English

Key unit competence: To use language learnt in the context of gender.

10.1 Listening and speaking: Gender

10.1.1 Listening and speaking activity

1. Use the following questions as guidelines to talk about what you see in the pictures.
  a) What are the men and women doing on the various work sites?
  Are there any differences in their roles?
  b) Which jobs in the pictures were not done by women in the past?
  c) Which jobs were not traditionally done by men?
  d) Do you think there should be a division of labour, with men and women in different roles?

 Homework
Speak to people at home and in your community about famous
Rwandan women. Make notes to prepare for a class discussion about
famous Rwandan women.

10.1.2 Listening and speaking activity

Discuss the famous Rwandan women that you found out about. Write down the main points of your discussion.

10.1.3 Reading and writing activity

1. Read a text about famous Rwandan women.

Some famous Rwandan women

Many Rwandan women have made their mark in the arts and in various other fields. There are many women in politics, but hardly any in top executive positions. Is there a perception that women are not strong financial administrators?

This perception can be questioned. In 2016, Kampeta Sayinzoga became Director of Cabinet in the Office of the Prime Minister. Prior to this role, Sayinzoga spent a decade in the Ministry of Finance and Economic Planning, as Permanent Secretary to the Rwandan Ministry of Finance. She was one of the youngest people in this kind of position in Africa. She qualified at Nottingham University in the UK. She has worked throughout the world, including for a period at the World Bank. She controls the country’s coffers.

Surely there are more women out there with similar administrative and financial abilities?

Laura Kabasoni Kakoma, popularly known as Somi, is a singer and songwriter. She was not born in Rwanda but in Illinois, USA. Her father was Rwandan. He was busy with his post-doctoral studies in America when she was born. She is in her early thirties. As a young child she spent some time in Zambia when her father was sent to work in Ndola. Recently, Somi spent time in Nigeria on a sabbatical to recharge her batteries. After that she was signed up by an international label. This was a huge breakthrough for her. Her first album under this label was released in 2014. Her talent has been recognised in many international music publications.

Odile Gakire Katese is a theatre practitioner from Rwanda.
She is a Rwandan playwright, director, poet, musician and actor. She started the first women’s drumming company in Rwanda. She also founded the first professional contemporary dance company.
This is by no means a complete list. It is a tiny sample of
some Rwandan women who have achieved great heights in different fields.

2. Answer the questions. Then exchange notebooks with a partner for peer marking.
a) What does it mean to say people have ‘made their mark’?
b) In what type of position have women not really made their mark?
c) What perception might there be about women in those positions, according to the author?
d) The author mentions one exception. Who is that exception and what position does she hold?
e) What does the author mean by ‘she controls the country’s coffers’?
f) What is Somi’s remarkable achievement?
g) What does it mean to ‘recharge one’s batteries’?
h) What is a ‘sabbatical’?
i) Who is the Rwandan playwright mentioned by the author?
j) Name two companies that she started in Rwanda.
k) Are the women mentioned in the text the only Rwandan women who have achieved great success? Explain your answer.
l) Mention two other women, not mentioned in the text, who you think are worth adding to this list.

Write one sentence for each woman, giving the reason why you think so.

10.2 Vocabulary

1. Read the following sentences aloud.
a) ‘Odile Katese is a well-known playwright.’
‘Playwright? Playwrite? Why not a playwriter?’
‘The suffix –wright (pronounced the same as write) means a maker of something. We speak of a wheelwright (someone who makes wheels). A playwright is someone who writes (makes) plays.’
b) There are several businesswomen in our town.

  Some of them have clothing shops and one has a dry-cleaning business.
c) If you want to start a business (buy and sell products or deliver a service) it is wise to open a bank account. This means that you can deposit your money in the bank every day to keep it safe.

You can then pay your suppliers with a cheque or a bank card so that you do not need to have cash with you all the time.

d) We used to call a man who acts in a play or a television programme an actor, and a woman an actress. Nowadays we often do not differentiate between male and female. A woman can also be called an actor.
e) Traditionally women were expected to fetch water, cook, look after the home, etc. Nowadays women also work in shops, offices, schools or hospitals and men often help with domestic tasks.
f) A woman can also be a Member of Parliament. She has to run for election, which means to make herself available for election. She will also have to address (speak to) voters and convince them that it will be to their advantage to vote for her.
2. Write new words or phrases in your vocabulary book.
3. Make your own sentences with each of the bold words or phrases.

