Section outline

  • General

    Go to section General

  • UNIT 1: MY SECONDARY SCHOOL

    Go to section UNIT 1: MY SECONDARY SCHOOL
     

    A. Listening and speaking


    Introduction


    In the following conversation, Kajuga and Uwase are new Senior 1 students at Amahoro Friends Senior School. Read the conversation aloud in pairs.

    KAJUGA:   Hello, Uwase.
    UWASE:     Hello, Kajuga.
    KAJUGA:   I’m happy to see you. I never thought I’d see you again after our days at Hope
                       Primary School. Congratulations on passing with flying colours.
    UWASE:     I’m happy to see you too. It is so exciting to be here. I am a bit frightened though...
    KAJUGA:  I understand. Many new students feel that way sometimes. However, you
                      feel better after a
                       while. Tell me, do you
                       still love Agriculture?
                      It is offered here, you know.                          
    UWASE:   Yes, I do. I like it
                      because we practise
                      it every day at home.
                      We prepare the
                      land for the planting
                      season. We also look
                      after animals like cows
                      and goats. I love that
                      subject. I love Math
                       too. I am told this
                       school offers Physics. I
                       would like to study it.
    KAJUGA:  Yes, they do. We have
                       four physics lessons
                       every week. You might











                      end up as an engineer. Personally, my favourite subject is History. I read it
                      every day. I would like to be a lawyer or historian. I love English too. I practise
                      public speaking in the evenings. I know I will meet and address many art
                      lovers.



    UWASE:    How many English lessons do you have in a week?
    KAJUGA:  We have five of them in a week.
    UWASE:    I must take them too. After all, other subjects are taught in English. I am glad
                       we are talking. I feel more confident. Thank you.
    KAJUGA:    You are welcome.

    The conversation that you have just read is about the subjects that you study when you join Senior 1.


    QUESTIONS


    Working in groups of five:

    1. Name all the subjects that you are studying this year.
    2. What is the importance of each of the courses that are being offered in your school?
    3. Which are your favourite subjects? Why are they your favourite subjects?

    DISCUSSION


    ACTIVITY 1


    Read the following passage

    Friends


    As Uwase and Kajuga were walking towards the library, Gasaro ran to them. She happily
    tapped Kajuga on the shoulder. Kajuga turned around and excitedly gave Gasaro a ‘high
    five’.
          “Sorry, I forgot to tell you I was                                          
    leaving for the library!” Kajuga said.
         “It is okay, Kajuga. Mr. Gasana kept
    me longer than I expected.”
          “Were you discussing Biology?”
          “Yes, we ...”“
          I knew it!”
         Uwase cleared her throat and said,

    “Hello ...”
        “Pardon me Uwase. Please meet my friend Gasaro. Gasaro, meet Uwase,
    my friend from Hope Primary School.” Gasaro and Uwase shook hands.








      “It is nice to meet you,” Uwase said.“
       The pleasure is mine,” Gasaro replied.
       Gasaro pulled Kajuga aside and whispered, “She is taller than you. How old is she?
       ”Uwase overheard the conversation. She smiled and said, “My height makes me look
    slightly older than I am. I am 12 years old.
        Gasaro was embarrassed.
       “I am I ...”
       “It’s alright Gasaro.”
       “Thank you, Uwase.”
       “Oh, Gasaro, don’t worry. Uwase is a nice person. She is polite and friendly. I am sure
    she hasn’t taken offence. By the way Gasaro loves Agriculture the same way you do.”
       “That is really nice. May I ask how old she is?”
       They all laughed loudly.
       “Gasaro is 14 years old. She loves Agriculture, Chemistry and Biology. She hopes to be
    an agronomist in the future and she lives in Rusororo.”
       “You know so much about her ...”
       “Uwase, she is my best friend, isn’t she?”
       “Now you have one more friend in this school!” Gasaro shouted happily, “Uwase, come
    with us to the library please. We read ahead of the teachers every day, and we borrow
    new storybooks every week.”
        “That is amazing. I will enjoy my time in this school with you two as my friends.”

    Questions


    1. Describe Gasaro.
    2. Write a short description of your best friend and read it to the your group members.

    Use the following table


    3. What do you think is the importance of being friendly to your schoolmates

    B. Reading and comprehension


    Read the following passage and answer the questions that follow.

    My amazing school
    My school is Uwamahoro Secondary School. It was set up in 1945. Calitas Uwamahoro
    donated five acres of land and money to build it. It is located ten kilometres from Muhanga
    Town.
         A man-made forest, a garden and playground surround my school. The school is made
    up of two beautiful rows of a three-storey building. This is where the classes are. There is
    another big structure that houses the staffroom and the library. The staffroom structure
    makes the school landscape, from the sky, look like a perfect letter U.

          The Head Teacher’s Office and the Clerk’s Office are at the back of the building. Also,
    there is a Laboratory, Teachers’ Common-rooms and Scouts Room. We also have a hostel
    where we sleep.
          We have twenty-three teachers, a storekeeper, a librarian, an accounts clerk, three cooks
    and two guards. All the teachers in the school are highly qualified and experienced. The
    head teacher teaches History and Geography. Her deputy teaches English and Literature. I
    like studying Mathematics and English.
         We have about four hundred and fifty students in our school. Our school uniform
    consists of white shirts and brown trousers for boys. The same colours apply for the girls:
    white blouses and brown skirts.
         Classes begin at 8 a.m. after the assembly, and run up to 5 p.m. We have a total of nine
    periods of forty-five minutes each. We usually get a short break of fifteen minutes and a
    longer one of thirty minutes. We usually have a library period in our weekly routine. We
    borrow books from our library and return them after a week.
          We learn English, Literature, Mathematics, Kinyarwanda, Geography, History,
    Entrepreneurship, Biology, Physics, French and Religious Studies. After end-of-term exams,
    we are ranked according to our subject scores. I love my school very much.

    Comprehension Question

    Answer the following questions.
    1. Match the words in A with their correct meanings in B

     








        Make correct sentences using the words in column A.
    2. The name of the school in the passage is ......................
    3. The school was started in .....................
    4. Which of the following options best describe the school?
        A. Old, organised and friendly
        B. U-shaped, big and landscaped
        C. A big, friendly, girls’ school
        D. A mixed day and boarding school
    5. Which subjects are taught in the school of the person telling the story?
        A. English and Literature, Mathematics, Kinyarwanda, Geography, History,
            Entrepreneurship, Biology, Physics, French, Religious Studies and Kiswahili
        B. English and Literature, Mathematics, Kinyarwanda, Geography, History,
            Entrepreneurship, Biology, Physics, French and Religious Studies
        C. English and Literature, Business Studies, Mathematics, Kinyarwanda, Geography,
             History, Entrepreneurship, Biology, Physics, French and Religious Studies
         D. English and Literature, Mathematics, Kinyarwanda, Geography, History,
              Entrepreneurship, Biology, Physics, Chemistry, French and Religious Studies
    6. Which subjects does the narrator like?
    7. Which subjects do you like and why?
    8. What can you do to perform well in the subjects you do not like?
    9. In about thirty words, explain why the person likes that school.

    Think about this

    What do you think is the importance of learning Entrepreneurship?

    C. Language use

    You have come across the sentences below. Study them carefully.

    1. I practise public speaking in the evenings.
    2. I draw every weekend.

    Tell your desk mate what you think is common in the two sentences.

    The present simple tense
    The present simple tense is sometimes referred to as present tense. It can be used in a
    number of ways.
    I.  It is used to express habit/routine. For example,
        a) I walk to school every day.
        b) Jean eats bananas for breakfast.
        c) We hoist the flag every Monday and Friday morning.
        d) The students come to school every morning.

