English

Key unit competence: To use language learnt in the context of heroes and citizenship.

1.1 Oral work: Heroes

1.1.1 Speaking activity

1. Answer these questions.
      a) What is a hero?
      b) Do you think heroes are made or born?
      c) What does the saying ‘heroes never die’ mean? Do you think it is true?

2. Match the names of the famous leaders below with their achievements. These are not only Rwandan leaders, but leaders from across the world.

   1.2 Reading and writing: Martin Luther King Junior

1.2.1 Reading and writing practice
1. Read the text about a famous person.

Martin Luther King Junior
Martin Luther King Junior was born in Atlanta, Georgia, on 15 January 1929. He was an Afro-American civil rights activist in the USA during the 1960s.
He grew up in a racially divided USA and went to segregated schools. He attended university, where he graduated. He was later awarded a PhD (doctor’s degree) in Theology.

He worked as a Baptist pastor for many years. Mahatma Gandhi inspired him to choose non-violence in his fight for the rights of Afro-Americans.
He was a strong believer in the equality of all races and worked hard for the civil rights of black people. In 1963, he led thousands of people in a protest march to Washington. Many whites also participated in the march to demand freedom and jobs for black Americans.
During the march, Martin Luther King Junior delivered his famous speech, ‘I have a dream …’. The key message in his speech was his wish for equality of whites and blacks. He wanted all to live together in peace, and in a USA free of racial prejudice.

In 1964, he became the youngest person to win the Nobel Peace Prize.
On 4 April 1968 he was assassinated in the city of Memphis in Tennessee. His assassin, James Earl Ray, tried to escape. He was arrested at Heathrow Airport on his way to Rhodesia, which was then under white rule. He was brought back to the USA and charged with murder. He was sentenced to 99 years in prison.
Martin Luther King did not die in vain. After his death, the USA government introduced changes to their laws. Racial segregation was reduced in public schools, transport services and in employment opportunities.

2. Answer the questions.
    a) Who was Martin Luther King Junior?
    b) What does ‘racially segregated’ mean?
    c) What was Martin Luther King Junior’s highest academic qualification?
    d) Why did he prefer to use non-violent means to fight racial segregation in the USA?

    e) What was the purpose of the march to Washington?
     f) Did only black people take part in the march to Washington? Explain your answer.
    g) In your opinion, what effect did Martin Luther King Junior’s speech, ‘I have a dream …’, have on the 

        people of America?
    h) Why do you think Martin Luther King Junior was assassinated?
     i) Where was his assassin when he was arrested? Where was he going?
     j) Do you think Martin Luther King Junior’s dreams were realised after his death? Explain your answer.

1.3 Vocabulary

Use your S1 English vocabulary book or get a new one. Write all the new words that you learn in the vocabulary book. Add the pronunciation and meaning of the words. Use them in sentences so that you have good examples when you revise them.

1.3.1:Speaking and writing practice

Complete the table.

1.4 Language structure: Past simple tense

Most verbs simply add -ed to form the past simple tense. There are many exceptions, however. Here is a list of some of the most common irregular past tense verbs in English. Learn as many of them as you can.

1.4.1:Writing practice

1. Complete the text with the correct past simple tense of the verb in red. Then read the paragraphs aloud, with the correct form of the verbs.

Martin Luther King Junior a) be the son of Martin Luther King. The family b) live in Atlanta, Georgia, which is in the southern part of the United States where discrimination against black people c) be worst. Because of racial segregation, Martin Luther King Junior d) attend a blacks-only primary school.

After primary school, he e) study at a segregated high school. This is because the laws of the USA f) make it illegal for blacks to enroll in whites-only schools.

While Martin Luther King Junior g) be growing up, he h) feel resentment against racial segregation. He i) decide to dedicate his entire life to fighting the evil of racial segregation. In 1963, he j) persuade his supporters to participate in the famous march to Washington. He k) plan to demand jobs and freedom.
In 1968, Martin Luther King Junior l) be assassinated. His assassin, James Earl Ray, m) flee to Canada, and then to London. He n) want to move to Rhodesia (now Zimbabwe) which o) be under white rule. At Heathrow Airport near London, the British police
p) catch him. He was q) deport back to America where he r) appear in court. They s) sentence him to 99 years in prison. He t) die in 1998 at the age of 70.

