of ‘mainstream Americanism
is also another tool meant to impose cultural hegemony. The Native Americans
have been sidelined. There is no common American culture. What we have is
an. Instead the powers that be suggest the existence of an American culture
so as to sideline the African-America, the Latin agglomeration of cultures
-Americans and the Native-Americans.
And like the Chinese proverb says, Heaven is high, the Emperor is far away.
The empires created during the campaigns of imperial expansion developed
to different entities from the mother nation. The New England and Chesapeake
colonies were both settled by immigrants from England. The geography of
two regions made the difference inevitable. But it is to be noticed that the
two regions are primarily different due to the initial motivation for settlement
by the pilgrims of this New World. The colonizers came to the New World
for different reasons. The New England colonies were created by Puritans
escaping religious persecution in England, while the Chesapeake colonies
were primarily created by companies interested in profiting from the natural
resources of the New World. (Countryman, 1996)
The founders of the New England colonies were a group of people that
believed in the sanctity of hard work and equality in men. The founding fathers
of New England believed that all men are equal and therefore none should
be master over another. On the other hand, their Chesapeake counterparts
believed in the profits of employing slave labor in the tobacco industry. That is
the source of antagonism – as the New Englanders preached to end slavery,
in Chesapeake slavery was lucrative.
Most people in New England were literate and they studied their Bibles
in detail with their friends and family. However, a strong focus on family,
education or religion was not an important aspect in the livelihood of the
Chesapeake colonists. The New England settlers were driven by the desire
to find and settle in a land of opportunity where they could better their lives
and exercise their religious freedom. Theirs was the desire to create a society
in which their energies would be focused on the family, religion and education.
The Chesapeake colonists were not running from England seeking religious
or social freedom, theirs was a greed for a nirvana of wealth abundant.
Tobacco soon became a most common and lucrative cash-crop. Herein is
where slave labor came to play an important role – African slaves working on
the land was the order of the day.
These two regions may have shared a common ancestry and the same
language for communication, but they rarely worked to the same goal. Of
all the factors that contributed to the differences, religion was the ultimate
difference between the two regions by 1700.
Adapted from (Writers, 2023)
A. Comprehension questions
1. Explain the three processes of cross-cultural interactions that Bentley
     identifies.
2. No culture is superior to another. Discuss
3. According to this passage, what is perception?
4. Discuss the disadvantages of stereotype.
5.1.2 Application activities: Vocabulary and sentence writing
Activity 1
Give the meaning of the following words and expressions as used in the
above passage
1. Transitory
2. Dynamic
3. Hybrid
4. Symbol
5. societal boundaries
6. Stereotype
7. Suspicion
8. Entities
9. Settlers
Activity 2
Write a 300 words composition on societal boundaries.
5.2 Describing cultural exchanges
5.2.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage bellow and answer the questions that follow.
Benefits of Cultural Exchanges
Culture can be defined as “the ideas, customs, and social behavior of a
particular person or society”, so a cultural exchange is simply sharing any
aspects of your culture with someone else from a different background to
you, and vice versa.
It could be sharing information about what clothes you wear, learning a
type of instrument or talking together about religion or politics. It could be
discussing each other’s ideas and beliefs about anything that you do, from
day to day activities to special celebrations, what food you like to make or the
sport you play.
Benefits of Cultural Exchanges
The more we learn about each other and our differences, the more we will
realize how similar we are. That is how travelling helps in cultural exchange.
If we all travelled more and shared our ideas and experiences with each other
there would be no need for wars about religion, no excuse for treating people
of another sexual orientation, gender or skin colour differently.
Any kind of travel involves a certain amount of cultural exchange, but to go
beyond the superficial, the best way to learn about another culture is to speak
to someone from that culture. Get to know them, learn from them, and talk
about the differences and similarities in your beliefs and lifestyle and you’ll
see how powerful exchanging cultures can be.
Examples of Cultural Exchanges
There are lots of ways that we can share our culture with others, and arguably
anything we do is part of our culture, so simply telling people about our day
to day lives, and listening to them do the same is one of the simplest cultural
exchange examples.
However, there are some more specific ways we can exchange our cultures,
which relate to our personal passions or hobbies. Being able to share
something you love with someone from another culture, and learn about how
they do it, is a perfect example of cultural exchange. You can also choose
specific destinations which are renowned for their style of whatever you like
doing. Here are some examples of cultural exchanges that could relate to
your interests.
Learning Languages
Language is a huge part of our culture – how we express ourselves and
nuances in the words we use often lose a lot in translation. Learning another
language opens us up to a wider understanding of how we see the world,
and allows us to communicate with a lot more people who don’t speak our
language.
I’ve found through my travels that being able to speak to people in their own
language (in my case by speaking Spanish), I’ve met some incredible people
that I wouldn’t have been able to hold a conversation with otherwise. The
smiles on their faces as I’ve greeted them and asked them about their country
are more than worth the effort it took to learn Spanish!
Cooking together
Food is one thing that brings us all together because we all eat! Learning
how to cook a new dish, and then sitting down together to enjoy the food
you’ve made is a wonderful experience. What kind of food do you enjoy, and
what would you like to learn more about?
Music and Dancing
Music and dance are two forms of communication that you don’t even need
to properly understand to appreciate the meaning or beauty of it. Different
instruments and different dances have evolved all over the world, and being
able to watch and learn how people make music and dance in their country
and culture is a joy.
If you are a musician, for example, a drummer, perhaps going to your friend
to learn how to play the drums like the Rwandans, it would be an excellent
way to learn more about Rwandan culture if you are not a Rwandan.
A. Comprehension questions
Answer the following questions.
1. What is cultural exchange?
2. Discuss the best ways to learn about another culture.
3. Explain some more specific ways we can exchange our cultures, which
     relate to our personal passions or hobbies.
5.2.2 Application activity
Activity 1
Vocabulary and sentence construction
1. Give the meaning of the following words and expressions
a) sexual orientation
b) superficial
c) cultural exchange
d) nuance
2. Construct different sentences by using the words in number 1
     above.
Activity 1
5.3 Language structure
5.3.1 Comparison of adjectives
Comparison of adjectives in English
Grammatical constructions used for comparing adjectives.
Definition: Adjectives are words that describe the qualities or states of being of nouns.
There are three forms of comparison:
• Positive
• comparative
• superlative
1. Comparison with -er/-est
clean → cleaner → (the) cleanest
We use -e/-est with the following adjectives:
1.1 Adjectives with one syllable

1.2 Adjectives with two syllables and the following endings:
1.2.1 Adjectives with two syllables, ending in –y

1.2.2 Adjectives with two syllables, ending in -er

1.3 Spelling of the adjectives using the endings -er/-est

2. Comparison with more – most
All adjectives with more than one syllable

3. Irregular adjectives

4. Special adjectives
Some adjectives have two possible forms of comparison (-er/est and more/most).

5. Difference in meaning with adjectives

Activity 1: Decide whether you have to use much or many.
1. We saw __________ animals at the zoo.
2. How __________ oranges did you put in the box?
3. There isn’t __________ sugar in my coffee.
4. I don’t have __________ friends.
5. The old man hasn’t got __________ hair on his head.
6. I’ve packed __________ bottles of water.
7. I didn’t get __________ sleep last night.
8. How __________ fruit do you eat in an average day?

Activity 2: Decide whether you have to use a little or a few.
1. Can you please buy __________ apples.
2. We need __________ water.
3. I have __________ money left.
4. I take __________ sugar with my coffee.
5. We had __________ pints of beer there.
6. You have __________ time left.
7. There are __________ chairs in the room.
8. He only spent __________ dollars there.

