English

Key unit competence: To use language learnt in the context of leadership and democracy.

2.1 Speaking and listening: Leadership

2.1.1 Speaking and listening activity

Study the picture. Explain what is happening in the picture.

For example:
• Are there men and women in the queue? What does that tell you about election laws in Rwanda?
• Why do people have to prove their identity?
• What are the voting officials doing there?
• Why are the voting officials not standing closer to the voting cubicles?

2.1.2 Reading and listening activity

1. Match the sentences with the pictures showing the electoral process:

 2. Talk about these issues.
a) Do you know what Rwanda’s political leaders look like and what they talk about most of the time? Share what you know with
the group.
b) Do you think the media has an influence on what people think about politics and politicians?
c) What do you think are the actions of a mature politician?
What do you think are the actions of a mature voting public?
d) What is the ‘legal route’ that can be followed if dishonesty is suspected?

2.1.3 Reading and writing activity

1. Read the text explaining the democratic and electoral process:

Reading
Democracy and the electoral process
Democracy was introduced by the Greeks before the birth of Christ.
It is a system of government in which the people themselves decide who will rule. All adult voters in a democratic country have the right to vote. Democratic governing has been embraced by most countries in the world including European countries, the USA and Britain.

In most countries women were not allowed to vote in the past. In the UK, the law that allowed all women age 21 and over to vote was only passed in 1928.

Rwanda is a democratic country. All the leaders are voted into office by the people of the country. Every Rwandan of 18 years and older has the right to vote and to be voted into any office. Elections are held every five years.

National elections are organised by the national electoral body called the Rwanda National Electoral Commission (RNEC).

The president, parliamentarians, senators, women representatives and youth representatives are all elected by universal adult suffrage. Universal adult suffrage means the right of every adult to vote.

There are groups of people who used to suffer in the past because they were not represented in government, or marginalised. These were the disabled, women, and in some cases, the youth. They had no representation anywhere and their voices were not heard. Now they are represented in parliament and the senate and they play an active role in all spheres of government.

The government and governance of Rwanda is determined by
the people. They choose their leaders. In a mature democracy, people accept the result of elections. If they suspect dishonesty, they challenge the results of the elections in the country’s courts. They do not resort
to violence.

2. Answer these questions.
a) How long has the idea of democracy existed?
b) What is the chief characteristic of a democratic country?
c) Is it unusual for a country to be democratic?
d) Have women always been allowed to vote? Explain your answer.
e) Why do you think women were prevented from voting for
so long?
f) What is the legal voting age in Rwanda?
g) Which body is responsible for organising national elections
in Rwanda?
h) Mention two types of people who were once marginalised but
are now represented.
i) What is the role of every Rwandan during elections?
j) What is the sign of a mature democracy?

2.2 Skills: Reading

All reading is not the same. We read different texts differently and we read for different purposes. The different reading skills are like a toolbox with a variety of tools. If you need to drive in a nail, you need a hammer. But a hammer will not work when you have to turn a screw. Then you need a screwdriver.

Here is your ‘toolbox’ of different kinds of reading and what each ‘tool’ is used for.

2.2.1 Reading and speaking practice

Carry out each of the activities individually, and then in pairs.
1. Open your textbook randomly at any text that you haven’t read before.

     Have your partner open at the same text. Speed-read the text individually.

    When you have both finished,  discuss what you have read with your partner.

    Find out how much you each understood without looking up the meaning of any of the words or phrases.
2. Use the same text, and skim through it to find two main ideas. Share them with your partner.

    Do you agree on the main ideas?
3. Turn to the contents pages of your textbook.

    Scan the pages to find out which units have to do with health and healthy living.
4. When you read the text, Democracy and the electoral process, to answer questions,

    you were study-reading.

2.3 Vocabulary

1. Below are three groups of words. You have already come across them in this unit. Read through them. Write any words that are new to you in your vocabulary book.

2. Write three sentences for each group of words. Use at least two of the words in each sentence.

Homework
Find words from the vocabulary activity in the following word block. Words are arranged vertically, horizontally and diagonally. There are
14 hidden words.

2.3.1 Speaking and listening activity

Discuss the democratic and electoral processes. Talk about what you understand about these processes. You have read something about the processes and may have heard things at home and in your community.

2.3.2 Writing activity

Write a text of three paragraphs, describing the democratic and
electoral processes. Use the knowledge you have gained so far. Use these ideas or guidelines:

• People vote for their representatives.
• Elections are held every five years.
• Voters support candidates.
• All citizens who are old enough have the right to vote and to be an electoral candidate.

Plan your text carefully before you start writing. Decide what information you want to include. Remember to start with an interesting introduction and end with a neat conclusion.
Edit your text before handing it in for assessment. You could also exchange it with your partner for peer assessment.