 1.4.2: Writing practice

1. Complete the following text, giving the correct past simple tense form of the verb in red.

The story of Ndabaga is not just a legend. According to the historians, her father a) do not have any sons who b) can take his place at the king’s court. Her father c) be getting old, and he d) will not be able to carry on much longer. To save the honour of the family, Ndabaga e) decide to take her father’s place, although she f) be a girl. She
g) train herself until she h) excel in all the tasks usually done by boys. She i) become as skilled as the strongest boys. She j) hide the fact that she was female when she k) go to the palace. She was so good that the king l) make her leader of her peers.

1.4.3:Writing practice

  1. Use the correct past simple tense of the verb in brackets.
  a) Ndabaga is famous in Rwanda because she (become) a warrior.
  b) King Kigera IV (extend) the boundaries of the kingdom during his rule.
  c) He (prevent) any Rwandans from being captured as slaves.
  d) Mao-Tse-Tung (be) the leader of the Chinese Communist party.
  e) Julius Nyerere (form) a strong, modern Tanzania during his term in office.

  f) Nelson Mandela (fight) against apartheid in South Africa.
  g) He (show) that it was possible to bring about reconciliation in a country.
  h) Agathe Uwiringiyimana (be) the first female prime minister.
  i) She and her family (be) executed during the Genocide.
  j) People believe that colonialists (assassinate) King Mutara III on his way to hospital for treatment.

Homework
1. The text continues Ndabaga’s story. Fill in the correct past simple tense form of the verbs in red.

Remember, in those days women and girls a) have very low status.
It b) be unthinkable that a woman could take her father’s place. Some of her peers c) notice that she was different. They d) start a rumour that she was not a man at all. The rumours eventually e) reach the king’s ears. He f) send for her and g) ask her if she was a woman. Ndabaga h) can not lie to the king and i) admit that she was a girl. The king was so impressed with her courage that he j) decide to marry her. The story shows that men and women are equal. Women never need to feel inferior to men.

1.5 Language skills: Describing

You often have to describe something in both speech and writing.
• When you describe the life of a famous leader or an event in history, for example, you write a narrative.
• A narrative is a story.
• You tell the story of a famous person in the past tense.
• You usually start or introduce the story in the present tense.

  This is to explain why it is necessary to take note of the person or event.
• Then you change to the past tense, and tell or write the story in chronological order.
• Chronological order means the order in which things happened in the person’s life.
• You end the narrative by returning to the present tense. You confirm why this narrative is important today.

1.5.1:Reading and writing practice

1. Read the completed text in the Writing practice 1.4.2 and the homework text again. They are actually one text.
2. Write down the first sentence (the Writing practice 1.4.2) and the last sentence (Homework). Do you see that the text begins and ends with the present tense?
3. Make a list of the events in the text. You do not have to write full sentences. Just list the event or situation.
For example:
  a) Father did not have sons
  b) Father was getting old

1.5.2:Speaking and listening practice

Talk about the life of a famous person. You may choose any famous person, such as those people listed in the Speaking activity 1.1.1, for example:
• Martin Luther King was born in 1929.
• King Rwabugiri ruled Rwanda from 1853 to 1895.
• Ndabaga is famous in Rwanda because she became a warrior.

1.6 Language structure: Adverbials of time

Use adverbials of time to tell:
• when something happened
Examples: yesterday, in 1994, later, during the night
• for how long something happened
Examples: all day, since 2010, from 1 July until 1 August
• how often something happened (frequency)
Examples: usually, sometimes, occasionally, never.

1.6.1:Writing practice

1. Insert the appropriate adverbial of time in each blank space to complete the sentences.

 a) Agathe Uwilingiyimana was Prime Minister of Rwanda ________.
 b) She was assassinated ________ the Genocide, just ________ President Habyarimana’s plane was shot down.
 c) Six school girls of Nyange Secondary School were killed ________ they refused to separate themselves along ethnic lines.
 d) Félicité Niyitegeka was shot ________ because she protected refugees from the militia.

1.6.2:Writing practice

1. Insert the appropriate adverbial of time in each blank space to complete the sentences.

  a) She became a hero ________ she sacrificed her life to save others.
  b) ________ Rwanda was ruled by a king.
  c) She hid the children ________, but then the soldiers found them.
  d) ________ the Genocide many people lost their lives.
  e) ________ people heard her story, she became a hero.

