Topic outline

  • General

  • UNIT 1: MY SECONDARY SCHOOL

     

    A. Listening and speaking


    Introduction


    In the following conversation, Kajuga and Uwase are new Senior 1 students at Amahoro Friends Senior School. Read the conversation aloud in pairs.

    KAJUGA:   Hello, Uwase.
    UWASE:     Hello, Kajuga.
    KAJUGA:   I’m happy to see you. I never thought I’d see you again after our days at Hope
                       Primary School. Congratulations on passing with flying colours.
    UWASE:     I’m happy to see you too. It is so exciting to be here. I am a bit frightened though...
    KAJUGA:  I understand. Many new students feel that way sometimes. However, you
                      feel better after a
                       while. Tell me, do you
                       still love Agriculture?
                      It is offered here, you know.                          
    UWASE:   Yes, I do. I like it
                      because we practise
                      it every day at home.
                      We prepare the
                      land for the planting
                      season. We also look
                      after animals like cows
                      and goats. I love that
                      subject. I love Math
                       too. I am told this
                       school offers Physics. I
                       would like to study it.
    KAJUGA:  Yes, they do. We have
                       four physics lessons
                       every week. You might











                      end up as an engineer. Personally, my favourite subject is History. I read it
                      every day. I would like to be a lawyer or historian. I love English too. I practise
                      public speaking in the evenings. I know I will meet and address many art
                      lovers.



    UWASE:    How many English lessons do you have in a week?
    KAJUGA:  We have five of them in a week.
    UWASE:    I must take them too. After all, other subjects are taught in English. I am glad
                       we are talking. I feel more confident. Thank you.
    KAJUGA:    You are welcome.

    The conversation that you have just read is about the subjects that you study when you join Senior 1.


    QUESTIONS


    Working in groups of five:

    1. Name all the subjects that you are studying this year.
    2. What is the importance of each of the courses that are being offered in your school?
    3. Which are your favourite subjects? Why are they your favourite subjects?

    DISCUSSION


    ACTIVITY 1


    Read the following passage

    Friends


    As Uwase and Kajuga were walking towards the library, Gasaro ran to them. She happily
    tapped Kajuga on the shoulder. Kajuga turned around and excitedly gave Gasaro a ‘high
    five’.
          “Sorry, I forgot to tell you I was                                          
    leaving for the library!” Kajuga said.
         “It is okay, Kajuga. Mr. Gasana kept
    me longer than I expected.”
          “Were you discussing Biology?”
          “Yes, we ...”“
          I knew it!”
         Uwase cleared her throat and said,

    “Hello ...”
        “Pardon me Uwase. Please meet my friend Gasaro. Gasaro, meet Uwase,
    my friend from Hope Primary School.” Gasaro and Uwase shook hands.








      “It is nice to meet you,” Uwase said.“
       The pleasure is mine,” Gasaro replied.
       Gasaro pulled Kajuga aside and whispered, “She is taller than you. How old is she?
       ”Uwase overheard the conversation. She smiled and said, “My height makes me look
    slightly older than I am. I am 12 years old.
        Gasaro was embarrassed.
       “I am I ...”
       “It’s alright Gasaro.”
       “Thank you, Uwase.”
       “Oh, Gasaro, don’t worry. Uwase is a nice person. She is polite and friendly. I am sure
    she hasn’t taken offence. By the way Gasaro loves Agriculture the same way you do.”
       “That is really nice. May I ask how old she is?”
       They all laughed loudly.
       “Gasaro is 14 years old. She loves Agriculture, Chemistry and Biology. She hopes to be
    an agronomist in the future and she lives in Rusororo.”
       “You know so much about her ...”
       “Uwase, she is my best friend, isn’t she?”
       “Now you have one more friend in this school!” Gasaro shouted happily, “Uwase, come
    with us to the library please. We read ahead of the teachers every day, and we borrow
    new storybooks every week.”
        “That is amazing. I will enjoy my time in this school with you two as my friends.”

    Questions


    1. Describe Gasaro.
    2. Write a short description of your best friend and read it to the your group members.

    Use the following table


    3. What do you think is the importance of being friendly to your schoolmates

    B. Reading and comprehension


    Read the following passage and answer the questions that follow.

    My amazing school
    My school is Uwamahoro Secondary School. It was set up in 1945. Calitas Uwamahoro
    donated five acres of land and money to build it. It is located ten kilometres from Muhanga
    Town.
         A man-made forest, a garden and playground surround my school. The school is made
    up of two beautiful rows of a three-storey building. This is where the classes are. There is
    another big structure that houses the staffroom and the library. The staffroom structure
    makes the school landscape, from the sky, look like a perfect letter U.

          The Head Teacher’s Office and the Clerk’s Office are at the back of the building. Also,
    there is a Laboratory, Teachers’ Common-rooms and Scouts Room. We also have a hostel
    where we sleep.
          We have twenty-three teachers, a storekeeper, a librarian, an accounts clerk, three cooks
    and two guards. All the teachers in the school are highly qualified and experienced. The
    head teacher teaches History and Geography. Her deputy teaches English and Literature. I
    like studying Mathematics and English.
         We have about four hundred and fifty students in our school. Our school uniform
    consists of white shirts and brown trousers for boys. The same colours apply for the girls:
    white blouses and brown skirts.
         Classes begin at 8 a.m. after the assembly, and run up to 5 p.m. We have a total of nine
    periods of forty-five minutes each. We usually get a short break of fifteen minutes and a
    longer one of thirty minutes. We usually have a library period in our weekly routine. We
    borrow books from our library and return them after a week.
          We learn English, Literature, Mathematics, Kinyarwanda, Geography, History,
    Entrepreneurship, Biology, Physics, French and Religious Studies. After end-of-term exams,
    we are ranked according to our subject scores. I love my school very much.

    Comprehension Question

    Answer the following questions.
    1. Match the words in A with their correct meanings in B

     








        Make correct sentences using the words in column A.
    2. The name of the school in the passage is ......................
    3. The school was started in .....................
    4. Which of the following options best describe the school?
        A. Old, organised and friendly
        B. U-shaped, big and landscaped
        C. A big, friendly, girls’ school
        D. A mixed day and boarding school
    5. Which subjects are taught in the school of the person telling the story?
        A. English and Literature, Mathematics, Kinyarwanda, Geography, History,
            Entrepreneurship, Biology, Physics, French, Religious Studies and Kiswahili
        B. English and Literature, Mathematics, Kinyarwanda, Geography, History,
            Entrepreneurship, Biology, Physics, French and Religious Studies
        C. English and Literature, Business Studies, Mathematics, Kinyarwanda, Geography,
             History, Entrepreneurship, Biology, Physics, French and Religious Studies
         D. English and Literature, Mathematics, Kinyarwanda, Geography, History,
              Entrepreneurship, Biology, Physics, Chemistry, French and Religious Studies
    6. Which subjects does the narrator like?
    7. Which subjects do you like and why?
    8. What can you do to perform well in the subjects you do not like?
    9. In about thirty words, explain why the person likes that school.

    Think about this

    What do you think is the importance of learning Entrepreneurship?

    C. Language use

    You have come across the sentences below. Study them carefully.

    1. I practise public speaking in the evenings.
    2. I draw every weekend.

    Tell your desk mate what you think is common in the two sentences.

    The present simple tense
    The present simple tense is sometimes referred to as present tense. It can be used in a
    number of ways.
    I.  It is used to express habit/routine. For example,
        a) I walk to school every day.
        b) Jean eats bananas for breakfast.
        c) We hoist the flag every Monday and Friday morning.
        d) The students come to school every morning.

    Practice Exercise 1

    Use the table below to make correct sentences of your own

    Practice Exercise 2


    Complete the following sentences.
    1. Every morning I wake up ..........................
    2. I prepare ..................................................
    3. I take my breakfast ..................................
    4. I then walk ..............................................
    5. I attend lessons up to .............................

    Practice Exercise 3

    Answer the following questions:
    1. When do you arrive at school?
    2. Who came late yesterday?
    3. Who knows how to draw?
    4. What time does school start?
    5. When does school finish?

    II. The present simple tense is also used to discuss hobbies. For example:

    1. Who collects stamps?
        Gasaro collects stamps.
    3. Who plays computer games?
        Tabaro plays computer games.
    5. Who reads novels?
        Mukashema reads novels.

    Practice Exercise 4


    Complete the following sentences
    1. ............................. likes reading newspapers.
    2. ............................. like travelling.
    3. ............................. likes listening to music.
    4. ............................. watching movies.
    5. ............................. reading novels.
    6. Many teenagers like ..................................
    7. Young children like ....................................
    8. Elders like ....................................................
    9. Entertainers ................................................
    10. Basketball players ......................................

    III. The present simple tense can also be used to show the condition which a person
    or an object is in. For example:

    1. The classroom is dirty.
    2. The floor is neat.
    3. I am unwell.
    4. Math is an interesting subject.
    5. The bell is loud.
    The present simple tense is additionally used to state a person’s occupation. For example:
    1. Patrick is a teacher.                                                                3. She is a prefect
    2. Stella is a pilot.


    Practice Exercise 5


    Match the parts in column A with the correct ones in column B.


    Practice Exercise 6


    Answer the following questions in complete form. For example:
    What is your name?
    Answer: My name is Mukankusi.
    1. What is your favourite subject?
    2. How many Maths lessons do you have per week?
    3. How many English lessons do you have per week?
    4. How long does it take to walk from home to school?
    5. How long does it take to finish an English assignment?
    6. What do you study in the morning?
    7. What subject comes last in the timetable?
    IV. The present simple tense can also be used to indicate a relationship. For example:
    1. We are her students.
    2. He is our teacher.
    3. These books are ours.
    4. Peter and Jane are classmates.
    V. The present simple tense can be used to express feeling and emotions. For
    example:Our teacher is happy today
    5. Daniel is bored.
    6. The head teacher is disappointed with the exam results.


    Practice Exercise 7


    Use the following words to complete the sentences that follow.

    rains, graze, plays, works, keeps, sweeps, bakes, enjoys, love, organises, swims, are
    1. My father ................ cows and sheep.
    2. Buregeya ................ criticising others all the time.
    3. Tom and Joane ................ my classmates.
    4. The geography teacher ................ for field trips every term.
    5. Once in a while, it ................ in the afternoon in our village.
    6. Teachers ................ students who work hard.
    7. The Olympic gold medalist ................ in the pool every afternoon.
    8. Animals from the park ................ in the school field at night.
    9. Mr. Abdalla ................ as the school clerk.
    10. The head teacher ................ the piano in the church on Sundays.
    11. A warm wind ................ across the field every early afternoon.
    12. My mother ................ for breakfast in the evening.

    Activity 2

    1. Pair up with your desk mate and practise asking and answering questions about the
        activities you do while at school. One of you should ask the questions while the other
       answers. After you have finished, change roles.
    2. Write five sentences that describe your friend. For example: My friend lives in Kigali.
    3. Write ten sentences about the subjects you study in school. For example,
       a. Maths is my favourite subject.
       b. English is my best subject.
       c. I like Biology.

    Extra Exercises


      a) Fill in the blank spaces below with what you are likely to do. Use other verbs apart
          from those in brackets.
           For example:
        Mary likes talking fluently.
    1. You stop ................ around aimlessly. (sitting)
    2. She dreams ................ school early. (finishing)
    3. She prepares ................ melodiously in the concert. (singing)
    4. He walks ................ excitedly. (talking)
    5. They plan ................ by all means. (winning)

    b) Answer the following questions. Write your answers in full.
    1. When do you come to school?
    2. How long did you take to study at night?
    3. How many lessons do you study in a week?
    4. How old are you?
    5. Where do you put your pen?
    6. What do you see in the teacher’s office?
    7. When do you speak Kinyarwanda?
    8. How often do you use French?

    D. Writing

    Descriptive writing


    Activity 3

    In pairs, try out this activity.
    1. What is the size of your partner/ friend?
    2. What is the colour of this sweater?
    3. What is the shape of the school flag?
    4. What is your school desk made of?
        Your answers are likely to have these words: square, rectangle, wood, tall, short, huge,
         small, blue, green, metal and so on. These words are used to describe people, animals
         and things.

    Describing places and objects
    In describing a place, an object or a creature, we ask the questions that follow. This enables
    us to get as many details as possible.

    1. What does the place, object or creature look like in terms of:

        a) Size, for example: big, small, tall, short.
        b) Colour, for example: green, brown, black, yellow.
        c) Shape, for example: square, oval, irregular, round.
        d) Age, for example: new, old, young.
        e) Material, for example: cotton, leather, wooden.

    2. Where applicable, the following questions can also be asked.
        a) What does it smell like? For example: good, awful.
        b) What does it taste like? For example: sweet, bitter.
        c) What sounds are associated with it? For example: bang, roar.
        d) How does it feel? For example: smooth, rough.

    The ability to describe somebody or something is very important. Description makes people
    to get a clear picture of what you are talking about. In order to write a good descriptive
    composition, you need to give many details. You should give imaginative comparisons.

    Describing a person                                                             
    In describing things, we only deal with their outward characteristics.
    However, when we describe people, we say how they look and at
    the same time talk about their character. Here is what you can
    include in such descriptions:
             a) The physical appearance of the person in terms of size and skin colour. Also, talk about the hair, clothes and shoes.
             b) His or her actions; for example how she walks or eats.
             c) What he or she likes and dislikes.
             d) What others say about him or her.
             e) What you think about him or her.
    All the above points will bring out the character of the person. For
    example:
    ‘He has shaggy hair and unpolished shoes.’ From this description,
    we can conclude that this person is careless.




    Activity 4


    Below is a description of a person. Try to create a mental picture of the person
    described as you read and then answer the questions that follow.
    Mesmerised, the two boys watched − they actually stared with their eyes popping out as
    she approached. Was she real or simply a dream? She was quite unlike anybody they had
    ever seen. Her height was the most striking feature; so tall was she that the boys thought
    the flag post at their school was shorter.

    Her long shiny hair curled in spirals. It danced beautifully around her elegant shoulders
    as she walked. Her face was something to behold. It was as flawless as china-ware. Her
    eyes were beautifully set. They shone brightly with love and compassion. She had natural
    eyebrows. They arched as if to worship the brilliant stars that her eyes were. The eyes of
    the boys were reverted to her mouth. It had opened in a beautiful smile to reveal white
    teeth. Her teeth shone like glass in the sunshine.

        Her red dress looked soft to the touch, like a kitten’s fur. It fitted her perfectly. Actually,
    it complemented her goddess-like figure. Her feet were in beautiful black leather shoes.
    One could tell she was very comfortable in them.

     Her walking revealed no pride whatsoever. Instead, it was measured and purposeful. On
    reaching the two little boys, she bent down and picked both of them up. She took one in
    each arm. Ah! Her perfume was fresh and tantalising.

      “Hello there,” she greeted them. Her soothing musical voice sounded like dripping
    honey.

       She was the National Beauty Queen and had come to observe life in the slums. Her aim
    was to inform the public about the problems of the poor.
     
       No wonder the media had been raving about her. They were raving about not only her
    beauty, but also her humility and compassion. The little boys simply thought that she was
    stunning. She was an angel dropped straight from heaven right into the middle of the slum.

    Questions


    1. What do you like best about the woman’s:
        a) Physical looks?
        b) Way of dressing?
        c) Actions?
           Give reasons for your answer.
    2. What can you say about her character?

    Practice Exercise 8

    Write a description of your favourite person using the guidelines learnt in this section. Start by outlining the details in a table like we did in section A.

    Practice Exercise 9

    Working in groups, read the following account. Thereafter, sketch the compound described.

    The 20-acre school compound has been divided into paddock-like rectangles. The fields
    occupy the largest portion. The tuition and administration blocks are set apart from the
    dormitories which are to the north of the compound. Neatly-kept bottle-brush tree fences
    mark the boundaries of the various small rectangles. The teachers’ quarters are next to the
    dormitory areas at the north eastern end of the school compound. To the west, between
    the field and the classrooms, is the colonial-period school hall joined to the smoky kitchen.
    Huge circular pillars support the roof of the hall. The school field is at the south eastern
    side of the compound.

      There are flower beds around the administration and tuition blocks. The classrooms
    form a ‘U’ comprising twelve classrooms, two laboratories and a library. The laboratories
    and the library make the southern side of the ‘U’. The administration block is like a tilde
    on top of the U and has two doors, one opening to the classrooms and the other to the
    assembly ground, beyond which there is a path leading to the gate through the fields.
    The various pavements and paths around the blocks are impeccably clean. Many are the
    mornings when you will hear a thousand swish-swishes as girls tidy up the paths in the dim
    morning light. There are hardly any security lights around the school and the few available
    ones are promptly switched off at five thirty in the morning. The students have to use
    torches to tidy up the compound and water the flower beds that are a luxuriant green
    even in the middle of the hot, sultry January season.


    Practice Exercise 10


    Construct correct sentences from the table below. Write them in your exercise book.

    E. Little laughter


    TEACHER: What are you writing?
    PUPIL: A letter to myself.
    TEACHER: What does it say?
    PUPIL: I don’t know. I won’t get it till tomorrow.


    File: 1URL: 1
  • UNIT 2 : FOOD AND NUTRITION



    A. Listening and speaking


    Introduction


    Activity 1

    The poems below talk about food and its nutritional value. Read them aloud with
    your group members.

    Delicious
    We all enjoy delicious food.
    That which makes us healthy is good.                   
    Fruits, which are juicy, are good.
    We all enjoy delicious food.

    We should consider nutritional value,
    We all need it, we can’t argue.
    You need energy? In ubugali there is plenty
    You need proteins? In bean stew
    there is plenty.

    A balanced diet, we all must have,
    A balanced diet will take us above
    A great dish, we should all savour,
    Eat slowly, as we taste the flavour.

    Food is Good
    I like potatoes,
    I like tomatoes,
    I like oranges,
    And I like porridge.
    I favour the beans,
    And savour the greens.

    I love meat,
    I can’t miss wheat.
    Beans for proteins
    Greens give protection,
    Wheat for carbs; you need some fats.
    Three meals a day, keep hunger away.


