UNIT 1COMMUNICATION, INTERNATIONAL RELATIONS AND COOPERATION
LEARNING AREA: ORAL AND WRITTEN COMMUNICATION
Key Unit Competence:
To use language learnt in the context of Communication, Internationalrelations and Cooperation
Text : Types of Communication
Communication is a process by which information is exchanged between
individuals through a common system of symbols, signs, or behaviour. We
communicate continually throughout each and every day. We sometimes do
it without thinking -we operate on communication autopilot. However, we
should actually think about how we communicate. There are different ways to
communicate and each of these play an important role in sharing information.
The four main categories or types of communication are verbal, nonverbal,
written and visual communication.
Verbal communication occurs when we engage in speaking with others. It
can be face-to-face, over the telephone, via Skype or Zoom, etc. Some verbal
engagements are informal, such as chatting with a friend over coffee or in the
office kitchen, while others are more formal, such as a scheduled meeting.
Regardless of the type, it is not just about the words, it is about the calibre and
complexity of those words ; how we string those words together to create an
overarching message, as well as the intonation (pitch, tone, cadence, etc.) used
while speaking. When talking face-to-face, the words are important but cannot
be separated from gestures known as non-verbal communication.
Non-verbal communication is the use of facial expressions, posture, eye contact,
hand movements, and touch to convey information to others. It can be used
both intentionally and unintentionally. What we do while we speak often says
more than the actual words. For example, if you’re engaged in a conversation
with your boss about your cost-saving idea, it is important to pay attention to
both their words and their non-verbal communication. Your boss might be in
agreement with your idea verbally, but his/her non-verbal cues: avoiding eye
contact, sighing, scrunched up face, etc., indicate something different.
In addition to non-verbal and verbal communication, there is written
communication. Written communication is the act of writing, typing or printing
symbols like letters and numbers to convey information. Whether it is an E-mail,
a memo, a report, a facebook post, a tweet, a contract, etc., all forms of written
communication have the same goal : to disseminate information in a clear and
concise manner - though that objective is often not achieved. In fact, poor writing
skills often lead to confusion and embarrassment, and even potential legal ee.
One important thing to remember about written communication, especially in
the digital age. Is the message lives on, perhaps in perpetuity ? Thus, there
are two things to remember: first, writing well-poorly constructed sentences
and careless errors make you look bad; and second, ensure the content of the
message is something you want to promote or be associated with for the long
haul.
On top of the above three mentioned types of communication, there is another
type of communication which is referred to as visual communication. Visual
communication is the act of using photographs, art, drawings, sketches, charts
and graphs to convey information. We are a visual society. Think about it,
televisions are running 24/7, Facebook is visual with mimes, videos, images,
etc., Instagram is an image-only platform, and advertisers use imagery to sell
products and ideas. Visuals are often used as an aid during presentations to
provide helpful context alongside written and/or verbal communication.
To conclude, you should know that understanding how you communicate is
the first step to communicating more effectively. That is why you are advised
to think about how you communicate. Words, sentences, pitch, tone, cadence
and nonverbal cues you use can be a hindrance or furtherance to how you
communicate effectively.
Adapted from Communications for Professionals : Five Types of Communication, by Anne
Converse Willkomm.
•• Comprehension questions :
1. What do you understand by “we operate on communication autopilot”?
2. Does the author think that operating on communication autopilot is a
good idea? Explain.
3. State the four main types of communication.
4. As Kalisa stood up to ask for permission, the teacher looked at him
deniably and he went back to his seat. Which type of communication
was this?
5. Suppose you have watched a video on YouTube showing step by step
how to insert a picture in Microsoft Word document. In which category
of communication can you classify this communication?
6. Using a clear example, explain how one can use non-verbal communication
unintentionally.
7. Explain how visual communication can help a primary teacher to teachscience subjects.
2. Read the words highlighted in the picture and correct any misspelt word
among them.
Text: The components of communication
In order to better understand the communication process, we can break it down
into a series of eight essential components: source, message, channel, receiver,
feedback, environment, context and interference.
