UNIT 7: EDUCATION AND PERSONAL DEVELOPMENT
Key unit competence: To use a language learnt in the context of
education and personal development
Introductory activity
Picture observation and interpretationPicture observation and interpretation
Observe the pictures above and answer the following questions
1. What do you think the figures above represent?
2. Do you think it is important for pre-school children to celebrate the
graduation day as it is in Fig. 1? Why?
3. Explain the relationship between education and personal development.
4. Explain how a disabled child can benefit the same education as those
without disabilities.7.1. Describing ability at school
7.1.1 Learning activities: Reading and text analysis
Pre-reading activity: Picture observation and interpretationText 1: Conversation between a parent and a teacher
Teacher: Hello Madam. Please have a seat.
Parent: Thank you so much.
Teacher: Yes, please, tell me.
Parent: Actually, I wanted to know about the progress of my child.
Teacher: Kaneza is doing well in all the subjects except mathematics.
Parent: But mathematics is a subject he practices a lot.
Teacher: He needs more attention on that.
Parent: Sure, we will focus on him but I think that more attention should be
given to him in his class so that he can score good grades.
Teacher: Don’t worry, I had a word with his mathematics teacher and I discussed
his problem with her.
Parent: Thank you so much.
Teacher: Please don’t mention that.
Parent: I have one more request. If you could please update me with his
progress in the last month.
Teacher: Sure, you can have a word with me anytime or we can also fix a
meeting.
Parent: Sure.
Teacher: Rest don’t worry, he is under our guidance and we will take care of
him.
Parent: Thank you, madam.
Teacher: You are welcome.Adapted from Pep Talkers, (2017)
Comprehension questions1. What was the purpose of the conversation?2. Why did the parent worry about her child?3. Why is it important for parents to collaborate with school leaders andteachers?4. Suppose that you are the teacher of that child, what could your advice tothe parent be as far as her child score progress is concerned?Text 2: Admission to a new schoolMr. Kayumba: Good morning, sir. May I come in?Headmaster: Yes, please.Mr. Kayumba: I’m Mr. Kayumba from Kayonza, and this is my son, Kalisa.Headmaster: Please sit down.Mr. Kayumba: I have been transferred to Gatsibo, just recently. I’m here inconnection with my son’s admission to senior four.Headmaster: Mr. Kayumba, the admissions have closed formally last weekbut let me see what I can do for you. Kalisa, tell me something about youracademic background.Kalisa: I was a student at Groupe Scolaire Nyagahandaza. I have cleared firstterm with an aggregate of 89%.Headmaster: Good, and did you ever participate in debates, dramatics, orsports in your school?Kalisa: Yes, sir.Headmaster: Do you have your certificates for these co-curricular activities?Kalisa: Yes, Sir. They are all in this file along with a letter of recommendationfrom my Ex-headmaster. I’d like to mention that I was the Head Boy of GSNyagahandaza.Headmaster: I’m glad to hear that, Kalisa. Leave your file with me. We’ll seewhat we can do for you.Kalisa: Thank you very much, sir.Mr. Kayumba: Thank you, sir! I’m extremely grateful for the time you have givenus and the interest you have taken.Comprehension questions1. What is the relationship between Mr. Kayumba and Kalisa?2. Why did Mr. Kayumba come to that school?3. Which school did Kalisa attend before and how many aggregates hadhe get?4. Do you think Kalisa was allowed to join the new school? Explain.Application activities 7.1.2Vocabulary and paragraph writingMatch the following words with their meanings2. Paragraph writingWrite a paragraph talking about the subject that you are good at in yourclass. Use the guidelines given in unit five of this book.7.2 Describing educational ambitions
7.2.1 Learning activities: Reading and text analysis
Text: My exceptional accountant journey
After quickly realizing just how serious some of our accounting work is, I knew
that if I wanted to advance in my own career, I had to figure out ways to become
more efficient and effective. I also realized that as our world becomes more
and more complex, and not just from an accounting sense but from an overall
business perspective. So, I was convinced that accountants will have to expand
both knowledge and skill sets.
