English

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

      6.1 Speaking and listening: The environment

6.1.1S peaking and listening activity

Look at the picture and discuss these questions.
• What are resources?
• What resources can we see in the picture?
• How can we use these resources?
• Why do we need to protect these resources?

6.1.2 Speaking and writing activity

Match the pictures of Rwanda’s resources with the descriptions.

6.2 Skills: Identify and classify

To identify something is to recognise or establish its identity.
• To classify something is to place it in a group with other similar items.
For example:
Identify: This is a cow.Classify: It is an animal, a farm animal, one of a herd of cattle.

6.2.1 Writing practice

Go back to Activity 6.2 on page 90. Identify the objects/people/animals in the pictures and classify each of them.
For example: A river: It is a natural resource – water.
Now carry on from number 2.

6.2.2 Speaking and listening activity

1. Discuss different resources and give examples using these guidelines:
    a) Talk about natural resources, including land, forests, rivers, lakes, plants, animals and minerals.
    b) Talk about renewable resources, including water, plants, animals and human resources.

   Why are they called ‘renewable’?
   c) Talk about non-renewable resources, such as minerals like oil, gold, copper and clay-sand.

   Why are they called ‘non-renewable’?

6.3 Vocabulary

You will come across the words in the table in Exercise 6.2 on page 92. Write them in your vocabulary book.

Learn to spell and pronounce them.

 6.3.1 Writing practice

1. Copy the table into your notebook. Look up the pronunciation and meaning of words that have been left out.

2. Use these words in sentences of your own to show that you understand the meaning.

Exchange notebooks so that your partner can check if your sentences are correct.

Homework
Write out the words that you find in the word search. There are eight words in total.

6.3.2 Reading and writing activity

1. Pre-reading activity:
    a) You have spoken about resources in this unit. What have you learnt about resources?
   b) Look up the meaning of the word ‘exploit’ or ‘exploitation’. Write it down.
   c) Look at the title of the text. What do you think it is going to be about?
2. Read the text on your own.

 The exploitation of natural resources in Rwanda

All of us, particularly the rural population, rely heavily on the natural resources of the country for our livelihood. Conservation is not a pie-in-the-sky ideology.
Exploitation can have a positive and a negative meaning. When we use our natural resources, we need to do so sustainably. We cannot reduce and destroy them. For example, we need factories to create jobs. However, if factories pollute our air and water, we are solving one problem, but creating another. Industries should find ways to deal with the pollution from manufacturing processes. They are sometimes reluctant to do this, because it means extra expenditure.

The rapidly-increasing population is placing additional strain on our resources.

Every year we need more water, more land to be cultivated and more
fuel for cooking. We also need more food to feed
the people and animals and more jobs. We can only satisfy these needs if we use our resources in a sustainable way.

We need to maintain efficient sewerage works in the cities. Fertilisers on farms should be used with care so that they do not pollute water sources. We should cultivate land so that it does not cause erosion.

This will prevent soil and fertiliser from being washed away and polluting the rivers.
Trees are cut down to provide fuel for cooking, charcoal and more land.

Trees are the ‘lungs’ of the earth, absorbing carbon dioxide and releasing oxygen.

Their roots also lock moisture in the soil. Without trees, we will experience erosion and a build-up of carbon dioxide.

When trees are cut down, they must be replaced. But trees take a long time to grow.

We must control the removal of trees to prevent deforestation.

2. Answer the questions.
  a) What do you think a pie-in-the-sky ideology is?
  b) Why is conservation not a ‘pie-in-the-sky ideology’?
  c) Explain the meaning of exploitation.
  d) What is the importance of forests? Mention two facts.
  e) Why do you think it is important to prevent the pollution of our water?
  f) How can the pollution of water by sewage be prevented in the rural areas?
  g) How can the pollution of water by sewage be prevented in the cities?
  h) How do fertilisers end up in the rivers?
  i) What does the author mean by trees being the ‘lungs’ of the earth?
  j) Why do people cut down trees?
  k) How can deforestation be prevented?
  l) In your opinion, are ordinary people, like you and your family and friends, concerned about pollution? Explain your answer.
3. When you have answered the questions, exchange your notebooks with a partner. Mark each other’s answers.

6.4 Language structure: Past simple tense

Study the notes on the past simple tense in Unit 1, page 6.

6.4.1 Writing practice

1. Fill in the correct past simple tense form of the verb in brackets.
   a) The first mining activities (pollute) the river.
   b) They (cut) down too many trees in the past, now erosion is occurring.
   c) They (set) fire to the bush and it (burn) out completely.
   d) People (use) nets to catch fish and they (deplete) the number of fish in the lake.
   e) They (be) careless with the use of fertilisers and the run off (pollute) the river.