Each of these eight components serves an integral function in the overall
process.
The source imagines, creates, and sends the message. In a public speaking
situation, the source is the person giving the speech. He or she conveys the
message by sharing new information with the audience. The speaker also
conveys a message through his or her tone of voice, body language, and choice
of clothing. The speaker begins by first determining the message : what to say
and how to say it. The second step involves encoding the message by choosing
just the right order or the perfect words to convey the intended meaning. The
third step is to present or send the information to the receiver or audience.
Finally, by watching the audience’s reaction, the source perceives how well they
received the message and responds with clarification or supporting information.
“The message is the stimulus or meaning produced by the source for the
receiver or audience.” When you plan to give a speech or write a report, your
message may seem to be only the words you choose that will convey your
meaning. But that is just the beginning. The words are brought together with
grammar and organization. You may choose to save your most important point
for last. The message also consists of the way you say it-in a speech, with your
tone of voice, your body language, and your appearance-and in a report, with
your writing style, punctuation, and the headings and formatting you choose. In
addition, part of the message may be the environment or context you present it
in and the noise that might make your message hard to hear or see.
“The channel is the way in which a message or messages travel between
source and receiver.” When you speak or write, you are using a channel to
convey your message. Spoken channels include face-to-face conversations,
speeches, telephone conversations and voice mail messages, radio, public
address systems, and voice over Internet protocol (VoIP). Written channels
include letters, memorandums, purchase orders, invoices, newspaper and
magazine articles, blogs, e-mail, text messages, tweets, and so forth.
“The receiver receives the message from the source, analyzing and interpreting
the message in ways both intended and unintended by the source.” As a receiver
you listen, see, touch, smell, and/or taste to receive a message.
When you respond to the source, intentionally or unintentionally, you are giving
feedback. Feedback is composed of messages the receiver sends back to the
source. Verbal or non-verbal, all these feedback signals allow the source to
see how well, how accurately or how poorly and inaccurately the message was
received. Feedback also provides an opportunity for the receiver or audience
to ask for clarification, to agree or disagree, or to indicate that the source could
make the message more interesting. As the amount of feedback increases, the
accuracy of communication also increases.
“The environment is the atmosphere, physical and psychological, where you send
and receive messages”. The environment can include the tables, chairs, lighting,
and sound equipment that are in the room. The room itself is an example of the
environment. The environment can also include factors like formal dress, which
may indicate whether a discussion is open and caring or more professional
and formal. As a speaker, your environment will impact and play a role in your
speech. It’s always a good idea to go check out where you’ll be speaking before
the day of the actual presentation.
“The context of the communication interaction involves the setting, scene, and
expectations of the individuals involved.” A professional communication context
may involve business suits (environmental cues) that directly or indirectly
influence expectations of language and behaviour among the participants.
Interference, also called noise, can come from any source. “Interference is
anything that blocks or changes the source’s intended meaning of the message.”
Psychological noise is what happens when your thoughts occupy your attention
while you are hearing, or reading, a message. Interference can come from
other sources, too. Perhaps you are hungry, and your attention to your current
situation interferes with your ability to listen. Maybe the office is hot and stuffy. If
you were a member of an audience listening to an executive speech, how could
this impact your ability to listen and participate? Noise interferes with normal
encoding and decoding of the message carried by the channel between source
and receiver. Not all noise is bad, but noise interferes with the communication
process. For example, your cell phone ringtone may be a welcome noise to
you, but it may interrupt the communication process in class and bother your
classmates
Adapted from: An introduction to human communication: Understanding and sharing by Judy
Pearson.
•• Comprehension questions :
1. With related examples, briefly explain the four steps that the source uses
to convey messages in public speaking.
2. Using clear explanation, analyse the second component of communication.
3. Define the term ‘channel’ as a component of communication.
4. Explain the sentence “the receiver analyses and interpretes the message
in ways both intended and unintended by the source. ”
5. Basing on the above passage, explain the term ‘feedback.’6. Identify and describe the three last components of communication.
