English SME & SSE copy 1

Key UnitCompetence: To use language learnt in the context of living in a foreign country.

INTRODUCTORY ACTIVITY

3.1. Describing personal recent activities

3.1.1. LEARNING ACTIVITY

Learning activity: Reading and text analysis

•  Text 1: Diane’s diary

Read the diary below and carry out the tasks given:

Diane October 10,1990: Just I can’t believe it! After seven years working there. Chuck has lost his job at the car factory. They are going to close the factory because they have decided to move it to a foreign country. It is so unfair. What are we going to do?

December 27, 1995: What a sad Christmas! Only one present each under the tree. I wanted so much to get new clothes for Ben. And Chuck is really depressed. He has tried so hard to find another job, but he’s had no luck. It was a wrong time of the year, I guess.

January 22, 1996: Ben has just turned two. He is growing up so fast! We celebrated his birthday with pizza and chocolate cake, but we couldn’t afford any nice presents. If Chuck doesn’t get work soon, I might start looking for a job myself, but I am not qualified for anything.

February 14, 1996: I’ve found a job! I start on Monday. I am going to work as a saleswoman in a department store. They said I didn’t need any qualification, because they would train me. Chuck is going to stay home and take care of Ben, but he is not too happy about it. … He thinks he is going to be bored! Somehow, I didn’t think he will be!

February 19, 1996: I have just finished my first day at work. It was fun and the people were kind and helpful. “But I am exhausted,” Ben is screaming, and Chuck is complaining that she has too much housework to doand he hasn’t even made dinner yet!

July 4, 1996: Chuck and Ben have become so close. I think I am a little bit jealous of Chuck, but I am really enjoying my job. I truly think Chuck likes being at home now. He is keeping the house much cleaner, and his cooking is getting a little better.

October 28, 1996: I’ve just been promoted. The manager said I am one of the best workers she has. This means more pay, but also longer hours! I really miss Ben and Chuck when I am at work.

January 21, 1997: I can’t believe it! Ben is going to be three tomorrow! So much has happened in the past year. We have bought him a great train set, but I think Chuck is more excited to play with it than Ben!

1. Put the verbs underlined into the present simple or present continuous tense and make the necessary changes in the sentences they are in.

2. Read the above extracts from Diane’s diary and using information gotten from them put in the right order the following events:

Ben has just turned two. We celebrated his birthday with pizza and chocolate cake, but we couldn’t afford any nice presents.

Chuck and Ben have become so close. I think I am a little bit jealous of Chuck, but I am really enjoying my job. And I really think Chuck likes being at home now

I’ve found a job! I start on Monday. I am going to work as a saleswoman in a department store

Chuck is going to stay home and take care of Ben, but he is not too happy about it. He thinks he is going to be bored!

what a sad Christmas! Chuck is really depressed. He’s tried so hard to find another job, but he’s had no luck.

I can’t believe it! Ben is going to be three tomorrow. We have bought him a great train set, but I think Chuck is more excited to play with it than Ben!

Chuck has lost his job at the car factory. They are going to close the factory because they have decided to move it to a foreign country. It is so unfair. What are we going to do?

I have just finished my first day at work Ben is screaming, and Chuck is complaining that she has too much housework to do and he hasn’t even made dinner yet!

3.2.Describing one’s plans

3.1.1. LEARNING ACTIVITY

Reading and text analysis and picture interpretation

Picture observation and interpretation

Observe the picture above and discuss the student’s ambition.

• Text: A poem

Read the poem that follows and carry out the tasks below.

Let no-one steal your dreams

Let no-one steal your dreams

Let no-one tear apart

The burning of ambition

That fires the drive inside your heart

Let no-one steal your dreams

Let no-one tell you that you can’t

Let no-one hold you back

Let no-one tell you that you won’t

Set your sights and keep them fixed

Set your sights on high

Let no-one steal your dreams

Your only limit is the sky

Let no-one steal your dreams

Follow your heart

Follow your soul

For only when you follow them

Will you feel truly whole

Set your sights and keep them fixed

Set your sights on high

Let no-one steal your dreams

Your only limit is the sky.

ByPaul Cookman

Comprehension questions

Why is the poet repeating the phrase “let no-one”?