Activity 3: Decide whether you have to use some or any.
1. Is there __________ milk left?
2. There is __________ juice in the bottle.
3. Do you have __________ coffee?
4. I don’t have __________ money left.
5. She has __________ money.
6. Do you know __________ of these singers?
7. I don’t know __________ of them.
8. I know __________ of them.

Activity 4: Decide whether you have to use a little or a lot.
1. That may cost you __________ of money.
2. I added __________ sugar to the mix.
3. You’ll have to spend __________ of cash on this car. (a lot)
4. I can do it with __________ help from my friends.
5. __________ change can really make a difference.
6. I don’t have __________ of free time today.
7. He left __________ of laundry for me to do.
8. She gave him __________ attention.
Activity 5: Decide whether you have to use fewer or less
1. There were __________ days below freezing last winter.
2. I drank __________ water than she did.
3. I have __________ than an hour to do this work.
4. People these days are buying __________ newspapers.
5. I have __________ time to do this work.
6. __________ than thirty children each year develop the disease.
7. I wear __________ makeup on weekdays.
8. He worked __________ hours than I did.

5.4 End unit assessment
Activity 1
Fill in the comparatives and superlatives of the irregular adverbs and
adjectives in the table below.

Activity 2
Fill in each blank with the correct form – adjective/ adverb, comparative or
superlative.
E.g. The manager is the most powerful man here. (powerful)
1. Iron is __________ than other metals. (useful)
2. My English teacher is as __________ as Mukarukundo. (beautiful)
3. His Kinyarwanda is getting __________ and __________ (bad)
4. The __________ he gets, the __________ he becomes. (old, wise)
5. Ann does not swim as __________ as her coach claims. (quickly)
6. Which is __________, grammar or vocabulary? (important)
7. Staying at home is __________ than going on holiday abroad.
    (comfortable)
8. The __________ money you spend, the __________ you can save.
     (little, much)
9. This new job is the __________ I have had. (challenging)
10. This mini-bus driver is much __________ than any other driver I
      have ever met. (kind)

Activity 3
Put the adjectives between brackets in the correct form
1. My brother has a (tidy) __________ room than me.
2. Australia is (big) __________ than England.
3. I’m (good) __________ now than yesterday.
4. She’s got (little) __________ money than you, but she doesn’t
     care.
5. He thinks Chinese is (difficult) __________ language in the
     world.
6. Valencia played (bad) __________ than Real Madrid
     yesterday.
7. Cats are not (intelligent) __________ as dogs.
8. Show me (good) __________ restaurant downtown.
9. (hot) __________ desert of all is the Sahara and it’s in Africa.
10. Who is (talkative) __________ person in your family?
Activity 4
Writing skills
Write a letter to your friend living in America, explaining to him/her your
culture. Do not exceed 250 words.
UNIT 6: Human rights and ethics
Key Unit Competence: To use language learnt in the context of human rights
                                                and ethics.
Introductory activity
Picture observation and interpretation

After observing the picture above, answer the following questions:
1. What do you understand by the human rights?
2. What does 10th December remind you of?
3. Explain the difference between Equality and Equity.
4. How do you understand by ethics?
5. List at least five human rights respected in your community.
6.1. Describing rights of accountants
6.1.1 Learning activities: Reading and text analysis
Activity 1
Observe the picture below and then answer the questions related to it.

A. Reading comprehension
Activity 2
Read the passage below and answer the questions that follow.

An Accountant
Upon first glance, accounting might seem like a fairly straightforward
profession—it’s just crunching numbers, right? While it’s true that working
with financial data is a substantial part of the job, accounting is a critical
business function that involves much more problem solving than you may
think. For instance, leveraging assets, managing budgets, achieving
financial efficiencies, and maximizing investments are just some operations
of accounting and finance management that go beyond what most people
consider the profession to be.
So, what does an accountant actually do on a daily basis? Here, we’ll discuss
the roles and responsibilities, important skills, and career outlook for
accountants, as well as current trends impacting the field.
An accountant is a professional who is responsible for keeping and interpreting
financial records. Most accountants are responsible for a wide range of
finance-related tasks, either for individual clients or for larger businesses and
organizations employing them.
Several other terms are often discussed in conjunction with the phrase
“accountant,” which can lead to confusion on what this career actually entails.
For example, “accountant” and “bookkeeper” are phrases that are sometimes
used interchangeably, yet there are several key differences between these
job titles.
Typically, bookkeepers will have earned at least an associate degree and
focus on recording financial transactions. Accountants, on the other hand,
will have typically earned at least a bachelor’s degree in accounting, and
are tasked with interpreting financial information rather than simply gathering
it. In short, accountants can be bookkeepers but not all bookkeepers are
accountants.
Additionally, a certified public accountant (CPA) is an accountant who has
passed the CPA exam and has met state licensing requirements. So, all
CPAs are accountants, but not all accountants are CPAs. Accounting
is a broad term that encompasses multiple different job titles and roles
within organizations. There are three main types of accountants—public
accountants, management accountants, and government accountants—all
of which focus on different aspects of the profession. Internal and external
auditors are also closely related.
Adapted from: (Miller, 2019)
Comprehension questions
1. According to the passage, who is an accountant?
2. What are three types of accountant conferring to the passage?
3. What does a certified public accountant (CPA) mean?
4. Explain the difference between “accountant” and “bookkeeper.”
5. State the roles and responsibilities of an account.
B. Vocabulary
Activity 3
Using dictionary find out the meaning of the following words and phrases as
they bolded in the passage

6.1.2 Application activities
Activity 1
Read the passage bellow and complete the gaps with the following words
Requirements, professionals, duties, reports, operations, degrees,
individuals, non-profits, background, professionals, public, duties
Accountants are financial _____1_____ who take charge of a series of
accounts—either private or _____2_____. These accounts may be owned
by either a corporation or _____3_____. As such, they may find work with
corporations of different sizes—small to large—governments, different
organizations like _____4_____ or they may set up their own private practice
and work with individuals who enlist their services.
They perform multiple accounting _____5_____ which vary based on
where they work. Accountants perform account analysis, review financial
statements, documents, and other _____6_____ to ensure they are accurate,
conduct routine and annual audits, review financial _____7_____ prepare
tax returns, advice on areas that require more efficiencies and cost-savings,
and provide risk analysis and forecasting.
An accountant’s _____8_____ often depend on the type of educational
_____9_____ and designation they receive. Most _____10_____ in the field
possess bachelor’s _____11_____ and—if employed by a corporation—may
require certification to move up within the firm. Certification requirements
vary, with some roles requiring additional educational _____12_____ above
the bachelor’s degree and successful completion of rigorous examinations.
Accountants can have more than one designation.
Activity 2
Writing skills
In not more than 4oo words discuss the advantages and disadvantages of
being an accountant.
6.2 Describing ethics in accounting practices
6.2.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following passage, then answer the questions that follow
Accounting Ethics
Accounting Ethics is the basic requirement which is to be followed by the
accountant while doing accounts of an entity. It is like guidelines that are to
be followed and it has been set by the government authorized bodies.
The accountant should follow the accounting ethics to take precaution from
any misuse of the financial statements. The accounting ethics are mandatorily
to be followed by each and every accountant and if they fail to follow then it
may attract financial punishments.
Accounting ethics began from the year 1494. The government used to
form a body of persons to look after the same for the companies but it has
become difficult for them to do so. Therefore, some private organizations
were qualified to perform the task for the companies but under the wings of
the government.
These private organizations are required to follow the norms and rules set by
the government any new rule should be passed by the government officials
to get enacted. In the United States of America, the accounting system has
taken a reform by the year 1905.
The government started taking accounting bodies seriously and formed the
Association of Government accountants. These accountants were learned
and have a hold on the subject then after that Institute of Internal Auditors
were formed.
The Institute of Internal Auditors was formed to check that the companies are
maintaining proper books of accounts or not? The report was later published
to the government. Therefore by these changes today we are getting a proper
system of accounting designed.
Adapted from: (Jha, 2015)
A. Comprehension questions
1. According to the passage, what is Accounting Ethics?
2. When did Accounting ethics begin?
3. State the importance of Accounting ethics as mentioned in the passage.
4. Explain the reason why accounting ethics are mandatorily to be followed
by each and every accountant.
B. Vocabulary
Activity 2
Match the following terms with their meaning