6.4.2 Writing practice

1. Fill in the correct past simple tense form of the verb in brackets.
   a) The farmer needed more land to plough, so he (clear) the trees from the land.
   b) When his son grew up he also needed land, so he (cut) down more trees.
   c) The rains (be) heavy that year.
   d) The water (wash) away the soil.
   e) Soon there (be) deep gullies in the land where the soil (be) washed away.

6.4.3 Writing activity

1. Choose a resource that interests you. It could be land, water, forests, lakes, rivers, animals or minerals.

Read up or find out as much as you can about it.
2. Plan three paragraphs giving your thoughts about sustainable (responsible) use of this resource.
3. When you have finished planning, write the text.
4. Edit the text and rewrite it if necessary. Hand it in for assessment.

6.5 Language structure: First conditional

The first conditional is used to refer to a present or future situation that is possible.

If something is done, something else will, or will not happen.
For example:
  • If people control the amount of fish they catch, the fish population will not be depleted.
  • If people use the correct cultivation methods, they will prevent erosion.

6.5.1 Writing practice

1. Complete the sentences appropriately.
   a) If they plant young trees when older trees are cut down, deforestation ________.
   b) If people reduce the number of cattle they keep, overgrazing ________.
   c) If latrines are built far from water sources, ________.
   d) If contour ploughing is done, erosion ________.
   e) If more terraces are built, erosion ________.

6.5.2 Writing practice

1. Complete the sentences using the correct form of the verb in brackets.
   a) If we take care of our rivers, they (not pollute).
   b) If farmers do contour ploughing, they (not cause) erosion.
   c) If we (not litter), our streets (not pollute).
   d) If the farmers practise (not overgraze), they (prevent erosion).
   e) If we (not pollute) rivers, we (not get) waterborne diseases.

6.5.3 Writing practice

1. Complete the following sentences appropriately.
   a) If ________, forests will be saved.
   b) If ________, overgrazing will lead to erosion.
   c) If ________, air pollution will increase.
  d) If fertiliser is not used properly, ________.
  e) If wild animals are not protected, ________.

6.5.4  Speaking and listening activity

1. Brainstorm pollution and the exploitation of resources. Use the following as guidelines:
   • We cut down too many trees, and therefore ________.
   • We put too much waste into rivers, and therefore ________.
   • We make too many fires, and therefore ________.
   • We build too few terraces, and therefore ________.
   • We catch too many fish, and therefore ________.

Add your own thoughts to these statements.

Homework
Keep paper or a notebook and pencil with you as you walk home after school today.

Take particular note of your environment. Is everything clean and tidy? Is there litter lying around? Are there bins for litter?

Is there water in the streets? Make a note of what you see.
When you get home, write a paragraph of ten lines on the condition of the environment you live in.

Should people be congratulated on keeping their surroundings clean?

Do they have to think about a serious clean-up? You will discuss your paragraph in the next lesson.

6.6 Vocabulary

6.6.1 Writing activity

Copy the table into your notebook. Use your dictionary to insert the meanings.

6.7 Language structure: Gerund

The gerund is the -ing form of a verb functioning as a noun.
Be careful not to confuse it with the continuous form, for example: It is raining (the action is happening right now).

You use the -ing form as a gerund after some verbs such as enjoy, admit, appreciate, deny, avoid.
For example: We must avoid littering. (Littering is working as a noun in
this sentence.)

The gerund can also be used with other verbs, after a preposition such as approve of, feel like, talk about, used for.
For example: Terraces can be used for controlling erosion. Bins are used for collecting litter.

6.7.1 Writing practice

1. Fill in the correct form of the verb in brackets.
  a) We do not approve of (litter).
  b) They need to talk about the negative effects of (pollute) our water.
  c) They told us that the water is used for (irrigate) their lands.
  d) The company denies (cause) air pollution.
  e) The inhabitants approve of (take) steps against those who pollute their drinking water.

6.7.2 Writing practice

1. Fill in the correct form of the verb (gerund).
  a) Stop (litter)!
  b) The farmers must avoid the practice of (overgraze) their fields as it leads to erosion.
  c) They approve of (plant) new trees to replace those that are cut down.
  d) The fishermen must avoid (deplete) the fish resources by overfishing.
  e) The teachers teach us to enjoy (look) after our environment.

6.7.3 Writing practice

1. Complete the sentences using a gerund.
  a) We must avoid (pollute) our water sources.
  b) The fishermen like (fish) but must guard against overfishing.
  c) The government should control the number of vehicles in the city to avoid (cause) air pollution.
  d) They feel like (swim) but the water is polluted.
  e) They are talking about (collect) litter in bigger bins.

