UNIT 2: NEWSPAPERS AND REPORTING►

UNIT 1: RWANDA AND THE REGION: GEOLOGY

  • UNIT 1: RWANDA AND THE REGION: GEOLOGY

    UNIT 1: RWANDA AND THE REGION: GEOLOGY
    Key unit competence:

    Language use in the context of Geology of Rwanda and the region.

    Introductory Activity:

     Observing and interpreting pictures

    Fig 1: Rwandan mountains and valleys                             Fig 2: Rwanda location in Africa

    After observing the above pictures, carry out the following tasks
    1. Rwanda has a lot of mountains and valleys. Discuss the theories on
    how they were formed. Use the Passive Voice with Present Simple and
    adverbial clauses of time in your answers.
    2. Discuss the consequences of volcanic eruption on agriculture and
    tourism. Use adverbial clauses of time in your answers.
    3. Narrate any geological event you have ever witnessed or heard of.
    4. Look at the map in Fig.2 above and identify the location of Rwanda in
    Africa.
    5. Write two paragraphs explaining the compass location of Rwanda in

    terms of its borders with neighboring countries. 

    1.1. Describing Maps
    1.1.1. Reading and Writing
    Reading Comprehension: Location of Rwanda
    Rwanda is a mountainous landlocked country located in central eastern Africa. It
    covers 24,668 square kilometres of land and 1,670 square kilometres of water. The
    capital city of Rwanda is called Kigali where all the ministries and headquarters of
    big institutions are found. In the west it is bordered by the Democratic Republic of
    Congo, Uganda in the north, Tanzania in the east, and Burundi in the south. Rwanda’s 
    latitude and longitude is 2° 00’ S and 30° 00’ E respectively. Kigali, the capital, is

    located within 1º 57’ S and 30º 04’ E latitude and longitude.

    When tourists come to Rwanda, they can visit different tourist destinations, among
    which are jungles, savannahs, volcanoes, lakes, and forests. People like visiting
    Rwanda for different reasons but mountain gorilla population is popularly perceived
    as the key reason for many tourists to visit Rwanda. The Volcanoes National Park is

    the only place where tourists can see these mountain gorillas. 

    Besides mountain gorillas, tourists can also visit chimpanzees and monkeys in
    Nyungwe National Park. People who visit Nyungwe National Park can also enjoy

    watching more than 300 different bird species. 

    A significant portion of Rwanda’s economy is based on mineral extraction. Rwanda is
    the foremost producer of tungsten in Africa, producing 70% of Africa’s total output.
    Rwanda is Africa’s second highest producer of tin and coltan, accounting for 20%
    and 30% of the country’s output, respectively. Rwanda also produces 9% of the
    world’s tantalum and gemstones. Even though a substantial portion of the country’s
    economy is based on mineral extraction, Rwanda has in the past shut down mineral

    extraction due to environmental concerns. 

    Read the above text and using complete sentences, answer the questions below:
    1. Tell where Rwanda is located pointing out latitude and longitude degrees.
    2. Name different attractive tourist destinations of Rwanda.
    3. Which is the most attractive tourist destination in Rwanda and why?
    4. Point out any other three tourist destinations that are not mentioned in the
    text.
    5. Discuss the contribution of tourism industry to the economy verse other

    economic activities in Rwanda.

    1.1.1.1. Writing: Aspects of a Composition
    When we write, our objective is to communicate with the reader. Your composition
    should therefore convey a clear message to the readers. Any piece of composition is
    made of three main parts: 

    a. Introduction

    An introduction is always intended to draw the reader’s attention to the whole
    composition. It could begin with a general statement or question, sometimes called
    the “thesis statement” or “thesis question.” This should be followed by a summarised
    presentation of the main point with which to develop the body of the composition.
    The introduction should also set the stage for the writer to guide the reader into the 
    gist of the topic. An introduction should be concluded with a transition sentence

    that leads the reader into the body of the composition.

    b. Body (Argument)

    The body of a written piece is where one elaborates, defends, and expands the main
    points stated in the introduction. The body should support the main argument with
    supporting evidence or examples to illustrate the point.