    Practice Exercise 1

    Use the table below to make correct sentences of your own

    Practice Exercise 2


    Complete the following sentences.
    1. Every morning I wake up ..........................
    2. I prepare ..................................................
    3. I take my breakfast ..................................
    4. I then walk ..............................................
    5. I attend lessons up to .............................

    Practice Exercise 3

    Answer the following questions:
    1. When do you arrive at school?
    2. Who came late yesterday?
    3. Who knows how to draw?
    4. What time does school start?
    5. When does school finish?

    II. The present simple tense is also used to discuss hobbies. For example:

    1. Who collects stamps?
        Gasaro collects stamps.
    3. Who plays computer games?
        Tabaro plays computer games.
    5. Who reads novels?
        Mukashema reads novels.

    Practice Exercise 4


    Complete the following sentences
    1. ............................. likes reading newspapers.
    2. ............................. like travelling.
    3. ............................. likes listening to music.
    4. ............................. watching movies.
    5. ............................. reading novels.
    6. Many teenagers like ..................................
    7. Young children like ....................................
    8. Elders like ....................................................
    9. Entertainers ................................................
    10. Basketball players ......................................

    III. The present simple tense can also be used to show the condition which a person
    or an object is in. For example:

    1. The classroom is dirty.
    2. The floor is neat.
    3. I am unwell.
    4. Math is an interesting subject.
    5. The bell is loud.
    The present simple tense is additionally used to state a person’s occupation. For example:
    1. Patrick is a teacher.                                                                3. She is a prefect
    2. Stella is a pilot.


    Practice Exercise 5


    Match the parts in column A with the correct ones in column B.


    Practice Exercise 6


    Answer the following questions in complete form. For example:
    What is your name?
    Answer: My name is Mukankusi.
    1. What is your favourite subject?
    2. How many Maths lessons do you have per week?
    3. How many English lessons do you have per week?
    4. How long does it take to walk from home to school?
    5. How long does it take to finish an English assignment?
    6. What do you study in the morning?
    7. What subject comes last in the timetable?
    IV. The present simple tense can also be used to indicate a relationship. For example:
    1. We are her students.
    2. He is our teacher.
    3. These books are ours.
    4. Peter and Jane are classmates.
    V. The present simple tense can be used to express feeling and emotions. For
    example:Our teacher is happy today
    5. Daniel is bored.
    6. The head teacher is disappointed with the exam results.


    Practice Exercise 7


    Use the following words to complete the sentences that follow.

    rains, graze, plays, works, keeps, sweeps, bakes, enjoys, love, organises, swims, are
    1. My father ................ cows and sheep.
    2. Buregeya ................ criticising others all the time.
    3. Tom and Joane ................ my classmates.
    4. The geography teacher ................ for field trips every term.
    5. Once in a while, it ................ in the afternoon in our village.
    6. Teachers ................ students who work hard.
    7. The Olympic gold medalist ................ in the pool every afternoon.
    8. Animals from the park ................ in the school field at night.
    9. Mr. Abdalla ................ as the school clerk.
    10. The head teacher ................ the piano in the church on Sundays.
    11. A warm wind ................ across the field every early afternoon.
    12. My mother ................ for breakfast in the evening.

    Activity 2

    1. Pair up with your desk mate and practise asking and answering questions about the
        activities you do while at school. One of you should ask the questions while the other
       answers. After you have finished, change roles.
    2. Write five sentences that describe your friend. For example: My friend lives in Kigali.
    3. Write ten sentences about the subjects you study in school. For example,
       a. Maths is my favourite subject.
       b. English is my best subject.
       c. I like Biology.

    Extra Exercises


      a) Fill in the blank spaces below with what you are likely to do. Use other verbs apart
          from those in brackets.
           For example:
        Mary likes talking fluently.
    1. You stop ................ around aimlessly. (sitting)
    2. She dreams ................ school early. (finishing)
    3. She prepares ................ melodiously in the concert. (singing)
    4. He walks ................ excitedly. (talking)
    5. They plan ................ by all means. (winning)

    b) Answer the following questions. Write your answers in full.
    1. When do you come to school?
    2. How long did you take to study at night?
    3. How many lessons do you study in a week?
    4. How old are you?
    5. Where do you put your pen?
    6. What do you see in the teacher’s office?
    7. When do you speak Kinyarwanda?
    8. How often do you use French?

    D. Writing

    Descriptive writing


    Activity 3

    In pairs, try out this activity.
    1. What is the size of your partner/ friend?
    2. What is the colour of this sweater?
    3. What is the shape of the school flag?
    4. What is your school desk made of?
        Your answers are likely to have these words: square, rectangle, wood, tall, short, huge,
         small, blue, green, metal and so on. These words are used to describe people, animals
         and things.

    Describing places and objects
    In describing a place, an object or a creature, we ask the questions that follow. This enables
    us to get as many details as possible.

    1. What does the place, object or creature look like in terms of:

        a) Size, for example: big, small, tall, short.
        b) Colour, for example: green, brown, black, yellow.
        c) Shape, for example: square, oval, irregular, round.
        d) Age, for example: new, old, young.
        e) Material, for example: cotton, leather, wooden.

    2. Where applicable, the following questions can also be asked.
        a) What does it smell like? For example: good, awful.
        b) What does it taste like? For example: sweet, bitter.
        c) What sounds are associated with it? For example: bang, roar.
        d) How does it feel? For example: smooth, rough.

    The ability to describe somebody or something is very important. Description makes people
    to get a clear picture of what you are talking about. In order to write a good descriptive
    composition, you need to give many details. You should give imaginative comparisons.

    Describing a person                                                             
    In describing things, we only deal with their outward characteristics.
    However, when we describe people, we say how they look and at
    the same time talk about their character. Here is what you can
    include in such descriptions:
             a) The physical appearance of the person in terms of size and skin colour. Also, talk about the hair, clothes and shoes.
             b) His or her actions; for example how she walks or eats.
             c) What he or she likes and dislikes.
             d) What others say about him or her.
             e) What you think about him or her.
    All the above points will bring out the character of the person. For
    example:
    ‘He has shaggy hair and unpolished shoes.’ From this description,
    we can conclude that this person is careless.




    Activity 4


    Below is a description of a person. Try to create a mental picture of the person
    described as you read and then answer the questions that follow.
    Mesmerised, the two boys watched − they actually stared with their eyes popping out as
    she approached. Was she real or simply a dream? She was quite unlike anybody they had
    ever seen. Her height was the most striking feature; so tall was she that the boys thought
    the flag post at their school was shorter.

    Her long shiny hair curled in spirals. It danced beautifully around her elegant shoulders
    as she walked. Her face was something to behold. It was as flawless as china-ware. Her
    eyes were beautifully set. They shone brightly with love and compassion. She had natural
    eyebrows. They arched as if to worship the brilliant stars that her eyes were. The eyes of
    the boys were reverted to her mouth. It had opened in a beautiful smile to reveal white
    teeth. Her teeth shone like glass in the sunshine.

        Her red dress looked soft to the touch, like a kitten’s fur. It fitted her perfectly. Actually,
    it complemented her goddess-like figure. Her feet were in beautiful black leather shoes.
    One could tell she was very comfortable in them.

     Her walking revealed no pride whatsoever. Instead, it was measured and purposeful. On
    reaching the two little boys, she bent down and picked both of them up. She took one in
    each arm. Ah! Her perfume was fresh and tantalising.

      “Hello there,” she greeted them. Her soothing musical voice sounded like dripping
    honey.

       She was the National Beauty Queen and had come to observe life in the slums. Her aim
    was to inform the public about the problems of the poor.
     