6.2.2 Application activities
Activity 1
Read the following sentences and complete the gaps with the following
terms.
debit, credits, assets, net, liabilities, profit, capital, bookkeeper,
financial statements, auditors
1. The companies _____________ were easy to calculate, but it was
difficult to quantify the value of the employees’ expertise.
2. __________ are recorded on the right side of the balance sheet,
while assets are listed on the left.
3. She recorded the purchase of the new laptops as an __________
entry.
4. She realized that the total debits didn’t equal the total __________,
so she had to check each entry all over again.
5. She couldn’t tell me her __________ salary because she didn’t
know all the taxes she was paying; moreover, salaries are not
transparent in her company.
6. In order to decide if the company was worth investing in, they
wanted to look at the __________ it had been making over the
previous year.
7. He couldn’t start a business because he didn’t have enough
__________, so he decided to work as a freelancer for the time
being.
8. The accountants were all busy working on the__________ as the
company was planning to refinance its loans.
9. She was training to become an accountant, but in the meantime she
had a part-time job as a __________.
10. When the __________ asked for additional information about the
financial statements, our accountants complied without delay.

Activity 2
Writing skills
In not more than 300 word discuss the advantages of accounting ethics.
6.3 Fighting abuses
6.3.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the following passage, then answer the questions that follow
Child Abuse

When we were young, no one ever told us about our rights. Most children
were badly beaten, denied food and education which every child should
have. It didn’t matter which offence you committed to be given such brutal
and harsh punishments.
I remember the countless number of offences we were beaten for. One could
be beaten for crying when you are beaten, they would beat you if you were
punished and never cried. They would say you were a bad boy or a bad
girl. You could be punished if you stood when elders were sitting; beaten
for sitting when elders were standing. They would punish you if you ate with
visitors. Refusing to eat with visitors would lead to being punished too. We
were beaten for almost everything and nothing we did.
During those days, the child belonged to the community. Everyone in the
community had the right to punish you. I remember one day as we came
from school; I was in primary five, when boys drew a line across the road and
challenged me with another boy that whoever crossed the line would be a
“man”. We stood on opposite sides and waited to see who would cross first.
Because the other boy was older and bigger, he decided to cross first. No
sooner had the fight begun than an old man we didn’t know arrived. What he
did to us I have not forgotten till now.
The worst part is that when I reached home, I found the news already
received and sticks were waiting for me. Today as an adult, I feel sometimes
I was punished unfairly yet did nothing to stop it. Now that you know your
rights, knowledge is our strongest weapon. In the fight against child abuse,
knowledge is our strongest weapon. The more you know about it, the more
you can do to help those who have already been victimized and to prevent it
from happening again.
You are encouraged to learn more about child abuse and the programmes
in your community and to pass that information on to those around you,
remind whoever wants to punish you that you have rights and they should be
respected. This does not mean you misbehave. It is your responsibilities to
fight for your rights as a child.
Comprehension questions
1. List at least three children’s rights not respected in the passage.
2. According to the passage, which offences would children be beaten for?
3. State the cause that pushed the two boys in the story to fight?
4. Explain the consequences of their fighting?
5. What is your opinion of this community?
6.3.2 Application activity
Activity 1
Give a synonym and opposite of the words below
a) committed
b) punishments
c) offences
d) misbehave
e) responsibilities
Activity 2
Writing skills
Write a speech you would give during community works in your society,
sensitizing people about children’s rights violations.
6.4 Language structure: Modal verbs and passive voice
6.4.1 Modal verbs: should, would, could, can, should, may, be
            able to
Modal verbs
Definition: A Modal verb is a type of auxiliary (helping) verb that is used to convey
ideas like talking about ability, asking permission, making requests, talking about
things which are desired and so on. This verb can never stand alone in the sentence.
It is always with the main.
Examples:
1. You must do your homework every day.
2. We must remember our history to plan for the future.
Note: Must can be replaced by have to, or had to (past tense).
Uses of modal verbs
a) How to use the modal verb can
Can is used when talking about someone’s skill or general abilities. It is also used
to make offers, ask and give permission.
Examples:
1. Rodgers is patient and humble, he can adapt to any situation. (Ability)
2. If children’s rights are recognized, a child can follow a career he likes.
(Permission)
3. I can play for you a nice piece of music about children’s rights if you like.
(Offer)
b) How to use modal verb should
Should is used when giving a piece of advice, a recommendation or a suggestion.
Very often, should is used instead of must to make rules, orders or instructions
sound more polite.
Examples:
1. If we are to live peacefully with others, we should avoid prejudices.
   (Advice, recommendation, suggestion).
2. We should experience a united community since people now respect each
    other’s beliefs. (Likely situation).
3. As tolerance is encouraged in our communities, we should have a more
peaceful generation in the future. (Prediction).
c) How to use modal verb might and may
Might is used to talk about possibilities in the present, past and future. It has the
same meaning as may but may is used when one is a bit more sure, while might
expresses some doubts. Therefore, “may” and “might” can be used:
i) To show possibility
Examples:
1. There might be life on Mars, we never know. (In this sentence, the
    degree of certainty is low)
2. There may be life on Mars. Since they found there water and
    microorganisms.
(In this sentence, the degree of certainty is a bit higher for water and
microorganisms are signs of life)
ii) To ask for or give permission:
Examples:
1. You may go now.
2. You may come at eleven if you wish.
iii) To express polite offers, request or suggestions.
Examples:
1. May I borrow the car tomorrow?
2. May we come a bit later?
iv) How to use be able to
We use “was/were able to” to describe successful completion of a specific
action or “am/is/are able to” for the ability that we have to do something now.
Examples:
1. ANC was able to fight against apartheid in South Africa.
2. Even though I am a woman, I am able to drive
Activity 1. Fill in the blanks with appropriate modal auxiliary verbs.
1. I ___________ arrange the flowers for the bouquet. (may/can)
2. ___________ I borrow this pen from you? (may/might)
3. The teacher ___________ ask you to bring the homework. (might/can)
4. According to the weather forecast, it ___________ snow heavily tomorrow.
(may/shall)
5. Raj hasn’t studied well. He ___________ fail his exam. (might/shall)
6. You ___________ follow the traffic rules. (may/must)
7. It ___________ be difficult to live amidst war. (should/must)
8. My mother ___________ cold me if I don’t go back on time. (will/may)
9. We ___________ take care of our parents. (ought to/ could)
10. I ___________ visit the local grocery store soon. (shall/can)
11. You ___________ be punctual. (should/ought)
12. One ___________ repay all their debts. (must/ought to)
13. ___________ you show me the road to the market? (could/might)
14. The child ___________ be taken to hospital immediately. (must/might)
15. ___________ you have hot chocolate? (shall/will)
Passive voice
What is a passive voice?
Passive voice is a form or set of forms of a verb in which the subject undergoes
the action of the verb
e.g. 1. They were killed by thieves.
How do we make the passive?
The passive voice in English is composed of the following elements:

