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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 HopePrimary 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, youfeel better after awhile. Tell me, do you
still love Agriculture?It is offered here, you know.UWASE: Yes, I do. I like itbecause we practiseit every day at home.We prepare theland for the plantingseason. We also lookafter animals like cowsand goats. I love thatsubject. I love Mathtoo. I am told thisschool offers Physics. Iwould like to study it.KAJUGA: Yes, they do. We havefour physics lessonsevery week. You mightend up as an engineer. Personally, my favourite subject is History. I read itevery day. I would like to be a lawyer or historian. I love English too. I practisepublic speaking in the evenings. I know I will meet and address many artlovers.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 gladwe 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 passageFriends
As Uwase and Kajuga were walking towards the library, Gasaro ran to them. She happilytapped Kajuga on the shoulder. Kajuga turned around and excitedly gave Gasaro a ‘highfive’.“Sorry, I forgot to tell you I was
leaving for the library!” Kajuga said.“It is okay, Kajuga. Mr. Gasana keptme 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 lookslightly 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 sureshe 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 bean 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, comewith us to the library please. We read ahead of the teachers every day, and we borrownew 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 schoolmatesB. 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 Uwamahorodonated five acres of land and money to build it. It is located ten kilometres from MuhangaTown.A man-made forest, a garden and playground surround my school. The school is madeup of two beautiful rows of a three-storey building. This is where the classes are. There isanother big structure that houses the staffroom and the library. The staffroom structuremakes 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 hostelwhere we sleep.We have twenty-three teachers, a storekeeper, a librarian, an accounts clerk, three cooksand two guards. All the teachers in the school are highly qualified and experienced. Thehead teacher teaches History and Geography. Her deputy teaches English and Literature. Ilike studying Mathematics and English.We have about four hundred and fifty students in our school. Our school uniformconsists 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 nineperiods of forty-five minutes each. We usually get a short break of fifteen minutes and alonger one of thirty minutes. We usually have a library period in our weekly routine. Weborrow 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 friendlyB. U-shaped, big and landscapedC. A big, friendly, girls’ schoolD. A mixed day and boarding school5. 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 KiswahiliB. English and Literature, Mathematics, Kinyarwanda, Geography, History,Entrepreneurship, Biology, Physics, French and Religious StudiesC. English and Literature, Business Studies, Mathematics, Kinyarwanda, Geography,History, Entrepreneurship, Biology, Physics, French and Religious StudiesD. English and Literature, Mathematics, Kinyarwanda, Geography, History,Entrepreneurship, Biology, Physics, Chemistry, French and Religious Studies6. 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 anumber 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 prefect2. 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, are1. 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 theactivities you do while at school. One of you should ask the questions while the otheranswers. 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, animalsand things.Describing places and objects
In describing a place, an object or a creature, we ask the questions that follow. This enablesus 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 peopleto get a clear picture of what you are talking about. In order to write a good descriptivecomposition, 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 atthe same time talk about their character. Here is what you caninclude 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. Forexample:‘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 asshe approached. Was she real or simply a dream? She was quite unlike anybody they hadever seen. Her height was the most striking feature; so tall was she that the boys thoughtthe flag post at their school was shorter.Her long shiny hair curled in spirals. It danced beautifully around her elegant shouldersas she walked. Her face was something to behold. It was as flawless as china-ware. Hereyes were beautifully set. They shone brightly with love and compassion. She had naturaleyebrows. They arched as if to worship the brilliant stars that her eyes were. The eyes ofthe boys were reverted to her mouth. It had opened in a beautiful smile to reveal whiteteeth. 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. Onreaching the two little boys, she bent down and picked both of them up. She took one ineach arm. Ah! Her perfume was fresh and tantalising.“Hello there,” she greeted them. Her soothing musical voice sounded like drippinghoney.She was the National Beauty Queen and had come to observe life in the slums. Her aimwas 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 herbeauty, but also her humility and compassion. The little boys simply thought that she wasstunning. 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 fieldsoccupy the largest portion. The tuition and administration blocks are set apart from thedormitories which are to the north of the compound. Neatly-kept bottle-brush tree fencesmark the boundaries of the various small rectangles. The teachers’ quarters are next to thedormitory areas at the north eastern end of the school compound. To the west, betweenthe 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 easternside of the compound.There are flower beds around the administration and tuition blocks. The classroomsform a ‘U’ comprising twelve classrooms, two laboratories and a library. The laboratoriesand the library make the southern side of the ‘U’. The administration block is like a tildeon top of the U and has two doors, one opening to the classrooms and the other to theassembly 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 themornings when you will hear a thousand swish-swishes as girls tidy up the paths in the dimmorning light. There are hardly any security lights around the school and the few availableones are promptly switched off at five thirty in the morning. The students have to usetorches to tidy up the compound and water the flower beds that are a luxuriant greeneven 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.File: 1URL: 1UNIT 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 plentyYou need proteins? In bean stewthere is plenty.A balanced diet, we all must have,A balanced diet will take us aboveA great dish, we should all savour,Eat slowly, as we taste the flavour.Food is GoodI 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 proteinsGreens 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 abalanced 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 andcassava. 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 andlentils.Vitamins, which are natural substances found in fruits and vegetables, help us stayhealthy. They protect us from vitamin-deficiency diseases.A meal which consists of carbohydrate, proteins and vitamins is said to be a balanceddiet. 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. Explainhow 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 variousdeficiency diseases. You are determined to correct this situation.Working in a group, outline a talk you would give to the villagers to help them improvetheir health. Identify the dietary habits you would tell them to adopt and give the reasonsfor 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 yourportion size be? Choose wisely and eat healthily every day,three times a day.Serve whole-grains and choose more fish, poultry andless red meat. Always opt for low-fat dairy foods. Yourmeals don’t have to be expensive with plenty of substitutespresent. Choose cassava, arrowroots, sweet potatoes ormaize for carbohydrates. Substitute meat with beans, peasor eggs. Also, eat locally available fruits and vegetables.Breakfast
You must include protein in your breakfast. When theyare available, choose from eggs, salmon, lean ham orlow-fat dairy. Alternatively, take a chunk of cassavaand a helping of beans, followed by a banana. Top yourmorning toast with a scrambled egg, a slice of smokedsalmon or lean ham. Alternatively, enjoy an omelette.Do, not skip breakfast. It plays a key role in maintaininghealthy weight.Mid-morning snack
Eating small portions and often is good. Spread yourintake evenly throughout the day. Make every snackcount with nourishing options. Swap your biscuits foroatcakes. Spread with peanut or almond nut butterand 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-graintoast topped with baked beans.Mid-afternoon
Satisfy that craving and the need for energy with fruit. Eat groundnuts, simsim and anyavailable 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. Combinethem 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 isimportant 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 havebeen used in the passage. You may use a dictionary.Down
1.Choose to take or not take a particular course of action2. Good for your health3. One part of something larger4. A large piece of something5. Takes the place of something or someone else6. Meat containing little or no fatAcross
1. To make something firm, or unlikely to change2. Keeping someone healthy with food3. Containing the grain without anything having being removed4. A strong desire for something5. 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 morningB. In the evening D. At all times3. Why is it important to eat a balanced diet?A. To add weightB. To remain healthyC. To build up caloriesD. Carbohydrates, proteins and vitamins are available4. 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 canconsult 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 whohas this disease should eat.C. Language use
Simple present tense
Do you remember the simple present tense? Turn to the previous Unit and quickly remindyourself 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. Forexample: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 stayhealthy.