       No wonder the media had been raving about her. They were raving about not only her
    beauty, but also her humility and compassion. The little boys simply thought that she was
    stunning. She was an angel dropped straight from heaven right into the middle of the slum.

    Questions


    1. What do you like best about the woman’s:
        a) Physical looks?
        b) Way of dressing?
        c) Actions?
           Give reasons for your answer.
    2. What can you say about her character?

    Practice Exercise 8

    Write a description of your favourite person using the guidelines learnt in this section. Start by outlining the details in a table like we did in section A.

    Practice Exercise 9

    Working in groups, read the following account. Thereafter, sketch the compound described.

    The 20-acre school compound has been divided into paddock-like rectangles. The fields
    occupy the largest portion. The tuition and administration blocks are set apart from the
    dormitories which are to the north of the compound. Neatly-kept bottle-brush tree fences
    mark the boundaries of the various small rectangles. The teachers’ quarters are next to the
    dormitory areas at the north eastern end of the school compound. To the west, between
    the field and the classrooms, is the colonial-period school hall joined to the smoky kitchen.
    Huge circular pillars support the roof of the hall. The school field is at the south eastern
    side of the compound.

      There are flower beds around the administration and tuition blocks. The classrooms
    form a ‘U’ comprising twelve classrooms, two laboratories and a library. The laboratories
    and the library make the southern side of the ‘U’. The administration block is like a tilde
    on top of the U and has two doors, one opening to the classrooms and the other to the
    assembly ground, beyond which there is a path leading to the gate through the fields.
    The various pavements and paths around the blocks are impeccably clean. Many are the
    mornings when you will hear a thousand swish-swishes as girls tidy up the paths in the dim
    morning light. There are hardly any security lights around the school and the few available
    ones are promptly switched off at five thirty in the morning. The students have to use
    torches to tidy up the compound and water the flower beds that are a luxuriant green
    even in the middle of the hot, sultry January season.


    Practice Exercise 10


    Construct correct sentences from the table below. Write them in your exercise book.

    E. Little laughter


    TEACHER: What are you writing?
    PUPIL: A letter to myself.
    TEACHER: What does it say?
    PUPIL: I don’t know. I won’t get it till tomorrow.


    Activities: 2

  • UNIT 2 : FOOD AND NUTRITION

    Go to section UNIT 2 : FOOD AND NUTRITION


    A. Listening and speaking


    Introduction


    Activity 1

    The poems below talk about food and its nutritional value. Read them aloud with
    your group members.

    Delicious
    We all enjoy delicious food.
    That which makes us healthy is good.                   
    Fruits, which are juicy, are good.
    We all enjoy delicious food.

    We should consider nutritional value,
    We all need it, we can’t argue.
    You need energy? In ubugali there is plenty
    You need proteins? In bean stew
    there is plenty.

    A balanced diet, we all must have,
    A balanced diet will take us above
    A great dish, we should all savour,
    Eat slowly, as we taste the flavour.

    Food is Good
    I like potatoes,
    I like tomatoes,
    I like oranges,
    And I like porridge.
    I favour the beans,
    And savour the greens.

    I love meat,
    I can’t miss wheat.
    Beans for proteins
    Greens give protection,
    Wheat for carbs; you need some fats.
    Three meals a day, keep hunger away.


    Activity 2


    1. In pairs, discuss the messages of these poems and then report to your class.
    2. Study the table below in pairs. Match each picture with the correct food.
           
    3. Describe a balanced diet.
    4. Tell your desk mate about the meal you had in the morning. Do you think it was a
         balanced diet? Give reasons for your answers.
    5. Tell your desk mate about mealtimes at your home.

    Discussion
    Foods
    Foods are classified into three major classes: carbohydrate, proteins and vitamins.
      Carbohydrates are energy-giving foods and include rice, ubugali, potatoes, bread and
    cassava. Carbohydrates give the body energy. They also provide the body with heat.
       Proteins are natural substances found in meat, eggs and fish.
    They help the body grow. They help repair the body too. Sources of vegetable proteins include peas, beans and
    lentils.
         Vitamins, which are natural substances found in fruits and vegetables, help us stay
    healthy. They protect us from vitamin-deficiency diseases.
         A meal which consists of carbohydrate, proteins and vitamins is said to be a balanced
    diet. Was the meal you had today a balanced diet?



    Activity 3


    1. In groups of five, discuss your favourite foods. Do these foods make up a balanced diet?
    2. In groups of five, identify at least three different meals that Rwandans love. Explain
    how they are prepared. Do these meals make up a balanced diet?
    3. In groups of five, discuss what junk food is. What is more expensive: junk or healthy food?


    Activity 4


    You have noticed that people around you look very unhealthy, with children having various
    deficiency diseases. You are determined to correct this situation.
    Working in a group, outline a talk you would give to the villagers to help them improve
    their health. Identify the dietary habits you would tell them to adopt and give the reasons
    for this.B.

    Reading and comprehension


    Read the following passage and answer the questions that follow.

    Nutrition                                                                        
    When should you eat a balanced diet? What should your
    portion size be? Choose wisely and eat healthily every day,
    three times a day.
         Serve whole-grains and choose more fish, poultry and
    less red meat. Always opt for low-fat dairy foods. Your
    meals don’t have to be expensive with plenty of substitutes
    present. Choose cassava, arrowroots, sweet potatoes or
    maize for carbohydrates. Substitute meat with beans, peas
    or eggs. Also, eat locally available fruits and vegetables.


    Breakfast                                                                                         

    You must include protein in your breakfast. When they
    are available, choose from eggs, salmon, lean ham or
    low-fat dairy. Alternatively, take a chunk of cassava
    and a helping of beans, followed by a banana. Top your
    morning toast with a scrambled egg, a slice of smoked
    salmon or lean ham. Alternatively, enjoy an omelette.
         Do, not skip breakfast. It plays a key role in maintaining
    healthy weight.

    Mid-morning snack                                            

    Eating small portions and often is good. Spread your
    intake evenly throughout the day. Make every snack
    count with nourishing options. Swap your biscuits for
    oatcakes. Spread with peanut or almond nut butter
    and a banana or have a tasty dip with veggie sticks.

    Lunch                                                                                                                
    Make lunch a mix of lean protein and starchy carbohydrates. Go for high fibre whole-
    grains to generate energy. Opt for an open rye-bread sandwich topped with salmon.
    Choose chicken or low-fat dairy as well as plenty of salad. Otherwise, choose whole-grain
    toast topped with baked beans.

    Mid-afternoon                                                                                                
    Satisfy that craving and the need for energy with fruit. Eat groundnuts, simsim and any
    available fruit. This can help stabilise the release of sugars, which keep you energised.

    Dinner
    Take carbohydrates; they’re low in fat, fibre-rich and help you relax in the evening. Combine
    them with some healthy essential fats from oily fish like salmon. They are also in sardines,
    nuts, seeds and their oils. Your body uses healthy fats for regeneration and repair. This is
    important for maintaining healthy skin and hair.
            Always fill half your plate with vegetables or salad.
                                                                                                                                              (Adapted from The New Times Rwanda)

    Comprehension Questions


    Answer the following questions.
    1. Working in your groups, fill in the following crossword puzzle. The words have
    been used in the passage. You may use a dictionary.