Use the terms in the above table to construct grammatically correct and
meaningful sentences.
III. Summary writing
In not more than 100 words, summarize the components of communication
as described in the above passage.
IV. Composition
Write a 300 word composition on the importance of good communication
skills in the teaching and learning process.
V. Debate
Debate on the following motion: “In the communication process, the senderis more important than the receiver.”
Text : Economic and Commercial Diplomacy
Economic diplomacy, narrowly defined, is concerned with international
economic policy questions, such as how to preserve global financial stability
without indefensible levels of youth unemployment and unmanageable levels of
wholly defensible levels of civil unrest; and how to stimulate economic growth,
particularly in the poorest countries, while arresting or at least slowing down
climate change. Commercial diplomacy, on the other hand, consists mainly of
assistance to the promotion of exports and foreign direct investment (FDI), and
access to raw materials. Modern diplomacy was influenced by commerce from
its earliest days. The priority given to economic as well as commercial diplomacy
has risen more in recent years. The role of foreign ministries and especially
embassies is undeniably great in both economic and commercial diplomacy.
The invention and spread of resident diplomatic missions in the late fifteenth
century had probably been encouraged by the example of the consulates earlier
established by trading peoples in and around the Mediterranean world, and, from
the first, they sometimes had a decidedly commercial flavour. In a few exceptional
cases, major trading companies, with the blessing of their sovereigns at home,
themselves established full-blown embassies, not only financing them but also
appointing and sharing in the instruction of ambassadors. Thereafter, although
high politics came to dominate the work of most embassies until World War
I, the ‘trade’-averse aristocrats who usually headed them were rarely able to
ignore commercial work altogether.
This was because they had field responsibility for the consular posts that, in time,
fell under state control; because international trade began to grow enormously
in the first half of the eighteenth century; and because embassies themselves
came to be given direct responsibility for the negotiation of commercial treaties
–that is, the general framework in which trade was conducted in bilateral
relationships.
In the late nineteenth century, as international rivalry intensified for markets –
as also for foreign concessions to sink mine shafts, drill for oil, build railways,
and cut canals – so commercial diplomacy was given a strong fillip. Diplomats
were required to interest themselves in projects such as these, especially when
they were thought to have the additional advantage of serving political and
strategic interests. The Suez Canal and the Berlin-Baghdad Railway are well
known examples. Diplomatic missions intervened with local ministries both to
support the placement of capital by their nationals on advantageous terms and
subsequently to provide protection to their investments against violence, breach
of contract, and hostile legislation. The latter role gave rise to the legal doctrine
of ‘diplomatic protection’ and, inevitably, to a counter-doctrine
(Adapted from Economic and Commercial Diplomacy, in : Diplomacy (P.210-211) by Berridge
G.R.).
•• Comprehension questions :
1. Differentiate economic diplomacy from commercial diplomacy.
2. Do you really think that commerce can influence diplomacy? Justify your
answer.
3. What do you understand by “with the blessing of their sovereigns at
home”?
4. Evaluate the role of major trading companies in foreign politics.
5. What caused commercial diplomacy to be given a strong fillip in the late
nineteenth century?6. What do you understand by “diplomatic protection”?
II. Sentence construction:
Use each of the words/phrases in the above passage to constructmeaningful sentences.
III. Summary writing
In not less than 90 words, summarize the above passage about diplomacy.
IV. Paragraph writing
In two paragraphs, explain why international relations and cooperation are
needed in today’s community. You can again have a look at techniques of
writing a good paragraph in year one, unit 5.
V. Research and presentation.
Conduct a research on the benefits that Rwanda has gained in the last two
decades thanks to good diplomatic relations. Make notes focusing on the
importance of international relations and cooperation. Then present yourfindings to the class.
Text: Regional integration to foster prosperity
President Paul Kagame has said that regional integration and close partnership
between members of regional economic communities can fast-track development
and prosperity for individual nations.