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 classof 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 ushow frequently the events happen.Therefore, adverbs of frequency show how often or not something happens. Theyinclude: 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 somewords 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 canbe counted, whereas others cannot be counted. Nouns that can be counted are calledcountable 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 thanone. We indicate plural by adding ‘s’ to a countable noun. Look at the following examples;Singular Pluralbanana – bananasorange – orangesflower – flowersbooks – booksegg – eggsFor non-countable nouns, we leave the noun as it is. Look at the following examples.Singular Pluralmilk – milkoil – oilsalt – saltfish – fishStudy the table below.
Use the words in the brackets to fill in the blanks in the following sentences. Use thewords 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 indicatequantities 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 isnothing. 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’. Ifthe 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 balanceddiet 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 todescribe your breakfast. Thereafter, read the sentences to the class. The class shouldsay 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 requiredand 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 pepperMethod• 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!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. Timeseems 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 likewatching 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 wentto 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 theGishwati 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 andwhat 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 placesyou 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 canbe a place you visited or an event you attended. Also, it could be an incident thatyou were involved in. Narrate all that you came across during your visit. Make it asdescriptive 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 plansMany learners look forward to the next school holiday. There is excitement as holidaysapproach. Finally, they can take a break from routine. However, many students do notspend their leisure time productively.Manzi and Ingabire were discussing how they are going to spend the six-week Decemberholiday. It was beginning in three weeks’ time. Both of them were excited.Ingabire said, “This coming
holiday, my sister and I aregoing to go to Rusizi. My uncleand other relatives live at thelake-view border town. Myuncle, Nsengiyumva, has a bigelegant mansion. We are goingto stay there for three weeks.“My sister and I are goingby Volcano Bus. We are goingto board it at Nyabugogo, atexactly 6:30 a.m. Since it’s along journey, we will carrysnacks. When we arrive, I amgoing to help my aunt withhouse chores. I am also going tohelp keep the compound clean.My cousin, Kalisa, is going totake me around Rusizi Town. We’ll cross the Congo border. I hope we are going to travelby 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 iscoming back from China soon. She had gone there for business. My aunt is rich, successfuland has many employees. However, I will offer to help with chores. I am going to spend mostof my leisure time reading English and Kiswahili novels. The two are the main languagesused by the East African Community. I will easily interact with East Africans when I amfluent in both. My aunt is my role model. When I finish my studies, I am going to engagein 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 modeb) students d) successfulc) arrivel6. 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 becauseA. 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 frequencyor time/duration. Use the following words
Our geography teacher has .......1....... been promising us that he would organise a trip tothe 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 theschool.The day .......5....... came. The whole class was excited. They were so excited that onthe day, everyone arrived at school before dawn. We were all smart with our uniformsspotlessly cleaned, starched and our hair beautifully done. The school had hired a bus totake the fifty of us to the Kigali zoo. We were all anxious for we had heard many excitingstories 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 andsoon we were on the highway.We had been driving for about .......8....... when suddenly I heard the bus give a loudmoan. This was followed by some shaking movement from under the bus. We all keptquiet and looked at one another .......9....... looking at the driver. He was biting his lipsand holding the steering wheel as if his life depended on it. Before we could ask what thematter was, the bus came to a stop. He opened the driver’s door and walked towards therear 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 .............resPast 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 abouta place we could visit during the holiday. We competed in listing holiday destinations. Wehad not visited but only heard of most of them.She asked us whether we actually knew where they were. We responded honestly thatwe did not. She smiled broadly and congratulated us for being ambitious. She planned forus 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 lastconstant 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 toform 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 shouldbe 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 borderat around midday. We ........4........(be) feeling a bit hungry and so we ........5........(decide) totake lunch. We........6........(go) to Jumuia Hotel. There, we took a meal of rice and chickenstew. 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 thejourney 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) thereat eight thirty. We were........11........ (clear) to cross over to Busia, Kenya. I wasn’t reallyinterested 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. Thiscoastal town was over five hundred kilometres away. We decided to spend the night inNairobi, the noisy and disorganised Kenyan city.We ........14........ (rise) at dawn and got into our vehicle. I ........15........(experience) the mostamazing 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 beforewe........17........ (step) into the wonderful hotel. The White Sands would be our home forfour 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 youdid 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 aretalking about them as if they are happening now.
Working in groups of five, imagine you are planning for a tour to the national park. Writedown 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 plansFixed holiday plans are those plans that you intend to carry out. These enable you to havethe 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 shallenjoy its peaceful environment and luxurious rooms. Weare 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 excitingstay in Butare during the holiday.
Look at the work you did in the section on using the present simple tense to indicate thefuture. Write a composition on what you intend to do in a forth coming holiday. Use theideas 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 exercisebook.