10.3 Language structure: Used to

You use the phrase used to when you want to say that something happened in the past, but no longer happens. Used to is always followed by the infinitive (the basic present tense form of the verb).
For example:
• Women used to be considered inferior to men, but this is no longer so.
• Parents used to keep their girls at home and only sent the boys to school.

10.3.1 Writing practice

1. Answer the questions with a sentence containing used to.
   a) Does the government appoint only men in their offices?
  b) Do girls go to school now?
  c) Are there any women in parliament?
  d) Are women thought to be inferior to men?
  e) Are there women teachers at your school?

10.3.2 Writing practice

1. Complete the sentences. Make it clear that what used to happen, no longer happens.
a) There used to be only male teachers at secondary school, but ____.
b) Girls used to spend only a year or two at school, but ________.
c) Boys used to be favoured in the family, but ________.
d) There used to be only men in parliament, but ________.
e) There used to be more boys than girls at school, but ________.

10.3.3 Writing practice

1. Complete the sentences by adding a first part + used to.
a) ________, but nowadays there are more women than men in parliament.
b) ________, but today many women are studying at university.
c) ________, but now men often help with these tasks.
d) ________, but nowadays boys should be taught to look after themselves in the home.
e) ________, but nowadays many men enjoy cooking.

10.3.4 Listening and writing activity

1. Pre-listening activity:
Answer the following questions.
a) Who is Michelle Obama?
b) Who is Michelle Obama’s husband?
c) Have you heard anything about Michelle Obama? What do you know about her?
d) Do you admire her?
e) What was an important result of the American Civil War (1861–1865)?
f) What is the White House and where is it?
2. Listen carefully to the text your teacher will read to you. If necessary,

  your teacher will read the text a second time.

3. Work individually. Answer the following questions in writing. When you have finished, exchange notebooks with a partner. Your teacher will provide the answers.
a) How old is Michelle Obama now, if she was born in 1964?
b) What made it possible for black people to migrate from South Carolina to Chicago after the Civil War?
c) What does ‘gifted’ mean?
d) Where did she study after leaving school?
e) Where did she meet her future husband, Barack Obama?
f) Why was it difficult to help campaign for her husband to be elected president?
g) What practical arrangement did they make for the children when they moved to the White House?
h) What is Michelle’s particular interest, as First Lady of the United States?
i) Do you think she is a good advertisement for healthy eating and physical activity?
j) Explain ‘fashion icon and role model for women’ in your own words.

10.4 Language structure: Revision – Adverbials of time

Adverbials of time tell you when something happened.
For example:
• She returned to the country last year.
• She was born in 1978.
• She was killed during the Genocide.
• We will talk about that later.
•You can also use adverbials of time to say for how long.
For example:
• They waited all day for her to arrive.
• She has lived in Chicago since 1964.
• She will visit the country for two weeks.

10.4.1 Writing practice

1. Complete the sentences by choosing one of the adverbials of time.

a) Kampeta Sayinzoga is _____ the Permanent Secretary for Finance.
b) She studied at a university in the UK _____.
c) She worked at the World Bank _____.
d) As a young child, Somi Kakoma spent _____ in Zambia.
e) _____ she spent time in Nigeria on a sabbatical.

10.4.2 Writing practice

1. Use one of the adverbials of time in each sentence.

a) Somi was signed up by an international company _____ her sabbatical in Nigeria.
b) Her first album under the new label was released _____.
c) _____ Odile Gakire Katese started the first drumming company in Rwanda.
d) _____ she also started the first professional dance company.
e) _____ businesswomen are starting to make their mark in Rwanda.

10.5 Language structure: Connectors of contrast

Sentence connectors combine sentences. You can also use them to express the relationship between ideas.
In this lesson you will learn about sentence connectors that join two contrasting ideas. Some of them are but, although, despite the fact that, however, nevertheless, despite, in spite of, yet.
For example:
• She wanted to take care of her family. She wanted to help her husband’s campaign.
• She wanted to take care of her family, however/but/although she also wanted to help her husband’s campaign.

10.5.1 Writing practice

1. Complete the sentences, using one of the connectors of contrast.

a) _____ Michelle Obama had her own career, she gave it up to support her husband.
b) Her mother takes care of the children, _____ Michelle misses them when she is away from home.
c) While living in the shadow of her husband, she has _____ influenced the lives of women.
d) She remains down to earth, _____ she has become a fashion icon.
e) She spends as much time as possible with her daughters, _____ they are growing up quickly.

