English

You will develop these skills

• Work in groups.

• Plan and evaluate writing.

• Make notes and write a summary.

• Use connectors in key language functions.

• List the vocabulary of key school language functions.

In Unit 2, we discussed educational ambitions and career choices. We discovered that, if you want to study further after you leave school, you need to choose the correct subjects for your career choice. You also have to get good grades.

Many people work very hard but do not achieve good grades because they do not have the right study skills. They also do not always know how to write correctly and answer examination questions in the right way.

Reading extracts from literature

When we read literature, we must study it carefully in order to understand it fully. We need to read with questions in our minds – ask ‘who’, ‘what’, ‘when’, ‘where’, ‘why’ and ‘how’ about the action in the book.

If we make a summary of what we have read, it helps us to remember the main points. Your teacher may also ask you to write a summary to check if you have understood what you have read.

Grammar focus

How to write a summary

When you write a summary, you must remember to keep it very short and to the point.

• Do not rewrite the original piece

.• Use your own wording.

• Make sure you refer to the central and main ideas of the original piece.

• Do not put in your opinion of the issue or topic discussed in the original piece.

Read about storks

Read the following text silently on your own.

After Lina had finished reading her story, the room was quiet. The teacher stood there looking very proud and pleased. Then he said, “That was a fine story, Lina. A very fine composition, and you know quite a lot about storks!”

He turned to big Jella. “Jella,” he said, “what do you know about storks?

”“About storks, Teacher?” Jella said slowly. “About storks – nothing.” He looked surly and stubborn, because he felt stupid. He thought he ought to explain.

“You see,” he told the teacher, “I can’t bring them down with my catapult. I’ve tried and tried, but I just can’t seem to do it

.” The teacher looked startled. “But why would you want to shoot them down?

”“Oh, I don’t know,” Jella said. He wriggled a little in his seat. He looked unhappy. “Because they move, I suppose.

” “Oh,” the teacher said. “Pier,” he said, “what do you know about storks?

" “About storks?” Pier asked. “Nothing.

” “Dirk?” the teacher said.

“Just the same as Pier,” Dirk said. “Nothing.”

Pier," the teacher said, “if I had asked Dirk first, what would your answer have been?

”“The same as Dirk’s,” Pier answered promptly.

“Teacher, that’s the trouble with being twins, if you don’t know something, you don’t know it double.” The teacher and the room liked that. It made everybody laugh.

“Well, Auka,” the teacher said, “how about you?”

Auka was still chuckling and feeling good about what Pier had said, but now he looked serious. “All I know is that, if storks make happy noises with their bills, like Lina said in her story, then I will also like storks.”

The teacher looked around and said, “Well, Eelka, there in the corner, that leaves only you.”

Eelka thought a while. “I’m like Lina, Teacher; I don’t know much about storks. But if storks would come to Shora, then I think I would like to learn a lot more about storks.”

“Yes, that is true,” the teacher said. “But now, what do you think would happen if we all began to think a lot about storks?”Adapted from ‘The Wheel on the School’ by Meindert De Jong

Activity 1: Write a summary

After reading the passage, do the following:

1. Pick out the main points from the text and write them down.

2. Write down the features of storks.

3. Write a few notes under each of the following headings:

a) Lina

b) Jella

c) Pier and Dirk

d) Eelka

4. Using your own understanding of the whole extract, write a summary of less than 50 words.

5. Give your summary to another pupil to evaluate for you.

Activity 2: Write a short composition

The previous text used a lot of punctuation. The writer used direct speech, which contains a number of commas, question marks, inverted commas and full stops. For example:

• “About storks?” Pier asked. “Nothing.”

• “Dirk?” the teacher said.

• “Just the same as Pier,” Dirk said.

1. Write about 200 words on an interesting lesson that you have attended. You can use both direct speech and dialogue.

2. Compare your work with that of your classmates to see who has used punctuation and grammar correctly.

Grammar focus

Making notes

Making notes helps you to study and to remember facts. You should not copy out sentences word for word, nor should you copy large numbers of facts.

To make notes you should:

• Be concise.

• Be as neat as possible.

• Use headings and numbered points.

• Use abbreviations, but make sure you spell out personal or place names clearly.

• Use single words or short phrases.