Which attention can this poem draw especially in youth?

Relate this poem to your future ambitions.

3.2.2. APPLICATION ACTIVITY

Vocabulary and sentence writing

I. Give the meaning of the following expressions and use them in sentences as they are used in the poem

    a. Tear apart

    b. Hold someone back

    c. Set your sights and keep them fixed

    d. Steal somebody’s dream

II. Look at the words in the following table and make sentences that relate to your future. Organize them in a logical order.

III. Imagine that one of your friends is living in a foreign country. Write a letter to him/her updating them about the recent activities you have done.

3.3. Describing future activities

3.3.1. LEARNING ACTIVITY

Reading and text analysis

Read the following extract from Martin Luther King and carry out the tasks that follow.

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise and live out the true meaning of its creed: “We hold these truths to be self-evident; that all men are created equal.”

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, that one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith that I will go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood.

With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day when all of God’s children will be able to sing with new meaning, “My country ‘tis of thee, sweet land of liberty, of thee I sing. Land where my father died, land of the Pilgrims’ pride, from every mountainside, let freedom ring.”

Extract from Martin Luther King’ speech “I have a dream”

•  Comprehension questions

I. Choose the right answer for each of the following questions:

1. Dr. King stated that the dream he was sharing in his speech came from the...

a. American dream

b. Bible

c. Constitution

d. Still-living dreams of former slaves

2. Dr. King said that someday all of America’s “rough places” will be made...

a. Smooth

b. Equal

c. Straight

d. Plain

II. Answer the following questions about the above text:

a. What is King’s dream for the children of Alabama?

b. Which repeated phrase in King’s speech carries additional power? Why?

c. Choose one phrase of your choice from the text and explain its meaning.

d. Discuss the ‘dreams’ you would have for your country Rwanda.

3.3.3. APPLICATION ACTIVITY

I. Match the words in the table below with their respective meanings

II. In not more than (50)fifty words, summarize the above speech

explaining the best dreams as expressed by Martin Luther King.

3.4. Comparing Culture

3.4.1. LEARNING ACTIVITY

Reading and text analysis

•  Text 1: A dialogue

Read the dialogue between Jane and Garry and answer the questions that follow.

Jane: Tell me Gary, is it true that in the United State you never speak to people

you don’t know? What about your neighbors? Do you talk to them? Does it depend on whether you know them or not?

Gary: Neighbors are different. They are a little bit too close, and maybe it is just safer not to talk to them.

Jane: Ok. How about when you greet people you know. Do you kiss them?

Gary: Well, some people I know do, but I generally don’t. No, I don’t feel comfortable kissing my friends.

Jane: I think people are often surprised by the way Americans use people’s first names a lot. What do you think is the rule of this? For example, do you think we use first names as soon as we meet people for the first time? Or do we wait until 

we get to know them a little better?

Gary: I think you are right. – in America we do tend to be friendly and, if I

meet someone for the first time, depending on the situation, I will use their first name.

Jane: Hmm. Ok. I have another question. Do you think Americans smile when

they are embarrassed or when you don’t want to hurt someone’s feeling?

Gary: Smile? um. No, I don’t think so. I think we pretty much show our feeling, just how we are feeling it.

Jane: ok. Now would you say that American men stand up when a woman enters the room? Or is that old-fashioned now?

Gary: it depends on how old you are. Um….

Jane: Fair enough. Well, what about when a man and a woman are both entering

room. Does the man still let the woman go into the room first?

Gary: I do. I want her to see what is going on before I come in.

Jane: ok. Now suppose you are out shopping. Do you say hello and goodbye to store clerks?

Gary: No,no,not, unless I shop there a lot.

Jane: ok. Now is there a difference between what you would do in a small store and a large store?

Gary: well, if it is a small store, maybe a little more friendly, I might say hello and

Goodbye, even have a short conversation. In a big store, it is a little colder, and 

um, you just go in, get what you want and leave.

Jane: ok. Well. Gary thank you very much.

Greenall, (1997) Move up pre-intermediate student’s book B;OXFORD, Macmillan

Heinemann English language teaching.

•  Comprehension questions

a. Which cultural behavior do you have in common with Gary?

b. Which ones do you disapprove? Why?

c. Which ones do you approve?

