S5: English

Topic outline

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• UNIT1:Myself and My Community

  

  My goals

  After studying this unit, I will be able to:

  ⦿ Use: ‘can’, ‘may’, ‘have to’, ‘paragraphs’, ‘more’, ‘fewer’, ‘no’. 

  ⦿ Describe leisure time activities, internet use, reading habits, facilities 
  in the community, the structure of local government and the provision 
  of social services, in speech and writing. 
  ⦿ Compare facilities, jobs and transport in town and country in speech 
  and writing. 
  ⦿ Show readiness to execute my role and responsibility as a community 
  

  member.

  A: Listening and Speaking
  

  Describing hobbies and leisure time
  

  
  

  
  

  Myself and My Community
  

  
  

  Activity 3
  

  Now answer these questions.

  1. Describe the activities taking place in photos 1-6.
  2. Identify which of the activities in the photos you think are done 
  as hobbies and those that are done as leisure activities. 
  3. In your opinion, do you think hobbies and leisure activities are the 
  same? Use the photographs to explain your answer.
  4. Explain the importance of hobbies and leisure time activities in 
  our lives.
  Recounting activities
  

  Activity 1

  Discussion

  1. Think of the activities you did over the weekend. Narrate them 
  to your fellow members. Now write an essay or a composition 
  describing those activities. Exchange your compositions with a 
  

  friend to read through and compare the activities.

  Describing internet activity

  Activity 1
  1. Use the internet from your school computer laboratory, if there 
  is one. If your school does not have one, visit an internet café 
  near your school. An internet café is a place where people get the 
  internet at a fee. It is also possible that some people have an internet 
  connection in their homes. If you have a friend who has it at home, 
  you can request him or her to let you use it to search the web (a 
  source of information on the internet about a particular subject, 
  published by an individual or organisation) for information.
  2. Think about a topic that interests you. It could be about football, 
  culture, music, nature, and others. Download it in Microsoft Word 
  and edit the details, including the photographs and the content. 
  

  Send it as an e-mail to a classmate.

  Activity 2

  1. Discuss with classmates. In turns, share the leisure activities that 
  people in your community engage in. 
  After class, interact with some of the people in your community 
  

  to find out why they prefer particular leisure activities to others. 

  Activity 3
  Discussion
  Think about this proverb!
  “All work without play makes Jack a dull boy”.
  (a) Share with a classmate what you understand by this proverb.
  (b) Do you agree with this proverb? Give reasons for your answer.
  (c) Explain the problems likely to be caused by a lot of leisure.
  (d) How would you advise your young brother or sister to use 
  

  his or her leisure time?

  B: Reading and Comprehension
  Describing reading habits
  

  Activity 1

  1. Carefully study the photographs below.
  

  
  

  
  

  (a) What do you think the people could be reading in each 
  photo? Give reasons.
  (b) Explain the similarities and differences between photo B
  and the rest of the photographs.
  (c) Why do you think people engage in the kind of reading 
  shown in photo C?
  (d) How helpful is the kind of reading shown in photo D?
  
  Activity 2
  Discussion
  1. Share your views about these questions.
  (a) Tell your class members what you normally like reading 
  about. Give reasons for your opinion.
  (b) What do people in your community like to read about?
  (c) Compare what you read at your school and what is read by 
  people in your community.
  (d) The comparison in (c) above will bring out three issues:
  (i) things read by people in the community but not read 
  at your school. 
  (ii) things read at your school but not read by people in 
  the community.
  (iii) things read both by people in the community and also 
  read at your school.
  

  2. Give reasons for each situation above.

  Reading extracts from Literature
  Activity 1 
  Discussion
  1. We have discussed reading as a form of spending our leisure time. 
  Tell your class members the books or magazines you have ever read.
  2. Describe a memorable story you have ever enjoyed reading.
  3. Stories are classfied as: fiction, comedy, drama, horror, non-fiction, 
  romance, satire, adventure, tragedy, tragi-comedy and fantasy. Find 
  out what each story type encompasses. Which of these stories do 
  you normally read? Explain your preference for those stories.
  
  
  Activity 3 
  Read and enjoy the story
  My father’s family name being Pirrip, and my Christian name Philip, my 
  infant tongue could make of both names nothing longer or more explicit 
  than Pip. So, I called myself Pip, and came to be called Pip.
  I give Pirrip as my father’s family name, on the authority of his tombstone 
  and my sister - Mrs. Joe Gargery, who married the blacksmith. As I 
  never saw my father or my mother, and never saw any likeness of either 
  of them (for their days were long before the days of photographs), my 
  first fancies regarding what they were like, were unreasonably derived 
  from their tombstones. The shape of the letters on my father’s, gave 
  me an odd idea that he was a square, stout, dark man, with curly black 
  hair. From the character and turn of the inscription, “Also Georgiana 
  Wife of the Above,” I drew a childish conclusion that my mother was 
  freckled and sickly. To five little stone lozenges, each about a foot and 
  a half long, which were arranged in a neat row beside their grave, and 
  were sacred to the memory of five little brothers of mine - who gave 
  up trying to get a living, exceedingly early in that universal struggle - I 
  am indebted for a belief I religiously entertained that they had all been 
  born on their backs with their hands in their trouser-pockets, and had 
  never taken them out in this state of existence.
  Ours was the marsh country, down by the river, within, as the river wound, 
  twenty miles of the sea. My first most vivid and broad impression of the 
  identity of things, seems to me to have been gained on a memorable raw 
  afternoon towards evening. At such a time I found out for certain, that this 
  bleak place overgrown with nettles was the churchyard; and that Philip 
  Pirrip, late of this parish, and also Georgiana wife of the above, were 
  dead and buried; and that Alexander, Bartholomew, Abraham, Tobias, 
  and Roger, infant children of the aforesaid, were also dead and buried; 
  and that the dark flat wilderness beyond the churchyard, intersected 
  with dykes and mounds and gates, with scattered cattle feeding on it, 
  was the marshes; and that the low leaden line beyond, was the river; 
  and that the distant savage lair from which the wind was rushing, was 
  the sea; and that the small bundle of shivers growing afraid of it all and 
  beginning to cry, was Pip.
  “Hold your noise!” cried a terrible voice, as a man started up from among 
  the graves at the side of the church porch. “Keep still, you little devil, 
  

  or I’ll cut your throat!”

  

  A fearful man, all in coarse grey, with a great iron on his leg. A man 
  with no hat, and with broken shoes, and with an old rag tied round his 
  head. A man who had been soaked in water, and smothered in mud, 
  and lamed by stones, and cut by flints, and stung by nettles, and torn by 
  briars; who limped, and shivered, and glared and growled; and whose 
  teeth chattered in his head as he seized me by the chin.
  “O! Don’t cut my throat, sir,” I pleaded in terror. “Pray don’t do it, sir.”
  “Tell us your name!” said the man. “Quick!”
  “Pip, sir.”
  “Once more,” said the man, staring at me. “Give it mouth!”
  “Pip. Pip, sir.”
  “Show us where you live,” said the man. “Point out the place!”
  I pointed to where our village lay, on the flat in-shore among
  the aldertrees and pollards, a mile or more from the church.
  The man, after looking at me for a moment, turned me upside down, and 
  emptied my pockets. There was nothing in them but a piece of bread. 
  When the church came to itself - for he was so sudden and strong that 
  he made it go head over heels before me, and I saw the steeple under 
  my feet - when the church came to itself, I say, I was seated on a high 
  tombstone, trembling, while he ate the bread ravenously. “You young 
  dog,” said the man, licking his lips, “what fat cheeks you ha’ got.” I 
  believe they were fat, though I was at that time undersized for my years, 
  and not strong.
  “Darn me if I couldn’t eat ’em,” said the man, with a threatening shake 
  of his head, “and if I han’t half a mind to’t!”
  I earnestly expressed my hope that he wouldn’t, and held tighter to the 
  tombstone on which he had put me; partly, to keep myself upon it; partly, 
  to keep myself from crying.
  “Now lookee here!” said the man. “Where’s your mother?”
  “There, sir!” said I.
  He started, made a short run, and stopped and looked over his shoulder.
  “There, sir!” I timidly explained. “Also Georgiana. That’s my mother.”
  “Oh!” said he, coming back. “And is that your father alonger your 
  mother?”
  “Yes, sir,” said I; “him too; late of this parish.”
  “Ha!” he muttered then, considering. “Who d’ye live with - supposin’ 
  you’re kindly let to live, which I han’t made up my mind about?”
  “My sister, sir - Mrs. Joe Gargery - wife of Joe Gargery, the blacksmith, sir.”
  “Blacksmith, eh?” said he. And looked down at his leg.
  After darkly looking at his leg and me several times, he came closer to 
  my tombstone, took me by both arms, and tilted me back as far as he 
  could hold me; so that his eyes looked most powerfully down into mine, 
  and mine looked most helplessly up into his.
  “Now lookee here,” he said, “the question being whether you’re to be 
  let to live. You know what a file is?”
  “Yes, sir.”
  “And you know what wittles is?”
  “Yes, sir.”
  After each question he tilted me over a little more, so as to give me a 
  greater sense of helplessness and danger.
  “You get me a file.” He tilted me again. “And you get me wittles.” He 
  tilted me again. “You bring’ em both to me.” He tilted me again. “Or 
  I’ll have your heart and liver out.” He tilted me again.
  I was dreadfully frightened, and so giddy that I clung to him with both 
  hands, and said, “If you would kindly please to let me keep upright, sir, 
  perhaps I shouldn’t be sick, and perhaps I could attend more.”
  He gave me a most tremendous dip and roll, so that the church jumped 
  over its own weather-cock. Then, he held me by the arms, in an upright 
  position on the top of the stone, and went on in these fearful terms:
  “You bring me, to-morrow morning early, that file and them wittles. You 
  bring the lot to me, at that old Battery over yonder. You do it, and you 
  never dare to say a word or dare to make a sign concerning your having 
  seen such a person as me, or any person sumever, and you shall be let 
  to live. You fail, or you go from my words in any partickler, no matter 
  how small it is, and your heart and your liver shall be tore out, roasted 
  and ate. Now, I ain’t alone, as you may think I am. There’s a young man 
  hid with me, in comparison with which young man I am a Angel. That 
  young man hears the words I speak.
  “That young man has a secret way pecooliar to himself, of getting at a 
  boy, and at his heart, and at his liver. It is in wain for a boy to attempt 
  to hide himself from that young man. A boy may lock his door, may be 
  warm in bed, may tuck himself up, may draw the clothes over his head, 
  may think himself comfortable and safe, but that young man will softly 
  

  creep and creep his way to him and tear him open.

  “I am a-keeping that young man from harming of you at the present 
  moment, with great difficulty. I find it wery hard to hold that young man 
  off of your inside. Now, what do you say?”
  I said that I would get him the file, and I would get him what broken 
  bits of food I could, and I would come to him at the Battery, early in 
  the morning.
  “Say Lord strike you dead if you don’t!” said the man.
  I said so, and he took me down.
  “Now,” he pursued, “you remember what you’ve undertook, and you 
  remember that young man, and you get home!”
  “Goo-good night, sir,” I faltered.
  “Much of that!” said he, glancing about him over the cold wet flat. “I 
  wish I was a frog. Or a eel!”
  At the same time, he hugged his shuddering body in both his arms - 
  clasping himself, as if to hold himself together - and limped towards the 
  low church wall. As I saw him go, picking his way among the nettles, 
  and among the brambles that bound the green mounds, he looked in my 
  young eyes as if he were eluding the hands of the dead people, stretching 
  up cautiously out of their graves, to get a twist upon his ankle and pull 
  him in.
  When he came to the low church wall, he got over it, like a man whose 
  legs were numbed and stiff, and then turned round to look for me. When 
  I saw him turning, I set my face towards home, and made the best use 
  of my legs. But presently I looked over my shoulder, and saw him 
  going on again towards the river, still hugging himself in both arms, 
  and picking his way with his sore feet among the great stones dropped 
  into the marshes here and there, for stepping-places when the rains were 
  heavy, or the tide was in.
  The marshes were just a long black horizontal line then, as I stopped to 
  look after him; and the river was just another horizontal line, not nearly 
  so broad nor yet so black; and the sky was just a row of long angry red 
  

  lines and dense black lines intermixed

  On the edge of the river I could faintly make out the only two black 
  things in all the prospect that seemed to be standing upright; one of these 
  was the beacon by which the sailors steered - like an unhooked cask 
  upon a pole - an ugly thing when you were near it; the other a gibbet, 
  with some chains hanging to it which had once held a pirate. The man 
  was limping on towards this latter, as if he were the pirate come to life, 
  and come down, and going back to hook himself up again. It gave me a 
  terrible turn when I thought so; and as I saw the cattle lifting their heads 
  to gaze after him, I wondered whether they thought so too. I looked all 
  round for the horrible young man, and could see no signs of him. But, 
  now I was frightened again, and ran home without stopping.
  

  (Source: Extract from “Great Expectations” by Charles Dickens)

  Activity 4 
  1. Visit your library and borrow the novel ‘The Great Expectations’ 
  written by Charles Dickens. Read it. Discuss the plot of the story. 
  Explain the challenges Pip faced and how he struggled to overcome 
  them. 
  2. Language can be categorised as formal or informal or slang. Use 
  the dictionary to find out the meanings of these terms.
  3. The fierce man on page 10-11 uses slang. Identify the slang words 
  and provide their formal equivalent words. In literature all these 
  

  types of language are permitted for use.

  Activity 5 

  Discussion
  Think of a real–life situation where the story of Pip applied to your life. 
  

  Discuss the situation with your friends.

  Describing facilities in the community
  

  Activity 1 

  Work

  The table below shows facilities that are normally found in communities, 
  whether in towns and cities or in the countryside. Study the table 
  carefully. Fill in the missing information. Compare your answers with 
  other classmates.
  (i) Use a tick (√ ) to show the facilities that exist in your 
  locality. 
  (ii) For those that are not found in your locality, show 
  them using a cross (×).
  (iii) In the third column, indicate the importance of each 
  

  facility to people’s lives.

  
  

  Activity 2 
  Discussion
  (a) Have you ever been to both the countryside and the city?
  (b) Briefly describe the differences between the two places.
  (c) Which of the two places would you prefer to live in? Give 
  

  reasons for your choice.

  Activity 3 
  Read the following passages
  My country home
  I live in a small village with my family. There is a narrow murram road 
  connecting my village with the nearby town. Most people walk or ride 
  bicycles to the town. There are fewer facilities compared to the city. We 
  have a health centre and a primary school in our community. However the 
  health centre does not have enough medicine. The primary school lacks 
  enough teachers and scholastic materials for proper studying. People 
  collect water from streams and wells or from boreholes. Shopping is 
  done at the nearby trading centre but many essential commodities are 
  often not there. People have to travel to town to shop for some essential 
  commodities. There is no post office, so people can only send letters by 
  travelling to town to post them. There may be people who want to bank 
  their money, but there is no bank in our village. In my village there is 
  

  more land than in the city which can be used for farming and other uses.

  It is also easy to get cheap food in my village. Many people in the village 
  are farmers. They earn money by selling food. The incomes are lower 
  than those in the town but the cost of things is lower than that in the city.
  My city home
  I was born and brought up in Kigali City. The roads are good and are 
  connected to almost every part of the country. There is a large population 
  and there are many vehicles to transport people and goods. There are 
  many hospitals and schools with very good facilities. The buildings are 
  big, tall and amazing to look at. Most of the country’s administrative 
  offices and head offices of government departments and organisations 
  are found here.
  It is also where we find the National Bank of Rwanda and head office 
  of the University of Rwanda. There are a number of industries where 
  people are employed. The people looking for jobs are usually more than 
  the available jobs. Others are government workers and they are paid 
  salaries. Incomes are higher but things are more expensive than in the 
  village. Many people have piped clean water supplied to their houses 
  and electricity. Shopping is made easy by the numerous supermarkets 
  and shops found all over the city. There are also various entertainment 
  centres. People often travel using their own vehicles or they use public 
  

  transport such as buses or taxis.

  After reading the two passages, answer these questions
  (a) Why do you think there is a large population in the city?
  (b) Explain what makes the countryside a good place to live in.
  (c) In your opinion, what are the problems faced by people 
  living in towns?
  (d) In your opinion, where is life more challenging; in the town 
  

  or in the village? Why?

  Comparing facilities in the country/town
  Activity 1 
  Discussion
  (a) The photos (1 – 16) show facilities in the countryside and 
  

  in town. Study them carefully.

  

  

  

  

  

  Activity 2
  Debate the motion: Town life is better than village life. What would 
  be your points supporting the motion? What would be your arguments 
  against the motion?
  Comparing jobs in the country/ town
  

  Activity 1

  Discussion

  Study the photographs and describe what is taking place. Where is one 
  

  likely to find the jobs being done in the photograph? 

  
  

  Comparing transport in the country/ town

  Activity 1 
  Discussion
  Discuss these questions:
  (a) How do people normally travel in your community?
  (b) Discuss the transport means available in your community.
  (c) Explain the challenges your community members face in 
  terms of transportation of themselves and their goods.
  Choose a secretary to present your findings to the class for comparison 
  and further discussion.
  
  Describing social services
  Activity 1 
  (a) Name the kind of services provided by the government to 
  your community. Explain the role each of them plays in 
  people’s lives.
  (b) Explain how the government manages to get money to use 
  in providing services to the people.
  (c) Apart from the government, non-governmental organisations 
  can also provide services to communities. Which of such 
  organisations are found in your community? Explain the 
  kind of services they provide.
  (d) How do these organisations manage to get money to be able 
  

  to provide services to the community?

  Activity 2 

  Read this text carefully
  The provision of social services is done by the government or nongovernmental organisations for the benefit of the community. These 
  include education, medical care, housing, food, roads, welfare and 
  poverty reduction programmes.
  In Rwanda, the Ministry of Health is committed to improving the health 
  of the Rwandan people by strengthening the quality of health care and 
  providing access to treatment through the health insurance scheme 
  (Mutuelles de Santé). 
  The ministry also launched a community-based insurance scheme in 
  the country. The scheme covers all services and medicine provided by 
  the health centres to sick people as well as ambulance transport to the 
  hospital. 
  The beneficiaries are required to contribute to the scheme. However, the 
  government pays for the very poor people as well as other vulnerable 
  groups who cannot manage to contribute to the insurance scheme.
  Through the “Girinka programme”, the government has been able to 
  reduce poverty and child malnutrition among poor rural families. This 
  programme also known as “one cow per poor family” is a system by 
  which each poor family is given one cow. It is aimed at improving their 
  living conditions and giving them hope for survival. 
  This programme combines livestock and crop farming. The cows produce 
  milk which is a source of nutrition for the family as well as income from 
  the sale of surplus milk. The cows also provide organic manure used 
  to fertilise the soil. As a result, this improves their livelihood through 
  a more nutritious and balanced diet from milk, increased agricultural 
  output through higher soil fertility and higher incomes
  
  The Rwandan government introduced the national human settlement 
  policy, which came to be known as “Imidugudu”, in December 1996. 
  This policy focused on group settlement as a way of solving the problem 
  of land scarcity. It aimed at establishing specific residential areas in each 
  village in efforts to promote proper land utilisation and the provision 
  of basic services.
  With the help of United Nations agencies such as the United Nations 
  High Commissioner for Refugees (UNHCR) and a number of 
  nongovernmental organistions such as PREFER (Poverty Reduction 
  Education Family Empowerment), the government then began building 
  homes for the hundreds of thousands of people who were returning from 
  exile after the war. Most beneficiaries were the vulnerable survivors of 
  the genocide, many of whom were widows and orphans. 
  The programme since 1997 has been modified and extended to help 
  the rural people more generally. This is aimed at bringing scattered 
  households closer together in villages. The concept of Imidugudu was 
  seen to offer many advantages to the population because of the fact that 
  people would be living together in defined areas. This would make it 
  much easier and more efficient for the government to provide social and 
  economic services to the population.
  Under this programme, the government focuses on the provision of 
  services such as health, education, water and sanitation. The government 
  also aims at providing roads and other communication networks, 
  agricultural extension services and easy reach to markets. This would 
  

  eventually encourage development in these locations.

  Questions 
  1. After reading, make notes on the text using topic headings of the 
  issues talked about in the text.
  2. Briefly talk about other programmes the government has put in 
  

  place to help in the provision of social services to the people.

  Activity 3 
  

  Activity - Research
  The table below shows a number of agencies involved in the provision 
  of social services to Rwandan communities. You are advised to use the 
  library and the internet to fill in the table by stating the kind of services 
  provided by each provider and their source of funding. An example has 
  

  been given to assist you in completing the table.

  

  Activity 4 
  By now you should have noticed that provision of social services can 
  be carried out by the government or non-governmental organisations 
  or private institutions which supplement the government’s efforts. In 
  order for social services to reach the ordinary or common people, the 
  government depends on local councils in communities to deliver the 
  services. Therefore, the role of local council officials is very important 
  in service delivery. 
  (a) Your school will invite an official from the local council to 
  come and talk to you about social service delivery. Listen 
  to him or her.
  (b) You will have the opportunity to share ideas with the official.
  (c) You will also ask questions about the provision of social 
  services in order to gain more knowledge about social 
  service providers, the kind of services they provide and how 
  

  they fund their activities

  Describing local government processes
  

  Activity 1
  

  (a) How are local leaders in your community elected?
  (b) Explain some of the duties of local leaders in your 
  community.
  (c) Is it important for the people in a community to get involved 
  in administrative processes of their communities? Give 
  reasons for your answer.
  (d) Describe some of the administrative processes that the 
  people of your community participate in.
  
  
  Activity 2 
  (a) Your school will invite an official from the local council to 
  talk to you about the organisational / administrative structure 
  of local government and the importance of local government 
  processes such as voting and council meetings.
  (b) You will have the opportunity to share ideas with the official.
  (c) You should ask questions about the how administrative 
  structures are formed right from the lowest level in village 
  communities to the national level. 
  
  Talking about responsibilities
  Activity 1 
  Discussion
  (a) Carefully study the diagram below showing the organisational 
  / administrative structure of a district local government in 
  

  Rwanda.

  

  (b) Draw a similar diagram showing the administrative structure 
  of your school. You may need to consult your head teacher 
  or any other teacher to guide you.
  

  (c) Compare your work for further discussion.

  Activity 2
  In Activity 1 above, you were shown the administrative structure of 
  a district local government in Rwanda. The diagram below shows 
  the process of service provision under the district local government 
  structure through different departments. Study it carefully and answer 
  

  the questions that follow.

  

  (a) According to the diagram above, the provision of social 
  services starts with planning and budgeting. Why do you 
  think this is necessary?
  (b) Of what importance are sport, leisure and culture in people’s 
  lives?
  (c) Explain the steps taken by the local government to promote 
  agriculture in your area.
  (d) Why do you think collecting taxes is necessary in the 
  

  provision of services? 

  Activity 3 
  Dialogue
  Practice this dialogue before answering the questions that follow.
  Gakwaya: Good afternoon, Keza.
  Keza: Good afternoon, Gakwaya.
  Gakwaya: Yesterday, I saw you walking across the road. Where 
  were you coming from?
  Keza: Oh! I was coming from the District Council headquarters. 
  Gakwaya: What had you gone to do there?
  Keza: I had gone to attend a discussion organised by the Mayor 
  involving other government officials.
  Gakwaya: What was it about?
  Keza: It was about sensitising people about the duties and 
  responsibilities of the government and the citizens 
  themselves towards the development of their communities 
  and Rwanda as a whole. 
  Gakwaya: It must have been very interesting. I wish I had known. 
  I would also have attended.
  Keza: Sure, yes; it was not only interesting but also quite educative!
  Gakwaya: Would you mind sharing with me what you learnt from there?
  Keza: I don’t mind at all. First and foremost, we were informed 
  that we as citizens have the responsibility of keeping our 
  environment clean. We also have the duty to protect, 
  safeguard and promote the environment.
  Gakwaya: But I thought that it is government that is responsible for 
  protecting and safeguarding the environment. 
  Keza: The environment includes all the things around us, 
  including the homes where we live. So some parts of the 
  environment require our personal effort to protect and 
  safeguard them. We don’t always have to wait for the 
  government to look after our homes
  Gakwaya: That is correct. But what about our environment such 
  as forests and wetlands? Who is responsible for their 
  protection?
  Keza: Well, the government plays a very big role in protecting 
  these. But we as citizens also have our part to play. For 
  example, we can protect our forests by not cutting down 
  trees. Wetlands such as swamps can be protected by not 
  draining them.
  Gakwaya: What are other roles and responsibilities of the 
  government?
  Keza: The government is responsible for providing health care 
  to the citizens and other social services and necessities 
  such as security, clean water, schools and roads.
  Gakwaya: Is there any role played by citizens in the promotion of 
  security of their communities and the country as a whole? 
  Keza: Definitely. Security is a very sensitive issue and so it can 
  be best promoted through the involvement of everyone. 
  All citizens have the duty to safeguard peace, security 
  and democracy; and to participate in the defence of their 
  motherland. Citizens also have the duty to participate in 
  the development of the country.
  Gakwaya: You really gained a lot of knowledge and understanding. 
  Is there any chance that there will be such a discussion 
  in future? I would certainly attend.
  Keza: Yes. There is going to be another one in one month’s 
  time. I will remind you one week before it takes place.
  Gakwaya: I will be very grateful. Goodbye for now.
  

  Keza: Goodbye to you

  Exercise 
  1. Other than the duties and responsibilities mentioned above, state 
  the other responsibilities of:
  

  (a) the government (b) the citizens

  2. Explain the responsibilities of:
  (a) parents
  (b) children
  3. (a) Why do you think it is not a good idea to encroach on wetlands? 
  (b) In which other ways can we ensure that our forests are not 
  destroyed?
  4. Explain how citizens contribute towards the promotion of peace 
  and security in their country.
  5. How does peace contribute to the development of your country?
  
  

  C: Writing

  y Language structure

  Activity 1 

  Gap filling

  Complete these sentences using the words in the box below. A word 
  

  may be used more than once.

  can, may, have to
  1. I …………..be at home before dark because there are many thieves 
  on the way.
  2. Driving a vehicle ……… be dangerous if you are not well trained.
  3. You …………….. go for the trip if you have the money to pay.
  4. I ……….. not go to town tomorrow if it rains.
  5. My son ………. speak three languages: English, French and Swahili.
  6. The head teacher says we ……… enter the office now.
  7. Peter ……… have forgotten his phone at home.
  8. We …….. study hard if we want to pass examinations.
  9. She …….. go back home early because her child is sick.
  