The auxiliary be is conjugated in all tenses. The main verb is always the past
participle. The agent is the original “doer” of the action.
Look at some examples:

Activity 1. Change the sentences to passive voice.
1. The Browns have built the large house.
2. A jellyfish stung her while she was swimming.
3. They gave her a nice present.
4. Jane is singing the new song.
5. The storm destroyed the house.
6. People spent a lot of Monday on the first shopping Saturday.
7. How do you write that word?
8. She watered the flowers every day.
9. The headmaster called his parents to the office.
10. Ben will direct the show.
6.6 End unit assessment
Activity 1
Look at the following sentences and choose the correct answer. Sometimes,
there’s more than one correct answer.
1. They had to hire a __________ because Jane was not qualified
     to produce all the documents for the audit in June.
A. auditor B. accountant C. bookkeeper
2. The __________ is an important accounting document showing a
     company’s assets, liabilities and the owner’s equity.
A. cash flow statement B. balance sheet C. income statement.
3. He was hoping to be able to raise enough __________ to set up his
    own business in five years’ time.
A. assets B. capital C. equity
4. As she was calculating the company’s liabilities, she realized she
    forgot to include the __________.
A. accounts payable B. accounts receivable
5. They wanted to resort to __________ in order to convince investors
     of their company’s high profitability, but then they realized that the
     auditors that worked for the investors would see right through it.
    A. bookkeeping   B. accounting     C. creative accounting
6. He had been trying to pass his exams in order to become
     a__________, but in the end he gave up and decided to charge a
     higher fee for his bookkeeping services in order to make ends meet.
     A. chartered accountant      B. shareholder      C. investor
7. The auditor was looking at the financial statements that the
      company presented him when he realized he was actually
       interested in a different __________. He then had to ask for a
       different set of financial statements.
       A. income statement       B. payroll         C. accounting period
8. She was considering giving up working as an accountant for that
     company and becoming a self-employed freelancer because the
     __________ she had to pay was lower. She also had the expertise
    to file her own tax return, which was an additional advantage.
     A. income tax    B. Value Added Tax
9. The idea of becoming a shareholder seemed really bad now that the
     __________ was lower than in any other previous year.
     A. share price        B. return on investment
10. Their __________ was too high during the past few months, so they
        have been thinking of either not giving their employees any bonuses
        this year or investing less in advertising.
        A. overhead       B. appreciation        C. depreciation
Activity 2
Fill in the blanks with an appropriate modal auxiliary verb.
1. ___________ you mind posting this letter for me?
   a) Could        b) would        c) should
2. ___________ you lend me your bicycle?
   a) Shall        b) will        c) may
3. You ___________ not come to my door again.
     a) Will         b) shall      c) would
4. You regret this.
      a) Shall      b) may      c) can
5. What ___________ we do now?
     a) Will         b) shall        c) can
6. Parents ___________ teach their children to be honest.
     a) Shall      b) should    c) would
7. He ___________ take rest if he is tired.
     a) Would     b) can         c) shall
8. You __________ have told me before borrowing my car.
     a) Would      b) should        c) might
9. The students asked if they __________ o home early.
    a) Would      b) could         c) can
10. I __________ run faster when I was younger.
    a) Would     c) should        b) could
Activity 3
Complete the sentences below with either passive or active voice where
applicable.
1. It is not clear how many human rights (abuse) ______1______ by
     criminals.
2. It may be possible to tell whether a person (violate) ______2______
     the rights of others after the criminal (investigate) ______3______
3. These days, many cyber-criminal (use) ______4______ the internet
     to disturb the privacy of others. This (do) ______5______ by
     hacking emails and websites and getting information or blocking
     them.
4. If you (tell) ______6______ that you have won money you did not
     compete for, know it is the first step to (rob) ______7______.
5. Sometimes money (steal) ______8______ from people’s bank
     accounts using computers. If you (ask) ______9______ to give your
     account number to people you don’t know, please don’t do it.
6. Some people (deny) ______10______ their freedom of speech.
     They (tell) ______11______ to shut their mouths in case they try to
     report abuses.
7. Many human right abuses (not/report) ______12______. This is
    because people (not/inform) ______13______ about their rights.
8. In Rwanda, training is (give) ______14______ by many
     organisations and people (start) ______15______ to know how to
    protect their rights.
Activity 4
Writing skills
In not more 300 discuss the rules and responsibilities of an account.
UNIT 7: National assets
Key Unit Competence: To use language learnt in the context of national assets.
Introductory activity

Picture observation and interpretation
After observing the pictures, answer the following questions:

1. What do you understand by the term national assets?
2. Explain the reason why national assets should be taken care of?
3. What measures should be applied in order to protect and
conserve national assets?
4. Examine their contribution to the development of the country?

7.1. Talking about national assets
7.1.1 Learning activities: Reading and text analysis
Activity 1
Reading comprehension
Read the passage below and answer the questions that follow:

All human activities that are designed and implemented for the economic
growth of a country and the social needs may impact on the environment
either directly or indirectly. However, in as much as human beings strive to
achieve social development, environmental conservation should be observed.
Economic development is associated with technological and industrial
advancement. If people are not sensitive to the environment, so much can go
wrong in matters of the environment while pursuing economic growth.

Some economic activities can be destructive to the environment even though
they are income generating. For example, in commercial agriculture, farmers
may have to use fertilizers and pesticides in order to have higher produce
that maximises profits. The practice can lead to economic growth but at the
same time the chemicals are likely to destroy the natural resources such as
the soil and water.

Other human activities that can have adverse effects on the environment
include: diversion of water courses, the extraction of minerals, emission of heat
and gases into the atmosphere due to industrial processes, deforestation as
a result of people using trees as raw materials to make commercial products
and genetic manipulation of natural plants to have more produce at lower
costs.

It is also important to note that environmental degradation can be quite costly to
a country. The cost of land reclamation is high. These may involve restoration
of green cover, cleaning up of landfills and protection of endangered species.
The economic impact can also be in terms of loss of tourism industry. When
the natural resources that serve as tourists’ attraction sites are polluted and
diminished, this impacts negatively on the tourism sector. When there are
fewer tourists visiting a country, the revenue also goes down and as a result
the socio-economic development of that country is affected.

Another way in which environmental protection is related to socio-economic
development is that pollution can cause diseases on the population. Disease
is an economic aspect in the society because it means incurring costs in
medical procedures and incapacitating a part of the population since when
people get sick, they are less productive.

Therefore, even as we strive for economic growth and social development,
we should avoid over-exploitation of natural resources to avoid depletion. We
should pursue development that encourages environmental sustainability.

Adapted from General studies and communication skills, senior 4, p. 105-107

A. Comprehension questions
1. Describe the extent to which economic activities can be destructive to the
     environment.
2. Identify other economic activities that can have negative effects on the
     environment.
3. Justify how environment degradation can be costly to the country.
4. Examine the negative impact of economic growth on the tourism industry.
5. Prove that environment protection is related to socio-economic
     development as shown in the sixth paragraph.

B. Vocabulary

Activity 2

Use a dictionary or a thesaurus to find out the meaning of the words in the
table below.

7.1.2 Application activities: Writing skills
Activity 1

Composition writing
Construct grammatically correct sentences with each of the above terms.

Activity 2

Summary writing
Summarize the above passage in not more than 80 words.