Making notes when reading classic literature

Making notes is very important when we read classical literature, because the language may seem strange and unfamiliar. Making notes can help us to understand what we have read.

Read the following extract from ‘Great Expectations’ by Charles Dickens.

Activity 3: Make notes on an extract from classical literature

In your pairs, carefully reread the extract from ‘Great Expectations’ and make notes under the following headings:

a) The countryside where Pip met the man

b) The appearance of the fearful man

c) How Pip felt when he met the fearful man.

Working in groups

There is a saying: “More hands make for lighter work.” This is true of group work.

When you work in a group, you can divide the tasks so that you all share the work. Working in groups is a good way to learn, providing everyone works together.When you work in groups you will be able to:

• Split tasks into parts and steps.

• Plan and manage time.

• Improve your understanding through discussion and explanation.

• Give and receive feedback on performance.

• Challenge assumptions.

• Develop stronger communication skills.

Read about wanting to be head girl

Activity 4: Follow instructions

1. Get into groups of three or four.

2. You will have 15 minutes to complete the activity. Elect a timekeeper. The timekeeper must tell you when your 15 minutes are up.

3. Read the passage about Penny in your group.

4. In your group, answer the following questions. One person should write down the group’s answers.

a) What do you learn from Penny?

b) If you were a student in Penny’s school, would you vote for her as your head girl? Give your reasons.

c) Identify some words or phrases that Penny uses which are also common in your school environment.

d) Write down some of your school rules and regulations and explain why they are important. For example: Missing a lesson without justification is punishable. This rule helps to make learners attend classes regularly. Therefore, this will eventually improve the students’ academic performance.

5. At the end of the time, choose a member of your group to report your answers to the class.

6. Compare your group’s answers with those of the other groups.

Reading, interpreting and using instructions

It is important to read instructions and interpret them correctly. If you do not follow the instruction in an examination question, you will lose marks, no matter how well you know the subject.For example, you may be given the following instructions:

• Answer in short sentences.

• Work with a partner.

• Answer the questions.

• Choose a group leader.

• You have five minutes.

• Get ready to report in English.

• Tell the class what you said.

Grammar focus

Using headings and numbers

If we are given a page of information with no headings and no numbers, it can be very difficult to read and understand. We use headings and numbers to make it easier to sort out information and put it into order. The headings are a kind of map that helps us to find our way through the information. We can also use subheadings to break information into more manageable amounts.

Read about frogs

What are frogs?Frogs are a kind of small animal belonging to a group of vertebrates (animals with backbones) known as amphibians. This means that they live part of their life in water and the other part of it on land. The word ‘amphibian’ comes from two Greek words – ‘amphi’ which means ‘both’ and ‘bios’ which means ‘life’.

Amphibians are cold-blooded animals. This means that their body temperature is the same as the surrounding temperature. Their skin absorbs water into their body so they do not have to drink water to survive. Frogs are special. They can breathe by means of their lungs and also through their skin. This is because of the way their heart is formed. It has three chambers instead of the normal four. Frogs have strong hind legs to enable them leap great distances. The front legs or arms are short. They are used to prop the frog up when it sits.

How big is the biggest and how small is the smallest?

The largest frog is the giant or Goliath frog of West Central Africa. It can grow to more than 30 cm long. The largest frog in America is the bullfrog. It can grow to more than 8 cm long.

The smallest frog in the Southern Hemisphere is the Brazilian Gold Frog at 9.8 mm long. In the Northern Hemisphere, the smallest frog is the Monete Iberia Eleuth, discovered on a mountain in Cuba in 1996. They measure about 9.6–9.8 mm long.

Where do frogs live?

Frogs can be found almost anywhere, except in Antarctica. However, most species are found in tropical regions. More frogs are found in warmer countries.

You can find frogs in water or near places that have water, like ponds and streams. Some frogs never enter the water. They live mainly on land and only go to the water to mate.

Then, there are some kinds that live in trees. These frogs have tiny sticky pads on their fingers and toes to help them cling to the tree trunk as they climb. Some frogs are burrowers. Burrower frogs live on land and have short hind legs and cannot hop. Frogs that live in cold places hibernate during winter. They hibernate either in burrows or buried in muddy bottom of ponds.