  10. You ………. carry your umbrella. It is likely to rain today.

  Activity 2 
  Rearrange the following sentences and use them to write 
  a paragraph.
  1. He is in my class and he is very bright.
  2. I talked to my father since he works with an organisation that 
  sponsors children’s education.
  3. I met him the next day and took him to our home.
  4. One day I was going to school.
  5. My father then agreed to talk to his bosses about the boy’s 
  problem.
  6. He told me to bring the boy to our home.
  7. I met a poor boy who looked miserable.
  8. He told me that he loved to go to school, too.
  9. After talking to him, my father sympathised with the boy’s 
  situation.
  

  10. Fortunately my father’s bosses accepted to pay the boy’s fees.

  Activity 3 
  Multiple choice
  Choose the correct answer from the alternatives given.
  1. She has ……………...... friends than me.
  (a) many (b) more (c) much
  2. We saw ……………. people in Kigali City.
  (a) more (b) much (c) many
  3. Rudasingwa doesn’t have ……….. friends at school.
  (a) many (b) more (c) much
  

  4. There are ……… schools here than in my village.
  (a) many (b) more (c) much
  5. There are too ……….. questions in this exercise!
  (a) many (b) much (c) very
  6. I am sure I did not make ………… mistakes in the examination. 
  (some/any)
  7. I have ………. money, so I will buy you lunch. (any/some)
  8. That is very kind of you because I don’t have ………… money 
  on me. (some/any)
  9. I went to the butchery but I did not buy …… meat. It was very 
  expensive. (some/any)
  10. Do you have any food left? No, I do not have ……… (some/any)
  11. There are ………… people here than in the centre of the city.
  (less/fewer)
  12. ………… children are studying French these days. (Less/Fewer)
  13. There are ………. jobs than the number of people applying for 
  them. (less/fewer)
  14. We closed the business because there were………… customers 
  than we had expected. (less/fewer)
  15. We witness ……….. accidents these days because of tougher 
  laws. (less/fewer)
  16. ..................... of the soldiers who went on patrol has come back. 
  (No/None)
  17. ............................... of his friends would help him. (No/None)
  18. Have you any newspapers? I am sorry, sir, but there are ............. 
  left. (some/none)
  19. She wanted some sugar but there was……… in the house. (no/
  none)
  

  20. ..................of them has come back. (Some/None)

  Practice exercise

  1. Write a composition comparing a nearby town with your home village. 
  

  If you live in a town, compare your home town with a nearby village.

  Arrange the composition as follows:

  Paragraph 1: How big is it? What is found there?
  Paragraph 2: What good things are found where you live?
  Paragraph 3: What problems are found there?
  Paragraph 4: What changes would you like to see in your town or 
  village?
  2. Read the following poem and answer the questions that follow
  

  Home sweet home

  Whether it be a bungalow 
  All built with red burnt bricks
  Roofed with beams and iron sheets
  With levelled floor all covered in tiles
  Still it be my home sweet home 
  Whether it be a little hut
  All walls smeared with mud and clay
  Thatched with grass, straw and poles
  With hard beaten earthen floor
  Still it be my home sweet home
  

  (Ivan Tuhairwe 2016

  Exercise 
  1. How many types of houses are described in the poem?
  2. Compare the top covering of each house.
  3. Point out one similarity of the houses.
  4. Explain where these houses would most likely be found. Give 
  reasons for your view.
  

  5. Which of the houses would you prefer to stay in? Why?

  
  

  
  

  
  
  

  
  
  

• UNIT2:Climate Change and Wildlife Protection

  

  Introductory activity: Read the following text and answer 

  questions below:

  Impact of climate change on human health
  The impacts of climate change include warming temperatures, changes 
  in precipitation, increases in the frequency or intensity of some extreme 
  weather events, and rising sea levels. These impacts threaten our health by 
  affecting the food we eat, the water we drink, the air we breathe, and the 
  weather we experience.
  
  The severity of these health risks will depend on the ability of public health 
  and safety systems to address or prepare for these changing threats, as well 
  as factors such as an individual’s behavior, age, gender, and economic status. 
  Impacts will vary based on where a person lives, how sensitive they are to 
  health threats, how much they are exposed to climate change impacts, and 
  how well they and their community are able to adapt to change.
  
  People in developing countries may be the most vulnerable to health 
  

  risks globally, but climate change poses significant threats to health even

  in wealthy nations such as the United States. Certain populations, such as 
  children, pregnant women, older adults, and people with low incomes, face 
  increased risks.
  Warmer average temperatures will lead to hotter days and more frequent 
  and longer heat waves. These changes will lead to an increase in 
  heatrelated deaths in the United States—reaching as much as thousands to tens 
  of thousands of additional deaths each year by the end of the century during 
  summer months.
  These deaths will not be offset by the smaller reduction in cold-related deaths 
  projected in the winter months. However, adaptive responses, such as wider 
  use of air conditioning, are expected to reduce the projected increases in 
  death from extreme heat. 
  
  Exposure to extreme heat can lead to stroke and dehydration, as well as 
  cardiovascular, respiratory, and cerebrovascular disease. Excessive heat is 
  more likely to affect populations in northern latitudes where people are less 
  prepared to cope with excessive temperatures. Certain types of populations 
  are more vulnerable than others: for example, outdoor workers, student 
  athletes, and homeless people tend to be more exposed to extreme heat 
  because they spend more time outdoors.
  
  Additionally, younger children, pregnant women, older adults, and 
  people with certain medical conditions are less able to regulate their body 
  

  temperature and can therefore be more vulnerable to extreme heat.

  Comprehension questions
  1. Identify different impacts of climate change.
  2. Explain how climate change impacts affect human health. 
  3. Which factors increase the severity of the climate change impacts 
  on human health?
  4. What are the consequences of extreme climate changes? How can 
  these consequences be averted? 
  5. What are different diseases caused by extreme heat?
  

  6. What group of people that are mostly affected by excessive heat?

  Vocabulary
  Use each of the following words in your own sentence.
  a) Precipitation
  b) sea levels
  c) severity
  d) threats
  e) vulnerable
  f) longer heat waves
  g) offset
  h) stroke
  i) dehydration
  

  j) cerebrovascular disease

  Application activity 
  Debate on the following motion:
  

  Areas with cold climate favors health more than those with hot climate

  Language use: Describing climate 

  change

  Describing climate change 

  Activity 1

  1. Work with a classmate. 
  2. Look outside your classroom. In turns describe the weather you 
  see. Does the weather sometimes change? 
  3. Are there times when you experience very hot weather as opposed 
  to cold weather? 
  

  4. What do you think brings about these weather changes?

  Activity 2
  Read the passage below carefully
  Climate change is already beginning to transform life on Earth. Around 
  the globe, seasons are shifting, temperatures are increasing and sea levels 
  are rising. And meanwhile, our planet must still supply us – and all 
  living things – with air, water, food and safe places to live. If we don’t 
  act now, climate change will rapidly alter the lands and waters we all 
  depend upon for survival, leaving our children and grandchildren with 
  a very different world.
  Heat-trapping gases emitted by power plants, automobiles, deforestation 
  and other sources are warming up the planet. In fact, the five hottest 
  years on record have all occurred since 1997 and the 10 hottest since 
  

  1990, including the warmest years on record – 2005 and 2010.

  

  Climate Change Impacts: Higher Temperatures
  High temperatures are to blame for an increase in heat-related deaths 
  and illness, rising seas, increased storm intensity, and many of the other 
  dangerous consequences of climate change.
  During the 20th century, the Earth’s average temperature rose one degree 
  Fahrenheit to its highest level in the past four centuries – believed to be 
  the fastest rise in a thousand years.
  Scientists project that if emissions of heat-trapping carbon emissions 
  aren’t reduced, average surface temperatures could increase by 3 to 10 
  

  degrees Fahrenheit by the end of the century.

  A one-degree increase may be found in one place, a 12-degree increase 
  in another place, and yet other areas may become much colder.
  The planet’s oceans are also warming, which is causing dangerous 
  consequences such as stronger storms, coral bleaching and rising seas.
  
  Exercise 
  Answer these questions about the passage
  1. Cite examples from the passage to explain what you understand 
  by climate change.
  2. Explain how climate change alters the land.
  3. How are industrial processes responsible for climate change?
  4. Explain what carbon emissions are and describe what would 
  happen if heat-trapping carbon emissions are not reduced.
  5. Look at photograph 2 of a lake that dried. What does this situation 
  teach you about humans checking their negative responsiveness 
  to the environment?
  6. Some of the most dangerous consequences of climate change are 
  mentioned in the passage. Which one will have the most serious 
  

  impact on our lives, or on the places we care about?

  Activity 3
  Vocabulary practice
  Identify new words from the passage you are not familiar with. Find 
  their meaning either from a dictionary or ask your Geography teachers. 
  Form your own sentences using the words and phrases to show that 
  you have understood their meaning.
  Describing climate change
  In the previous lesson, in the reading section, we learnt about climate 
  change and concluded that if we do not check our human actions towards 
  

  the environment, we are headed for doom.

  Activity 4
  Discussion
  Share your opinions about these questions.
  1. Explain the effects you think climate change can cause on our 
  natural resources like land, forests, animals, the air we breathe 
  and our water resources. 
  2. Suggest what you think should be done to protect these resources. 
  3. How about humans and other lives in general; what do you predict 
  will happen to us as a result of climate change? 
  Choose a secretary to present your findings to the class for further 
  

  discussion and comparison of your views

  Climate Change Impacts: Changing Landscapes
  Activity 5
  Study the photograph carefully and use it to explain the 
  effect of climate change on the land. What consequences 
  will follow in relation to food supply and human survival?
  

  Photo 3

  
  

  Activity 6
  

  Practice, and act out the dialogue for the class.
  Justine: Hello Bruce. I’m most concerned that changing 
  temperatures are causing vegetation shifts and 
  conservation challenges.
  Bruce: Indeed. Rising temperatures and changing patterns of rain 
  and snow are forcing trees and plants around the world 
  to move towards polar regions and up mountain slopes.
  Justine: What do you predict will be the outcome of these drastic 
  changes?
  Bruce: These vegetation shifts will undermine much of the 
  work the conservation community has accomplished to 
  date, with the potential to permanently change the face 
  of conservancy preserves, local land trusts, and even our 
  national parks.
  Justine: That’s for real because in our geography lessons today we 
  were looking at how in the tundra, thawing permafrost 
  will allow shrubs and trees to take root. In the Great 
  Plains of the United States, grasslands will likely become 
  forests. And New England’s fiery fall foliage will 
  eventually fade as maple and beech forests shift north 
  towards cooler temperatures.
  Bruce: The case is no different here in Africa; the average 
  temperature of the earth has risen in the last decade. 
  Since the last century, the snow on Mount Kilimanjaro 
  has tremendously reduced. The temperatures have risen. 
  

  It is really a pity

  Justine: And I guess wildlife has migrated to other areas.
  Bruce: Oh, that is for sure! As plant communities try to adjust 
  to the changing climate by moving towards cooler areas, 
  the animals that depend on them will be forced to move. 
  Development and other barriers may block the migration 
  of both plants and animals.
  In fact, some species that may not adapt to the new 
  environment will die. 
  Justine: Oh no! That is absurd. Our treasured wildlife is at risk! 
  

  What should we do to rectify this precarious situation?

  Activity 7
  Composition
  Write an essay that answers the last statement by Justine on what should 
  be done to solve the climate change problems in the dialogue. Exchange 
  your essays for comparison and discussion of your views.
  
  Predicting the effects of climate change
  Activity 1
  Work together 
  From all the passages you have so far read in this unit about climate 
  change, give your prediction about what might or could occur in the 
  

  future if global warming persists.

  Activity 2
  Read the passage below
  

  Climate Change Impacts: Rising Seas, Higher Sea Levels

  The rise of sea levels due to climate change could displace tens of millions 
  of people.
  As the Earth heats up, sea levels rise because warmer water takes up 
  more room than colder water, a process known as thermal expansion. 
  Melting glaciers compound the problem by dumping even more fresh 
  water into the oceans.
  
  
  Inhabitants of some small island countries that rest barely above the 
  existing sea level are already abandoning their islands, some of the 
  

  world’s first climate change refugees.

  Climate Change Impacts: Increased Risk of Drought, 
  

  Fire, and Flood

  
  

  Climate change is making floods, fires and droughts more frequent and severe
  Climate change is intensifying the circulation of water on, above and 
  below the surface of the Earth — causing drought and floods to be more 
  frequent, severe and widespread.
  Higher temperatures increase the amount of moisture that evaporates 
  from land and water, leading to drought in many areas. Lands affected 
  by drought are more vulnerable to flooding once rain falls.
  As temperatures rise globally, droughts will become more frequent and 
  more severe, with potentially devastating consequences for agriculture, 
  water supply and human health. This phenomenon has already been 
  observed in some parts of Asia and Africa, where droughts have become 
  longer and more intense.
  Hot temperatures and dry conditions also increase the likelihood of 
  forest fires. 
  
  Climate change will cause storms, hurricanes and tropical storms to become 
  more intense
  Scientific research indicates that climate change will cause hurricanes 
  and tropical storms to become more intense — lasting longer, unleashing 
  stronger winds, and causing more damage to coastal ecosystems and 
  communities.
  Scientists point to higher ocean temperatures as the main culprit, since 
  hurricanes and tropical storms get their energy from warm water. As sea 
  surface temperatures rise, developing storms will contain more energy.
  At the same time, other factors such as rising sea levels, disappearing 
  wetlands, and increased coastal development threaten to intensify the 
  

  damage caused by hurricanes and tropical storms.

  Climate Change Impacts: Heat-Related Illness and Disease
  Climate change brings health risks to the world’s most 
  vulnerable communities.
  As temperatures rise, so do the risks of heat-related illness and even 
  death for the most vulnerable human populations.
  In 2003, for example, extreme heat waves caused more than 20,000 deaths 
  in Europe and more than 1,500 deaths in India. Scientists have linked the 
  

  deadly heat waves to climate change and warn of more to come

  In addition to heat-related illness, climate change may increase the 
  spread of infectious diseases, mainly because warmer temperatures 
  allow disease-carrying insects, animals and microbes to survive in areas 
  where they were once thwarted by cold weather.
  Diseases and pests that were once limited to the tropics — such as 
  mosquitoes that carry malaria — may find hospitable conditions in new 
  areas that were once too cold to support them.
  The World Health Organisation (WHO) estimates that climate change 
  may have caused more than 150,000 deaths in the year 2000 alone, with 
  

  an increase in deaths likely in the future.

  Climate Change Impacts: Economic Loss and Damage

  
  

  Climate change is already affecting economies around the world
  
  Declining crop yields could put hundreds of thousands of 
  people at risk for starvation.
  Climate change is affecting businesses and economies at home and 
  

  around the world. 

  If action is not taken to curb global carbon emissions, climate change 
  could cost between 5 and 20 percent of the annual global gross domestic 
  product, according to a British government report. In comparison, it 
  would take 1 percent of GDP to lessen the most damaging effects of 
  climate change, the report says.
  These global costs will be felt by local communities and businesses:
  • In southern New England lobster catches have plummeted because 
  of heat stresses and growing parasite threats due to rising sea 
  temperatures.
  • Ski resorts located at the lower altitudes of the Swiss Alps have 
  difficulty obtaining bank loans because of declining snow.
  • In Lake Erie, climate change may significantly lower lake levels, 
  altering shoreline habitats and costing millions for the relocation 
  of ports and shore infrastructure.
  Globally, more intense hurricanes and downpours could cause billions of 
  dollars in damage to property and infrastructure. Declining crop yields 
  due to prolonged drought and high temperatures, especially in Africa, 
  could put hundreds of thousands of people at risk of starvation.
  High sea temperatures also threaten the survival of coral reefs, which 
  

  generate an estimated $375 billion per year in goods and services.

  Model auxiliary verbs
  Using: May, could, might
  Activity 3
  Identify and write modal sentences from the passage predicting what the 
  future will be like if climate change persists. Compare your sentences 
  with other classmates. 
  For example
  

  It could be more difficult to grow crops. There might be more droughts.

  Describing change in wildlife populations
  Activity 1
  Discuss this question
  If animals migrate to other areas because of climate change, either hot 
  or cold conditions in which they have not lived before, how does this 
  

  situation affect us as human beings?

  Listening practice
  Activity 2
  (Text books closed) Your teacher will read a passage. 
  Express your opinions and answer the questions that follow.
  One-fourth of the Earth’s species could be headed for extinction by 2050 
  due to climate change.
  
  Rising temperatures are changing weather and vegetation patterns 
  across the globe, forcing animal species to migrate to new, cooler areas 
  in order to survive.
  
  The rapid nature of climate change is likely to exceed the ability of many 
  species to migrate or adjust. Experts predict that one-fourth of the 
  Earth’s species will be headed for extinction by 2050 if the warming 
  trend continues at its current rate.
  
  Today, animals are fleeing global warming much faster than they were 
  less than a decade ago. A study found about 2,000 species are moving 
  north at a rate of more than 15 feet a day. Climate change appears to 
  be forcing many of the world’s creatures to migrate to more favourable 
  locales up to three times faster than previously believed, a study said 
  

  on Thursday

  Climate Change Impacts: Wildlife at Risk

  
  

  Extinction of animal species caused by high temperatures
  Researchers compiled past studies on species migration and combined 
  them into a meta-analysis that showed a clear trend towards cooler 
  climates, with the fastest moves in places where heating was most 
  intense. “These changes are equivalent to animals and plants shifting 
  away from the equator at around 20 centimetres per hour, for every hour 
  of the day, for every day of the year,” said project leader Chris Thomas, 
  biology professor at the University of York.
  “This has been going on for the last 40 years and is set to continue for 
  at least the rest of this century.”
  The study, which appears in the journal Science, was described by York 
  ecology professor and co-author Jane Hill as “a summary of the state 
  of world knowledge about how the ranges of species are responding to 
  

  climate change”.

  “Our analysis shows that rates of response to climate change are two or 
  three times faster than previously realised,” she said.
  The data came from studies of birds, mammals, reptiles, insects, spiders 
  and plants in Europe, North America, Chile, Malaysia, and South Africa’s 
  Marion Island.
  By grouping the studies together and analysing their results, researchers 
  found for the first time a link between how hot it was getting and where 
  organisms were moving.
  “This research shows that it is global warming that is causing species 
  to move towards the poles and to higher elevations,” said lead author 
  I-Ching Chen, now a researcher at the Academia Sinica in Taiwan.
  “We have for the first time shown that the amount by which the 
  distributions of species have changed is correlated with the amount the 
  climate has changed in that region.”
  Previous studies have suggested that some species are at risk of extinction 
  due to their change in habitat, but this study did not delve into which 
  species might be most in peril.
  Instead, researchers said they hoped the analysis would give a more 
  accurate picture of the changes going on across the planet.
  “Realisation of how fast species are moving because of climate change 
  indicates that many species may indeed be heading rapidly towards 
  extinction, where climatic conditions are deteriorating,” said Thomas.
  “On the other hand, other species are moving to new areas where the 
  climate has become suitable; so there will be some winners as well as 
  

  many losers.”

  Exercise 

  Answer these questions about the passage you have listened to.

  1. Explain the effects of rising temperatures on animal species.
  2. What will happen to most of the Earth’s species by the year 2050 
  if the warming trend continues?
  3. Suggest mitigation measures to reduce the problem in question 3.
  4. Compare the mobility levels of animal species today with a decade 
  ago. Why has this sudden change in the mobility trend happened?
  5. Describe the results of research findings scientists found by 
  grouping the studies together and analysing their data.
  6. Account for the risk to extinction of some species according to 
  

  previous studies.

  Activity 3
  Discussion
  1. Choose a secretary to report your findings about the question 
  below to the class.
  2. As a learner concerned about environmental and natural resources 
  conservation in Rwanda, suggest solutions which you think 
  can avert the concerns described in the passage you listened to. 
  

  Compare your findings with other members.

  Activity 4
  

  Vocabulary study

  (a) Now open your textbooks. Identify the words in the box below 
  

  from the passage.

  
  

  (b) Read the sentences in which they are used.
  (c) Share their meanings with a classmate.
  (d) Form your own sentences using each word to show that you have 
  

  understood their meanings.

  Present perfect continuous
  

  Activity 1
  Work with a classmate 
  Look at this statement taken from the passage you listened to. Explain 
  the time the action is being performed.
  “This has been going on for the last 40 years and is set to continue 
  for at least the rest of this century.”
  

  In turns discuss its meaning with a classmate.

  Activity 2

  Read

  Read these sentences taken from the reading passage and re-write them 
  using the present perfect continuous tense as in the example above. Please 
  do not change their meaning. Compare your answers with other classmates.
  1. One-fourth of the Earth’s species could be headed for extinction 
  due to climate change.
  2. Rising temperatures are changing weather and vegetation patterns 
  across the globe, forcing animal species to migrate to new, cooler 
  areas in order to survive.
  3. Experts predict that one-fourth of the Earth’s species will be 
  headed for extinction by 2050 if the warming trend continues at 
  its current rate.
  4. Today, animals are fleeing global warming much faster than they 
  were less than a decade ago. 
  5. Climate change appears to be forcing many of the world’s creatures 
  to migrate to more favourable locales up to three times faster than 
  previously believed, a study said Thursday.
  6. Researchers compiled past studies on species migration and 
  combined them into a meta-analysis that showed a clear trend 
  towards cooler climates, with the fastest moves in places where 
  heating was most intense. 
  7. These changes are equivalent to animals and plants shifting away 
  from the equator at around 20 centimetres per hour, for every hour 
  of the day, for every day of the year.
  8. Our analysis shows that rates of response to climate change are 
  two or three times faster than previously realised.
  9. Previous studies have suggested that some species are at risk of 
  extinction due to their change in habitat, but this study did not 
  delve into which species might be most in peril.
  10. Species are moving to new areas where the climate has become 
  

  suitable.

  Describing causes
  

  Activity 1

  Composition

  Use some of the information provided in the passages you read in this unit 
  to write a descriptive composition about the causes of climate change. 
  Your composition should not be less than 500 words.
  Remember to give a title to your composition, develop the body and 
  conclude it. Please observe the paragraph structures whenever you are 
  introducing a new idea
  Describing contrast 
  Using ‘although’, ‘despite’, ‘in spite of’
  Read these sentences carefully and discuss their meaning with a 
  partner.
  a) Although species are declining, the gorilla population is increasing. 
  b) The snow on Kilimanjaro has recently increased despite the global 
  increase in temperature.
  Activity 1
  Rewrite the same sentences using:
  (a) Despite
  

  (b) In spite of

  Activity 2

  Matching beginnings and endings
  Rewrite the following sentences as instructed without 
  

  changing their meaning.

  1. The climate change is already beginning to transform life on 
  earth, but if we are cautious in our activities, we can reverse the 
  situation. (use: ‘although’) 
  2. Seasons are shifting and temperatures are increasing, but if 
  industries stop polluting the air, gradually normal temperature 
  conditions can be realised. (Begin: Despite…………)
  3. We depend on forests for survival, but we use them faster than we 
  replace them. (Use: In spite of …………).
  4. Industrialists are always warned about the dangers of dumping 
  refuse in our water sources, but some do not listen. (Start: 
  Despite………………..)
  5. Scientists have warned that we shall all perish from the 
  surface of the Earth. Some people do not listen to them. 
  (Begin: Although…………………)
  6. The vegetation cover continues disappearing and animals dying. 
  Poachers continue to kill game or wildlife. (Use ‘despite’)
  7. We try our best to plant some trees, but temperatures continue 
  rising! (Use ‘in spite’)
  8. Rising temperatures are changing weather and vegetation 
  patterns across the globe. Some animals adapt to the new climate 
  conditions. (Use ‘although’)
  9. Although some species have compeletely perished, ……………. 
  (Complete the sentence)
  10. …………………….despite the fact that sea levels have risen. 
  (Complete the sentence). 
  11. There is lots of drought and floods, but the people somehow 
  manage to survive. (Use ‘although’)
  12. There is little rainfall. We plant drought resistant crops. 
  (Join the sentences in to one using ‘despite’)
  13. We have witnessed minimal temperature changes. This does not 
  guarantee that we could be affected by drought related illnesses. 
  (Begin: In spite………..) 
  14. Scientific research indicates that climate change will cause 
  hurricanes and tropical storms to become more intense, but we 
  should stay in our communities. (Use ‘despite’)
  15. Extreme heat waves caused more than 20,000 deaths in Europe and 
  more than 1,500 deaths in India. Surprisingly, people still pollute 
  

  the enviroment. (Use ‘Athough …………………)

  Activity 3 16.
  Form five sentences using ‘although’, despite’, and ‘in spite of’ about 
  

  climate change. Compare your sentences with those of other classmates.

  Describing wildlife protection

  Activity 1

  Research and report writing

  Visit any Non-government Organisation or governmental body concerned 
  with protecting our environment. Inquire for information regarding the 
  steps the government is taking to conserve our environment. Write down 
  notes and then present a full report on your research. Compare your 
  reports with those of your classmates. For guidelines on how to write 
  a report, refer to your General Studies and Communication Skills Text 
  Book, Unit 9: Writing Official Documents and Mass Media for Senior 
  

  Five by Fountain Publishers.

  Making suggestions about preserving the 

  environment

  Using ‘must’, ‘ought’

  Activity 1

  Discussion

  Discuss the measures that we should take in order to preserve our 
  environment. Write sentences about those measures using ‘must’ and 
  ‘ought’. Compare your answers with those of other groups.
  For example
  We must use bicycles more instead of cars. 
  We ought to use fewer fossil fuels.
  
  
  

  
  

  
  

  
  

  
  

• UNIT:Traditional Family Life

  

  Introductory activity: Read the following text and answer 
  

  questions below:

  Health diet 
  

  What is a healthy diet?

  Eating a healthy diet is not about strict limitations, staying unrealistically 
  thin, or depriving yourself of the foods you love. Rather, it’s about 
  feeling great, having more energy, improving your health, and boosting 
  your mood.
  