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 followingsteps.1. Come up with an interesting sentence that immediately attracts the attention of theaudience.2. Give details about the service or destination, for example a hotel or a park. At thispoint, 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 parkimportant to the school children you are inviting?5. Summarise or write an outline of the important features of the park. Write in bulletsor something similar.6. Let it be easy to read. The sentences should be short and to the point. Make sure youwrite 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 problemsUNIT 4: CLOTHES AND FASHION
A. Listening and speaking
Introduction
Divide yourselves into groups of five and then study and discuss the followingpictures. Describe the clothes worn in each picture. What determines the clothes thatone 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. Foreach material, identify the advantages and disadvantages. You may use the library orthe 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 schoolday, 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 andgumboots. I wear light clothing on a sunny day.Therefore, the occasion and weather determine what I wear. The occasion can be formalor informal. If it is formal, I wear a formal dress like a suit. An example of a formal occasionis an interview. Some people wear suits during a wedding. A suit is a formal dress. If it isinformal, my clothing will be casual. Informal occasions include sports days and parties.Many people wear cultural dresses during traditional ceremonies. Women wear longflowing silk gowns mostly in blue and white colours. Men wear white vests and loosefitting 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. Forexample:Question: What are you wearing?Answer: I am wearing a navy blue pair of trousers, a light blue shirt and black shoes.orI 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 RWFonly. 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 brownsweater. 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 is22,000 RWF only. Where else would you get such a price for a hot weatherdress? 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 againstthe topic. Your teacher will then divide you into two groups. One group should proposethe 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 shouldpresent 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 interviewOur clothes say a lot about us. People form an impression about us depending on what weare wearing. How are you supposed to dress for an interview?
If you are a man, dress in a manner that is professionallyappropriate. Generally, this means wearing a suit. It is wrong to“dress down”. Wear a clean shirt, a tie and matching socks. A neatdark-coloured suit with a light, well-pressed coloured shirt is yourbest 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 anaftershave. The scent might be overpowering or worse, cause an
allergic reaction. Brush your teeth and ensure your hair is neat. Ifyou 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 officialtrousers. 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 orshiny accessories.Wear low-heeled official shoes that are in good condition.Your hair should be neat, clean and conservatively styled. Do not wear bananaclips, brightly coloured scrunches or elastics with a suit. You should look polished andprofessional. 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 sensitiveB. To get the job interviewed forC. To create the right impressionD. It is what is expected3. What should men wear when going for an interview?A. A smart suitB. Any decent clothing
C. Professional clothesD. A matching suit, shirt, socks and shoes4. Describe how a woman should dress when attending an interview.5. A strong perfumeA. can cause an allergic reactionB. can make your interviewers faintC. can create a wrong impression of youD. is not to be worn6. 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 andselling of clothes as a form of employment.2. Some young women today wear very tight clothes to work. Young men tie belts thathold their trousers around the middle area of their bottom. Discuss with the membersof 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 describeclothing. Your sentences should be in present continuous tense. You will later presentthese 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 adescriptive composition, you must make sure that your reader sees, feels, tastes, hears oris 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 softas wool. However, it is tight-fitting, making it hard for her to move especially when she isrushing after him.Make the reader feelWith 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 hearHave you ever noticed that clothes produce a sound as a person walks? Talk about it.Make the reader seeHere, talk of the colour and the shape. Is the cloth red, green or yellow? Is it fitting, baggyor have a plunging neckline?
Imagine you are attending a wedding or a party. Write a descriptive composition about whatis happening. Describe the clothing people are wearing and use the present continuoustense. 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!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 roomsince 3.30 p.m.GATETE:Have you ever read Chinua Achebe’s novels?
A Man of the People is so interesting that Icouldn’t put it down.MUBYEYI:Chinua Achebe is my favourite author. Ihave read two of his novels since I joined thisschool. I have read A Man of the People andThings Fall Apart.HIRWA:The best book I have ever read is Think Big, byDr. Ben Carson. The book is about Dr. Carson’sown life. He talks about how he made it tomedical school to become a neurosurgeon. Healways took the last position in class...UMUTONI: I read Think Big too. Dr. Carson and hisbrother, Curtis, were not performing well inschool. The reason for this was because they were always watching TV.Their motherstopped them from watching too much TV and they started performing well.GATETE:See, I am not the only one who has walked on the moon!MUBYEYI: (laughing) Okay, let us get on with the group discussion. We should say thebooks we like reading. We should also say who our favourite author is.HIRWA:I already said my favourite author is Dr. Ben Carson. I like reading motivational books.UMUTONI:I have read Weep Not, Child. My favourite author is Ngugi wa Thiong’o.I like Peter Abrahams too; I have read his novel Mine Boy. I love reading novels.Generally I like reading fiction. I find non-fiction, for example, Ben Carson’sbook, a bit uninteresting.MUTESI: What’s the difference?GATETE:Fiction refers to imaginary writing; whereas non-fiction refers to true accountsor stories ... Obviously you have all guessed who my favourite author is – Achebe.MUBYEYI:I like short stories.I have read Chimamanda Ngozi’s A Private Experience. Itencourages us to be tolerant of each other. She might just be my favourite author!Discussion
Get into small groups and read the following poem before discussing the answers tothe questions that follow.Reading booksI have read many interesting books,I like authors whose words are like hooks,They keep the reader glued to the page
And have the right words for my age.I have learnt lessons from books,these words straighten crooks.Read and you reason better,even if it may be realised later.I like reading playsHere, I enjoy word playsGive me that novel,And I’ll find something novelGive me a book,offer me books,And watch my looks,You’ll see a big smile,As I slowly devour the pile.
