English ECLPE copy 1

      Key unit competence: To use language learnt in the context of living in a 

        foreign country.

      INTRODUCTORY ACTIVITY

Listening to a short story about living in a foreign country. 
 Roger’s story
Roger is a Rwandan who lives in South Africa. He has been living there 
for two years and a half. Initially, it wasn’t easy for him to cope with this 
new life, environment and culture. He spent two months feeling lonely 
but later was able to cope with most of these things with the help he got 
from his classmates at the University of Pretoria. He says he still feels 
homesick and somehow lost in spite of all the two years he has spent 
there. 
 Answer these questions: 
1. What are the challenges is this person encountering? Why? 
2. What do you think Roger should do to cope with life in the foreign 
     country?
3. What advantages could be there for a person to live in a foreign 

      country?

                      3.1 Personal recent activities     

     

            

          Text: A life story 
I have been living in France for six months and have been staying with Maria, 
my cousin, and Patrick my half -brother. Recently, it has snowed in the north 
of France. Maria and I have loved visiting France and some other European 
countries for so long. We have only visited three African countries: Kenya, 
Ghana and Zambia and have learnt many things. 

Maria and I have never seen the snow. We have been dreaming of visiting France 
since many years ago. We are now in Northern France. We have just put on our 
warm clothes and snow boots because it is very cold in the North of France. We 
have undertaken our walk up the hill. We have already made the decision to 
move with Patrick, our new friend. We have been planning this walk together 

for three days.

 Maria, Patrick and I have just reached the top. We are exhausted because we 
have been walking since eight o’clock. Maria has read an adventure story that 
she has in her bag, and she feels more and more excited by the new discoveries 
related to what is in her book. However, it is so cold that we have left the snow 
without having quenched our curiosity. Maria has written the most important 
information in her diary. She holds Patrick’s hand and we head back home. We 

are living in Nantes, near the Atlantic Ocean.

Text adapted from https:// learnenglish.britishccouncil.org

     Comprehension questions
Which country is now fascinating for Mary and the narrator?
1. How is the weather when Maria, Patrick and the narrator undertake 
    their adventure walk?
2. How long have Maria and the narrator been planning their walk?
3. Was the three children’s curiosity satisfied? Why?
4. What has Maria done so as to remember that day in future?

5. What can we learn from the text?

       3.1.2 APPLICATION ACTIVITY   

Vocabulary, sentence and letter writing
1. By means of dictionary or thesaurus, find the meaning and 
          pronunciation of the words or phrases below:
    (a) Undertaken, (b) snow boots, (c) adventure story, (d) quenched, 
    (e) inquisitive mind
2. Make correct sentences with the above words.
3. Write a letter to your friend staying in a foreign country. In the 

     letter, include your recent activities.

       3.2 Talking about possibilities

       

           Text: A letter
Read the following letter and answer the questions which follow.
                                                                                          Riverside Community College
                                                                                         Fen Place
                                                                                         Cambridge
                                                                                          CB3 OYZ
                                                                                          United Kingdom
                                                                                            March 1st, 2019
Ms. Elisabeth
Deputy Headteacher 
FAWE Girls’ School
P.O. Box 5001
Butare

Rwanda 

Dear Ms. Elisabeth,
RE: Proposed visit to fawe girls’ school
Thank you for your letter. I am very pleased that you are happy for a party of 
twelve Year 10 students from Riverside, accompanied by Mr. Fred Smith and 
myself, to visit your school. It is a wonderful opportunity for us and I hope both 
our schools will benefit from our visit. It is an important chance for us to foster 
the links between us.

As I mentioned in my previous letter, we hope to come at the end of June for 
a period of two weeks and we might stay the nights in your school. We have 
looked into suitable dates and available flights and we would like to propose 
that we arrive on Sunday 11^th June and leave on Saturday 24^th June. 