    The body of the composition is always made of different paragraphs based on the
    number of points making the topic. Each topic takes an independent paragraph. As
    one makes or argues a case, it is better to ensure that the strongest point is presented

    as early as possible.

    c. Conclusion

    A conclusion is normally a single and concise paragraph in which a final appeal to
    the reader is made. It is a finishing, all-encompassing statement that wraps up the
    whole presentation in a powerful statement. The writer is expected to express his
    or her final opinion on the matter discussed. The purpose of the conclusion is to
    leave the reader with an idea or thought that captures the essence of the body while

    provoking further reflection and consideration

    1.1.1.2. Techniques of writing a good paragraph
    • A paragraph is normally a body of sentences developing one main point. Thus,
    each sentence of the paragraph should explain more on the main point. They
    shouldn’t raise a different point.
    • Every paragraph should have a topic sentence. A topic sentence gives the main
    idea of a paragraph. It usually occurs as the first sentence of the paragraph.
    • Every sentence in a paragraph must be grammatically correct.
    • After explanatory sentences which give details about the main topic, there is
    always need to have a closing sentence. This should sum up the topic in the
    paragraph.
    • A good paragraph must focus on the main idea, presented logically and should

    have a sense of coherence and completeness.

    For example
    Rwanda has a temperate tropical climate. It has four seasons, two of them being
    wet and the others hot. The hot seasons always alternate with the cold ones. This
    makes it conducive for agricultural production throughout the year. 
    1.1.2. Application Activities
    I. Write a short paragraph explaining the relationship between latitude and
    longitude, and time and climate.
    II. Suppose that you won a competition and as a reward you are allowed
    to visit a tourist destination of your choice. Write a short composition of
    around 200 words specifying your choice and expectations during the tour.
    III. Write a 300 word composition explaining what would happen if all Rwanda
    National Parks were given to farmers.
    1.1.3. Listening and Speaking: Debating Techniques
    1.1.3.1. Definition of a Debate
    A debate is a structured contest in form of oral arguments about an issue or a topic.A
    A formal debate involves two teams expressing their arguments on the topic.
    Normally, there is a team which proposes or argues in support of the topic while
    the second team is on the opposition side. Each team consists of two or more main
    speakers.

    Such a debate is always governed by a number of rules, as explained below:

    • Each team is expected to advance two or three arguments, and two to three
    rebuttal speeches. The proposing team gives its argument first, followed by
    the rebuttals from the opposing team. There is always a winding up speech or
    summarised argument by a selected member of each team.
    • The first speaker on each side is supposed to define the key words or terms of
    the motion as the basis of advancing his or her points.
    • If the opposing side challenges the correctness of a definition advanced by the
    proposer, the opposing team provides its view on the matter.
    • Each team of the class debate must advocate or argue in support of his or her
    view on the topic.
    • In order to establish an assertion, a team must support its arguments with
    enough evidence and logic to convince the judges. Facts must be accurate.
    Visual materials are permissible to convince the judges.
    • In case of a query, the question should be clear and relevant to the motion of
    the debate.
    • As a matter of procedure, each speaker is expected to respond to questions
    as soon as he or she concludes his or her presentation speech. The speaker
    concerned may respond to the question personally, although any other
    member of his or her team can come in to assist.
    • If anyone, whether in the audience or among the main speakers, feels
    unconvinced by a speaker’s argument, he or she is at liberty to interrupt the
    speaker by raising a point of information. However, the chairman of the debate
    is also at liberty to either permit or object to the point of interruption.
    • The decision about the winning side will be entirely based on the arguments
    made and points awarded by a team of juries or judges.

    Adapted from George H.W. Wilson (1957) Competitive Debate: Rules and Techniques, New York:
    McCoy Musgrave http://homepage.ntu.edu.tw/~karchung/debate1.htm retrieved on March 20th,
    2018
    1.1.3.2. Important Prerequisites and Tasks for a Debate
    Team members should:
    • Research on the topic and prepare logical arguments.
    • Gather supporting evidence and examples to back their arguments.
    • Anticipate counter arguments and prepare rebuttals or responses.
    • Plan the order and ideas or points with which to argue and support their points
    of view.
    Motion: “Farmers should be allowed to grow crops in national parks” 
    1.1.4 Application Activity
    Class Debate
    1.2. Describing Geological Features
    1.2.1. Reading and Writing: Exploring images and dialogues
    1.2.1.1. Observing and Discussing Images
    Study the following images and discuss what is expressed in each of them.
    Information provided in the dialogue below can help you.