1. What is the poem talking about?2. Does your school have a library? What kinds of books are found in the library?3. What kinds of books do you read for leisure? Who is your favourite author?4. What are some of the magazines and newspapers published in Rwanda? Which onesare your favourite?5. Explain to your group what you think good reading habits are.Read the following paragraph:
The school library was one of the best and richest outside-the-classroom sources ofknowledge. When Oades took us to the library in the first few days after my arrival atAlliance, I stood at the door, mesmerised by the sight of shelves upon shelves of books in abuilding devoted to nothing else but books. I had never seen so many in my life. I could notbelieve that now I could go in, borrow books, return them, and get some more as oftenas I wanted. I swore that I would read all the books in the library. There was no guidance,but does one wait for a guiding hand when one is standing on the banks of a river, thirsty?(From In the House of the Interpreter by Ngugi wa Thiong’o)
1. Write a description of a favourite book you’ve read. Share it with your desk mate.Explain what makes the book memorable.2. In small groups, choose a group leader and read the following excerpt for a novelcalled Names and Secrets by Mark Mutali.“From today, Chekai is a peace ambassador of the President in this district,” the visitorannounced.He pulled out a shiny medal from his bag and hung it round Chekai’s neck. On the medalwere inscribed the words, Peace Ambassador. He also gave him a letter of congratulations. Theletter was signed by the President. Chekai was so proud to hold the letter. He felt like a hero. Headmired the President’s signature. He knew that life for him was going to change completely.“Congratulations, Mr. Ambassador!” the visitor declared.“Thank you, sir!” Chekai managed to speak amidst the tears of joy. He pulled out a whitehandkerchief from his shorts and wiped his wet face. Odhis jumped forward, put his handon Chekai’s shoulder and helped to wipe away the tears. This caused laughter among theteachers and other pupils.“Chekai has won himself 100,000RWF for his essay entitled: To defeat the enemy, letus be together as one. He will receive the money at the District Education Office in thecompany of his parents.”The clapping went on for a long time. The mood of excitement remained in school afterthe visitor had gone. Everybody was friendly to Chekai.The academic master made photocopies of Chekai’s essay. He pinned the copies on allthe notice boards and in all the classrooms. The whole school was excited as they read the essay.3. Your group leader should now organise you to read a few paragraphs from a storybook.Answer these questions after reading the paragraphs.a) Do you like the story?b) What is it about?c) Why do you like or not like the story?Your group leader should report the group findings in class.Repeat the above group work with a whole storybook.Choose a book you are familiar with.B. Reading and Comprehension
Read the following passage and answer the questions that follow.
Confessions of an AIDS victim
by Caroline AdallahI looked across the hotel and at the same time, a young man seated at the far end smiledat me. I smiled back. He wasn’t bad looking, was he? I looked past him to the clock onthe wall. It was some minutes to six in the evening. Aunt Alice would be expecting us forthe dinner celebration at her place any time from then. I had been staying with her inBuruburu since I finished my university examinations.I finished my drink, excused myself and headed to the ladies.
My move secured the anticipated result - the youngman followed seconds later. We met in the corridor.“Congrats,” he said looking at my graduation gown.“Thanks,” I said with a big smile.“My name is Alex, and yours?”“Cathy,” I said. “Those over there are your parents?” I answered with a nod.“Here is my card,” he said producing a white gold-printed business card. I could see he worked as a salesrepresentative with IBM.“Do I expect your call tomorrow morning, say, at eleven?”“That is fine with me.”“Please, don’t forget to phone,” he recalled as I walked into the ladies.That is how Alex entered my life − as a graduation package, three years ago. Was this asuicidal move? I wonder. Through his well-known connections, he got me this job inEldoret and we have been lovers since then.I have seen the better days of my life with Alex. Candle lit dinners, buffet lunches andon some occasions, cocktails. Alex has been gentle and loving, and generous if I may add.He has been paying my house rent, helped furnish my house and occasionally brings mebreathtaking gifts ... It is impossible to imagine how AIDS got into such tranquillity.(From Confessions of an AIDS Victim, by Caroline Adallah)
Answer the following questions.1. The following meanings are for words used in the passage. Look up the words in thejumble below and place them against the correct meaning.a) foresaw something in advanceb) something you do that appears like killing oneselfc) counter where drinks and foods are served and one takes his/her choiced) calmness/peacefulness
2. We can best describe the first meeting between the narrator and Alex asA. friendly. C. planned.B. accidental. D. chance.3. The narrator first met AlexA. at a graduation party. C. at her aunt’s place.B. at an entertainment place. D. in a hotel.4. Name all the things Alex has done for the narrator.5. Which words best describe the narrator?A. Promiscuous and untrustworthyB. Friendly, social and promiscuousC. Untrustworthy, social, ambitiousD. Young, ambitious but promiscuous6. This passage teaches us that HIV/AIDS can be spread through ______.7. Do you think the narrator and Alex practised safe sex? Give a reason for your answer.8. Explain what the narrator means by “It is impossible to imagine how AIDS got into such tranquillity.”9. What can students do to help prevent the spread of HIV/AIDS?Think about this
1. There is a young person in a certain school who has decided to abstain from sex. Hisfriends have been making fun of him. What do you think of this?2. Research has shown that young people are the most affected by HIV/AIDS. Discusswith members of your group how this affects our country’s economy.C. Language use
Present perfect tense
Study the following sentences.1. Mary has read the yellow book.2. I have arranged the books in the library.3. We have read the extract from the novel.4. The reading lesson has ended now.5. John has written poems.
This tense consists of a form of ‘have’ and a past participle. Here are examples in sentences:1. We have read Things Fall Apart.2. She has borrowed a storybook from the library.3. I have enjoyed reading Mine Boy since I go to this library.4. He has enjoyed reading the short story.
Fill in the gaps using the correct choice from the ones given.1. My friend ........... this novel.A. read C. has readB. is reading D. have read2. I ........... books in the library.A. am arrangeB. have arrangedC. is arrangingD. has arranged3. Mutesi ........... two storybooks from the library today.A. is borrow C. has borrowedB. has borrowing D. have borrowed4. Gasana ........... at the library.A. has arrived C. is arrivedB. have arrived D. arrive5. Our group leader ........... us in reading a novel.A. has led C. are leadingB. have led D. leading6. I ........... this book today.A. will reads C. has readB. is reads D. have read7. Which books ........... on this shelf?A. have you arranged C. are you arrangedB. has you arranged D. will you arranged8. Hirwa ........... his favourite author is William Shakespeare.A. has said C. have saidB. will said D. is said9. Amah Ata Aido ........... many books.A. has wrote C. has writtenB. have wrote D. have written10. We ........... the library.A. are clean C. has cleanedB. have cleaned D. will cleaned
Change the following sentences into the present perfect tense.