    Activity 2


    1. In pairs, discuss the messages of these poems and then report to your class.
    2. Study the table below in pairs. Match each picture with the correct food.
           
    3. Describe a balanced diet.
    4. Tell your desk mate about the meal you had in the morning. Do you think it was a
         balanced diet? Give reasons for your answers.
    5. Tell your desk mate about mealtimes at your home.

    Discussion
    Foods
    Foods are classified into three major classes: carbohydrate, proteins and vitamins.
      Carbohydrates are energy-giving foods and include rice, ubugali, potatoes, bread and
    cassava. Carbohydrates give the body energy. They also provide the body with heat.
       Proteins are natural substances found in meat, eggs and fish.
    They help the body grow. They help repair the body too. Sources of vegetable proteins include peas, beans and
    lentils.
         Vitamins, which are natural substances found in fruits and vegetables, help us stay
    healthy. They protect us from vitamin-deficiency diseases.
         A meal which consists of carbohydrate, proteins and vitamins is said to be a balanced
    diet. Was the meal you had today a balanced diet?



    Activity 3


    1. In groups of five, discuss your favourite foods. Do these foods make up a balanced diet?
    2. In groups of five, identify at least three different meals that Rwandans love. Explain
    how they are prepared. Do these meals make up a balanced diet?
    3. In groups of five, discuss what junk food is. What is more expensive: junk or healthy food?


    Activity 4


    You have noticed that people around you look very unhealthy, with children having various
    deficiency diseases. You are determined to correct this situation.
    Working in a group, outline a talk you would give to the villagers to help them improve
    their health. Identify the dietary habits you would tell them to adopt and give the reasons
    for this.B.

    Reading and comprehension


    Read the following passage and answer the questions that follow.

    Nutrition                                                                        
    When should you eat a balanced diet? What should your
    portion size be? Choose wisely and eat healthily every day,
    three times a day.
         Serve whole-grains and choose more fish, poultry and
    less red meat. Always opt for low-fat dairy foods. Your
    meals don’t have to be expensive with plenty of substitutes
    present. Choose cassava, arrowroots, sweet potatoes or
    maize for carbohydrates. Substitute meat with beans, peas
    or eggs. Also, eat locally available fruits and vegetables.


    Breakfast                                                                                         

    You must include protein in your breakfast. When they
    are available, choose from eggs, salmon, lean ham or
    low-fat dairy. Alternatively, take a chunk of cassava
    and a helping of beans, followed by a banana. Top your
    morning toast with a scrambled egg, a slice of smoked
    salmon or lean ham. Alternatively, enjoy an omelette.
         Do, not skip breakfast. It plays a key role in maintaining
    healthy weight.

    Mid-morning snack                                            

    Eating small portions and often is good. Spread your
    intake evenly throughout the day. Make every snack
    count with nourishing options. Swap your biscuits for
    oatcakes. Spread with peanut or almond nut butter
    and a banana or have a tasty dip with veggie sticks.

    Lunch                                                                                                                
    Make lunch a mix of lean protein and starchy carbohydrates. Go for high fibre whole-
    grains to generate energy. Opt for an open rye-bread sandwich topped with salmon.
    Choose chicken or low-fat dairy as well as plenty of salad. Otherwise, choose whole-grain
    toast topped with baked beans.

    Mid-afternoon                                                                                                
    Satisfy that craving and the need for energy with fruit. Eat groundnuts, simsim and any
    available fruit. This can help stabilise the release of sugars, which keep you energised.

    Dinner
    Take carbohydrates; they’re low in fat, fibre-rich and help you relax in the evening. Combine
    them with some healthy essential fats from oily fish like salmon. They are also in sardines,
    nuts, seeds and their oils. Your body uses healthy fats for regeneration and repair. This is
    important for maintaining healthy skin and hair.
            Always fill half your plate with vegetables or salad.
                                                                                                                                              (Adapted from The New Times Rwanda)

    Comprehension Questions


    Answer the following questions.
    1. Working in your groups, fill in the following crossword puzzle. The words have
    been used in the passage. You may use a dictionary.

    Down
    1.Choose to take or not take a particular course of action
    2. Good for your health
    3. One part of something larger
    4. A large piece of something
    5. Takes the place of something or someone else
    6. Meat containing little or no fat

    Across
    1. To make something firm, or unlikely to change
    2. Keeping someone healthy with food
    3. Containing the grain without anything having being removed
    4. A strong desire for something
    5. Full of fibre
                          
    Use the words to make correct sentences.
    1. According to the passage, you should take ................ meals in a day.
    2. When should you have a balanced diet?
        A. After a hard day’s work                                                    C. In the morning
        B. In the evening                                                                   D. At all times

    3. Why is it important to eat a balanced diet?
         A. To add weight
         B. To remain healthy
         C. To build up calories
         D. Carbohydrates, proteins and vitamins are available
    4. What do you think is an adverb of frequency?
    5. Pick out at least two adverbs of frequency used in this passage.
    6. In your own words, explain what has been recommended for breakfast in the passage.
    7. According to the passage, which foods help in making healthy skin and hair?
    8. In groups of five, look for reasons white meats are preferred to red meats. You can
        consult your teachers, parents or the library. If you have access to the internet, use it.
        Appoint a secretary to report your findings to the rest of the class.

    Think about this

    In groups of five, discuss what AIDS is and what causes it. Suggest meals that a person who
    has this disease should eat.

    C. Language use

    Simple present tense
    Do you remember the simple present tense? Turn to the previous Unit and quickly remind
    yourself what we learnt about the simple present tense.
    Study the sentences below. Say what is common about the verbs in these sentences.
    1. Jane eats a balanced diet everyday.
    2. My father cooks good food for the family.
    3. The students eat their food hot.
    4. We pray before we eat.
    5. We wash our dishes after meals.

    Activity 5

    With your classmate, construct ten sentences that describe your feeding habits. For
    example:
    1. I eat vegetables.
    2. You eat potatoes.

    Questions and negatives in simple present tense


    Practice Exercise 1

    Do the following exercise orally, in pairs. Your answers must be complete sentences.
    One person should read the question and the other one answers. For example:

    AMINA: What does a chef do?
    MAJJID: A chef prepares meals.
    1. When do you eat lunch?
    2. Do you serve your food hot or cold?
    3. When do you buy food from the market?
    4. Do you prefer your coffee with or without milk?
    5. How often do you eat eggs?
    6. When do you take your breakfast?
    7. In which season do vegetables do well?
    8. How do you keep your food fresh?
    9. When do you finish your lunch?
    10. How often do you take milk?


    Relative Pronouns


    Look at the following examples. Pay attention to the words in bold.
    1. Carbohydrates, which are energy-giving foods, include rice and potatoes.
    2. The proteins that I eat help me grow.
    3. Vitamins, which are natural substances found in fruits and vegetables, help us to stay
        healthy.
    1. The vegetable which was cooked was delicious.
    2. The milk that I drank was sour.
    3. The child whom I saw is healthy.
    4. The student who came to school loves a balanced diet.
    5. The pupil whose food poured loves vegetables.

    Make correct sentences using the following table.

    Complete the following sentences correctly
    1. The lunch which we took...............................................
    2. The fruits that I ate....................................................
    3. The child whom we gave the delicious food.......................
    4. The child whose mother cooks a balanced diet...............................
    5. The mother who made the tastiest food...................................
    6. The meal that we took............................................
    7. The father whose food got burnt..............................
    8. The child whose mother............................................
    9. The balanced meal that he made..............................................
    10. The hotel where we took our breakfast....................................
    11. It matters what you eat............................................................
    12. How do you choose a meal that you cook..........................................

    Study the sentences below. Use an English dictionary to find out what the word class
    of the words in bold.
    In groups, try to answer these questions:
    a. How tall is your deskmate?
    b. What is the colour of your sweater?
    c. What is the shape of the school flag?

    1. Always fill half your plate with a colourful variety of vegetables or salad.
    2. You eat five times a day.
    3. If you choose wisely, you can eat healthily every day.


           In English, we have adverbs of place, manner, time, frequency and degree. In this Unit,
    we focus on adverbs of frequency. In the activity above, ‘always’ and ‘every day’ tell us
    how frequently the events happen.
           Therefore, adverbs of frequency show how often or not something happens. They
    include: once, again, seldom, daily, frequently, weekly, hourly, twice, often and always.
    Look at the following examples.
    1. We have three meals a day.
    2. I eat meat twice a week.
    3. I eat fruits frequently.
    4. I eat chicken weekly.
    5. I eat a balanced diet daily.
    6. I seldom eat guavas.
    7. I always insist on well-cooked food.

    Use the words in the box to complete the sentences that follow. Note that some
    words can be used more than once

    1. We usually eat ................ in a day.
    2. We need to eat a balanced diet .................
    3. In our school, we are given fruits ................ a week.
    4. My mother ................ cooks a balanced diet.
    5. We eat a chicken .................
    6. We should visit a dentist ................ however good a diet we take.
    7. If you ................ take a balanced diet, you may ................ need to see a doctor.
    8. A balanced diet should ................ have vitamins, proteins and carbohydrates.
    9. We should brush our teeth after every meal which means ................ a day.
    10. We should ................ follow the advice of a doctor on the foods to eat.


    Construct sentences to answer the following questions correctly.
    Where do you take your lunch from?
    Example: I always take my lunch at home.
    1. How many times do you take breakfast?
    2. How many times in a year do you take snacks?
    3. How often do you eat a balanced diet?
    4. How often do you eat fish?
    5. How often do you take ubugali in a week?
    6. When do you eat potatoes?
    7. How often do you drink milk?

    Countable and non-countable nouns
    A noun is the name of something. For example: milk, meat, mango. Some nouns can
    be counted, whereas others cannot be counted. Nouns that can be counted are called
    countable nouns. Those that cannot be counted are called non-countable or mass nouns.
    For countable nouns, we talk of singular if we have one item and plural if we have more than
    one. We indicate plural by adding ‘s’ to a countable noun. Look at the following examples;

    Singular                    Plural
    banana        –          bananas
    orange         –          oranges
    flower          –           flowers
    books          –           books
    egg             –            eggs
    For non-countable nouns, we leave the noun as it is. Look at the following examples.
    Singular                    Plural
    milk            –           milk
    oil               –           oil
    salt             –           salt
    fish             –           fish
    Study the table below.

    Use the words in the brackets to fill in the blanks in the following sentences. Use the
    words correctly.
    1. Mutesi ate three ................ for breakfast. (egg)
    2. My mother bought a packet of ................ to make ubugali for supper. (maize flour)
    3. ................ is also important in a balanced diet. (salt)
    4. ................ are important sources of vitamin. (fruits)
    5. He was advised to include ................ in his meals (carrot)
    6. He bought three kilogrammes of ................ for his supper. (cabbage)
    7. Though it is important to have proteins, you do not need to always eat ............ . (chicken)
    8. A balanced meal should have .............. (protein, carbohydrate, vitamin)
    9. You can eat ............. as part of your diet, but you can also eat ............. (meat, beans)
    10. It is not how many ............. of food you eat, but how balanced a .............. you eat that matters. (plates, meal)

    Write down ten countable and non-countable foodstuffs that we usually eat at home.

    Determiners of quantity
    A determiner is a word that comes before a noun. It shows what the noun is referring to.
    There are several types of determiners. A determiner of quantity tells us about amount.
    We have seen that non-countable nouns do not take ‘s’ for plurals. We usually indicate
    quantities for non-countable nouns using determiners of quantity. Here we use some,
    little, a little, much.
    It is also possible to use determiners for countable nouns. We use few and a few.
    Look at the following examples.
    1. Jean doesn’t take much tea.
    2. I take little sugar in my tea.
    3. She takes some coffee in the morning.
    4. May I have a few buns please?
    5. There are few oranges in the house.
    6. How many slices of bread can you eat?

    Note that we use few and little when we mean there is hardly any. Alternatively, there is
    nothing. A few and alittle indicate there is quite some amount or number of something.
    When we ask a question where the answer has these quantifiers, we ask using ‘some’. If
    the answer is negative we use ‘any’, but ‘some’ if positive. Look at the following examples:

    1. Do you have some sugar?
        No, I don’t have any.
        Yes, I have some.
    2. Do you need buns?
        No, I don’t need any.
        Yes, I need some.

    Match parts in A with correct ones in B to make complete sentences.

    Use a few, few, little, a little, much, some or any to complete the following sentences.
    1. This morning I didn’t have breakfast as I was late for school.
    2. The teacher asked me whether I had taken lunch, but I told her I hadn’t taken ........... .
    3. The food we took had ........... vegetables and a ........... . pieces of meat.
    4. He doesn’t take ........... sugar as he says it is unhealthy.
    5. We add ........... salt to the food to make it taste nice.
    6. He took ........... cups of tea and left without taking lunch.
    7. There is ........... sugar in the tea and it tastes bland.
    8. As he had put too ........... sugar in the tea, it was sickly.
    9. “Would you like to have ........... orange juice?” Mutesi asked Jane.
    10. “I’d love to have ..........., but I don’t have money to buy it,” Jane answered.
    11. “I have ........... money remaining. I can buy some.”
    12. “In that case, let me have ........... flavour.”
    13. ........... people can afford to have cereals, meat and fruits in their meals as they are expensive.
    14. ........... people can afford expensive meals, but the rest of us can still eat a balanced
         diet of maize, beans and vegetables.

    1. Construct five sentences using determiners of quantity to talk about food.
    2. In groups, come up with three sentences using determiners of amount/quantity to
        describe your breakfast. Thereafter, read the sentences to the class. The class should
        say which group came up with a balanced diet.


    D. Writing

    Recipe
    1. What can you make?
    2. What do you use to make that meal?
    3. How do you mix the ingredients?
        A recipe is a set of instructions for preparing a meal. It includes the ingredients required
        and their amounts. You should remember the following when writing a recipe:
    1. A recipe has to be to the point, clear and easy to follow.
    2. A recipe has two main parts: ingredients and the method.
    The following is an example of a recipe.

    Beef stew
    Ingredients
    •1 kg stewing beef, cut into half-inch pieces
    • 1 medium onion, chopped
    • 2 tablespoons peanut oil
    • 3 large green plantains, peeled and cut into half-inch slices
    • 4 tablespoons freshly squeezed lemon juice
    • 1 large tomato peeled, seeded and coarsely chopped
    • 1 teaspoon salt
    • ½ teaspoon seasoning
    • ¼ teaspoon freshly ground black pepper

    Method
    • In a cooking pot, brown the beef and onion in oil.
    • Rub the plantain slices with lemon juice and add them to the browned beef and onions.
    • Cook for 5 minutes over low heat, stirring constantly to make sure they do not stick.
    • Add the remaining ingredients and water to cover them.
    • Cover the pot and cook over low heat for 1½ to 2 hours.
    • Add more water if needed, and stir occasionally so that the ingredients do not stick.
    • Serve it with a chapatti or ubugali. Enjoy!

    1. In three paragraphs, describe your breakfast, lunch and supper.
    2. In two paragraphs, describe mealtimes in your home.
    3. In groups, discuss favourite foods and classify them according to their nutritive value.
         For example, mangoes will be under vitamins.
    4. Which meal is considered the staple food in your region? Write its recipe.

    Complete the sentences below correctly. Refer to the explanation you read earlier.
    1. A recipe is a set of ......
    2. A recipe includes the ingredients .......
    3. A recipe has to be ......
    4. A recipe has two main parts: ...... and ......
    5. I can write a recipe for ......


    General Practice Exercise

    Construct correct sentences from the table below. Write them in your exercise book.



    E. Little laughter


    TEACHER:Remember you are what you eat!
    PUPIL: Really?TEACHER: Of course!
    PUPIL: I wish I could eat the president.
    TEACHER: What!
    PUPIL: Then I would be president!
  • UNIT 3: HOLIDAY ACTIVITIES

    A. Listening and speaking

    Introduction

    Talking about holiday activities

    Look at the picture. Where are these animals found? When do we visit this place?
                  

    Discussion

    1. Discuss in groups what you can do during the holidays to preserve wildlife.
    2. Discuss the holiday activities that can help conserve the environment.

    Read the following sentences:
    1. During the holidays, I like visiting my grandparents.
    2. I sometimes prefer staying with my aunt.
    3. I value making new friends during the holidays.
    4. I look forward to meeting new people during the holidays.
    5. I like relaxing during the holidays.

    In groups of five, discuss the following questions
    1. How often do you go for holidays?
    2. How many weeks do you have for the school holiday?
    3. Where do you plan to visit during your school holiday?
    4. Why do you want to visit that place?
    5. Who will accompany you to that place?
    6. Do you have any information about the place? Discuss.
    7. For how long do you wish to stay in that place?
    8. How will you benefit from visiting the place?
    9. Make five sentences stating what you intend to do during the holiday.

    Practise reading the conversation below in pairs.
    TABARO:We will soon be breaking for holidays.
    KASINE:I can’t wait.Holidays always seem so short.
    TABARO:Well, we have a three-week holiday in November.That is not a short time.
    KASINE:I know it is enough time to rest. It is just that we have so many activities. Time
                   seems to run out too fast. I am glad we have holidays three times a year.
    TABARO:Oh, I love holidays! I love visiting my relatives during the holidays. I like
                     watching plays at the theatre too. What do you like doing during the holidays?
    KASINE:It depends on where we go for the holidays. We went to Rubavu last holidays.
                   I enjoyed planting trees to mark the National Tree Planting Day. Then we went
                   to a hotel near Lake Kivu. I enjoyed walks on the sandy beaches!
    TABARO:Did you visit the Nyamyumba hot spring?
    KASINE:Yes we did. We were there for a whole week. We also visited caves and the
                   Gishwati natural forest.
    TABARO: I hope to visit Volcano National Park.
    KASINE:Well, the holidays start in three weeks. You have enough time to plan.

    1. How many times do Kasine and Tabaro go on holiday in a year?
    2. How long will the holidays be?
    3. When are the next holidays?
    4. What does Tabaro like doing during the holiday?
    5. What did Kasine do last holidays?
    6. In groups of five, discuss when the next holidays will be, where you plan to go and
         what you plan to do.