  Healthy eating doesn’t have to be overly complicated. If you feel 
  overwhelmed by all the conflicting nutrition and diet advice out there, 
  you’re not alone. It seems that for every expert who tells you a certain 
  food is good for you, you’ll find another saying exactly the opposite. The 
  truth is that while some specific foods or nutrients have been shown to 
  have a beneficial effect on mood, it’s your overall dietary pattern that is 
  most important. The cornerstone of a healthy diet should be to replace 
  

  processed food with real food whenever possible. 

  Eating food that is as close as possible to the way nature made it can make 
  a huge difference to the way you think, look, and feel.
  
  The fundamentals of healthy eating
  
  While some extreme diets may suggest otherwise, we all need a balance 
  of protein, fat, carbohydrates, fiber, vitamins, and minerals in our diets 
  to sustain a healthy body. You don’t need to eliminate certain categories 
  of food from your diet, but rather select the healthiest options from each 
  category.
  
  Protein gives you the energy to get up and go—and keep going—while 
  also supporting mood and cognitive function. Too much protein can be 
  harmful to people with kidney disease, but the latest research suggests 
  that many of us need more high-quality protein, especially as we age. 
  That doesn’t mean you have to eat more animal products—a variety of 
  plant-based sources of protein each day can ensure your body gets all the 
  essential protein it needs. Most animal sources of protein, such as meat, 
  poultry, fish, eggs, and dairy, deliver all the amino acids your body needs, 
  while plant-based protein sources such as grains, beans, vegetables, and 
  nuts often lack one or more of the essential amino acids. 
  
  Fat. Not all fat is the same. While bad fats can wreck your diet and increase 
  your risk of certain diseases, good fats protect your brain and heart. In fact, 
  healthy fats—such as omega-3s—are vital to your physical and emotional 
  health. Including more healthy fat in your diet can help improve your 
  mood, boost your well-being, and even trim your waistline. 
  
  What are dietary fats?
  Fat is a type of nutrient, and just like protein and carbohydrates, your body 
  needs some fat for energy, to absorb vitamins, and to protect your heart and 
  brain health. For years we’ve been told that eating fat will add inches to 
  your waistline, raise cholesterol, and cause a myriad of health problems. 
  But now we know that not all fat is the same.
  
  “Bad” fats, such as artificial trans fats and saturated fats, are guilty of 
  the unhealthy things all fats have been blamed for—weight gain, clogged 
  arteries, an increased risk of certain diseases, and so forth. But “good” fats 
  

  such as unsaturated fats and omega-3 fatty acids have the opposite effect. 

  In fact, healthy fats play a huge role in helping you manage your moods, stay 
  on top of your mental game, fight fatigue, and even control your weight. 
  NB: Saturated fat occurs naturally in red meat and dairy products. It’s also 
  found in baked goods and fried foods. Trans fat occurs naturally in small 
  amounts in red meat and dairy products. Trans fat can also be manufactured 
  by adding hydrogen to vegetable oil.
  Dietary fat and cholesterol
  Dietary fat plays a major role in your cholesterol levels. Cholesterol is a 
  fatty, wax-like substance that your body needs to function properly. In and 
  of itself, cholesterol isn’t bad. But when you get too much of it, it can have 
  a negative impact on your health. As with dietary fat, there are good and 
  bad types of cholesterol.
  • High-Density Lipoprotein (HDL) cholesterol is the “good” kind of 
  cholesterol found in your blood.
  • Low-Density Lipoprotein (LDL) cholesterol is the “bad” kind.
  • The key is to keep LDL levels low and HDL high, which may protect 
  against heart disease and stroke.
  • Conversely, high levels of LDL cholesterol can clog arteries and low 
  HDL can be a marker for increased cardiovascular risk.
  Rather than the amount of cholesterol you eat, the biggest influence on your 
  cholesterol levels is the type of fats you consume. So instead of counting 
  cholesterol, it’s important to focus on replacing bad fats with good fats.
  Healthy or “good” fats
  Monounsaturated fats and polyunsaturated fats are known as the 
  “good fats” because they are good for your heart, your cholesterol, and 
  your overall health. These fats can help to:
  • Lower the risk of heart disease and stroke.
  • Lower bad LDL cholesterol levels, while increasing good HDL.
  • Prevent abnormal heart rhythms.
  • Lower triglycerides associated with heart disease and fight 
  inflammation.
  • Lower blood pressure.
  • Prevent atherosclerosis (hardening and narrowing of the arteries).
  
  Adding more of these healthy fats to your diet may also help to make 
  you feel more satisfied after a meal, reducing hunger and thus promoting 
  weight loss.
  Monounsaturated fat – good sources include:
  • Olive, canola, peanut, and sesame oils
  • Avocados
  • Olives
  • Nuts (almonds, peanuts, macadamia, hazelnuts, pecans, cashews)
  • Peanut butter
  Polyunsaturated fat – good sources include:
  • Sunflower, sesame, and pumpkin seeds
  • Flaxseed
  • Walnuts
  • Fatty fish (salmon, tuna, mackerel, herring, trout, sardines) and fish oil
  • Soybean and safflower oil
  • Soymilk
  • Tofu
  Unhealthy or “bad” fats
  Trans fat. Small amounts of naturally occurring trans fats can be found 
  in meat and dairy products but it’s artificial trans fats that are considered 
  dangerous. This is the worst type of fat since it not only raises bad LDL 
  cholesterol but also lowers good HDL levels. Artificial trans fats can also 
  create inflammation, which is linked to heart disease, stroke, and other 
  chronic conditions and contributes to insulin resistance, which increases 
  your risk of developing Type 2 diabetes.
  
  Trans fat – primary sources include:
  
  • Commercially-baked pastries, cookies, doughnuts, muffins, cakes, 
  pizza dough
  • Packaged snack foods (crackers, microwave popcorn, chips)
  • Stick margarine, vegetable shortening
  • Fried foods (French fries, fried chicken, chicken nuggets, breaded fish)
  • Anything containing hydrogenated or partially hydrogenated vegetable 
  

  oil, even if it claims to be “trans fat-free”

  Saturated fat. While not as harmful as trans fat, saturated fat can raise bad 
  LDL cholesterol and too much can negatively impact heart health, so it’s 
  best consumed in moderation. While there’s no need to cut out all saturated 
  fat from your diet, most nutrition experts recommend limiting it to 10% of 
  your daily calories.
  Saturated fat – primary sources include:
  • Red meat (beef, lamb, pork)
  • Chicken skin
  • Whole-fat dairy products (milk, cream, cheese)
  • Butter
  • Ice cream
  • Lard
  • Tropical oils such as coconut and palm oil
  Fiber. Eating foods high in dietary fiber (grains, fruit, vegetables, nuts, 
  and beans) can help you stay regular and lower your risk for heart disease, 
  stroke, and diabetes. It can also improve your skin and even help you to 
  lose weight. It may even help prevent colon cancer. Many different studies 
  have highlighted how eating a diet high in fiber can boost your immune 
  

  system and overall health

  High-Fiber Foods
  What is fiber?
  Fiber, also known as roughage, is the part of plant-based foods (grains, 
  fruits, vegetables, nuts, and beans) that the body can’t break down. It passes 
  through the body undigested, keeping your digestive system clean and 
  healthy, easing bowel movements, and flushing cholesterol and harmful 
  carcinogens out of the body.
  Fiber comes in two varieties: insoluble and soluble.
  Insoluble fiber does not dissolve in water. It is the bulky fiber that helps 
  to prevent constipation, and is found in whole grains, wheat cereals, and 
  vegetables such as carrots, celery, and tomatoes.
  Soluble fiber dissolves in water and helps control blood sugar levels and 
  reduce cholesterol. Good sources include barley, oatmeal, beans, nuts, and 
  
  fruits such as apples, berries, citrus fruits, and pears.
  Many foods contain both soluble and insoluble fiber. In general, the more 
  natural and unprocessed the food, the higher it is in fiber. There is no fiber 
  in meat, dairy, or sugar. Refined or “white” foods, such as white bread, 
  white rice, and pastries, have had all or most of their fiber removed.
  The health benefits of fiber
  
  Digestive health. Dietary fiber normalizes bowel movements by bulking 
  up stools and making them easier to pass. This can help relieve and prevent 
  both constipation and diarrhea. Eating plenty of fiber can also reduce 
  your risk for diverticulitis (inflammation of the intestine), hemorrhoids, 
  gallstones, kidney stones, and provide some relief for irritable bowel 
  syndrome (IBS). Some studies have also indicated that a high-fiber diet 
  may help to lower gastric acid and reduce your risk for gastroesophageal 
  reflux disorder (GERD) and ulcers.
  
  Diabetes. A diet high in fiber—particularly insoluble fiber from cereals—
  can lower your risk for type 2 diabetes. If you already have diabetes, eating 
  soluble fiber can slow the absorption of sugar and improve your blood 
  sugar levels.
  
  Cancer. There is some research that suggests eating a high-fiber diet 
  can help prevent colorectal cancer, although the evidence is not yet 
  conclusive. Diets rich in high-fiber foods are also linked to a lower risk for 
  other common digestive system cancers, including stomach, mouth, and 
  pharynx.
  
  Skin health. When yeast and fungus are excreted through the skin, they 
  can trigger outbreaks or acne. Eating fiber, especially psyllium husk (a 
  type of plant seed), can flush toxins out of your body, improving the health 
  and appearance of your skin.
  
  Heart health. Fiber, particularly soluble fiber, is an important element of 
  any heart-healthy diet. Eating a diet high in fiber can improve cholesterol 
  levels by lowering LDL (bad) cholesterol. A high fiber intake can also 
  reduce your risk for metabolic syndrome, a group of risk factors linked 
  to coronary heart disease, diabetes, and stroke. Fiber can also help to 
  

  lower blood pressure, reduce inflammation, improve levels of HDL (good) 

  cholesterol, and shed excess weight around the abdomen.

  Fiber and weight loss
  By regulating your blood sugar levels, it can help maintain your body’s fat
  burning capacity and avoid insulin spikes that leave you feeling drained 
  and craving unhealthy foods.
  Eating plenty of fiber can move fat through your digestive system at a 
  faster rate so that less of it can be absorbed.
  When you fill up on high-fiber foods such as fruit, you’ll also have more 
  energy for exercising. 
  Calcium. As well as leading to osteoporosis, not getting enough calcium in 
  your diet can also contribute to anxiety, depression, and sleep difficulties. 
  Whatever your age or gender, it’s vital to include calcium-rich foods in 
  your diet, limit those that deplete calcium, and get enough magnesium 
  and vitamins D and K to help calcium do its job. In general rich sources of 
  magnesium are greens, nuts, seeds, dry beans, whole grains, wheat germ, 
  wheat and oat bran. 
  Sources of calcium:
  • milk, cheese and other dairy foods.
  • green leafy vegetables – such as curly kale, okra but not spinach 
  (spinach does contain high levels of calcium but the body cannot 
  digest it all)
  • soya drinks with added calcium.
  • bread and anything made with fortified flour. 
  lcium is a key nutrient that many of us overlook in our diets. Almost 
  every cell in the body uses calcium in some way, including the nervous 
  system, muscles, and heart. Your body uses calcium to build healthy 
  bones and teeth, keep them strong as you age, send messages through the 
  nervous system, help your blood clot, your muscles contract, and regulate 
  the heart’s rhythm.
  If you don’t get enough calcium in your diet, your body will take it from 
  your bones to ensure normal cell function, which can lead to weakened 
  bones or osteoporosis. Calcium deficiency can contribute to mood problems 
  such as irritability, anxiety, depression, and difficulty sleeping.
  Despite these vital functions, many of us are confused about calcium and 
  how to best protect our bones and overall health. How much calcium 
  should you get? Where should you get it? And what’s the deal with vitamin 
  D, magnesium, and other nutrients that help calcium do its job? This 
  confusion means that many of us are not getting the recommended daily 
  amount of calcium and approximately one in two women (and about one in 
  four men) over the age of 50 will break a bone due to osteoporosis.
  Getting enough calcium in your diet is not just important for older people. 
  It’s also vital for children, teens, and young adults since we continue 
  building bone mass into our mid-20s. From then on, we can lose bone 
  mass without sufficient calcium in our diets.
   
  The calcium and osteoporosis connection
  
  Osteoporosis is a “silent” disease characterized by loss of bone mass. 
  Due to weakened bones, fractures become commonplace, which leads to 
  serious health risks. People with osteoporosis often don’t recover after a 
  fall and it is the second most common cause of death in women, mostly 
  those aged 60 and older. Men are also at risk of developing osteoporosis, 
  but typically 5 to 10 years later than women. For most people, osteoporosis 
  is preventable, and getting enough calcium in your diet is the first place to 
  start. 
  Carbohydrates are one of your body’s main sources of energy. But most 
  should come from complex, unrefined carbs (vegetables, whole grains, 
  fruit) rather than sugars and refined carbs. Cutting back on white bread, 
  pastries, starches, and sugar can prevent rapid spikes in blood sugar, 
  fluctuations in mood and energy, and a build-up of fat, especially around 
  your waistline. 
  

  Adapted from https://www.helpguide.org/articles/healthy-eating/healthy

   eating.htm retrieved on 8th September 2021.

  Comprehension questions
  1. What do you understand by “eating a healthy diet”?
  2. Identify different types of nutrients found in various food types. 
  3. What are the fundamentals of healthy eating?
  4. Explain the difference between good and bad fat; good and bad 
  

  cholesterol.

  Vocabulary practice
  Use each of the following words in your own sentence.
  1. depriving
  2. boosting
  3. overwhelmed
  4. cornerstone
  5. amino acids
  6. artificial trans fats
  7. saturated fats
  8. triglycerides
  9. inflammation
  10.atherosclerosis
  11.colon cancer
  12.bulking up
  13.colorectal cancer
  14.yeast
  15.metabolic syndrome
  16.coronary heart disease
  17.diabetes
  18.stroke
  19.osteoporosis
  

  20.fluctuations

  Application 
  Debate on the following motion:
  

  Only rich people can eat healthy food. 

  Describing one’s extended family
  

  Language use

  Activity 1

  Discussion

  Discuss these questions.

  1. Share with your group members the people who live in your family.
  2. Who is the head of your family and what are his or her roles?
  

  3. Do you think living in a family is important? Explain your views.

  Listening practice
  

  Activity 2

  (Textbook closed)Your teacher will read for you a 

  passage. Listen carefully and answer the questions that 

  follow.

  The Traditional African Family 
  The subject of “traditional family patterns in Africa” is so broad that it 
  cannot be adequately addressed in one chapter. The cultural and physical 
  diversity added with the dramatic social changes of the last three decades 
  on the continent makes the family pattern situation so variegated as to 
  defy any sweeping generalisations. This difficulty in generalisation borne 
  of diversity was already apparent to many early scholars of the African 
  traditional family like Mair and Goode.
  
  Perversity of Polygamy
  
  Scholars of the African traditional family agree that the one widely 
  known aspect that distinguishes the African traditional family, say from 
  the European one, is the perversity of polygamy. Although polygamy 
  is the act of an individual being married to more than one spouse at the 
  same time, the more commonly practised in Africa is polygyny “....
  the legal marriage of one man to two or more women concurrently - is 
  

  permitted.”

  Because of its perversity, the presence and absence of polygyny was 
  a significant determinant and indicator of the nature of virtually every 
  African social group; whether tribe, clan, or extended family, whether 
  matrilineality or patrilineality was practised, bride price existed, and 
  how children were raised.
  Polygyny was widely practised in Africa and it often formed the 
  backbone of the traditional African family patterns. According to Mair, 
  “....the polygynous joint family, consisting of a man, his wives, and their 
  children, is the ideal for most Africans.” 
  In spite of the perversity of polygyny, there was evidence that it was 
  on the decline. The major reason cited is that with increasing modern 
  influences, marrying more than one wife became an economic burden. 
  Even traditionally, ordinary citizens could not achieve marrying more 
  than one wife. Often only Kings, chiefs and men who had wealth could 
  afford it. Polygyny though set the tone and often determined the strength 
  of the society and pattern of social organisation of the traditional African 
  family. The Baganda people of Uganda provide the best illustration.
  In the late and early 19th century, a detailed study conducted among 
  the Baganda found that, “Polygyny, the type of marriage in which the 
  husband has plural wives, is not only the preferred but the dominant form 
  of marriage for the Baganda.” Commoners had two or three, chiefs had 
  dozens, and the Kings had hundreds of wives. What was the structure 
  of the polygynous family? 
  Although among the Baganda, the nuclear family of the mother, father, 
  and their children constitutes the smallest unit of the Baganda kinship 
  system, the traditional family consists of several nuclear units held 
  in association by a common father. Because the Baganda people are 
  patrilineal, the household family also includes other relatives of the 
  father such as younger unmarried or widowed sisters, aged parents, and 
  children of the father’s clan sent to be brought up by him. Included in 
  this same bigger household will be servants, female slaves, and their 
  

  children. 

  Having so many people in this household should not be confused with 
  other types of large families like the joint family, with its several married 
  brothers and their families living together or the ‘extended’ family, 
  consisting of a group of married offspring living in one household under 
  a patriarch or matriarch. The Baganda are also patrilocal. Therefore, the 
  new families tend to generally live near or with the husband’s parents.
  

  Source: MwizengesTembo, PH.D Bridgewater College, Virginia, USA

  Activity 3
  Answer these questions about the passage you have 
  listened to.
  1. What do you understand by the word ‘variegated’ as used in the 
  passage in respect to traditional African family systems?
  2. How does African traditional family differ from an European one?
  3. According to the passage, would you approve of a matrilineal or 
  patrilineal family? Justify your view.
  4. Explain the difference between polygyny and extended family 
  systems.
  5. Account for the decline in the perversity of polygyny.
  

  6. Illustrate a typical Baganda household.

  Activity 4: Debate
  In some African communities, a man leaves his parents’ home and joins 
  his wife in her home. The woman is the head of the family. 
  Make research about a Matrilineal Traditional African Family in any 
  community of your choice. Find out the arrangement of such a family 
  system. Write short notes about how such a home is managed by the 
  woman. 
  Use your notes to debate the motion, “Only men can be the heads of 
  

  families”.

  Describing a family tree

  Activity 1

  Study the family tree below carefully and use it to describe the family 
  

  members who live there

  
  

  Activity 2
  Briefly share these questions
  1. How does Alice call Ritah?
  2. Which of the family members share the same parents?
  3. How will Simon’s children call those of Agnes?
  4. Why do you think it is important to know our relatives?
  5. Why is it unacceptable for related family members to marry each 
  other?
  Activity 3
  Draw the family tree of the members who live in your family. Use the 
  family tree to write a paragraph describing your family members. Share 
  

  your family tree and description with other classmates

  Describing traditional birth customs

  Activity 1

  Discussion

  Share these questions among your fellow members.
  1. Why do you think the birth of a child is celebrated in a family 
  and community?
  2. Describe some of the customs and celebrations related to the birth 
  

  of a child in your community.

  Activity 2
  

  Carefully read and enjoy the passage below

  
  

  The birth of a child is often welcomed with joy and jubilation. In the 
  past, Rwandan parents looked forward to having a child, especially a boy, 
  to inherit the father’s position and property. This is no longer the case 
  today, because a girl child can now inherit property from her parents. To 
  Rwandans, children, especially the girls, are sources of wealth because 
  their parents will be given bride-price when they get married. Twins 
  are often accorded special treatment, and rituals are performed to keep 
  them alive. It is a common phenomenon in Africa for parents to have 
  many children, thus making the families generally large. In the past, 
  there were no established hospitals or maternity centres where women 
  

  could give birth. 

  Thus, children were born at home with the assistance of neighbours or 
  local midwives. Shortly after birth, the baby is given a thorough bath 
  with cold water, and a magical lotion is applied to protect the child from 
  evil forces.
  For the first seven days after a baby is born, the mother and infant 
  remain in the house, attended to by family members. This is a period 
  of seclusion, meant for resting and recovering for the mother. It is also 
  a time of acclimatising the baby to the new environment. During this 
  period, relatives and friends give presents to the parents and the baby. 
  Fragile and helpless, the infant is susceptible to disease and illness. 
  Therefore, every precaution is taken to ensure that the baby is in good 
  hands. The baby sleeps in the same bed with the mother. 
  
  As in many African societies such as that of the Yoruba, names are given 
  to the baby on the eighth day. Names are important to the individual 
  and family as a mark of identity and also reflect the people’s cultural 
  beliefs and practices. The naming ceremony is a special and elaborate
  social occasion for the family and the clan. In some societies, the clan 
  or lineage head provides personal names for the baby. The names may 
  reflect significant life experiences of the parents or the circumstances 
  under which the baby was born. Names in African cultures and customs 
  always carry specific meanings.
  In Rwanda, the naming ceremony takes place outdoors in the evening 
  of the eighth day when family members and friends gather together to 
  celebrate.
  The process begins with bringing the baby out into the public for the 
  first time. The parents present the baby to those present for the naming 
  ceremony. Because the mother and the baby have been in seclusion, 
  this is the first time the baby appears in public. Although the naming 
  ceremony is a social event, it also provides the opportunity for family 
  

  reunions.

  

  Food and drinks are prepared by the relatives and all the village children 
  from three to ten years are invited to the naming ceremonies. They are 
  given a piece of land to cultivate. They use sticks that have the shape 
  of a hoe. After a few minutes, a male adult stops the farming activities 
  by throwing water on them. They immediately run home because it is 
  supposed to be raining. When they get home, they eat while the adults 
  are watching them. When they have finished, they are each asked to 
  give two names to the baby. All this is only ceremonial since none of 
  these names is considered in the final name choice. After everybody has 
  left, the mother gives names to the baby also, but as in the case of the 
  children, her names are not official either. The father is the last one to 
  give the names. He can do it just after the mother has finished, or he can 
  wait for early next morning to name the child. The father may select a 
  name from either the list provided by the young guests or the mother or 
  even give his own. There are no family names. He may select the name 
  

  of a grandfather, great grandfather, a nationalist or hero.

  Exercise 
  Answer these questions about the passage you have read
  1. Explain why in traditional Rwanda, the birth of a baby boy was 
  welcomed with great joy. Has the tradition changed in your 
  community? Is the birth of a girl child celebrated with similar 
  anxiety as that of a boy?
  2. Compare the benefits of having a girl child and a boy child in 
  traditional Rwanda.
  3. Describe the cultural rituals that were performed when twins were 
  born.
  4. What was the use of the magical potion?
  5. Explain the relevance of putting the mother and baby under seclusion.
  6. Describe the role of children during the naming of a child.
  7. How does the naming ceremony promote a platform for family 
  reunions?
  8. What do you think is the relevance of inviting children to dine at 
  

  the new child’s parents’ home?

  Describing death customs

  Activity 1

  Research

  Carry out research about the customs related to death in your community. 
  What takes place when someone dies? What are the roles of the men, 
  women and children during this sad moment? Who says the traditional 
  prayers? Do people mourn? What happens during the burial? How is the 
  deceased buried? What happens after? Is the heir installed immediately?
  Present your research in the form of an essay or a composition. Try to 
  make your composition interesting following the rubric of composition 
  

  writing. You may share your compositions with other classmates.

  Describing a traditional wedding
  

  Activity 1

  Discussion

  1. Share these questions among yourselves:

  (a) Have you ever attended a traditional wedding? Describe 
  what takes place among your groups.
  (b) Do you think traditional ceremonies like weddings are 
  important in this modern era? Explain your opinion.
  (c) Study the photographs in this text before reading and use 
  them to explain how traditional weddings are carried out 
  

  in Rwanda.

  
  

  Activity 2
  Carefully read and enjoy the passage
  A Traditional Rwandan Wedding
  Marriage has always been a very important cultural institution in 
  Rwanda. Prior to and after the wedding ceremony there are a number 
  of traditional practices that take place. The nature of these practices has 
  changed over time, with several ceremonies being combined to take 
  place over a shorter period. However, many elements remain as they 
  were hundreds of years ago.
  Many couples began with a relative of a bachelor pointing out a young 
  lady as a potential bride for him. The bachelor’s family would then 
  select a man as their representative who would act as the go-between 
  for their family and that of the bride to be. His role included intensive 
  research on the lady, including her ancestry as well as the conduct of 
  her relatives in society.
  Following the research, the father of the potential groom, or a special 
  envoy selected by the family, would visit the girl’s father to declare the 
  intention of his son to marry their daughter. If the girl’s father accepted, 
  arrangements would be made as to when the introduction ceremony 
  would take place. 
  Next would be the ceremony where the representative of the bachelor’s 
  family officially requests the daughter as a bride. The ceremony is a battle 
  of wits often involving traditional tongue-twisters as well as riddles and 
  pranks from the girl’s side. 
  The family of the would-be bride, as well as the people of her 
  neighbourhood, were all consulted because the welfare of children is 
  

  the responsibility of the community even when they get married.

  This was followed by the payment of the bride price. The bride price was 
  always strictly a cow, or several cows. Once the negotiations were over, 
  the bride’s side would invite the groom’s side to share a drink. Then, 
  before the groom’s side left, they would often be given a drink which 
  they were to enjoy on their journey home. In modern times, if one side 
  has travelled a great distance they may even be invited to share a meal 
  together with their future in-laws before they return home.
  After the payment of bride price the families would meet again to discuss 
  the date of the wedding. In modern times, this is often done privately 
  between the bride, groom and their immediate families without involving 
  many parties.
  Traditionally, before her wedding day, a bride would spend several weeks 
  in seclusion being cared for by one of her aunts. During this time her 
  aunt would give her advice on how to take care of her future family. 
  The bride would also undergo intensive beauty treatments, including 
  daily applications of perfumed cow-ghee with special herbs to give 
  her softer and smoother skin. She would also adhere to a diet regime 
  reserved for brides.
  On the day of the wedding, the bride would be seated in a traditional carrier. 
  It would have two handles which would be placed on the shoulders of 
  four strong men who would carry her to the groom. After arriving at her 
  groom’s home, she would be taken inside and a special banquet in honour 
  of both the bride and groom would be held. The banquet would include 
  traditional Kinyarwanda dancing and singing.
  The final ceremony involved the wife’s family visiting her at her new 
  home and bringing a number of items to help her settle in. Prior to this, 
  the wife would not have been seen in public and would have completely 
  refrained from any work. In this ceremony, the wife would make a meal 
  for her family and in-laws for the first time.
  At the end of any visit, the visitors would be given a drink to take before 
  going back to their home.
  The wife’s family would then journey home and the young couple would 
  begin their new life together.
  (Source: Akaliza Keza Gar
  
  Exercise 
  Answer these questions about the passage you have read
  1. Do you support the view that “marriage is an important cultural 
  institution in Rwanda?” Explain your opinion.
  2. Explain the role of the family representative on the bachelor’s side.
  3. What do you think was the importance of paying bride price? 
  4. Why was a bride given special care by her aunt before the wedding 
  day?
  5. Describe the wedding cultural practices that are still respected in 
  

  today’s modern wedding and justify their relevancy

  Activity 3
  Debate
  Some people say that bride price should be abolished. Proponents of 
  this argument have looked at today’s modern woman as empowered 
  economically, politically and socially. What is your view?
  