    Down
    1.Choose to take or not take a particular course of action
    2. Good for your health
    3. One part of something larger
    4. A large piece of something
    5. Takes the place of something or someone else
    6. Meat containing little or no fat

    Across
    1. To make something firm, or unlikely to change
    2. Keeping someone healthy with food
    3. Containing the grain without anything having being removed
    4. A strong desire for something
    5. Full of fibre
                          
    Use the words to make correct sentences.
    1. According to the passage, you should take ................ meals in a day.
    2. When should you have a balanced diet?
        A. After a hard day’s work                                                    C. In the morning
        B. In the evening                                                                   D. At all times

    3. Why is it important to eat a balanced diet?
         A. To add weight
         B. To remain healthy
         C. To build up calories
         D. Carbohydrates, proteins and vitamins are available
    4. What do you think is an adverb of frequency?
    5. Pick out at least two adverbs of frequency used in this passage.
    6. In your own words, explain what has been recommended for breakfast in the passage.
    7. According to the passage, which foods help in making healthy skin and hair?
    8. In groups of five, look for reasons white meats are preferred to red meats. You can
        consult your teachers, parents or the library. If you have access to the internet, use it.
        Appoint a secretary to report your findings to the rest of the class.

    Think about this

    In groups of five, discuss what AIDS is and what causes it. Suggest meals that a person who
    has this disease should eat.

    C. Language use

    Simple present tense
    Do you remember the simple present tense? Turn to the previous Unit and quickly remind
    yourself what we learnt about the simple present tense.
    Study the sentences below. Say what is common about the verbs in these sentences.
    1. Jane eats a balanced diet everyday.
    2. My father cooks good food for the family.
    3. The students eat their food hot.
    4. We pray before we eat.
    5. We wash our dishes after meals.

    Activity 5

    With your classmate, construct ten sentences that describe your feeding habits. For
    example:
    1. I eat vegetables.
    2. You eat potatoes.

    Questions and negatives in simple present tense


    Practice Exercise 1

    Do the following exercise orally, in pairs. Your answers must be complete sentences.
    One person should read the question and the other one answers. For example:

    AMINA: What does a chef do?
    MAJJID: A chef prepares meals.
    1. When do you eat lunch?
    2. Do you serve your food hot or cold?
    3. When do you buy food from the market?
    4. Do you prefer your coffee with or without milk?
    5. How often do you eat eggs?
    6. When do you take your breakfast?
    7. In which season do vegetables do well?
    8. How do you keep your food fresh?
    9. When do you finish your lunch?
    10. How often do you take milk?


    Relative Pronouns


    Look at the following examples. Pay attention to the words in bold.
    1. Carbohydrates, which are energy-giving foods, include rice and potatoes.
    2. The proteins that I eat help me grow.
    3. Vitamins, which are natural substances found in fruits and vegetables, help us to stay
        healthy.
    1. The vegetable which was cooked was delicious.
    2. The milk that I drank was sour.
    3. The child whom I saw is healthy.
    4. The student who came to school loves a balanced diet.
    5. The pupil whose food poured loves vegetables.

    Make correct sentences using the following table.

    Complete the following sentences correctly
    1. The lunch which we took...............................................
    2. The fruits that I ate....................................................
    3. The child whom we gave the delicious food.......................
    4. The child whose mother cooks a balanced diet...............................
    5. The mother who made the tastiest food...................................
    6. The meal that we took............................................
    7. The father whose food got burnt..............................
    8. The child whose mother............................................
    9. The balanced meal that he made..............................................
    10. The hotel where we took our breakfast....................................
    11. It matters what you eat............................................................
    12. How do you choose a meal that you cook..........................................

    Study the sentences below. Use an English dictionary to find out what the word class
    of the words in bold.
    In groups, try to answer these questions:
    a. How tall is your deskmate?
    b. What is the colour of your sweater?
    c. What is the shape of the school flag?

    1. Always fill half your plate with a colourful variety of vegetables or salad.
    2. You eat five times a day.
    3. If you choose wisely, you can eat healthily every day.


           In English, we have adverbs of place, manner, time, frequency and degree. In this Unit,
    we focus on adverbs of frequency. In the activity above, ‘always’ and ‘every day’ tell us
    how frequently the events happen.
           Therefore, adverbs of frequency show how often or not something happens. They
    include: once, again, seldom, daily, frequently, weekly, hourly, twice, often and always.
    Look at the following examples.
    1. We have three meals a day.
    2. I eat meat twice a week.
    3. I eat fruits frequently.
    4. I eat chicken weekly.
    5. I eat a balanced diet daily.
    6. I seldom eat guavas.
    7. I always insist on well-cooked food.

    Use the words in the box to complete the sentences that follow. Note that some
    words can be used more than once

    1. We usually eat ................ in a day.
    2. We need to eat a balanced diet .................
    3. In our school, we are given fruits ................ a week.
    4. My mother ................ cooks a balanced diet.
    5. We eat a chicken .................
    6. We should visit a dentist ................ however good a diet we take.
    7. If you ................ take a balanced diet, you may ................ need to see a doctor.
    8. A balanced diet should ................ have vitamins, proteins and carbohydrates.
    9. We should brush our teeth after every meal which means ................ a day.
    10. We should ................ follow the advice of a doctor on the foods to eat.


    Construct sentences to answer the following questions correctly.
    Where do you take your lunch from?
    Example: I always take my lunch at home.
    1. How many times do you take breakfast?
    2. How many times in a year do you take snacks?
    3. How often do you eat a balanced diet?
    4. How often do you eat fish?
    5. How often do you take ubugali in a week?
    6. When do you eat potatoes?
    7. How often do you drink milk?

    Countable and non-countable nouns
    A noun is the name of something. For example: milk, meat, mango. Some nouns can
    be counted, whereas others cannot be counted. Nouns that can be counted are called
    countable nouns. Those that cannot be counted are called non-countable or mass nouns.
    For countable nouns, we talk of singular if we have one item and plural if we have more than
    one. We indicate plural by adding ‘s’ to a countable noun. Look at the following examples;

    Singular                    Plural
    banana        –          bananas
    orange         –          oranges
    flower          –           flowers
    books          –           books
    egg             –            eggs
    For non-countable nouns, we leave the noun as it is. Look at the following examples.
    Singular                    Plural
    milk            –           milk
    oil               –           oil
    salt             –           salt
    fish             –           fish
    Study the table below.

    Use the words in the brackets to fill in the blanks in the following sentences. Use the
    words correctly.
    1. Mutesi ate three ................ for breakfast. (egg)
    2. My mother bought a packet of ................ to make ubugali for supper. (maize flour)
    3. ................ is also important in a balanced diet. (salt)
    4. ................ are important sources of vitamin. (fruits)
    5. He was advised to include ................ in his meals (carrot)
    6. He bought three kilogrammes of ................ for his supper. (cabbage)
    7. Though it is important to have proteins, you do not need to always eat ............ . (chicken)
    8. A balanced meal should have .............. (protein, carbohydrate, vitamin)
    9. You can eat ............. as part of your diet, but you can also eat ............. (meat, beans)
    10. It is not how many ............. of food you eat, but how balanced a .............. you eat that matters. (plates, meal)

    Write down ten countable and non-countable foodstuffs that we usually eat at home.

    Determiners of quantity
    A determiner is a word that comes before a noun. It shows what the noun is referring to.
    There are several types of determiners. A determiner of quantity tells us about amount.
    We have seen that non-countable nouns do not take ‘s’ for plurals. We usually indicate
    quantities for non-countable nouns using determiners of quantity. Here we use some,
    little, a little, much.
    It is also possible to use determiners for countable nouns. We use few and a few.
    Look at the following examples.
    1. Jean doesn’t take much tea.
    2. I take little sugar in my tea.
    3. She takes some coffee in the morning.
    4. May I have a few buns please?
    5. There are few oranges in the house.
    6. How many slices of bread can you eat?