    Discussion

    1. In your groups, discuss the number of times you usually go on holiday in a year.
    2. Identify and explain various tourist destinations in Rwanda. What makes the places
         you identify attractive holiday sites?
    3. Discuss the importance of tourism to our country.
    4. Describe a memorable experience during one of your past school holidays. This can
        be a place you visited or an event you attended. Also, it could be an incident that
        you were involved in. Narrate all that you came across during your visit. Make it as
        descriptive as possible.
    5. In your groups, talk about the places you intend to visit during the holidays.Use these guidelines:
        a) Where would you like to go?
        b) What means of transport will you use to go there?
        c) How long will you stay there?
        d) Who would you like to see?
        e) What activities would you like to be involved in?

    B. Reading and comprehension

    Read the following passage and answer the questions that follow.

    The holiday plans
    Many learners look forward to the next school holiday. There is excitement as holidays
    approach. Finally, they can take a break from routine. However, many students do not
    spend their leisure time productively.
          Manzi and Ingabire were discussing how they are going to spend the six-week December
    holiday. It was beginning in three weeks’ time. Both of them were excited.


      Ingabire said, “This coming                           
    holiday, my sister and I are
    going to go to Rusizi. My uncle
    and other relatives live at the
    lake-view border town. My
    uncle, Nsengiyumva, has a big
    elegant mansion. We are going
    to stay there for three weeks.
        “My sister and I are going
    by Volcano Bus. We are going
    to board it at Nyabugogo, at
    exactly 6:30 a.m. Since it’s a
    long journey, we will carry
    snacks. When we arrive, I am
    going to help my aunt with
    house chores. I am also going to
    help keep the compound clean.
    My cousin, Kalisa, is going to


    take me around Rusizi Town. We’ll cross the Congo border. I hope we are going to travel
    by boat. What are your plans for the holiday, Manzi?”
          “I am going to visit my aunt, Umutoni, in Kigali. She has a big, beautiful house. She is
    coming back from China soon. She had gone there for business. My aunt is rich, successful
    and has many employees. However, I will offer to help with chores. I am going to spend most
    of my leisure time reading English and Kiswahili novels. The two are the main languages
    used by the East African Community. I will easily interact with East Africans when I am
    fluent in both. My aunt is my role model. When I finish my studies, I am going to engage
    in business like her,” Manzi said.

    Answer the questions below.
    1. The school holidays begin in .............
    2. They are going to last for ..............
    3. Write down Ingabire’s holiday plans using the following outline.
         Destination: ..............
         Time of departure: ..............
          Means of travel:..............
          Planned activities:..............
    4. Give the names of Ingabire’s relatives.
    5. Match the following words used in the passage with their synonyms.
    a) holiday                                                      e) role mode
    b) students                                                    d) successful
    c) arrivel
    6. Add a question tag to this sentence:
        We will have many activities this holiday, ..................?
    7. According to you, who had better holiday plans? Give a reason for your answer.
    8. We know Manzi’s aunt is wealthy because
        A. She is coming from China.
        B. She has many employees.
        C. She needs Manzi to help in the house.
        D. Her way of life suggests she is.
    9. How best can you describe Manzi?
        A. He’s ambitious and helpful.
        B. He likes wealthy people.
        C. He reads novels in Kiswahili and English.
        D. He is a close friend of Ingabire.
    10. How would you best describe the two friends’ holiday plans?
    11. Some students engage in irresponsible behaviour during the holidays, for example,
          sex. What are the consequences of this behaviour?

    Think about this

    Discuss the following:
    1. What is pre-marital sex?
    2. Should young people engage in pre-marital sex?
    3. What is the relationship between irresponsible sexual behaviour and HIV/AIDS?

    C. Language use


    In the previous Unit, we talked about what adverbs are. We also looked at adverbs of
    frequency.
    What is an adverb?
    Give examples of adverbs of frequency.

    Adverbs of frequency/time and duration

    Look at the following examples.
    1. I go on holiday twice a year.
    2. I seldom travel abroad for my holiday.
    3. I rarely visit my uncle in the USA during the December holidays.
    4. I often visit the game reserves for my holiday.
    5. Since I was young I have always visited Kigali once a year during December holidays.
    6. I always insist on a two-week holiday.
    7. I frequently make trips to my rural home for the holidays.
    8. Is De Gaulle going on holiday next year?
    9. I always visit Uganda during the holidays.
        Look at the words in bold again. They are adverbs of either frequency or time/duration.
        Adverbs of time show when something happens. Here are examples of adverbs of time:
        before, yesterday, now, next, lately, soon.
        Adverbs of duration include words like one-week, two-year, month-long, day-long.

    Working in groups, fill in the gaps in the following passage using adverbs of frequency
    or time/duration. Use the following words
    Our geography teacher has .......1....... been promising us that he would organise a trip to
    the zoo ‘..........2.......’. Unfortunately, this had become like the tomorrow that .......3.......
    comes. But we never gave up hope that indeed we would visit the zoo .......4....... we left the
    school.
            The day .......5....... came. The whole class was excited. They were so excited that on
    the day, everyone arrived at school before dawn. We were all smart with our uniforms
    spotlessly cleaned, starched and our hair beautifully done. The school had hired a bus to
    take the fifty of us to the Kigali zoo. We were all anxious for we had heard many exciting
    stories about the many animals in the zoo, most of which we had only seen in pictures.
    ....... 6....... the bus arrived and we all boarded it. .......7......., it left the school compound and
    soon we were on the highway.
            We had been driving for about .......8....... when suddenly I heard the bus give a loud
    moan. This was followed by some shaking movement from under the bus. We all kept
    quiet and looked at one another .......9....... looking at the driver. He was biting his lips
    and holding the steering wheel as if his life depended on it. Before we could ask what the
    matter was, the bus came to a stop. He opened the driver’s door and walked towards the
    rear of the bus.
               Soon he came back.  He looked serious and unhappy.
               “I’m afraid, the bus has a puncture,” he said.
               “Then we just have to change the wheel,” the teacher said.
               “I’m sorry, it’s not so easy...I have no spare wheel.”
                My heart sank. Our year-long wait for the trip had come to this!
                Sometimes in life what can go wrong .......10.......does.
    Complete the following sentences using the following words.

    1. Every Muslim is expected to visit Mecca at least ............. in a lifetime.
    2. He came to school late ............. even after being warned.
    3. We ............. visit the beach.
    4. We go to visit the park ..............
    5. I haven’t seen Susan ..............
    6. We ............. go to Kigali.
    7. She will be suspended ............. if she doesn’t change.
    8. You must always think ............. you talk.
    9. He came to school late ..............
    10. We have finished the work and we can .............res

    Past simple tense
    Read the following passage. All verbs are in the past. The verbs are in bold type.
    We were all excited as we looked forward to the holidays. Our English teacher told us about
    a place we could visit during the holiday. We competed in listing holiday destinations. We
    had not visited but only heard of most of them.
            She asked us whether we actually knew where they were. We responded honestly that
    we did not. She smiled broadly and congratulated us for being ambitious. She planned for
    us a forthcoming holiday excursion.
    Generally, we form the past simple tense by adding -d to a verb. For example:
    Also, we form the past simple tense by adding -ed to a verb in its base form. For example:
    However, if a regular verb ends in consonant that is preceded by a single vowel, the last
    constant is doubled, before – ed is added to form the past tense.
    For example:
    If the verb ends in y preceded by a consonant, the y is changed to i before –ed is added to
    form the past tense. For example

    Study the following sentences.
    1. We planned for the forthcoming holiday together.
    2. On our journey to the National Game Reserve, we stopped at Kigali.
    3. We hurried so as to travel to the holiday site before the sun got hotter.
    4. We studied the map of the National Game Park carefully before we set off for the excursion.
    5. We were supplied with water and drinks at the National Game Reserve.
    6. When the game warden finished his speech, we all clapped.
    7. Nobody was denied enjoyment during the holiday trip.
    8. Our English teacher married her fiancée during the holidays.

    Use the words in brackets to fill in the gaps in the following passage. The words should
    be in the past tense.
    Last holiday, my parents ........1........ (take) me to Mombasa for a holiday. We ........2........
    (leave) Kigali at seven in the morning. We ........3........(cross) the Rwanda-Uganda border
    at around midday. We ........4........(be) feeling a bit hungry and so we ........5........(decide) to
    take lunch. We........6........(go) to Jumuia Hotel. There, we took a meal of rice and chicken
    stew. We also........7........(buy) a few snacks and drinks to take on our journey.
    Six o’clock ........8........ (find) us at Jinja. My father felt it was too late to drive to the Kenya-
    Uganda border. He decided that we would spend our night there. We would continue with the
    journey in the morning. We had an early supper. All of us were very ........9........ (tire)
    after a whole day on the road.

    Morning found us fresh and ready to set off for the border. We ........10........(reach) there
    at eight thirty. We were........11........ (clear) to cross over to Busia, Kenya. I wasn’t really
    interested in the sites along the road. My main interest was to reach Mombasa.
    We ........12........ (arrive) in Nairobi at two in the afternoon. My father was looking tired.
    I ........13........ (feel) it would be unfair to even hope he would drive on to Mombasa. This
    coastal town was over five hundred kilometres away. We decided to spend the night in
    Nairobi, the noisy and disorganised Kenyan city.
    We ........14........ (rise) at dawn and got into our vehicle. I ........15........(experience) the most
    amazing landscape with the plateaus that went way beyond the horizon. I also ........16........
    (see) beautiful zebras and graceful giraffes. There were also occasional warthogs.
    We saw the huge blue sheet that is the Indian Ocean. We felt the hot humid air long before
    we........17........ (step) into the wonderful hotel. The White Sands would be our home for
    four days.

    1. Write down at least ten things you did over the last holiday.
    2. Use the things you have mentioned in (1) to write down two paragraphs of what you
         did over the holidays. Also, use adverbs of time and duration.

    Present simple tense with future meaning
    Do you remember what we said about the present simple tense? Quickly go through the
    section again before we go on.
    Study the following sentences.
    1. Our family moves to Sandy Beaches Estate next month.
    2. My brother travels to South Africa for a holiday in two weeks.
    3. The President visits our district next week.
    4. The staff meets the Minister of Education when the school closes for the holidays.
    5. The entertainment for the tourists starts at 6 p.m. in Amahoro Hotel.
    6. Our national team plays against Argentina next week at Amahoro Stadium.
         Each of the above sentences has the verb in present simple tense with a future meaning.
         These verbs denote actions. These actions will occur in the future, even though we are
          talking about them as if they are happening now.

    Working in groups of five, imagine you are planning for a tour to the national park. Write
    down all the things you intend to do.

    Examples:
    1. We visit Virunga National Park next week.
    2. We take a bus from the Central Bus Station.
    3. We leave the school at seven in the morning.
    4. We arrive at around nine.
    5. We hire tour guides at the gate.
    6. We eat our lunch in the park.
    7. We start on our way back at three.

    D. Writing

    Describing fixed holiday plans

    Fixed holiday plans are those plans that you intend to carry out. These enable you to have
    the desired holiday, as planned.
    Here is an example:
    In July, we shall travel to Butare. We shall stay for one week at a beautiful hotel. We shall
    enjoy its peaceful environment and luxurious rooms. We
    are going to travel by bus. We are going to visit my uncle. We shall visit various places in Butare and see for ourselves the scenic and incredibly beautiful features of Butare. We are looking forward to an exciting
    stay in Butare during the holiday.

    Look at the work you did in the section on using the present simple tense to indicate the
    future. Write a composition on what you intend to do in a forth coming holiday. Use the
    ideas you came up with in that section.
          Ensure you use vocabulary related to holiday activities. This includes go out with, invite,
    stay, visit, travel, etc.

    Make correct sentences from the table below. Write them down in your exercise
    book.
    Brochure
    A brochure is a booklet or a pamphlet that gives information or publicity about a product.
    It could also give information on a service, or a holiday destination.
            We can make a brochure to advertise a service we give in our school.
    To make an interesting brochure, we need to do a few things. We may follow the following
    steps.
    1. Come up with an interesting sentence that immediately attracts the attention of the
        audience.
    2. Give details about the service or destination, for example a hotel or a park. At this
        point, don’t talk about the price.
    3. Determine the people you are targeting or aiming at.
    4. Make the story in the brochure suitable to the target. How is the visit to your park
         important to the school children you are inviting?
    5. Summarise or write an outline of the important features of the park. Write in bullets
        or something similar.
    6. Let it be easy to read. The sentences should be short and to the point. Make sure you
         write using correct English.
    7. Use fonts or physical writings that are easy on the eyes and attractive.
    8. Give your contacts.
    9. Include positive things said by previous visitors (testimonials).
    10. Use pictures and drawings that help you give the message of the brochure.


    Group project

    Working in your groups, carry out a research on brochures. When you have adequate                                                   information, design a brochure for an area of your choice. You can use old newspapers,                                                  magazines, or if you are near a big hotel or a park, you can borrow a brochure from them.                                                        You may also use the internet if you are connected to it.                                                                                                             Your teacher will reward the group with the best designed brochure

    E. Little laughter

    HISTORY: Why was the math book sad?
    ENGLISH: Because it had so many problems
  • UNIT 4: CLOTHES AND FASHION

    A. Listening and speaking

    Introduction
    Divide yourselves into groups of five and then study and discuss the following
    pictures. Describe the clothes worn in each picture. What determines the clothes that
    one wears?
                      
    Name and describe these clothes. Talk about their colour, length, material, pattern and shape
                       
    1. Working in your groups, carry out research on materials used to make clothes. For
        each material, identify the advantages and disadvantages. You may use the library or
        the internet if you are connected to it.
    2. What are the opportunities found in the clothing industry?
    3. Discuss the following and then answer the questions that follow.
        a) List five clothing items you know.
         b) Mention the materials these clothing items are made of. For example, cotton, leather, linen, etc.
         c) Identify different situations that require a certain manner of dressing.
         d) Give reasons for each of the situations you have mentioned above requires that specific kind of dressing
    Working in your groups, read the following passage and then answer the questions that follow.

    Before I leave the house, I take a moment to consider what to wear. If it is a normal school
    day, I must put on my school uniform. However, everything changes during the holidays.
    If it is cold, I put on a heavy jacket, coat or cardigan. If it is drizzling, I wear a raincoat and
    gumboots. I wear light clothing on a sunny day.
     
    Therefore, the occasion and weather determine what I wear. The occasion can be formal
    or informal. If it is formal, I wear a formal dress like a suit. An example of a formal occasion
    is an interview. Some people wear suits during a wedding. A suit is a formal dress. If it is
    informal, my clothing will be casual. Informal occasions include sports days and parties.

    Many people wear cultural dresses during traditional ceremonies. Women wear long
    flowing silk gowns mostly in blue and white colours. Men wear white vests and loose
    fitting wrappers tied around the waist. They also wear headgear.

    1. What does the writer consider when choosing what to wear?
    2. What does the writer wear during school days?
    3. Why does the writer’s choice of clothes change during the holidays?
    Discussion
    1. In your group, discuss what you would wear,
        a) in school;
        b) during your friend’s birthday party;
        c) in your place of worship;
    2. Why do the President and Members of Parliament wear suits to Parliament?

    Answer the following questions. Your answers should be in complete sentences. For
    example:

    Question: What are you wearing?
    Answer: I am wearing a navy blue pair of trousers, a light blue shirt and black shoes.
                  or
                  I am wearing a black skirt, a white blouse and brown shoes.
           1. What is your friend wearing?
           2. What is your English teacher wearing?
           3. What do you wear when it is cold?
           4. What are you wearing now that it is sunny?
           5. What is the head teacher wearing?

    Role-play
    Practise reading the following conversation in pairs. Take turns to play the two roles.

    Seller:Welcome to my shop. We sell women’s wear, men’s wear, and children’s wear,
               both formal and casual wear. All you need to look smart. What can I offer you?
    Customer: I need some casual wear, something that would shield me from the cold.
    Seller: In that case, this brown sweater will be perfect. It will cost you 20,000 RWF
                only. Unless you are thinking of something else, maybe a different colour?
    Customer: As you can see, I am wearing a cream blouse. It would match with this brown
                      sweater. However,your price is quite high ...
    Seller :Not at all madam ... here, feel the material. It is soft, pure wool; high quality.
               Actually, our prices are quite low. Take this green floral dress, for example; it is
               22,000 RWF only. Where else would you get such a price for a hot weather
               dress? Besides, I will give you a discount.

    1. What is the customer wearing?
    2. What colour is the sweater?
    3. What material is the sweater made of?
    4. Which reasons does the seller give for charging a high price?

    Debate
    Start by discussing the topic below. Write down all the possible points either for or against
    the topic. Your teacher will then divide you into two groups. One group should propose
    the motion while the other opposes it.
            “School uniform for primary and secondary school pupils should be abolished”.
             Appoint a secretary for each group to summarise the points raised. The secretary should
    present these points to the class to determine the winners of the motion.

    B. Reading and comprehension

    Read the following passage and answer the questions that follow.

    Dressing for an interview
    Our clothes say a lot about us. People form an impression about us depending on what we        
    are wearing. How are you supposed to dress for an interview?                                       
           If you are a man, dress in a manner that is professionally
    appropriate. Generally, this means wearing a suit. It is wrong to
    “dress down”. Wear a clean shirt, a tie and matching socks. A neat
    dark-coloured suit with a light, well-pressed coloured shirt is your
    best option.
            Your suit should be comfortable and fit you well. Avoid loud colours and flashy ties.






          Bathe on the morning of the interview. Wear a deodorant. Don’t wear a cologne or an
    aftershave. The scent might be overpowering or worse, cause an
    allergic reaction. Brush your teeth and ensure your hair is neat. If   
    you have a full beard or moustache, trim it.
           Your shoes should be well polished, in good condition, and should match your belt.
           
           If you are a woman, wear a suit with a skirt or decent official
    trousers. Your suit should be simple and comfortable. It should fit you well. If your waistband is cutting you in half, you won’t look good.
     