  “Should bride price be abolished or not?” Express your opinions.

  Talking about modern weddings

  Activity 1
  Discussion
  Share with your fellow members a modern wedding you have ever 
  attended. 
  (a) Compare the clothes the couples put on, the food, drinks, 
  music and other articles with the ones of a traditional wedding
  (b) What do you know about a civil or religious wedding in 
  Rwanda?
  (c) Look at the photograph and use it to describe what takes 
  

  place during a modern wedding.

  

  Activity 2
  Read and enjoy the passage below
  Rwandan weddings
  Besides the day-to-day running of the shop, we’ve wanted to share 
  more about what makes Rwanda special, and what we’ve all been up 
  to outside of work as well as in it. Nothing comes any bigger than the 
  recent engagement of our assistant manager, Claire, which she wanted 
  

  to share with all of you.

  

  Most couples around the world have a single ceremony when they want 
  to marry. Not in Rwanda! Here people can have three: the traditional 
  engagement ceremony, a civil wedding (no wedding here is legal without 
  one) and a church ceremony. Years of planning and saving typically go 
  into all of this.
  The bride price giving, or traditional engagement ceremony, used to be 
  the exclusive way Rwandans married. At its core, it is where the parents 
  officially acknowledge the couple and their wish to live together. Today, 
  it’s the first of the wedding events that take place over the course of a 
  month.
  The bride’s house is set up with three tents in a U shape: one rectangular 
  one for the bride’s family, a second tent facing it for the groom’s family 
  and a smaller third one in between for the couple and their friends. Most 
  

  of the day’s activities take place in the centre of the U

  

  First, the bride’s family and friends arrive to take their seats. It’s 
  important for her guests to be more numerous than his, because she is 
  the host of the event. When all of her guests arrive, the groom comes 
  with all of his guests (family and friends – usually on a bus or two!). 
  

  They bring gifts of beverages (soft drinks and alcohol) in large baskets.

  

  Each family has a representative who speaks on their behalf, usually a 
  wise old man. They begin by praying and then by welcoming each other, 
  giving everyone a place to sit, drinks and making them comfortable. The 
  groom’s representative gives thanks and eventually gets to the matter of 
  their son being in love with a girl, which is when a sort of comedic duel 
  ensues. In fun, each representative tries to trick the other, a sort of test to 
  see if the couple will be well matched. The representatives discuss the 
  bride wealth of cows, symbols both of something to replace the loss of 
  a beloved daughter as well as the mixing of the families through their 
  herds (cows are very special in Rwanda). Poets come and sing of how 
  beautiful and special the cows for bride wealth are.
  Finally, the bride is able to come out with her entourage, generally four 
  male guards, a girlfriend who is a mother, four other girlfriends and 
  two young girls.
  
  
  
  Once the bride and groom have introduced each other to their families, 
  the festivities can really begin with drumming and dancing. Luckily 
  for us, entertainment for this event was provided by Ingoma Nshya, the 
  famous all-women drumming group that created the Inzozi Nziza project! 
  This wedding was already special, but the bride being a drummer meant 
  

  that she was whisked up front to join in the music!

  

  After the bride and groom have served food and drinks to each other in 
  front of all, things calm down a bit and dinner is served to all guests. 
  There’s more music until the couple and attendants go inside to drink 
  milk and receive guests individually. All in all, a Rwandan wedding is 
  an experience not to be missed.
  A word about the traditional costume
  The bride and groom wear the costume pictured here exclusively for 
  weddings. The headband and beaded “sticks” worn on a lady’s head is 
  

  a Rwandan-style crow

  

  Exercise 
  Answer the questions based on the passage you have read
  
  1. Explain how each of the ceremonies contributes to a modern 
  Rwandan wedding.
  2. Why is it relevant for the bride’s family to have many guests?
  3. Explain the role of spokesmen and how they go about their duties 
  during a modern Rwandan wedding.
  4. Weigh the symbolic meaning of cows as bride wealth.
  5. Are there any similarities and differences you have noticed about 
  

  a traditional and modern Rwandan wedding? What are they?

  Recounting a wedding
  Activity 1
  Composition
  Describe elaborately in writing a wedding you have ever attended. Give 
  details of activities that made the wedding colourful.
  Sentence connectors
  Sentence connectors just like the phrase sounds, are words or a group of 
  words used to join or connect sentences to clarify the sentence and make 
  it meaningful. Sentence connectors are typically used in compound or 
  compound complex sentences. 
  Activity 2
  Gap filling
  Your teacher will read to you a passage. Fill in the missing sentence 
  connectors in the blank spaces to complete the paragraph below.
  My friend and I were ushered in .................. we sat in the best position; 
  opposite each other to enable us to see all that was going on, .................., 
  heads of the different families, in particular the men, went ahead to 
  discuss why really their children would get married. Thereafter families 
  were introduced and in appreciation, there was the exchange of presents 
  that made them feel at home. At this juncture, the groom was introduced 
  by the aunt to the congregation which was ............ the giving of bride 
  price to the girl’s parents. The bride price is in the form of cows ............. 
  

  worth their daughter

  

  Later on, we were surprised by the bride’s procession. She was escorted 
  by women both young and old. They came with gourds of milk that were 
  to be given to the groom’s family .................. were traditional dancers 
  that made the occasion beautiful. The bride was dressed in beautiful 
  traditional wear .................. her bridal team that carried the gifts to the 
  groom’s family. Tradition has it that four spear men have to guard the 
  bride. After that the bride and groom were ushered into their special 
  tent .................. that the two were ready to get married in church. A lot 
  of dancing and eating .................. event till people got tired and went 
  home. It was such a great event and it’s something I would love to have 
  

  on my introduction day.

  

  The bride and the groom feeding the guests from ‘ibyansi’. This activity crowns 
  the wedding ceremony
  Source: Rwanda on line/modern wedding
  Activity 3
  

  Use the sentence connectors in your own sentences.

  Exercise 
  Answer these questions about the passage you have 
  filled in and read
  1. Describe the materials from which the bride’s traditional wear is 
  made.
  2. If a visitor to Rwanda asked you about a Rwandan wedding, how 
  would you describe it to him or her?
  3. Why do the families sit opposite each other or her?
  

  4. Why do you think the groom is introduced to the parents of the bride?

  5. Of what significance are the gourds of milk given to the groom’s 
  family?
  6. Why do you think four spear men should guard the bride?
  7. Explain the importance of food, drinks and music in a wedding?
  

  8. Of what relevance is the church or mosque in a wedding?

  Activity 4
  Research
  Through using the internet or inquiring from your community members, 
  carry out research about how either a traditional or modern wedding is 
  conducted in other communities elsewhere in the world, where customs 
  are different from a typical Rwandan wedding. Describe what takes 
  place during the ceremony while comparing and contrasting it with the 
  Rwandan wedding. Share your compositions with other classmates for 
  

  further discussion and comparison of your research findings.

  Talking about work distribution in the family 
  (gender roles)
  Activity 1
  Discussion
  Share your opinions about the following issues.
  1. How do you view a woman today? 
  2. Do you think women enjoyed the same privileges in the past as 
  they do today? 
  3. What are some of the roles women play today that they used not 
  to in the past?
  

  Activity 2

  Read the passage carefully comparing work distributed 
  between men and women in the past and today in 
  

  Rwanda

  Marriage, Motherhood, and Division of Household Labour
  Gender roles in traditional Rwanda were structured around a households 
  division of labour that allowed women substantial autonomy in their 
  roles as child-bearers and food producers but preserved male authority 
  over other family affairs. Because their biological capacity to bear 
  children and their roles as mothers strongly determined women’s status, 
  their influence was ultimately captive to cultural interpretations of these 
  capacities. As a result, Rwandan women navigated a cultural space that 
  had the potential to both enhance and suppress their power within the 
  household and family. 
  Several traditional Rwandan expressions refer to a connection between 
  women’s leadership and a strong household. Men, however, remained 
  the ultimate arbiters of most family decisions. As Reseau des Femmes, 
  a women’s civil society organisation, notes “Rwandan tradition holds 
  that, as the chief of the household, the man is respected by all members 
  of the family. Important decisions are therefore made by him, even if 
  he sometimes consults his wife before making them.”
  Importantly, gender roles in the home differed according to the social status 
  and material wealth of the family. In the words of one older gentleman: 
  “In the rich homesteads, women reflected high levels of management and 
  control of family affairs. 
  Men actually never entered the backyard, and a man who tried to know 
  what went on there was considered greedy, uncultured, and unmanly.” 
  The wealthier certain men became, the less time they had to control 
  family affairs as they sought to demonstrate their allegiance to the king 
  (or others with political status) in order to secure protection for property 
  

  and the promotion of their own social status.

  Thus, their wives had significant autonomy and control over the family 
  property, household workers, and children. 
  These women also maintained personal property, such as cows, that they 
  could use to acquire friends and a loyal, grateful clientele. An expert 
  noted: “As [they] climbed the social ladder, women’s value increased, 
  as opposed to women in the lower-class levels.”
  In poor families, wives still controlled internal family issues, such as 
  the use of farm proceeds, but men more closely oversaw and managed 
  the family property, leaving women with less control over household 
  decision-making. Men in poor homesteads took part in direct production 
  of the family’s wealth. While this meant that men assumed more control 
  over property, it also often resulted in a more equitable division of 
  household labour, with men going to gardens with their wives, assuming 
  the most difficult farming roles, and tending livestock.
  Traditionally, Rwandan women were not permitted to own land. If a 
  male head of household died, property passed to male heirs or to the 
  man’s brothers. In the case of divorce or the husband’s death, a woman 
  had no claim over the family property if she had not borne children; she 
  would quietly return to her family of origin or marry into another family. 
  Women with children were required to marry a brother of the deceased 
  in order to retain their status as members of their marital family. 
  Women may have influenced day-to-day decisions regarding the 
  management of land, but they had little ability to direct larger decisions 
  regarding the sale or lease of property. Because men were thought to 
  make occasionally abrupt, irrational decisions, cultural norms urged 
  men to consult their wives before finalising any sale or gift. One expert 
  stated, “Women decided who gets a cow from the family. Even giving 
  cows to children required that the wife be consulted first.
  When the family bull was to be given (lent) to a neighbour or friend for 
  the purpose of mating, the woman had to give her consent first. In the 
  cultural sense, women were heads of their families.”
  

  However, such gestures were more of a formality than requirement; a 

  woman’s failure to consent to such matters did not prevent a man’s action. 
  Cultural prohibitions against making family matters public prevented 
  women from disputing land ownership, a problem which continues today, 
  despite the 1999 law establishing women’s right to inherit and own land.
  Household gender roles also varied by region. Some interviewees 
  referred to a perception that women in the central and southern parts of 
  the country were treated with greater gentleness. Women were not meant 
  to perform hard chores such as building houses or collecting firewood and 
  water, and they did not work alone in their gardens; rather, they always 
  worked hand in hand with their husbands, especially in poor households. 
  Men were responsible for more physically demanding tasks, such as 
  clearing the bush and the initial tilling of the land, while the women 
  did the less labour-intensive tasks of planting, weeding, and harvesting 
  the crops. To some, this protective tendency signifies that women were 
  treated as the weaker sex and seen as unable to manage hard tasks. But 
  to others, this division of labour demonstrated respect, and a man whose 
  wife engaged in hard chores was viewed as an irresponsible husband.
  Rwandan culture placed great importance on marriage, and married 
  women and men were given special respect and recognition in society. 
  As with other cultural practices, marriage, in some ways, recognised 
  and respected women’s independence and, in other ways, subordinated 
  women within a patriarchal system of authority. In the days preceding a 
  wedding, for instance, aunts and other elderly women counselled a bride 
  on the duties of marriage. This advice generally focused on the woman’s 
  responsibility to respect her husband and his family and emphasised her 
  obligation to be subservient to her husband. 
  Married women were no longer permitted to act as girls, climbing trees 
  or milking cows. In the northern region, though, where the bride price 
  could be exorbitant, a woman was also expected to recover the cost 
  incurred by her husband in paying her family to legalise a marriage. 
  The husband provided a combination of sheep, goats, cows, hoes, 
  pots, local beer, and money; the wife was then expected to labour as 
  

  compensation to her husband. 

  On the other hand, a Rwandan bridegroom was required to leave his 
  family and live with his bride in her family’s homestead during the first 
  days of marriage. This practice was intended to help the girl adjust to 
  her husband before she made the transition to his home and assumed the 
  responsibilities of wife and mother. It also provided an opportunity for 
  the bride’s family to evaluate the capacity of their new son-in-law to care 
  for their daughter. During his stay at the bride’s home, the bride’s family 
  required the groom to work, take part in all male chores, and display a 
  high level of discipline. If he did anything considered offensive, he could 
  lose his wife and be sent home in disgrace. Not much is known about 
  the frequency with which this practice was employed in pre-colonial 
  Rwanda, or how often families sent young men home. The stories persist, 
  however, as cautionary tales.
  Social taboos and traditions arose to reinforce respect for motherhood and 
  to protect women and children from danger or abuse. The word “mother” 
  also has connotations of “creator” and “life giver”. Her family and in-laws 
  would pamper and exempt a woman from certain chores during pregnancy 
  and immediately after delivery of a child.
  On some occasions, chiefs would punish men who did not conform 
  to these expectations. In poor communities, neighbours guaranteed a 
  steady supply of milk to a woman who delivered a baby. One Rwandan 
  woman in her sixties described society’s respect for women in this way: 
  “While traveling with a child, a woman never had to carry milk for the 
  baby as any home she approached along the way welcomed her and 
  provided her with milk for the child, and for herself.”
  
  Gender roles in the public sphere
  
  women’s public roles in traditional Rwandan culture perhaps provide 
  the more relevant context for evaluating the extent to which indigenous 
  

  gender practices underlie women’s modern political achievements.

  As with women’s household roles, however, accounts from interview 
  

  participants and available literature present conflicting attitudes 
  

  regarding women’s place in traditional politics. In some ways, women’s 
  

  leadership and participation in public life were respected and solicited, 
  

  but they were often also rejected or feared. 
  

  Although Rwandan culture is sometimes celebrated as exceptional 
  

  among African cultures for promoting women’s influence in the public 
  

  sphere, in many cases women were expected to defer to men or to wield 
  

  influence indirectly through their husbands. Traditionally, women did not 
  

  speak publicly, especially in the presence of men. A woman who dared 
  

  challenge men in public was considered insolent. In interviews, many 
  

  elders—who continuously referred to Rwandan traditional culture’s 
  

  respect for women—contended that the major limitation on women was 
  

  lack of freedom to express themselves in public. 
  

  Women were not allowed to participate directly in public deliberations; 
  

  rather, they were expected to play an indirect role in the customary system 
  

  of justice. Through their personal networks, women would lobby their 
  

  husbands and influence court decisions by proxy.
  
  

  Women’s absence from public proceedings such as traditional court 
  

  hearings is evidenced by the local word for witness which translated 
  

  literally means “a man”. Only recently did the term for witness change in 
  

  order to make it gender-neutral and formally include women witnesses.

  Activity 3
  Note making and summary 
  In the table below, write notes comparing the roles of men and women 
  in traditional and modern Rwanda. Do the work in your exercise book.
  

  

  Activity 4
  Use your notes to write a summary comparing the roles men and women 
  played in the past with the roles they play today.
  “Used to”
  Activity 5
  Use the notes from your table to write sentences using ‘used to’ 
  comparing the roles of men and women in the past with today’s roles.
  For example:
  (a) Men used to clear the land.
  (b) Women used to stay at home doing household chores.
  (c) Now women and men share household roles.
  Activity 6
  Debate
  Do you support the view about the changing roles where women today 
  are playing roles which were originally played by men? Explain your 
  

  opinions

  
  
  

  
  

  
  

  
  

  
  
  
  
  

  
  

• UNIT 4:Fractions and Percentages

  

  My goals
  After studying this unit, I will be able to:
  ⦿ Do calculations and percentages, write in numbers and talk through 
  the working orally.
  ⦿ Read calculations, or texts on the Rwandan economy.
  ⦿ Plan, write and evaluate texts on the Rwandan economy.
  ⦿ Discuss the Rwandan economy, paying attention to percentages.
  

  ⦿ Appreciate the role of Mathematics and Science in our daily lives.

  Calculating with fractions
  # Language use: Listening and speaking 
  Activity 1 
  Look at the loaf of bread in Fig.1 and the bread cut into slices in Fig.2. 
  

  Why do you think the loaf of bread is cut into toasts or slices?

  

  On the basis of the photographs answer these questions

  1. How many slices make up the whole loaf of bread?
  2. Suppose Kaneza eats 9 slices out of 18 slices, describe the bread 
  she has consumed as a percentage.
  3. Suppose a family consumes two-thirds of the bread, describe the 
  amount of bread that will remain. 
  4. Express the bread the family has consumed as a percentage.
  5. Assuming there were 100 slices and Kaneza ate as much as she 
  ate out of the 18 slices of bread, find and describe the amount of 
  bread she would have consumed.
  6. Now express the fraction Kaneza would have eaten out of 100 as 
  

  a percentage

  Activity 2 

  
  

  1. Get an orange. Peel it and divide it into 2 equal parts. If you eat a 
  half, what percentage of an orange would you have eaten?
  2. Suppose you divide the orange into 4 equal parts, and you eat one 
  of them, express the fraction of the orange eaten as a percentage.
  3. Assuming you divided the orange into 5 equal parts and you consumed 
  two-fifths, what percentage of the orange would have remained?
  4. Cut the orange into 10 equal parts. Suppose you eat 7 pieces out 
  of the ten.
  (a) What fraction would you have eaten?
  (b) What percentage of the orange would remain?
  5. If one eats three-quarters of an orange:
  (a) Convert and describe what he/she has eaten into a decimal 
  fraction.
  (b) Express and describe what he/she has eaten as a percentage.
  6. If Nkurunziza and Mukantamage shared 18 slices of bread. 
  Nkurunziza got 12
  18 and Mukantamage ate a third of Nkurunziza’s.
  (a) How many slices did Mukantamage eat?
  (b) How many more slices did Nkurunziza eat than Mukantamage?
  7. Describe the amount of the bread that was not eaten as a fraction 
  and as a percentage.
  8. Describe the difference between the amount of bread Nkurunziza 
  

  and Mukantamage ate as a percentage.

  Activity 3

  Discussion

  
  

  Get two oranges, tomatoes, pineapples or any other fruit. Cut the first 
  

  one into two equal parts and the second one into four equal parts.

  Exercise 
  Answer these questions and compare your answers.
  1. How do we call each of the two equal parts cut from the fruit?
  2. How is each part of the four equal parts called?
  3. How many quarters make a half?
  4. How many quarters are there in three quarters?
  5. How many quarters are in two halves?
  6. Express the following as decimal fractions.
  (a) A quarter
  (b) A half
  (c) Three quarters
  (d) An eighth
  

  (e) A third

  Application of fractions and percentages in 
  our daily lives
  Activity 1
  Discussion
  Convert the marks you scored in the end-of-month’s or end-of- term 
  examinations as fractions. Express the fractions as decimals and describe 
  them to your class members.
  Activity 2
  

  School community 

  
  

  1. Count the number of learners in the school and express the number 
  of girls as a percentage.
  2. Express the number of boys as a percentage and a fraction.
  3. Express the number of newcomers in the school as a percentage 
  and a fraction.
  4. Express the number of absentees as a percentage and a decimal 
  

  fraction.

  Activity 3

  Clinic or hospital

  
  

  Go to a nearby clinic or hospital. Inquire from the medical staff the 
  diseases that affect people in the community and their respective specific 
  numbers. 
  1. Draw a table to record or represent the data collected. Express the 
  patients treated per sickness as a percentage as well as a fraction.
  2. Use the percentages to determine the common sicknesses in the 
  area. 
  3. Identify the diseases which have equivalent numbers of patients.
  4. If you are in charge of health in your district, suggest measures 
  you would recommend for your people to mitigate the common 
  sicknesses. Present your ideas in an essay or paragraph form.
  

  Activity 4

  Market or shop

  
  

   Visit a nearby trading centre. Inquire from the traders about the foodstuffs 
  which are on high demand and those which aren’t demanded often by 
  customers. Record the different food items sold in the market or shop 
  and count the number of traders dealing in each item. Present your data 
  

  in a table.
  

  Exercise 
  Answer these questions
  1. Express the number of traders per item as a percentage and a 
  fraction.
  2. Compare the items which have an even number of traders with 
  those which have an odd number of traders.
  3. Use the percentages and fractions to determine the commonest 
  foodstuffs consumed in the community
  4. Discuss the reasons why you think these items are on high demand.
  5. Supposing you are a trader in that community, what items wouldn’t 
  

  you trade in? Give reasons for your opinion

  Activity 5

  Transport

  
  Visit a busy road. Observe and count the number of vehicles passing 
  on the road for one hour. 
  1. Draw a table to record your data.
  2. Use the data in the table to express the following in percentages, 
  fractions and decimal fractions.
  bicycles; salon cars; buses; lorry; motorcycles
  Assuming you want to invest in transport business, use the data to 
  describe the type of transport business you would engage in and 
  

  give reasons for your choice.

  Activity 6
  Extend your thinking! Geography
  

  Look at the orange and study the earth in the photographs below.

  
  

  (a) What relationship do you think exists between the orange 
  and the globe?
  (b) Explain how geographers can use the knowledge of the slices 
  of the orange and apply it to the globe to locate places on 
  earth, countries and continents.
  (c) Find out how geography use longitudes to measure the time 
  of a place (time zone). Share your findings with other group 
  members.
  (d) Express and describe the main longitudes and latitudes on 
  the globe in Fig. 2 as fractions and percentages.
  (e) Discuss the main importance of the Equator and Greenwich 
  to geographers.
  

  Activity 7 

  Research
  Visit your population statistics bureau or use its website if your school 
  has a computer laboratory with internet. Find out how fractions and 
  percentages are used to describe the population census of Rwanda. 
  

  Listening practice

  Activity 1 
  Your teacher will read to you a passage about the summary of an 
  imaginary Rwanda National Budget by the Minister of Finance. Please 
  

  listen carefully

  Activity 2 

  Gap filling

  Use the information you heard from your teacher to complete the passage 

  below. 

  Good evening .............. of Rwanda. I am ................... to present the 
  summary of the national budget allocations. The salary of civil servants 
  has been increased by .................... The education sector has been 
  allocated FRW 5 billion. The ................... sector has been allocated 
  15% more than the education sector. The ICT sector has been allocated 
  .............. more than the education sector. The tourism sector has been 
  allocated 5% less than the ................... sector. Security has been allocated 
  10% more than the education sector. 
  The industrial sector has been allocated ................... more than the 
  education sector. Finally, the .......... sector has been allocated 12% 
  ................... than the education sector. This is the final financial 
  ................... from the Ministry of Finance.
  With the recent ................... in financial research and credit control 
  systems, we anticipate the exports to increase by .................... The 
  national ................... will grow by 3.4% and imports will drop by 0.2% 
  in the next ................... months. This will account for a steady and 
  ................... economic growth hence controlling inflationary gaps in 
  the Rwandan economy.
  

   I thank you for listening to me.

  Activity 3 
  Use the information above and answer the following 
  questions.
  1. If the salary of a teacher was FRW 150,000 before the reading of 
  the national budget, what is his or her new salary?
  2. Find the sector that was allocated the highest percentage and 
  explain why you think that sector was given the biggest share of 
  the national budget allocation.
  3. Calculate how much money was allocated to the following sectors:
  (a) Agriculture
  (b) Security
  (c) Tourism
  (d) Health
  (e) Industry 
  4. How much more money was allocated to agriculture than the 
  health sector?
  5. What was the national total budget?
  6. Express the given decimals in the passage as fractions and 
  percentages
  7. Explain how the relationship between the exports and imports will 
  account for a steady and sustainable economic growth in Rwanda. 
  8. Write your own sentences using the following words in the box 
  below to show that you have understood their meaning.
  quarter; fifth; denominator; decimal; percent; divide; 
  multiply; worth; account for; import; industry; equivalent 
  

  to; figures

  Activity 4
   
  Think of other situations where fractions and percentages can be used 
  to solve our problems in our daily lives. On the basis of the applications 
  you have discussed, explain how the concept or idea of fractions and 
  percentages in Mathematics helps in solving problems in our daily lives. 
  

  Share your answers with your classmates.

  Activity 5 
  Puzzle
  Think about this!
  A man has three children. The eldest is 0.5 years of the father’s age. 
  The last born is 0.4 years of the eldest child’s age. The second born is 
  twice as old as the last born. 
  1. Assuming that the father is 50 years old, find and describe how 
  old each child is.
  2. Express the age of each child as a fraction of the father’s age.
  3. Suppose the father is 100 years, how old will each child be?
  

  Compare your answers with other classmates.

  Activity 6 
  Research (quantitative data analysis)
  Visit different nearby health centres. Ask the medical personnel to 
  provide you with information about the rate of HIV/AIDS infections 
  in the current year as compared to the previous years. Write a report 
  

  about your findings and compare your answers with other classmates.

  Activity 7 
  Drama project
  Organise a drama scene in which the spread, symptoms and prevention 
  

  of HIV/AIDS are depicted.