For example:I reminded them about the exercise the teacher left.Answer: I have reminded them about the exercise the teacher has left.1. John read the passage frequently.2. Mary formed the words correctly.3. The students arrived in the library.4. I read the magazine.5. I read Chinua Achebe’s Things Fall Apart before.6. The teacher forbade us to make noise in the library.7. Ali borrowed the book8. Who threw the book away?9. Betty went to the library.10. Daniel attempted all questions.
Make correct sentences from the table below.
D. Writing
Essay writing
Writing forms an important part in our learning of English. Authors write well. That iswhy we enjoy reading their books. We write compositions in English. We also write essayanswers in the other subjects we learn at school. We should be able to write clearly andcoherently.Before we start any writing task, we should bear in mind the following questions:1. Who are we writing for? This determines the tone and formality of what we write.2. What do we want to say? This enables us to gather information and to plan how wewish to convey the message.After writing down what we planned to write, we should read it out loud to ourselves.Alternatively, we could verbalise it, depending on where we are. If we have written andpunctuated sentences well, we should find it easy to read. It will be easy to detect thepauses.We should always check for errors in what we have written. These include spelling errors,vocabulary usage, and grammar. The checking should be thorough. A sentence shouldexpress a complete thought. It is therefore meaningful on its own. For example:1. Mark has written a novel.2. Vincent and Molly have read that novel.Planning your writing
A good writing plan includes an outline. This is the structure of your composition or story.Decide how you will start the story, develop and conclude it.Thereafter, make notes for these parts. Once you are through with the notes, write yourwork. Do this by creatively joining the sentences. One idea should flow into another smoothly.Use conjunctions and discourse markers. Also use figurative language appropriately.You must read through your work once you are through. This will enable you to correctmistakes. Ensure that your grammar is correct.In writing, you can recount, explain, define or contrast something. Recounting meanssaying how something happened. It actually means telling a story about what happened.To explain means making something clear or easier to understand. You can make peopleunderstand through a story. For example, myths help us understand the origins of somethings in life.To define means to say what the meaning of something or a word is. You can tell a storyby helping your readers understand something.Contrasting means comparing two things in order to show the differences between them.A good writer should be able to recount a story. He or she should be able to explain ordefine terms. In addition, the writer should be able to contrast events or issues in his orher story. This is what you should desire to do.
Imagine you are the author of the story below. In your groups, make notes that wouldhave helped you write it. Compare your notes with those of your desk mate.Beyond the barricades
by Muthoni wa Gichuru“I will put this on the testing kit and shortly we will see what it shows.” she said pointingat the testing kit. “This is what we’ll use to test your blood. If you see one line here, thenyou know you are in the clear. If you see two lines rise then you are HIV positive,” sheexplained.“Now I have to sit here and watch my fate decided by lines,” Tracy said jokingly.“Nothing can decide your fate except yourself, Tracy. Regardless of the results, you are theone who will decide what kind of life you want to live.”Tracy tried to keep her eyes away from the testing kit but she kept on glancing at it. Shemanaged to sit still for the first five minutes, and then she started fidgeting and finallystood up and started pacing. The waiting seemed interminable and she wondered how tenminutes had taken so long to elapse. Then when the waiting was over, and she wished theminutes had dragged on forever.*****Tracy could not believe her eyes. She rubbed them and looked again and there it was! Shelooked at the two lines and felt the strength draining from her body. She clutched on to thedesk to support herself. It cannot be. I can’t be..., she told herself.“Did you say two lines mean that I am ...” she started and stopped and she looked intoDoctor Saa’s eyes looking for hope, for reassurance, that all was well.“I’m sorry Tracy. According to this test, you are HIV positive,” the doctor told her #sympathetically.“Something is wrong; maybe you mixed my blood with that of someone else. Maybe yourtesting kit is faulty. I could not possibly be HIV positive.”“I am so sorry Tracy. There is no mistake. You have to accept the results so that you canmove on.”“I’m telling you I am not HIV positive. I know that for sure,” Tracy said, heading for thedoor.Doctor Saa held Tracy’s arm and looked her in the eye.“Tracy, you can get re-tested again at another clinic just to be sure. If the test comes outpositive, you will need to accept it so that you can start taking better care of yourself.You are young and strong. You can beat this. Don’t let it destroy you. You have the strengthinside you to conquer all.”Her words meant little to Tracy at that moment.
Write a story on the topic: ‘Fire at the Library’. Start by planning your work. Write notesfor the introduction, the body and the conclusion. Then write your work and check it forgrammatical errors.E . Little laughter
TEACHER: School books are a magic car that will take you all over the world.PUPIL: Then I must take mine to the garage and have them fitted with seat belts!UNIT 6 : HEALTHY LIVING
A. Listening and speaking
Introduction
Practise reading this conversation in your groups.
GATETE:Hey, Hirwa, are you alright?UMUTONI:Yeah, Gatete. He seems to be under the weather.HIRWA:Which weather? Is it because I am feeling cold?MUBYEYIlaughing)He must be more than under the weather ...
HIRWA:What are you talking about? I am not under any weather!GATETE:Being under the weather means you are ill.HIRWA:Oh ... okay. Yea, I am not feelingwell at all. I have chills, jointaches, feel weak and my head willsoon split into two!UMUTONI:Poor Hirwa ... it could be malaria.MUBYEYI: Have you travelled lately?HIRWA: (laughingly)Yes doctor ...UMUTONI:I am serious ... if you travelled,you could have been bitten bymosquitoes.That is how you get malaria. Ifyou have been sleeping under atreated mosquito net, it could be a cold.GATETE:I agree the cold season brings with it colds. However, he should see a doctorto ascertain what it is.UMUTONI:I think it is malaria.Colds are viral infections that affect the nose, throat andthe body’s airway system.GATETE: Then he should be sneezing. He should also be having a stuffy and runny nose,coughing and having a scratchy,sore throat.MUBYEYI: Gatete is right. Hirwa should see a doctor. What if it is flu? Its symptoms arelike those of a cold, aren’t they? The only difference is that flu lasts longer. Itcould as well be asthma or a simple sore throat.HIRWA: You two have a point. Let me go and see a doctor. That way, I will be sure whatis ailing me.Questions
1. What was Hirwa’s problem?2. Discuss the importance of seeing a doctor when you are ill.3. List down at least five common diseases in Rwanda.4. Describe the symptoms of the diseases you have stated in (3).Discussion
Practise reading the following conversation and discuss the questions that follow.