This is how my journey began: After completing my degree in Accounting, I was
excited to apply my education only to find copious amounts of spreadsheets
and mindless data entry. I was one of only a few students who had the
opportunity to start with a Big4 Accounting firm right after graduation, and one
of my first assignments was to audit cash. I sat down with the colleague
responsible for reconciling the larger cash accounts, and we started his step by-step process.
After going through it, I started to ask questions as I’d been taught to do as
an auditor. This turned out to be an incredibly eye-opening experience for me.
I asked him why a certain transaction was taking place, how he knew it was
right or what he did with the exceptions. His responses were often “I don’t
know” or “because we’ve always done it that way”.
I will make a bit of a confession here: this made me question my choice of
profession. Who wants to just follow a checklist and not really have to think?
This certainly didn’t seem appealing to me.
While at first, he said he loved his job, the more we got into the questions, the
more he opened up and confessed that he felt more like a glorified data entry
clerk. And I started to realize just how antiquated many of the Accounting and
Finance processes were.
I may not have known how that would change, but I was certain things had to.
And at the time, I had no idea just how important this discovery was going to be.
Throughout my career, I continued to encounter all kinds of challenges around
the typical accounting activities especially during the month-end close. Trying
to meet deadlines that management was always looking to reduce. Trying to
ensure everything was being done (journals all booked, balance sheet accounts
reconciled, and month-end tasks completed).Many of the companies I worked with were experiencing significant changes,including mergers and acquisitions, expanding into new countries, rapid growth,
and IPOs, which only further exacerbated these challenges.Then there was all of the paperwork and supporting documentation! One
organization I was working with had their reconciliations all over the place―desk
drawers, binders, manager offices. It was a nightmare trying to keep everything
straight, not to mention quite costly trying to store everything.I found myself in a position where I had to find alternative solutions. I knew
I had to expand my knowledge base and provide more strategic insight in
addition to better managing the close process. I had to help our accountants
shift from these mundane tasks to applying their knowledge. I had to work with
our other departments so that as a whole, we were making the best decisions
for the business.I also recognized that our accountants needed, even wanted, more challenges.
They wanted the time to research and investigate exceptions. They wanted time
to proactively identify errors so they could be fixed before it became a problem.I needed to not only help my organization, but my fellow accounting colleagues
as well. In order to be effective in driving forward this change, I had to start with
myself so I could share what I learned with my team, with the other departments,
and with leadership.The success of this transformation was contingent on their support. While
this would ultimately be a team effort, this was my opportunity to show that
accountants can offer so much more to our organizations.Comprehension questionsAdapted from Parcells, (2020)1. What makes the narrator think that accountants have to expand bothknowledge and skill sets?2. According to this sentence “I was excited to apply my education―only tofind copious amounts of spreadsheets and mindless data entry.” Do youthink the narrator found the situation at workplace as good as he/she wasexpecting? Explain.3. Why did the narrator question her choice of profession?4. Enumerate changes that companies the narrator worked with wereexperiencing.5. Which alternative solution did the narrator think she had to find?
6. Did the narrator succeed in bringing the transformation? ExplainApplication activities 7.2.2Vocabulary and composition writing1. Vocabulary Use the following words in your own sentencesa) Efficientb) Effectivec) Copiousd) Spreadsheete) Mindlessf) Assignmentg) Audith) Transactioni) Confessj) Antiquatedk) Mundanel) Proactively2. Composition writingWrite a 250-word composition explaining the reason why the governmentwas not wrong when it established accounting option in secondary schools.7.3 Talking about sexual education7.3.1 Learning activities: Reading and text analysisText 1: Why comprehensive sexuality education is important
Did you know that only 34 % of young people around the world can demonstrate
accurate knowledge of HIV prevention and transmission? And that two out of
three girls in some countries have no idea of what is happening to them when
they begin menstruating? These are some of the reasons why there is an
urgent need for quality comprehensive sexuality education (CSE).