             Avoid tight, bright or short suits. Choose a knee-length skirt.
    Wear a conservative blouse with your suit. Avoid bright colours,
    animal prints, or anything lacy or low-cut.
             Be careful how you wear makeup. Wear shades that are neutral to your skin tone. Avoid bright or unusual colours or very long nails.
             Keep your jewellery and hair accessories to a minimum. Avoid flashy, distracting or
    shiny accessories.
            Wear low-heeled official shoes that are in good condition.
           Your hair should be neat, clean and conservatively styled. Do not wear banana
     clips, brightly coloured scrunches or elastics with a suit. You should look polished and
    professional. You are more likely to be taken seriously when you present yourself this way.


    Answer the questions below.
    1. Match the words and phrases below with their correct meanings as used in the passage:
                         
    2. According to the passage, why is it important to dress properly when going for an interview?
        A. To look sensitive
        B. To get the job interviewed for
        C. To create the right impression
        D. It is what is expected
    3. What should men wear when going for an interview?
        A. A smart suit
        B. Any decent clothing
        C. Professional clothes
        D. A matching suit, shirt, socks and shoes
    4. Describe how a woman should dress when attending an interview.
    5. A strong perfume
        A. can cause an allergic reaction
        B. can make your interviewers faint
        C. can create a wrong impression of you
        D. is not to be worn
    6. Give a synonym of the word ‘flashy’ as used in the passage. Name any flashy colour.
    7. How should a new student looking for a place in a school dress and why?
    8. Why do you think ill-fitting clothes are inappropriate for an interview?

    Think about this

    1. Discuss in your groups why you think young people should consider the making and
        selling of clothes as a form of employment.
    2. Some young women today wear very tight clothes to work. Young men tie belts that
        hold their trousers around the middle area of their bottom. Discuss with the members
        of your group whether this is proper or not.

    C. Language use

    Present continuous tense

    Read the following sentences out loud

    1. Maria is wearing a blue blouse.

    2. John is removing his shirt.

    3. Mrs. Gasana is wearing a black pair of trousers.

    4. Charles is wearing a T-shirt and a brown pair of shorts.

    5. Alice is wearing a white blouse and a black skirt.

                   

    The present continuous tense is used when talking about an action or a feeling, which is                                                              still going on. This is the case in the five sentences that you have just read.

    Now study the following sentences.

    1. He is the boy who is wearing my jacket.

    2. Why she is wearing a suit when she is going to the farm is not clear.

    3. I can’t understand why you are wearing a T-shirt when it is very cold.

    4. I wonder why he is wearing those tight shorts when he is not comfortable.

    5. It is not easy to see why she is wearing that wedding gown when the wedding is over.

    The sentences you have just read describe the clothing aspect using a WH clause. A clause is a                                          group of words that include a subject and a verb. These words form a complete sentence                                                            or part of a sentence. A WH clause has word/words that have a w and h, or an h sound in                                                            it. They include: what, when, where, why and how.


    Make correct sentences from the following table.

                                       

    We can describe clothes by looking at their colour, length, material, pattern, shape and                                                              thickness. Read the following sentences:

    1. The trouser he is wearing is rather tight. (describing trousers)

    2. The dress she is wearing is new. (describing dress)

    3. The shoes I am wearing are in fashion.(describing style)

    4. The jumper he is wearing is green. (describing colour)

    5. The dress she is wearing is long. (describing length)

    6. The short he is wearing is made of cotton. (describing material)

    7. The cap he is wearing is flowery. (describing pattern)

    8. The scarf I am wearing is rectangular. (describing shape)

    9. The jacket he is wearing when it is cold is very thick. (thickness)                                                                                                In the above sentences, we have described clothes using their colour, length, material,                                                        pattern, shape and thickness.

    Adjectives for describing clothes

       

    Generally, there are adjectives we usually use to describe clothes. These include:


    Discuss these adjectives in your groups. You can use a dictionary to find out their meanings.
    Once you have understood their meanings, use them to construct sentences that describe
    clothing. Your sentences should be in present continuous tense. You will later present
    these sentences to the rest of the class.

    D. Writing

    Descriptive writing
    Descriptive writing has to do with describing things in detail. When you are writing a
    descriptive composition, you must make sure that your reader sees, feels, tastes, hears or
    is able to touch what you are describing in his or her mind.

    For example:

    Unlike his nylon shirt, which is rustling when he walks, the dress she is wearing is as soft
    as wool. However, it is tight-fitting, making it hard for her to move especially when she is
    rushing after him.
    Make the reader feel
    With clothing, you can describe the texture of the material. How does it feel to the touch?
    For example, relate the texture to sand if it is rough and to silk if it is soft.
    Make the reader hear
    Have you ever noticed that clothes produce a sound as a person walks? Talk about it.
    Make the reader see
    Here, talk of the colour and the shape. Is the cloth red, green or yellow? Is it fitting, baggy
    or have a plunging neckline?

    Imagine you are attending a wedding or a party. Write a descriptive composition about what
    is happening. Describe the clothing people are wearing and use the present continuous
    tense. Your composition should be between 150 and 200 words.

     
    Make correct sentences from the table below. Write them down in your exercise
    book.
              

    E . Little laughter

    What did the traffic light say to the car?
    You there, don’t look, I am changing!

  • UNIT 5: BOOKS AND SCHOOL WORK HABITS

     

    A. Listening and speaking

    Introduction
    Practise reading the conversation below in your groups.

    UMUTONI:Gatete, it is rude of you to keep us waiting.
    GATETE:I am sorry. I have been in the library since 3 p.m.
    MUBYEYI:It is okay, Gatete. What have you been doing in the library?
    HIRWA:Reading ... surely, what else does someone do in the library?
    UMUTONI:Come on Hirwa, we deserve an explanation. We have been in this room
                       since 3.30 p.m.
    GATETE:Have you ever read Chinua Achebe’s novels?           
                   A Man of the People is so interesting that I
                   couldn’t put it down.
    MUBYEYI:Chinua Achebe is my favourite author. I
                     have read two of his novels since I joined this
                    school. I have read A Man of the People and
                    Things Fall Apart.
    HIRWA:The best book I have ever read is Think Big, by
                 Dr. Ben Carson. The book is about Dr. Carson’s
                 own life. He talks about how he made it to
                 medical school to become a neurosurgeon. He
                 always took the last position in class...
    UMUTONI: I read Think Big too. Dr. Carson and his
                      brother, Curtis, were not performing well in
                      school. The reason for this was because they were always watching TV.Their mother
                      stopped them from watching too much TV and they started performing well.
    GATETE:See, I am not the only one who has walked on the moon!
    MUBYEYI: (laughing) Okay, let us get on with the group discussion. We should say the
                     books we like reading. We should also say who our favourite author is.
    HIRWA:I already said my favourite author is Dr. Ben Carson. I like reading motivational books.
    UMUTONI:I have read Weep Not, Child. My favourite author is Ngugi wa Thiong’o.
                      I like Peter Abrahams too; I have read his novel Mine Boy. I love reading novels.
                      Generally I like reading fiction. I find non-fiction, for example, Ben Carson’s
                      book, a bit uninteresting.
    MUTESI: What’s the difference?
    GATETE:Fiction refers to imaginary writing; whereas non-fiction refers to true accounts
                   or stories ... Obviously you have all guessed who my favourite author is – Achebe.
    MUBYEYI:I like short stories.I have read Chimamanda Ngozi’s A Private Experience. It
                      encourages us to be tolerant of each other. She might just be my favourite author!

    Discussion
    Get into small groups and read the following poem before discussing the answers to
    the questions that follow.

    Reading books
    I have read many interesting books,
    I like authors whose words are like hooks,
    They keep the reader glued to the page                 
    And have the right words for my age.

    I have learnt lessons from books,
    these words straighten crooks.
    Read and you reason better,
    even if it may be realised later.

    I like reading plays
    Here, I enjoy word plays
    Give me that novel,
    And I’ll find something novel

    Give me a book,offer me books,
    And watch my looks,
    You’ll see a big smile,
    As I slowly devour the pile.


    1. What is the poem talking about?
    2. Does your school have a library? What kinds of books are found in the library?
    3. What kinds of books do you read for leisure? Who is your favourite author?
    4. What are some of the magazines and newspapers published in Rwanda? Which ones
        are your favourite?
    5. Explain to your group what you think good reading habits are.

    Read the following paragraph:
    The school library was one of the best and richest outside-the-classroom sources of
    knowledge. When Oades took us to the library in the first few days after my arrival at
    Alliance, I stood at the door, mesmerised by the sight of shelves upon shelves of books in a
    building devoted to nothing else but books. I had never seen so many in my life. I could not
    believe that now I could go in, borrow books, return them, and get some more as often
    as I wanted. I swore that I would read all the books in the library. There was no guidance,
    but does one wait for a guiding hand when one is standing on the banks of a river, thirsty?
                                                                                                               (From In the House of the Interpreter by Ngugi wa Thiong’o)
    1. Write a description of a favourite book you’ve read. Share it with your desk mate.
        Explain what makes the book memorable.
    2. In small groups, choose a group leader and read the following excerpt for a novel
        called Names and Secrets by Mark Mutali.
    “From today, Chekai is a peace ambassador of the President in this district,” the visitor
     announced.
         He pulled out a shiny medal from his bag and hung it round Chekai’s neck. On the medal
    were inscribed the words, Peace Ambassador. He also gave him a letter of congratulations. The
    letter was signed by the President. Chekai was so proud to hold the letter. He felt like a hero. He
    admired the President’s signature. He knew that life for him was going to change completely.
         “Congratulations, Mr. Ambassador!” the visitor declared.
         “Thank you, sir!” Chekai managed to speak amidst the tears of joy. He pulled out a white
    handkerchief from his shorts and wiped his wet face. Odhis jumped forward, put his hand
    on Chekai’s shoulder and helped to wipe away the tears. This caused laughter among the
    teachers and other pupils.
          “Chekai has won himself 100,000RWF for his essay entitled: To defeat the enemy, let
    us be together as one. He will receive the money at the District Education Office in the
    company of his parents.”
        The clapping went on for a long time. The mood of excitement remained in school after
    the visitor had gone. Everybody was friendly to Chekai.
           The academic master made photocopies of Chekai’s essay. He pinned the copies on all
    the notice boards and in all the classrooms. The whole school was excited as they read the essay.
    3. Your group leader should now organise you to read a few paragraphs from a storybook.
        Answer these questions after reading the paragraphs.
        a) Do you like the story?
        b) What is it about?
        c) Why do you like or not like the story?
          Your group leader should report the group findings in class.
          Repeat the above group work with a whole storybook.
          Choose a book you are familiar with.

    B. Reading and Comprehension

    Read the following passage and answer the questions that follow.
    Confessions of an AIDS victim
    by Caroline Adallah

    I looked across the hotel and at the same time, a young man seated at the far end smiled
    at me. I smiled back. He wasn’t bad looking, was he? I looked past him to the clock on
    the wall. It was some minutes to six in the evening. Aunt Alice would be expecting us for
    the dinner celebration at her place any time from then. I had been staying with her in
    Buruburu since I finished my university examinations.
            I finished my drink, excused myself and headed to the ladies.                                
    My move secured the anticipated result - the young
    man followed seconds later. We met in the corridor.
             “Congrats,” he said looking at my graduation gown.
             “Thanks,” I said with a big smile.
             “My name is Alex, and yours?”
             “Cathy,” I said. “Those over there are your parents?” I answered with a nod.
             “Here is my card,” he said producing a white gold-
    printed business card. I could see he worked as a sales
    representative with IBM.
             “Do I expect your call tomorrow morning, say, at eleven?”
             “That is fine with me.”
             “Please, don’t forget to phone,” he recalled as I walked into the ladies.
             That is how Alex entered my life − as a graduation package, three years ago. Was this a
    suicidal move? I wonder. Through his well-known connections, he got me this job in
    Eldoret and we have been lovers since then.
             I have seen the better days of my life with Alex. Candle lit dinners, buffet lunches and
    on some occasions, cocktails. Alex has been gentle and loving, and generous if I may add.
    He has been paying my house rent, helped furnish my house and occasionally brings me
    breathtaking gifts ... It is impossible to imagine how AIDS got into such tranquillity.
                                                                                                                 (From Confessions of an AIDS Victim, by Caroline Adallah)
    Answer the following questions.
    1. The following meanings are for words used in the passage. Look up the words in the
         jumble below and place them against the correct meaning.
        a) foresaw something in advance
        b) something you do that appears like killing oneself
        c) counter where drinks and foods are served and one takes his/her choice
        d) calmness/peacefulness
        

    2. We can best describe the first meeting between the narrator and Alex as
        A. friendly.                                                                      C. planned.
        B. accidental.                                                                  D. chance.
    3. The narrator first met Alex
       A. at a graduation party.                                                          C. at her aunt’s place.
       B. at an entertainment place.                                                  D. in a hotel.
    4. Name all the things Alex has done for the narrator.
    5. Which words best describe the narrator?
        A. Promiscuous and untrustworthy
        B. Friendly, social and promiscuous
        C. Untrustworthy, social, ambitious
        D. Young, ambitious but promiscuous
    6. This passage teaches us that HIV/AIDS can be spread through ______.
    7. Do you think the narrator and Alex practised safe sex? Give a reason for your answer.
    8. Explain what the narrator means by “It is impossible to imagine how AIDS got into such tranquillity.”
    9. What can students do to help prevent the spread of HIV/AIDS?

    Think about this
    1. There is a young person in a certain school who has decided to abstain from sex. His
         friends have been making fun of him. What do you think of this?
    2. Research has shown that young people are the most affected by HIV/AIDS. Discuss
         with members of your group how this affects our country’s economy.


    C. Language use

    Present perfect tense

    Study the following sentences.
    1. Mary has read the yellow book.
    2. I have arranged the books in the library.
    3. We have read the extract from the novel.
    4. The reading lesson has ended now.
    5. John has written poems.


    This tense consists of a form of ‘have’ and a past participle. Here are examples in sentences:
    1. We have read Things Fall Apart.
    2. She has borrowed a storybook from the library.
    3. I have enjoyed reading Mine Boy since I go to this library.
    4. He has enjoyed reading the short story.

    Fill in the gaps using the correct choice from the ones given.

    1. My friend ........... this novel.
        A. read                                                                               C. has read
        B. is reading                                                                       D. have read
    2. I ........... books in the library.
        A. am arrange
        B. have arranged
        C. is arranging
        D. has arranged
    3. Mutesi ........... two storybooks from the library today.
        A. is borrow                                               C. has borrowed
        B. has borrowing                                       D. have borrowed
    4. Gasana ........... at the library.
        A. has arrived                                             C. is arrived
        B. have arrived                                           D. arrive
    5. Our group leader ........... us in reading a novel.
        A. has led                                                 C. are leading
        B. have led                                               D. leading
    6. I ........... this book today.
        A. will reads                                             C. has read
        B. is reads                                                D. have read
    7. Which books ........... on this shelf?
        A. have you arranged                                C. are you arranged
        B. has you arranged                                  D. will you arranged
    8. Hirwa ........... his favourite author is William Shakespeare.
        A. has said                                                  C. have said
        B. will said                                                   D. is said
    9. Amah Ata Aido ........... many books.
        A. has wrote                                                C. has written
        B. have wrote                                              D. have written
    10. We ........... the library.
          A. are clean                                              C. has cleaned
          B. have cleaned                                        D. will cleaned

    Change the following sentences into the present perfect tense.
    For example:
    I reminded them about the exercise the teacher left.
    Answer: I have reminded them about the exercise the teacher has left.

    1. John read the passage frequently.
    2. Mary formed the words correctly.
    3. The students arrived in the library.
    4. I read the magazine.
    5. I read Chinua Achebe’s Things Fall Apart before.
    6. The teacher forbade us to make noise in the library.
    7. Ali borrowed the book
    8. Who threw the book away?
    9. Betty went to the library.
    10. Daniel attempted all questions.

    Make correct sentences from the table below.
      

    D. Writing

    Essay writing
    Writing forms an important part in our learning of English. Authors write well. That is
    why we enjoy reading their books. We write compositions in English. We also write essay
    answers in the other subjects we learn at school. We should be able to write clearly and
    coherently.
    Before we start any writing task, we should bear in mind the following questions:
    1. Who are we writing for? This determines the tone and formality of what we write.
    2. What do we want to say? This enables us to gather information and to plan how we
        wish to convey the message.

    After writing down what we planned to write, we should read it out loud to ourselves.
    Alternatively, we could verbalise it, depending on where we are. If we have written and
    punctuated sentences well, we should find it easy to read. It will be easy to detect the
    pauses.
    We should always check for errors in what we have written. These include spelling errors,
    vocabulary usage, and grammar. The checking should be thorough. A sentence should
    express a complete thought. It is therefore meaningful on its own. For example:
    1. Mark has written a novel.
    2. Vincent and Molly have read that novel.

    Planning your writing
    A good writing plan includes an outline. This is the structure of your composition or story.
    Decide how you will start the story, develop and conclude it.
    Thereafter, make notes for these parts. Once you are through with the notes, write your
    work. Do this by creatively joining the sentences. One idea should flow into another smoothly.
    Use conjunctions and discourse markers. Also use figurative language appropriately.
    You must read through your work once you are through. This will enable you to correct
    mistakes. Ensure that your grammar is correct.
    In writing, you can recount, explain, define or contrast something. Recounting means
    saying how something happened. It actually means telling a story about what happened.
    To explain means making something clear or easier to understand. You can make people
    understand through a story. For example, myths help us understand the origins of some
    things in life.
    To define means to say what the meaning of something or a word is. You can tell a story
    by helping your readers understand something.
    Contrasting means comparing two things in order to show the differences between them.
    A good writer should be able to recount a story. He or she should be able to explain or
    define terms. In addition, the writer should be able to contrast events or issues in his or
    her story. This is what you should desire to do.

    Imagine you are the author of the story below. In your groups, make notes that would
    have helped you write it. Compare your notes with those of your desk mate.