10.5.2 Writing practice

1. Complete each of the sentences by filling in an appropriate connector of contrast.
a) Winnie Madikizela-Mandela is still a popular figure, _____ she was accused of several crimes.
b) She married a very important man, _____ had to raise her children alone when he was imprisoned.
c) _____ they were married when Nelson Mandela became president, they had separated two years earlier.
d) Her supporters still refer to her as the Mother of the Nation, _____ she committed serious crimes.
e) She visited Nelson Mandela every day when he was in hospital

     _____ they were divorced and he had remarried.

10.5.3 Reading and writing activity

1. Read the following sentences and arrange them in sequence,

     paying particular attention to adverbials of time.

 Winnie Madikizela-Mandela

• They were married in 1958 and had two daughters.
• Much later she earned a bachelor’s degree in international relations from the University of the Witwatersrand in Johannesburg. She met lawyer and anti-apartheid activist Nelson Mandela in 1957.

• Winnie Madikizela-Mandela was born on 26 September 1936.
• In 2003, she was found guilty of fraud and she was given a suspended sentence.
• She was married to Nelson Mandela for 38 years, including 27 years during which he was imprisoned.
• She remains a popular figure among her supporters despite her advanced age.
• In 1985, she was awarded the Robert F. Kennedy Human Rights Award along with other South African activists.
• She and Nelson Mandela were separated in 1992 and finally divorced in 1996.

• Despite restrictions on the education of black people during apartheid, she earned a degree in social work.
• She was a controversial figure during Nelson Mandela’s imprisonment.
• From 1986, her reputation was damaged by her radical speeches and accusations of torture and murder.
• She was regularly detained by the South African government, kept under house arrest, held in solitary confinement for over a year and banished to a remote town.

2. Write the sentences in your notebook in the correct sequence.
3. Exchange notebooks for peer marking.

Homework

This homework is preparation for the discussion you are going to have in class.

In this unit so far you have read and listened to stories about famous and influential women. They are by no means the only women that fall into this category. Think about what you can learn from all or some of these women. Write down at least five points about the lives of the women who you admire. You could use women from the following list: Winnie Mandela, Jeanette Kagame, Margaret Thatcher,  

                                            Graça Machel, Speciosa Kazibwe, Yvonne Chaka Chaka.

10.5.4 Speaking and listening activity

Discuss the lessons learnt from one or all of the influential and famous women you have read or talked about in this unit. Perhaps they have inspired you in some way? Is there anything these women have in common?

10.6 Skills: Compare

To write a comparative text you need to compare two things. For example: the traditional position of women and the position of women in modern times.
The introduction should state what it is that you are comparing. Then you write one paragraph for each aspect that you are comparing, stating how they are similar and where they are different.
In your conclusion you summarise your findings and you give your own opinion.

 10.6.1 Writing practice

Practise applying the skill of comparing.
Draw a Venn diagram like the one on the left. A Venn diagram consists of two overlapping circles.

In the left-hand side of the circle put three aspects of women’s lives that have changed over the years. In the right-hand side put how they have changed (or what it is like now). In the middle, where the circles overlap, enter three aspects that have remained unchanged.
Now plan a suitable introduction and then a suitable conclusion. Exchange notebooks with a partner and see what your partner has done. Talk about each other’s work. Improve your diagram and your introduction and conclusion where possible.

Homework

Use your Venn diagram and the preparation that you did in class. Write a text about the way women’s lives have changed over the years. Your text should consist of an introduction, three paragraphs in which each aspect of women’s lives is compared and then a conclusion.

Here are some examples to help you:
Traditionally women used to look after the home, fetch water and cook food. Women were not allowed to run businesses. Women could not open bank accounts.

                                                                      Only men could plant trees. Men were allowed to name children.

 Modern girls go to school and university. Women do many jobs in society. Today women are the majority of the members of parliament. Women are ministers in the government.

10.6.2 Reading and speaking activity

Exchange notebooks with a partner. Edit each other’s texts. Point out errors in the text to your partner. Also look at how closely your partner has kept to the planning that you did in class. If you think your partner has done a good piece of work tell your teacher. You may be allowed to read it out to the class.

10.6.3 Reading and writing activity

Read the story and answer the questions.

A meeting of two old friends

Rutayisire and Rutagengwa were great friends. They used to play together when they were young and they went to school together. When they grew up, they lived in different places, far apart. Nevertheless, they kept in touch.