You mentioned that food could be provided for us in a local guest house, which 
is a very good idea. Please could you let me know the name, address and 
telephone number of the guest house so that we can make arrangements or 

agree with them upon any booking?

I would be very grateful if you could also give me some ideas for our programme. 
We wish that we might attend some of your classes if possible. Perhaps you 
could suggest other suitable events in which students from both schools could 
participate, such as sports matches or cultural event. The students could also 
be involved in some practical work such as gardening. We may even visit 
some tourist destinations in your area. We can hire a bus for that purpose. In 
addition, would it be possible for the students to visit the homes of some of 
your students? 

These are some possibilities, but please let me know if you think they are really 
suitable and if you have any other suggestions. We would like to draw up the 
programme and make any necessary arrangements before our departure on 
how things are going. There are many arrangements for us to make at this end 

and I will let you know for their programmes?

I look forward to hearing from you soon.
Yours sincerely, 
Alison Clark (Mrs)

Head of Year 10

 Comprehension questions
1. Is this the first time Mrs. Clark has written to Ms. Elisabeth?
2. What is the main purpose of this letter? Choose the best answer.
       a. To confirm that Riverside is going to Butare.
       b. To ask Ms. Elisabeth for help in the planning of the trip.
       c. To tell Ms. Elisabeth what the Riverside group is going to do in Butare.
       d. To ask Ms. Elisabeth to make arrangements for them.
3. How long is the Riverside group going to stay in Butare?

4. What suggestions does Mrs. Clark make?

              3.2.2 APPLICATION ACTIVITY
Vocabulary, sentence writing and discussion
1. Explain the meaning of the following words and expressions. 
If necessary, use a dictionary to help you. 
(a) Guest house, (b) booking, (c) flights, (d) hire, (e) suitable
2. Use these words to write your own sentences.

3. Write your own dialogues whereby you will use possibilities.

           3.3 Describing plans
       

Text: A dialogue 
Read this conversation and answer the questions that follow.
Mother and James
Mother: James! Are you out of bed yet?
James: Yes, mother.
Mother: What are you intending to do next weekend?
James: Next weekend, I’m going to visit my aunt in Kayonza. She said she longs 
to see me.
Mother: But your father wanted you to accompany him to Butare. He’s sick, you 
know well.
James: Ok! I’m going to talk to my aunt and postpone my visit. I must first look 
after my dad before going anywhere else.

Mother: Thanks a lot my dear son.

        Comprehension questions
1. What is James’ plan for the next weekend?
2. Why must James postpone his visit to his aunt?

3. What do you learn from James?

      3.3.2 APPLICATION ACTIVITIES 
   Vocabulary, sentence and essay writing
1. Explain the meaning of the following words:
(a) Look after, (b) postpone, (c) longs
2. Use these words to create your own sentences.

3. Write an essay describing your future plans.

             3.4. Future activities 

    

           Text: Emile talks about his future 
The Rwandan Malaysia-based student has recently spoken to The Edge Malaysia 
Weekly’s reporter that he believes in his plans to visit strong companies and 
become a great entrepreneur or business man abroad. In the interview The 
Edge Malaysia weekly, Emile talks about his plans: he will be visiting strong 

companies because of the latest information he got about them. 

When asked about current situation after studies, Emile recognises that the 
only way to succeed is placing business ahead of anything else. He said,’ Now 
that I’ve completed my studies in Malaysia, I want to keep moving and working 
harder. I got the opportunity to attend some businesses conferences and they 
inspired me a great deal; from next year, I will be travelling across different 
countries and see how my dreams of becoming one of the most successful 

people may be fulfilled.’

When asked about opportunities and practicability, he said, “Where there is a 
will there is a way”. Initially, I have got an idea. Secondly, I’ve made new friends 
among entrepreneurs who promised to offer me whatsoever I might need in 
order to succeed. Some are from South Korea, one is from China, and three 
come from Saudi Arabia. Firstly I am visiting Saudi Arabia at the very beginning 
of January and see how my new friends’ companies are operating.