•  Text 2: Rwandan Culture

Rwandans have a rich and slightly varied culture. Unlike many other countries in Africa, Rwanda has been aunified state since pre-colonialtimes, populated by Rwandans who share a single language and cultural heritage. For example, the harvest festival, is one amongst the ancient festivals that are still celebrated at the national level. Community service has also been maintained and today, it is performed on the last Saturday of each month which has been set aside as a national day.

Music and dance are an integral part of Rwandan ceremonies, festivals, social gatherings, and storytelling. Themost famous traditional dance is “Intore”, a highly choreographed routine consisting of three components: the ballet, performed by women; the dance of heroes, performed by men, and the drums.

Traditionally, music is transmitted orally with styles varying between the social groups. Drums are of great importance. Royal drummers enjoyed high status at the court of the King. Drummers usually play together in groups of seven or nine.

Traditional arts and crafts are produced throughout the country, although most originated as functional items rather than purely for decoration. Woven baskets and bowls are especially common. The south east of Rwanda is known for a unique cow dung art, whose history dates back to the time when the region was part of the independent Gisaka kingdom. The dung is mixed with natural soils of various colors and painted into patterned ridges, forming geometric shapes.

Other crafts include pottery and wood carving.

Regarding the literature, it is worth noting that Rwanda does not have a long history of written literature, but there is a strong oral tradition ranging from poetry to folktales. In particular, the pre-colonial royal court developed traditions of ideas (epic musical poetry),the royal genealogies typically recited at coronation ceremonies), and royal poems. Many of the country’s moral values and details of history have beenpassed down through generations.

The most famous Rwandan literary figure was Alexis Kagame (1912–1981), who carried out and published research in oral tradition as well as writing his own poetry. The genocide against the Tutsi in Rwanda resulted in the production of a literature of witness accounts, essays and fiction by a new generation of writers while several films have also been produced on the same theme as well as other topics like love, death, famine, etc.

Extract from History and Citizenship for Rwanda Schools Book 3 (p.g225)

• Comprehension questions:

1. Discuss the main cultural practices mentioned in the passage.

2. Explain how those cultural practices have contributed to unifying Rwandans.

3. Mention some of the traditional arts and crafts that have been produced in the country according to the passage.

4. In your opinion, why is it important to preserve the Rwandan culture? Picture observation and interpretation

Study the above pictures and discuss the cultural activities taking place.

• Text 3: Cultural Diversity

Read the following passage and carry out the tasks that follow:

Why is cultural diversity a good thing? Culture is the lens with which we evaluate everything around us; we evaluate what is proper or improper, normal or abnormal. If we are immersed in a culture that is different from ours, we can experience culture shock and become disoriented when we encounter a fundamentally different culture. People naturally use their own culture as a

yard stick to judge other cultures. Such judgment could reach to a level whereby people tend to discriminate against others whose ways of living are different from theirs.

People fear essentially what they don’t understand. Cultural diversity is inevitable since in our country, at our workplaces, and schools, there exist increasingly various cultural, racial, and ethnic groups. We can learn from one another, but first we should have a level of understanding about each other in order to facilitate collaboration and cooperation. Learning about other cultures helps us understand different perspectives within the world in which we live and helps dispel negative stereotypes and personal biases about different groups.

In addition, cultural diversity can help us recognize and respect “ways of being” that are not necessarily our own, so that as we interact with others, we can build bridges of trust, respect, and have more understanding across cultures. Furthermore, this diversity makes our country a more interesting place to live in. Indeed, people from diverse cultures contribute to the development of language skills, new ways of thinking, new knowledge, and different experiences.

How can you support cultural diversity? You ought to increase your level of understanding about other cultures by interacting with people outside your own culture. Meaningful relationships may never develop simply due to a lack of appreciation of others’ cultural values. You should avoid imposing your own values on others as that may conflict or be inconsistent with their beliefs. You ought to recognize and understand that concepts such as family ties, gender roles, spirituality, and emotional well-being, vary significantly among cultures and impact on behavior.

Within the workplace, educational setting, and clinical setting, advocate for the use of materials that are representative of the various cultural groups in the local community and the society in general. You should intervene in an appropriate manner when you observe others engaging in behaviors that show cultural insensitivity, bias, or prejudice.