Comprehensive sexuality education is a curriculum-based process of teaching
and learning about the cognitive, emotional, physical and social aspects ofsexuality. It aims to equip children and young people with knowledge, skills,
attitudes and values that will empower them to realize their health, well-being
and dignity; develop respectful social and sexual relationships; consider how
their choices affect their own well-being and that of others; and understand and
ensure the protection of their rights throughout their lives.Too many young people receive confusing and conflicting information about
relationships and sex, as they make the transition from childhood to adulthood.
This has led to an increasing demand from young people for reliable information,
which prepares them for a safe, productive and fulfilling life. When delivered well,
CSE responds to this demand, empowering young people to make informed
decisions about relationships and sexuality and navigate a world where genderbased violence, gender inequality, early and unintended pregnancies, HIV
and other sexually transmitted infections (STIs) still pose serious risks to their
health and well-being. Equally, a lack of high-quality, age- and developmentallyappropriate sexuality and relationship education may leave children and young
people vulnerable to harmful sexual behaviours and sexual exploitation.CSE plays a crucial role in addressing the health and well-being of children and
young people. Applying a learner-centered approach, CSE not only provides
children and young people with age-appropriate and phased education on human
rights, gender equality, relationships, reproduction, sexual behaviours risks and
prevention of ill health, but also provides an opportunity to present sexuality
with a positive approach, emphasizing values such as respect, inclusion,non-discrimination, equality, empathy, responsibility and reciprocity.Adapted from UNESCO, (2018)Comprehension questions
1. State the two reasons why there is an urgent need for quality
comprehensive sexuality education as explained in in the first paragraph.
2. What is the objective of comprehensive sexuality education?
3. Do you agree with the author that too many young people receive
confusing and conflicting information about relationships and sex? Justify
your answer.
4. What is likely to be the consequence of a lack of high quality sexuality
and relationship education?Application activities 7.3.2Vocabulary and sentence writing
1. Vocabulary
Use a dictionary and find meanings of the followings words considering
how they are used in the passage.
a) Demonstrate
b) Accurate
c) Menstruating
d) Cognitive
e) Dignity
f) Conflicting
g) Inclusion
h) Discrimination
i) Reciprocity2. Sentence writing
Use each of the above words in your own sentence.Text 2: Life skills
In an ever-growing technology and data driven world, much of the focus
in education has understandably taken a shift toward STEM-based (science,
technology, engineering, and math) initiatives that will prepare students for
the coursework and careers of the future. But life skills how well-equipped
students are to make good decisions and solve problems in their academic and
professional careers as well as their personal lives should also play a critical role
in a well-rounded and comprehensive education.Think of life skills as the building blocks or framework that allow students to apply
the knowledge they acquire in school to real world problems and situations. Also
referred to as “soft skills” in a professional context, the ability to think abstractly
and approach problems from multiple angles to find practical solutions, and the
skill to communicate clearly and effectively are just as important as technical
knowledge in a particular field or academic subject.According to Macmillan Education, “In a constantly changing environment,having life skills is an essential part of being able to meet the challenges of
everyday life. The dramatic changes in global economies over the past five
years have been matched with the transformation in technology and these are
all impacting on education, the workplace, and our home life.”But life skills go well beyond choosing a major in college or impressing a
potential employer in the future. Life skills provide children with important tools
for development, such as independent thinking, how to socialize and make new
friends, and how to take action in situations where their parents or teachers may
not be around to help or intervene (dealing with a bully or personal insecurities
and fears, for example.) Unlike motor skills and basic intelligence, executive
function and decision-making skills are not innate but learned.Examples of life skills include: Self-reflection, Critical thinking, Problem
solving and Interpersonal skills, etc. Building life skills is essentially an exercise
in helping children develop sound judgment and good habits for long-term
stability, wellness, and success.Parents can take an active role in teaching life-skills at home with projects that
provide real world examples and lessons in decision making and problem solving.