Activity 3

Composition writing
Conduct a survey on the impact that mining activities have on environment
conservation.

7.2 Talking about the role of national assets
7.2.1 Learning activities: Reading and text analysis

Activity 1

Reading comprehension
Read the passage below and answer the questions that follow

Public places and assets include museums, national parks, forests,
industries, genocide memorial sites, schools, public gardens, hospitals and
police stations.

Public places and assets are very significant. For Example, they provide
us with different services, generate income to us, and help us preserve our
culture and aid in recreation.

It is through the natural resources like vegetation that we feed. The environment
provides fresh air to humans, animals and plants. From our environment, we
get rainwater that flows into our rivers, lakes, wetlands and swamps.

Buildings are constructed by funds obtained from the exploitation of various
national resources. From the forests, we get firewood, charcoal and building
materials. We also get natural gas from our environment. Let us preserve
public places and assets by cleaning, employing people to take care of
environment and the natural resources at their disposal.

Adapted from geography for Rwandan schools senior 4 student’s book

A. Comprehension questions:
1. Which national assets are described in the above passage?
2. According to the passage discuss the importance of national assets to
     human being.

B. Vocabulary

Activity 2

Use a dictionary and thesaurus to look for the meanings of the words in the
table below.

7.2.2 Application activities

Activity 1

Writing skills
In not more than 300 words write about the ways of preserving public places
and assets.

7.3 Talking about problems related to national assets
7.3.1 Learning activities: Reading and text analysis

Activity 1

Reading comprehension
Read the passage below and answer the questions that follow

Volcanoes National Park
The Volcanoes National Park is located in the Northwestern region of Rwanda.
The park is also known as the Volcanoes National Park. It is connected to the
Virunga National Park in the Democratic Republic of Congo and Mgahinga
gorilla national park Uganda. The establishment of Virunga National Park
dates to 1925 under King Albert I of Belgium.

This was part of the first African national parks known as the Volcanoes
National Park. The Volcanoes National Park is known for its mountain gorillas
which are an endangered species. The Rwandan government has conserved

and protected this habitat to ensure that the population of these endangered
animals increases. This has been achieved through intervention measures
such as the mountain gorilla naming locally known as “Kwita-Izina.”

The Volcanoes National Park sits on five of the eight volcanoes. They are
the Karisimbi, Bisoke, Muhabura, Gahinga and Sabyinyo Mountains. The
mountains have rain and bamboo forests. The Volcanoes National Park is
naturally endowed with tourist attractions that have placed it on the world
map as the most well conserved and protected environment and homeland
to the mountain gorillas. The park also has the forest giraffe, African
elephants and buffaloes.

The park is threatened by poaching and encroachment from neighboring
communities. Poachers from neighboring countries especially the
Democratic Republic of Congo kill elephants for their ivory and kidnap the
young mountain gorillas for trafficking.

The government together with other international partners has created
a team of professional game rangers to ensure that poaching and other
human related threats are minimized in the park. This park is the major
source of foreign exchange in the country. It contributes the greatest
percentage of the tourism earnings in Rwanda.

Adapted from geography for Rwandan schools senior 4 student’s book p376.

A. Comprehension questions:
1. Where is Volcanoes National Park situated?
2. Mention some animals which are found in the Virunga national park.
3. Examine what is threatening the existence of the Volcanoes national park?
4. According to the passage, explain the reason why Virunga National Park is
     regarded as a national asset.
B. Vocabulary

Activity 2
Use a dictionary and thesaurus to find out the meanings of the words.
1. endangered
2. species
3. endowed
4. threatened
5. encroachment

7.3.2 Application activities

Activity 1
Fill in the gaps in the passage with appropriate words in the box below.

Parks, all visit in which favourable on makes
through helps highest a number inhabited place
located covered when loved thing the source

One good reason to _____1_____ Rwanda would be the numerous
national _____2_____. They cover almost _____3_____ different types
of geographical terrain _____4_____ the country. The Volcanoes National
Park is a mountain range _____5_____ rises and is _____6_____ a volcanic
mountain. Crowned with natural plants, _____7_____ it even one with
_____8_____ number of tourists visiting it. There, _____9_____ of Gorillas,
buffaloes and warthogs roam the forests.

Akagera National Park is _____10_____ in an entirely different terrain. It is
found on the great plain, _____11_____ by a long stretch of grassland. It is
_____12_____ by lions, antelopes, hyenas, etc.

Nyungwe forest is also a good _____13_____ to observe animals and plants
_____14_____ one drives up the middle of the mountain, he/she would pass
_____15_____ great natural jungles and mountain forests all the way up
to the top. Being covered by giant plants _____16_____ this place to be
_____17_____ by botanists.

One more _____18_____ about Nyungwe forest is the view of _____19_____
of the Nile deep down in the valley. The climate of the place is also
_____20_____ for both humans and other creatures. Neighbouring this
forest are tea plantations, which look so natural creating a very attractive
environment.

Activity 2

Writing skills
Discuss the importance of Volcanoes National Park to the development of
the country, don’t exceed 300 words.

7.4. Language structure – Adverbs of frequency and
         determiners of quantity

7.4.1 Adverbs of frequency

What are adverbs of frequency?
We use adverbs of frequency to say how often we do things or how often things
happen. These come in two types – definite and indefinite.

There are adverbs that describe definite frequency (we know exactly how often
something happens) such as: weekly/every week, daily/every day, or yearly/
every year.

For example:
1. John plays tennis weekly
2. I go to the shops every day.

Then there are adverbs that describe indefinite frequency (they give us an idea
about frequency but don’t tell us an exact time frame) such as: always, usually,
occasionally, or never.

For example:
1. He usually sits at the front of the classroom.
2. I never listen to rock music.

Activity 1. Choose and fill in the appropriate adverb of frequency.

Always               usually    generally        normally                    often
frequently       regularly         sometimes occasionally         seldom
rarely             hardly ever        never

a) Ngabo practises soccer every day, so he __________ has time to watch
      television.
b) There is no TV in Mutesi’s home, but she __________ listens to the news on
      radio. She likes to know what is happening in the country.
c) Ngabo __________ listens to the weather forecast to find out if it is going to
     rain the next day.
d) Neza __________ watches television because she does her homework in the
     evenings.
e) Ngabo __________ watches soccer on television when his favourite team
     plays.
f) Neza __________ reads an English newspaper because she wants to improve
    her English.
g) If it was not so expensive Ngabo would read a sports magazine __________.
h) Neza likes to read fashion magazines, but she __________ has enough money
     to buy one.
i) Mutesi __________ goes to the library to read the newspapers.
j) Neza goes with her because there are__________ some fashion magazines

7.4.2 Determiners of quantity
When we talk about quantity we use determiners of quantity such as few, little,
many, much, lots of, a lot of.

We use these determiners with countable and uncountable nouns.
• Countable nouns: many, a lot of, lots of, few, a few, some, any
   For example: Many trees are cut down. (trees: countable noun).

• Uncountable nouns: much, a lot of, lots of, little, a little, some
   For example: A lot of pollution is taking place (pollution: uncountable noun).

The use of much, many, (a) little, (a) few, some, any – quantifiers
A lot of and Lots of

A lot of and lots of are used to express that there is a large quantity of something.
We use a lot of in positive sentences, negative sentences and questions. This
expression can be used with countable or uncountable nouns.
1. There are a lot of dogs in the street. (Countable noun)
2. I have a lot of time to answer your questions. (Uncountable noun)
3. I saw a lot of people waiting in the queue. (Countable)
4. We did have a lot of fun, didn’t we? (Uncountable)

We use lots of in positive and negative sentences, however it is more informal. It
can be used with countable or uncountable nouns, and occasionally in questions.