One day, Rutayisire went to visit his friend, Rutagengwa. When he got there, he found Rutagengwa’s children, a son and a daughter, getting ready to go to university. They were both going to study engineering.
“Where are your children going?” asked Rutayisire.
“They are going to university,” answered Rutagengwa. “When they have completed their degrees, they will both be civil engineers. They will be repairing our roads and building bridges”.

“Even the girl!” exclaimed Rutayisire.

“Oh yes. Both boys and girls can study similar courses. They could not in the past, but girls can do as much as boys can. Men and women do the same kind of work these days.”

“Aren’t women now going to think they are equal to men? Is this a good thing? Will they remember that men are superior?” asked Rutayisire.

“There is no difference between a man and a woman. We are all equal. Our elders were not right to keep women at home. We all deserve equal opportunities,” said Rutagengwa.

“I did not want my daughter to study medicine, although she wanted to. I told her to study nursing, because medicine is for men.”
“I do not think that is fair,” replied Rutagengwa. “She worked hard at school, did she not? Did she not do better than her brother?”

“Yes she did. I think I have to change my mind and allow my daughter to study medicine. She will be very pleased,” said Rutayisire.
“That is a good idea,” said Rutagengwa. “We have to accept that the world is changing and we have to change with it or stay behind!”

1. Since when had Rutayisire and Rutagengwa been friends?
2. What was Rutayisire surprised to see when he was visiting his friend?
3. What important information did Rutagengwa give Rutayisire about modern gender roles?
4. What fear did Rutayisire express?
5. Do you think Rutayisire is right to think this? Explain your answer.
6. What decision had Rutayisire taken about his daughter’s future?
7. What was his reason for that decision?
8. How was Rutayisire’s family going to benefit from this visit?
9. Do you think men benefit when women are not allowed to improve themselves?

    Give a reason for your answer.
10. If you had the opportunity to change gender roles, what would you do? Write two sentences.

10.7 Language structure: Modal verbs

Modal verbs can also be used in the past simple tense.
For example: allowed to, could, could not, should, should not, might, had to, would not

10.7.1 Writing practice

1. Choose the best word from the list in the language section on modal

     verbs above for each of the sentences.
    a) In the past, the rights of the women and children ________ be

    protected because there were not  appropriate laws.
    b) Even if girls were very clever they ________ remain at school because

    their parents ________ allow   them to stay.
    c) Women were not treated with the respect they ________have had.
    d) Women were expected to stay at home because they ________ be allowed access to universities.
    e) For many years in England and America women were not ________ become doctors.

     Some women even disguised themselves as men to train as doctors.

Homework

1. Give the past simple tense form of the verbs in brackets.

   Your teacher will allow you some time to mark your answers in the next lesson.
  a)  In the past, conservative men (do not like) progressive women.
  b)  Forward-looking men (will prefer) to marry progressive women but were prevented by public opinion.
  c)  In the past, women sometimes (experience) discrimination in favour of men.

   It sometimes still happens today.
  d)  In the past, the practice of discrimination against women (be) very bad.
  e)  In the past, parents (do not even send) the girls in the family to school for more than the first few years.
  f)  Slowly parents (come) to realise that girls (be) just as intelligent as boys.

 10.7.2 Speaking and listening activity

Hold a discussion in which you talk about gender equality. Use the following guidelines to shape your discussion.
1. Gender equality

• Has gender equality been accepted in your community?
• If not, what do you think needs to change? (Be sensitive but do not be afraid to talk about gender issues.)
• Compare traditional and modern gender roles, using the connectors of contrast that you have learnt. For example: Women were not allowed to run businesses, but today many women do so. Women used to work in the home, but today women can be members of parliament. However, traditionally, they could not. Parliament was only for men.

2. Your role at home
• Are the roles performed by boys and girls different?
• What taboos were there in respect of women’s and girls’ behaviour? For example: Were they allowed to climb trees, ride a bicycle, eat chicken, drink beer or drive a car?
• Which of the above taboos still exist? Which of the above taboos should be preserved?

10.7.3 Listening and writing activity

Listen to a talk about a woman’s job and household roles and how she arranges her day. While you are listening, write down some questions that you would like to ask. You may be given an opportunity to ask these questions.

10.7.4 Speaking and writing activity

1. Read the following dialogue. Read it twice. Exchange roles for the second reading.

Kayitesi and Nsabimana are talking about their plans for the future.
kayitesi:  I want to become a businesswoman. I want to open a shop and fly to Dubai to get my products.
Nsabimana: Dubai! Is that not too far? Why do you not get your goods from Kigali? It is usually men who travel so far. Is it appropriate to do things that men do?
kayitesi: In this era we all need to work hard, men and women. We all have to do our best to build the economy.
Nsabimana: You mean we can all board planes and go overseas for trade if we want to?
                                            kayitesi: Yes, of course, but also locally. We can do anything men can do.