Earlier this year, Emile made the decision after having heard the speeches 
of strong people on self –employment. He said,” I’ m going to undertake my 
second tour in South Korea, probably in March to study more about my business 
domain”.

When asked whether he would like to deal with business in Rwanda, he said, 
“When I am back from South Korea, I will immediately start my business in 
Rwanda. I am keen on staying there longer, though it may not be possible. But 
it’ll be my pride to have my company running there in my home land. By the 
end of the second year, I shall have known whether to extend it into the region 
or elsewhere”.

He was asked if he has some faithful friends whom he would like to work with, 
and he replied, “I have been living in Malaysia for five years. Of course, I have 
made new but trustworthy friends, who are willing to guide me. I think I will 
be working with them in the course of the first year of my company. After this 
period, I am going to work in collaboration with my two brothers, only”.

 About the company’s name, Emile said, “I have been thinking of ‘Special 
multipurpose computer designing.co.Ltd. I hope I will be successful and give 

my contribution in creating jobs”.

       Text adapted from www. learning future. com

 Comprehension questions
1. What does Emile want to embark on after his studies in Malaysia?
2. Which countries will Emile be visiting in the forthcoming year?
3. Where there is a will, there is a way. What does this English proverb 
     imply in relation with Emile’s decision?
4. Where will Emile let his company initially run from?

5. What do you learn from this text?

           3.4.2 APPLICATION ACTIVITIES 
     Vocabulary, sentence and essay writing 
1. Explain the words and expressions used in the text. In case of 
    necessity, check the dictionary.
  (a) Fulfilled, (b) whatsoever, (c) be keen on, (d) pride, (e) 
      trustworthy
2. Use the above words in your own sentences.

3. Write a 200 essay about your future activities.

          3.5 Comparing cultures

   

Text: Cultural comparison
In trying to compare cultures one has first to establish some working definition 
of culture. There is a Chinese proverb which says that “The fish did not discover 
water.” Similarly no one discovers culture by staying at home. It so intimately 
shapes our lives that we only become aware of it under special circumstances, 
when we encounter difference. Experiencing culture happens in the plural; we 
experience cultures. We are not aware of the first until we have experienced 
the second. Culture begins to lose its invisibility when we become aware that 
there are many other ways of fulfilling the basic needs of human lives and of 

interpreting human.

Not only are there different cultures but some are more different than others. 
The profounder the differences encountered in another culture, the deeper 
the perspective one can gain on one’s own. My experience in China revealed 
ways in which my own resembled the European ones I had previously found 
so different. For example, in my own experience I encountered an interesting 
case of cultural differences when I was working on a woman’s studies project. 
In the United States feminists were complaining that the marriage ceremony 
discriminated against men because the new couple was pronounced man and 
wife. The woman was thereby “denatured” in some way by being shifted into 
a social role whereas the man retained his essential and primary identity. In 
France feminists were having similar complaints even though the French 
marriage ceremony pronounces the couple,” husband and woman”. Complaints 
were still abundant, however, this time that the man was being given a fuller, 
more differentiated social identity whereas the woman was stuck in her original 
natural identity. The obvious point to be made from this comparison was that 
the idea of “nature” is itself not only subject to definition but to value judgments.

Looking back at this after a year in China, I am impressed not only with the 
differences in outlook between the French and American women but also with 
what they share when compared to Chinese women. American and French 
women reveal different cultural orientations within Western civilization. Both, 
however, have had to fight for their rights whereas in China social legislation of 
the fifties immediately established equality between the sexes. When jobs were 
distributed by the government there was never a question of discrimination 
in employment. In an attempt to overcompensate for past discrimination, 
the government provided maternity benefits for new mothers which are 
very generous with leaves ranging from six months to six years. With such a 
background Chinese women were shocked at certain consequences of recent 
economic reforms of the late Deng period. When obliged to make a profit, 
work units resisted becoming responsible for the cost of having women among 
their employees. Whereas such discrimination is the point of departure from 
which occidental women must struggle for better conditions, women in China 
assumed equality to be the given status quo. What we saw in the responses 
of both the French and American women to the marriage ceremonies was a 
critical habit of mind born of constant struggle for one’s rights.