    affectionate adventurous, etc.
    For more information, visit: https://descriptivewriting.wordpress.com/2012/12/01/
    describing-aforest/ to learn how you can describe a forest. Retrieved on March16th, 2018
    1.2.1.2. Reading Comprehension: A dialogue
    Kamali: Hello, Kayitesi
    Kayitesi: Hello, Kamali.
    Kamali: I am curious about what I heard students of senior two discussing.
    Kayitesi: About which subject?
    Kamali: Geography.
    Kayitesi: You are lucky! I may help you understand since I am in senior six MEG. What
    were they talking about?
    Kamali: I don’t know whether it is true, but one of them was saying that mountains
    were not originally there. He said, if I remember well there is a kind of magic force
    that creates them.
    Kayitesi: No, it’s not magic. Normally, mountains and valleys are formed by the
    process of faulting and folding.
    Kamali: What is faulting?
    Kayitesi: Faulting refers to the fracturing or cracking of the crystal rocks caused by
    tectonic forces of compression and tension that operate in the earth’s crust. For
    example, block mountains and rift valleys are formed by faulting.
    Kamali: Could you explain more? I am not getting it.
    Kayitesi: Have you ever heard of “earth crust”?
    Kamali: Yes, my friend who is in senior five told me that it is the solid outermost part
    of the earth which consists of rocks that make up the continents and bed of oceans.
    Kayitesi: Right. Now I think that you will understand. In brief, faulting is an internal
    process in which the earth’s crust is fractured and rocks get displaced. This happens
    as a result of compression and tension. You can borrow Geography books of senior
    two and see the figures.
    Kamali: Now I think that I am getting it. Tell me more about those block mountains
    and rift valleys.
    Kayitesi: Block mountains are created when compressional forces produce parallel
    faults and the middle block between the faults is lifted due to further compression.
    And remember, a fault is a fracture along which movement occurs.
    Kamali: Do you mean that a block mountain is formed when the land is pushed
    upwards by compression and tension?
    Kayitesi: You have got it.
    Kamali: Can’t that faulting cause natural calamities?
    Kayitesi: Yes, you are right. When the movement caused by tensional forces occurs
    rapidly. This can cause the earth to shake and vibrate thus resulting into earthquakes.
    Kamali: Can you give me an example of a block mountain?
    Kayitesi: Yes, examples of block mountains include the Rwenzori (Uganda), Usambara
    (North Eastern Tanzania), Nyiru and Ndotoi ranges between Mt. Kenya and Lake
    Turkana in Kenya.
    Kamali: Now tell me about folding.
    Kayitesi: Folding happens when two pieces of a tectonic plate come together and
    push against each other.
    Kamali: And how does it result into a mountain?
    Kayitesi: When those two pieces of tectonic plates push against each other as a result
    of compressional forces, rocks bend slowly over a long period of time and form folds
    which are called mountains.
    Kamali: Can you explain a bit further?
    Kayitesi: Take a piece of paper and place it on the table.
    Kamali: Let me look for a paper.
    Kayitesi: Now push the ends of the paper together. Don’t you see that the paper is
    getting a big bulge in the middle?
    Kamali: Yeah
    Kayitesi: That bulge is like the folding that happens on Earth. You have got ripples in
    the surface. These high points of the ripples are called anticlines. These low points of
    the ripples are synclines. 
    Kamali: This is amazing. I think that now I can let you go to the library. Thank you
    very much.
    Kayitesi: See you.
    Read the above conversation and answer questions that follow:
    1. On the basis of the above dialogue, explain how tensional forces can cause
    an earthquake.
    2. Giving examples, explain what is meant by the term block mountains. How
    are they formed?

    1.2.2. Application Activities








    1.2.3. Definition and Characteristics of a Piece of Discourse
    a. The definition of a descriptive piece of discourse
    b. The characteristics of descriptive discourse
    c. Some adjectives you can use to describe things, places and people.
    For example:
    City: active, bustling, noisy, busy, clean, dirty, windy,
    Traffic: loud, congested, snarled,

    Before doing the activity above, read the following notes on how to construct a
    descriptive piece of discourse.
    Descriptive discourse is an art of portraying the appearance or features of a place,
    event, person, objects etc. in the reader’s mind so that he/she gets a clear view of
    what is being said.
    • A good descriptive piece of work whether oral or written, includes vivid sensory
    details that paint a picture. It should appeal to all the reader’s senses of sight,
    hearing, touch, smell and taste.
    • A good descriptive discourse often makes use of figurative language such as
    analogies, similes and metaphors to help the writer make his or her message
    clear.
    • A good descriptive discourse uses active verbs and clear adjectives to give the
    reader a clear understanding and view of what the writer says.
    • By choosing  vivid details  and  colourful words,  good writers bring objects,
    people and places into their readers’ minds and make them see what they saw
    or felt themselves. To achieve this, the writers use descriptive words.