    Note that we use few and little when we mean there is hardly any. Alternatively, there is
    nothing. A few and alittle indicate there is quite some amount or number of something.
    When we ask a question where the answer has these quantifiers, we ask using ‘some’. If
    the answer is negative we use ‘any’, but ‘some’ if positive. Look at the following examples:

    1. Do you have some sugar?
        No, I don’t have any.
        Yes, I have some.
    2. Do you need buns?
        No, I don’t need any.
        Yes, I need some.

    Match parts in A with correct ones in B to make complete sentences.

    Use a few, few, little, a little, much, some or any to complete the following sentences.
    1. This morning I didn’t have breakfast as I was late for school.
    2. The teacher asked me whether I had taken lunch, but I told her I hadn’t taken ........... .
    3. The food we took had ........... vegetables and a ........... . pieces of meat.
    4. He doesn’t take ........... sugar as he says it is unhealthy.
    5. We add ........... salt to the food to make it taste nice.
    6. He took ........... cups of tea and left without taking lunch.
    7. There is ........... sugar in the tea and it tastes bland.
    8. As he had put too ........... sugar in the tea, it was sickly.
    9. “Would you like to have ........... orange juice?” Mutesi asked Jane.
    10. “I’d love to have ..........., but I don’t have money to buy it,” Jane answered.
    11. “I have ........... money remaining. I can buy some.”
    12. “In that case, let me have ........... flavour.”
    13. ........... people can afford to have cereals, meat and fruits in their meals as they are expensive.
    14. ........... people can afford expensive meals, but the rest of us can still eat a balanced
         diet of maize, beans and vegetables.

    1. Construct five sentences using determiners of quantity to talk about food.
    2. In groups, come up with three sentences using determiners of amount/quantity to
        describe your breakfast. Thereafter, read the sentences to the class. The class should
        say which group came up with a balanced diet.


    D. Writing

    Recipe
    1. What can you make?
    2. What do you use to make that meal?
    3. How do you mix the ingredients?
        A recipe is a set of instructions for preparing a meal. It includes the ingredients required
        and their amounts. You should remember the following when writing a recipe:
    1. A recipe has to be to the point, clear and easy to follow.
    2. A recipe has two main parts: ingredients and the method.
    The following is an example of a recipe.

    Beef stew
    Ingredients
    •1 kg stewing beef, cut into half-inch pieces
    • 1 medium onion, chopped
    • 2 tablespoons peanut oil
    • 3 large green plantains, peeled and cut into half-inch slices
    • 4 tablespoons freshly squeezed lemon juice
    • 1 large tomato peeled, seeded and coarsely chopped
    • 1 teaspoon salt
    • ½ teaspoon seasoning
    • ¼ teaspoon freshly ground black pepper

    Method
    • In a cooking pot, brown the beef and onion in oil.
    • Rub the plantain slices with lemon juice and add them to the browned beef and onions.
    • Cook for 5 minutes over low heat, stirring constantly to make sure they do not stick.
    • Add the remaining ingredients and water to cover them.
    • Cover the pot and cook over low heat for 1½ to 2 hours.
    • Add more water if needed, and stir occasionally so that the ingredients do not stick.
    • Serve it with a chapatti or ubugali. Enjoy!

    1. In three paragraphs, describe your breakfast, lunch and supper.
    2. In two paragraphs, describe mealtimes in your home.
    3. In groups, discuss favourite foods and classify them according to their nutritive value.
         For example, mangoes will be under vitamins.
    4. Which meal is considered the staple food in your region? Write its recipe.

    Complete the sentences below correctly. Refer to the explanation you read earlier.
    1. A recipe is a set of ......
    2. A recipe includes the ingredients .......
    3. A recipe has to be ......
    4. A recipe has two main parts: ...... and ......
    5. I can write a recipe for ......


    General Practice Exercise

    Construct correct sentences from the table below. Write them in your exercise book.



    E. Little laughter


    TEACHER:Remember you are what you eat!
    PUPIL: Really?TEACHER: Of course!
    PUPIL: I wish I could eat the president.
    TEACHER: What!
    PUPIL: Then I would be president!
    Activities: 0

  • UNIT 3: HOLIDAY ACTIVITIES

    Go to section UNIT 3: HOLIDAY ACTIVITIES

    A. Listening and speaking

    Introduction

    Talking about holiday activities

    Look at the picture. Where are these animals found? When do we visit this place?
                  

    Discussion

    1. Discuss in groups what you can do during the holidays to preserve wildlife.
    2. Discuss the holiday activities that can help conserve the environment.

    Read the following sentences:
    1. During the holidays, I like visiting my grandparents.
    2. I sometimes prefer staying with my aunt.
    3. I value making new friends during the holidays.
    4. I look forward to meeting new people during the holidays.
    5. I like relaxing during the holidays.

    In groups of five, discuss the following questions
    1. How often do you go for holidays?
    2. How many weeks do you have for the school holiday?
    3. Where do you plan to visit during your school holiday?
    4. Why do you want to visit that place?
    5. Who will accompany you to that place?
    6. Do you have any information about the place? Discuss.
    7. For how long do you wish to stay in that place?
    8. How will you benefit from visiting the place?
    9. Make five sentences stating what you intend to do during the holiday.

    Practise reading the conversation below in pairs.
    TABARO:We will soon be breaking for holidays.
    KASINE:I can’t wait.Holidays always seem so short.
    TABARO:Well, we have a three-week holiday in November.That is not a short time.
    KASINE:I know it is enough time to rest. It is just that we have so many activities. Time
                   seems to run out too fast. I am glad we have holidays three times a year.
    TABARO:Oh, I love holidays! I love visiting my relatives during the holidays. I like
                     watching plays at the theatre too. What do you like doing during the holidays?
    KASINE:It depends on where we go for the holidays. We went to Rubavu last holidays.
                   I enjoyed planting trees to mark the National Tree Planting Day. Then we went
                   to a hotel near Lake Kivu. I enjoyed walks on the sandy beaches!
    TABARO:Did you visit the Nyamyumba hot spring?
    KASINE:Yes we did. We were there for a whole week. We also visited caves and the
                   Gishwati natural forest.
    TABARO: I hope to visit Volcano National Park.
    KASINE:Well, the holidays start in three weeks. You have enough time to plan.

    1. How many times do Kasine and Tabaro go on holiday in a year?
    2. How long will the holidays be?
    3. When are the next holidays?
    4. What does Tabaro like doing during the holiday?
    5. What did Kasine do last holidays?
    6. In groups of five, discuss when the next holidays will be, where you plan to go and
         what you plan to do.

    Discussion

    1. In your groups, discuss the number of times you usually go on holiday in a year.
    2. Identify and explain various tourist destinations in Rwanda. What makes the places
         you identify attractive holiday sites?
    3. Discuss the importance of tourism to our country.
    4. Describe a memorable experience during one of your past school holidays. This can
        be a place you visited or an event you attended. Also, it could be an incident that
        you were involved in. Narrate all that you came across during your visit. Make it as
        descriptive as possible.
    5. In your groups, talk about the places you intend to visit during the holidays.Use these guidelines:
        a) Where would you like to go?
        b) What means of transport will you use to go there?
        c) How long will you stay there?
        d) Who would you like to see?
        e) What activities would you like to be involved in?

    B. Reading and comprehension

    Read the following passage and answer the questions that follow.

    The holiday plans
    Many learners look forward to the next school holiday. There is excitement as holidays
    approach. Finally, they can take a break from routine. However, many students do not
    spend their leisure time productively.
          Manzi and Ingabire were discussing how they are going to spend the six-week December
    holiday. It was beginning in three weeks’ time. Both of them were excited.