You ought to be proactive in listening, accepting, and welcoming people and ideas that are different from your own.

Cultural diversity supports the idea that every person can make a unique and positive contribution to the larger society despite their differences. Imagine a place where diversity is recognized and respected; various cultural ideas are acknowledged and valued; contributions from all groups are encouraged; people are empowered to achieve their full potential; and differences are celebrated!

Extract from English language book for secondary schools. S6 (p.65)

• Comprehension questions

1. Discuss the dangers of judging other people’s culture while comparing them to yours.

2. Basing on the above text, tell how cultural diversity can improve someone’s life perspectives.

3. Explain how best we can promote cultural diversity.

4. Explain the meaning of the following phrases.

a. “People naturally use their own culture as a yard stick to judge othercultures.”

b. “…helps dispel negative stereotypes and personal biases about different groups.”

5. Explain the reasons why diverse cultures make a society unique.

3.4.2. APPLICATION ACTIVITY

I. Find the meaning of the following words taken from text 2

a. Festivals

b. Choreographed

c. Dung

d. Fiction

e. the ballet

II. Give the meaning of the following words as used in the text 3

a. ...... immersed ... (paragraph one)

b. ...... culture shock ... (paragraph one)

c. ....to facilitate collaboration ... (paragraph two)

d. .. ... different perspectives ... (paragraph two)

e. ... prejudice ... (paragraph four)

III. Match the words or phrases in Column A with their corresponding meanings in Column B of the table below in your exercise book, present your answers in complete sentences.

Example:

The word ‘Prejudice’ refers to the practice or tendency of judging or making

conclusions without a fair reason.

VI. Summarize the aspects of multiculturalism as analyzed in the above passage

3.5: Language Structure: Present Perfect, Present perfect

progressive tense and Adjectives

1. Present Perfect

•  Notes

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 influence 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.

•  The present perfect tense does not require adverbs of time like yesterday, a week ago, last year, etc.
•  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 progressive tense is formed as follows:

Auxiliary verb to have in present tense + Auxiliary verb to be in the past

participle + Main verb in present participle. 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 past week.

N.B.

a. Adverb of time for is used with the present perfect continuous tense to determine the period 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

Notes:

a. Like nouns, adjectives are formed using affixes (suffix/prefix). For

adjectives, some suffixes are used, and include:

- -able/-ible (meaning capable of being). Example: manageable; visible, permissible

-- ful (meaning full of). Example: boastful, beautiful, bountiful.

- -ic. Example: magic, energetic, terrific, fantastic

- -(i)an. Example: Christian, American, Rwandan, Iranian

- -ish. Example: foolish, reddish, British

- -ly. Example: friendly, lovely, visibly, calmly

- -ous. Example: humorous, disastrous, poisonous

-- ese. Example: Japanese, Senegalese,

- -ive. Example: Impressive, Educative, argumentative, active

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 twentyyear-

old man. We can notice that nouns are in singular and hyphens are therefore needed.

Exercises:

I. Complete the sentences with present perfect and 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 busy.

5. Mr and Mrs Jones are sitting outside on their porch right now. They(sit)…. there since after 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 and told them his story.

3.6. END UNIT ASSESSMENT

I. Suppose you experienced a situation involving ‘culture shock’. Write

an essay of about 350 words showing the right way of behaving in

such a situation.

II. Put verbs in the following sentences either in the present perfect or

present perfect continuous tense.

1. Marc is in a store. He is standing at a checkout counter right now.

He(stand)…. there for over 5 minutes. He wishes he could find a

salesperson. He wants to buy a pair of jeans.

2. The little girl is dirty from head to foot because she(play)…….in

the mud.

3. The children are excited about the concert. They(practice)… a lot

in the last few weeks.

4. My back hurts. So, I …. (sleep) on a pad on the floor lately. The bed

is too soft.

5. Toshi is waiting his friend. He …. (wait) for her since 5 o clock. She

is late for cinema.

6. Alexi …. (own) his motorcycle for 20 years.

III. Debate on this motion: Life abroad is good.

IV. Write a letter to a friend living in a foreign country or in Rwanda

describing to him/her your past, current and future activities