                                           The days of gender discrimination are over.
                                           Nsabimana: But would men not refuse to marry women who work like men?
                                           kayitesi: Only those who are conservative and backward.

                                           Most men would like to marry a competent woman who can contribute to the

                                           family income.
                                           Nsabimana: And who is supposed to take care of the home and children and

                                           cook?

     Kayitesi: Do you know what? My mother works at the bank. 

     Sometimes she has to work late. We have a rule at home.

      We all help to tidy the house before we leave for school or work in the 

                      morning.

     The person who gets home first starts cooking supper.

                                             Sometimes it is one of us, sometimes it is my father.

                                            Because he is a teacher, he sometimes gets home early.

                                            We have all learnt to cook and my father is quite good!

                                            He knows some traditional recipes that are delicious!
                                            Nsabimana: Wow! That sounds wonderful.

                                            I would like to become a politician,  but I thought it would be impossible if

                                           I also wanted to get married and have children. I could even become a senator!

2. Now answer the following questions in writing.

 When you have finished, exchange books for peer marking.
a) What does Kayitesi want to become when she has finished school?
b) Why is Nsabimana unsure about women travelling abroad?
c) What has Kayitesi realised about the economy of Rwanda?
d) Does a person have to go overseas to buy products for a business?
e) What does Nsabimana fear about being too independent?
f) In three sentences, summarise the work arrangements in Kayitesi’s home.
g) What do you think about their arrangements? Will they work in your home?
h) What new insight has Nsabimana gained?

10.7.5 Writing activity

In the dialogue, Kayitesi expresses ideas that might seem quite radical to some of you.

Write a text of three paragraphs. Express your opinion about household and external roles for men and women, boys and girls. Use modal verbs like should, and should not. For example: I think women should do the cooking. I think men should not be expected to clean the house. I think women should be allowed to stand for parliament. Try to express your own opinion as well as you can.

Plan your writing. Write your text, edit it and then hand it in for assessment.

Checklist of learning
In this unit, you have learnt to:

• describe traditional gender roles in Rwanda
• compare traditional and modern gender roles
• give opinions about the jobs men and women should do and the household tasks they should carry out.

10.8 Unit assessment

1. Complete the following sentences using used to.
   a) Although he now believes in equality for women, ________.
   b) Michelle Obama ________, but then she became the First Lady of the USA.
   c) Women can now study at universities, but in the past ________.
   d) Winnie Mandela ___________________,
   e) Teaching and nursing ________, but nowadays they can
become anything they want to and are prepared to work for.                                  [5]2. Use one of these adverbials of time to complete the sentences.

a) Michelle Obama was born in Chicago ________.
b) She went to university ______ she finished high school.
c) The White House was built ________.
d) Barack Obama was elected president and ________ the family moved into the White House in Washington.
e) ________ he was elected they lived in Chicago.                                                           [5]

3. Complete the sentences, using one of the connectors of contrast.

a) Equality for women has improved over the years, ________ many women feel there is still much to be done.
b) ________ women have been appointed in new posts, there are still very few female CEOs or financial directors.
c) In some rural areas women are still regarded as inferior, ________ government’s policy of equality.
d) Men are encouraged to treat women with dignity, ________ abuse of women is still taking place.
e) More girls than before are continuing their education; ________ still too few girls go to university.                                                                                                                                      [5]

4. Use each of the following words in sentences of your own to show that you understand their meaning.
  a) playwright
  b) businesswomen
  c) deposit
  d) bank account
 e) perception                                                                                                                                                  [5]5. Write a paragraph of about ten lines about a woman you know of who has made her mark in life.        [10]6. Write a text of three paragraphs in which you compare the roles of men and women in society today. [20]                                                                                                                                                   Total marks: 50