Activity 5: Make notes on frogs

1. There are three subheadings under the main heading of the reading. Write down the main heading and the subheadings.

2. Make notes of the important information under each subheading. Use numbers.

3. Compare your notes with the rest of the class.

Activity 6: Use numbers to put facts in order

Here is a simple recipe for a beef burger. The instructions are all mixed up. Put them in the right order and number them. Compare your answer with the person sitting next to you.

Ingredients

4 lean beef patties (120–150 g each)

1 large onion

2 tablespoons steak sauce

4 bread rolls2 30 × 45 cm sheets of heavy-duty foil

Instructions

• Place the onions in the centre of each foil piece. Fold foil over onions so that the edges meet, and place on the coals.

• Cut the bread rolls in half and place the patties on the rolls with the onions on top.

• Grill the onion packets and beef patties for 10 to 15 minutes, turning the patties and rotating packets once or twice.

• Heat coals or gas grill for direct heat.

• Spray two 30 × 45 cm sheets of heavy-duty foil with cooking spray.

• Brush beef patties with steak sauce.

Grammar focus

Recounting

Recounting is a way of retelling an important event, or describing an experience. When we recount an event, it is usually written in the order in which things happened. This is called chronological order.

Example:

World War II, also known as the Second World War, was a global war that lasted from 1939 to 1945. Firstly, Adolf Hitler invaded Poland in 1939. After that, the war dragged on for six deadly years. Finally, the Allies defeated both Nazi Germany and Japan in 1945.

Activity 7: Recount an event that happened last week

Write four lines recounting an event that happened last week.

Grammar focus

Explaining To explain something is describe why something happens.For example: We are not going out today because it is raining.

When answering questions in subjects such as Science or Economics, it is important to explain why a statement is made. Words such as ‘because’, ‘therefore’ and ‘which means’ are used in the explanation. For example: Rwanda is a landlocked country, which means that it is entirely surrounded by other countries.

Explaining helps other people to understand what we are trying to describe. You need to use words that will make sense to the other person. For example: Explaining how to learn to dance rap.The key to dancing to rap and hip-hop music is to realise that every song tells a story. An easy way to get started is to act the story out and have fun. Start by listening to songs and choosing the ones that you like best. Listen to the song often (while you run, while you clean the house, in the car, over and over). The beat will start to take over. Now start dancing!

Activity 8: Explain how to play a sport

In pairs, take turns to explain to each other how to play your favourite sport. You should tell each other whether the explanation was easy or difficult to understand.

Grammar focus

Defining

Defining means making something very clear or explaining what it means. It can be used as an instruction in a question set by your teacher, for example:

• Define photosynthesis.

• Your tasks are defined in the instruction at the top of the page.

The word ‘defining’ can also be used to pinpoint an action or event that was very important. For example:Winning the triathlon was the defining moment of his school career.

Activity 9: Practise definitions

Reread the text on frogs, then complete the following questions.

1. Define the word ‘amphibian’.

2. Define ‘vertebrates’.

3. Complete the following sentence: A defining moment in my life was when

Grammar focus

Giving examples

When we are explaining new information, it is useful to give examples of what we are describing. Throughout this book, examples are given to you of grammar that you need to learn. When you are writing an examination, it is a good practice to give examples of any facts or statements that you make. This proves to the marker that you understand what you are writing about.

Example: Amphibians are animals that live part of their life in water. An example of an amphibian is a frog.

Activity 10: Give examples

Complete the following sentences:

1. Rwanda has many mountains, one example of which is ______________ .

2. Examples of foods eaten in Rwanda are ______________ and ______________.

3. An example of a team sport is ______________ .

4. There are many birds in Rwanda; two examples are ______________ and ______________ .

5. I have many friends, for example ______________ .

Grammar focus

Contrasting means comparing one thing with another thing that is very different. Contrasting clauses make two statements, one of which contrasts with the other, or makes it appear unexpected or surprising.

In the examples below, notice the differences in meaning between the clauses in each sentence.

• Kim and Tom do not like the same music but they both like to dance.

• Wool is not man-made, but human beings make rayon.Some contrasting clauses are introduced by conjunctions such as ‘although’, ‘yet’, ’even though’ or ’while’.

Example:

• Although Mrs Sims had lived in China all her life, she knew very little Chinese.