Both language and culture claim special reality for what they carve out as 
significant, as “natural” even. What can be more “natural” than marriage 
and reproduction of the species, which is nonetheless filtered through very 
culture-bound ceremony. Living within our native culture typically takes place 
unselfconsciously rather like the way we use our native language as described 
by A. Robert Ramsey: ...speaking a language does not make the user consciously 
aware of its sounds. Language is like the air we breathe. We go about our daily 
lives articulating thousands of words without once thinking about what we are 
doing or how we do it. ... How many Americans, for example, know that they 

usually pronounce where and wear exactly the same way?

We become aware of our language when we step out of habitual uses for a 
time, for example, when we study the way others use their language. Similarly 
to become aware of our own culture most readily we need to encounter that 
of someone else. To become aware of what related Western cultures have in 
common it is useful to move into radically different ones arising in the East.
Language, however, especially written language, is easily abstracted from 
culture. While language can readily be made visible, culture remains invisibly 
embedded in human minds. The English used in England is quite similar to 
that used in the United States yet the two cultures remain distinct; in fact each 
has within it many subcultures, all of which are English- speaking. Again China 
provides an interesting point of contrast. There a vast nation of 1.1 billion 
people, who speak many dialects, share a common written language, which, 
because it is not phonetic, can be pronounced according to local patterns.

The relation between language and culture as well as an entry into cultural 
diversity can be seen in proverbs. In teaching English I have frequently used 
proverbs in a variety of activities because they are densely laden with cultural 
assumptions. Within its culture of origin the meaning of a proverb may be 
considered too obvious to need explanation. In other contexts the lack of 
any commonly accepted authority may make traditional sayings seem highly
ambiguous.

Within their culture of origin proverbs are often used to “end” conversation 
insofar as they are shared expressions of value which are beyond questioning. 
In addition in some cultures they make little attempt to refer to an external 
world beyond that of shared stories. For example, “old ‘Cai’ lost his horse, good 
or bad” is loose translation of a Chinese proverb which refers in shorthand 
form to a lengthy story of the many consequences, both positive and negative, 
of the simple fact that old ‘Cai’, here used as a name but meaning in Chinese 
someone living in a rural area, lost his horse. For example, the loss of the horse 
was an immediate regret, but without a horse he could not serve in the army 
and risk death. The words “Old Cai lost his horse, good or bad” are simple and 
understandable to anyone with the slightest notion of English, yet their meaning 
is opaque because of the invisible cultural material that remains unspoken 

between the lines.

Traditional Chinese proverbs have four characters; in this case, the more 
or less literal meaning would be “rural person lost horse.” However these 
characters may be pronounced in different regions, the proverb remains a 
vehicle for Chinese culture. The Chinese students from all over China who told 
me this proverb at first were not aware that I could not understand it without 
explanation. As a result of the encounter they gained an awareness not only 
of their own culture but of culture in general. They lost a certain unthinking 
automaticity which characterized the way in which they told me the proverb in 
the first place as something everyone would, of course, know.

Such experiences make clear the disjunction between culture and language. 
The words were all clear and familiar but the meaning they had depended on a 
cultural context only partially accessible through words. When I recounted this 
experience to students in Switzerland, they assumed that my Chinese students 
were intentionally recounting such a proverb in revenge for Americanisms I had 
imposed on them. Such an interpretation reflects their own cultural inclinations 
which pit student against teacher in a way different from an American’s need to 
strike out individually and from the close and enduring bonds I encountered in 
China between student and teacher.