They can be as simple as assigning household chores and budgeting exercises
through an allowance, to caring for a pet or volunteering in the community. Fun
and simple-to-organize activities, like game nights (or afternoons) with family
and friends with an educational focus that also encourage working in teams,
can help to build social and interpersonal skills.In addition to brushing their own teeth and learning how to tie their shoes and
get dressed, young children should know what to do in common situations as
well as emergencies, such as: How to get to and from home and school, who
to call in an emergency (memorize phone numbers), How to safely cross the
street, what to do if they are bullied or witness bullying, how to safely use
kitchen appliances and prepare basic meals and how to do the laundry.The acquisition of problem-solving and reasoning abilities is a fluid and ongoing
process, and working with children early in their development to lay the
framework with examples that they can understand and apply on their own is a
good place to start. For boarding students, the experience is even more intense.
Daily house chores, weekend work projects and weekly house meetings all
create the sense of responsibility over their lives and spaces that many schools
and jobs are seeking. Add to that the expectations to cook, clean up after
themselves, and budget their personal expenses and most students end up
fulfilling many of the item on those life skills lists.Comprehension question1. What are life skills according to the author?Application activities
2. Compare and contrast life skills from other skills developed from other
subjects.
3. Give examples of life skills as described by the author.
4. Is it important to develop life skills from early childhood education? Justify
your answer.Vocabulary and summary writing
1. Vocabulary
Explain the following words using dictionaries as used in the passage.a) Choresb) Witness bullyingc) To do the laundryd) Impresse) Soft skillsf) Data driven world
2. Summary writingIn not more than 80 words, summarise the passage above pointing out the
importance of life skills.7.4 Language Structure: conditional clause type I &II
Learning activity
Read the following sentences and complete the gap accordingly1. If people are well educated, the society ----------------- (develop) in allsectors.2. I would take my daughter to IPRC, If I------------------- (be) in yourposition.3. If we were policy-makers, we------------------ (establish) careerdevelopment centres.4. If they all do their best, the party -------------- (be) great.5. If I have a child, --------------- (develop) his/her life skills as much aspossible.Note:Conditional tenses are used to speculate about what could happen, what mighthave happened, and what we wish would happen. In English, most sentencesusing the conditional contain the word if. Many conditional forms in English areused in sentences that include verbs in one of the past tenses. This usage isreferred to as “the unreal past” because we use a past tense but we are notactually referring to something that happened in the past. There are five mainways of constructing conditional sentences in English.In all cases, these sentences are made up of an if clause and a main clause. In many
negative conditional sentences, there is an equivalent sentence construction
using «unless» instead of «if». Let’s discuss some types of conditional below:7.4.1. Conditional Sentence Type 1
It is possible and also very likely that the condition will be fulfilled.
Form: if + Simple Present, Will-Future
Example: If I find her address, I’ll send her an invitation.
Form: If + Simple Present, Will-Future
Example: If I find her address, I will send her an invitation.
The main clause can also be at the beginning of the sentence. In this case, don’t
use a comma.
Example: I will send her an invitation if I find her address.Note:
Main clause and / or if clause might be negative. See Simple Present undwill Future on how to form negative sentences.
Example: If I don’t see him this afternoon, I will phone him in the evening.
When is the Conditional sentences type I used?Conditional sentences type I refer to the future. An action in the future will onlyhappen if a certain condition is fulfilled by that time. We don’t know for sure
whether the condition actually will be fulfilled or not, but the conditions seems
rather realistic – so we think it is likely to happen.Example: If I find her address, I’ll send her an invitation.
I want to send an invitation to a friend. I just have to find her address. I am quite
sure, however, that I will find it.
Example: If John has the money, he will buy a Ferrari.