    Beyond the barricades
    by Muthoni wa Gichuru

    “I will put this on the testing kit and shortly we will see what it shows.” she said pointing
    at the testing kit. “This is what we’ll use to test your blood. If you see one line here, then
    you know you are in the clear. If you see two lines rise then you are HIV positive,” she
    explained.
    “Now I have to sit here and watch my fate decided by lines,” Tracy said jokingly.
    “Nothing can decide your fate except yourself, Tracy. Regardless of the results, you are the
    one who will decide what kind of life you want to live.
    ”Tracy tried to keep her eyes away from the testing kit but she kept on glancing at it. She
    managed to sit still for the first five minutes, and then she started fidgeting and finally
    stood up and started pacing. The waiting seemed interminable and she wondered how ten
    minutes had taken so long to elapse. Then when the waiting was over, and she wished the
    minutes had dragged on forever.
                                                                                                  *****
    Tracy could not believe her eyes. She rubbed them and looked again and there it was! She
    looked at the two lines and felt the strength draining from her body. She clutched on to the
    desk to support herself. It cannot be. I can’t be..., she told herself.
    “Did you say two lines mean that I am ...” she started and stopped and she looked into
    Doctor Saa’s eyes looking for hope, for reassurance, that all was well.
    “I’m sorry Tracy. According to this test, you are HIV positive,” the doctor told her #
    sympathetically.
    “Something is wrong; maybe you mixed my blood with that of someone else. Maybe your
    testing kit is faulty. I could not possibly be HIV positive.”
    “I am so sorry Tracy. There is no mistake. You have to accept the results so that you can
    move on.”
    “I’m telling you I am not HIV positive. I know that for sure,” Tracy said, heading for the
    door.
    Doctor Saa held Tracy’s arm and looked her in the eye.
    “Tracy, you can get re-tested again at another clinic just to be sure. If the test comes out
    positive, you will need to accept it so that you can start taking better care of yourself.
    You are young and strong. You can beat this. Don’t let it destroy you. You have the strength
    inside you to conquer all.”
    Her words meant little to Tracy at that moment.

    Write a story on the topic: ‘Fire at the Library’. Start by planning your work. Write notes
    for the introduction, the body and the conclusion. Then write your work and check it for
    grammatical errors.

    E . Little laughter


    TEACHER: School books are a magic car that will take you all over the world.
    PUPIL: Then I must take mine to the garage and have them fitted with seat belts!

  • UNIT 6 : HEALTHY LIVING

    A. Listening and speaking

    Introduction
    Practise reading this conversation in your groups.
    GATETE:Hey, Hirwa, are you alright?
    UMUTONI:Yeah, Gatete. He seems to be under the weather.
    HIRWA:Which weather? Is it because I am feeling cold?
    MUBYEYIsadlaughing)He must be more than under the weather ...
    HIRWA:What are you talking about? I am not under any weather!
    GATETE:Being under the weather means you are ill.
    HIRWA:Oh ... okay. Yea, I am not feeling
                 well at all. I have chills, joint
                 aches, feel weak and my head will
                 soon split into two!
    UMUTONI:Poor Hirwa ... it could be malaria.
    MUBYEYI: Have you travelled lately?
    HIRWA:     (laughingly)Yes doctor ...
    UMUTONI:I am serious ... if you travelled,
                       you could have been bitten by
                       mosquitoes.
                       That is how you get malaria. If
                       you have been sleeping under a
                       treated mosquito net, it could be a cold.
    GATETE:I agree the cold season brings with it colds. However, he should see a doctor
                    to ascertain what it is.
    UMUTONI:I think it is malaria.Colds are viral infections that affect the nose, throat and
                      the body’s airway system.
    GATETE: Then he should be sneezing. He should also be having a stuffy and runny nose,
                      coughing and having a scratchy,sore throat.
    MUBYEYI: Gatete is right. Hirwa should see a doctor. What if it is flu? Its symptoms are
                       like those of a cold, aren’t they? The only difference is that flu lasts longer. It
                       could as well be asthma or a simple sore throat.
    HIRWA: You two have a point. Let me go and see a doctor. That way, I will be sure what
                  is ailing me.

    Questions
    1. What was Hirwa’s problem?
    2. Discuss the importance of seeing a doctor when you are ill.
    3. List down at least five common diseases in Rwanda.
    4. Describe the symptoms of the diseases you have stated in (3).
    Discussion
    Practise reading the following conversation and discuss the questions that follow.
    Hirwa is just from seeing a doctor when he finds his friends waiting for him.

    GATETE:  You took years at the hospitals.
    HIRWA:    There were many people waiting to see Doctor Halima.
    UMUTONI: What did the doctor say?
    MUBYEYI: Some people really want to find out if they were right.
    HIRWA:     Well, she saidI am suffering from malaria.
    UMUTONI: (smiling broadly) Does anyone remember what yours truly said?
    HIRWA:      (assuming Umutoni) That is why I am having a high fever. I also have weakness
                      in my body joints and general body weakness. If I hadn’t got medical help, I
                      would have rapidly weakened. I could have died.
    UMUTONI: Malaria is dangerous! However, you can protect yourself from this disease by
                       sleeping under a treated mosquito net. Also, clear bushes near the house and
                       drain stagnant ponds. These help mosquitoes breed.
    HIRWA:      The doctor said it is easier and cheaper to prevent diseases than to treat them.
                       For instance, eating clean, well-cooked food can spare us stomach upsets.
                       Wearing warm clothes keeps the cold away!
    GATETE:    I read in a health brochure that fatty foods are not good for health.
    MUBYEYI:  Yes, they cause fat to accumulate around the heart. Then one experiences
                        heart problems. We should all avoid junk foods and exercise regularly. Then
                        we shall stay fit and healthy.

    Discuss the following:
    1. Which disease is being described by Hirwa?
    2. In a brief paragraph, describe what you and your family can do to avoid diseases.
    3. Polio is one of the diseases that infants are vaccinated against shortly after birth. Have
        you been vaccinated? What other diseases are children vaccinated against?
    4. Do you agree that healthy eating can prevent many diseases? List at least four diseases
        that could be prevented by eating healthy food.

    1. Highlight three food types and how they are prepared. How can eating these foods
         help in disease prevention?
    2. How do you observe hygiene in school

    Role play
    In small groups, prepare a short play in which someone falls sick. This person is then taken
    to the hospital. He or she is admitted for a few days. Thereafter, this person is released
    to go and recover at home. As you prepare, make sure your short play has the following:

    1. What was the cause of the illness? Was it poor eating habits or poor hygiene? Was it
        an infection caused by sharing personal items?
    2. After being released, how is the patient taken care of? What measures are taken to
        prevent future infection? Do we have health officers advising people on the ways to
        prevent the illnesses?


    B. Reading and comprehension

    Read the following argument and answer the questions that follow
    Healthy diet for disease prevention

    You could prevent certain diseases by eating white meats. White meats include fish,
    turkey, duck, goose, chicken and rabbit. Red meats include beef, lamb, pork, veal, venison
    and goat.
              Red meat is a source of protein and vitamins but it may not be good for health. Eating a
    lot of red meat increases the risk of bowel cancer as research has shown. You should enjoy
    white meat and reap the benefits it brings; try fish.          
               Fish has vitamins and minerals and it’s a major
    source of omega-3 fatty acids. Consuming fish
    regularly can help reduce the risk of heart disease.
    It also improves your chances of survival following
    a heart attack. Fish lowers the levels of fats in the
    blood. Raised levels of fats in blood are associated
    with heart diseases. Fish oils also help reduce blood
    clotting and abnormal heart rhythms after a heart attack
               To add on to this, eating fish can lower the risk of Alzheimer’s disease. Alzheimer’s disease leads to weakening of the brain’s ability to remember things. Fatty acids found in
    fish may prevent damage to brain cells.
                Further, eating fish can reduce the risk of high blood pressure, which is linked to
    dementia. Dementia causes forgetfulness.
                Importantly, fish has cancer-fighting properties. Men who do not eat fish are at a
    higher risk of developing prostate cancer. Researchers have ascertained this. This risk is
    low among heavy consumers of fish. Shellfish contains nutrients thought to have cancer-
    fighting ability.
                 Moreover, it has been reported that fish can help to ease depression.
                 Further, eating fish can reduce and relieve arthritis. Research has shown that heavy
    consumers of fish have low rates of inflammatory conditions like arthritis. Studies have
    also shown that fish oil reduces symptoms of rheumatoid arthritis.
                 Finally, eating fish can smoothen age lines. Choose white meat today.

    Answer the following questions.
    1. Working in groups, identify all the diseases mentioned in the passage.
        Discuss what all these diseases are.
    2. Match the words in the table with their meanings in choices a-h.
        a) intestines, especially the large intestines
        b) systematic investigation to collect information
        c) get the advantages
        d) eating
        e) any sickness that affects the heart
        f) the fact of a person continuing to exist
        g) the turning of blood into a thick solid
        h) harm/hurt/injury
    3. Which combinations of meats in the following choices should one eat?
        A. chicken, pork, beef, venison, vea,l turkey
        B. rabbit, pork, goose, chicken, fish, duck
        C. fish, duck, goose, lamb, goat
        D. rabbit, goose, chicken, fish
    4. Which title among the following best summarises the passage?
        A. healthy eating and living
        B. meat for life
        C. Avoiding common illnesses
        D. The white meat advantage
    5. List the white meats mentioned in this passage.
    6. Eating fish can help prevent ............, which affects the brain.
    7. In point form list down the benefits of eating fish.
    8. Would eating white meat alone ensure you are in perfect health? Give reasons
        for your answer.
    9. Young people today are hooked on junk food. What do you think are the effects
        of eating junk food?

    1. Some young people do not eat because they would like to be small-bodied. Carry out
         a research on eating disorders from the library, biology books or the internet if you are
         connected to it. Find out what diseases can be caused by eating too little.
    2. Imagine most of the Rwandan population was obese. How would this affect our country?

    Think about this
    1. There are some religious groups that do not believe in taking their children to hospital.
         Have you ever heard or witnessed this? Discuss the results of such a belief.
    2. How can good health affect our economy?
    3. Debate the motion, ‘Prevention is better than cure’.

    C. Language use

    First conditional and modal verbs
        
    For example:

    1.If the child is not vaccinated, he will suffer from polio.
    2. If I don’t eat enough vegetables, I will suffer from vitamin-deficiency diseases.
    3. If I don’t sleep under a treated net, I will suffer from malaria.
    4. If I don’t drink clean water, I will suffer from water borne diseases.
    5. If I do not eat enough potatoes, I will suffer from lack of energy.
       
    Copy the following sentences in your exercise book and then underline the modal verbs and the first conditional.

    1. If the child is not vaccinated, he will suffer from polio.
    2. If I don’t eat enough vegetables, I will suffer from vitamin-deficiency diseases.
    3. If I don’t sleep under a treated net, I will suffer from malaria.
    4. If I don’t use clean water for drinking and cooking, I will suffer from water borne diseases.
    5. If I do not eat enough potatoes, I will suffer from lack of energy.

    Complete the following sentences correctly.

    1. Unless you are vaccinated .................................................
    2. If you eat contaminated food ............................................
    3. If you share sharp objects ..................................................
    4. If you don’t empty containers around the compound ...................
    5. Unless you cut long grasses ............................................................
    6. Unless the doctor operates on his bitten foot ..............................
    7. If they continue using dirty water ..................................................
    8. If they get malaria .........................................................................
    9. If you are coughing .........................................................................
    10. Unless you go to hospital ...............................................................
    11. Unless the government builds more hospitals ..............................
    12. If the doctor doesn’t see him ........................................................
    13. If the child keeps crying .................................................................
    14. If you eat unripe fruits ...................................................................
    15. If cholera breaks out ......................................................................

    What will you do if:

    1. You catch a cold?
    2. You contract HIV?
    3. You wear wet clothes?
    4. You cut yourself?
    5. A friend faints?
    6. A friend is choking?

    Using ‘You can ... by + -ing’ and ‘You should ... by + -ing’

    We can use the construction You can + by + ing to talk about prevention of diseases.

    For example:
    1. You can prevent malaria by sleeping under a bed net.
    2. You can prevent cholera by boiling drinking water.
    3. You can prevent HIV/AIDS by abstaining from sex.

    We can also use You should ... by + -ing to talk about prevention of diseases and diet.
    For example:
    1. You should avoid typhoid fever by eating clean and well-cooked foods.
    2. You should protect yourself from disease by eating a balanced diet.
    3. You should lower your chances of having a heart attack by eating fish and exercising.


    a) Complete the following sentences correctly.

    1. You can avoid polio by.......................................
    2. You can avoid tooth decay..................................
    3. You should avoid obesity by...............................
    4. You should prevent choking by...........................
    5. You can avoid diphtheria and whooping cough by...............
    6. You should avoid suffocating in the kitchen by.........................
    7. You should avoid food poisoning by...................................................

    Make correct sentences from the table below.
       

    D. Writing

    In Unit 5, we learnt about planning to write a composition. Revisit the writing section of
    Unit 5 and discuss how you can plan your writing

    Practice Exercise 6
    Imagine you are a doctor and there are parents of a certain child who do not believe in
    having their child vaccinated. Unfortunately, they are poor and cannot afford a balanced
    diet for their child. The child becomes sick and has to be admitted to hospital. They end up
    spending more money for not having the child vaccinated. Plan and write a composition
    on the topic, “Prevention is better than cure”. Give advice to these parents using the
    construction You + can + -ing.

    Research problem

    Carry out research on your own on malaria. You can use your biology books, the library if
    available, or the internet if you are connected to it.

    Write your report using the following sub-headings:
         a) types of malaria
         b) symptoms
         c) treatment
         d) prevention

    E . Little laughter


    TEACHER: School books are a magic car that will take you all over the world.
    PUPIL: Then I must take mine to the garage and have them fitted with seat belts!
  • UNIT 7: HISTORY OF RWANDA

    A. Listening and speaking

    Introduction

    a) In groups of five, exchange stories about the origins of Rwanda. Choose a secretary who
        should present your findings to the class. With the help of your teacher, summarise
        the findings of all the groups into a plausible story.
    b) Listen as your teacher reads a passage and then fill in the gaps in the following passage.
    The kingdom of Rwanda was founded in the sixteenth century.Rwanda traces its origins to
    one of the many small kingdoms beginning .........1......... The oldest of these small kingdoms
    is the one established by the.........2 .......... It covered most of modern Rwanda. There was
    also the .........3.........founded by the Abazigaba, which covered an extensive area. .........4 .........
    was in the southeast.
           King Rwabuguri united these small kingdoms in .........5.......... He extended the kingdom
    all the way to the shores of .........6 ......... He set up camps of warriors along the boundaries.
    The warriors used to serve the king. They used to protect the kingdom from attacks.
          The king used to rule and make      
    the kingdom to prosper. He had
    a .........7 ........., which was called
    ‘kalinga’. He used to control large
    estates throughout the kingdom.
    He had many fields of .........8..........
    These were the basis of his power.
           The king’s subjects were engaged
    in various social-economic activities.
    Farmers .........9......... needed to
    feed the kingdom. The warriors
    .........10......... of the kingdom.
    Women used to weave baskets and
    made beautiful potteries. The men
    used to hunt and rear cattle.


    Discussion

    The pictures below show what people used to do in Rwanda. Discuss each picture with
    your desk mate. Make correct sentences to show what used to happen according to
    the pictures. Use used to in your construction.
                            

    B. Reading and comprehension

    Read quickly through the following passage, then re-read it, and finally answer the
    questions that follow.

    Rwandan myths say that Rwanda’s ancestors descended from the heavens. We share a
    single ancestor. Gihanga, our forefather, was the son of Kazi (root). Kazi was the son of
    Muntu (human) who came from heaven. The mother of Gihanga was Nyirarukangaga,
    the daughter of Kabeja, the earth. Gihanga had a son − Kanyarwanda − the ancestor of
    all Rwandans. Gihanga had other sons, including Kanyaburundi, Kanyabugesera and
    Kanyabungo. Places and people were named after these sons. They were the founders of
    the ruling families.

                                        
    Sadly, some young Rwandans think that these are just stories. They are more likely to
    believe the ‘educated’ who say such stories are myths. However, Rwandans have always
    been united as our oral tradition shows.
           Some of the younger generation easily believe those who speak of fights between
    different communities. In the eyes of Rwandans, their country was a place of happiness.
    People even believed that Imana (God) loved Rwanda more than He did other countries.
           Without doubt, there is no perfect society. Like any other society, Rwandans have had
    their fair share of weaknesses and strengths. There are those who have treated others
    harshly. A tiny number of educated people came across stories about races. Thereafter,
    they learned and taught the theories of race and migration of people. They taught about
    opposition between different societies. This small group, ‘the elite’ brought about mistrust
    among communities. That is how people started fearing and avoiding each other.
          Sadly, there have been recent cruelties and genocides. These are a result of man-made
    ethnic divisions in our country. In fact, many young people may not believe that we all
    came from the same parents. However, history shows we did. We shared festivals, joys
    and sorrows. The poor and rich all lived together, enjoying peace and happiness. That is
    how it should be even today.
                                                                                                                       (Adapted from S.M. Sebasoni, The Origins of Rwanda)
    Answer the following questions individually.
    1. Match the words in Column A with their meanings in Column B.
             
                
    2. The ancestor of all Rwandans was ............., the son of............., who came from ..............
    3. Draw a family tree of the founders of the Rwanda kingdom.
    4. The younger generation may not believe that we all came from the same parent
        because .............
        A. we have fought, killed and treated each other badly.
        B. these are just stories told by old people.
        C. we look different and come from different places.
         D. they are learned and listen only to other educated people.
    5. Which group of people do not believe in the story that we all came from the same ancestor?
         A. The young people                                                                      C. The educated people
         B. The old people                                                                            D. None of the above
    6. Some in the younger generation easily believe those who speak of ............. between
        different communities. In the eyes of Rwandans, their country was a place of..............
        People even believed that ............. loved Rwanda more than He did other countries.
    7. From the passage, the old Rwanda society was .............
        A. a perfect society where all were happy.
        B. an equal society where all were rich.
        C. had its own weaknesses and strengths.
        D. had divisions and fights between people.
    8. What does the writer suggest is the source of the problems facing the Rwandan society
        today?

    Think about this
    In your opinion, why is it important for young people to have a positive attitude about the
    history of their country?