• George runs three kilometres daily, yet his brother Paul hates to exercise.

Activity 11: Make contrasting sentences

Use the clauses in brackets to make contrasting sentences:

1. (The summer season is wet and hot), _____ (the winter season is cold and dry).

2. (Some dogs are well-behaved) _____ (others drag their owners down the block, yapping all the way).

3. ______ (the boy was injured), (he didn’t give up).

4 (There was little chance of success), ________ (we didn’t give up).

5. (He is overweight) _____ (he still runs very fast).

Grammar focus

Listing

When explaining or describing, examples often need to be listed. If you look back at Activity 6, you will notice that you had to list the instructions in the correct order. In listing, we make use of commas and words such as ‘firstly’, ‘secondly’, then' and ‘finally’, or we can just use ‘first’, ‘second’, ‘third’, and so on.

Example:

We went to the shops today. First, we bought apples. Next, we bought new shoes and then we bought pencils and pens. Finally, we bought coffee.

We could also use a colon and combine the sentences.

Example:

We went to the shops today and bought the following: apples, new shoes, pencils, pens and coffee.

Activity 12: Make lists

Make listing sentences out of the following:

1. I grabbed a spoon. I ate the cereal. I drank the milk. I tossed the bowl in the sink.

2. We learn how to cook. We learn how to clean.

3. How to become a political leader: ______, you need to become a leader of a political party. ________, you need to win a seat in Parliament. _________, your party must have a majority of seats.

4. Buying organic fruit and vegetables is a better choice. ________, they are less contaminated by chemical pesticides. __________, they are not genetically modified. ____________, they are allowed to mature or ripen fully.

5. Soil has three main layers. ________, there is the surface layer. ____________, there is the topsoil. _________, there is the subsoil.

School language functions

A language function is the purpose for which a certain phrase or sentence is being used. At school, we use language for different purposes or functions.

1. There are common phrases used for purposes of greeting, like: Good morning. How are you?

2. For purposes of apologising, we use:I am sorry.Please forgive me.

3. For introducing ourselves, we can say: My name is _______ .How do you do?

4. To give warnings and instructions, these sentences can be used:Do not speak while the teacher is speaking.Never go out without permission.

5. For interruptions and making requests, we can say:Excuse me. I beg your pardon.

6. During assessment or examination, these words could be used:Describe ______ .Discuss ______ .

7. When the teacher wants a response, he or she could say:Class, do you agree?What do you think about _____ ?

8. Common instructions from the teacher are: Sit down.Be attentive.

9. When the teacher is encouraging you, he or she might say:That’s very good.Good work.

Activity 13: Practise common school language

1. With a partner, write down other phrases and sentences that you normally use or hear your teachers use.

2. Try to relate them to their functions (when and where they are used). Report back to the class on your findings.

Activity 14: Comprehension

Reread the text ‘Read about wanting to be head girl’ and answer the following questions.

1. What are the words Penny uses before she enters the principal’s office?

2. How does the principal respond?

3. Write down a greeting that your teacher could use with a class at the beginning of the school day.

4. What would be a polite thing to say if you bump into someone?

5. How would you introduce yourself to a new class member?

Vocabulary, spelling and pronunciation

Activity 15: Use the glossary

Assessment

1. Fill in the blanks:There are good reasons why some people feel the need to make significant changes in their lives from time to time. _______, any new situation that a person encounters can be an opportunity to learn and grow as a person. A new job, for instance, might present challenges that push the person to adapt, acquire new knowledge, or add to his or her skill set. ________, a change can represent a break with the past and an old routine, which has become boring and predictable. _______, as well as making life more fun and interesting, new experiences can be good for our physical and mental health.(3 marks)

2. In Unit 6, we have learned about the following eight study skills: listing, describing, recounting, giving examples, making notes, using instructions, contrasting and defining. Make eight sentences, giving an example of each one. (8 marks)

3. Give three reasons why group work is a useful exercise. (3 marks)

4. Rewrite the following paragraph using the correct grammar and punctuation:too many pupils look at studying as something they have to do not as an enjoyment or opportunity to learn Thats fine but researchers have found that how you approach something matters almost as much as what you do Being in the right mindset is important in order to study smarter (6 marks)Total (20)