1. We have lots of time to catch the plane, let’s relax. (Uncountable noun)
2. There are lots of people in the queue today. (Countable)
3. Oh my, you have spent lots of money on clothes! (Uncountable)
4. I have lots of questions. (Countable)

She has a lot of money = She has lots of money.
Much and Many

Much and Many are used to express that there is a large quantity of something.
Much and Many are used in negative sentences and questions.
Many is used with countable nouns.
Much is used with uncountable nouns.
1. I don’t have many CDs in my collection. (Countable noun)
2. They don’t have much money to buy a present. (Uncountable noun)
3. How many brothers do you have? (Countable noun)
4. Is there much milk in the fridge? (Uncountable noun)

Note: we almost never use Much and Many in positive sentences, we almost
always use a lot of or lots of.

For example:
1. I have much money. (Incorrect because the sentence is positive /
    affirmative)
2. I have a lot of money. (Correct)

With the word “times” we use many times more than a lot of times / lots of
times. It sometimes means frequently or often.

Example:
1. That is my favourite book. I’ve read it many times.
2. Don’t worry, I’ve done this many times.
3. We have stayed at this hotel many times over the years.

Few and Little
We use a few and a little to suggest a small quantity or not much of something.
A few is used with countable nouns (= some; not many)
A little is used with uncountable nouns (= some; not much)

There are only a few days left until Christmas. (Countable noun)
I have a few crazy friends. (Countable noun)
I would like a little milk for my coffee. (Uncountable noun)
While Few and Little usually have negative meanings, especially when used with
very.
1. He is sad because he has few friends. (Countable noun)
2. There are few honest politicians. (Countable noun)
3. There is little hope of finding your wallet. (Uncountable noun)
4. They have very little knowledge about politics. (Uncountable noun)
SOME and ANY

As a general rule, we use ‘some’ for affirmative sentences, and ‘any’ for questions
or negative sentences.

Usually, both ‘some’ and ‘any’ can only be used with countable plural nouns or
uncountable nouns.
For example:
1. “I have some questions.”
2. “I don’t have any questions.”
3. “Do you have any questions?”

Activity 1: Choose the correct alternative to complete the sentences
                      below:
1. There are __________ envelopes on my desk. (much; some; any; a little)
2. There isn’t __________ money in my pocket. (no; some; any of; any)
3. Have you got __________ good computer games? (any; any of; a lot;
     many of)
4. Do you like Madonna? Have you got __________ her records? (some;
     every of; any; all)
5. There isn’t __________ time before our flight leaves. (much; many; some;
    no)
6. I’ve got __________ idea where Clever is. (none; none of; no; any)
7. Do you know __________ people living in England? (much; many; much
     of; many of)
8. You’ve had __________ interesting experiences. (any; a lot; much; a lot of)
9. Would you like __________ more milk? little; a little; few; a few)
10. __________ my friends want to see the concert. ( No; Any of; None; None
     of)

7.5 End unit assessment

Activity 1

Reading comprehension
Read the passage below and answer the questions that follow

The exploitation of natural resources in Rwanda
All of us, particularly the rural population, rely heavily on the natural resources
of the country for our livelihood. Conservation is not a pie-in-the-sky
ideology.

Exploitation can have a positive and a negative meaning. When we use
our natural resources, we need to do so sustainably. We cannot reduce
and destroy them. For example, we need factories to create jobs. However,
if factories pollute our air and water, we are solving one problem, but
creating another. Industries should find ways to deal with the pollution from
manufacturing processes. They are sometimes reluctant to do this, because
it means extra expenditure.

The rapidly-increasing population is placing additional strain on our resources.
Every year we need more water, more land to be cultivated and more fuel
for cooking. We also need more food to feed the people and animals and
more jobs. We can only satisfy these needs if we use our resources in a
sustainable way.

We must not pollute our water sources. We can prevent sewage pollution by
building latrines far away from water sources. We need to maintain efficient
sewerage works in the cities. Fertilizers on farms should be used with care
so that they do not pollute water sources. We should cultivate land so that it
does not cause erosion. This will prevent soil and fertilizer from being washed
away and polluting the rivers.

Trees are cut down to provide fuel for cooking, charcoal and more land. Trees
are the ‘lungs’ of the earth, absorbing carbon dioxide and releasing oxygen.
Their roots also lock moisture in the soil. Without trees, we will experience
erosion and a build-up of carbon dioxide. When trees are cut down, they must
be replaced. But trees take a long time to grow. We must control the removal
of trees to prevent deforestation.

A. Comprehension questions
1. With examples explain the importance of forests.
2. Why do you think it is important to prevent the pollution of our water?
3. How can the pollution of water by sewage be prevented in the cities?
4. What does the author mean by trees being the ‘lungs’ of the earth?
5. Explain the reason why do people cut down trees?
6. How can deforestation be prevented?

B. Vocabulary

Activity 2
Use dictionary and find out the meaning of the following words
1. Conservation
2. Ideology
3. Exploitation
4. Pollution
5. Sustainable
6. Sewage

Activity 3
Choose the correct option to complete the sentences below.
1. We haven’t got __________ petrol. We need to stop and get some.
a) much b) many c) little
2. We had __________ rain last autumn.
a) lot of b) much c) many
3. There was __________ food in the fridge. It was nearly empty.
a) little         b) a little          c) few

Choose the correct option to complete the sentences below.
4. You travel a lot. Have you been to __________ countries?
     a) much         b) many            c) few

5. It costs __________ money to give your children a good education.
    a) much          b) many          c) a lot of

6. There was __________ space for all the people who came.
     a) very little     b) very few           c) many

7. “Have you got any coins for the vending machine?” “Yes, I have
        __________ ”
      a) a little            b) a few          c) few

8. There’s __________ of sun cream in the bottle.
      a) a bit               b) a little          c) a few

9. We need to go to the greengrocer’s. There are __________ potatoes
     left.
     a) few           b) a few            c) a little
10. There was __________ traffic so we arrived very early.
     a) a little     b) a few             c) little