    Divide the class into four groups. Each group should sing our National Anthem. Thereafter, each
    group should discuss its meaning. A group representative will present the interpretations of
    the anthem, to the class.

    Here are the national anthems of two other countries in the East African Community. Get
    into your groups, read and discuss the messages in these anthems. Report your findings
    to the class

                
    Reread the two anthems above and in your own words, write what you think is common
    between them. How is the Rwandan anthem similar to the other two anthems?

    C. Language use


    Past simple tense
    We looked at the use of the past simple tense in Unit 3. Quickly remind yourself of
    what we learnt.

    Read the following sentences.
    1. Farmers grew cereals.
    2. Warriors served the king.
    3. Women weaved baskets.
    4. Everyone wanted raw materials.
    All bolded words are in past tense.
    All the events described in the passage happened at a specific time in the past.
    We use simple past tense to describe events that took place in the past.


    Rewrite the following sentences in the past tense.
    1. The heir to the throne takes over the king’s seat.
    2. The Europeans colonise Africa.
    3. The warriors serve the King.
    4. Men and boys look after the cattle.
    5. Women cultivate the land.
    6. Women weave baskets.
    7. The abiru advises the queen.
    8. The agacaca judge cases brought to them.
    9. The old advise the youth.
    10. The priests conduct worship ceremonies.

    Construct ten sentences of events that happened in the past in Rwanda. Use the past
    simple tense.

    Adverbs of time
    Adverbs of time show when something happens. Here are examples of these adverbs:
    since, late, before, formally, next, already, and lately. Here are examples of how they are
    used in sentences:

    1. In the late 19thcentury, Europeans colonised Rwanda.
    2. Formerly, Rwanda was under a king.
    3. Since the 19th century, we have felt the effects of foreigners among us.
    4. The next decade will have Rwanda richer and more developed.
    5. Lately, Rwanda has witnessed steady economic growth and progress.

    Time clause with past simple tense

    We can use these adverbs of time with the past simple tense. We then make adverbial clauses of time. We have seen that a clause is a group of words that have a subject and verb. Look at the following examples.

    1. When the war ended
    2. When the king ruled
    3. When warriors served the king
    4. When women weaved the baskets
    5. When Rwanda became a member of the UN
    The time is shown by the word When.
    The above are clauses that denote time. The past simple tense is in the verb form, for
    example, ‘ended’, ‘ruled’, ‘served’.

    The time is denoted by the word ‘when’.

    These are subordinate clauses, meaning they don’t make sense on their own. They are
    part of a complete sentence. The subordinate clause is usually attached to the main clause
    in sentence. For example: When the war ended, Rwanda developed rapidly.


    Identify the time clauses in the following sentences.

    1. When the Second World War broke out, Africans fought alongside the Europeans.
    2. When the men went to fight, their families stayed without fathers for years.
    3. Many farms were deserted when the war broke out.
    4. Many men were killed when they went to war.
    5. When the genocide broke out, many Rwandans ran away from their homes.
    6. When the Germans arrived in Rwanda, King Rwabugiri welcomed them.
    7. Many of the abiru members were unhappy when the king welcomed the Germans.
    8. African culture was destroyed when the Germans came to Rwanda.
    9. The Europeans cheated Africans of their land when they colonised Africa.
    10. Africans rebelled when they realised the intentions of the colonialists.


    Use the adverb of time to construct ten sentences describing what happened in
    Rwanda in the past.

    Time clause:with past continuous tense
    We can also use the time clause with the past continuous tense. We can do this by using
    the world ‘while’. ‘While’ usually shows that two or more activities were happening at the
    same time. Look at the following examples.

    1. While the King was ruling ...
    2. While the war was going on ...
    3. While the Europeans were arriving ...
    4. While Rwanda was liberating herself ...
    5. While the colonialists were living ...

    The above clauses denote time with the verb in the past continuous form. Time is denoted
    by the word while. The verb in the past continuous form takes –ing, for instance, ruling,
    going, arriving, liberating, and living.

    Combine the following sentences using either while or when. Avoid repetitions.
    1. The Germans established a colony in Rwanda. The Belgians established a colony in Congo.
    2. Some Africans fought against colonialism. Some Africans encouraged colonialism.
    3. Rwanda became a German protectorate. Uganda became a British protectorate.
    4. Rwanda became independent in 1962. Kenya became independent in 1963.
    5. The Germans signed treaties with African rulers. They took over their land.
    6. The Germans preferred indirect rule. The French preferred assimilation.
    7. Warriors protected the king. The abiru advised the king.
    8. Women made beautiful pottery. Men took care of farms.
    9. The children played. The adults worked.

    The words below are associated with colonial history. Read and discuss them with
    your desk mate and then form correct sentences that have a time clause with a past
    continuous tense.
         
    In your small groups, discuss and come up with a vocabulary of 10 words regarding the
    colonial history. You may use a dictionary.

    1. The words below are associated with early Rwandan social history. Read and discuss
    them with your desk mate.

    2. Men and women had different roles before the colonialists came to Rwanda. Refer to
        your history textbooks and find out:
       a) what warriors used to do
       b) who used to weave
       c) who served the king
       d) what men used to do
    3. In your small groups, discuss and compare the roles of men and women before the
        colonialists came, after the colonialists came and their roles today.
    4. Complete the following sentences to show habits of the past. Use ‘used to’ in each
        sentence.
       a) The women in the Rwandan kingdom ........
       b) Men ........
       c) Before the colonialist came, warriors ........
       d) The warriors ........
       e) The children ........
    Here is an example: In Rwanda, before the colonialists came, warriors used to serve
    the king.
    Using the sentences that you came up with, write a short history of Rwanda. Focus on
    habits of the past, with used to and other past tenses.

    Adverbials of t i m e + past simple tense
    Read the following sentences.
    In the 19th century, Europeans colonised Rwanda.
    In 1916, Rwanda became a Belgian protectorate.
    The words in bold are adverbials of time because they denote an aspect of time. The
    words ‘colonised’ and ‘became’ denote the past tense.
    1. Construct 10 sentences using adverbials of time + past simple tense.
    2. Write 10 sentences about Rwanda’s history paying attention to clauses with past
    simple tense and past continuous tense.

    Working in groups of five, research on the important dates in Rwandan history. You may
    get this from history books. If you have access to the computer with Internet, you use it.
    Write down all these dates and use the adverbials of time and the past simple tense.

    D. Writing

    Biography
    A biography is a life history of someone written by another person. When called upon to
    write a biography, set out what you would want to cover about the person. See to it that
    you do not deviate from this .
           Always write in third person. This will ensure that the unintended pride associated with
    writing in first person is removed.
           Do background research to know the person better. This will help you to set a purpose
    for your writing. Ask yourself, how you would want to portray the person; as a rags-to-
    riches millionaire, or maybe a homeless man who once had it all and how he ended up in
    such a situation?
             Shorter biographies focus only on highlights of a person’s life, or even a single endeavour.
              Long biographies tell the story of a person’s life, again focused on that person’s
    accomplishments.
              Very long biographies, perhaps book length, can cover a person’s entire lifespan.


    1. Make correct sentences that show social roles, from the following table.
    2. Discuss in groups and write down what happened in Rwanda during colonisation.
    3. In groups, discuss and write down events in Rwanda after colonisation.
    4. Research about a prominent person from your locality then write a short biography about his or her life.


    E . Little laughter

    “Ask not what your country can do for you — ask what you can do for your country.” John
    F. Kennedy, President of the United States of America.

    MOTHER: Young woman, which three adverbs describe you?
    GIRL: Really, really, really, smart!
  • UNIT 8 : THE PHYSICAL ENVIRONMENT



    A. Listening and speaking

    Introduction
    Practise reading the conversation below.
    Gatete, Umutoni and Hirwa are studying a physical geography map of Rwanda. Mubyeyi joins them.

    MUBYEYI:   (looking a bit confused)What are you looking at?
    GATETE:     We are identifying the physical features in our country. I can see a plate
                         in the south.                                                           
    UMUTONI:  A plate? Where is it on this map?
    HIRWA:       He means
                        plateau not
                        plate.
    MUBYEYI:   (laughing) Let me see if I can locate a plate too.
    GATETE:     That is not nice, Mubyeyi.
    MUBYEYI:   I am sorry, I
                         sounded rude.
                         I was only joking.
    UMUTONI:   Hey look! Here .
                         .. the Virunga
                         Mountain Range.
    HIRWA:        Yes, it runs north of Lake
                          Kivu.Lake Kivu
                          is also a physical
                          feature you know!



    MUBYEYI: Hirwa is right. Look, the range includes Mount Karisimbi.
    GATETE:   That is the highest point in our country!
    UMUTONI: Hey look! Here ... the Virunga Mountain Range.
    HIRWA:      In the north there are mountains and in the south ...
    MUBYEYI:  ... a plateau! There is some lower land here ... along the eastern shore of Lake
                        Kivu and the Ruzizi River. This is in the west, right?
    GATETE: Yes, the altitude is lower towards the Tanzanian border.
    MUBYEYI:  Did I tell you we visited Akagera Park last holidays? It has a savannah landscape
                       full of beautiful wild animals. We went through its open grassland, acacia
                       woods, marshes and swamps.
    UMUTONI: Our country is beautiful. Did you know that the Nyungwe Forest ... there it is
                      ... in the southwest − it is the largest mountain rain forest in Africa?
    HIRWA: That is amazing! Our country is made up of rolling grassy hills and valleys! We
                  are the land of a thousand hills!

    Discussion
    In your groups, read the following sentences in turns. In each instance, discuss the
    instructions in the brackets.
    1. Hills can be found in the north of Rwanda.
        (Name exact places where hills are found in Rwanda.)
    2. Plains can be found in the eastern part of Rwanda.
        (Where exactly is the plateau found in Rwanda?)
    3. Coffee can be exported from Rwanda.
        (Where is coffee planted in Rwanda?)
    4. Maize can be grown in arable land.
        (In which parts of Rwanda is maize grown?)
    5. Baboons can be found in the Volcanoes National Park.
        (In which forest are baboons found in Rwanda. How is the climate in that area?)
    6. Tourist sites can be visited.
         (Mention the tourist sites in Rwanda.)
    7. Fish can be caught in our rivers.
       (Name the lakes and rivers in Rwanda and say where they are found.)
    8. Hydro power can be generated at Ntaruka Power Station.
        (Name other places where hydro power is generated in Rwanda. Why are these places
         more suited for hydro power production?)
    9. Methane can be extracted from Lake Kivu.
        (What is methane used for?)
    10. Tea can be planted in Gisovu.
        (Which part of our country has the most arable land?)
    In groups of four, study the map below again.
             
    1. Do you think these physical features are resources? Give reasons for your answer.
    2. Form sentences that include the modal ‘can’. Say where the resources like fish and
         wildlife can be found or utilised. Refer to the map. For example:
         a) Fish can be caught in Lake Kivu.
         b) Rusumo Falls can attract tourists.
         c) Rwanda can earn foreign exchange from tourists visiting Virunga Mountains.

    B. Reading and comprehension

    Read the following passage and answer the questions that follow.
    Paula is taking us on a ‘gorilla trip’ in Volcanoes National Park. We were apprehensive
    about sending money for this trip. We haven’t known Paula for long and her tour company
    is not in our travel book. We had only come to know about her through a friend. When we
    finally met and interacted with her, we are ashamed we ever doubted her. She is simply
    amazing.
        “Is this the best time to visit Rwanda?” I had asked as we planned the trip.
        “The ‘best time’ depends on an individual.”
        “Indeed ... what is the weather like?”
        “Here is a rough guide                                                                               
    to the climate in Rwanda.
    However, my knowledge is
    from my experience, not the
    meteorological department.
    Besides, Africa’s weather
    patterns are becoming
    increasingly unpredictable.”
       “It’s the same everywhere,
    Paula ...”
       “Exactly ... Rwanda’s relatively high altitude
    provides it with a pleasant
    tropical highland climate.
    Temperatures vary between
    locations depending on altitude. However, there is very little variation for, say, a month in
    the same place. For instance, Kigali has an average daily temperature of about 21°C. Some
    places are warm at 21°C; others are warmer at 25°C.”
           “Okay ...”
           “Rwanda’s long rainy season lasts from March to May. The longer dry season lasts from
    June to mid September. The driest and hottest month is July.”
            “What of October to December?”
            “We experience a shorter rainy season then. This is followed by a short dry season from
    December to February.”
             From the airport, we went to see the genocide memorial as it was only 10 o’clock. Paula
    then booked us in at Sainte Anne Hotel, Musanze. We left for Hotel Muhabura for a meal
    as she strongly recommended.
             Later, we’ll head south to tour Nyungwe Forest. Finally, we’ll travel west to sunbathe on
    the beaches of Lake Kivu.

    Answer the following questions.
    1. Using a dictionary, find out the meanings of the following words:
        a) apprehensive
        b) climate
        c) meteorological department
        d) weather patterns
        e) altitude
        f) temperature
        g) rainy season
    2. Why were the narrator and the other tourists afraid of sending money to Paula?
        A. She was not in their tour book.
        B. She was in a different country.
        C. They hadn’t known her for long.
        D. They hadn’t known her for long and they didn’t have her tour company in their travel book.
    3. Why is ‘best time’ quotation brackets?
        A. It wasn’t really a good time.
        B. ‘Best’ depends on individuals.
        C. She wasn’t happy with the question.
        D. It was rainy and windy.
    4. The average temperature in Kigali is ...............
    5. Rwanda experiences the most rain in the months of ............... and the least in the
         months of ................
    6. Which period will have high temperatures? December to May or June to November?
        Give reasons for your answer.
    7. Why do tourists visit Rwanda?
    8. Give words that show the visitors enjoyed their visit.
    9. Give this passage a suitable title.

    C. Language use

          
     
              The passive voice verb phrase is made up of auxiliary verbs such as am, are, was, were,
    and a main verb.
      


    Rewrite the following sentences in the passive voice.
    1. People generate power from methane in Lake Kivu.
    2. Tourists see gorillas in the Volcanoes National Park.
    3. Rwanda receives long rains between March and May.
    4. Rwandans clean the environment every first Saturday of the month.
    5. People call Rwanda the land of a thousand hills.
    6. Rwanda exports agricultural products to Europe.
    7. Rwanda imports machinery from China.
    8. People use irrigation in about 94 square kilometres of land.
    9. Farmers practice terrace farming.
    10. Farmers cut down trees for agriculture.

    Passive voice with ‘can’
    Passive voice can be used with modal verbs. For example: Trees can be found in Nyamagabe
    Forest.
    Can is a modal verb. Other modal verbs are: could, may, might, must, should, will, would.
    Change the following sentences into either passive or active sentence.Example:
    Electricity can be generated from methane (by people).
    People can generate electricity from methane.
    1. People can see gorillas in the Volcanoes National Park.
    2. People can grow cassava and potatoes in many districts of Rwanda.
    3. Rain water can be tapped and stored for use.
    4. A number of minerals, for example, tin ore and gold, can be mined in Rwanda.
    5. The soils in Rwanda can allow the growth of coffee and tea.
    6. Lake Kivu can be used for transport.
    7. River Akagera can be used for fishing.
    8. Students can write on the chalk board with a teacher’s permission.
    9. School books can be borrowed from the library.
    10. Both boys and girls can play football.

    Passive voice with modal verbs and comparatives
    We can write sentences in passive voice that include modal verbs and
    comparatives. A comparative is used to compare two things using ‘more ... than’. For example:

    1. More electricity can be generated at Ntaruka Power Station than at Mukungwa II
        Power Station.
    2. Western Rwanda can be more ideal for growing coffee than eastern.
    3. Rain received in Kigali might be more than that received in Nyamata.

    Combine the following pairs of sentences using ‘more ... than’. Use the passive voice
    and the modal auxiliary ‘can’.
    1. Rwanda produces flowers. Rwanda can produce three times the flowers it produces if
        she uses many green houses.
    2. Rwanda gets a lot of rain in March and April. She gets less rain in November and
        December.
    3. A lot of power is produced using methane. More power is produced by hydro power
        stations.
    4. Rwanda produces coffee. Uganda produces more coffee.
    5. The environment is cleaned every day. More cleaning is done on the first Saturday of the
         month.
    6. The eastern region is visited by tourists. More tourists visit the western region.
    7. Trees are cut in the Savannah region. More trees are cut in the rain forest.
    8. Eleven people can play football. Fewer people can play volleyball.
    9. A pick-up can carry big weights. A lorry can carry bigger weights.
    10. A goat can produce two litres of milk. A cow can produce twenty litres of milk.

    Passive voice with modal verbs and superlatives
    Superlatives are comparisons among three or more items, places or things. In superlatives,
    we refer to what is most outstanding. On the other hand, we only compare two features
    or items in comparatives.

    Look at these examples:
    1. Food can be produced most cheaply in Kitabi.
    2. Rain received in Gicumbi might be the highest in the whole country.

    Rewrite the following sentences using superlatives. Each should be written in one
    sentence.
    1. More chickens than cows and sheep are found in Rwanda.
    2. Many factories are found in Gisenyi and Butare. These are fewer than those in Kigali.
    3. Many species of animals are found in Volcanoes National Park. Primates are more than the rest.
    4. Rains are received in July and September. More are received in March.
    5. Money can be made from cassava. More can
        be made from potatoes. A lot more can be made from flowers.
    6. Rwanda is visited by many business people. It is visited by foreign officials. It is visited
         by many more people as tourists.

    In groups of five, discuss and write down ten sentences that describe the physical features
    of our country. (Physical features include mountains, hills and valleys.) Use the passive
    voice to construct your sentences.

    Example is:
    Mount Karisimbi is admired by many tourists.
    Lake Kivu is big enough to be used to transport people.

    Comparatives and superlatives

    Comparing temperatures

    Read the following sentences.
    1. It is warmer in July than in October.
    2. In July it is warmer in Nyamagabe than in Kigali.

                 
    Draw this graph in your exercise book and indicate:
    1. Which months are hottest?                                                  3. Which month is the driest?
    2. Which month is the coldest?

    Comparing rainfall
    Study the graph below in groups.
          