Hirwa is just from seeing a doctor when he finds his friends waiting for him.GATETE: You took years at the hospitals.HIRWA: There were many people waiting to see Doctor Halima.UMUTONI: What did the doctor say?MUBYEYI: Some people really want to find out if they were right.HIRWA: Well, she saidI am suffering from malaria.UMUTONI: (smiling broadly) Does anyone remember what yours truly said?HIRWA: (assuming Umutoni) That is why I am having a high fever. I also have weaknessin my body joints and general body weakness. If I hadn’t got medical help, Iwould have rapidly weakened. I could have died.UMUTONI: Malaria is dangerous! However, you can protect yourself from this disease bysleeping under a treated mosquito net. Also, clear bushes near the house anddrain stagnant ponds. These help mosquitoes breed.HIRWA: The doctor said it is easier and cheaper to prevent diseases than to treat them.For instance, eating clean, well-cooked food can spare us stomach upsets.Wearing warm clothes keeps the cold away!GATETE: I read in a health brochure that fatty foods are not good for health.MUBYEYI: Yes, they cause fat to accumulate around the heart. Then one experiencesheart problems. We should all avoid junk foods and exercise regularly. Thenwe shall stay fit and healthy.Discuss the following:
1. Which disease is being described by Hirwa?2. In a brief paragraph, describe what you and your family can do to avoid diseases.3. Polio is one of the diseases that infants are vaccinated against shortly after birth. Haveyou been vaccinated? What other diseases are children vaccinated against?4. Do you agree that healthy eating can prevent many diseases? List at least four diseasesthat could be prevented by eating healthy food.
1. Highlight three food types and how they are prepared. How can eating these foodshelp in disease prevention?2. How do you observe hygiene in school
Role play
In small groups, prepare a short play in which someone falls sick. This person is then takento the hospital. He or she is admitted for a few days. Thereafter, this person is releasedto go and recover at home. As you prepare, make sure your short play has the following:1. What was the cause of the illness? Was it poor eating habits or poor hygiene? Was itan infection caused by sharing personal items?2. After being released, how is the patient taken care of? What measures are taken toprevent future infection? Do we have health officers advising people on the ways toprevent the illnesses?B. Reading and comprehension
Read the following argument and answer the questions that follow
Healthy diet for disease prevention
You could prevent certain diseases by eating white meats. White meats include fish,turkey, duck, goose, chicken and rabbit. Red meats include beef, lamb, pork, veal, venisonand goat.Red meat is a source of protein and vitamins but it may not be good for health. Eating alot of red meat increases the risk of bowel cancer as research has shown. You should enjoywhite meat and reap the benefits it brings; try fish.
Fish has vitamins and minerals and it’s a majorsource of omega-3 fatty acids. Consuming fishregularly can help reduce the risk of heart disease.It also improves your chances of survival followinga heart attack. Fish lowers the levels of fats in theblood. Raised levels of fats in blood are associatedwith heart diseases. Fish oils also help reduce bloodclotting and abnormal heart rhythms after a heart attackTo add on to this, eating fish can lower the risk of Alzheimer’s disease. Alzheimer’s disease leads to weakening of the brain’s ability to remember things. Fatty acids found infish may prevent damage to brain cells.Further, eating fish can reduce the risk of high blood pressure, which is linked todementia. Dementia causes forgetfulness.Importantly, fish has cancer-fighting properties. Men who do not eat fish are at ahigher risk of developing prostate cancer. Researchers have ascertained this. This risk islow among heavy consumers of fish. Shellfish contains nutrients thought to have cancer-fighting ability.Moreover, it has been reported that fish can help to ease depression.Further, eating fish can reduce and relieve arthritis. Research has shown that heavyconsumers of fish have low rates of inflammatory conditions like arthritis. Studies havealso shown that fish oil reduces symptoms of rheumatoid arthritis.Finally, eating fish can smoothen age lines. Choose white meat today.
Answer the following questions.
1. Working in groups, identify all the diseases mentioned in the passage.Discuss what all these diseases are.2. Match the words in the table with their meanings in choices a-h.
a) intestines, especially the large intestinesb) systematic investigation to collect informationc) get the advantagesd) eatinge) any sickness that affects the heartf) the fact of a person continuing to existg) the turning of blood into a thick solidh) harm/hurt/injury3. Which combinations of meats in the following choices should one eat?A. chicken, pork, beef, venison, vea,l turkeyB. rabbit, pork, goose, chicken, fish, duckC. fish, duck, goose, lamb, goatD. rabbit, goose, chicken, fish4. Which title among the following best summarises the passage?A. healthy eating and livingB. meat for lifeC. Avoiding common illnessesD. The white meat advantage5. List the white meats mentioned in this passage.6. Eating fish can help prevent ............, which affects the brain.7. In point form list down the benefits of eating fish.8. Would eating white meat alone ensure you are in perfect health? Give reasonsfor your answer.9. Young people today are hooked on junk food. What do you think are the effectsof eating junk food?
1. Some young people do not eat because they would like to be small-bodied. Carry outa research on eating disorders from the library, biology books or the internet if you areconnected to it. Find out what diseases can be caused by eating too little.2. Imagine most of the Rwandan population was obese. How would this affect our country?Think about this
1. There are some religious groups that do not believe in taking their children to hospital.Have you ever heard or witnessed this? Discuss the results of such a belief.2. How can good health affect our economy?3. Debate the motion, ‘Prevention is better than cure’.C. Language use
First conditional and modal verbs
For example:1.If the child is not vaccinated, he will suffer from polio.2. If I don’t eat enough vegetables, I will suffer from vitamin-deficiency diseases.3. If I don’t sleep under a treated net, I will suffer from malaria.4. If I don’t drink clean water, I will suffer from water borne diseases.5. If I do not eat enough potatoes, I will suffer from lack of energy.