Kagame was, on 1st November 2017, speaking at the Global Business Forum
on Africa held in Dubai, United Arab Emirates. The session was moderated by
John Defterios, the emerging Markets anchor at CNN UAE. The Head of State
noted that regional integration in Africa would enable countries to get rid of past
divisions that have long prevented the continent from being as prosperous at it
should.
Citing the example of the East Africa Community integration, Kagame said the
initiative has yielded positive impacts such as free movement of people, customs
union and joint infrastructure projects. “If you look at the East African region,
even more progress has been realised, for example, in the area of customs
union, integration in the area of infrastructure that bring the countries of the
East African Community together, whether it is telecommunication in the area of
realising one area network, where there are no roaming charges,” Kagame said.
Other impacts, he noted, include working together to implement reforms that
cover aspects such as the economy and security. EAC integration has, among
others, seen the liberalisation of free movement of people, goods and services,
consequently increasing opportunities for the over 160 million citizens of the
bloc.
Four countries in the bloc (Kenya, Uganda, Rwanda and South Sudan) in 2014
rolled out the One Area Network, scrapping calls roaming rates which brought
down the cost of communication. The region is also in the process of rolling
out the Standard Gauge Railway, a 2000km project which will further ease
movement of goods. On the side-lines of the Global Business Forum on Africa,
Rwanda signed two bilateral agreements with UAE, which are expected to
enhance investor relations. The pacts will facilitate promotion and reciprocation
of protection of investments as well as double taxation avoidance.
This, experts say, will serve to increase investor confidence in Rwanda’s business
regulatory environment.
Speaking to The New Times, from Dubai, Emmanuel Hategeka the Chief
Operating Officer of the Rwanda Development Board, said that the forum
presents an ideal platform to mobilise investments. “The forum presents an
excellent platform to attract private investors to Rwanda. We are able to access
a global network of investors brought together by the Dubai Chamber and
showcase Rwanda’s investment opportunities and engage in forward-looking
discussions,” he said.
The United Arab Emirates, he said, is one of Rwanda’s main sources of investors.
“UAE has been a major source of investors to Rwanda registering over $100
million in planned investments in logistics, hospitality and financial services,”
Hategeka said. The two-day forum, which opened yesterday, is the fourth on
Africa. Kagame was attending at the invitation of Sheikh Mohamed Al Maktoum,
the vice-president of UAE and the ruler of Dubai.
The forum was organised by the Dubai Chamber of Commerce and Industry.
Convening over 1,000 top-level government and corporate decision-makers as
well as industry experts the forum was running under the theme “Next Generation
Africa.” Participants examined the current economic outlook for the African
continent, and explored prospects for its development, investment opportunities
and the potential for forging partnerships between African businesses and their
UAE counterparts
(Adapted from The New Times, https://www.newtimes.co.rw/section/read/222853).
•• Comprehension questions :
1. Assess the importance of regional integration for countries.
2. What do you understand by “joint infrastructure projects”?
3. Explain the role EAC played as far as telecommunication is concerned.
4. What should we expect from rolling out the Standard Gauge Railway?5. Appreciate the role of The United Arab Emirates in Rwanda’s investment.
1.5 Language structure: Uses of gerunds
I. Uses of gerunds
Note: A gerund is a noun formed from a verb which refers to an action, process,
or state. Gerund will always contain the ending-ing and used as a noun. In
short, any verb ending in -ing and used as a noun is a gerund.
Verb in ing form/Gerund
Study the following sentences:
1. She is running very fast. (verb)
2. She likes running very fast. (gerund)
In the first sentence, run is used as a verb. She is doing the action of running.
In the second sentence, running is used as a gerund (noun) and like is the verb.
Therefore, a gerund will always be used as a noun and does not replace the
progressive form of the verb.
II. Functions of Gerunds
•• Because a gerund is a noun, it can be the subject of a sentence.
Examples:
-- Singing makes Sarah happy.
-- Smoking is prohibited in public places.
•• A gerund can also be the direct object.
Examples:
-- Kayitesi enjoys singing.
-- When her mother died, she started misbehaving.
•• A gerund can be a subject-complement
Example: It was singing that made Kayitesi happy.