A tragic example of the working of cultural stereotypes, which can easily 
change the meanings of familiar vocabulary, can be found in the student 
demonstrations at Tiananmen in Beijing in June 1989. Students were aware 
that their government would like to discredit their movement by attributing it 
to foreign influence. They built a large statue of a woman in traditional Chinese 
dress holding a torch with both hands and called it the Goddess of Democracy, 
a goddess even the Greeks did not think of. Yet media men, through easy 
association called it the Statue of Liberty, thereby playing into the hands of the 

government while they thought they were supporting the students.

   Text extracted from Robert Ramsey, The language of China, 1987, p.11-12

      Comprehension questions
1. According to the writer, what do you understand by this assertion: “we 
     experience cultures”.
2. Compare cultures in China with cultures in Europe.
3. What were women complaining about in France?
4. What are the similarities between French and Chinese cultures?

5. What is the relationship between language and culture?

Culture is collective and common shared ideas, values, and traditions of a group or society. These ideas, values, and traditions can range from food to music, 
from religion to restaurant etiquette. There are many different aspects that 
define a culture and the best way to recognize how many different aspects are 
within a culture is to immerse yourself within an entirely different culture in 
a different part of the world. Then you’ll be able to see how every little aspect 
about your daily life is different somewhere else and is treated as the norm in 
that location.

Cultural differences are where the aspects in culture don’t agree or match with 
another. For example, the food in one country can be either very similar in some 
parts or very different. In America, I rarely ate fish as my source of protein. Fish 
and seafood are generally treated more of a restaurant style food, but now I’m 
living in Japan where fish is one of the biggest sources of protein. While the 
fish here in Japan is incredibly delicious, not having chicken or beef as often is 
definitely a different experience. Even how McDonald’s is treated and enjoyed 
in America is very different than Japan.

Cultural differences are strictly that, just differences. This doesn’t mean that any 
culture is more correct or incorrect. They’re strictly different in the same style 
that you might prefer one style of music because you grew up with parents who 
loved classic rock opposed to your friend whose parents partook in Jazz band 

as children and shared their music tastes with their child when growing up. 

            Text Adapted from Riley Jones, Education and Culture, Anc. 1998

Comprehension questions
1. How would you describe your culture?
2. What are cultural differences?
3. What is the difference between cultural similarities and cultural 
     differences?
4. Name and describe some cultures.
5. Why do cultures differ?

6. What is the difference between culture and cultural?

          3.6.2 APPLICATION ACTIVITIES
Vocabulary, sentences writing and debate
1. Explain the following words. Use a dictionary.
    (a) Etiquette, (b) immerse (c) oneself, (d) jazz
2. Use the above words to write your own sentences
3. Debate on the following motion: “Some cultures are better than 

      others”

               3.7 Talking about emotions

         

Text: A letter
Read the following letter and answer the questions that follow.
Bujumbura City
Lycee Ngagara
Senior 5 Modern Sciences 
March 01, 2019

Dear Mom
It’s been a while since I’ve heard from you. How have you been? I hope this 
letter finds you in the best of your health. I am really homesick and nostalgic. 
But I often meet some Rwandan immigrants in the city. How is dad?

As summer is approaching, I was thinking if we could spend the summer break 
together in Kigali for I know you want to visit there, too. I will introduce you to 
all my friends and close relatives. I will show you my new friend, Kelly, as well. 
We will spend some quality time in the afternoons visiting my cousins. But will 
you accept to leave father?

I am excited even at the thought of you and I spending summer holidays together 
after so long. I have to tell you a lot of things from Bujumbura and expect the 
same from you. Give my regards to aunty and uncle and my little brothers and 
sisters. How shall I get my travel fare?

Hope to see you soon.
Yours lovingly

Sandra

    Comprehension questions
1. Who wrote this letter?
2. Where is the sender studying?
3. What is the purpose of the letter?
4. Will the sender go home in the forthcoming Summer?
5. What type of letter is it? Explain.