6.7.4 Listening and writing activity

1. Pre-listening activity:
  a) Talk about what you have learnt so far about pollution and protecting our resources.
  b) Talk about what will happen if there is no longer any clean water to drink.

2. Listen to a text about pollution and the exploitation and protection of resources.

Ask your teacher to read it a second time if necessary.

3. Answer the questions in writing.
  a) Why is it important to protect our resources?
  b) Why do people cut down trees?
  c) What happens to the soil when too many trees are cut down?
  d) What happens to the soil when too much fertiliser is used?
  e) How do lakes become polluted?
  f) What happens to fish when water is polluted?
  g) What is the result of overfishing?
  h) What happens to people when they eat too little protein?

6.8 Language structure: Determiners of quantity

When we talk about quantity we use determiners of quantity such as few, little, many, much, lots of, a lot of.
We use these determiners with countable and uncountable nouns.
• Countable nouns: many, a lot of, lots of, few, a few, some
For example: Many trees are cut down (trees: countable noun).
• Uncountable nouns: much, a lot of, lots of, little, a little, some
For example: A lot of pollution is taking place (pollution:     uncountable noun).                        
                                                                                      

6.8.1 Writing practice

1. Fill in an appropriate determiner of quantity in each blank space.
   a) There are ______ forests left in the area because so many trees have been cut down.
   b) The fishermen caught ______ fish, so the resource is being reduced.
   c) ______ soil is eroded every year.
   d) ______ people suffer ill health because they eat too little protein.
   e) There are ______ cars in the cities nowadays.

6.8.2 Writing practice

1. Fill in an appropriate determiner of quantity in the blank space.
   a) _______ needs to be done to prevent pollution.
   b) They cut down _______ trees because they need wood to cook their meals.
   c) There are _______ trees left because too many have been cut down.
   d) We have to boil most of our water because _______ of our rivers are polluted.
   e) Some factories cause _______ air pollution because they do not use proper filters in their chimneys.

6.8.3 Writing practice

1. Complete the sentences, making use of determiners of quantity.
   a) The forests are becoming smaller, because ________.
   b) Because the rivers are being polluted, ________.
   c) Air pollution is caused when ________.
   d) People catch ________, so the fish population is being reduced.
   e) Because the quality of the soil is reduced, ________.

Homework
Plan a questionnaire (list of questions).

Think of at least five questions to ask your family members how they are going to recycle materials (bottles,

boxes and paper) to reduce litter. Interview your family members and fill in the answers on your questionnaire.

6.8.4 Writing activity

Think about your own experience, and what you have learnt about pollution in this unit.

Write five sentences about exploiting resources.
Use determiners of quantity such as too much, many, too few, lots of, etc.
Exchange notebooks with a partner to mark each other’s sentences.

6.9 Language structure: Modal verbs

You have already learnt about modal verbs: need, have to, should, must, might, had to.

Remember that the modal verb is always followed by the infinitive (basic form of the verb, without the s).

See Unit 1 page 11 and Unit 4 page 63.
Example: We need to/must/should/have to take greater care of our environment.

6.9.1 Writing practice

1. Fill in an appropriate modal verb and the correct form of the verb in brackets to complete the sentences.
a) People (not litter) as it causes pollution.
b) We (take care of) our environment because our survival depends on it.
c) People (pollute) the area before they understood the importance of preventing pollution.
d) We (boil) water before we drink it as our rivers are already polluted.
e) We (build) toilets far from our water sources.

6.9.2 Writing practice

1. Provide an appropriate modal verb for each of the blank spaces.
a) Farmers ________ not keep so many cattle that they overgraze their land.
b) We ________ take care of our rivers otherwise we will not have clean water to drink.
c) Mining companies ________ pollute the areas where they work if they are not careful.
d) They ________ use the correct farming methods to prevent erosion.
e) Every person ________ be aware that littering causes pollution.

6.9.3 Writing practice

1. Write your own sentences. Use the modal verb provided to show that you understand how to use them.
   a) should
   b) need to
   c) have to
   d) might
   e) must

6.9.4 Reading and writing activity

Pre-reading activity:
1. Talk about these questions.
   a) What, in your opinion, is the main cause of pollution in Rwanda?
   b) What can be done about this pollution?
2. Read the text on the next page about causes of pollution.