Activity 4

Choose the correct option to complete the sentences below.
Make grammatically correct sentences using the following terms and phrases.
a) Natural resources
b) Poachers
c) charcoal burning
d) farming
e) national assets
f) Land management
g) Deforestation
h) National museums
i) Encroachment
j) National parks
UNIT 8: Media and business
Key Unit Competence: To use language learnt in the context of media and
                                                business.
Introductory activity
Picture observation and interpretation
After interpreting these pictures, do the following activity:
1. What is the role of media in business advertisement?
2. Discuss the advantages of advertising your business on media.
8.1 Describing words and expressions used in media and
        business
8.1.1 Learning activities: Reading and text analysis.
Activity 1
Read the passage below and answer the questions that follow
The Role of Social Media in Businesses
Social media has become an increasingly powerful tool over the last number
of years due to rapidly evolving technology. Social media is used daily among
consumers, clients, and businesses to communicate brand messages, share
stories, promote products, entertain, and more. There are a number of
positive and negative effects of social media within businesses. Thus can
lead to various pros and cons as social media is such a powerful platform.
The role of social media has become extremely influential over recent years
as the average adult spends approximately two hours and forty minutes
on social media daily, which is increasing every year. Hence, it is crucial
for businesses to take full advantage of this power and use it to the best
of their ability for a positive outcome. From reading various journal articles
on the effects of social media in businesses it is evident that it has positive
and negative effects. Businesses and firms often face internal and external
pressures to adopt social media presence which can result in various
outcomes. Negative effects can be seen through the power of web, social
media backlashes, misuse of metrics, and when viral content goes wrong
which can cause risks for a business. On the other hand, positive effects
can be seen through the growth of company’s profits by enhancing customer
relationships. Also through the use of celebrities to influence consumers and
to essentially grow a larger consumer base. Businesses and companies
can also have a large impact on customers sharing their corporate social
responsibilities via social media.
Social media has a large role to play within firms which can be critical to
the impact of their business. These roles include providing information to
consumers, connecting with stakeholders, heightening communication flow,
creating hype about products, growing a larger audience base, expanding
out beyond competitors, and thus generating sales. Through the rise of social
media, consumers have become increasingly dependent on one another to
value peer judgements and reviews on products more so than firm promotions
which is an indication of a shift in persuasive power. Social media has shifted
from one-way communication of direct marketing, e-mails, television, and
radio to a two-way model of communication where consumers can interact
and engage with businesses via social media. There are four main factors that
should be taken into consideration when deciding to integrate social media
into their business. These include determining what social media platform
would best work with their business, determining the potential benefits from
the use of social media, how the use of social media will differentiate them
from competitors, and determining the impact of their marketing efforts.
On the other hand, negative effects of social media include conflicting
feedback or engagement from consumers, the pressure of constantly having
to keep updated and up to speed against competitors, and errors or distasteful
events within a company that can face backlash. The way in which consumers
interact and share information with one another has evolved rapidly in recent
years through the combined use of blogs, forums, social networking sites,
and podcasts.
Social media has seen a dramatic shift in power away from the firm and
towards consumers and communities. When we think of social media content
that has gone viral often comical, entertaining, and interesting images come
to mind. However, this is not always the case and companies can often find
themselves in difficulty when a negative post, story, or video goes viral which
can impact their business.
Marketers need to listen and learn, take the right tone and actions when
engaging with consumers. Consumers build up trust and bonds with products
and companies through loyalty and communities and feel betrayed when
businesses have faulty products, services, or cover-ups.
Adapted from: (Businesses, 2021)
Comprehension questions
Answer the following questions.
1. Talk about the negative effects of social media on business
2. Explain the positive effects of social media in businesses
3. Discuss the role of social media within firms.
4. Discuss the four factors that should be taken into consideration when
     deciding to integrate social media into the business.
8.1.2 Application activities: Vocabulary and composition writing
A. Vocabulary
Activity 1
Give the meaning of the following words and expressions as used in the
above passage
1. pros and cons
2. platform
3. competitors
4. blogs
5. forums
6. firms
B. Sentence construction
Activity 2
Construct different sentences by using the words in number 1-6.
Activity 3
Write 250-300 words composition on the positive effects of social media in
businesses.
8.2 Talking about advertisement in media
8.2.1 Learning activities: Reading and text analysis
Activity 2
Reading comprehension
Read the following passage and answer the questions related to it.
Social Media Advertising Tips to Master Your Small Business’s
Strategy
Social media entices many small business owners with the dream of the next
big viral campaign. The reality of organic traffic on social media is tricky to
earn, and going viral is next to impossible to predict.
These days, nearly every business is on social media, and it isn’t hard to
spot an ad on all social media platforms within a few seconds. Impressions
on advertisements have gone up 20% each year for several years in a row.
Despite this, the click-through rate of advertisements has decreased each
year since 2018.
That data shows that the competition for attention on social media is fiercer
than ever. Advertising on social media offers several major benefits. It boosts
brand awareness, increases traffic, and offers insight into your current and
potential customers.
Due to these benefits, social media advertising is cost-effective. You need
to understand what you want out of your social media strategy before it can
be effective. When you create an advertisement campaign on a social media
platform, you’ll often need to choose your advertising objective.
Setting goals is an important aspect that determines a timeline for them.
That’s where a social media calendar comes in. Posting new content regularly
keeps your audience engaged and improves your organic reach. Determine
a posting schedule, and stick to it.
A useful social media advertising tip is to use a social media automation tool
like Social Pilot to schedule your posts ahead of time. Today’s social media
trends rely on being relatable. To understand what your audience relates
to, you’ll need to gather data. Social media should feel authentic but have
concrete research.
You can start with information from your website via Google Analytics. Take
notice of when your audience is most active, the posts they engage with, and
their demographics. Facebook, Twitter, and Instagram’s integrated tools can
also be a valuable source of data. You will need a business account to gain
access to raw information about your engagement.
One social media advertising tip for gathering data is to use a social media
analytics tool like Hoot suite. These tools can simplify manage your social
media account by monitoring your brand’s engagement, clicks, and reach.
A quick social media advertising tip for your profile is to create a business
hashtag and include it in your bio so customers can find content relevant to
your brand.
Finally, Social media advertising is an important digital marketing strategy
for every business, no matter the size or industry. With these social media
advertising tips, you can leverage your social presence.
Adapted from: (Thomas, 2021)
A. Comprehension questions
Answer the following questions.
1. Discuss the reality of organic traffic on social media.
2. Advertising on social media offers several major benefits. Explain them
3. Posting new content regularly keeps your audience engaged and improves
your organic reach. Discuss this with reference to the text
4. What can a business hashtag help you?
8.2.2 Application activities: Vocabulary and debate
A. Vocabulary

Activity 2
Debate on the following motion:
“Advertising on media have more harm than good”.
8.3 Language structure
8.3.1 Reported speech
Reported speech is when we tell someone what another person said. To do this, we
can use direct speech or indirect speech.
Look at these examples to see how we can tell someone what another person said.
Direct speech: ‘I love the Toy Story films,’ she said.
Indirect speech: She said she loved the Toy Story films.
Direct speech: ‘I worked as a waiter before becoming a chef,’ he said.
Indirect speech: He said he’d worked as a waiter before becoming a chef.
Direct speech: ‘I’ll phone you tomorrow,’ he said.
Indirect speech: He said he’d phone me the next day.
Direct speech: ‘I work in a bank,’ said Daniel.
Indirect speech: Daniel said that he worked in a bank.
In indirect speech, we often use a tense which is ‘further back’ in the past (e.g.
worked) than the tense originally used (e.g. work). This is called ‘backshift’. We
may also need to change other words that were used, for example pronouns.
Present simple, present continuous and present perfect
When we backshift, present simple changes to past simple, present continuous
changes to past continuous and present perfect changes to past perfect.
Example:
Direct speech: ‘I travel a lot in my job.’
Indirect speech: Jamila said that she travelled a lot in her job.
Direct speech: ´The baby’s sleeping!’
Indirect speech: He told me the baby was sleeping.
Direct speech: ‘I’ve hurt my leg.’
Indirect speech: She said she’d hurt her leg.
Past simple and past continuous
When we backshift, past simple usually changes to past perfect simple, and past
continuous usually changes to past perfect continuous.
Examples:
Direct speech: ‘We lived in China for five years.’
Indirect speech: She told me they’d lived in China for five years.
Direct speech: ‘It was raining all day.’
Indirect speech: He told me it had been raining all day.
Past perfect
The past perfect doesn’t change.
Direct speech: ‘I’d tried everything without success, but this new medicine is great.’
Indirect speech: He said he’d tried everything without success, but the new medicine
was great.
Pronouns, demonstratives and adverbs of time and place
Pronouns also usually change in indirect speech.
Direct speech: ‘I enjoy working in my garden,’ said Bob.
Indirect speech: Bob said that he enjoyed working in his garden.
Direct speech: ‘We played tennis for our school,’ said Elina.
Indirect speech: Elina told me they’d played tennis for their school.
However, if you are the person or one of the people who spoke, then the pronouns
don’t change.
Direct speech: ‘I’m working on my thesis,’ I said.
Indirect speech: I told her that I was working on my thesis.
Direct speech: ‘We want our jobs back!’ we said.
Indirect speech: We said that we wanted our jobs back.
We also change demonstratives and adverbs of time and place if they are no longer
accurate.
Direct speech: ‘This is my house.’
Indirect speech: He said this was his house. [You are currently in front of
                                    the house.]Indirect speech: He said that was his house. [You are not currently in front
                                    of the house.]Direct speech: ‘We like it here.’
Indirect speech: She told me they like it here. [You are currently in the place
                                    they like.]Indirect speech: She told me they like it there. [You are not in the place they
                                     like.]Direct speech: ‘I’m planning to do it today.’
Indirect speech: She told me she’s planning to do it today. [It is currently still
                                     the same day.]Indirect speech: She told me she was planning to do it that day. [It is not the
                                    same day anymore.]
In the same way, these changes to those, now changes to then, yesterday changes
to the day before, tomorrow changes to the next/following day and ago changes to
before.