         3.7.2 APPLICATION ACTIVITIES
    Vocabulary, sentence writing and discussion
1. Give the meaning of the following words: 
     (a) homesick, (b) nostalgic, (c) immigrant.
2. Use the above words in your own sentences.

3. Discuss the pros and cons of living abroad.

      Notes on vocabulary
1. immigrant:
   i. a person who comes to a country to take up permanent residence
   ii. a plant or animal that becomes established in an area where it was previously 
        unknown
2. Currency:
A currency, in the most specific sense is money in any form when in use or 
circulation as a medium of exchange, especially circulating banknotes and 
coins. A more general definition is that a currency is a system of money in 
common use, especially for people in a nation. Under this definition falls U.S. 
dollars (US$), pounds sterling (£), etc.
3. Homesick:
     Missing one’s home and family very much when home away.
4. Nostalgic: 
    Feeling happy and slightly sad when you think about things that happened in 
     the past.
5. Fare: 

    Money paid for a journey, on bus, train, etc.

 6. Booking: 
Making an arrangement or reservation, with the hotel or any other company so 

as to help you get something in advance, such as a room, ticket, etc.    

        3.8 Language structure: Present perfect, present perfect 

                                continuous, adjectives 

I. Present Perfect
     Notes
The present perfect is used to indicate a link between the present and the past. 
The time of the action is not now but not specified. By using it, we are more 
interested in the result than the action itself. 

Example: 
• We haven’t seen her today (one of the results of the action of not seeing 
   her that the speaker is interested in conveying can be: we don’t know 
   where she is now or she is no longer the member of ours among others 
• He has finished his work. (so he can now rest)
    In brief, the present perfect is used for:
a. Actions which happened at an indefinite (unknown) time before now.

Examples:
• I have already had breakfast.
• He has been to England.
b. Actions in the past which have an effect on the present moments

 Examples:
• He has finished his work. (so he can now rest)
• I have already eaten the dinner. (so I›m not hungry)
• He has had a car accident. (that›s why he is in the hospital)

c. Actions which began in the past and continue in the present

  Examples:
• Mary has worked as a teacher for over 25 years.
• Patrick has achieved a lot in his life.
d. Actions that give new information or announce a recent happening

Examples: 
• The road is closed. There has been an accident.
• He is not eating. He has lost appetite. 
N.B. 
1. The present perfect tense doesn’t require adverbs of time like yesterday, a 
     week ago, last year, etc.
2. When talking about a starting point of an action the present perfect is used 
     with since and for.

Examples:
• I have lived here for 20 years.

• I have lived here since 1960.

      2. Present perfect progressive tense
The present perfect continuous (also called present perfect progressive) is a 
verb tense which is used to show that an action started in the past and has 
continued up to the present moment. The present perfect continuous usually 
put emphasis on duration or amount of time that an action has taken. 

            The present perfect progressive tense is formed as follows:  

         

It is used for:
a. Actions that started in the past and continue in the present
     Examples:
• He has been painting the house for 5 hours. He’s still painting it
• I have been working as a fireman since 1973. I still work as a fireman

b. Actions that have recently stopped
Examples:
• I have been waiting for you for half an hour! I›m not waiting anymore 
because you have come
• Look at her eyes! I’m sure she has been crying. She stopped crying 
  when she saw them

c. Temporary actions and situations
Examples:
• I have been living in Boston for two months.
• I have been working as a waitress for the last two weeks.
N.B.
a. Adverb of time for is used with the present perfect continuous tense to 
determine the period of time in which the action took place.
Example: I have been living here for 20 years.

b. Adverb of time since is used with the present perfect continuous tense to 
specify a starting point in time.
Example: I have been living here since 1960.

3. Adjectives
An adjective is a word that modifies a noun or a pronoun by providing descriptive 
or specific details. Adjectives usually precede the noun or pronoun they modify. 
They do not have to agree in number or gender with the nouns they describe. 
They answer the following questions: what kind?, how many?, or which ones? 