Copy the following sentences in your exercise book and then underline the modal verbs and the first conditional.1. If the child is not vaccinated, he will suffer from polio.2. If I don’t eat enough vegetables, I will suffer from vitamin-deficiency diseases.3. If I don’t sleep under a treated net, I will suffer from malaria.4. If I don’t use clean water for drinking and cooking, I will suffer from water borne diseases.5. If I do not eat enough potatoes, I will suffer from lack of energy.
Complete the following sentences correctly.1. Unless you are vaccinated .................................................2. If you eat contaminated food ............................................3. If you share sharp objects ..................................................4. If you don’t empty containers around the compound ...................5. Unless you cut long grasses ............................................................6. Unless the doctor operates on his bitten foot ..............................7. If they continue using dirty water ..................................................8. If they get malaria .........................................................................9. If you are coughing .........................................................................10. Unless you go to hospital ...............................................................11. Unless the government builds more hospitals ..............................12. If the doctor doesn’t see him ........................................................13. If the child keeps crying .................................................................14. If you eat unripe fruits ...................................................................15. If cholera breaks out ......................................................................
What will you do if:1. You catch a cold?2. You contract HIV?3. You wear wet clothes?4. You cut yourself?5. A friend faints?6. A friend is choking?Using ‘You can ... by + -ing’ and ‘You should ... by + -ing’We can use the construction You can + by + ing to talk about prevention of diseases.For example:1. You can prevent malaria by sleeping under a bed net.2. You can prevent cholera by boiling drinking water.3. You can prevent HIV/AIDS by abstaining from sex.We can also use You should ... by + -ing to talk about prevention of diseases and diet.For example:1. You should avoid typhoid fever by eating clean and well-cooked foods.2. You should protect yourself from disease by eating a balanced diet.3. You should lower your chances of having a heart attack by eating fish and exercising.
a) Complete the following sentences correctly.1. You can avoid polio by.......................................2. You can avoid tooth decay..................................3. You should avoid obesity by...............................4. You should prevent choking by...........................5. You can avoid diphtheria and whooping cough by...............6. You should avoid suffocating in the kitchen by.........................7. You should avoid food poisoning by...................................................
Make correct sentences from the table below.
D. Writing
In Unit 5, we learnt about planning to write a composition. Revisit the writing section ofUnit 5 and discuss how you can plan your writingPractice Exercise 6Imagine you are a doctor and there are parents of a certain child who do not believe inhaving their child vaccinated. Unfortunately, they are poor and cannot afford a balanceddiet for their child. The child becomes sick and has to be admitted to hospital. They end upspending more money for not having the child vaccinated. Plan and write a compositionon the topic, “Prevention is better than cure”. Give advice to these parents using theconstruction You + can + -ing.Research problem
Carry out research on your own on malaria. You can use your biology books, the library ifavailable, or the internet if you are connected to it.Write your report using the following sub-headings:a) types of malariab) symptomsc) treatmentd) preventionE . Little laughter
TEACHER: School books are a magic car that will take you all over the world.PUPIL: Then I must take mine to the garage and have them fitted with seat belts!UNIT 7: HISTORY OF RWANDA
A. Listening and speaking
Introduction
a) In groups of five, exchange stories about the origins of Rwanda. Choose a secretary whoshould present your findings to the class. With the help of your teacher, summarisethe findings of all the groups into a plausible story.b) Listen as your teacher reads a passage and then fill in the gaps in the following passage.The kingdom of Rwanda was founded in the sixteenth century.Rwanda traces its origins toone of the many small kingdoms beginning .........1......... The oldest of these small kingdomsis the one established by the.........2 .......... It covered most of modern Rwanda. There wasalso the .........3.........founded by the Abazigaba, which covered an extensive area. .........4 .........was in the southeast.King Rwabuguri united these small kingdoms in .........5.......... He extended the kingdomall the way to the shores of .........6 ......... He set up camps of warriors along the boundaries.The warriors used to serve the king. They used to protect the kingdom from attacks.The king used to rule and make
the kingdom to prosper. He hada .........7 ........., which was called‘kalinga’. He used to control largeestates throughout the kingdom.He had many fields of .........8..........These were the basis of his power.The king’s subjects were engagedin various social-economic activities.Farmers .........9......... needed tofeed the kingdom. The warriors.........10......... of the kingdom.Women used to weave baskets andmade beautiful potteries. The menused to hunt and rear cattle.Discussion
The pictures below show what people used to do in Rwanda. Discuss each picture withyour desk mate. Make correct sentences to show what used to happen according tothe pictures. Use used to in your construction.
B. Reading and comprehension
Read quickly through the following passage, then re-read it, and finally answer thequestions that follow.Rwandan myths say that Rwanda’s ancestors descended from the heavens. We share asingle ancestor. Gihanga, our forefather, was the son of Kazi (root). Kazi was the son ofMuntu (human) who came from heaven. The mother of Gihanga was Nyirarukangaga,the daughter of Kabeja, the earth. Gihanga had a son − Kanyarwanda − the ancestor ofall Rwandans. Gihanga had other sons, including Kanyaburundi, Kanyabugesera andKanyabungo. Places and people were named after these sons. They were the founders ofthe ruling families.
Sadly, some young Rwandans think that these are just stories. They are more likely tobelieve the ‘educated’ who say such stories are myths. However, Rwandans have alwaysbeen united as our oral tradition shows.Some of the younger generation easily believe those who speak of fights betweendifferent communities. In the eyes of Rwandans, their country was a place of happiness.People even believed that Imana (God) loved Rwanda more than He did other countries.Without doubt, there is no perfect society. Like any other society, Rwandans have hadtheir fair share of weaknesses and strengths. There are those who have treated othersharshly. A tiny number of educated people came across stories about races. Thereafter,they learned and taught the theories of race and migration of people. They taught aboutopposition between different societies. This small group, ‘the elite’ brought about mistrustamong communities. That is how people started fearing and avoiding each other.Sadly, there have been recent cruelties and genocides. These are a result of man-madeethnic divisions in our country. In fact, many young people may not believe that we allcame from the same parents. However, history shows we did. We shared festivals, joysand sorrows. The poor and rich all lived together, enjoying peace and happiness. That ishow it should be even today.(Adapted from S.M. Sebasoni, The Origins of Rwanda)
Answer the following questions individually.