    Buildings:  old, shabby, rundown, crumbling,  modern, futuristic, sleek, towering,
    squat,

    Buildings (walls): brick, stone, marble, glass, steel, graffiti-covered,
    Monuments or statues: stone, copper, carved, ancient, moss-covered, faded, green,
    bronze,

    A sidewalk: concrete, cement, slick, cracked, tidy, littered, swept,
    Paint: fresh, weathered, peeling,
    Buses or cars: speeding, honking, screeching,

    People:  smiling, frowning, eager, rushed, courageous, compassionate, ambitious,
    The sentences below can give an idea of how to describe a forest:
    1. The forest was nut-brown. (Colour)
    2. The twigs were crunching under my feet. (Sound)
    3. The trees were the towers of the forest. (Metaphor)
    4. I heard a wildcat slinking away. (Animal sounds)
    5. The morning stars shone like silver petals. (The stars)
    6. Nuts were scattered on the floor of the forest. (Forest edibles)
    7. We took the leaf-carpeted path home. (Other images)
    8. The beauty of the forest comforted our hearts. (Sensation)
    9. The smell of the forest was pulpy. (Smell)
    10. We picked some berries and they tasted orchard sweet. (Taste)

    For more information, visit: https://descriptivewriting.wordpress.com/2012/12/01/
    describing-aforest/ to learn how you can describe a forest. Retrieved on March16th, 2018


    A good piece of descriptive discourse should be well and logically presented. Below
    are different ways of presenting a descriptive discourse.
    a. Chronological in terms of time
    Describing events respecting the chronological order in which they happened,
    helps the readers visualise what is being described. It is as if they are walking with
    the author from place to place, and for them, they are not being told but shown
    through words.
    b. Spatial (location)
    With a spatial organization of a piece, the reader should be able to step through the
    threshold and moves forward with the writer in space. This means that whenever 

    developing a descriptive piece of writing, it is advisable to expand one’s own views
    or points from the central or bottom part upwards into the topmost. It is like adding
    branches on the stem of a tree.

    c. Order of importance

    If there is need of developing a paragraph about many items or elements belonging
    to the same category, it is better to arrange these items or elements in their order
    of importance. For example, one may decide to begin from the most to the least
    important. In case of writing about a group of officers of different ranks, one should
    begin from the topmost to the lowest rank.

      Adapted from https://Writeshop.Com/Choosing-Vocabulary-To-Describe-A-Place/
     retrieved on March   16th,2018

    1.2.4. Listening and Speaking: Role-play
    Re-read the dialogue on page 18 and role-play it with your desk mate
    1.2.5. Language structure
    1.2.5.1. Adverbial Clauses of Time
    a. Definition
    An adverbial clause of time is a dependent clause that shows when something
    happens.  It is generally introduced by adverbs of time such as when, before, after,
    as, while, until, as soon as, since, no sooner than, as long as etc.

    b. Examples of adverbial clauses of time
    In the sentences below, adverbial clauses of time are underlined
    1. Block Mountains are created when compressional forces produce parallel
    faults.
    2. A block mountain is formed when the land is pushed upwards.
    3. When the movement caused by tension and compression forces occurs
    rapidly, it can cause earthquake.
    4. When those two pieces of tectonic plates push against each other , as a
    result of compressional forces, rocks compress slowly over a long period of
    time and gradually form folds which are called mountains.
    When an adverbial clause of time comes before the main clause, we usually separate
    them with a comma. Commas are omitted when the adverbial clause of time comes
    after the main clause
    Example:
    a. Folding  takes place whenever two pieces of a tectonic plate come
    together.
    b. When two pieces of a tectonic plate come together, Folding happens.
    When talking about something that is yet to happen in the future, Present Tense is
    usually used in the adverbial clause of time while the future tense is used in the main
    clause.
    Example:
    a. You will start mining when they give you a permit. (NOT, You will start
    mining when they will give you a permit.)
    b. I will continue to teach you  until you understand the dangers
    of deforestation. (NOT, I will continue to teach you  until you will
    understand the dangers of deforestation.)
    1.2.5.2. Adverbial Clauses of Place
    a. Definition
    An adverbial clause of place is a dependent clause that shows the place where
    something happens.  It is generally introduced by adverbs of place such as where
    and wherever, etc.
    b. Examples of adverbial clauses of time
    In the sentences below, adverbial clauses of place are underlined.
    1. The Volcanoes National Park is the only place where tourists can see these
    mountain gorillas.
    2. The government showed miners where they should conduct their mining
    activities.
    3. Environment activists tell people to protect forests wherever they go.
    4. Wherever we wanted to plant trees, the minister supported us.