  Calculating with percentages

  Activity 1 

  Dialogue
  

  Gashumba: Hello Mutesi. I’m carrying out research about the gender 
  

  and the employment sector in Rwanda. Could you please 
  

  be of help and offer me some advice?
  Mutesi: Most certainly.
  Gashumba: What is your general view about women’s enrolment in 
  universities? Has it increased compared to what it was before?
  Mutesi: Oh, yes! Women’s enrolment in universities has increased, 
  but, as a whole, women still attain lower educational 
  levels than men. Men and boys remain more likely than 
  women to receive education and training in Rwanda.
  Gashumba: Could you provide me with some statistics to back up 
  your argument.
  Mutesi: Well, literacy rates are estimated at 47.8 percent for 
  women, 58.1 percent for men. 25 percent of women have 
  never attended school, compared with only 17 percent of 
  men.
  Gashumba: How about apprenticeship programmes?
  Mutesi: Just 5.8 percent of Rwandan women benefit from 
  apprenticeship training compared to 9.1 percent of men.
  Gashumba: Could you please make for me a comparison in the 
  vocational training sector? 
  Mutesi: Only 2.6 percent of women receive vocational training 
  compared with 7.3 percent of men.
  Gashumba: Of the rural areas and the towns, where are the differences 
  in women’s education sharply felt?
  Mutesi: These disparities are even more dramatic in rural areas, 
  

  where the majority of Rwandan women live.

  Activity 2 
  Conduct research about any sector of the economy that interests you. 
  Find out the percentage or fraction distribution between men and women 
  or girls and boys in Rwanda. Compose your dialogue about the situation.
  

  Compare your dialogue with those of your classmates

  Describing the Rwandan economy
  

  Activity 1 

  Study the photograph below carefully. It is about agriculture in Rwanda
  

  
  

  Composition
  Write a composition detailing the contribution of agriculture in 
  Rwanda. In your composition discuss the various forms of agricultural 
  activities, expressing them in fractions and percentages. Compare your 
  

  composition with those of your classmates. 

  Activity 2 
  Research
  Visit your computer laboratory to research into activities that contribute 
  to Rwanda’s economic development. Write sentences expressing their 
  contribution in percentages or fractions. Share your answers with other 
  

  classmates.

  Activity 3 
  Graphical data interpretation 
  Study the graph and write a paragraph describing Rwanda’s GDP growth 
  

  rate since 2013. Compare your answers with other classmates

  

  Reading and comprehension 

  Activity 1

  Read and enjoy the following passage about the Rwandan 

  economy. Express your views about some of the issues as you 

  read the passage.

  The growing appetite for Rwandan vegetables abroad is pressing local 
  farmers to transit from subsistence to commercial farming to meet the 
  growing demand.
  Since 2011, vegetables have boosted the country’s exports value by 
  $20M, with an average of 7% growth every year. In 2011, Rwanda 
  earned $4M, increasing to $5M and $6M in 2012 and 2013 respectively, 
  then dropping to $5M in 2014 due to reduced productivity.
  
  

  Rwanda could turn into regional hub for horticulture

  
  

  Emmanuel Hategeka, former Permanent Secretary, Ministry of 
  Commerce and Industry, told KTPress that there is a huge demand for 
  Rwandan vegetables, fruits and flowers, around the world owing to 
  their quality.
  All fruits are organic and grown on fertile volcanic soils under tropical 
  weather conditions, ideal for quality yields, but the majority of Rwandan 
  farmers grow the fruits and vegetables at a subsistence level.
  Rwanda is seeking more investors to increase volumes. Two potential 
  investors from Mauritius and Kenya have expressed interest in vegetable 
  and fruit growing and should begin exporting late this year.
  Some of the major vegetables and fruits grown in Rwanda include 
  onions, cabbage, tomatoes, baby peas, avocados, carrots, passion fruit, 
  pineapples and maize.
  Most of them are exported to the DRC, but there are other bigger markets 
  such as the UK, Belgium, the Netherlands and France. Other export 
  

  destinations include Burundi and Uganda.

  During the vegetable and fruit exports peak in 2013, Hategeka said, 
  Rwanda was experiencing both informal and formal cross-border trade 
  within regional markets.
  Meanwhile, as part of the effort to increase volumes of vegetables and 
  fruits, there is also an opportunity for investing in cold chain storage 
  facilities from farm gate to the market.
  Currently, Rwanda has one cold facility, at the Kigali International 
  Airport.
  There is urgent need to invest in cold chain facilities to ensure the 
  vegetables and fruits don’t lose the required standards, especially on 
  the international market.
  However, Dieudonne Musafiri, an Imports Manager at Akagera Business 
  Group, says, “Cold chain refrigerated trucks are expensive, but it is a 
  lucrative business because there is high demand for them. There wouldn’t 
  be any losses incurred.”
  Despite the shortage of cold storage facilities, high transport costs to 
  international markets is another major obstacle facing the sector.
  For example, exporting one kilogram of vegetables to Europe costs 
  $2.5. The trade ministry says it is helping exporters to negotiate for at 
  least $1 per kilogram.
  

  Source: KT Press (Umuhinzi)

  Answer these questions
  1. How has the demand for vegetables abroad boosted vegetable 
  growing in Rwanda?
  2. Express the revenue loss Rwanda suffered as a percentage.
  3. Account for the drop in the percentage you have mentioned above.
  4. Explain what makes Rwanda an ideal fruit growing environment.
  

  5. How will the investors boost fruit and vegetable growing in 
  Rwanda?
  6. Compare the cold chain storage facilities with farm gate to the 
  market.
  7. By having one cold storage facility, how does this situation affect 
  Rwanda’s fruit and vegetable industry?
  8. Analyse other hindrances to fruit and vegetable farming and 
  suggest possible interventions that can help the local farmers
  
  

  
  

  
  

  
  

  
  
  

  
  

• UNIT 5:Discoveries and Inventions

  Introductory activity: Read the following text and answer 
  questions below:
  
  Medical discoveries and inventions
  
  With the idea that modern healthcare is rooted in discoveries of the past, 
  let’s take a look at seven major medical
  
  milestones of the 20th century.
  In 1929, Sir Alexander Fleming, of St. Mary’s Hospital Medical School in 
  London, United Kingdom, shared his observation that the culture medium 
  on which a penicillium mold grew attacked certain types of bacteria. But 
  chemists and bacteriologists working separately were unable to isolate the 
  active substance in the mold ooze. Mold is a type of fungus that consists 
  of small organisms found almost everywhere.
  In 1940, Oxford researcher Sir Howard Florey brought together a 
  multidisciplinary team who were finally able to isolate the drug penicillin. 
  Penicillin became widely popular in the years surrounding World WarIInot only for 
  the treatment of battle wounds, but also for the treatment of 
  syphilis. Moreover, penicillin led to a surge in healthcare utilization in the 
  

  post-war era.

  American scientists John Enders, PhD, Thomas Weller, MD, and Frederick 
  Robbins, MD, announced in 1949 that they had grown poliovirus in 
  cultured human embryonic skin and muscle cells, thus taking tissue 
  culture mainstream. This discovery led to methods of measuring 
  immunity to polio and the Nobel Prize for the trio in 1953.
  
  As late as 1952, geneticists didn’t know how Deoxyribonucleic acid
  (DNA) worked. All of this changed with the 1953 discovery of the double 
  helix (the DNA double helix is an elegant structure that allows the genetic 
  information to be stored, protected, replicated, and repaired) by James 
  Watson, PhD, and Francis Crick, PhD. Their discovery of DNA’s structure 
  was rooted in Gregor Mendel’s theory on the principles of single gene 
  inheritance in 1866, as well as Sir Archibald Garrod’s elucidation of the 
  inheritance pattern of alkaptonuria (black urine disease) which is a very 
  rare inherited disorder that prevents the body fully breaking down two 
  protein building blocks (amino acids) called tyrosine and phenylalanine) 
  in 1923.
  
  Drs. Watson and Crick, as well as Maurice Wilkins, PhD, were honored with 
  the Nobel Prize for Physiology or Medicine in 1962 for their discovery. 
  In addition to Dr. Wilkins, Rosalind Franklin, PhD, helped produce x-ray 
  diffraction images instrumental to the deduction of Drs. Watson and Crick 
  

  that DNA is a three-dimensional helix.

  Comprehension questions

  1. Outline major medical milestones of the 20th century.
  2. Explain how penicillin was discovered. 
  3. Write in full form of the acronym DNA.
  4. Explain Archibald Garrod’s contribution to the discovery of the 
  

  double helix in 1923.

  Vocabulary practice
  Use each of the following words in your own sentence.
  1. milestones
  2. penicillium mold
  3. mold ooze
  4. penicillin
  5. surge
  6. poliovirus
  7. cultured
  8. embryonic skin
  9. muscle cells
  10.culture mainstream
  11.single gene inheritance
  12.elucidation
  

  13.physiology

  Activity 
  Write a composition explaining why penicillin is no longer commonly 
  

  prescribed to treat infections. Tell other antibiotics that are in use today.

  Recounting a famous discovery
  Language use
  Activity 1 
  Discussion
  Share your opinions about these questions and compare your answers 
  

  with other classmates.

  1. Explain the role of scientists in our communities.
  2. Think about the life people in the past lived without advanced 
  science and technology. Compare their life with the life today 
  where we live in a modern scientific world.
  3. How have scientists made our lives more comfortable and 
  interesting?
  

  4. Whom do you regard as your favourite scientist? Why? 

  Describing a famous invention

  Activity 1 

  Discussion

  1. Share with your classmates or Biology teachers what you know 
  about Gregor Mendel. Explain the relevance of his discovery about 
  genetics to our lives.
  

  2. Discuss why he is referred to as “the father of genetics”.

  Activity 2 
  Read and enjoy the story about Gregor Mendel
  

  Gregor Mendel, the father of genetics

  
  

  Mendel was unhappy with how inheritance of traits was being 
  explained
  People had known for millennia about selective breeding. They knew 
  that by breeding from those individuals that showed the most desirable 
  traits, future generations were more likely to show these desirable traits.
  • Guard dogs might be bred from parents that were loyal and 
  friendly to their owners, but were suspicious or even aggressive 
  with strangers.
  • Cattle might be bred from cows that yielded the most milk and 
  bulls that yielded the most meat.
  • Wheat might be kept and sown the following year from those 
  plants which had produced the most abundant crop.
  The main theory of heredity in Mendel’s time was that offspring were 
  a smooth blend of their two parents’ traits.
  Mendel set himself the very ambitious task of discovering the laws of 
  heredity
  To achieve this, he embarked on a mammoth-sized, highly systematic, 
  eight-year study of edible peas, individually and carefully recording the 
  traits shown by every plant in successive generations. 
  His work involved growing and recording the traits in about 30,000 
  plants. 
  One of the keys to his success was breeding from closely related pea 
  

  varieties which would differ in only a small number of traits

  

  The seven traits of pea plants that Mendel chose to study: seed wrinkles; 
  seed colour; seed-coat colour, which leads to flower colour; pod shape; 
  pod colour; flower location; and plant height. 
  Mendel’s results for flower colour
  Mendel found the same results for all traits, but we shall look at flower 
  colour as an example.
  When Mendel bred purple-flowered peas (BB) with white-flowered peas 
  (bb), every plant in the next generation had only purple flowers (Bb). 
  When these purple-flowered plants (Bb) were bred with one another 
  to create a second generation of plants, some white flowered plants 
  appeared again (bb).
  Mendel realised that his purple-flowered plants still held instructions 
  for making white flowers somewhere inside them.
  He also found that the number of purple compared to white was 
  predictable.
  75 percent of the second-generation plants had purple flowers, while 
  25 percent had white flowers. He called the purple trait dominant and 
  

  the white trait recessive.

  

   A Punnett square
  Both of the starting plants have purple flowers but they contain the genes 
  for purple (B) and white (b). The pollen from the male plant fertilises 
  the egg in the female flower. In this variety of plant, purple flowers are 
  caused by a dominant gene (B). Dominance is indicated by a capital 
  letter. White flowers are caused by recessive genes, indicated by the 
  small letter (b). Both the male and female parent plants in the diagram 
  above carry the dominant gene B for purple and the recessive gene b 
  for white flowers. The ratio of purple flowers to white flowers in their 
  offspring will be 3:1 as shown in this diagram. For a white flower to 
  appear, the offspring must inherit the recessive gene from both parents. 
  Purple appears with any other combination of genes inherited from the 
  

  parent plants. (Image by Madeleine Price Ball)

  Mendel’s conclusions

  Mendel’s most important conclusions were:
  • The inheritance of each trait is determined by something (which we 
  now call genes) passed from parent to offspring unchanged. In other 
  words, genes from parents do not ‘blend’ in the offspring. 
  • For each trait, an organism inherits one gene from each parent.
  • Although a trait may not appear in an individual, the gene that can 
  cause the trait is still there, so the trait can appear again in a future 
  generation.
  Scientists who did research later found that Mendel’s results do not only 
  apply to pea plants. Trait inheritance in most plants and animals, including 
  humans, follows the patterns Mendel recorded.
  

  In Mendel’s honour, these very common patterns of heredity are now called

  Mendelian inheritance.
  Activity 3 
  Write notes about Mendel’s discovery about genetics.
  Activity 4 
  In your own words, explain what you learnt about Mendel’s genetic 
  discovery. 
  Activity 5 
  Research
  Visit your computer laboratory. Use the internet to carry out research 
  about two scientists and make notes to compare their discoveries. 
  

  Compare your work with that of other classmates. 

  Describing a famous scientist
  Activity 1 
  Discussion
  There have been many scientific inventions and discoveries, all of which 
  are very useful in solving our world problems; such as in transport, 
  communication, and health, among others. Think about the transport 
  sector. Before, people would travel miles and miles on foot but today, 
  someone can travel around the world in just a few minutes or hours. 
  Which scientists do you know of that made discoveries, inventions or 
  innovations in the transport sector? What did he or she invent to solve 
  

  our transport challenges?

  Activity 2 
  

  Read and enjoy the passage below carefully

  
  

  Orville and Wilbur Wright are credited with inventing the aeroplane. 
  They were the first to make a successful human flight with a craft that 
  was powered by an engine and was heavier than air.
  This was quite a milestone and impacted on transportation throughout 
  the world. It took some time to perfect, but in later years people could 
  travel long distances in much less time. Today, trips that previously 
  would have taken months by boat and train, can be made by plane in a 
  

  few hours.

  
  

  Orville and Wilbur Wright were born four years apart, in different cities. 
  They shared a curiosity about the world and a love of tinkering that 
  would make history
  Wilbur was born in 1867 on a small farm near Millville, Indiana. Orville 
  was born in 1871 in a house in Dayton, Ohio. Their father was a bishop 
  in the Church of the United Brethren in Christ. (The Wrights had five 
  children in all: Reuchlin, Lorin and Katharine were the names of the 
  other children.)
  Life in the Wright house was strict but loving. Both parents encouraged 
  their children to enjoy school and learn as much as they could. A large 
  library of books about all kinds of subjects helped the Wright children 
  quench their thirst for knowledge from a very early age.
  Orville and Wilbur’s fascination with flight began with a present their 
  father gave them—a flying toy. It had a paper body and other parts made 
  of cork and bamboo. Rubber bands provided the power. The young boys 
  (7 and 11) were thrilled to make the little toy fly across the room, so 
  much so that they broke it. They remembered how it looked, though, 
  and promised each other that someday they would fly in the air, just 
  like the little toy.
  The boys continued to be interested in mechanical things and flight. 
  Orville sold kites at school to make money. Wilbur started reading all 
  he could about how birds flew and machines worked.
  Though the boys were good students, neither graduated from high 
  school. (Not many did in those days, actually.) Wilbur was hit in the face 
  with a baseball bat when he was a teenager and suffered from irregular 
  heartbeats the rest of his life. He stayed at home for awhile, during 
  which time their mother developed tuberculosis (which, at that time, 
  was a devastating disease with no known cure). Wilbur recovered and 
  then stayed at home to care for his mother. Orville left high school on 
  his own, to start a printing business. He and Wilbur designed a printing 
  press that worked very well. The two later sold the printing business 
  and opened a bicycle shop. They were both very good mechanics and 
  could fix just about anything anyone asked them to fix. (They inherited 
  this skill and desire from their mother, who was the family mechanic.)
  It was in the bicycle shop that the idea of the aeroplane was born.
  The Wrights had made kites, very large ones, in fact. By 1900, they 
  were making ones so large that people could fly in them, sort of. These 
  were called gliders, and Orville and Wilbur actually built one or two 
  that were large enough for a person to ride in. They flew on nothing but 
  air current, and the person could get a ride of about 10 seconds before 
  the glider came down to the ground. 
  They flew the machine three times that day, mainly because each time 
  they managed to land without crashing. Each flight was a bit longer, 
  and the final flight of the day carried Wilbur 852 feet. He was in the air 
  

  for a full 59 seconds.

  

  The Wright plane wasn’t a hit overnight, however. No one else knew 
  about the flight. The brothers returned to their bicycle business in Dayton 
  and also continued to refine their aeroplane invention. Not long after that, 
  they had built a plane that could fly 25 miles and go 40 miles an hour. 
  They even had a model that could fly circles—and not go off-balance 
  and crash to the ground!
  In 1908, Wilbur flew one of their planes in front of royalty in Europe. 
  In the same year, the rest of America discovered the aeroplane when a 
  newspaper reporter witnessed a flight and wrote about it. The story was 
  soon in newspapers all over the country. The Wrights were suddenly 
  

  famous.

  

  The very next year, they opened a business to make aeroplane, the 
  Wright Co. They found great fame and success making aeroplane. 
  Unfortunately, Wilbur died in 1912 of typhoid fever. Orville lived 
  on, however, eventually selling his business and watching his and his 
  

  brother’s dream become a reality in the modern industrial age.

  

  Exercise 
  Answer these questions about the passage you have read
  1. Why is Orville and Wilbur’s invention of a plane referred to as a 
  “milestone” in air transport?
  2. Explain what inspired the Wright brothers to invent the aeroplane.
  3. How was the idea of making a flying plane born in the bicycle 
  shop?
  4. Explain how the gliders that the Wright brothers made worked.
  5. How did the aeroplane invention by the Wright brothers get known 
  

  in Europe?

  Activity 3 
  Imaginary interview
  The Wright brothers did not go far in school. Actually they were about the 
  same level as we in Senior Four or Five, yet they made this spectacular 
  invention.
  Imagine you met the Wright brothers. Think about the questions you 
  would ask them about their aeroplane invention. Use their knowledge to 
  think about a scientific invention you could make. Describe your amazing 
  scientific invention or discovery and explain the process you would go 
  through to create it. Describe the functionality and the problem it would 
  solve. Present your description in an expository essay. Compare your 
  

  answers with those of your classmates.

  Before modern-day scientists explained natural forces using scientific 
  inquiry and investigations, early man used to explain natural forces using his 
  own knowledge and interpretation; most of which, actually, relied heavily on 
  divine philosophy. Scientists have helped much to demystify these natural 
  phenomena. They have also helped us to make scientific predictions and as 
  a consequence take precautionary measures. For example, we can explain 
  

  the concept of global warming, diseases, nutrition, etc. using science.

  Activity 4 
  Discussion
  Most of the earth’s forces such as gravitation pull or kinetic forces are 
  explained through physics.
  (a) Who would you regard as the father of physics? 
  (b) What did he or she do?
  (c) Describe his or her life.
  (d) Do you think scientists are born scientists; or they are 
  inspired to dwell on science as they grow up?
  

  Activity 5

  Read and enjoy the life story of the famous scientist, Chen-Ning Yang

  The famous scientist: Chen-Ning Yang

  
  

  Chen-Ning Yang thought the unthinkable and won the 1957 Nobel Prize 
  in physics. Yang and his co-worker Tsung-Dao Lee showed that parity 
  – a property that physicists had believed was always conserved – like 
  energy, momentum and electric charge – need not be conserved. 
  Yang also worked with Robert Mills to produce Yang-Mills theory, which 
  today lies at the heart of the Standard Model in physics.
  Early life and education
  Chen-Ning Franklin Yang was born on 22 September 1922 in the city 
  of Hefei, China. 
  His family moved to Beijing when he was young after his father, 
  WuChih, became a professor of mathematics at Tsinghua University. His 
  mother, Meng-hua, was a housewife.
  Yang was schooled in Beijing until 1937, when the Japanese invasion of 
  China forced his family to return to Hefei, and then, a year later, move to 
  the city of Kunming. The Japanese army did not reach Kunming in the 
  south-west of China, although it was bombed by the Japanese air force.
  Yang enrolled at the National Southwestern Associated University in 
  Kunming and was awarded a bachelor’s degree in physics in 1942.
  In 1944 he was awarded a master’s degree in physics for his work in 
  statistical mechanics. He was awarded his degree by Beijing’s Tsinghua 
  University, which had relocated to Kunming. 
  Yang worked as a teacher until he won a United States government 
  scholarship in 1946, which took him to the University of Chicago. There 
  his doctoral advisor was Edward Teller, the father of the hydrogen bomb. 
  In 1948 Yang was awarded a PhD in physics for his work on nuclear 
  

  reactions.

  Chen-Ning Yang’s research work
  After the award of his PhD, Yang stayed at Chicago for a year, working 
  with one of the giants of 20th century physics, Enrico Fermi.
  In 1949 he was invited to become a theoretical physics researcher at the 
  Institute for Advanced Study in Princeton. 
  The institute had been founded in 1930 with the goal of employing the 
  best mathematicians and physicists in the world; Albert Einstein was 
  there from 1933 until his death in 1955.
  Parity conservation
  Atom smashing
  During the 1950s, increasingly complex results had been coming out 
  of particle accelerators and cosmic ray detectors, causing increasing 
  confusion among physicists. 
  The accelerators were pushing ions and particles to enormous speeds, 
  then smashing them into one another. Physicists hoped the debris from 
  the collisions would reveal more about what matter is and how it behaves. 
  Cosmic rays – high energy particles reaching the Earth from the sun and 
  the stars – also produced interesting debris.
  The debris from both accelerators and cosmic rays contains subatomic 
  particles, which are generally unstable, quickly decaying into other 
  particle
  
  
  A very high energy proton (red) ejected by the sun enters the Earth’s 
  atmosphere. We call this a cosmic ray. It collides with a particle high 
  in the Earth’s atmosphere, producing a shower of subatomic particle 
  debris, which can help reveal some of the basic properties of matter. 
  The Meson problem
  Two unstable particles, the theta-meson and the tau-meson, were causing 
  a lot of heads to be scratched. 
  In some senses, the theta-meson and the tau-meson looked as if they 
  might be the same particle: their masses and the average time they took 
  to decay into other particles seemed to be the same. The theta-meson
  and the tau-meson both decayed into pi-mesons, usually known as pions.
  BUT the theta decayed to produce two pions, while the tau decayed to 
  

  produce three pions

  
  

  The theta and tau particles seemed to be identical, except the theta 
  decayed to give two pions, while the tau produced three pions.
  Most physicists took it as a fundamental law of the universe that when 
  any particle decayed, its parity stayed the same. 
  Parity must never be broken: this meant, in a very simplified way, that 
  the same particle could not possibly decay sometimes into two pions, 
  and at other times into three pions. Physicists believed there was a 
  fundamental symmetry in the universe. If parity were broken, the 
  fundamental symmetry they believed in would also be broken.
  Physicists regarded parity as a property that was conserved in the same 
  way that energy, momentum, and electric charge are always conserved.
  Yet the only difference physicists could find between the theta-meson 
  and the tau-meson was that they decayed differently. Otherwise these 
  mesons seemed identical.
  A daring hypothesis: Broken parity
  What if there really were only one meson – a meson that sometimes 
  decayed into two pions and sometimes into three pions? 
  Most physicists thought the idea was ludicrous; if there was one thing 
  they could rely on Mother Nature to do, it was to preserve parity and 
  

  symmetry.

  Enter Yang and Lee
  At the Institute for Advanced Study, Yang had started working with 
  Tsung-Dao Lee. They had actually first met in China at the National 
  Southwest University. 
  Yang was now a full professor of theoretical physics, having been 
  promoted in 1955.
  In summer 1956, Yang and Lee thought the unthinkable. What if parity 
  really could be broken? At this time, Yang was 34 and Lee was 29 years old.
  The meson decay they were looking at involved the weak nuclear force
  – the force responsible for nuclear fission and beta particle emission 
  from atomic nuclei. 
  The two physicists read everything they could and carried out a large 
  number of calculations; they wanted to see if there truly was a fundamental 
  physical law preventing parity being broken for interactions involving the 
  weak nuclear force. There was already good evidence that parity could 
  not be broken for interactions involving the strong nuclear force.
  They published their work late in 1956, showing they could find nothing 
  to stop parity being broken for weak interactions and they described 
  experiments they had devised which could prove whether parity was 
  broken.
  The unthinkable is true = Nobel Prize
  A team of physicists at the Cryogenics Physics Laboratory at the National 
  Bureau of Standards in Washington carried out one of the experiments 
  designed by Yang and Lee, cementing Yang and Lee’s place in the 
  history of science.
  In 1957 Yang and Lee won the Nobel Prize in Physics: they had 
  thought the unthinkable, their calculations showed the unthinkable was 
  possible, and they had devised experiments that had established that the 
  unthinkable was actually true: the theta and tau mesons were actually 
  the same particle and Mother Nature did not preserve parity. Symmetry 
  had also been broken. At a deep level, this means that nature can tell the 
  

  difference between left and right.

  In the more sombre words of the Nobel Prize Committee, Yang and 
  Lee’s prize was for their “penetrating investigation of the so-called parity 
  laws which has led to important discoveries regarding the elementary 
  particles.”
  Even in the face of the theta-tau puzzle, most physicists had not seriously 
  contemplated the possibility of parity breaking. Physics giant Richard 
  Feynman was pleased that at one point he gave the odds of parity 
  breaking being discovered as low as 1 in 50!
  Particle physics had been held back for years by the incorrect assumption 
  that parity could not be broken in weak interactions. Yang and Lee set 
  

  particle physics free again

  

  The theta-tau puzzle was solved when Yang and Lee paved the way for 
  the discovery that tau and theta mesons are identical: they represent 
  different behaviours of the K+
   meson. Sometimes a K+
   meson decays to 
  

  form two pions; sometimes it decays to form three pions.