    Answer the following questions:
    1. In which month does Kigali receive the highest amount of rain?
    2. In which month does Kigali receive the least amount of rain?
    3. Which is the wettest month?
    4. Which is the driest month?

    D. Writing

    So far, you have learnt how to plan and write a composition. You know how to make an
    outline by coming up with notes. At the same time, you know you have to check your work
    once you are through.

    We can study and make notes from a graph. For example, the graph below shows the
    temperature and rainfall in Kigali in a year. Study it in your groups and make notes about
    temperature and rainfall.
              
    1. Make notes on the temperature. Make use of comparatives and superlatives.
    2. Write a composition about temperature and rainfall in your locality.

    E . Little laughter


    TEACHER: Your ideas are like gold.
    MAN: I knew it! You mean they are valuable?
    TEACHER: No, I mean they are rare.
  • Topic 9

    A. Listening and speaking

    Introduction

    Practise reading the conversation below in groups. Thereafter, discuss and outline
    the reasons for drug abuse . Finally, compare what you would have written with your
    desk mate’s work.

    TEACHER: Mubyeyi, how come you were having a cigarette? Do you smoke?
    MUBYEYI:  (looking scared) O ... of course not, madam. I ... I found it on my desk. You
                        walked in as I was removing it!                                                              
    TEACHER: Gatete, Umutoni, Hirwa ... look at your friend.
                       Did the cigarette walk to her desk? Who put
                       it there?
    GATETE:    Madam, it wasn’t me.
    UMUTONI:  It wasn’t me either.
    HIRWA:       Madam, it wasn’t me and I have never seen
                        Mubyeyi smoking. It must have been someone
                        else. We all say no to smoking. We know
                        smoking causes cancer.
    TEACHER: I hope you are all being sincere. You should all
                        avoid drugs.
    GATETE:     Madam, we are ... I wonder what makes one
                        start smoking or abusing drugs!
    TEACHER: Well, some people abuse drugs because of peer
                        pressure. This is when your friends urge you to do
                        what you don’t want. For instance, some young
                        people smoke because they think it will make
                        them popular. Some don’t want to be laughed at
                        or teased.
    HIRWA:      I was in such a situation once. My cousins asked me to take a swig of beer
                       to show that I am “grown-up”. Sadly, my cousins are always drunk. They
                       hardly shower and sometimes they laugh even at birds! They seem lonely and
                       miserable. I didn’t want any of that.
    TEACHER: Well, they are addicts ... they need help.
    UMUTONI: Madam, some young people smoke because they see their parents smoke! On
                       the other hand, some are just curious.
    TEACHER: I know ... and that is sad. You should always do what is right not what other
                        people do. If you must copy, copy good not evil.
    MUBYEYI: My brother is in a rehabilitation centre. He was addicted to cocaine. He once
                       told me he started doing drugs because he was bored! Another time, he said
                       he abused drugs in order to be brave. He has wasted his youth. I am glad he is
                       getting help now.
    TEACHER: Being an adolescent can be challenging. Some adolescents take drugs to ‘test’
                        the limits with their parents. On the other hand, some do it out of ignorance.
                        Drugs will affect your health not your parents’! Only you will suffer! Hence,
                        keep off drugs.

    Discussion
    Read the following passage and then discuss the answers to the questions in your
    groups.
    Johnson has been a naughty boy since I knew him. He never took his work seriously. At
    no given time did he pay attention. Neither his work nor his conduct was impressive. The
    entire class would always wonder what was wrong with him. Not long afterwards, he
    dropped out of school. We later heard that he had joined a gang of young men who spend
    their day drinking and smoking. But how long can one lead such a reckless life? Last week
    the police apprehended the gang. The gang is behind bars waiting to face criminal charges
    in a court of law. What a waste of life! Their energies should have been spent on nation-
    building.
    1. Why do you think the character in the story wasted his life?
    2. How can we help such people before they waste themselves?
    3. What do you think caused the gang to face criminal charges?
    4. How can you avoid Johnson’s pitfalls?

    Read the following:

















    Above is a table of anti-social behaviour, their causes and effects.

    In groups, generate more cause/effects and present to the class.

    Debate the topic


    “The society and not the individual is to blame for drug abuse among teenagers.”

    One group should propose and the other one should oppose. Appoint a secretary for each
    group to summarise the points raised. Finally, present them to the class to determine the
    winners of the motion.


    B. Reading and comprehension

    Read the following passage.

    Say no to smoking
    Some smokers never consider the consequences of smoking. If they did, they would not
    be smoking. Some have a misconception that smoking
    helps the smoker relax. That is a lie.
           One effect of smoking is developing respiratory     
    problems. Many smokers have a ‘never-healing’ cold.
    They cough on and on, sounding like a woofer!
          Also, smoking leads to addiction to nicotine. That
    is why smokingis not an easy habit to beat. Nicotine
    produces physical and mood-altering effects in a
    smoker’s brain. These are temporarily pleasing.
    When a smoker stops smoking, nicotine is what causes
    withdrawal symptoms, including anxiety
            Moreover, cigarette smoking causes heart disease
    and stroke. Smokers have much higher rates of cancer
    than non-smokers. Smoking increases the risk of lung
    cancer.



            Smokers suffer from shortness of breath almost three times as often as non-smokers. The resting heart rates of young adult smokers are two to three beats per minute faster
    than non-smokers. A fast heart rate increases the workload on the heart. It causes
    dizziness, light-headedness, chest pain and fainting.
            Another effect of smoking is that it can cause the smoker to start using other drugs.
    Research has shown that smokers are more likely than non-smokers to use alcohol.
    Smokers are eight times more likely to use marijuana. They are twenty-two times more
    likely to use cocaine. Smoking is associated with other risky behaviour, such as fighting
    and engaging in unprotected sex.
         If you want to live longer, you must think of your heart, your lungs – about your health.
    On average, a smoker of a pack or more of cigarettes each day lives seven years less than
    a non-smoker. Smoking hurts your physical fitness.
         There is no beauty in taking drugs. Smoking will make you suffer and eventually kill you.
    Drinking alcohol is not any better; it causes memory loss. Avoid gangs and say no to smoking.

    Answer the following questions
    1. Give the meaning of the following words and phrases as used in the passage.
        a) misconception                                                               f) workload
        b) respiratory                                                                    g) risky behaviour
        c) mood-altering
        d) temporarily pleasing
        e) shortness of breath
    2. According to the passage, many people smoke because ................
    3. “Sounding like a woofer” means the smokers’ chest make noise like ............
    4. equipment.
    5. How does nicotine affect the brain?
    6. List down some of the diseases that smoking causes.
    7. What are the effects of having a fast heart rate?
    8. Explain the effects of taking alcohol.
    9. Apart from the diseases mentioned in the passage, what else is a smoker likely to
        suffer from?
    10. Discuss the social and economic effects of taking drugs and alcohol.


    C. Language use


    Using connectors, adjectives and gerunds
    Read the following sentences.
    1. He was smoking so as to feel special.
    2. She is drinking because she is frustrated
    3. They are abusing drugs in order to be seen as superior.
    4. He is sniffing glue because he wants to feel high.
    5. She is smoking so as to forget her frustrations and feel easy.

    Connectors
    In the above sentences, so as to, because and in order to are connectors.
    Connectors, as their name suggests, connect two clauses to make sentences.

    Fill in the gaps with the correct connectors. Choose from ‘so as to’, ‘because’, and ‘in order to’.
    order to’.
    1. She started smoking ......... she thought it was fun.
    2. He stopped smoking ......... be healthier.
    3. I kept on taking alcohol ......... get an addict’s high.
    4. We are not joining any gang ......... they cause fear among people.
    5. She is not taking alcohol ......... it can cause memory loss.
    6. He is going to the rehabilitation centre ......... seek help.
    7. She should stop taking drugs ......... to think clearly.
    8. He is being rehabilitated ......... live a drug-free.
    9. She is studying psychology ......... help counsel addicts.
    10. Joining a gang will shorten your life ......... you will be facing violence.
     
    Other connectors include: above all, furthermore, even so, however, instead, whereas,
    then and first. Can you think of more?

    Make correct sentences by joining parts in Column A with the correct ones in Column B.

    Adjectives


         Each one of the bold words describes the users of drugs in each case. They, therefore,
         describe the subjects at the beginning of the sentences shown by the pronouns. They are,
         therefore, adjectives
    Copy the sentences below in your exercise book and underline the adjectives
    1. He joined a gang in the village because he felt lonely.
    2. She visited the drinking den because she felt frustrated.
    3. The naughty boys were expelled from school because they were found smoking.
    4. She abused drugs because she wanted to feel high.
    5. He thought that smoking would make him look fashionable.
    Working in your groups, construct ten sentences on anti-social behaviour. Include
    adjectives in each case.

    Gerunds

    A gerund is a noun in the form of the present participle of a verb, that is a verb ending in – -ing
    Look at the following examples.
    1. I prefer eating to drinking.
    2. Running is good exercise.
    3. Smoking can lead to cancer.
    4. He likes eating.
    5. He is fond of misbehaving.
    6. His mistake, cheating, made the teacher annoyed.
    7. He likes lying.
    8. The street child started sniffing glue.

    Rewrite the words in bold in the following sentences as gerunds.
    1. To smoke in a public place is a crime.
    2. To abuse alcohol and drugs is destructive.
    3. To avoid problems with teachers is easy if you don’t misbehave.
    4. To over-eat is to invite obesity.
    5. To join street gangs is a ticket to an early death.
    6. The prefect told the boy that to sniff glue is bad for his health.
    7. He likes to play.
    8. He hates to take alcohol.
    9. To engage in promiscuous behaviour is to invite all manner of STIs.
    10. Mutesi likes to play volleyball and to read novels.

    Use the following words to make correct sentences with a gerund.
    1. drink                        4. attempt                                     7. correct
    2. eat                           5. steal                                         8. allow
    3. engage                     6. abus


    In groups, discuss why anti-social behaviour should be discouraged in our society. In
    presentations to the class bring out the dangers of such behaviour. Use gerunds in your
    sentence construction.

    D. Writing

    Working in your groups
    Write five sentences about the causes and another five on the effects of anti-social
    behaviour.

    Group project

    Working in groups, imagine that you are a member of your estate/village youth group.
    You have noticed that there are many cases of drug abuse in the area. The best way of
    communicating with your fellow youths is by using visual means, i.e. what they can see.
    Working together, discuss a poster or a chart you can develop to pass the message and
    later design and make it. You can design it in your books before sketching it on a manila.


    Rearrange the following sentences to make a sensible story.
    1. The officer arrested me; I was arraigned in court and ended up here.
    2. I regret joining this gang; look where I have ended up.
    3. I started thinking of joining them so as to belong.
    4. I felt lonely because I was new in the estate and I used to live alone.
    5. She requested me to hold her bag.
    6. I thought I would feel special if I joined them.
    7. I went jogging every evening and I saw them chatting happily.
    8. I started talking to one of them in order to know who the others were.
    9. I was arrested for possessing drugs.
    10. Before long, she started jogging with me.
    11. Finally, she introduced me to her friends.
    12. One day were walking home.
    13. She excused herself because she wanted to pick something from a shop.
    14. The police office found me holding the bag.
    15. He asked me to hand it over and on searching it found cocaine.

    E  . Little laughter

    ENGLISH: What is the result of smoking too much?
    MATHS:Coffin!

  • UNIT 10 : SOURCES OF WEALTH



    A. Listening and speaking

    Introduction
    Practise reading the following conversation.
    Kankindi and McPherson are chatting on Facebook. Kankindi is in Kigali and McPherson is
    in Ireland.

    MCPHERSON:  Did you say you come from Ru – a- nda?         
    KANKINDI:        Rwanda, the land of a thousand hills.
    MCPHERSON:  You must be very proud of
                               your country.
    KANKINDI:        Indeed I am.
    MCPHERSON:  Why are you studying
                               Agricultural Economics? Do
                               you have many farmers in Rwanda?
    KANKINDI:        (laughing) You got the pronunciation right! I
                               am studying Agricultural
                               Economics because I want
                               to help farmers in my district


                               earn more from their produce. Nearly 91%
                               of  Rwandans earn their living from farming. They are either farmers or they buy or sell farm products.
    MCPHERSON:  Is the farming large scale?
    KANKINDI:        I wouldn’t exactly say that. For instance, coffee is grown in western Rwanda
                               by small producers. On the other hand, tea is grown on large estates.
    MCPHERSON:  Those are cash crops ... what of food crops? Do you keep livestock?
    KANKINDI:        Coffee and tea are our main exports. I should mention plantains which are
                               both cash and food crops. However, the plantain crop is used mainly for
                               making beer and wine.
    MCPHERSON:  Really ... wine from plantains?
    KANKINDI:       Yes ... Then we have pyrethrum, maize, beans, sorghum, potatoes,
                              sugarcane, and cassava and ... yes, we keep livestock.
    MCPHERSON:  If I ever visit Africa, I will come to Rwanda.
    KANKINDI:         Africa is not all about war and starvation. It is beautiful, full of resources
                               and amazing people.
    Which of these crops are grown in your village: coffee, tea, plantain, pyrethrum, maize,
    beans, sorghum, potatoes, sugarcane and cassava?

    Discussion
    1. Working in groups of five, draw the map below in your exercise books. Thereafter,
        study the sentences that follow and then label the map correctly.

    a) Coffee is grown in the Virunga Region. It is also grown in the Akagera, Kivu, Kizi Rift
        Valley and Muhazi Lake Region.
    b) Tea is planted in Byumba, Cyangugu, Gikongoro, Gisenyi and Kibuye provinces.
    c) Bananas are grown all over Rwanda.
    d) Potatoes are grown in Ruhengeri, Gisenyi, Byumba, Gikongoro, and Kibuye regions.
    e) Beans are grown in Ruhengeri, Kirambo and Musanze in Burera district.
    f) Sugarcane is grown in Bugesera, Kicukiro and Rwamagana districts.
    g) Cassava is grown in Ruhango, Muhanga, Gisagara, Kamonyi, Nyanza and Bugesera
        districts.
    h) Pyrethrum is grown in Musanze, Nyabihu and Rubavu districts.
    i) Sorghum is grown in Ruhengeri, Gisenyi, Kibuye, Cyangugu, Gikongoro, Butare,
           Kibungo, Umutara, Byumba and Gitarama districts.
    j) Livestock keeping is practised in many parts of Rwanda.
    2. Study the graph below in your small groups. It shows amounts of agricultural yield in
         tonnes.

    a. Which crop is most produced in Rwanda?
    b. Are the least produced crops cash or food crops?
    c. What do you think of this way of presenting information?


    B. Reading and comprehension


    Read the following report.
    Overview of resources in Rwanda
    Rwanda’s chief natural resources include tin ore, gold, methane and tungsten ore. The
    significant export commodities in 2010 included tin ore, columbite, tantalite and tungsten
    ore. In 2010, the country’s tantalum production accounted for 15% of the global tantalum
    production. Peat increased by 10%, and tin increased by 46%. The country’s quarrying and
    mining sector accounted for only 0.7% of the GDP.

    Industrial minerals
    About 100,000 tonnes of cement were produced by Cimerwa in 2010. The company
    planned to construct a new cement plant by the end of 2011. It was expected to produce
    700,000 tonnes of cement per year. The company planned to export cement to eastern
    Congo and Burundi.
             In 2010, however, the demand for cement in 
    Rwanda increased to almost 460,000 tonnes.
    Therefore, cement had to be imported to meet
    this growing demand. Demand for cement was
    expected to reach 680,000 tonnes by 2015.

    Metals
    In 2008, TransAfrika Resources Limited carried
    out gold exploration activities in Gicumbi District.
    This site had resources that amounted to 5.55
    millionmetric tonnes of gold.



       In 2010, Centrale Multi-Services SARL mined cassiterite at the rate of almost 300 t/yr.
    In the same year, Wolfram Mining & Processing produced 120 t/yr of tungsten. Eurotrade
    International produced about 480 t/yr. Equally, Natural Resources Development Rwanda
    Ltd produced between 12 and 36 t/yr of tungsten.

    Fossil fuels
    Rwanda’s Lake Kivu was estimated to contain 60 billion m3 of natural gas. In 2010, Kibuye
    Power 1 Limited extracted natural gas from Lake Kivu. Kivuwatt Limited planned to
    construct a gas-fired power station and extract natural gas from Lake Kivu.

    Pollution
    Mining activities surrounding River Sebeya in the Western Province were suspended.
    These activities were polluting River Sebeya, which is a source of livelihood for the local
    people. Mining in this area will continue only after the execution of proper environment
    protection measures.
                                                                                                                                                                      (Source, allafrica.com)
    Answer the following questions.
    1. Explain the meaning of the following words as used in the passage.
        a) natural resources                                                             d) production
        b) demand                                                                            e) loans
        c) investments
    2. According to the passage, what are the main resources in Rwanda?
    3. How much did the quarrying and mining sectors contribute towards the GDP?
    4. Why do you think the demand for cement increased at a high rate?
    5. Where were gold exploration activities carried out, according to the passage?
    6. What did Kivuwatt Limited plan in 2010?
    7. Explain the consequences of polluting River Sebeya.
    8. Which words would you use to describe the mining industry in Rwanda?
       A. Small and of little importance
       B. Small but with potential
       C. Small but important
       D. Challenging but beneficial
    9. How can the mining and mineral industries in Rwanda be improved?


    C. Language use

    Passive voice, present tense and connectors of time
    Passive voice
    Do you remember what passive voice is? Study the sentences below.
    1. Coffee is grown in western Rwanda.
    2. It is grown by small producers.
    3. Tea is grown on large estates.
    These sentences are in passive voice. In passive voice, the thing doing the action is the
    object. The subject may or may not be included. For example, in sentence 1, we do not
    know who grows the coffee. In sentence 2, we are told who grows the coffee – the small
    producers.
    Here are more examples:
    1. Gas is extracted from Lake Kivu.
    2. Tantalite is found in Kamonyi and Gatsibo districts.
    3. Gold is mined in Gicumbi District.
    You must have noticed that we are using the present tense. We are talking about things
    that usually happen. They are habitual. Do you remember what we said about the present
    tense? The present tense indicates actions that are happening or that happen regularly,
    that a situation exists or is true. In this case, the actions happen regularly. Remember, ‘is’
    is the present form of the irregular verb ‘be’.