    c. Application Activities


    1.2.5.3. Passive voice with Present Simple Tense
    In the dialogue on pages 7-9 you must have come across the following sentences.
    Study them carefully and identify what is common between their subjects and verbs.
    Normally, Mountains and valleys are formed by faulting and folding.
    A block mountain is formed when the land is pushed upwards by compression and
    tension.
    You should have noticed that in each of the sentences above, the subject does not
    perform the action described by the verb. Instead, the subject undergoes the action.
    In this case the sentence is in Passive Voice.
    Notes
    The passive voice is used to show interest in the person or object that experiences
    an action rather than the person or object that performs the action. In other words,
    the most important thing or person becomes the subject of the sentence.
    The easiest way of identifying the Passive Voice is to look for the form of verb “to be
    + past participle”.
    For instance, in the sentence, “The land is pushed upwards, the verb to be is “is” + the
    past participle of the verb “to push” which is “pushed”
    1.2.5.4. Application Activities
    I. Copy the sentences from activity 1 and underline all the verbs
    used in passive voice.
    II. Re-read the dialogue on page (7-8) and identify at least 5 other sentences
    that are in the passive voice.
    III. Re-visit the passage on p7 and identify other 4 sentences that are in Passive
    Voice.
    How to form the passive voice with present simple tense
    • The object of the active sentence becomes the subject of the passive sentence.
    • The form of the verb changes, it has two parts: the verb “to be” in Present Simple
    Tense is added as auxiliary and the main verb changes into the past participle.
    • The subject of the active sentence comes at the end of the sentence after the
    preposition “by” or is left out altogether.
    The “active voice” is commonly used but in certain situations the passive voice must
    be used. Such situations are:
    a. When we want to draw the attention of the receiver rather than the
    performer of the action. 
    Example
    The local newspapers confirmed that the ranger who was killed by a buffalo had
    left his gun in the car.
    b. When we want to show the receiver of an action but the performer is
    unknown or not important. 
    Example
    The forest was burnt just some minutes after the authorities had declared that all
    the forests are highly protected
    c. When writing scientific, technical or laboratory reports, where the
    process being described is more important than anything else. 
    Example
    Learn what happens when two  compounds  are mixed together in aqueous
    solution.
    1.2.5.5. Application Activity
    Change the following sentences into Passive Voice. You can leave out the phrase
    by+ noun/pronoun if you think it is not necessary:
    1. Tensional forces lift the middle block between the faults.
    2. Compression and tension forces push the land upwards to form a block
    mountain.
    3. Teachers push the ends of the paper together to show students how
    folding looks like.
    4. Tourists visit Rwanda for different reasons but Volcanoes National park is
    the most important one.
    5. We call the capital city of Rwanda Kigali.
    6. Volcanic eruptions kill hundreds of people when not evacuated on time.
    7. People believe mountain gorilla population is the key reason for many
    tourists to visit Rwanda.
    8. Farmers cut down a lot of trees and burn them in a process known as slash
    and burn agriculture.
    9. People plant trees each year but the total number of them still equals a
    tiny fraction of the earth’s forest.
    10. Volcanic eruptions exterminate many people because no one knows
    when they can erupt. 
    1.3. Describing Lakes and Rivers
    1.3.1. Listening and Speaking : Question and answer
    Carefully listen as your teacher reads a short text. You’re expected to answer
    questions on the text. You can also ask questions for more clarification.
    1.3.2. Reading and Writing
    1.3.2.1. Application Activity
    1. Write a 200 word composition detailing the economic value of rivers and
    lakes in Rwanda.
    2. Copy words in column A in your exercise book and match them with
    their meanings in column
     You can use a dictionary. Don’t write in this book.


    1.3.3. Sounds and Spelling: Stress in Words
    Practise reading the words in column A in the above table. You can use the dictionary
    to check their pronunciation.
    The words in column A are read as follows: 

    (In British phonetic convention the [r] sound at the end of the word is only voiced if
    followed by a vowel) 
    1.4. Describing a Geological Event
    1.4.1. Reading for Information
    Text 1: Agung erupted and killed more than 1600 people
    The last time Bali’s Mount Agung erupted 50 years ago, 1,600 people died in lava,
    mudslides and 1,000oc gas clouds. The huge volcano spewed ash 10km into the air
    and the superheated gas and debris cloud killed more than 1,000 people when it
    exploded in 1963. Lava flowed 7km from the summit, missing the island’s biggest
    and most important temple by metres, and a volcanic mudslide killed hundreds
    more.

    More than 1,600 people died and numerous villages were incinerated when Bali’s
    Mount Agung erupted in 1963.

    Agung erupted on Tuesday after months of rumbling, but was considered very small,
    only spewing grey ash and gas 700m above the peak could be seen.