Notes:
a. Like nouns, adjectives are formed using affixes (suffix/prefix). For adjectives 
     some suffixes are used. They include: 
     -able/-ible (meaning capable of being).
Example: manageable; visible, permissible
-ful ( meaning full of). Example: boastful
 -ic. Example: magic, energetic
-(i)an. Example: Christian, American, Rwandan
-ish . Example: foolish, reddish, British
-ly. Example: friendly, lovely
-ous. Example: humorous
ese. Example: Japanese
b. Apart from suffixes, adjectives can also be formed by using prefixes. A prefix 
added to an adjective generally has a negative effect.
E.g. I think it’s possible to solve the problem. I think it’s impossible to solve the 
        problem.
Some other prefixes include the following un-: e.g. uncooked, unimaginable; in-:
e.g. incapable, inhuman; il- : e.g. illegal, illegible; im-: immoral, impractical; 
dis-: e.g. dishonest, disagreeable; ir-: irresponsible, irregular
N.B.
a. Pre- (pre-war) and hyper- (hyperactive) do not create opposites but modify 
the meaning of the word in some way. 
b. We can also form compound adjectives by combining numbers with nouns.
For instance, instead of saying a man of twenty years we can say a twenty
year-old man. We can notice that nouns are in singular and hyphens are 
therefore needed.
Exercises:
I. Complete the sentences with present perfect or present perfect continuous
1. Tom is studying chapter 2. He ………………… (already/finish) chapter 1.
2. Today Tom began studying at 8 o’ clock. Now it is 10 o’ clock. Tom …………
    (study) for 2 hours.
3. I am in class right now. I arrived in class today and sat down at 8 o clock. 
    Right now the time is 10:00 am. That means that I ……(sit) in this seat 
    for 2 hours.
4. Since classes began, I (have/not)……….much free time. My classes keep 
     me really busy.
5. Mr and Mrs Jones are sitting outside on their porch right now. they (sit)….
    there from the time they finished dinner.
6. The test begins at 8:00. Right now it’s 11:00. Sara is at the library. She 
      is reviewing her notes right now. She (review)….her notes all morning.
 
II. Refer to the words in brackets and put in the right adjectives in this text:
It is (legal) 1…………………… to drive under the age of seventeen in Britain, but a 
(boy of seventeen years old) 2…………………………. Managed to pass his driving 
test on the day of his seventeenth birthday. Most people would consider this 
(possible) 3……..........................because you need a lot of lessons to pass the test. 
David Livesley arranged to have (a lesson of five hours) 4………………………………. 
Beginning at dawn on his birthday. At first he was very (care) 5…………………… 
and (hesitate) 6……………..but he had a (wonder) 7…………………. teacher and 
his driving improved amazingly during the day. By four in the afternoon, still 
feeling ( energy) 8…………………….., he was ready to take his test and he passed 
first time! He was almost in a state of shock after the test, and he drove home 
very slowly in the ( red) 9……………….. Light of the (set) 10……..………………..sun. 
David’s driving attracted the attention of two policemen, but they broke into 

smiles and congratulated him warmly when he showed them his certificate

       3.9 END UNIT ASSESSMENT  

1. What are the pros and cons of living in a foreign country?
2. Compare the Rwandan culture with European cultures.
3. Why do you think people migrate?
4. Explain the following terms:
a. flights
b. immigrant,
c. nostalgic
d. acculturation
e. popular
5. Complete with the past perfect or past perfect continuous
a. How long…( Denis and Martine/be) ill?
b. Why are you sweating?.....(you/run?
c. What ….(they /hear)?
d. I …….( work) on my project recently.
6. Use the right adjective from words in brackets.
a. He was a………man. (work hard)
b. The weather is…..(sun)
c. That is a ………. teacher. (friend)
7. Tell to which group of adjectives belongs each of the underlined 
     below:
a. This dress is new.
b. She has got three children.
c. This day is rainy.

d. Survey and present the causes of acculturation.