Glossary

academic     – a scholar in a university
accumulate – gather
airborne      – carried or transmitted by air
amendment – change
antiretroviral treatment  – a treatment for HIV/AIDS
area           – the amount of space that a flat surface covers
aspire        – to desire and work towards achieving something important
banished   – forced to leave
blood transfusion   – the process of putting blood into someone’s body as a medical treatment
breakthrough          – an important new discovery or progress made
calculate                  – to find out how much something will cost mathematically
candidate                – someone competing to be elected
certificate         – an official paper that states that you have completed a course of study
civil                  – relates to citizens
coffers             – the money that a government or organisation has to spend
commercial     – linked to commerce (sales); for business rather than private use
commitment    – a promise to do something or to behave in a certain way
commodity     – a useful or valuable thing
consecutive    – following one after the other
conservation   – the protection of animals and plants to prevent them from being spoiled or destroyed
contemporary  – belonging to the present time
controversial   – causing public disagreement
cooperation     – things that you do with someone else to achieve a common purpose
creed               – a statement of beliefs
critically          – judging the good and bad
cultivation      – the preparation and use of land for growing crops
data                 – information
decentralised  – moved from a single centre to other locations
degree              – a course of study at a university
democracy       – a system of government where everyone in the country can vote to elect representatives
democratic       – (adjective) a system of democracy (everyone has a vote)
democratic process – the process by which citizens elect their political leaders
density              – quantity of people or things in a certain area
descended        – went downwards to a lower level
dictatorial         – typical of a ruler who has total power
diploma            – a document showing that someone has successfully completed a course of study or passed an examination
dissimilar       – not the same, different
economy        – the system by which a country’s money and goods are produced and used
editor – the person who decides what will be published in the newspaper
editorial – a piece of writing in a newspaper giving the editor’s opinion about something
efficient – working well and effectively without wasting time, money or energy
enterprise – business or organisation
entrepreneurship – to develop and run a new business
ethnic – relating to a specific group of people
experience – an event that leaves a lasting impression
favour – prefer or recommend
financial – connected with money or the management of money
forecast – prediction
foreign – located away from your country
fulfil – achieve or realise
freight – transport goods in bulk
habit – a behaviour that is done regularly and hard to give up
hallucination – perceiving something to be real when it is not
harmony – living together without fighting or disagreeing with each other
harness – to control and use the natural power of something
heated discussion – a discussion in which people get emotional or angry
heights – a high level of achievement
hypothesis – a possible way of explaining something that has not yet been proved to be true
ideology – a set of ideas on which a political or economic system is based

academic – a scholar in a university
accumulate – gather
airborne – carried or transmitted by air
amendment – change
antiretroviral treatment – a treatment for HIV/AIDS
area – the amount of space that a flat surface covers
aspire – to desire and work towards achieving something important
banished – forced to leave
blood transfusion – the process of putting blood into someone’s body as a medical treatment
breakthrough – an important new discovery or progress made
calculate – to find out how much something will cost mathematically
candidate – someone competing to be elected
certificate – an official paper that states that you have completed a course of study
civil – relates to citizens
coffers – the money that a government or organisation has to spend
commercial – linked to commerce (sales); for business rather than private use
commitment – a promise to do something or to behave in a certain way
commodity – a useful or valuable thing
consecutive – following one after the other
conservation – the protection of animals and plants to prevent them from being spoiled or destroyed
contemporary – belonging to the present time
controversial – causing public disagreement
cooperation – things that you do with someone else to achieve a common purpose
creed – a statement of beliefs
critically – judging the good and bad
cultivation – the preparation and use of land for growing crops
data – information
decentralised – moved from a single centre to other locations
degree – a course of study at a university
democracy – a system of government where everyone in the country can vote to elect representatives
democratic – (adjective) a system of democracy (everyone has a vote)
democratic process – the process by which citizens elect their political leaders
density – quantity of people or things in a certain area
descended – went downwards to a lower level
dictatorial – typical of a ruler who has total power
diploma – a document showing that someone has successfully completed a course of study or passed an examination
dissimilar – not the same, different
economy – the system by which a country’s money and goods are produced and used
editor – the person who decides what will be published in the newspaper
editorial – a piece of writing in a newspaper giving the editor’s opinion about something
efficient – working well and effectively without wasting time, money or energy
enterprise – business or organisation
entrepreneurship – to develop and run a new business
ethnic – relating to a specific group of people
experience – an event that leaves a lasting impression
favour – prefer or recommend
financial – connected with money or the management of money
forecast – prediction
foreign – located away from your country
fulfil – achieve or realise
freight – transport goods in bulk
habit – a behaviour that is done regularly and hard to give up
hallucination – perceiving something to be real when it is not
harmony – living together without fighting or disagreeing with each other
harness – to control and use the natural power of something
heated discussion – a discussion in which people get emotional or angry
heights – a high level of achievement
hypothesis – a possible way of explaining something that has not yet been proved to be true
ideology – a set of ideas on which a political or economic system is based