      Ingabire said, “This coming                           
    holiday, my sister and I are
    going to go to Rusizi. My uncle
    and other relatives live at the
    lake-view border town. My
    uncle, Nsengiyumva, has a big
    elegant mansion. We are going
    to stay there for three weeks.
        “My sister and I are going
    by Volcano Bus. We are going
    to board it at Nyabugogo, at
    exactly 6:30 a.m. Since it’s a
    long journey, we will carry
    snacks. When we arrive, I am
    going to help my aunt with
    house chores. I am also going to
    help keep the compound clean.
    My cousin, Kalisa, is going to


    take me around Rusizi Town. We’ll cross the Congo border. I hope we are going to travel
    by boat. What are your plans for the holiday, Manzi?”
          “I am going to visit my aunt, Umutoni, in Kigali. She has a big, beautiful house. She is
    coming back from China soon. She had gone there for business. My aunt is rich, successful
    and has many employees. However, I will offer to help with chores. I am going to spend most
    of my leisure time reading English and Kiswahili novels. The two are the main languages
    used by the East African Community. I will easily interact with East Africans when I am
    fluent in both. My aunt is my role model. When I finish my studies, I am going to engage
    in business like her,” Manzi said.

    Answer the questions below.
    1. The school holidays begin in .............
    2. They are going to last for ..............
    3. Write down Ingabire’s holiday plans using the following outline.
         Destination: ..............
         Time of departure: ..............
          Means of travel:..............
          Planned activities:..............
    4. Give the names of Ingabire’s relatives.
    5. Match the following words used in the passage with their synonyms.
    a) holiday                                                      e) role mode
    b) students                                                    d) successful
    c) arrivel
    6. Add a question tag to this sentence:
        We will have many activities this holiday, ..................?
    7. According to you, who had better holiday plans? Give a reason for your answer.
    8. We know Manzi’s aunt is wealthy because
        A. She is coming from China.
        B. She has many employees.
        C. She needs Manzi to help in the house.
        D. Her way of life suggests she is.
    9. How best can you describe Manzi?
        A. He’s ambitious and helpful.
        B. He likes wealthy people.
        C. He reads novels in Kiswahili and English.
        D. He is a close friend of Ingabire.
    10. How would you best describe the two friends’ holiday plans?
    11. Some students engage in irresponsible behaviour during the holidays, for example,
          sex. What are the consequences of this behaviour?

    Think about this

    Discuss the following:
    1. What is pre-marital sex?
    2. Should young people engage in pre-marital sex?
    3. What is the relationship between irresponsible sexual behaviour and HIV/AIDS?

    C. Language use


    In the previous Unit, we talked about what adverbs are. We also looked at adverbs of
    frequency.
    What is an adverb?
    Give examples of adverbs of frequency.

    Adverbs of frequency/time and duration

    Look at the following examples.
    1. I go on holiday twice a year.
    2. I seldom travel abroad for my holiday.
    3. I rarely visit my uncle in the USA during the December holidays.
    4. I often visit the game reserves for my holiday.
    5. Since I was young I have always visited Kigali once a year during December holidays.
    6. I always insist on a two-week holiday.
    7. I frequently make trips to my rural home for the holidays.
    8. Is De Gaulle going on holiday next year?
    9. I always visit Uganda during the holidays.
        Look at the words in bold again. They are adverbs of either frequency or time/duration.
        Adverbs of time show when something happens. Here are examples of adverbs of time:
        before, yesterday, now, next, lately, soon.
        Adverbs of duration include words like one-week, two-year, month-long, day-long.

    Working in groups, fill in the gaps in the following passage using adverbs of frequency
    or time/duration. Use the following words
    Our geography teacher has .......1....... been promising us that he would organise a trip to
    the zoo ‘..........2.......’. Unfortunately, this had become like the tomorrow that .......3.......
    comes. But we never gave up hope that indeed we would visit the zoo .......4....... we left the
    school.
            The day .......5....... came. The whole class was excited. They were so excited that on
    the day, everyone arrived at school before dawn. We were all smart with our uniforms
    spotlessly cleaned, starched and our hair beautifully done. The school had hired a bus to
    take the fifty of us to the Kigali zoo. We were all anxious for we had heard many exciting
    stories about the many animals in the zoo, most of which we had only seen in pictures.
    ....... 6....... the bus arrived and we all boarded it. .......7......., it left the school compound and
    soon we were on the highway.
            We had been driving for about .......8....... when suddenly I heard the bus give a loud
    moan. This was followed by some shaking movement from under the bus. We all kept
    quiet and looked at one another .......9....... looking at the driver. He was biting his lips
    and holding the steering wheel as if his life depended on it. Before we could ask what the
    matter was, the bus came to a stop. He opened the driver’s door and walked towards the
    rear of the bus.
               Soon he came back.  He looked serious and unhappy.
               “I’m afraid, the bus has a puncture,” he said.
               “Then we just have to change the wheel,” the teacher said.
               “I’m sorry, it’s not so easy...I have no spare wheel.”
                My heart sank. Our year-long wait for the trip had come to this!
                Sometimes in life what can go wrong .......10.......does.
    Complete the following sentences using the following words.

    1. Every Muslim is expected to visit Mecca at least ............. in a lifetime.
    2. He came to school late ............. even after being warned.
    3. We ............. visit the beach.
    4. We go to visit the park ..............
    5. I haven’t seen Susan ..............
    6. We ............. go to Kigali.
    7. She will be suspended ............. if she doesn’t change.
    8. You must always think ............. you talk.
    9. He came to school late ..............
    10. We have finished the work and we can .............res

    Past simple tense
    Read the following passage. All verbs are in the past. The verbs are in bold type.
    We were all excited as we looked forward to the holidays. Our English teacher told us about
    a place we could visit during the holiday. We competed in listing holiday destinations. We
    had not visited but only heard of most of them.
            She asked us whether we actually knew where they were. We responded honestly that
    we did not. She smiled broadly and congratulated us for being ambitious. She planned for
    us a forthcoming holiday excursion.
    Generally, we form the past simple tense by adding -d to a verb. For example:
    Also, we form the past simple tense by adding -ed to a verb in its base form. For example:
    However, if a regular verb ends in consonant that is preceded by a single vowel, the last
    constant is doubled, before – ed is added to form the past tense.
    For example:
    If the verb ends in y preceded by a consonant, the y is changed to i before –ed is added to
    form the past tense. For example

    Study the following sentences.
    1. We planned for the forthcoming holiday together.
    2. On our journey to the National Game Reserve, we stopped at Kigali.
    3. We hurried so as to travel to the holiday site before the sun got hotter.
    4. We studied the map of the National Game Park carefully before we set off for the excursion.
    5. We were supplied with water and drinks at the National Game Reserve.
    6. When the game warden finished his speech, we all clapped.
    7. Nobody was denied enjoyment during the holiday trip.
    8. Our English teacher married her fiancée during the holidays.

    Use the words in brackets to fill in the gaps in the following passage. The words should
    be in the past tense.
    Last holiday, my parents ........1........ (take) me to Mombasa for a holiday. We ........2........
    (leave) Kigali at seven in the morning. We ........3........(cross) the Rwanda-Uganda border
    at around midday. We ........4........(be) feeling a bit hungry and so we ........5........(decide) to
    take lunch. We........6........(go) to Jumuia Hotel. There, we took a meal of rice and chicken
    stew. We also........7........(buy) a few snacks and drinks to take on our journey.
    Six o’clock ........8........ (find) us at Jinja. My father felt it was too late to drive to the Kenya-
    Uganda border. He decided that we would spend our night there. We would continue with the
    journey in the morning. We had an early supper. All of us were very ........9........ (tire)
    after a whole day on the road.