    Numerous villages were instantly incinerated when the gas cloud engulfed them,
    while others were buried under mud or burned by lava.

    Pyroclastic flows which are clouds of smoke, ash, and gas heated up to 1,000ºc are
    easily the deadliest effects of volcanic eruptions. They moved incredibly quickly at
    up to 700km/h giving victims no time to evacuate, and were responsible for most of
    the 1,600 deaths in the last eruption.

    The same effect was what destroyed the city of Pompeii when Mount Vesuvius
    erupted in 79 AD, killing thousands of Roman townsfolk.

    A volcanic mudslide like this one killed hundreds more in the days after the eruption.
    Indonesian authorities this time set up a 7.5km radius danger zone around Agung
    with 29,000 people fleeing their homes for disaster shelters.

    This was still far less than the 150,000 who evacuated last month in fear that the
    volcano would erupt, before its activity died down and they returned.

    By Nic White and Mikaela Barwick For Daily Mail Australia
    Published: 00:15 GMT, 22 November 2017 | Updated: 00:44 GMT, 22 November 2017

    Adapted from http://www.dailymail.co.uk/news/article-5105891/More-1-600-died-time-Mount-Agungerupted-Bali.html retrieved on March 5th 2018

    Read the above news report from the Daily Mail and carry out the following tasks:
    1. In 80 words, summarise the passage above pointing out the negative
    consequences of volcanic eruptions. Please look for guidance from the
    notes about summary writing in unit three on page 66-67.
    2. Conduct a research and write a short composition explaining economic
    impact of volcanic eruptions.
    3. Write a narration on any geological event you have ever witnessed or heard
    of.
    4. Write two paragraphs to differentiate an active volcano from an extinct
    volcano.
    5. Copy the table below in your exercise book and match the words in column
    A with their synonyms in column B
    6. In full sentences, explain the following words as used in the above passage.
    a. …“rumbling”… (paragraph 3)
    b. …“incredibly” …. (paragraph 4)
    c. …“townsfolk”… (paragraph 5)
    d. …“mudslides”… (paragraph 6)
    e. …“evacuated”…. (paragraph 7)

    Text 2: The Real cost of gold mining in South Africa

    South Africa has failed to meet its human rights obligations to address the
    environmental and health effects of gold mining in and around Johannesburg, the
    Harvard Law School International Human Rights Clinic (IHRC) said in a new report
    released today on 18th October 2016.

    The 113-page report, The Cost of Gold, documents the threats posed by water, air,
    and soil pollution from mining in the West and Central Rand District. Acid mine
    drainage has contaminated water bodies that residents use to irrigate crops, water
    livestock, wash clothes, and swim. Dust from mine waste dumps has blanketed
    communities. The government has allowed homes to be built near and sometimes
    on those toxic and radioactive dumps.

    Examining the situation through a human rights lens, the report finds that South
    Africa has not fully complied with constitutional or international law. The government
    has not only inadequately mitigated the harm from abandoned and active mines,
    but it has also offered scant warnings of the risks, performed few scientific studies
    about the health effects, and rarely engaged with residents on mining matters.

    “Gold mining has both endangered and disempowered the people of the West and
    Central Rand District,” said Bonnie Docherty, senior clinical instructor at IHRC and the
    report’s lead author. “Despite some signs of progress, the government’s response to
    the crisis has been insufficient and unacceptably slow.”He said.

    The report is based on three research trips to the region and more than 200 interviews
    with community members, government officials, industry representatives, civil
    society advocates, and scientific and legal experts. It provides an in-depth look at
    gold mining’s adverse impacts and examines the shortcomings of the government’s
    reaction.

    For example, although acid mine drainage reached the surface of the West Rand
    in 2002, the government waited 10 years before establishing a plant that could
    stem its flow. In addition, the government has not ensured the implementation of
    dust control measures and has left industry to determine how to remove the waste
    dumps dominating the landscape.

    The Cost of Gold calls on South Africa to develop a coordinated and comprehensive
    program that deals with the range of problems associated with gold mining in the
    region. While industry and communities have a significant role to play, the report
    focuses on the responsibility of the government, which is legally obliged to promote
    human rights.

    The government has taken some positive steps to deal with the situation in the West
    and Central Rand. This year, it pledged to improve levels of water treatment by 2020.
    In 2011, it relocated residents of the Tudor Shaft informal settlement living directly
    on top of a tailings dam. The government along with industry has also made efforts
    to increase engagement with communities.

    Nevertheless, The Cost of Gold finds that the government’s delayed response and
    piecemeal approach falls short of South Africa’s duties under human rights law. As a
    result, the impacts of mining continue to infringe on residents’ rights to health, water,
    and a healthy environment, as well as rights to receive information and participate
    in decision making.