2.4 Language structure: Passive voice in the present simple tense

A sentence always has a subject (the person or thing that is doing the action) and sometimes an object (the person or thing to which the action is being done).

For example:
  • The voters favour that candidate.
  • The candidate addresses the crowd.
  • The RNEC organises the elections.

A sentence with a subject followed by a verb and then an object is in the active voice. The one who does the action comes first.

Sometimes you might want to turn things around and place the object first. This is the passive voice and it is done for a particular reason. Perhaps the subject is less important than the object. You might want the sentence to sound more formal, or less personal. Only a sentence with an object (real or implied) can be changed into the passive voice.

For example:
  • That candidate is favoured by the voters.
  • The crowd is addressed by the candidate.
  • The elections are organised by the RNEC.

Let us look at the mechanics of a passive voice sentence.

2.4.1 Speaking activity

Read the examples used in the language notes aloud, first the active and then the passive voice.
Explain how to change active voice into passive voice.

 2.4.2 Writing practice

1. Convert the sentences from the active voice to the passive voice.
   a) The people elect the president.
   b) The ministry pays the workers.
   c) The voters choose the candidate.
   d) The candidate visits the people.
   e) The police guard the polling station.

2.4.3 Writing practice

1. Give the correct passive form of the verb in brackets.
a) The elections (organise) by the RNEC.
b) The voters (guard) by the police.
c) The voters (address) by the candidates.
                                                 d) The news (publish) by the newspapers.
                                                 e) The politicians (interview) by the TV reporters.

2.4.4 Writing practice

1. Change the sentences into the passive voice.
   a) The politician makes many promises.
   b) The radio announcers interview representatives of all parties.
   c) The officials check voters’ identity documents.
   d) The voter ticks the chosen candidate’s box.
  e) The voters elect the president.

2.4.5 Listening and writing activity

1. You are going to listen to a dialogue. First, discuss these questions.
a) What do you think are the greatest problems in Rwanda at the moment? Education? Health? Nutrition? Unemployment?
b) What are your families saying about conditions in the country?
Are they happy with how things are going?

2. Listen to a dialogue between two neighbours.

They are discussing the improvements they would like to see.
3. Answer the questions in writing.
   a) Who are the two neighbours, and where are they?
   b) Do they think a change in government is essential? Give a reason for your answer.
   c) Is there any corruption in Rwanda according to the text? Explain your answer.

   d) What sector does Ivan think needs the most improvement?
   e) Munezero does not agree with him. What does he consider to be most important?
   f) What does Ivan consider to be a serious problem in the health sector?
   g) Why does Munezero consider entrepreneurship to be so important?
   h) Why does Munezero want to see more money spent on teacher training?
   i) What is in-service training?
   j) Which of the two neighbours do you agree with? Give a reason for your answer.

Homework
Speak to ten people in your area. Ask them what improvements they would like to see in the community after the next elections. Write them down.

2.4.6 Speaking and writing activity

Plan a dialogue about improvements you would like to see in the country. You may use the suggestions that you collected from your community for homework.
When you have finished planning the dialogue, write it in your notebook. Then practise saying it.

2.5 Language structure: Comparatives

Comparatives are adjectives used to compare two nouns (things or people).
For example: She is taller than her husband.

2.5.1 Writing practice

Make sentences using the correct comparative form from the middle column. Say the sentences aloud.

2.5.2 Writing practice

1. Complete the sentences by providing the correct comparative form of the adjective in brackets.
   a) The candidate says she will ensure (good) education than in the past.
   b) The candidate says he will place a (high) priority on health services.
   c) People say they do not believe the promises that life will be (good) than before.
   d) People believe in democracy for a (good) life than before.
   e) The percentage of voters will be (high) this year than ever before.

2.5.3 Writing practice

1. Complete the sentences by providing the correct comparative form of the adjective in brackets.
   a) This candidate is (much) convincing than that one.
   b) I vote for the candidate who promises to do (much) for us than the others.
   c) The expenditure on education should be (much) than before.

   d) If voters do not believe the candidates, the voting percentage will be (little) than before.
   e) We all vote for a Rwanda that will be (good) than ever before.

2.5.4 Writing practice

1. Write your own comparative sentences, using the words provided.
   a) candidate
   b) Rwanda
   c) education
   d) health
   e) poverty

Homework
Make up five sentences from the table. Write them in your notebook.

2.5.5 Writing and speaking activity

Write five sentences about political objectives, paying attention
to comparatives.
For example:
• People want more schools.
• We want equal rights for people with disabilities.
• People want better health services.
When you have finished writing, divide into groups. Compare your sentences and talk about them.