    Morning found us fresh and ready to set off for the border. We ........10........(reach) there
    at eight thirty. We were........11........ (clear) to cross over to Busia, Kenya. I wasn’t really
    interested in the sites along the road. My main interest was to reach Mombasa.
    We ........12........ (arrive) in Nairobi at two in the afternoon. My father was looking tired.
    I ........13........ (feel) it would be unfair to even hope he would drive on to Mombasa. This
    coastal town was over five hundred kilometres away. We decided to spend the night in
    Nairobi, the noisy and disorganised Kenyan city.
    We ........14........ (rise) at dawn and got into our vehicle. I ........15........(experience) the most
    amazing landscape with the plateaus that went way beyond the horizon. I also ........16........
    (see) beautiful zebras and graceful giraffes. There were also occasional warthogs.
    We saw the huge blue sheet that is the Indian Ocean. We felt the hot humid air long before
    we........17........ (step) into the wonderful hotel. The White Sands would be our home for
    four days.

    1. Write down at least ten things you did over the last holiday.
    2. Use the things you have mentioned in (1) to write down two paragraphs of what you
         did over the holidays. Also, use adverbs of time and duration.

    Present simple tense with future meaning
    Do you remember what we said about the present simple tense? Quickly go through the
    section again before we go on.
    Study the following sentences.
    1. Our family moves to Sandy Beaches Estate next month.
    2. My brother travels to South Africa for a holiday in two weeks.
    3. The President visits our district next week.
    4. The staff meets the Minister of Education when the school closes for the holidays.
    5. The entertainment for the tourists starts at 6 p.m. in Amahoro Hotel.
    6. Our national team plays against Argentina next week at Amahoro Stadium.
         Each of the above sentences has the verb in present simple tense with a future meaning.
         These verbs denote actions. These actions will occur in the future, even though we are
          talking about them as if they are happening now.

    Working in groups of five, imagine you are planning for a tour to the national park. Write
    down all the things you intend to do.

    Examples:
    1. We visit Virunga National Park next week.
    2. We take a bus from the Central Bus Station.
    3. We leave the school at seven in the morning.
    4. We arrive at around nine.
    5. We hire tour guides at the gate.
    6. We eat our lunch in the park.
    7. We start on our way back at three.

    D. Writing

    Describing fixed holiday plans

    Fixed holiday plans are those plans that you intend to carry out. These enable you to have
    the desired holiday, as planned.
    Here is an example:
    In July, we shall travel to Butare. We shall stay for one week at a beautiful hotel. We shall
    enjoy its peaceful environment and luxurious rooms. We
    are going to travel by bus. We are going to visit my uncle. We shall visit various places in Butare and see for ourselves the scenic and incredibly beautiful features of Butare. We are looking forward to an exciting
    stay in Butare during the holiday.

    Look at the work you did in the section on using the present simple tense to indicate the
    future. Write a composition on what you intend to do in a forth coming holiday. Use the
    ideas you came up with in that section.
          Ensure you use vocabulary related to holiday activities. This includes go out with, invite,
    stay, visit, travel, etc.

    Make correct sentences from the table below. Write them down in your exercise
    book.
    Brochure
    A brochure is a booklet or a pamphlet that gives information or publicity about a product.
    It could also give information on a service, or a holiday destination.
            We can make a brochure to advertise a service we give in our school.
    To make an interesting brochure, we need to do a few things. We may follow the following
    steps.
    1. Come up with an interesting sentence that immediately attracts the attention of the
        audience.
    2. Give details about the service or destination, for example a hotel or a park. At this
        point, don’t talk about the price.
    3. Determine the people you are targeting or aiming at.
    4. Make the story in the brochure suitable to the target. How is the visit to your park
         important to the school children you are inviting?
    5. Summarise or write an outline of the important features of the park. Write in bullets
        or something similar.
    6. Let it be easy to read. The sentences should be short and to the point. Make sure you
         write using correct English.
    7. Use fonts or physical writings that are easy on the eyes and attractive.
    8. Give your contacts.
    9. Include positive things said by previous visitors (testimonials).
    10. Use pictures and drawings that help you give the message of the brochure.


    Group project

    Working in your groups, carry out a research on brochures. When you have adequate                                                   information, design a brochure for an area of your choice. You can use old newspapers,                                                  magazines, or if you are near a big hotel or a park, you can borrow a brochure from them.                                                        You may also use the internet if you are connected to it.                                                                                                             Your teacher will reward the group with the best designed brochure

    E. Little laughter

    HISTORY: Why was the math book sad?
    ENGLISH: Because it had so many problems
    Activities: 0

  • UNIT 4: CLOTHES AND FASHION

    Go to section UNIT 4: CLOTHES AND FASHION

    A. Listening and speaking

    Introduction
    Divide yourselves into groups of five and then study and discuss the following
    pictures. Describe the clothes worn in each picture. What determines the clothes that
    one wears?
                      
    Name and describe these clothes. Talk about their colour, length, material, pattern and shape
                       
    1. Working in your groups, carry out research on materials used to make clothes. For
        each material, identify the advantages and disadvantages. You may use the library or
        the internet if you are connected to it.
    2. What are the opportunities found in the clothing industry?
    3. Discuss the following and then answer the questions that follow.
        a) List five clothing items you know.
         b) Mention the materials these clothing items are made of. For example, cotton, leather, linen, etc.
         c) Identify different situations that require a certain manner of dressing.
         d) Give reasons for each of the situations you have mentioned above requires that specific kind of dressing
    Working in your groups, read the following passage and then answer the questions that follow.

    Before I leave the house, I take a moment to consider what to wear. If it is a normal school
    day, I must put on my school uniform. However, everything changes during the holidays.
    If it is cold, I put on a heavy jacket, coat or cardigan. If it is drizzling, I wear a raincoat and
    gumboots. I wear light clothing on a sunny day.
     
    Therefore, the occasion and weather determine what I wear. The occasion can be formal
    or informal. If it is formal, I wear a formal dress like a suit. An example of a formal occasion
    is an interview. Some people wear suits during a wedding. A suit is a formal dress. If it is
    informal, my clothing will be casual. Informal occasions include sports days and parties.

    Many people wear cultural dresses during traditional ceremonies. Women wear long
    flowing silk gowns mostly in blue and white colours. Men wear white vests and loose
    fitting wrappers tied around the waist. They also wear headgear.

    1. What does the writer consider when choosing what to wear?
    2. What does the writer wear during school days?
    3. Why does the writer’s choice of clothes change during the holidays?
    Discussion
    1. In your group, discuss what you would wear,
        a) in school;
        b) during your friend’s birthday party;
        c) in your place of worship;
    2. Why do the President and Members of Parliament wear suits to Parliament?

    Answer the following questions. Your answers should be in complete sentences. For
    example:

    Question: What are you wearing?
    Answer: I am wearing a navy blue pair of trousers, a light blue shirt and black shoes.
                  or
                  I am wearing a black skirt, a white blouse and brown shoes.
           1. What is your friend wearing?
           2. What is your English teacher wearing?
           3. What do you wear when it is cold?
           4. What are you wearing now that it is sunny?
           5. What is the head teacher wearing?

    Role-play
    Practise reading the following conversation in pairs. Take turns to play the two roles.

    Seller:Welcome to my shop. We sell women’s wear, men’s wear, and children’s wear,
               both formal and casual wear. All you need to look smart. What can I offer you?
    Customer: I need some casual wear, something that would shield me from the cold.
    Seller: In that case, this brown sweater will be perfect. It will cost you 20,000 RWF
                only. Unless you are thinking of something else, maybe a different colour?
    Customer: As you can see, I am wearing a cream blouse. It would match with this brown
                      sweater. However,your price is quite high ...
    Seller :Not at all madam ... here, feel the material. It is soft, pure wool; high quality.
               Actually, our prices are quite low. Take this green floral dress, for example; it is
               22,000 RWF only. Where else would you get such a price for a hot weather
               dress? Besides, I will give you a discount.