    Therefore, the government should act immediately to address the ongoing threats
    from gold mining, and it should develop a more complete solution to prevent
    future harm,” Docherty said. “Only then will South Africa live up to the human rights
    commitments it made when apartheid ended.”

    From https:// Adapted www.environment.co.za/mining-2/acid-mine-drainage-cost-gold.html ;
    Retrieved onMarch13th 2018.
     (Copyright 2017 Environment.co.za and Respective Authors and Contributors.)

    Read the text on pages 21-22 and in complete sentences, carry out the following
    tasks:
    1. Write two paragraphs explaining advantages and disadvantages of living
    near a mining site. (Use adverbial clauses of time in your composition). 
    2. Discuss: The government should let industries or mining companies
    determine how to protect people from the environmental and health
    effects of mining.
    3. What do the following words/phrases mean as used in the above passage?
    a. … “to address” …(paragraph 1)
    b. …“risks”… (paragraph 2)
    c. …“endangered”… (paragraph 4)
    d. …“acid mine drainage”… (paragraph 5)

     1.4.2. Application Activity

    Write a letter to the minister of natural resources asking him to address the
    ongoing threats from the local mining site. Use Passive Voice with present
    simple in your composition. 
    Before writing the letter, first read the following instructions on how to write an
    official letter:
    • Write the sender’s address and telephone number on the top left hand side of
    the page.
    • Place the date directly below the sender’s address.  It should be one line
    beneath the sender’s address. The date is important for two reasons: if you’re
    trying to get the person or organization to complete a task in a timely manner
    (send a pay check, fix an order, etc.), it will give them a time frame to work with
    or if you need to save a copy of the letter for legal reasons or posterity, the date
    is absolutely necessary.
    • Place the recipient’s name one line beneath the date.
    • Include his or her title (Mr., Mrs., Ms., Miss, Dr. etc.). Follow the recipient’s name
    with his/her job title. Give the person you’re addressing a salutation. “Dear Sir/
    Madam”
    • Write the body of the letter. This need not be more than three paragraphs.
    If you can’t say it in three paragraphs or less then you’re probably not being
    concise enough.
    • In the first paragraph, write a friendly opening and then state the reason or

    goal of the letter. Get straight to the point.

    • In the second paragraph, use examples to stress or underline your point, if
    possible. Concrete, real examples are always better than hypothetical examples.

    • In the final paragraph, briefly summarise your purpose in writing and suggest
    how you might want to proceed further.

    • Sign off your letter with the appropriate salutation. Leave space between your
    salutation and your printed name for a signature, if possible. “Yours sincerely,”

    “Best regards,” or simply “respectfully” are all appropriate.

    Adapted from https://www.wikihow.com/Write-a-Formal-Letter retrieved on March15th 2018

    A Sample official letter
    Kanombe Kabeza

    Nyarugunga District
    Tel +250783653602

    Minister for Natural Resources
    Kigali-Rwanda

    July 20th , 2018
    Dear Sir/Madam

    Re: REQUEST TO ADDRESS THE ONGOING THREATS IN THE MINING SITE

    I would like to request you to address the ongoing threats in the mining site
    To begin with, we have observed so many threats in this mining site. some of these
    threats are: over exposure to ultraviolet radiation in sun light, noise, muscular
    skeletal disorders, thermal stress, and chemical hazards like polymeric chemicals.
    To mention but a few.

    Wishing that my request will highly be considered.

    Yours Sincerely
    ................................

    MUTESI Jackline

    1.4.3. Listening and Speaking: Debate

    Motion: “Mining should be banned to protect the environment”

    1.5. UNIT SELF- ASSESSMENT
    1.5.1. Reading and Writing
    Effects of deforestation
    Deforestation is clearing Earth’s forests on a massive scale, often resulting into
    damage to the quality of the land. Forests still cover about 30 percent of the
    world’s land area, but swaths half the size of England are lost each year.
    The world’s rain forests could completely vanish in a hundred years at the current
    rate of deforestation.
    The biggest driver of deforestation is agriculture. Farmers cut forests to provide
    more room for planting crops or grazing livestock. Often, small farmers will clear
    a few acres by cutting down trees and burning them in a process known as slash
    and burn agriculture.
    Logging operations, which provide the world’s wood and paper products, also cut
    countless trees each year. Loggers, some of them acting illegally, also build roads
    to access more and more remote forests which leads to further deforestation.
    Forests are also cut as a result of growing urban sprawl as land is developed for
    dwellings.
    Not all deforestation is intentional. Some is caused by a combination of human
    and natural factors like wildfires and subsequent overgrazing, which may prevent
    the growth of young trees.
    Deforestation can have a negative impact on the environment. The most dramatic
    impact is a loss of habitat for millions of species. Eighty percent of Earth’s land
    animals and plants live in forests, and many cannot survive the deforestation that
    destroys their homes.
    Deforestation also drives climate change. Forest soils are moist, but without
    protection from sun-blocking tree cover, they quickly dry out. Trees also help
    perpetuate the water cycle by returning water vapor to the atmosphere. Without
    trees to fill these roles, many former forest lands can quickly become barren
    deserts.
    Removing trees deprives the forest of portions of its canopy, which blocks the
    sun’s rays during the day, and holds in heat at night. This disruption leads to more