Below, we are sharing the rules to make changes from Direct to Indirect speech.
The changes of Direct and Indirect speech depend on some factors like modals,
reporting verb, place, time, tense, pronoun etc. You can check the complete
information of changes in Direct and Indirect speech.

Words are changed in an Indirect Speech to replace nearness from distance.
Changes as per Reporting Verb
According to the reporting verb, changes are made in the direct sentence or the
sentence in inverted commas.
• If the reporting verb is in the past tense, then the direct sentence is changed
   in its past tense.
• The tense of direct speech remains unchanged when the reporting verb is
   in the present or future tense.
• If the direct sentence contains the universal truth, then it remains unchanged
   in the Indirect Speech.
Activity 1
Change the following direct speeches into indirect speeches.
1. Gavin said, “He is young.”
2. Akeza says, “I am pretty.”
3. Richard will say, “I am tall.”
4. They said, “The sun rises in the east.”
Activity 2
1. Lydia said, “What is Herena doing?”
2. Eddie said, “Will she come for lunch?”
3. The boy asked, “Where do you stay?”
4. Elizabeth said, “I am a good girl.”
5. I told them, “You have finished your work.”
6. He said, “She is in Kigali.”
8.3.2 Passive voice
A passive voice construction is a grammatical voice construction that is found in
many languages. In a clause with passive voice, the grammatical subject expresses
the theme or patient of the main verb – that is, the person or thing that undergoes
the action or has its state changed.
What is active voice, what is passive voice, and what are their
different functions?
In the active voice, the subject is performing an action:
Example: The dog chases the ball.
Notice how the subject, dog, is performing the action, chase, on the target of the
action, ball. This is a simple, direct example of the active voice.
In the passive voice, the action’s target, ball, is positioned first as the focus of the
sentence. The sentence gets flipped, and the subject is now being acted upon by
the verb. In other words, the subject is passive:
Example: The ball is being chased by the dog.
Active and passive are the two grammatical voices in English. Neither is inherently
better than the other, but each is suited to certain types of writing. There’s a reason
why news anchors sound detached from the stories they’re reporting
Active voice
In the active voice, the sentence’s subject performs the action. Here are two
examples of sentences in the active voice:
1. Joy likes swimming.
2. She loves reading novels.
No matter what verb you use, structuring your sentence so the subject performs the
verb is writing in the active voice.
The active voice has a direct, clear tone. Use it when you want the reader to focus
on the subject of your sentence and the action it is doing rather than on the action’s
target.
In the active voice, the sentence’s subject performs the action on the action’s target.
In the passive voice, the target of the action is the main focus, and the verb acts
upon the subject.
Passive voice
In the passive voice, the action’s target is the focus, and the verb acts upon the
subject. Or, to put it in the passive voice, the subject is acted upon by the verb.
Every sentence in the passive voice contains two verbs:
• A conjugated form of “to be”
• The main verb’s past participle
To change a sentence from active to passive voice, do the following:
• Move the active sentence’s direct object into the sentence’s subject slot.
• Place the active sentence’s subject into a phrase beginning with the
   preposition by.
• Add a form of the auxiliary verb be to the main verb and change the main
   verb’s form.

Activity 1: Convert these passive voice sentences into the active
                       voice:
1. Alana’s toes were crushed by the garage door.
2. The passive voice has likely been heard of by you.
3. Rebeca’s favorite spot in the lecture hall had been taken by the time she
     got to class.
4. When the passive voice is overused, you often end up with flat writing.
Activity 2: Complete the following sentences using appropriate active
                       or passive verbs forms from the given options.
1. The problem ___________ to the children (explained/was explained)
2. Those pyramids ___________ Around 400 A.D. (built/were built)
3. All the trouble ___________ By your mother. (has caused/was caused)
4. The visitors ___________ (were shown/ have shown) a collection of old
      manuscripts.
5. I ___________ him ten thousand franks last year (lend/lent/was lent)
6. She ___________ of spiders. (frightened/is frightened)
7. That picture ___________ by my grandmother (painted/was painted)
8. I ___________ by his attitude (shocked/have shocked/was shocked)
9. Excuse me. The house ___________ (is painting/is being painted/has
    painted)
10. I knew why I ___________ (had chosen/had been chosen)
Activity 3: Change the following sentences into the passive voice.
1. They elected him chairman.
2. The children laughed at the beggar.
3. The guard caught the thief.
4. The soldiers attacked the enemy barracks.
5. The cat drank all the milk.
6. The old man takes snuff.
7. Somebody hit the dog with a kick.
8. I will order the carriage.
9. One may accomplish anything with a little effort.
10. A thunderstorm often turns milk sour.
8.4 End unit assessment
Activity 1
Go through the sentences given below and identify the voice used.
1. Shreya Ghoshal sings beautiful songs.
2. The Sun sets in the West.
3. The boy was being beaten by his teacher.
4. Bucky is helped by Steve.
5. The carpenter is building the desk.
6. The woodcutter cut down the tree.
7. The man dropped his axe into the river.
8. The bird was shot by the naughty boy.
9. The bag was found by me.
10. Natasha lost the money.
11. The farmer will plough the field.
12. The work will be finished by the workers in a day.
13. The enemy has entered the war zone.
14. Who sang the song?
15. The children teased the animals.
Activity 2
Fill in the gaps with the correct form of passive voice
It was said that a certain man was very good in the whole village. Many good
things _____1_____ (say) about him, but the most interesting is that when he
died, he _____2_____ (mourn) by all creatures including animals. His body
_____3_____ (carry) by Gorillas, the wreaths _____4_____ (fly) by birds and
flowers _____5_____ (offer) to perfume the atmosphere. After burying him,
his spirit _____6_____ (see) playing with babies. Elders _____7_____ (scare)
by this beautiful yet terrifying image. Food _____8_____ (leave) by women
cooking, doors _____9_____ (tight/close) and windows _____10_____ (hear)
banging. A soft voice _____11_____ (hear) coming from the spirit saying. I
_____12_____ (treat) well by all of you, no one _____13_____ (harm) by this
peaceful spirit. On hearing this,
every one _____14_____ (excite) and wanted to see for themselves but the
spirit _____15_____ (take) by the soft
wind. Their eyes _____15_____ (fill) with tears of both joy and sadness. This
is the last time he _____16_____ (see) in the neighbourhood.

Activity 3
Writing skills
In not more than 300 words, discuss the advantages and disadvantages of
using media in business.

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