  Exercise 
  Answer these questions about the passage.
  1. Use your own words to explain the important scientific principle 
  that Yang discovered.
  2. By his father being a professor of mathematics at Tsinghua 
  University, do you think this inspired Yang’s discovery of the 
  physics law? Explain your opinion.
  3. At only 26 years, Yang had already attained a PhD in physics, the 
  highest degree award in any field of study. Explain the contribution 
  of his education to his important discovery.
  4. Carry out research about Professor Albert Einstein and find out 
  why he is known as the father of modern physics. Do you think 
  that Yang’s working in the same university with Professor Albert 
  Einstein, broadened his mind to discover the scientific law? 
  Explain your opinion.
  5. In your own words, explain precisely what the Meson problem was 
  all about and the confusion it was causing among most physicists.
  

  6. Explain how Yang solved the parity puzzle.

  Describing African scientists

  Activity 1 

  Discussion
  We have discussed European, American and Asian scientists in the 
  previous sub-units. In this sub-unit, we are going to discuss African 
  scientists and their prolific innovations, inventions and discoveries.
  Are there some African scientists you know of? Share them and their 
  scientific works with your group members. Choose a group secretary to 
  present your findings to the class for further discussion and comparison. 
  If you do not know any African scientist, then visit the internet facility of 
  your school laboratory. If your school does not have a computer, conduct 
  

  research from science textbooks from your library or ask your teachers.

  Activity 2 
  Research on African scientists
  Visit your school laboratory and find out about the life and scientific 
  discoveries or works of these famous African scientists. Compare your 
  findings with those of your classmates. If your school does not have a 
  

  computer laboratory, ask your science teachers.

  

  Speculating about the future
  Third conditional
  Activity 1 
  Look at this sentence. What does it mean?
  If Alexander hadn’t discovered antibiotics, many people would have
  died.
  Activity 2 
  Look at the scientists and their discoveries or inventions that you have 
  learnt about in this unit. Predict what would have happened if they hadn’t 
  made those discoveries. Write sentences about your speculations.
  Activity 3 
  Carry out research about the scientists in the table below and their 
  discoveries or inventions on the internet, or by asking your science 
  teachers, and write sentences speculating what would have happened if 
  they hadn’t made their discoveries. Compare your sentences with those 
  

  of your classmate

  

  Activity 4 

  Gap filling

  Predict what would have happened in these sentences and complete them.

  1. If the Wright brothers hadn’t invented the aeroplane, ……………
  2. If their father hadn’t given them a gift of a toy plane, the Wright 
  brothers ………………
  3. ………………, the idea of the aeroplane wouldn’t have been born.
  4. If the Wright brothers hadn’t made the kites, …………….
  5. If the newspeople hadn’t covered the first flight, …………….
  6. If Mendel hadn’t set for himself the ambitious task of discovering 
  the laws of heredity, ……………………
  7. If Chen-Ning Yang hadn’t studied physics,…………………..
  8. If the Meson problem hadn’t persisted, Yang ………………..
  9. If Dr. Phillip Emeagwali hadn’t developed the world’s fastest 
  computer, …………..
  10. If Professor Gebisa Ejeta ………………, the sorghum breeding 
  

  research would not have been successful.

  Grammar highlight: Third Conditional
  We can use the third conditional to talk about ‘impossible’ conditions. 
  Impossible because they are in the past and we cannot change what 
  has happened.
  Examples
  If I had worked harder at school, I would have got better grades.
  If I had had time, I would have gone to see him. But I didn’t have time.
  If we had bought that house, we would have had to rebuild the kitchen.
  If we had caught the earlier train, we would have got there on time but 
  we were late.
  

  Notice that the main clause can contain ‘would’, ‘could’ or ‘might’.

  If I had seen him at the meeting, I would have asked him. (But he wasn’t 
  there so I didn’t.)
  If I had seen him at the meeting, I could have asked him. ( But he wasn’t 
  there so it wasn’t possible.)
  If I had seen him at the meeting, I might have asked him. (But I’m not 
  sure. Perhaps if the opportunity had arisen.)
  If I had paid more attention in class, I would have understood the lesson.
  Also notice that sometimes the ‘if clause’ is implied rather than spoken.
  I’d have done it. (“if you had asked me but you didn’t.”)
  I wouldn’t have said that. (“if I’d been there.”)
  

  He wouldn’t have let him get away with that. (“if he had tried that with me.”)

  Revision on the third conditional 
  Activity 1 
  

  Gap filling

  In this exercise, you will practise forming the third conditional. Basing 
  on the example sentence, complete the third conditional sentences by 
  filling in the spaces. For example:
  I didn’t pass the test, because I hadn’t studied hard enough.
  “If I had studied harder, I would have passed the test.”
  1. He crashed his car because he fell asleep while driving. 
  If he …………… asleep while driving, he …………… his car.
  2. We couldn’t go to the concert because we didn’t have enough 
  money.
  If we ………… enough money, we ……… to the concert.
  3. I lost my job because I was late for work.
  I …………… my job if I …………… late for work.
  4. The wind was so strong that the bridge collapsed.
  

  If the wind …………… so strong, the bridge …………… .

  5. I couldn’t call Mutesi because I had lost her number.

  …………… Mutesi if I …………… her number.

  Exercise 
  Multiple choice
  For each question, read the situation and choose the best sentence using 
  the third conditional.
  1. I wasn’t thirsty. I didn’t drink the lemonade.
  A. If I was thirsty, I would drink the lemonade.
  B. If I had been thirsty, I would’ve drunk the lemonade.
  C. If I would have been thirsty, I drank the lemonade.
  2. I didn’t know Butera was in town. I didn’t call her.
  A. If I had known Butera was in town, I would have called her.
  B. I had called Butera if I had know she was in town.
  C. I would had called Butera if I have known she was in town.
  3. I didn’t know watching this documentary was important for our 
  exam. I didn’t watch it.
  A. If I knew this documentary was important, I had watched 
  it.
  B. If I would have known this documentary was important, I 
  had watched it.
  C. If I had known this documentary was important, I would’ve 
  watched it.
  4. I walked home from the disco. My friend was too drunk to drive.
  A. I hadn’t walked home from the disco if my friend wasn’t 
  too drunk to drive.
  B. I wouldn’t have walked home from the disco if my friend 
  hadn’t been too drunk to drive.
  C. I wouldn’t had walked home from the disco if my friend 
  hadn’t been too drunk to drive.
  5. I didn’t go to the store. I thought it closed at 5 pm. It closed at 6 pm.
  A. If I had known the store had closed at 6 pm, I would’ve 
  gone
  B. If I knew the store would have closed at 6 pm, I would’ve gone.
  C. I would’ve gone to the store if I know it had closed at 6 pm.
  6. I ate the yoghurt in the fridge. I thought it was mine, not yours.
  A. If I would have known the yoghurt was yours, I wouldn’t 
  have eaten it.
  B. If I had known the yoghurt was yours, I wouldn’t have eaten 
  it.
  C. I hadn’t eaten the yoghurt if I knew it was yours.
  7. I am really hungry now. I didn’t have any breakfast.
  A. If I had some breakfast, I wouldn’t be hungry now.
  B. If I would had had some breakfast, I wouldn’t be hungry 
  now.
  C. If I had had some breakfast, I wouldn’t be hungry now.
  8. I didn’t see Tony at the party. I wanted to speak to him about his 
  vacation in Kenya.
  A. If I saw Tom at the party, I would’ve spoken to him.
  B. If I had seen Tom at the party, I would’ve spoken to him.
  

  C. If I would have seen Tom at the party, I would’ve spoken to him.

  Predicting discoveries and inventions in the 

  future

  Activity 1 

  Research

  We are witnessing many scientific innovations like the computer and 
  satellite technology and indeed many more inventions, discoveries and 
  innovations are in the pipeline. You have probably heard people predict 
  some of them. Discuss the scientific inventions you think will happen in 
  the coming years. If you do not know, then use the internet to find out 
  

  or ask your science teachers and community members.

  Activity 2 
  

  Research

  In groups, study the photographs carefully. Describe them with your 

  classmates.

  
  

  
  

  Answer these questions

  1. Look at Fig. A of the planet Mars, also called the red planet. Find 
  out why it is called the red planet. Have you heard of the one-way 
  ticket to Mars? It is an expedition in which a USA billionaire 
  called Elon Musk has invested to land humans on planet Mars to 
  live there permanently after the scientists in Fig. B discovered that 
  the planet could support human life. Visit your school’s internet 
  laboratory, search for the topic ‘one-way ticket to Mars’. Write an 
  essay about how the whole process will be conducted, the possible 
  challenges humans who will live on the planet will face and the 
  possible mitigation measures scientists have put in place.
  2. Look at Fig. C (the flying car). It is anticipated to solve the problem 
  of traffic jams in towns and cities. Again use the internet to find 
  out how the car will operate. 
  3. Fig. D is a telephone conferencing gadget. Conference means a 
  gathering. This gadget is already in use with plans to modify it so 
  that it can address hundreds of thousands or millions of people in 
  a community. How does it work? Find out from the internet.
  4. Have you heard of the Airbus; of the road that will be constructed 
  to rotate around the world cutting through the major cities of the 
  world; food that will be grown in floating gardens in air; cities 
  and towns built on water by scientists; the first head transplant 
  that will take place in December 2017, by Professor Doctor Sergio 
  Canavero, an Italian neurosurgeon; etc? Research about all of them 
  and any other astonishing future or current scientific inventions, 
  innovations and discoveries and find how they will affect the 
  world. Present your work in an essay.
  

  Please work together and compare your answers.

  Future perfect

  Activity 3 

  Discussion

  1. Predict the inventions that will happen in future. What do you 
  think life as influenced by scientific innovations will be like in 
  the year 2500?
  2. What impact do you think these scientific inventions, innovations 
  and discoveries will have on our lives?
  3. Do you think by 2500, a cure for HIV/AIDS will have been found?
  4. What do you predict will be the effect of science and technology, 
  including ICT, on the lifestyles of the people who will be living 
  

  by that time, 2500 and beyond?

  Exercise 
  Use the predictions to write sentences or paragraphs about those scientific 
  inventions and discoveries and the effect they have on our lives and the 
  environment using the future tense ‘will’. Compare your answers with 
  those of your classmates.
  Example
  By the year, 2050, it is predicted by the UN that there will be two billion 
  more people in the world, creating a demand for 70 percent more food. By 
  that time, 80 percent of us will be living in cities, and most of the food will 
  be farmed in the cities. I predict that scientists will invent air floating farms 
  

  to meet the very great food demand for the urbanites

  
  

• UNIT6:Natural and Industrial Processes

  

  My goals
  After studying this unit, I will be able to:
  ⦿ Describe a natural, biological, environmental, industrial or mining 
  process.
  ⦿ Plan, write and evaluate texts with a sequence of sentences, describing 
  a process.
  ⦿ Write a sequence of sentences describing a process, with a diagram, 
  paying attention to connectors of time or cause and effect.
  ⦿ Make notes and summary of a text.
  ⦿ Respect natural and industrial processes role in Rwanda’s economic 
  

  development

  Language use
  Describing a natural process
  Activity 1 
  Discussion and research
  Look at the various natural occurrences like thunderstorms, earthquakes, 
  stars, clouds, rain water, and others. Have you ever wondered about the 
  processes these natural phenomena go through to form?
  Activity 2 
  Look at the photograph of a cloud below. Discuss the importance of 
  

  clouds. 

  

  Activity 3 

  Read the passage below to find out how clouds are 

  formed

  What are clouds?

  A cloud is a large collection of very tiny droplets of water or ice crystals. 
  

  The droplets are so small and light that they can float in the air.

  
  

  How are clouds formed?
  All air contains water, but near the ground it is usually in the form of an 
  invisible gas called water vapour. When warm air rises, it expands and 
  cools. Cool air can’t hold as much water vapour as warm air, so some 
  of the vapour condenses onto tiny pieces of dust that are floating in the 
  air and forms a tiny droplet around each dust particle. When billions of 
  these droplets come together they become a visible cloud.
  
  
  Activity 3 
  Read the passage below to find out how clouds are 
  formed
  What are clouds?
  A cloud is a large collection of very tiny droplets of water or ice crystals. 
  

  The droplets are so small and light that they can float in the air.

  

  How are clouds formed?
  All air contains water, but near the ground it is usually in the form of an 
  invisible gas called water vapour. When warm air rises, it expands and 
  cools. Cool air can’t hold as much water vapour as warm air, so some 
  of the vapour condenses onto tiny pieces of dust that are floating in the 
  air and forms a tiny droplet around each dust particle. When billions of 
  

  these droplets come together they become a visible cloud

  

  Why are clouds white?
  Since light travels as waves of different lengths, each colour has its 
  very own unique wavelength. Clouds are white because their water 
  droplets or ice crystals are large enough to scatter the light of the seven 
  wavelengths (red, orange, yellow, green, blue, indigo and violet), which 
  

  combine to produce white light.

  

  Why do clouds turn grey?
  Clouds are made up of tiny water droplets or ice crystals, usually a 
  mixture of both. The water and ice scatter all light, making clouds 
  appear white. If the clouds get thick enough or high enough, all the light 
  above does not make it through, hence the grey or dark look. Also, if 
  there are lots of other clouds around, their shadow can add to the grey 
  

  or multicoloured grey appearance.

  

  Why do clouds float?
  A cloud is made up of liquid water droplets. A cloud forms when air is 
  heated by the sun. As it rises, it slowly cools until it reaches the saturation 
  point and water condenses, forming a cloud. As long as the cloud and the 
  

  air that it is made of is warmer than the outside air around it, it floats!

  

  How do clouds move?
  Clouds move with the wind. High cirrus clouds are pushed along by 
  the jet stream, sometimes travelling at more than 100 miles per hour 
  (mph). When clouds are part of a thunderstorm they usually travel at 
  

  30 to 40 mph

  

  Why do clouds form at different heights in the atmosphere?
  The characteristics of clouds are dictated by the elements available, 
  including the amount of water vapour, the temperatures at that height, 
  

  the wind, and the interplay of other air masses.

  

  How is fog formed?
  There are many different types of fog, but fog is mostly formed when 
  southerly winds bring warm, moist air into a region, possibly ending a 
  cold outbreak. As the warm, moist air flows over much colder soil or 
  snow, dense fog often forms. Warm, moist air is cooled from below as 
  it flows over a colder surface. If the air is near saturation, moisture will 
  condense out of the cooled air and form fog. With light winds, the fog 
  

  near the ground can become thick and reduce visibility to zero.

  

  Activity 4 
  Research
  Think about a natural observable feature and conduct research about 
  how it forms. Describe the process to your classmates.
  Describing a biological process
  Activity 1 
  Discussion
  Just like any living thing needs food to survive, plants also make the food 
  they consume for their survival. In your Science or Biology lessons, you 
  

  should have learnt about the process by which plants make their food.

  Activity 2 
  Research and essay writing using connectors of time and 
  cause and effect
  Study the picture below carefully. Use it and your own Science 
  or Biology knowledge to write about the process by which plants 
  manufacture their food called photosynthesis. Write down the process 
  and choose a secretary who will present your essays to the class for 
  

  further discussion and comparison of your findings.

   Describing a process: Photosynthesis

  

  Describing an environmental process
  In all our studies, we have emphasised the relevance of protecting our 
  environment, yet human-induced factors, especially through industrialisation, 
  

  continue causing insurmountable damage to the environment. 

  Activity 1 
  Discussion
  (a) Have you ever heard about acid rain? What is it?
  (b) What causes acid rain?
  (c) Describe the effects of acid rain.
  (d) What piece of advice would you suggest to prevent acid rain?
  Activity 2 
  Study the diagram carefully. Read the passage below it 
  

  to match what you see in the text.

  

  (Photo credit: Environmental Protection Agency (EPA))

  Factories produce bad toxic gases called SO2
   and NOx and release them 
  into the air (these are represented by the yellow dots in the diagram). 
  When SO2
  

   and NOx combine with the air, acid rain is created.

  Acid rain is caused by a chemical reaction that begins when compounds 
  like sulfur dioxide and nitrogen oxides are released into the air. These 
  substances can rise very high into the atmosphere, where they mix and 
  react with water, oxygen, and other chemicals to form more acidic 
  pollutants, known as acid rain. Sulfur dioxide and nitrogen oxides 
  dissolve very easily in water and can be carried very far by the wind. As 
  a result, the two compounds can travel long distances where they become 
  part of the rain, sleet, snow and fog that we experience on certain days.
  Human activities are the main cause of acid rain. Over the past few 
  decades, humans have released so many different chemicals into the 
  air that they have changed the mix of gases in the atmosphere. Power 
  plants release the majority of sulfur dioxide and much of the nitrogen 
  oxides when they burn fossil fuels, such as coal, to produce electricity. 
  In addition, the exhaust from cars, trucks and buses releases nitrogen 
  oxides and sulfur dioxide into the air. These pollutants cause acid rain.
  Acid rain has a pH below 5.6. Normal rain has a pH of about 5.6, which 
  is slightly acidic. (The pH value is a measure of acidity or alkalinity, 
  ranging from 0 to 14. A pH measurement of 7 is regarded as neutral. 
  Measurements below 7 indicate increased acidity, and those above 7 
  indicate increased alkalinity.) 
  
  The principal natural phenomena that contribute acid-producing gases 
  to the atmosphere are emissions from volcanoes and from biological 
  processes that occur on the land, in wetlands and in the oceans. The 
  effects of acidic deposits have been detected in glacial ice thousands 
  of years old in remote parts of the globe. Principal human sources are 
  industrial and power-generating plants and transportation vehicles. The 
  gases may be carried hundreds of miles in the atmosphere before they 
  are converted to acids and deposited. 
  Since the industrial revolution, emissions of sulfur and nitrogen oxides 
  to the atmosphere have increased. Industrial and energy-generating 
  facilities that burn fossil fuels, primarily coal, are the principal sources 
  of increased sulfur oxides. These sources, plus the transportation sector, 
  

  are the major originators of increased nitrogen oxides.

  The problem of acid rain has not only increased with population and 
  industrial growth, it has become more widespread. The use of tall 
  smokestacks to reduce local pollution has contributed to the spread of 
  acid rain by releasing gases into regional atmospheric circulation. The 
  same remote glaciers that provide evidence of natural variability in acidic 
  deposition show, in their more recently formed layers, the increased 
  deposition caused by human activity during the past half century.
  Effects of acid rain
  Acid rain causes acidification of lakes and streams and contributes to 
  the damage of trees at high elevations (for example, red spruce trees 
  above 2,000 feet) and many sensitive forest soils. In addition, acid 
  rain accelerates the decay of building materials and paints, including 
  irreplaceable buildings, statues and sculptures that are part of our nation’s 
  cultural heritage. Prior to falling to the earth, sulfur dioxide (SO2
  ) and 
  nitrogen oxide (NOx) gases and their particulate matter derivatives—
  sulfates and nitrates—contribute to visibility degradation and harm 
  public health.
  Environmental effects of acid rain
  The most obvious environmental effect of acid rain has been the loss 
  of fish in acid-sensitive lakes and streams. Many species of fish are not 
  able to survive in acidic water. Acid rain affects lakes and streams in two 
  ways: chronic and episodic. Chronic, or long-term acidification results 
  form years of acidic rainfall. It reduces the alkalinity (buffering capacity) 
  and increases the acidity of the water. Chronic acidification may reduce 
  the levels of nutrients such as calcium, which, over time, may weaken 
  the fish and other plants and animals in an aquatic ecosystem. Episodic 
  acidification is a sudden jump in the acidity of the water. This can 
  result from a heavy rainstorm. It also happens in the spring, because the 
  sulfates and nitrates will concentrate in the lowest layers of a snowpack. 
  In the spring, when that snow melts, it will be more acidic than normal. 
  Episodic acidification can cause sudden shifts in water chemistry. This 
  may lead to high concentrations of substances such as aluminum, which 
  

  may be toxic to fish

  

  Dead fish in a lake polluted by acid rain

  Most of the effects on forests are subtle. Acid deposition may influence 
  forest vegetation and soils. Acid rain has been cited as a contributing 
  factor to the decline of the spruce-fir forests throughout the eastern 
  United States. Acid rain may remove soil nutrients such as calcium 
  and magnesium from soils in high elevation forests and cause damage 
  to needles of red spruce. Acid rain may also help weaken the natural 
  defences of some trees, making them more vulnerable to some diseases 
  and pests.
  
  Acid rain deposits nitrates that can lead to increases in nitrogen in forests. 
  Nitrogen is an important plant nutrient, but some forest systems may 
  not be able to use all they receive, leading to nitrogen saturation. In the 
  eastern United States, there is evidence of nitrogen saturation in some 
  forests. Nitrates can remove additional calcium and magnesium from 
  the soils. Continued nitrogen deposition may alter other aspects of the 
  nutrient balance in sensitive forest ecosystems and alter the chemistry 
  

  of nearby lakes and streams

  

  Maize plantation prematurely dried by acid rain

  Excess nitrogen may cause eutrophication (over-nourishment) in areas 
  where rivers enter the ocean. This may lead to unwanted growth of 
  algae and other nuisance plants. As much as 40% of the total nitrogen 
  entering coastal bays on the Atlantic and Gulf coasts may come from 
  atmospheric deposition.
  Effects of acid rain - human health
  
  Acid rain looks, feels and tastes just like clean rain. The harm to people 
  from acid rain is not direct. Walking in acid rain, or even swimming in 
  an acid lake, is no more dangerous than walking or swimming in clean 
  water. However, the pollutants that cause acid rain—sulfur dioxide (SO2
  ) 
  and nitrogen oxides (NOx)—do damage human health. These gases 
  interact in the atmosphere to form fine sulfate and nitrate particles that 
  can be transported long distances by winds and inhaled deep into people’s 
  lungs. Fine particles can also penetrate indoors. Many scientific studies 
  have identified a relationship between elevated levels of fine particles 
  and increased illness and premature death from heart and lung disorders, 
  such as asthma and bronchitis.
  Based on health concerns, SO2
   and NOx have historically been regulated 
  under the Clean Air Act, including the Acid Rain Programme. In the 
  

  eastern U.S., sulfate aerosols make up about 25 percent of fine particles

  By lowering SO2
   and NOx emissions from power generation, the Acid Rain 
  Programme will reduce the levels of fine sulfate and nitrate particles and 
  so reduce the incidence and the severity of these health problems. When 
  fully implemented by the year 2010, the public health benefits of the Acid 
  Rain Programme are estimated to be valued at $50 billion annually, due 
  to decreased mortality, hospital admissions and emergency room visits.
  Decreases in NOx emissions are also expected to have a beneficial impact 
  on human health by reducing the nitrogen oxides available to react with 
  volatile organic compounds and form ozone. Ozone impacts on human 
  health include a number of morbidity and mortality risks associated with 
  

  lung inflammation, including asthma and emphysema.

  Activity 3
  Summary writing
  In 100 words, describe the causes and effects of acid rain. Compare your 
  

  summaries with those of your classmates.

  Describing an industrial process 
  Using the passive voice and sentence connectors
  Activity 1 
  

  Work

  In our previous classes, we learnt about the passive voice. Share with 
  a classmate what you know about the passive voice and why it is an 
  appropriate tense for describing processes. You may exhibit knowledge 
  by writing a simple process of getting a product using the passive tense. 
  

  Compare your paragraph with those of your classmates.

  Activity 2
  Sentence connectors
  Read these sentences. Share their meaning among yourselves.
  1. Science is amusing but also wearying; it is fascinating yet
  challenging.
  2. Be proud to stand up for purity because that way alone leads to a 
  magnetic personality.
  3. On the other hand, if you do not pay attention to the scientific 
  details, science can turn out to be harmful.
  4. Last month, he was given the final warning against drinking. Even
  so, he did not heed the warning and was eventually expelled.
  5. We could not allow such a habitual drunkard to join us; besides, he 
  had already exhibited ill manners that he was bent on not changing.
  Note
  The words and phrases (sentence connectors) in italics, make connections 
  between one sentence or clause and another, doing some of the work of 
  

  making clear the relationship between the ideas expressed.

  Activity 3

  Work

  Study the following sentence connectors. Discuss their meaning and 

  use them in sentences of your own.

  1. Expressing addition: too, also, equally, moreover, additionally 
  (in addition to), at the same time, in the same way, similarly, 
  furthermore, as a matter of fact, etc. 
  2. Expressing cause and effect: as a result, therefore, consequently, 
  so, thus, because, of that.
  3. Expressing comparison: similarly, unlike.
  4. Expressing concession: however, nevertheless, and yet, besides, a 
  the same, through, in spite of (despite), in any case, still, anyway, 
  even so.
  5. Expressing contrast: on the one hand/on the other hand, on the 
  

  contrary, however, but, yet, nevertheless, in spite of.

  Activity 4

  Writing work

  Having shared knowledge about the passive tense and sentence 
  connectors, think of a product whose production process you are familiar 
  with. 
  Use the passive tense and sentence connectors to describe the process of 
  making the product. Compare your descriptive composition with those 
  

  of your classmates

  Activity 5
  Research
  Think of a product. It could be an article of clothing, food product, 
  beverage or anything else. Visit a factory where that product is made. 
  Observe the process the product goes through until it is produced. The 
  guided tour and explanations by the production staff will provide useful 
  information for your research. 
  Make notes about every production stage. Write down the process 
  using the notes you took. Try to present your descriptive essay using 
  the passive voice.
  Write down the steps and share them with your classmates. If there are 
  any by-products made from the main product, explain them and discuss 
  

  their importance

  Activity 1
  Read the passage below describing the process of 
  making sugar
  Make brief notes and then a summary of the process of making sugar. 
  Share the notes and summary with other classmates. Before reading, first 
  study the photographs about the process of making sugar, then match 
  

  them with the story.

  

  

  Growing the cane
  Sugar cane is a sub-tropical and tropical crop that prefers lots of sun and 
  lots of water – provided that its roots are not waterlogged. It typically 
  takes about 12 months to reach maturity although the time varies widely 
  around the world from as short as six months in Rwanda to 24 months in 
  some places. Where it differs from many crops is that it re-grows from 
  

  the roots so the plant lasts through many cycles.