1.6.3:Writing practice

1. Insert an appropriate adverb of time in each blank space.

a) ________ the Genocide there was little left of Rwanda. Trust had been destroyed among the people. b) ________ the country was desperately poor without skilled labour or resources. Under the leadership of the new president, Rwanda decided to start afresh. c) ________, 20 years after the Genocide, it was clear that the country had made remarkable progress. d) ________ various foundations have helped with practical aspects of rebuilding the country. e) ________ the people of the country have constructed a new national identity, Rwandan, rather than Hutu or Tutsi.

Homework
You are going to write a text of three paragraphs on a Rwandan hero. Plan your writing at home. Read about a person, or ask the adults in your area about a famous person. Write down the plan for your introduction, the body of the text (middle paragraph) and your conclusion.

1.6.4:Writing activity

Write a text of three paragraphs on a hero in Rwanda. You can write about:
  • Fred Gisa Rwigema
  • Agathe Uwiringiyimana
  •BKing Mutara III Rudahigwa
  •Bany other Rwandan of your choice.

Explain why the person deserves to be called a hero. Use the past simple tense and adverbials of time. Edit your work.

1.7 Language structure: Modal verbs

The word must is a modal verb. You use it when something is required
or essential.
Examples:
  • You must do your homework every day.
  • We must remember our history to plan for the future.
Note: Must can be replaced by have to, or had to (past tense).

1.7.1:Writing practice

1. Complete the sentences to show that you understand when to use must.
  a) People must work hard because ________.
  b) Learners must be proud of what their country has achieved because ________.
  c) School children must ________ because they also have a duty as citizens.
  d) Adults must ________ because they have a duty as citizens of the country.
  e) Every worker must ________ because the country needs the revenue to deliver social services.

1.7.2:Speaking and listening activity

Talk about the roles of leaders in small groups.
  1. What do you understand by ‘a leader’?
  2. Do you think leaders require certain qualities?
  3. Are all leaders good?
  4. What are religious leaders responsible for?
  5. What are political leaders responsible for?

Homework

Ask your family and neighbours what they think about political
leaders. Are they important? Do they do their work well? What are they responsible for?
Listen to a news broadcast in English, if possible. Take notes on what they say, listening for the main points of the news.

1.8 Language skills: Listening

• Listening is the ability to receive verbal messages accurately and understand them. It is a very important skill that you need to learn. It is the key to effective communication.
• It is a social skill. You need to listen carefully when you take part in a conversation or when someone tells a story, or you might misunderstand.
• It is important in the classroom, in all your subjects. You need to
listen carefully when your teacher explains something or gives an instruction. You also need to listen to learners speaking during your group activities.
• Listening is not the same as hearing. Hearing refers to the sounds that you hear, but listening requires focus. The best way to focus your concentration is to listen actively.
• Your homework (listen to a news broadcast) was an exercise in active listening. You had to listen carefully, make notes and listen for the main points of the news.
• When you listen actively, you use many of your senses. Make eye contact with the speaker if possible. Look at the expressions on
the speaker’s face for clues to meaning. Is the speaker serious
or making a joke? Listen carefully to the words spoken and also
to the speaker’s tone. Make notes of the most important points as
you listen.
• Practise listening actively whenever you have to listen to something. Like any other skill, it will improve with practice.

Homework
Listen to the news over the radio again. Listen carefully, make notes
and listen for the main points of the news. They are usually repeated at some point.

1.8.1:Speaking and listening activity

Listen to a text about the roles of leaders. Then answer questions on it.
1. What are the most important qualities of a good leader?
2. How has the new leadership managed to unite Rwandans?
3. Mention at least three things that religious leaders are responsible for.
4. Explain how religious leaders contribute to the stability of the nation.
5. Mention at least four things that political leaders are responsible for.
6. Mention at least two things that the government is expected to provide.
7. Are religious and political leaders important in society? Explain your answer.
8. ‘A society without religious leaders will not have stable families.’
Do you agree with this statement? Explain your answer.
9. ‘Without political leaders, development might lag behind.’ Do you think this is true? Explain your answer.
10. What would you advise political leaders to do to improve the welfare of the people in your local area?

1.8.2 Writing activity

Write a text of three paragraphs about the role of leaders in the community. Plan your text carefully, then write and edit it.

Homework
Speak to people in your community about the responsibilities of adults and children. Make a note of their responses.

1.8.3 Speaking and listening activity

Talk about the following questions. Make notes. Then report your discussion to the class.
  1. What do you understand by citizenship?
  2. Do citizens have duties and responsibilities?
  3. Are there good and bad citizens?
  4. Do only adults have responsibilities?
  5. What responsibilities do children have?