I know John very well and I know that he earns a lot of money and that he loves
Ferraris. So, I think it is very likely that sooner or later he will have the money to
buy a Ferrari.Application activityApplication activitySome friends are planning a graduation party. Everybody wants to be partof it, but nobody’s really keen on preparing and organizing the party. Soeverybody comes up with a few conditions, just to make sure that theothers will also do something.1. A. Complete the Conditional Sentences Type I.2. If Caroline and Sue prepare the salad, Phil … (decorate) the house.3. If Sue cuts the onions for the salad, Caroline … (pee) the mushrooms.4. Jane will hoover the sitting room if Aaron and Tim … (move) thefurniture.5. If Bob tidies up the kitchen, Anita … (clean) the toilet.6. Elaine will buy the drinks if somebody… (help)her carry the bottles.7. If Alan and Rebecca organize the food, Mary and Conor …. (make)the sandwiches.8. If Bob looks after the barbecue, Sue …. (let) the guests in.9. Frank will play the DJ if the others …. (bring)along their CDs.10. Alan will mix the drinks if Jane …. (give) him some of her cocktailrecipes.11. If they all do their best, the party … (be) great.B. Complete the Conditional Sentences (Type I) by putting the verbs intothe correct form.1. If you (send) ….…this letter now, she (receive) …….. it tomorrow.2. If I (do) ……this test, I (improve)……. my English.3. If I (find) ….…your ring, I (give) ….…it back to you.4. Peggy (go) ….…shopping if she (have) ….…time in the afternoon.5. Simon (go) ….…to London next week if he (get) ….…a cheap flight.6. If her boyfriend (phone / not) ….…today, she (leave) ….… him.7. If they (study / not) harder, they (pass / not) the exam.8. If it (rain) ….… tomorrow, I (have to / not) ….…water the plants.9. You (be able/ not) ….…to sleep if you (watch) ….…this scary film.10. Susan (can / move / not) ….…into the new house if it (be / not)….…ready on time.7.4.2. Conditional Sentence Type 2→ It is possible but very unlikely, that the condition will be fulfilled.Form: if + Simple Past, Conditional I (= would + Infinitive)Example: If I found her address, I would send her an invitation.Form: If + Simple Past, main clause with Conditional I (= would +Infinitive)Example: If I found her address, I would send her an invitation.
The main clause can also be at the beginning of the sentence. In this case, don’t
use a comma.
– Example: I would send her an invitation if I found her address.Note: Main clause and / or if clause might be negative. See Simple Past und
Conditional I on how to form negative sentences.
– Example: If I had a lot of money, I wouldn’t stay here.Were instead of WasIn IF Clauses Type II, we usually use ‚were – even if the pronoun is I, he, sheor it –.– Example: If I were you, I would not do this.When is sentence type II used?Conditional sentences type II refer to situations in the present. An action couldhappen if the present situation were different. I don’t really expect the situationto change, however. I just imagine what would happen if …Examples:a) If I found her address, I would send her an invitation.b) If John had the money, he would buy a Ferrari.• I would like to send an invitation to a friend. I have looked everywherefor her address, but I cannot find it. So now I think it is rather unlikelythat I will eventually find her address.• I know John very well and I know that he doesn’t have much money, buthe loves Ferraris. He would like to own a Ferrari (in his dreams). But Ithink it is very unlikely that he will have the money to buy one in the nearfuture.End of unit assessment 7.51. A. Complete the Conditional Sentences (Type I&II) by putting theverbs into the correct forma) If you come with me, I (to do) the shopping with you.b) Musoni (to help) his mother in the garden if she reads him astory this evening.c) If it (to rain), I will stay at home.d) Our teacher will be happy if we (to learn) the poem by heart.e) If they had enough money, they (to buy) a new car.f) We (to pass) the exam if we studied harder.g) If Pat repaired his bike, he (to go) on a bicycle tour with us.h) She would get 100 pounds if she (to sell) this old shelf.i) If I was/were you, I (to invite) Jack to the party.j) If the weather (to be) fine, the children can walk to school.2. Write a composition describing the relationship between Education
and society