•• Because a gerund is a noun, it can be the object of a preposition in a
prepositional phrase.Example: Besides singing, Kayitesi likes dancing.
When to use gerunds :
1. There are verbs that are commonly followed by gerunds. Those verbsinclude:
•• like
•• love
•• enjoy
•• dislike
•• hate
•• start
•• admit
•• avoid
•• keep etc
Example: I like playing soccer but I hate boxing.
Note that some verbs such as like/love/hate… can be also followed by aninfinitive.
Gerunds are also used after:
2. Prepositions or prepositional phrases such as:
•• instead of
•• good at
•• before ...
•• after ...
•• aim at
•• keep on
•• interested in
Examples:
I am interested in collecting stamps.
After playing football I drank an orange juice.
3. A gerunds are equally used after expressions, such as:
•• It’s no use ...
•• It’s no good ...
•• There’s no point in ...
•• I can’t help...
•• I don’t mind...
•• I can’t stand/bear...
Example: It’s no use convincing him to meet her.
II. Verb followed by either a gerund or verb in infinitive formStudy the following sentences:
-- The bus stopped picking up children.
-- The bus stopped to pick up the children.
Do the above sentences have the same meaning?
Notes: Some verbs have a different meaning depending on whether they are
followed by a gerund or verb in infinitive form.
(a) Stop
>> Stop + gerund means the action is not happening any more.Examples:
•• I’ve stopped buying newspapers because nowadays I read news online.
•• Janet stopped reading her morning newsletters.
Stop + verb in infinitive form means that someone or something stops an
activity in order to do something else.
Examples:
•• Muhire stopped to greet the Ambassador.
•• He stopped the video to ask the students some questions.
(b) Try
Try + gerund means that you are trying something as an experiment, especially
as a possible solution to a problem, to see if it works or not.
Examples:
•• Have you tried turning the computer off and on again?
•• I want to try studying with a friend to see if it helps us stay more
motivated.
Try + verb in infinitive form means that something is difficult but you are
making an effort to do it.
Examples:
•• I’m trying to learn Japanese but it’s very difficult.
•• Our country tried to satisfy your needs but you look indifferent.
•• I’m trying to study but it’s impossible with all this noise.
(C) Remember and forget
Remember + gerund and forget + gerund refer to having (or not having) amemory of something in the past.
Examples:
•• I remember watching this film before.
•• I’ll never forget meeting you for the first time in this café.
Remember + verb in infinitive form and forget + verb in infinitive form refer
to recalling (or not recalling) that there is something we need to do beforewe do it.
Examples:
•• Please remember to buy some milk on the way home.
•• He forgot to lock the door when he went out.
III. Language practice
Choose the correct form of the verb from the brackets to complete the sentences.
1. I’d forgotten …………… to Canada when I was small, but then my
parents showed me the photos. (to go/ going)
2. I always forget …………… my alarm for Monday morning. (to set/ setting)
3. She tried …………… the whole book but it was very long and complicated.
(to read/ reading)
4. You’ll be OK. I remember …………… really nervous on my first day too!
(to be/ being)
5. Try …………… the video with subtitles. This might help you understand
better. (to watch/ watching)
6. She had to stop halfway through the race …………… the wheel on her
bike.(to repair/ repairing)
7. Remember …………… your swimming costume in case we go to the
pool. (to pack/ packing)
8. He’s stopped …………… French classes and changed to Spanish. (to
take/ taking)
9. Kamali is good at …………… (to dance/ dancing)
10. Rutebuka couldn’t give up …………… (to smoke/ smoking)
1.6. Spelling and pronunciationA. Spelling and dictation
Listen carefully to your teacher as he reads for you a paragraph about theimportance of international relations. Write it down as correctly as possible.
B. Phonetic transcription
Complete the table below by giving the missing phonetic transcriptions of the
words studied across this unit. Pay attention to the placement of the stress
where necessary. Then practice their pronunciation. You can use a dictionarywhere you find it necessary.
Word Phonetic