  Harvesting
  Sugar cane is harvested by chopping down the stems but leaving the 
  roots so that it re-grows in time for the next crop. Harvest times tend to 
  be during the dry season and the length of the harvest ranges from as 
  little as 2 ½ months up to 11 months. The cane is taken to the factory: 
  often by truck or rail wagon.
  Extraction
  The first stage of processing is the extraction of the cane juice. In many 
  factories the cane is crushed in a series of large roller mills: similar to a 
  mangle [wringer] which was used to squeeze the water out. The sweet 
  juice comes gushing out and the cane fibre is carried away for use in 
  the boilers. In other factories a diffuser is used as is described for beet 
  sugar manufacture. Either way the juice is pretty dirty: the soil from 
  the fields, some small fibres and the green extracts from the plant are 
  all mixed in with the sugar.
  Evaporation
  The factory can clean up the juice quite easily with slaked lime (a relative 
  of chalk) which settles out a lot of the dirt so that it can be sent back 
  to the fields. Once this is done, the juice is thickened up into a syrup 
  by boiling off the water using steam in a process called evaporation. 
  Sometimes the syrup is cleaned up again but more often it just goes on 
  to the crystal-making step without any more cleaning. The evaporation 
  is undertaken in order to improve the energy efficiency of the factory.
  Boiling
  The syrup is placed into a very large pan for boiling, the last stage. In the 
  pan even more water is boiled off until conditions are right for sugar crystals 
  to grow. You may have done something like this at school but probably 
  not with sugar because it is difficult to get the crystals to grow well. In the 
  factory the workers usually have to throw in some sugar dust to initiate 
  crystal formation. Once the crystals have grown the resulting mixture 
  of crystals and mother liquor is spun in centrifuges to separate the two, 
  rather like washing is spin dried. The crystals are then given a final dry 
  

  with hot air before being stored ready for dispatch.

  Storage
  The final raw sugar forms a sticky brown mountain in the store and 
  looks rather like the soft brown sugar found in domestic kitchens. It 
  could be used like that but usually it gets dirty in storage and has a 
  distinctive taste which most people don’t want. That is why it is refined 
  when it gets to the country where it will be used. Additionally, because 
  one cannot get all the sugar out of the juice, there is a sweet by-product 
  made: molasses. This is usually turned into a cattle food or is sent to a 
  distillery where alcohol is made.
  Power
  So what happened to all that fibre from crushing the sugar cane? It is 
  called “bagasse” in the industry. The factory needs electricity and steam 
  to run, both of which are generated using this fibre. 
  The bagasse is burnt in large furnaces where a lot of heat is given out 
  which can be used in turn to boil water and make high pressure steam. 
  The steam is then used to drive a turbine in order to make electricity 
  and create low pressure steam for the sugar making process. This is the 
  same process that makes most of our electricity but there are several 
  important differences.
  When a large power station produces electricity it burns a fossil fuel 
  [once used, a fuel that cannot be replaced] which contaminates the 
  atmosphere and the station has to dump a lot of low grade heat. All this 
  contributes to global warming. In the cane sugar factory the bagasse 
  fuel is renewable and the gases it produces, essentially CO2
  , are more 
  than used up by the new cane growing. Add to that the factory use of 
  low grade heat [a system called co-generation] and one can see that a 
  

  well run cane sugar estate is environmentally friendly.

  The passive voice
  Activity 1 
  Study the sentence below taken from the reading 
  

  passage.

  The bagasse is burnt in large furnaces where a lot of heat is given out 
  which can be used, in turn, to boil water and make high pressure steam.
  What do you note about the subject of the sentence above and its 
  

  relationship with the verb?

  Activity 2 
  Writing sentences using the passive voice
  Identify 10 sentences in which the passive voice has been used in the 
  text which you read first. Write them in your exercise book, and discuss 
  

  with a classmate their meanings.

  Describing a mining process
  Activity 1 
  Discussion
  

  Describe the mining process of minerals

  Activity 2 

  Read the text below carefully. 

  For each sub-section of a paragraph, write one main sentence to 

  summarise the paragraph.

  Introduction

  Tin (Sn) is one of the few metals which have been used and traded 
  by humans for more than 5,000 years. One of its oldest uses is in 
  combination with copper to make bronze. Copper was first coated with 
  tin in the first century AD and tin-plated iron was manufactured in the 
  16th century. It has the advantageous combinations of a low melting 
  point, malleability, resistance to corrosion and fatigue, and the ability to 
  alloy with other metals. It is also non-toxic and easy to recycle.
  Occurrence
  Cassiterite (SnO2
  ) is by far the most important tin ore, although small 
  amounts of tin are recovered from sulphide minerals such as stannite 
  (Cu2
  FeSnS4
  ). Tin occurs in both primary and secondary deposits. Primary 
  deposits are typically associated with granite intrusive rocks which form 
  when magma bodies are embodied into rock beneath the earth’s surface, 
  rather than on it as in the case of volcanic rock. Primary deposits can 
  occur within the granite or within pegmatities or aplites (dyke-like 
  rocks) associated with the granite. They occur also in rocks surrounding 
  the margins of the intrusive rocks as veins, disseminations, skarns or 
  carbonate replacements generated by tin-bearing fluids derived from the 
  granite magmas. Secondary deposits (placers) derive from the weathering 
  and erosion of primary tin deposits. Cassiterite is chemically resistant, 
  heavy and readily forms residual concentrations. These concentrations 
  may develop over a primary deposit (eluvial) and on slopes below the 
  deposit (colluvial). When the cassiterite reaches a drainage system, it 
  may be transported to a river channel and concentrated into an alluvial 
  

  placer deposit. 

  A placer deposit buried by younger sediments or lava is known as a deep 
  lead. Deposits in oceanic submerged river channels are important sources 
  of tin. More than half of the world’s tin production is from deposits such 
  

  as these, mainly in Malaysia, Indonesia and Thailand.

  Mining
  The main method of mining large placer tin deposits is by bucket-line 
  dredging. The alluvium containing the tin is excavated and transported 
  by a continuous chain of buckets to the interior of the dredge where 
  it is washed and roughly concentrated. In East Africa particularly, 
  smaller deposits, or those unsuitable for dredging (e.g. because the 
  bedrock is very rough) are worked by gravel pumping. The alluvium 
  is broken up by a high pressure jet of water and the resulting slurry is 
  pumped to the concentrating plant. The impure cassiterite concentrate 
  is further concentrated by gravity methods which involve passing the 
  concentrate in a stream of water over equipment such as jigs, spirals, 
  or shaking tables. This separates the heavy cassiterite from the lighter 
  minerals such as quartz. Magnetic or electrostatic separation removes 
  the heavy mineral impurities. The end product is a cassiterite concentrate 
  containing about 70% tin. Vein and disseminated tin deposits are mined 
  by the same methods used in hard-rock mining of other non-ferrous ores 
  such as zinc. The ore is broken by drilling and blasting, transported to a 
  concentrator where it is crushed and ground and then concentrated by 
  gravity methods. The concentrate is usually of a lower grade (about 50% 
  tin) than placer concentrate because of the fine grain size of the cassiterite 
  and the difficulty of removing all the associated sulphide minerals. 
  Although flotation is not as efficient for tin ores as it is for sulphide 
  ores, it is used increasingly to improve the amount of tin recovered and 
  to recover tin from the residues of earlier treatment.
  Smelting
  Cassiterite is reduced to tin by heating with carbon at 1200°C to 
  1300°C. Reverberatory furnaces are used to smelt tin concentrate and, 
  for additional tin recovery, to re-smelt slag, which is left after the ore 
  has been smelted. 
  A furnace charge consists of cassiterite, a carbon-reducing agent, and 
  limestone and silica fluxes. Smelting takes 10 to 12 hours. The molten 
  batch is tapped into a settler from which the slag overflows into pots. 
  The molten tin from the bottom of the settler is cast into slabs or pigs 
  (of about 34 kg) for refining, and the cooled slag, which contains 10 to 
  

  25% tin, is crushed and re-smelted.

  Refining
  Tin produced by smelting concentrate or slag commonly contains 
  metallic impurities which must be removed by refining before the 
  tin is marketed. Refining may be by heat treatment or by electrolytic 
  processes. Heat treatment is the more widely used method and involves 
  heating the tin from smelters on an inclined hearth to a temperature just 
  above the melting point of pure tin, but below that of the melting point 
  of the impurities. The relatively pure molten tin flows into a kettle and 
  impurities remain behind in a residue which is re-treated to recover more 
  tin. As there is not a great demand for tin of extremely high purity, the 
  more costly electrolytic method is rarely used. Tin concentrate sometimes 
  also contains tantalum and niobium. The concentrate is smelted in an 
  electric furnace and tantalum and niobium are recovered from the slag. 
  The tin produced here contains a small amount of antimony and is used 
  for alloys.
  Uses
  There are many important uses for tin. Most is used to produce tinplate, 
  or steel coated with tin which is used for food packaging. Tin and tin 
  alloys are used also for solder, especially in the electronics industry. It is 
  commonly used as an alloy for bearing metal and as an alloy in metallic 
  coatings. Inorganic compounds of tin are used in ceramics and glazes. 
  Organic compounds of tin are used in plastics, wood preservatives, 
  

  pesticides and in fire retardants.

  Describing the greenhouse effect

  Activity 1

  Writing and evaluating a text

  Carefully read the text below. It is a summary paragraph about 
  greenhouse gases and their effect.
  Greenhouse gases are certain gases in the atmosphere (water vapour, 
  carbon dioxide, nitrous oxide, and methane, for example) that trap 
  energy from the sun. Without these gases, heat would escape back into 
  space and the Earth’s average temperature would be about 60º F colder. 
  Because of how they warm our world, these gases are referred to as 
  

  greenhouse gases.

  Activity 2 
  Research
  Now carry out research about the greenhouse effect and write a text 
  describing its formation process in the atmosphere. Remember to give 
  a title to your text. Your piece of writing should flow in organised 
  paragraphs and you should paraphrase your essay. Paraphrasing means 
  using your own words to write a text, not lifting a sentence, paragraph 
  or the entire text from the original source of material. Use the text to get 
  knowledge, but be free to include your own ideas, and factual details to 
  suit your writing. Present essays of not more than three paragraphs for 
  

  further discussion with your classmates.

  
  
  
  

  
  

  
  

• UNIT7:Globalisation and Global Citizenship

  My goals
  After studying this unit, I will be able to:
  ⦿ Appreciate the contribution of all cultures to the creation of a global 
  society.
  ⦿ Describe class family connections with and visits to a foreign country.
  ⦿ Describe Rwanda’s international trade and sources of income.
  ⦿ Discuss a multinational company in Rwanda.
  

  ⦿ Use the present perfect/ present perfect passive voice.

  Talking about making global connections

  Language use: Listening and speaking

  Activity 1 

  Study the diagrams below.

  (a) What do you think they mean? 
  

  (b) Explain the message you think they communicate. 

  

  Activity 2
  Your teacher will read to you a passage. Listen carefully 
  and do the activity that follows it.
  What is globalisation?
  Globalisation is a process of interaction and integration among the people, 
  companies, and governments of different nations, a process driven by 
  international trade and investment and aided by information technology. 
  This process has effects on the environment, on culture, on political 
  systems, on economic development and prosperity, and on human 
  

  physical well-being in societies around the world.

  Globalisation is not new, though. For thousands of years, people—and, 
  later, corporations—have been buying from and selling to each other 
  in lands at great distances, such as through the famed Silk Road across 
  Central Asia that connected China and Europe during the Middle 
  Ages. Likewise, for centuries, people and corporations have invested 
  in enterprises in other countries. In fact, many of the features of the 
  current wave of globalisation are similar to those prevailing before the 
  

  outbreak of the First World War in 1914.

  

  Map of the Silk Road
  
  But policy and technological developments of the past few decades have 
  spurred increases in cross-border trade, investment, and migration so 
  large that many observers believe the world has entered a qualitatively 
  new phase in its economic development. Since 1950, for example, the 
  volume of world trade has increased by 20 times, and from just 1997 
  to 1999 flows of foreign investment nearly doubled, from $468 billion 
  to $827 billion. Distinguishing this current wave of globalisation from 
  earlier ones, author Thomas Friedman has said that today globalisation 
  is “farther, faster, cheaper, and deeper.”
  This current wave of globalisation has been driven by policies that have 
  opened up economies domestically and internationally. In the years 
  since the Second World War, and especially during the past two decades, 
  many governments have adopted free-market economic systems, vastly 
  increasing their own productive potential and creating myriad new 
  

  opportunities for international trade and investment. 

  Governments also have negotiated dramatic reductions in barriers to 
  commerce and have established international agreements to promote 
  trade in goods, services, and investment. Taking advantage of new 
  opportunities in foreign markets, corporations have built foreign factories 
  and established production and marketing arrangements with foreign 
  partners. A defining feature of globalisation, therefore, is an international 
  industrial and financial business structure.
  Technology has been the other principal driver of globalisation. Advances 
  in information technology, in particular, have dramatically transformed 
  economic life. Information technologies have given all sorts of individual 
  economic actors—consumers, investors, businesses—valuable new tools 
  for identifying and pursuing economic opportunities, including faster 
  and more informed analyses of economic trends around the world, easy 
  transfers of assets, and collaboration with far-flung partners.
  Globalisation is deeply controversial, however. Proponents of 
  globalisation argue that it allows poor countries and their citizens to 
  develop economically and raise their standards of living, while opponents 
  of globalisation claim that the creation of an unfettered international free 
  market has benefited multinational corporations in the Western world 
  at the expense of local enterprises, local cultures, and common people. 
  Resistance to globalisation has, therefore, taken shape both at a popular 
  and at a governmental level as people and governments try to manage 
  the flow of capital, labour, goods and ideas that constitute the current 
  wave of globalisation. 
  According to Wikipedia Free Encyclopaedia , the term “citizenship” 
  refers to an identity between a person and a city, state or nation and their 
  right to work, live and participate politically in a particular geographical 
  area. 
  When combined with the term “global”, it typically defines a person who 
  places their identity with a “global community” above their identity as 
  a citizen of a particular nation or place. The idea is that one’s identity 
  transcends geography or political borders and that responsibilities 
  or rights are or can be derived from membership of a broader class: 
  

  “humanity”. 

  This does not mean that such a person denounces or waives their 
  nationality or other, more local identities, but such identities are given 
  

  “second place” to their membership of a global community.

  This does not mean that such a person denounces or waives their 
  nationality or other, more local identities, but such identities are given 
  

  “second place” to their membership of a global community.

  Activity 3
  Discussion
  Use the knowledge you have listened to from the listening passage. 
  Weigh the benefits and costs of globalisation. Write an essay. Compare 
  your essays with those of other classmates.
  In general usage, the term globalisation may have much the same 
  meaning as “world citizen”. What do you think the phrase “world citizen” 
  

  implies? Discuss the benefits and shortfalls of world citizenship.

  Activity 4

  Dialogue

  Practise and act out the dialogue below with a classmate.

  

  Joan: Hello David. Did you hear the recent government 
  proposal of exploring the possibility of investing in video 
  conferencing to connect school children and teachers to 
  

  the outside world?

  David: Oh yes, I did hear. What do you think? Wouldn’t it be 
  excellent if our government connected us to the global 
  world using the internet so that we could communicate 
  to each other and exchange ideas! Won’t that be so 
  wonderful?
  Joan: Trust me. Whoever thought about this proposal indeed 
  thought very well for us school-going children and our 
  valued teachers. The proposal should be made into a 
  bill, tabled in parliament and passed quickly. There are 
  so many benefits we shall derive out of it, besides the 
  exchange of ideas you have mentioned!
  David: I have already heard about the‘World Links for 
  Development’ programme which has helped to connect 
  schools, teachers and students of various countries 
  around the globe. In a televised dialogue with one of the 
  beneficiaries, I really envied him when he enumerated the 
  many benefits of global connections using the internet.
  Joan: What did he precisely say?
  David: Many things, but I am most certain this is the trend 
  we are becoming a part of. Besides, information 
  and communication technology itself has, of course, 
  changed dramatically around the world. There is more 
  of it; it is more powerful; it is faster; it is cheaper; it is 
  available to many more people; and many more people 
  know how to, and do use it as part of their daily lives. 
  The information and communication tools to make 
  connections between teachers and learners across national 
  borders have improved a lot, are very useful, sustainable, 
  environmentally friendly and even exciting.
  

  Joan: Wow, what an exciting world we are going to enjoy!

  Activity 5
  Discussion
  Read through the dialogue again. Use it to discuss the benefits of 
  people around the world being linked to each other through the use of 
  the internet. Choose a secretary to share your views with the class for 
  

  comparison and further discussion of your opinions.

  Activity 6
  Research/Conducting a survey 
  Your teacher will take you to a tour agency. Find out the number of 
  people who leave Rwanda and those who come into Rwanda. Find out 
  from the tour staff the reasons why people leave Rwanda and why others 
  

  come into Rwanda. Present your findings in a table.

  

  ‘People around the world travel to different countries.’ Use the table 
  above to write a composition about the reasons and benefits these people 
  gain by travelling to these countries. Compare your essay with those of 
  

  your classmates.

  Activity 7
  Essay writing
  Some of you could be having family connections or friends in foreign 
  countries and may have visited other countries. Write a letter to your 
  pen pals or family friends informing them about your cultures, or any 
  other subject of your choice. Exchange your letters with your classmates. 
  Describing international trade
  Activity 1
  Discuss these questions
  (a) Visit nearby shops and supermarkets. Or, look at the labels 
  on some of the products in your home that you use. On 
  some of the labels are written the countries where they are 
  made or manufactured. Describe the goods that you see on 
  the Rwandan markets that are not produced in our country. 
  Why do you think our country cannot produce those goods? 
  Do you know of some products and services that Rwanda 
  exports to other countries? Describe them.
  (b) Look at cars. Most of them are manufactured in Europe and 
  Asia. Why do you think we cannot as per now manufacture 
  them in Rwanda? 
  (c) Do you have some suggestions you can recommend so that 
  Rwanda starts manufacturing the products she imports?
  (d) Explain how Rwanda benefits by exporting her products 
  

  and services to other countries

  Activity 2
  Read the passage below carefully
  Rwanda is predominantly a country of rural farmers, with few natural 
  resources. About 90% of the population is engaged in agriculture and 
  the remainder in the service sector. Tea and coffee are the main export 
  commodities of Rwanda trade. Since 2001, growth has been driven by 
  exports to the tune of 5% in the last five years.
  Rwanda trade: Exports
  Despite the setback caused by the 1994 genocide, Rwanda has spared 
  no efforts to put its economy back on track. The signing of an Enhanced 
  Structural Adjustment Facility with the International Monetary Fund 
  (IMF) in 1998 saw the beginning of privatisation, with support from the 
  World Bank. Rwanda’s exports include: tea; coffee; coltan; cassiterite; 
  iron ore; tin and animal hides.
  Currently, Rwanda’s road to recovery and robustness is largely dependent 
  on the fluctuation in tea and coffee prices in the international market. 
  In 2000, coffee production stood at 14,578,560 tons and in 2002, tea 
  became the largest export item at 15,000 tons, translating into revenues 
  of US$18 million. Animal hides and tin ore are Rwanda’s other export 
  goods. Most of Rwanda’s exports go to China (9.1%), Germany (7.3%), 
  the US (4.5%), Thailand (8.6%) and Belgium (4.1%). The total revenues 
  generated by exports in Rwanda’s economy are around US$213 million 
  (2009 est.).
  Rwanda Trade: Imports
  Rwanda’s trade imports are far larger than its exports and are in the 
  region of $786 million (2009 est.). The main countries that goods are 
  imported from include Kenya (15%), Uganda (13.1%), China (6.2%), 
  

  Belgium (5.2%), and Germany (4.5%). 

  France and Israel are also countries that Rwanda imports from. The main 
  imports are: machinery and equipment; steel; cement and construction 
  material; Petroleum products and foodstuffs.
  The US is an important exporter to Rwanda, accounting for almost $10 
  million in imports annually since 1990-93, and over $40 million in 
  1994 and 1995. In 2007, the amount rose to approximately $17 million, 
  a 20% increase over the 2006 level. Being a member of the Common 
  Market for Eastern and Southern Africa (COMESA) and the East African 
  Community, roughly 90% of Rwanda’s imports come from COMESA 
  

  countries and 34% from other African countries.

  Exercise 
  Answer these questions about the passage you have read
  1. How does Rwanda’s being predominantly an agricultural economy 
  affect the country?
  2. What do you think can be done to improve the agricultural sector so 
  that Rwandan agricultural produce can become more competitive 
  on the international market?
  3. Describe Rwanda’s main export commodities.
  4. Explain the contribution of coffee production to Rwanda’s 
  economy.
  

  5. Compare Rwanda’s imports and exports.

  Activity 3
  Data presentation and information transfer
  Use the passage to draw pie charts showing Rwanda’s imports and 
  exports to other countries as far as her international trade is concerned. 
  Choose a secretary to present while interpreting your pie charts to the 
  class
  The present perfect tense
  Activity 1
  Study these two sentences carefully with a classmate. Explain the 
  meanings of the two sentences.
  (a) Rwanda is a predominately agricultural economy.
  

  (b) Rwanda has been a predominately agricultural economy.

  Exercise 
  Multiple choice 
  Rewrite the sentences by choosing the correct word from the 
  brackets.
  1. Who among the three workers (has/have) absconded from duty?
  2. The girl (has/have) gone for a study tour at the National Statistics 
  of Rwanda offices.
  3. Tea and coffee (has/have) been Rwanda’s main export commodities 
  for quite a long time.
  4. Despite the setback caused by the 1994 genocide, Rwanda (have/
  has) spared no efforts to put its economy back on track. 
  5. The signing of an Enhanced Structural Adjustment Facility with 
  the International Monetary Fund (IMF) in 1998 (have/has) seen 
  the beginning of privatisation, with support from the World Bank. 
  6. Rwanda’s road to recovery and robustness (have/has) largely 
  been dependent on the fluctuations in tea and coffee prices in the 
  international market.
  7. The total revenues generated by exports in Rwanda’s economy 
  (has/have) been around US$213 million.
  8. Rwanda’s trade imports (has/ have) been far larger than its exports.
  9. Machinery and equipment (has/have) been Rwanda’s main import 
  products.
  10. Being a member of the Common Market for Eastern and Southern 
  Africa (COMESA) and the East African Community (have/has) 
  

  boosted Rwanda economy.

  Describing international organisations
  

  Rwanda belongs to quite a number of international organisations. 

  Activity 1

  Research

  Use the internet of your school to identify the international organisations 
  that Rwanda belongs to. Also, find out how Rwanda benefits by being 
  a member of these international organisations. Report back to your 
  classmates. Compile a report about your findings. Write an essay and 
  

  compare it with other classmates

  Describing sources of income 
  Activity 1
  Graphic data presentation and information transfer
  The following graph is a broad analysis of Rwanda’s sources of income 
  extracted from the source: Global EDGE. Study the graph carefully
  
  

  Source: global EDGE

  Activity 2
  Present the data in the graph in a pie chart. Use the data to write a 
  

  paragraph describing Rwanda’s sources of income

  Activity 3
  Research
  If 90% of the Rwandan population work in agriculture, and it accounts 
  for 33.12% of the economy, carry out research using the internet or 
  consult relevant textbooks on the contribution of other sectors to 
  Rwanda’s economy. Draw a pie chart showing Rwanda’s sources of 
  revenue from your research. Describe the information in your pie chart 
  about Rwanda’s sources of revenue and compare your pie chart with 
  

  those of other classmates.

  Multinational trade

  Activity 1
  Discussion
  Let us study the meaning of the three words multi meaning many; 
  national meaning countries; and trade referring to the exchange of 
  commodities. When joined together, the term multinational trade
  means many countries trading amongst themselves; it is also called 
  overseas trade. 
  1. Identify multinational corporations operating in Rwanda and their 
  products
  2. Compare the size of the companies, staff, technology and 
  products of multinational corporations from Europe, Asia, North 
  America and South America operating in Rwanda with indigenous 
  companies or private firms in developing countries like Rwanda. 
  

  Present your work in an essay.

  

  3. Use the photographs in Fig. 1 and Fig. 2 above to account for 
  the emerging multinational corporations in Rwanda and other 
  African countries.
  
  Activity 2
  Discussion
  Look at factors of production like technological advancement, among 
  many others. 
  Explain how the differences in the factors of production account for the 
  goods and services manufactured between developing countries and 
  developed nations, such as those in Europe, Asia and America. 
  What do you think are the effects of multinational corporations on 
  indigenous firms in developing countries like Rwanda?
  Choose a secretary to present your findings to the class for further 
  

  discussion and comparison of your answers.

  Describing multinational companies

  
  

  Activity 1
  Research
  Visit any multinational company operating in Rwanda. (Remember to 
  go with your valid school identification card.) Inform the management 
  or authorities that you are on a study visit to carry out research about 
  that multinational corporation. 
  Ask them to give you information about the products, operation and 
  reasons why they chose to extend their trade activities to Rwanda, plus 
  any other additional information that may be relevant for your research. 
  Make notes as you carry out your research. 
  After, organise your notes and write a detailed report about the 
  multinational corporation you visited. Organise it in headings, 
  paragraphs and numbering (scan and skim through some of the passages 
  in this textbook to help you do this activity). Share your findings with 
  

  your classmates. 

  Describing a multinational company in 
  

  Rwanda

  Activity 1

  Read the passage carefully

  Rwanda to export cement as new plant boosts production

  
  

  Anastase Murekezi, the Rwanda Prime Minister (R), on a guided tour of the new 
  CIMERWA cement plant 
  (Photo credit: Timothy Kisambira)
  Rwanda’s only cement manufacturer, CIMERWA Ltd, unveiled a new 
  plant expected to increase production and boost export revenues.
  The new state-of-the-art plant in Muganza sector, Rusizi district, was 
  inaugurated by the Prime Minister, Anastase Murekezi.
  The factory, worth $170 million, has the capacity to produce six times 
  

  the current capacity of 100,000 tonnes per year

  Speaking at the launch, Murekezi said the new plant presents 
  an opportunity for the country to start exporting cement to its 
  neighbours, while creating employment opportunities for Rwandans.
  Increasing production capacity, according to Murekezi, makes it possible 
  for the plant to export up to 30% of total production (200,000 tonnes) 
  to other countries, such as DR Congo and Burundi.
  This, according to the Prime Minister, will help drive sustainable 
  economic development and poverty reduction.
  And, most importantly, exporting cement to neighbouring countries 
  means Rwanda will be able to reduce its trade deficit gap with at least 
  an additional $92 million per year in foreign revenues, according to the 
  National Bank of Rwanda (NBR).
  Rwanda’s current cement demand is estimated at about 450,000 tonnes 
  per year.
  However, demand across the borders in DR Congo and Burundi is more 
  than 900,000 tonnes.
  Legodi Busisiwe, the Chief Executive Officer of CIMERWA Ltd, said 
  the new plant would play a critical role in enhancing competitiveness 
  of the local construction sector through reduced logistical costs.
  “The new plant seeks to bring on board high quality products that will 
  help boost the capacity of the country’s infrastructure,” he said.
  Busisiwe hailed the country’s new investment code as a step forward in 
  attracting more investments into the country.
  The new plant comes at a time when the government is trying to narrow 
  the country’s trade deficit gap by boosting its exports to the tune of at 
  

  least 28% every year.