    Complete the following sentences correctly.
    1. Cassiterite is ............. Rutongo Mines.
    2. Wolframite is ............. at Nyakabingo.
    3. Nyakabingo mines ............. 18 tonnes of Wolframite per month to Malasya.
    4. Coltan is ............. in the western parts of the country.
    5. Gold deposits are ............. in Miyove.

    Describing a process
    We can use the present tense, passive voice and connectors of time to describe a process.
    For example:
    Here are sentences on the production of coltan:
    1. Coltan is mined near Kamonyi.
    2. The ore is weighed.
    3. Coltan is taken to factories.
    4. It is offloaded at the factories then it is smelted.
    We can join these sentences using connectors to show the sequence like this:
    First, the coltan is mined near Kamonyi. Then the ore is weighed. After that, the coltan is
    taken to factories. Finally, it is offloaded then smelted.
    The words in bold type are called connectors. They help us understand a sequence of
    events. First, then, after that, meanwhile, later, before and that are called connectors of
    sequence because they indicate the sequence and time aspect of a procedure/process.

    Using geography books, or a library if there is one in the school, carry out a research on
    the processes of producing three minerals and describe these processes. Ensure that you
    use connectors of time and passive voice.

    Talking about imports and exports


    We can use the passive and present tense to talk about imports and exports.

    Study the table below and in groups of five, form sentences using the listed items.
    Your sentences should be in passive voice and present tense.
                                














    Table showing Rwanda export /import table for the year 2014 in metric tonnes
    From the table, 60 metric tonnes of tea were exported while 100 metric tonnes of fertilizers
    were imported.
    1. Describe other imports and exports.
    2. What were the sum total export and sum total import?

    D. Writing

    Tables and graphs
    Tables are visual representations. They are used to organise information to show patterns
    and relationships. Tables show this information by representing it as a shape. Researchers
    and scientists often use tables to report findings from their research. In newspapers,
    magazine articles and on television they are often used to support an argument or point
    of view.

    Importance of tables
    Tables can be useful tools for helping people make decisions. However, they only provide
    part of a story. Inferences often have to be made from the data shown. It is important to
    identify what parts of the story are missing. This can help the reader decide what other
    information they need. The reader can decide whether the argument should be rejected
    or not.

    As a student, you need to know how to study and interpret a table.

    Have a look at this table again.

    What can you say about this table?

    In small groups, study and interpret the table below. In five paragraphs, comment on these exports.


      In small groups, study and interpret the table below and then write two paragraphs
       about these imports. The amounts are in US dollars

    E . Little laughter


    BOY:Everyone seems so wealthy here! Does it rain money?
    OLD WOMAN: Yes, it does.
    BOY:When is that?
    OLD WOMAN: When there is change in weather ...
  • UNIT 11 : REVISION EXERCISES

    A. Listening and speaking

    Exercise 1

    Read the following conversation in pairs and then carry out the activity that follows.
    TOM:      Hello, Sarah. I am told you’re walking down the aisle next week.
    SARAH: So what’s the news there? I’ve always walked all around the isle. I live there,
                    remember?
    TOM:      Honestly, I thought you were meant for none ...
    SARAH: A nun? Why would I want to be a nun?
    TOM:      Cite anyone who’s ever wanted to be ...
    SARAH: I don’t know what you are talking about. Isles, nuns, sites ...You want a site in
                   the isle?
    TOM:      Aisle, aisle! I meant an altar!?
    SARAH: Alter? Alter what?
    TOM:      Are you faking it? Or did you forget your cereals again?
    SARAH: Faking what? I really can’t get you ... nuns, sites, serials. Have you taken ale
                   again?
    TOM:      You mean do I ail? No, of course not. But you certainly sound ill. Must be that
                   flower and your porridge.
    SARAH: Of course not. You take too much ale. The flour could not be the problem. It’s
                   the same one I make porridge from, all the time.
    TOM:      How do you manage the feat? We never seem to ever communicate...
    SARAH: There you go again...I don’t need my feet to communicate. You always turn
                   everything upside down. You are such a bore.
    TOM:      Maybe it’s because I have a boar for a friend. Cheep is all you ever do.
    SARAH: Maybe it’s because my friend is a cheap also...mind the bough on your head!
    TOM: I certainly have no bow on my head. It’s a cap!

    1. Would you say the two friends are communicating? Give a reason for your answer.
    2. With the help of your teacher, find out the meanings and the pronunciation of the
        words in bold in the conversation. What do we call such words? How do you think they
        have affected the communication between the friends?


    Exercise 2

    Listen as your teacher reads a passage and then fill in the gaps in the following passage using the information you have heard.

    The symptoms of HIV/AIDS vary depending on ..............
           The first stage is referred to as the primary infection stage. At this stage, the person
    living with HIV develops a flu-like illness within a month or two after the virus enters the
    body. This illness, known as .............., may last for a few weeks. Possible symptoms include
    fever, muscle soreness, ..........., ..........., ..........., ..........., ............
           Although the symptoms of primary HIV infection may be mild enough to go unnoticed,
    the amount of ........... (viral load) is particularly high at this time. As a result, HIV infection
    spreads more during primary infection than during the next stage of infection.
           The next stage is referred to as ............ In some people, persistent swelling of the lymph
    nodes occurs during this stage. Otherwise, there are no specific signs and symptoms. HIV
    remains in the body, however, as a free virus and in infected ..........., the stage usually lasts
    from eight to ten years. A few people stay in this stage even longer, but others progress
    to ........... much sooner.
           If a patient receives no treatment for HIV infection, the disease progresses to AIDS in
    ........... By the time AIDS develops, the immune system has been severely damaged, making
    the patient prone to ........... diseases that wouldn’t be so serious for a person with a healthy
    immune system. The signs and symptoms of some of these infections may include:
    1. ..............................................................................
    2. ...............................................................................
    3. ...............................................................................
    4. ..............................................................................

    B. Reading and comprehension

    Exercise 3
    Read the following passage and then answer the questions that follow.
    We had just returned from the lunch break at 1:30 p.m. The weather was beautiful. The
    sun was shooting its rays from the vantage of the cloudless sky.
          We had reluctantly trooped back to the classroom; it felt like a punishment. We didn’t
    want to abandon the warmth of sunshine for the dull classroom. We had to rush back all
    the same. We knew the consequences of being late for Mr. Buregeya’s class.
        Habimana came into the classroom and curled himself in a corner. The teacher asked him
    what the matter was, but he remained quiet. He was oblivious to all that was happening
    in the classroom.
         Habimana was not known to be rude. Therefore, it was reasonable to assume he could
    not have been ignoring Mr. Buregeya. He was a no-nonsense teacher. Habimana was either
    very sick or had received terrible news.
         We waited to see how the teacher would react to this challenge to his reputation. He asked
    the question again but got no response. He removed his glasses, blew some air onto them
    before beginning to clean them. After this, he gently put them down on the teacher’s desk. He
    began walking towards the quiet figure. Habimana looked like a foetus in the womb.
             He was now standing over him, shockingly calm. We waited for the explosion. He
    stretched out his huge arms. Nearer, nearer, he was moving towards Habimama. Surely,
    this was the moment!
         Then as gently as a feather, he lifted Habimana into his arms. Everyone was staring
    open-mouthed. Were we in a dream? Next, he started walking towards the door ... and
    then he was out.
           There was silence. This was unreal. However, the glasses
    were still on the desk and we were still in the room. Therefore, they were real. What was wrong with Habimana? What
    had turned a leopard into a lamb? Indeed, it is a strange world.



    1. Describe the weather in the afternoon whose events are being discussed.
    2. Why did the students feel like they were being punished?
    3. What were the likely causes of Habimana’s behaviour?
    4. Why was it strange for Habimana to behave that way?
    5. What explosion were the students waiting for?
    6. Why was everyone staring open-mouthed?
    7. “Surely this is the moment”. What moment was it?
    8. Why do you think Mr. Buregeya took Habimana into his arms?
    9. Did whatever the students expect happen? Give a reason for your answer.
    10. ‘Oblivious’ means
         A. unbothered
         B. unaware
         C. unaffected
         D. uncaring
    11. ‘No nonsense’ here means
        A. serious                       C. sensible
        B. tough                          D. disciplined
    12. Give this passage a suitable title


    Exercise 4

    Read the following passage and then answer the questions that follow.

    It is a great day. The new ones started arriving early. Only the best performers come to
    Geisha Girls School. Many of them are from private schools. Their teachers are committed.
    They never on the streets singing weird songs. Surprisingly, the salaries our teachers
    demand never seem to affect their character. For instance, Ahurole still managed two
    babies in a year last year.
          A few pupils from public schools scrape through the sieve that is the primary-leaving exam
    and join Geisha. These are not difficult to spot. They usually report on the first day with their
    heads closely cropped. They are usually dressed in tasteless uniforms. Some report with
    frocks that remind you of patients in a cabbage farm. Moreover, they are naïve.
          Last year, I was just passing by a parent and his daughter when the father parent called me.
          ‘Hello ... could you show my daughter to the washrooms please?’ he asked.
          ‘Certainly ... please come,’ I said.
         At the lavatories, I motioned her in. As I waited, I heard the doors opening and closing.
    I got curious and entered. She was peering into one toilet and then moving on to the next.
         ‘Is everything alright?’ I asked her.
         ‘I’m looking for the toilet,’ she answered. ‘I can’t see a hole in any of these!
         ’I understood her. To her, a toilet was a pit latrine.
         ‘Could you assist me, please?’ At least she was cultured. Thereafter, we became friends.
    Today, she is a graceful fawn.
         The newcomers are all over, prancing like birds. They have been brought to school
    with flashy cars. The lot from the villages and their Mickey Mouse schools are also
    distinguishable. Their parents reach the school either on foot, or on motor bikes. Their
    arrival is always met with sniggers and grins, but they have arrived.

    Answer the questions below.
    1. Give the meanings of the following words as they have been used in the passage
        a) weird                                                 e) cultured
        b) scrape                                                f) fawn
        c) cabbage farm                                    g) prancing
        d) lavatories                                           h) sniggers
    2. Why does the narrator say it is a great day?
        A. New children have been born.
        B. They were going to receive many visitors.
        C. The form ones were reporting.
        D. It was a day of rest.
    3. Why according to the narrator are many of the students from private schools?
        A. Their teachers do not know how to sing.
        B. The children are brighter.
        C. The teachers spend more time with them.
        D. They come from richer families.
    4. How best can you describe the narrator?
        A. Helpful, but arrogant
        B. Social and friendly
        C. Friendly and welcoming
        D. Helpful, friendly but also spiteful
    5. Judging from what we are told about this year’s Form Ones, we can say they are:
        A. ambitious.                                      C. knowledgeable.
        B. proud.                                            D. achievers.
       6. Outline the differences between students who come from academies and those who
           come from public schools.
    7. Using what you have said in (6), we can say the Rwandan society is highly st---i--
        ed. (fill in the missing five letters)
    8. How do you think the narrator feels about Ahurole? Give a reason for your answer.
    9. What do you think the narrator means by ‘Mickey Mouse schools’?

    C. Language use

    Exercise 5
    Classify the following nouns as either countable or non-countable.

    a) air                                                     g) book                       m) pair                                    
    b) coffee                                               h) meat                        n) politics
    c) grass                                                 i) water                        o) soil
    d) herd                                                   j) oil                             p) cloud
    e) maize                                                k) mouse                      q) swarm
    f) paint                                                   l) wife

    Exercise 6

    Use the following words to make correct sentences.
    1. some                            4. a little
    2. a few                            5. little
    3. few                               6. any

    Exercise7

    Use relative pronouns to fill in the gaps in the following sentences.
    1. I like people ........... tell the truth.
    2. Where is the pen ........... I gave you?
    3. Is it true God helps those ........... help themselves?
    4. I know the man ........... the thieves conned.
    5. This is the man ........... came to see you this morning.
    6. The house ........... they live in is very small.
    7. This is the mason ........... built this classroom.
    8. ........... of these books is yours?
    9. You make up your mind ........... to believe.
    10. This is the child ........... mother was arrested.

    Exercise 8

    Use the correct alternative to complete the following sentences.
    1. It _____ (rains/has rained) very heavily during the months of March and April.
    2. Cows _____ (are grazing/have grazed) in the field as we talk.
    3. My mother always _____ (has prepared/prepares) a great meal during my birthday.
    4. She is _____ (swimming/swims) every day as she prepares for the games.
    5. Some people _____ (keep/have kept) dogs as pets.
    6. Farmers _____ (work/are work/have worked) very hard for a living.
    7. Our History teacher is _____ (organising/organise) a trip for us to the Parliament.
    8. I have _____ (eaten/eat) a banana.
    9. The wind _____ (is uproot/has uprooted) a lot of trees.


    Exercise 9

    Use the following words in their past tenses to make correct sentences.
    1. love                                                5. want
    2. shoot                                              6. see
    3. tear                                                7. walk
    4. smell                                              8. flee

    Exercise 10

    Rewrite the sentences below correctly using the words in the brackets.
    1. Being foolish is (bad) than being poor.
    2. He is the (more) irritating man I have ever met.
    3. We ended up driving (fast) than we wanted in order to make it home before nightfall.
    4. That was the (less) appetising meal she has ever cooked.
    5. Mt Kilimanjaro is the (high) mountain in Africa.
    6. Martin Luther is one of the (great) black leaders.
    7. I am (educated) than you but I know you are (wise)
    8. China’s economy is the second (big) economy in the world today.

    Exercise 11

    Identify the adverbs in the following sentences.
    1. I visit my mother frequently.
    2. It seldom rains in the desert.
    3. He arrived here before you.
    4. The teachers are going to Kigali tomorrow.
    5. I have my birthday on Tuesday next week.
    6. It is raining heavily.
    7. Today is Independence Day.
    8. The college holds a graduation ceremony twice a year.

    Exercise 12

    Write down ten correct sentences, five in the passive voice and five in the active voice.

    Exercise 13

    Underline the relative clauses in the following sentences.
    1. Nothing is more feared than a new idea, which has never been tried.
    2. It is an open secret that he is to contest for that seat.
    3. This is the goat whose kid was eaten by hyenas.
    4. That is the secret that he had told her.
    5. He pretended to know the answer, which we knew he didn’t.
    6. Students whose marks are low may have to repeat a year.
    7. We looked for the man who left his phone behind.
    8. It is not clear which record he broke.

    D. Writing

    Exercise 14

    1. Write a recipe of your favourite meal.
    2. Describe a tour you took to any place of interest.
    3. Describe the economic activities carried out in your home area.
    4. Explain why we should always eat healthy foo

  • GLOSSARY

    accessories:                  items that go with a dress, for instance a bag or a hat

    allergic reaction:            a sensitive response to substances

    altitude:                          height above sea level

    apprehensive:                fearful or anxious

    appropriate:                   suitable or proper

    assembly:                      a meeting of teachers and students, especially at the beginning of a school day

    blood clotting:                the turning of blood into a thick solid

    bowel:                            intestines, especially the large intestines

    chunk:                           a large piece of a thing

    climate:                          typical weather conditions of a place

    conservative:                 favouring what is generally accepted or traditional

    craving:                         a strong desire for something

    damage:                       harm/hurt/injury

    demand:                       the desire or needs of customers for a product

    eating:                          consuming

    fibre rich:                      full of fibre

    healthy:                        good for your health

    heart disease:              any sickness that affects the heart

    impression:                  an idea or effect formed in the mind

    investments:                shares bought in a company with the hope of returning a profit

    lacy:                             made or trimmed with lace

    landscape:                   everything you can see when you look across a large area of land

    lean:                             meat containing little or no fat

    loans:                           money that banks lend and whoever borrows repays with interest meteorological

    department:                 an institution that studies and forecasts weather conditions

    misconception:            a belief or idea that is not based on correct information

    mood-altering:             ability to change the state of mind

    moustache:                  hair on the upper lip

    natural resources:        supply of materials that are found occurring in a country

    neutral:                         with no strong or noticeable qualities

    nourish:                         keeping someone healthy with food

    opt:                                choose to take or not take a particular course of action

    portion:                          one part of something larger

    production:                     the process of making materials or goods in large quantities

    professionally:                suitable or proper for an occupation

    rainy season:                  the time of the year when there is a lot of precipitation (rain)

    reap the benefits:           gain from

    research:                        systematic investigation to collect information

    respiratory:                     having to do with breathing

    risky behaviour:              doing things in a way that would expose you to danger

    routine:                           the normal order and way in which you do things in a place

    score:                               the number of marks somebody gets in a test

    set up:                              established

    shortness of breath:         when one is labouring to breath, or having difficulties in breathing

    stabilise:                           to make something firm, or unlikely to change

    structure:                          the normal order and way in which you do things in a place

    substitutes:                       takes the place of something or someone else

    survival:                            condition of continuing to exist

    temperature:                     degree of hot or cold temporarily

    pleasing:                           will make you feel good only for a moment

    weather patterns:              how the atmospheric conditions in a place behave

    wholegrain:                        containing the grain without anything having being removed

    workload:                           the allocated tasks that have to be carried out

  • REFERENCES

    Achievers Junior Secondary English, Form 1
    New Horizons English, Form 1
    Chambers English Dictionary
    Greenbaum, S. and Quirk, R. 1990: A Student’s Grammar of The English Language.
    Kirkpatrick, Betty 2002: Book of Common Phrases.
    Leech, G. et al 2001: An A-Z of English Grammar and Usage.
    Manser, H. Martin (Ed) 1990: Chambers Dictionary of Synonyms & Antonyms
    McCarthy, M. and O’Dell Felicity 1996: English Vocabulary in Use
    Swan, Michael 2005 : Practical English Usage (7th impression, 2010)
    Thomson, A.J. and Martinet A. V. 1994: A Practical English Grammar
    Turton, N.D. and Heaton, J. B. 1996: Dictionary of Common Errors