          2.5.6 Speaking and listening activity

Discuss the role of political leaders in the community. Who is the political leader in your area or district? Describe the role of that leader.
For example:
  • The mayor of Kigali has a lot of work.
  • He/she is in charge of all the activities in the city.

2.6 Language structure: Will for intentions

Will is a modal verb. It is always followed by an infinitive, which is the basic form of the verb.
For example: The candidate will (modal verb) speak (infinitive) at the political meeting on Saturday.

2.6.1 Writing and speaking practice

1. Change the paragraph into the future tense using will. Write the passage out with the correct form of the verbs in red. Say the paragraph out loud. Pay attention to your pronunciation.

The candidate is speaking at a political meeting. She says she a) make sure that poverty is reduced in future. She b) try to find donations to improve the provision of electricity to the village. She c) make sure that the school has uninterrupted electricity. Then she d) contact international companies. She hopes they e) provide computers, laptops and tablets for use in the schools. She f) also try to initiate a feeding programme at primary schools. She g) ensure that young learners get a balanced meal each day. In this way she h) try to provide a better life for all.

2.7 Sounds and spelling

The letter /e/ (pronounced /iː/ as a letter of the alphabet) is pronounced differently in certain words. How you pronounce it depends on what letters appear before and after it. Use your dictionary and thesaurus to improve your vocabulary, spelling and pronunciation.

2.7.1 Reading and writing activity

1. Read the political leaflet about what the politician intends to do if she is elected.

My campaign
• I will make sure that the economy is improved. I will support the farmers and see that they are given extra training.
• I will attend to education. I will find funds to provide more classrooms, playing fields and teachers.

   I will help the teachers improve their teaching abilities.
• I will improve health provision in this district.

   I will initiate negotiations for a new hospital to be built. More clinics will also be built.
• As a woman, I understand the need for education and equality for women.
• A strong, educated woman will improve the lives of her children and her husband.

   She is no threat to her husband and will make his life better.

2. Answer the questions in writing.
   a) Mention four areas in which the candidate plans to make a difference if she is elected.
   b) Which of the intentions are realistic and can perhaps be achieved?
  c) Do you think all the promises can be achieved? Give a reason for your answer.
  d) Do you agree with the candidate’s statement in the last bullet point? Explain your answer.

Homework
Think about improvements that you would like to see at your school. Write down at least five points about such improvements. Would you like more books in the library or more computers? Would you like changes in the way learners are treated? Talk to people in your home and neighbourhood to find out what they think.

2.7.2 Speaking and listening activity

Discuss what improvements you would like to see in schools. Base the discussion on the research you did for homework. Talk about the improvements you will bring about, using will.

2.7.3 Writing activity

A leaflet is a small piece of paper on which information is printed. It is usually handed out as an advertisement.

Pretend you are a politician. Write a pre-election leaflet about what you intend to do to bring about improvements in your school. The purpose of the leaflet is to persuade people to vote for you.

The leaflet should be three paragraphs long. Plan thoroughly as you would for any piece of writing, using a mind-map or columns. Decide what you want to include in each paragraph.
Edit your work before handing it in for formal assessment.

                                Checklist of learning
   In this unit you learnt to:

• describe the democratic processes
• describe the electoral processes
• describe political objectives
• write a leaflet promising improvements in school.

2.8 Unit assessment

1. In full sentences describe the purpose of these things in a democracy:
a) ballot paper                                 b) ballot box
c) manifesto                                    d) campaign
e) candidate

2. Identify four different types of leaders in your community.
Explain each leader’s task. [8]3. What does ‘universal adult suffrage’ mean? [2]4. How often does your country have elections? [1]5. Give three benefits of having a democratic government. [3]6. What is the role of the voting officials during an election? [2]7. What kind of behaviour among politicians can divide the people of Rwanda?[2]

8. What is the sign of a mature political system? [2]9. Give the correct form of the words in brackets.
a) The candidate promises that education (good) in future. [2]b) The political party undertakes that the economy
(make strong) in the next few years. [2]c) The candidate promised that he (ensure) that the health
system (be) much (good). [3]d) The candidates all promise that they (make) everything
(good) in future. [2]e) I do not think that everything (be) much (good) in future.
All improvements need money which (not be) available. [3]One must be realistic. It (only be) possible to improve some
things in the near future. The new government (have) to prioritise and decide what (do) first. [3]

10. Pretend you are a candidate for the next elections. Write out a
speech of three paragraphs. Describe what you are going to do
for the local schools if you are elected.
Plan your writing as you have been taught to do and edit your work.
Make a neat copy if necessary. Hand it in for formal assessment. [20]

                                                                                          Total marks: 60