  

  CIMERWA cement factory, Muganza sector, Rusizi district

  The country’s trade deficit improved by 6.0% from $722.56 million in 
  2014 to $6779.22 million during the first five months of 2015.
  There is hope that exporting cement could further narrow this gap.
  Bringing down cement prices
  Meanwhile, there is hope among market players that increasing cement 
  production will reduce the high prices of CIMERWA cement in the 
  country.
  Currently, one bag of cement costs FRW 11,000, which is higher than 
  imported cement that goes for between FRW 8,500 and FRW 9,000.
  Ephraim Karekezi, a Kigali-based engineer, believes the new plant 
  will help bring down cement prices.
  “The cost of construction is high simply because of high prices of raw 
  materials, including cement. Therefore, the new cement plant offers 
  sector players the greenlight in addressing the question of affordability 
  

  and propelling the sector towards economic excellence,” said Karekezi.

  

  CIMERWA cement bags ready for the market

  Figures from the National Institute of Statistics of Rwanda indicate there 
  has been a significant increase in the construction sector’s contribution 
  to the national economy.
  The sector contributed FRW 109 billion to GDP during the first quarter 
  of 2015, up from FRW 106 billion in the same period of 2014.
  Real estate activities contributed FRW 91 billion to the national economy, 
  up from FRW 83 billion during the first quarter of 2014.
  More employment opportunities
  Frederick Harerimana, the mayor of Rusizi district, said the new plant 
  offers immense opportunities to the construction industry and the 
  employment sector.
  According to Vivens Kalinganire, the human resource manager at
  CIMERWA, the new factory is expected to create more than 100 new 
  jobs in addition to the current 126 employees by the end of the year.
  

  Source: The New Times, by Peterson Tumwebaze. Published 19 August 2015

  

  Exercise 
  Answer these questions
  1. How will Rwanda benefit from the new cement plant?
  2. In your own words, explain what you understand by the phrase 
  ‘trade deficit gap’.
  3. Describe how the cement plant will reduce the trade deficit gap.
  4. Using your knowledge of Economics, explain how the increase 
  in cement production at CIMERWA will reduce the high prices 
  of cement.
  5. How is the cement plant poised to benefit from the significant 
  increase in the construction sector of the national economy?
  
  Present perfect passive voice
  Activity 2
  Look at these sentences carefully.
  (a) CIMERWA, the new factory, has created more jobs this year.
  (b) New jobs have been created this year by CIMERWA, the 
  new factory.
  What do you realise about the tenses and the subject clauses of the 
  

  sentences above?

  Exercise 
  

  Gap filling
  

  Rewrite the sentences as instructed without changing the 
  

  meaning.
  

  1. The new cement plant has boosted our economy. 
  (End: …… the new cement plant.)
  2. The factory workers have manufactured 100 types of cars. 
  (Start: 100 types ……………)
  3. The CEO has announced new jobs in his company. 
  (End: ……….CEO.)
  4. The new trade tariffs have barred many industries from joining 
  the multinational trade. 
  (Start: Many industries ……………)
  5. The new manager has instructed her workers to study the 
  market trends and adjust their systems of operation and 
  production. 
  (End: …………. new manager.)
  Sentence completion
  Complete sentences 6-8 meaningfully.
  6. ……….. by the construction workers.
  7. The new directive has been ………………
  8. Indigenous firms have been ………. by the multinational 
  

  corporations.

  
  
  

• UNIT10:Living in a Foreign Country

  During the time I was living in the foreign country, I realised that 

  living abroad does more for you than just being bilingual; it enables 

  you to form new relationships and to learn about the real culture 

  of a country. I never returned to the United States, but I will never 

  forget this memorable experience in my life.

  Kayitesi

  My goals
  After studying this unit, I will be able to:
  ⦿ Describe recent activities, current activities, possibilities, plans and 
  future activities.
  ⦿ Compare cultures and describe emotions.
  ⦿ Read a letter from someone living in a foreign country.
  ⦿ Write sentences using ‘may’, ‘might’, ‘could’.
  

  ⦿ To use: ‘can’, ‘may’, ‘have to’, ‘paragraphs’, ‘more’, ‘fewer’, ‘no’.

  Describing recent activities
  y Language use
  

  Activity 1 

  Discussion

  Share with your classmates these questions.
  (a) What is your dream destination?
  (b) What have you heard about people who go to Europe or 
  America, or any other countries outside Rwanda? Describe 
  their experiences in those countries.
  (c) Why do you think most people would love to visit those 
  countries?
  (d) If you have ever travelled to Europe or America or any 
  other country overseas, describe to your classmates what 
  you saw. If you have never travelled there, visit the internet 
  facility of your school’s computer laboratory. Search about 
  a country overseas you would love to visit and find the 
  interesting details you would see. Describe those things to 
  

  your classmates

  Activity 2 
  Discussion
  Study the following photographs carefully that show New York City 
  in the United States of America and the City of London in the United 
  Kingdom. Describe what you see in each photograph and compare the 
  

  two cities

  

  

  Activity 3
  Look at the child in the picture holding the Rwanda national flag and 
  

  United States of America flag. What message does the girl communicate?

  

  Activity 4 
  Read the letter below carefully and compare the life in Rwanda with 
  that in the United States of America. Choose a secretary to present 
  your findings to the class for further discussion and comparison of your 
  answers.
  My dear friend,
  Thank you for the email. I stay with an aunt who has been living 
  in the United States since she was eighteen years old and she invited 
  me to stay with her many times. One day I decided to go. Staying 
  with her and her family was one of the greatest experiences in my 
  life. Besides learning a new language, I made new friends and I 
  

  really got into the culture of a great and beautiful country.

  When I arrived there, I got very excited. First, I was excited because 
  it was my first time in a foreign country, and second because I was 
  going to experience something really new in my life. On the other 
  hand, learning English wasn’t an easy process because my aunt used 
  to speak just Portuguese with me; I used to take English classes just 
  twice a week and all the students were foreign too. My experience 
  of learning English in a regular course was limited to this little 
  experience and a short period taking English as a second language 
  at the local college. Thus, from that period until the end of the time 
  there, I learnt the language with the people from the city and the 
  new friends I had met.
  Besides the experience of studying a new language, making new 
  friends was the best aspect of living abroad. I had a girlfriend who 
  lived in a beautiful city by the Pacific Ocean and I used to spend 
  every weekend with her. We used to go out often and one of these 
  times I met my first American boyfriend. He was handsome and 
  very kind and we had a great time together. He took me to many 
  interesting places and showed me the authentic American way of 
  life by introducing me to his family, his friends and his culture. 
  Moreover, going out constantly and talking to him helped me to 
  improve the skills with the language and mainly to be familiar with 
  the American people and their habits and customs.
  Another great experience I had was working as a babysitter. Once 
  I read in the newspaper an advertisement looking for a foreign girl 
  to take care of two children. At first I got really scared about the 
  big responsibility of taking care of two children, but I decided to 
  live this new adventure. The family’s house was in a very nice place 
  by the ocean and the children were very cute and curious about my 
  “weird accent”. In spite of the fact that this new experience wasn’t 
  easy due to my lack of practice at that time, everything went well 
  and the whole situation was very meaningful to my life.
  During the time I was living in the foreign country, I realised that 
  living abroad does more for you than just being bilingual; it enables 
  you to form new relationships and to learn about the real culture 
  of a country. I never returned to the United States, but I will never 
  forget this memorable experience in my life.
  Kayitesi
  

  Debate the motion as a class

  “Living in Rwanda and living in Europe; which do you prefer?” Give 

  reasons for your opinions.

  Procedure for the debate

  Activity 5 

  1. Ten people will take part in the debate. Five students will support 
  the motion and the other five will be against it.
  2. Elect a chairperson, timekeeper and secretary to moderate the 
  debate. The timekeeper will help the speakers keep time; The 
  secretary will record what is said and announce the results; the 
  chairperson is the overall person in charge of moderating the 
  debate session.
  3. Each speaker should prepare their points for debating well in 
  advance.
  4. Each speaker should use three minutes. Points of information, 
  order, clarification, etc. will be raised and the chairperson will 
  decide which to allow or reject.
  5. The rest of the class should listen attentively while taking notes. 
  6. The chairperson will choose a few students from the audience to 
  debate (propose or oppose) the motion.
  7. The secretary will read the summary points from the audience to 
  agree or disagree with the motion. The secretary will declare the 
  side with majority points the winner.
  

  8. Finally, the chairperson will close the debate.

  Describing current activities

  Present continuous tense

  Activity 1 

  Look at the photograph below of Imperial College in 

  London and read the sentence below it 
  Discuss with a classmate the meaning of the sentence. Use the sentence 
  to explain the time of the action in the present continuous tense.
  
  Imperial College in London
  I am studying at Imperial College in London. (Is the speaker still at the 
  

  college or not?)

  Exercise 
  Below are some of the sentences extracted from the letter you read above. 
  Rewrite them in the present continuous tense. Share your answers with 
  your classmates.
  1. I stay with an aunt who has been living in the United States since 
  she was eighteen years old.
  2. I made new friends and I really got into the culture of a great and 
  beautiful country.
  3. I was excited because it was my first time in a foreign country.
  4. I used to take English classes just twice a week.
  5. I learnt the language with the people from the city and the new 
  friends I had met.
  6. I used to spend every weekend with her. 
  7. He took me to many interesting places and showed me the 
  authentic American way of life by introducing me to his family, 
  his friends and his culture. 
  8. Moreover, going out constantly and talking to him helped me to 
  improve the skills with the language and mainly to be familiar 
  with the American people and their habits and customs.
  9. I was working as a babysitter. 
  10. I realised that living abroad does more for you than just being 
  bilingual.
  Describing possibilities
  
  Activity 1 
  Study the photographs and read about London. 
  Attractions that will amaze you about this wonderful 
  city in the world.
  There are things that would catch your eye if you visited London 
  and leave you speechless regarding the great architectural designs of 
  buildings. From the modern Coca-Cola London Eye, to the historic 
  Tower of London, London’s top 10 tourist attractions are a must-see on 
  any London sightseeing trip. Even better, many London landmarks are 
  free to visit. There are also plenty of children-friendly places to visit in 
  London, such as the SEALIFE London Aquarium and Kensington’s 
  

  Science Museum.

  

  (Source: British Museum)

  Founded in 1753, the British Museum’s remarkable collection spans over 
  two million years of human history. You will enjoy a unique comparison 
  of the treasures of world cultures under one roof, centred around the 
  magnificent Great Court
  World-famous objects such as the Rosetta Stone, Parthenon sculptures, 
  and Egyptian mummies are visited by up to six million visitors per 
  year. In addition to the vast permanent collection, the museum’s 
  special exhibitions, displays and events are all designed to advance 
  understanding of the collection and cultures they represent. Some of 
  the facilities in this wonderful museum are:
  
  
  

  The crowning glory of Trafalgar Square, London’s National Gallery, is 
  a vast space filled with Western European paintings from the 13th to the 
  19th centuries. Here, you will find works by the finest art masters such 
  

  as Van Gogh, Da Vinci, Botticelli, Constable, Renoir, Titian and Stubbs.

  

  As well as the permanent (and permanently fascinating!) dinosaur 
  exhibition, the Natural History Museum boasts a collection of the 
  biggest, tallest and rarest animals in the world. Here you will see a 
  life-sized blue whale, a 40-million-year-old spider, and the beautiful 
  Central Hall. 
  

  

  (Source: Tate Modern, by the British Museum) 
  Sitting grandly on the banks of the Thames is Tate Modern, Britain’s 
  national museum of modern and contemporary art. Its unique shape is 
  due to it previously being a power station. The gallery’s restaurants offer 
  

  fabulous views across the city. 

  

  The Coca-Cola London Eye is a major feature of London’s skyline. It 
  boasts some of London’s best views from its 32 capsules, each weighing 
  10 tonnes and holding up to 25 people. Climb aboard for a breathtaking 
  experience, with an unforgettable perspective of more than 55 of 
  

  London’s most famous landmarks – all in just 30 minutes!

  

  From the future of space travel to asking that difficult question: “Who 
  am I?”, the Science Museum makes your brain perform Olympic 
  standard mental gymnastics. See, touch and experience the major 
  scientific advances of the last 300 years; and don’t forget the awesome 
  

  Imax Cinema.

  

  Take the unforgettable Wembley Stadium tour. Go behind the scenes into 

  England’s changing rooms. Walk in the footsteps of legends, through 
  the players’ tunnel towards the hallowed turf. Stand triumphantly in 
  front of the Royal Box with The Cup. Until your dream of playing at 
  Wembley comes true, the only way to experience all this and more is 
  to book your Wembley Stadium tour now.
  The tour also includes ‘The FA150 Exhibition’ celebrating the history of 
  the Football Association’s tenure as the original governing body of the 
  world’s most popular sport. The exhibition includes the Original Rules 
  of Association Football from 1863 and the 1966 Jules Rimet Trophy 
  

  (aka The World Cup)

  

  Using ‘may’, ‘might’, ‘could’
  Activity 2 
  After reading the passage, identify the places you would love to tour 
  and the things you would do in those places. Form sentences using may
  might, could. Use the example below to guide you. Share your answers 
  

  with your classmates.

  1. I might stay in London. 
  2. I could study in York. 
  3. I may rent a room at the university.
  Grammar highlight: The modal verbs ‘might’, ‘could’, ‘may’ show ideas 
  of possibility or permission. Others, like ‘must’, ‘have to’ show obligation. 
  

  ‘Can’ shows ability. ‘Should’, ‘ought to’ are model verbs of advice.

  Describing plans

  Activity 1 

  Great Britain, also known as the United Kingdom, comprises four 
  countries, namely England, Scotland, Northern Ireland and Wales. 
  The photographs below show some of the cultural aspects and the 
  

  mountainous nature of Scotland. Study them and describe what you see.

  
  

  
  

  Activity 2 
  Carry out research about the interesting culture and social life in 
  Scotland. Assume you are living in Scotland. Use your research to write 
  a letter describing the interesting places to visit and social life to explore. 
  

  Exchange your letters so that you can read through and compare them.

  Describing future activities
  Activity 1 
  Read this statement with a classmate. What is the time the action will 
  be taking place?
  Examples
  (a) I will be climbing mountains in Scotland.
  

  (b) She will be having a drink with her friends.

  Activity 2 
  Rewrite the following sentences in the future as shown 
  in the examples above
  1. I visit St. Mungo’s tomb every Friday.
  2. We shall go to Glasgow Cathedral next week.
  3. Mary Queen of Scots granted the lands of Provand to William 
  Baillie, a canon of the Cathedral.
  4. The visitor enjoyed the experience of the Glenmorangie Distillery 
  tour.
  5. You may have to retrain yourself! 
  6. The children will arrive in the royal yacht Britannia which is 
  perhaps the most famous ship in the world.
  7. She has served the British royal family for over 40 years.
  8. Guests are piped aboard via the Royal Brow and taken on a tour, 
  then welcomed into the State Apartments where they can enjoy 
  cocktails and canapés. 
  9. We will visit the historic Melrose Abbey.
  10. The wheel will swing in the Tamfourhill area of Falkirk.
  11. We will meet each other at Kelvingrove Art Gallery.
  12. The tourists will visit the Melrose Abbey on Thursday.
  13. We shall surf the Glasgow Science Centre on the internet.
  

  14. We will watch Blair Drummond Adventure on television

  Comparing cultures 
  Activity 1 
  Discussion
  Share your opinions about these questions.
  (a) Compare the social and cultural lifestyles of Rwanda with 
  the Western lifestyles.
  (b) Do you think there are certain customs we can borrow from 
  the Western countries into our cultures? Which ones? 
  (c) Describe the impact that Western cultures have had on our 
  cultures.
  Choose a secretary to present your findings to the class for further 
  

  discussion and comparison of your opinions

  

  The English always say ‘sorry’. They queue up for buses

  Activity 2 
  Read the two passages below carefully
  Culture and social etiquette in the United Kingdom
  There are no strict etiquette rules that you have to stick to when in the 
  UK. It is advisable, however, to demonstrate decent manners and respect 
  to the local culture and traditions.
  The first, and most important step, is to be aware of the clearly distinct 
  nations which form the UK. The United Kingdom of Great Britain and 
  Northern Ireland consists of England, Scotland, Wales and Northern 
  Ireland. The citizens of any of these countries may be referred to as 
  “British”. This term is also the safest to use when not certain of a 
  person’s heritage. When certain of heritage, you are free to call the 
  different residents as follows: English, Scot, Welsh or Irish. While the 
  four countries share many customs, each has its own set of traditions 
  

  and history.

  

  Greetings and meetings
  When first meeting a Briton, he or she may seem reserved and cold, but 
  that is just an impression. In reality, they are very friendly and helpful to 
  foreigners. A handshake is the common form of greeting, but try to avoid 
  prolonged eye contact, as it may make people feel ill at ease. Use last 
  names and appropriate titles until specifically invited to use first names. 
  It is proper to shake hands with everyone to whom you are introduced, 
  both men and women; the appropriate response to an introduction is 
  

  “Pleased to meet you”.

  Time and punctuality

  British people are very strict when it comes to punctuality. In Britain 
  people make a great effort to arrive on time, so it is considered impolite 
  to be late, even by a few minutes. If you are delayed, be sure to inform 
  the person you are meeting. Here are some situations when you are 
  obliged to be on time, as well as some situations when it is advisable: 
  • For formal dinners, lunches, or appointments you always come at 
  the exact time appointed. 
  • For public meetings, plays, concerts, movies, sporting events, 
  classes, church services, and weddings, it’s best to arrive a few 
  minutes early. 
  • You can arrive any time during the hours specified for teas, 
  receptions and cocktail parties.
  The British often use expressions such as “drop in any time” and “come 
  see me soon”. However, do not take these literally. To be on the safe 
  side, always telephone before visiting someone at home. If you receive 
  a written invitation to an event that says “RSVP”, you should respond 
  

  to the sender as soon as possible, whether you are going to attend or not

  

  Body language and dress code

  British people are not very keen on displaying affection in public. 
  Hugging, kissing and touching are usually reserved for family 
  members and very close friends. You should also avoid talking loudly 
  in public or going to extremes with hand gestures during the course of 
  communication. The British like a certain amount of personal space. Do 
  not stand too close to another person or put your arm around someone’s 
  shoulder.
  When it comes to clothes, there are no limits and restrictions on how to 
  dress. Just make sure that you respect the general rules when in formal 
  situations. Observation will reveal that people in larger cities dress 
  more formally, especially in London. Men and women wear wools and 
  tweeds for casual occasions. Slacks, sweaters and jackets are appropriate 
  for men and women. Do not wear a blazer to work -- it is country or 
  weekend wear. On formal occasions, always select an outfit that fits the 
  dress code. When attending a holiday dinner or cultural event, such as 
  a concert or theatre performance, it is best to dress formally.
  General advice
  Men should open doors for women and stand when a woman enters 
  a room, although it is generally accepted for men and women both to 
  hold the door open for each other, depending on who goes through the 
  door first. 
  It is important to respect the British desire for privacy. Don’t ask personal 
  questions about family background and origin, profession, marital status, 
  political preferences or money issues. It is considered extremely impolite 
  to violate a queue, so never push ahead in a line. It is also considered 
  very rude to try to sound British or mimic their accent.
  Remember that humour is ever-present in English life. 
  It is often selfdeprecating, ribbing, sarcastic, sexist or racist. 
  

  Try not to take offence.

  Cultural etiquette dictates that when invited to someone’s home, you 
  should bring a small gift for the hostess. Give flowers, chocolates, wine, 
  champagne or books. Feel free to express your gratitude and delight with 
  the visit on the next day with a note or a telephone call.
  
  
  

  Women’s rules

  Women in Britain are entitled to equal respect and status as men, both 
  at work and daily life. The British have the habit to use ‘affectionate’ 
  names when addressing someone, so do not take any offence if they 
  call you love, dearie, or darling. These are commonly used and not 
  considered rude.
  It is acceptable, but may be misconstrued, for a foreign woman to invite 
  an English man to dinner. It is best to stick with lunch. Also, if you would 
  like to pay for your meal, you should state it at the outset. 
  

  (Source: Kirina Boykova / Expatica

  Describing cultures

  Describing Rwandan culture

  
  

  Greetings are a central part of social etiquette in Rwanda. In rural areas 
  it is important to greet everyone that passes your way – MWARAMUTSE
  (in the morning) and MWIRIWE (in the afternoon). People shake hands 
  with the right hand. Friends often lay a hand on the other’s hip while 
  the right hand touches the shoulder. To show respect of social status 
  people hold their right forearm with their left hand while shaking hands. 
  Men often share a touching of the sides of their foreheads, first right, 
  than left. Holding hands between people of the same sex is a sign of 
  friendship. When two people of the opposite sex talk there is very little 
  to no touching. When a man is greeting a woman it is best to wait for 
  the women to extend her hand.
  Eye contact might be more indirect during a conversation; women and 
  children might look down or away to show respect.
  It is best to avoid asking about someone’s ethnicity or making referrals 
  to the civil war. Almost every Rwandan has a story related to the 1994 
  genocide, a trauma so severe that it is difficult for many to cope with, 
  which is why it is improper to ask people what happened to them. Many 
  lost loved ones. Good topics of conversation include food, sport (soccer, 
  running), Rwanda’s landscape, Australia, etc. Rwandans love a good 
  

  joke but avoid sarcasm as it might not translate.

  In many situations people are flexible with appointed times, they don’t 
  tend to be overly punctual. This is different in business situations where 
  punctuality is valued.
  Rwandan people have a set of gestures for pointing to and calling 
  people. If you want to point to someone hold out the arm with the palm 
  open and upward. It is considered very rude to point at a person with 
  your index finger. Calling someone to come over is done by extending 
  the arm with the palm turned down and bringing in the fingers towards 
  you, like a scratching motion. Rwandans also have proper ways to give 
  or receive things. Children learn to offer both hands when receiving an 
  object, especially form an adult, which shows respect.
  The family unit in Rwanda includes husband, wife and children. People 
  from several related households comprise another kinship. The eldest 
  or most influential male is considered the head of this unit. Marriage is 
  very important as marriage and having a child mark a person’s transition 
  to full adulthood. To get married one has to pay a price for his bride 
  to her father. Ritual occasions such as weddings serve as important 
  recreational functions. Having children is very important, because dying 
  without having them means that no one will honour the deceased’s 
  spirit. Children who receive the privilege of education are expected to 
  financially assist the family later.
  Clothing is very European but mostly second-hand as not many can 
  afford to buy new clothes. Rwandan people place great importance 
  on looking their best and take great pride in their appearance. Men 
  always wear long pants as shorts are only worn by young children and 
  schoolboys. In most rural areas, women have to wear clothing that 
  covers their legs.
  Diet is high in starches and low in protein and fat. The most common 
  foods are various banana types, potatoes and beans (sometimes fish). 
  Meat is eaten very rarely. The most common is goat while beef is the 
  most desired but will only be available when someone has sacrificed a 
  bull or cow on a ceremonial occasion. Cattle are valued as a source of 
  prestige and milk. While food is not always offered to guests, drinks are. 
  It is seen as an insult not to offer a drink where others are drinking. Be 
  aware that it is not accepted for some women to drink alcohol. Bread, 
  

  coffee and tea are popular for breakfast.

  Activity 3 
  Summary writing
  In about 100 words, make a comparison and contrast summary about the 
  cultural lifestyle of Britons and Rwandans based on the two passages 
  you have read. Compare your summaries with those of your classmates.
  Activity 4 
  Research and essay writing
  Conduct research about the cultural lifestyles (greeting, food, clothing 
  etc.) of another country of your choice. Compare their customs with 
  those of Rwanda. Compare your findings with those of your classmates
  

  Talking about emotions
  Letter writing
  Activity 1 
  Assume you are in Europe. Use one of the countries you researched 
  about, and write a friendly letter describing the experiences and the new 
  life you are living. Compare your letters with those of your classmates.
  
  References 
  Bishop, G. (1985). Curriculum Development: A Textbook for Students, London: 
  Macmillan 
  Carter, R., McCarthy (2006). Cambridge Grammar of English: Cambridge 
  University Press 
  Harmer, J. Edinburgh Gate (2001). The Practice of English Language Teaching: 
  Longman (3rd Ed) 
  Hancock, M. (2003). English Pronunciation in Use Intermediate (Audio CDs). 
  Cambridge: Cambridge University Press (book with CDs can be obtained 
  from Ikirezi Bookshop, Kigali) 
  Kadeghe, M. (2009). English for Tanzania Secondary Schools: Grammar and 
  Functional English, Dar es Salaam: Afroplus Industries Ltd. 
  Ladefoged, P. (2000). Vowels and Consonants, Oxford: Blackwell 
  Lucy, P. Mair. ‘African Marriage and Social Change.’ In: Survey of African 
  marriage and family life. Edited by Arthur Phillips, (London, Oxford 
  University Press, 1953) p.14
  National Curriculum Development Centre (2010). Curriculum of English Language 
  for Primary Schools in Rwanda 
  National Curriculum Development Centre, Kigali, Ministry of Education, (2010), 
  Ordinary Level English Program 
  Roach, P. (2000). English Phonetics and Phonology, 3rd ed. Cambridge: Cambridge 
  University Press 
  Roach P. et al (eds.). (2003). Daniel Jones English Pronouncing Dictionary, 16th 
  ed, Cambridge: Cambridge University Press 
  Swan, M and Walter, C. (1998). The New Cambridge English Course. 
  Cambridge: Cambridge
  Swan, M. (2005). Practical English Usage, New York: Oxford University Press
  
  

  
  
  
  
  

• Topic 9
• Topic 10
• Topic 11