    1. What is the customer wearing?
    2. What colour is the sweater?
    3. What material is the sweater made of?
    4. Which reasons does the seller give for charging a high price?

    Debate
    Start by discussing the topic below. Write down all the possible points either for or against
    the topic. Your teacher will then divide you into two groups. One group should propose
    the motion while the other opposes it.
            “School uniform for primary and secondary school pupils should be abolished”.
             Appoint a secretary for each group to summarise the points raised. The secretary should
    present these points to the class to determine the winners of the motion.

    B. Reading and comprehension

    Read the following passage and answer the questions that follow.

    Dressing for an interview
    Our clothes say a lot about us. People form an impression about us depending on what we        
    are wearing. How are you supposed to dress for an interview?                                       
           If you are a man, dress in a manner that is professionally
    appropriate. Generally, this means wearing a suit. It is wrong to
    “dress down”. Wear a clean shirt, a tie and matching socks. A neat
    dark-coloured suit with a light, well-pressed coloured shirt is your
    best option.
            Your suit should be comfortable and fit you well. Avoid loud colours and flashy ties.






          Bathe on the morning of the interview. Wear a deodorant. Don’t wear a cologne or an
    aftershave. The scent might be overpowering or worse, cause an
    allergic reaction. Brush your teeth and ensure your hair is neat. If   
    you have a full beard or moustache, trim it.
           Your shoes should be well polished, in good condition, and should match your belt.
           
           If you are a woman, wear a suit with a skirt or decent official
    trousers. Your suit should be simple and comfortable. It should fit you well. If your waistband is cutting you in half, you won’t look good.
     
             Avoid tight, bright or short suits. Choose a knee-length skirt.
    Wear a conservative blouse with your suit. Avoid bright colours,
    animal prints, or anything lacy or low-cut.
             Be careful how you wear makeup. Wear shades that are neutral to your skin tone. Avoid bright or unusual colours or very long nails.
             Keep your jewellery and hair accessories to a minimum. Avoid flashy, distracting or
    shiny accessories.
            Wear low-heeled official shoes that are in good condition.
           Your hair should be neat, clean and conservatively styled. Do not wear banana
     clips, brightly coloured scrunches or elastics with a suit. You should look polished and
    professional. You are more likely to be taken seriously when you present yourself this way.


    Answer the questions below.
    1. Match the words and phrases below with their correct meanings as used in the passage:
                         
    2. According to the passage, why is it important to dress properly when going for an interview?
        A. To look sensitive
        B. To get the job interviewed for
        C. To create the right impression
        D. It is what is expected
    3. What should men wear when going for an interview?
        A. A smart suit
        B. Any decent clothing
        C. Professional clothes
        D. A matching suit, shirt, socks and shoes
    4. Describe how a woman should dress when attending an interview.
    5. A strong perfume
        A. can cause an allergic reaction
        B. can make your interviewers faint
        C. can create a wrong impression of you
        D. is not to be worn
    6. Give a synonym of the word ‘flashy’ as used in the passage. Name any flashy colour.
    7. How should a new student looking for a place in a school dress and why?
    8. Why do you think ill-fitting clothes are inappropriate for an interview?

    Think about this

    1. Discuss in your groups why you think young people should consider the making and
        selling of clothes as a form of employment.
    2. Some young women today wear very tight clothes to work. Young men tie belts that
        hold their trousers around the middle area of their bottom. Discuss with the members
        of your group whether this is proper or not.

    C. Language use

    Present continuous tense

    Read the following sentences out loud

    1. Maria is wearing a blue blouse.

    2. John is removing his shirt.

    3. Mrs. Gasana is wearing a black pair of trousers.

    4. Charles is wearing a T-shirt and a brown pair of shorts.

    5. Alice is wearing a white blouse and a black skirt.

                   

    The present continuous tense is used when talking about an action or a feeling, which is                                                              still going on. This is the case in the five sentences that you have just read.

    Now study the following sentences.

    1. He is the boy who is wearing my jacket.

    2. Why she is wearing a suit when she is going to the farm is not clear.

    3. I can’t understand why you are wearing a T-shirt when it is very cold.

    4. I wonder why he is wearing those tight shorts when he is not comfortable.

    5. It is not easy to see why she is wearing that wedding gown when the wedding is over.

    The sentences you have just read describe the clothing aspect using a WH clause. A clause is a                                          group of words that include a subject and a verb. These words form a complete sentence                                                            or part of a sentence. A WH clause has word/words that have a w and h, or an h sound in                                                            it. They include: what, when, where, why and how.


    Make correct sentences from the following table.

                                       

    We can describe clothes by looking at their colour, length, material, pattern, shape and                                                              thickness. Read the following sentences:

    1. The trouser he is wearing is rather tight. (describing trousers)

    2. The dress she is wearing is new. (describing dress)

    3. The shoes I am wearing are in fashion.(describing style)

    4. The jumper he is wearing is green. (describing colour)

    5. The dress she is wearing is long. (describing length)

    6. The short he is wearing is made of cotton. (describing material)

    7. The cap he is wearing is flowery. (describing pattern)

    8. The scarf I am wearing is rectangular. (describing shape)

    9. The jacket he is wearing when it is cold is very thick. (thickness)                                                                                                In the above sentences, we have described clothes using their colour, length, material,                                                        pattern, shape and thickness.

    Adjectives for describing clothes

       

    Generally, there are adjectives we usually use to describe clothes. These include:


    Discuss these adjectives in your groups. You can use a dictionary to find out their meanings.
    Once you have understood their meanings, use them to construct sentences that describe
    clothing. Your sentences should be in present continuous tense. You will later present
    these sentences to the rest of the class.

    D. Writing

    Descriptive writing
    Descriptive writing has to do with describing things in detail. When you are writing a
    descriptive composition, you must make sure that your reader sees, feels, tastes, hears or
    is able to touch what you are describing in his or her mind.

    For example:

    Unlike his nylon shirt, which is rustling when he walks, the dress she is wearing is as soft
    as wool. However, it is tight-fitting, making it hard for her to move especially when she is
    rushing after him.
    Make the reader feel
    With clothing, you can describe the texture of the material. How does it feel to the touch?
    For example, relate the texture to sand if it is rough and to silk if it is soft.
    Make the reader hear
    Have you ever noticed that clothes produce a sound as a person walks? Talk about it.
    Make the reader see
    Here, talk of the colour and the shape. Is the cloth red, green or yellow? Is it fitting, baggy
    or have a plunging neckline?

    Imagine you are attending a wedding or a party. Write a descriptive composition about what
    is happening. Describe the clothing people are wearing and use the present continuous
    tense. Your composition should be between 150 and 200 words.

     
    Make correct sentences from the table below. Write them down in your exercise
    book.
              

    E . Little laughter

    What did the traffic light say to the car?
    You there, don’t look, I am changing!

    Activities: 0

  • UNIT 5: BOOKS AND SCHOOL WORK HABITS

    Go to section UNIT 5: BOOKS AND SCHOOL WORK HABITS
     

    A. Listening and speaking

    Introduction
    Practise reading the conversation below in your groups.

    UMUTONI:Gatete, it is rude of you to keep us waiting.
    GATETE:I am sorry. I have been in the library since 3 p.m.
    MUBYEYI:It is okay, Gatete. What have you been doing in the library?
    HIRWA:Reading ... surely, what else does someone do in the library?
    UMUTONI:Come on Hirwa, we deserve an explanation. We have been in this room
                       since 3.30 p.m.
    GATETE:Have you ever read Chinua Achebe’s novels?