Causes of pollution

Pollution usually happens when there is a rapid increase in the population. When there are more people in an area, more food and houses are required. This leads to more waste being generated.
In the cities, this often means that sewerage works are overloaded and become ineffective. Refuse remains uncollected and accumulates in the streets. It gets blown about by the wind and soon the cities become dirty. Gutters become blocked and the city in general becomes an unhealthy place to live.

When sewage is processed ineffectively, untreated sewage may end up in the water sources. If sewerage pipes become blocked or broken, stagnant water accumulates in the streets. This breeds mosquitoes and bacteria that may cause diseases. Polluted water leads to the spread of waterborne diseases.

In the rural areas, increased population means pressure on food production. If more land is cleared to plant crops, it leads to deforestation. The roots of trees hold water in the soil, and when too many trees are cut down, erosion follows.

Incorrect farming methods on slopes and overgrazing cause erosion. It not only causes a loss of valuable topsoil, but the soil that is washed away ends up in the river system. On its way to the river the runoff picks up fertilisers, animal dung and litter. This causes the rivers to become polluted.

People living in rural areas often build their houses close to rivers to be near water. This means that latrines are dug fairly close to the water source, which causes further pollution.
Where the population increases, people need to be aware of the strain it places on natural resources. They have to take steps to combat pollution.

3. Answer the questions.
   a) What, according to the text, is the main cause of pollution?
   b) Name three implications of increased population.
  c) What happens when a city’s sewerage system becomes overloaded (it can no longer cope with the increased load)?
   d) What will happen if litter is left on the street?
   e) What can happen if stagnant water collects in the streets?
   f) What does ‘waterborne diseases’ mean?
  g) What is a common cause of deforestation?
  h) Why does deforestation lead to erosion of the soil?

  i) What else, besides deforestation, can cause erosion?
  j) What is meant by ‘the rivers silt up’?
  k) Why do people like to build their houses close to water?
  l) How does the practice of living close to water cause pollution?

6.9.5 Speaking and listening activity

Talk about the ways to protect our resources.
Use the following suggestions as guidelines.
• We must protect our water supplies.
• We must reduce industrial waste.
• We need to save water.
• We should recycle more materials.
• What should we be doing to protect the environment?
• We should avoid polluting water.
• We should stop cutting down trees.

6.9.6 Writing activity

1. Think about the dangers to the environment and measures to protect it that you have learnt

    about in this unit.
2. Plan a text of three paragraphs. Write about the dangers to the environment and measures to protect it.    Use a mind-map or columns to organise your thoughts before you start writing.
3. Write the three paragraphs. Exchange notebooks with a partner to edit each other’s work.

    Do the necessary corrections and then hand in your work for formal assessment.

Checklist of learning

In this unit you have learnt to:

• identify and classify resources and describe their uses
• describe the exploitation of resources
• describe the causes of pollution and environmental protection
• write about dangers to the environment and measures to protect it.

6.10 Unit assessment

1. Identify and classify the resources in the pictures.

2. Describe in one sentence how each of these resources are exploited.
    a) minerals
    b) water
    c) wild animals
    d) forests                                                                                                               [4]

3. Write down five causes of pollution. For each of them, give a way to protect the environment against that form of pollution. Number them a) to e).                                                                                              [10]

4. Give the correct past simple tense form of the verb.
a) They (organise) a team to pick up litter in the streets last Saturday.
b) It (be) a very successful event.
c) After the learners had done their job, the streets (look) much better.
d) They (decide) to do this at least once a month.
e) They also (ask) the public not to litter.                                                   [5]

5. Give the most appropriate determiner of quantity for each blank space.
a) There are ________ ways of protecting our water sources.
b) ________ of these ways are very easy.
c) Farmers should use ________ fertiliser on their lands to reduce pollution of rivers.
d) ________ trees are cut down to provide fuel.
e) The Greenpeace organisation is planting ________ young
trees to replace those that have been cut down.                                           [5]

6. Use the verb in brackets as a gerund in each of the sentences.
   a) Farmers must avoid (pollute) the rivers.
   b) They want to talk about (plant) more trees.
   c) The boys used to like (swim) in the river, but now it is too polluted.
   d) The officials intend to act against (litter) in future.
   e) They are considering (upgrade) the city’s sewerage system.                   [5]

7. Complete the sentences appropriately.
   a) If ________, they will have to do something about it.
   b) If the teachers want the children to stop littering, they ________.
   c) If the government want to stop the cutting down of trees, ________.
   d) ________, they will have to control the amount of fishing in the lake.
   e) If they want to reduce air pollution, the factory owners ________.               [5]

8. Write three paragraphs on preventing pollution in Rwanda.
Plan properly using a mind-map or columns. Edit your work before submitting it.                                                                                                                            [20]