1.8.4 Reading and writing activity

1. Read about the responsibilities of adults and children in the community. Answer the questions that follow. Remember to write all the new words in your vocabulary book.

Responsibilities of adults and children in the community

In Rwanda, citizens have certain duties and responsibilities. They do these things for harmony in the community, and for the safety and development of the country.

For instance, adults must pay tax. The country gets revenue or income from taxation. It is illegal not to pay tax. The government uses taxes to finance social services like education, medical care, roads and recreational facilities. The government also uses the money it gets from taxation to finance development projects. People who love their country will pay their taxes and encourage others to do so.

Adults should also participate in the democratic process by voting for leaders of their choice. This gives them an opportunity to replace bad leaders with good leaders.

Adults must also obey the laws of the country and respect the rights of other citizens. Laws regulate the behaviour of people in the community. Citizens must aspire to live peacefully with their neighbours and assist each other, where possible.

As a sign of commitment to their country, adults must participate in Umuganda. This is a voluntary activity to harness community efforts for development. They must also be ready to defend their country from foreign threats, when necessary.
Adults must take good care of their families. They must raise their children to be good citizens. They must also provide them with food, medical care, education and good moral guidance. On the other hand, children must obey their parents and respect elderly people. They must help their parents with household chores. They must also study hard and obey the rules and regulations of their schools. They must also keep their bodies and surroundings clean to avoid diseases.

a) What are the main reasons why citizens must pay tax?
b) What do you think happens to a community when people do not obey the laws of the country?
c) Do you think the adults that you know deserve to be called good citizens? Explain your answer.

d) Do you think you are a good citizen? Explain your answer.
e) Do you think community service (Umuganda) is a good thing? Explain your answer.
f) How do some parents fail to take care of their children? Explain what you think their failings are.
g) Do people get along well with their neighbours in your community? Explain your answer.
h) What can people do to improve their relationships with
their neighbours?
i) Are there some responsibilities towards the community that citizens find hard to fulfil? Explain your answer.
j) What more do you think adult citizens must do to make Rwanda a better country?

1.8.5 Writing activity

Choose any two responsibilities that citizens must carry out in the community. Write two paragraphs on how we could make Rwanda a better country. Use the modal, must, in the text that you write.

Checklist of learning
In this unit you learnt to describe:

• the life story of a famous leader
• the responsibilities of adults in the community
• the responsibilities of children in the community.

1.9 Unit assessment

Remember that all the exercises and the unit assessment in this unit can be used for formative, summative and formal assessment.

1. Use the right tense of the verb in brackets to form correct sentences. Use the past simple tense.
  a) Some of the famous Rwandan heroes (be) women.
  b) The Genocide (end) after 100 days.
  c) The Genocide in Rwanda (occur) in 1994.
  d) The new government (take) on the challenge and (rebuild) the country.
  e) Rwanda (win) her independence from Belgium on 1 July 1962.
  f) The Ministry of Education (introduce) a new curriculum in 2016.
  g) The intention (be) to encourage learners to speak English to improve their preparation for the world of work.
  h) Julius Nyerere, the first president of Tanzania after independence, (die) of leukemia.
  i) Learners were (tell) to work hard to make the best use of their school years.
  j) The new school (open) its doors for learners two months ago. [10]

2. Insert the correct adverbial of time in each blank space.

The rebuilding of the country started a) ________ the Genocide. b) ________ the Genocide many people died and medical and other social services were severely damaged. c) ________ people were mobilised to help build up the country. d) ________ people’s attitudes had to change, to move beyond ethnic groups and become a Rwandan nation. e) ________ this was happening, security and stability were rebuilt, because people had lost their trust. f) ________ basic humanitarian relief was provided and g) ________ attention was paid to improvements in health, education and people’s income.

3. Read the extract from Martin Luther King Junior’s ‘I Have a Dream ...’ speech, and then answer the questions.

‘I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. … I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal”.

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

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

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

a) Why does Martin Luther King Junior refer to Georgia, Mississippi and Alabama in particular? (2)
b) Do you think Martin Luther King Junior’s message at this time encouraged people to divide or unite? Explain your answer. (3)
c) What does Martin Luther King Junior say about the state of Mississippi? (2)
d) What is his dream about children in Alabama? (2)
e) How many children did Martin Luther King Junior have? (1)
f) Why was this speech so important? (3) [13]

4. Write a text of 120 words on the qualities of a good citizen in the communities of Rwanda. [10]