    extreme temperature swings that can be harmful to plants and animals.

    Trees also play a critical role in absorbing the greenhouse gases that fuel global
    warming. Having fewer forests means larger amounts of  greenhouse gases
    entering the atmosphere and increased speed and severity of global warming.

    The most feasible solution to deforestation is to carefully manage forest resources
    by eliminating clear-cutting to make sure forest environments remain intact. The
    cutting that does occur should be balanced by planting young trees to replace
    older trees felled. The number of new tree plantations is growing each year, but
    their total still equals a tiny fraction of the Earth’s forested land.
    Adapted from https://www.nationalgeographic.com/environment/global-warming/deforestation ;retrieved on March 13th 2018.

    Read the above text and in complete sentences, answer the following questions:
    1. Point out any three other effects of deforestation which are not mentioned
    in the above passage.
    2. Suppose that you work with an Environment Protection Agency. In
    three paragraphs explain strategies you would devise to fight against
    deforestation.
    3. What do the following words/phrases mean as used in the above
    passage?
    a. …“vanish”… (paragraph 2)
    b. …“slash and burn agriculture”… (paragraph 3)
    c. …“urban sprawl”… (paragraph 4)
    d. …“deprives”… (paragraph 8)
    e. …“severity”… (paragraph 9)
    f. …“feasible solution”… (paragraph 10)
    g. ...”felled”... (paragraph 10)
    1.5.2. Grammar and Phonology
    1.5.2.1. Grammar
    I. Choose the right words from the brackets to fill in gaps in each of the sentences
    below.
    1. The superheated gas and debris cloud … a lot of people when
    volcanoes erupt. (kill/are killed).
    2. A lot of people……..by the superheated gas and debris cloud when
    volcanoes erupt. (kill/are killed).
    3. Numerous villages …… by lava when volcanoes erupt. (sometimes
    burn/ are sometimes burned).
    4. Volcanic eruptions ………. hundreds of people when they don’t evacuate
    on time. (kill / are killed).
    5. Hundreds of people………..by volcanic eruptions when they don’t
    evacuate on time. (kill / are killed).
    6. When a volcano erupts, it ………….lava. (releases/ is released).
    7. Lava ……………… when a volcano erupts. (releases/ is released).
    8. Rwanda …………… to as the “Land of a Thousand Hills”. (refers/ is
    referred).
    9. Rwanda is a country which …………….. by mountain ranges
    (geographically dominates/ is geographically dominated).
    10. Faulting ……….to the fracturing or cracking of the crystal rocks caused
    by tectonic forces of compression and tension that operate in the earth’s
    crust.(refers/ is referred).
    II. Complete the following sentences with your own clauses to form adverbial
    clauses of place or time. Use punctuations correctly.
    1. Trees can only be cut ……………………………………….
    2. ………………………………………, a lift valley is formed.
    3. Deforestation occurs ……………………………………………….
    4. ................................................volcanic eruptions can engulf them.
    5. Carpenters must get a permit from the sector agronomist ……………….
    6. ……………………………………………, fish will be very cheap.
    7. I thought I had seen a picture of block mountain formation but I couldn’t
    remember …………………………………………….
            8. Volcanoes erupted …………………………………………………….

             9. ……………………, the company will be allowed to start mining

              activities.

           10. …………………………………………….., it releases lava.

    1.5.2.2. Phonology
    Give phonological transcription of the following words
    a. Deforestation                d. Mining
    b. Geology                            e. Mountain
    c. Folding

    1.5.3. Summary
    In 80 words, summarise the passage on pages 26-27 pointing out the role of
    human beings in deforestation.
    1.5.4. Essay Writing
    Write a 300 word composition suggesting the best solution to deforestation in

    Rwanda. 

    UNIT 2: NEWSPAPERS AND REPORTING►