1. Match the words in Column A with their meanings in Column B.
2. The ancestor of all Rwandans was ............., the son of............., who came from ..............3. Draw a family tree of the founders of the Rwanda kingdom.4. The younger generation may not believe that we all came from the same parentbecause .............A. we have fought, killed and treated each other badly.B. these are just stories told by old people.C. we look different and come from different places.D. they are learned and listen only to other educated people.5. Which group of people do not believe in the story that we all came from the same ancestor?A. The young people C. The educated peopleB. The old people D. None of the above6. Some in the younger generation easily believe those who speak of ............. betweendifferent communities. In the eyes of Rwandans, their country was a place of..............People even believed that ............. loved Rwanda more than He did other countries.7. From the passage, the old Rwanda society was .............A. a perfect society where all were happy.B. an equal society where all were rich.C. had its own weaknesses and strengths.D. had divisions and fights between people.8. What does the writer suggest is the source of the problems facing the Rwandan societytoday?Think about this
In your opinion, why is it important for young people to have a positive attitude about thehistory of their country?
Divide the class into four groups. Each group should sing our National Anthem. Thereafter, eachgroup should discuss its meaning. A group representative will present the interpretations ofthe anthem, to the class.
Here are the national anthems of two other countries in the East African Community. Getinto your groups, read and discuss the messages in these anthems. Report your findingsto the class
Reread the two anthems above and in your own words, write what you think is commonbetween them. How is the Rwandan anthem similar to the other two anthems?C. Language use
Past simple tense
We looked at the use of the past simple tense in Unit 3. Quickly remind yourself ofwhat we learnt.Read the following sentences.1. Farmers grew cereals.2. Warriors served the king.3. Women weaved baskets.4. Everyone wanted raw materials.All bolded words are in past tense.All the events described in the passage happened at a specific time in the past.We use simple past tense to describe events that took place in the past.
Rewrite the following sentences in the past tense.
1. The heir to the throne takes over the king’s seat.2. The Europeans colonise Africa.3. The warriors serve the King.4. Men and boys look after the cattle.5. Women cultivate the land.6. Women weave baskets.7. The abiru advises the queen.8. The agacaca judge cases brought to them.9. The old advise the youth.10. The priests conduct worship ceremonies.
Construct ten sentences of events that happened in the past in Rwanda. Use the pastsimple tense.Adverbs of time
Adverbs of time show when something happens. Here are examples of these adverbs:since, late, before, formally, next, already, and lately. Here are examples of how they areused in sentences:1. In the late 19thcentury, Europeans colonised Rwanda.2. Formerly, Rwanda was under a king.3. Since the 19th century, we have felt the effects of foreigners among us.4. The next decade will have Rwanda richer and more developed.5. Lately, Rwanda has witnessed steady economic growth and progress.Time clause with past simple tense
We can use these adverbs of time with the past simple tense. We then make adverbial clauses of time. We have seen that a clause is a group of words that have a subject and verb. Look at the following examples.1. When the war ended2. When the king ruled3. When warriors served the king4. When women weaved the baskets5. When Rwanda became a member of the UNThe time is shown by the word When.The above are clauses that denote time. The past simple tense is in the verb form, forexample, ‘ended’, ‘ruled’, ‘served’.The time is denoted by the word ‘when’.These are subordinate clauses, meaning they don’t make sense on their own. They arepart of a complete sentence. The subordinate clause is usually attached to the main clausein sentence. For example: When the war ended, Rwanda developed rapidly.
Identify the time clauses in the following sentences.1. When the Second World War broke out, Africans fought alongside the Europeans.2. When the men went to fight, their families stayed without fathers for years.3. Many farms were deserted when the war broke out.4. Many men were killed when they went to war.5. When the genocide broke out, many Rwandans ran away from their homes.6. When the Germans arrived in Rwanda, King Rwabugiri welcomed them.7. Many of the abiru members were unhappy when the king welcomed the Germans.8. African culture was destroyed when the Germans came to Rwanda.9. The Europeans cheated Africans of their land when they colonised Africa.10. Africans rebelled when they realised the intentions of the colonialists.
Use the adverb of time to construct ten sentences describing what happened inRwanda in the past.Time clause:with past continuous tenseWe can also use the time clause with the past continuous tense. We can do this by usingthe world ‘while’. ‘While’ usually shows that two or more activities were happening at thesame time. Look at the following examples.1. While the King was ruling ...2. While the war was going on ...3. While the Europeans were arriving ...4. While Rwanda was liberating herself ...5. While the colonialists were living ...The above clauses denote time with the verb in the past continuous form. Time is denotedby the word while. The verb in the past continuous form takes –ing, for instance, ruling,going, arriving, liberating, and living.
Combine the following sentences using either while or when. Avoid repetitions.1. The Germans established a colony in Rwanda. The Belgians established a colony in Congo.2. Some Africans fought against colonialism. Some Africans encouraged colonialism.3. Rwanda became a German protectorate. Uganda became a British protectorate.4. Rwanda became independent in 1962. Kenya became independent in 1963.5. The Germans signed treaties with African rulers. They took over their land.6. The Germans preferred indirect rule. The French preferred assimilation.7. Warriors protected the king. The abiru advised the king.8. Women made beautiful pottery. Men took care of farms.9. The children played. The adults worked.
The words below are associated with colonial history. Read and discuss them withyour desk mate and then form correct sentences that have a time clause with a pastcontinuous tense.
In your small groups, discuss and come up with a vocabulary of 10 words regarding thecolonial history. You may use a dictionary.
1. The words below are associated with early Rwandan social history. Read and discussthem with your desk mate.
2. Men and women had different roles before the colonialists came to Rwanda. Refer toyour history textbooks and find out:a) what warriors used to dob) who used to weavec) who served the kingd) what men used to do3. In your small groups, discuss and compare the roles of men and women before thecolonialists came, after the colonialists came and their roles today.4. Complete the following sentences to show habits of the past. Use ‘used to’ in eachsentence.a) The women in the Rwandan kingdom ........b) Men ........c) Before the colonialist came, warriors ........d) The warriors ........e) The children ........Here is an example: In Rwanda, before the colonialists came, warriors used to servethe king.Using the sentences that you came up with, write a short history of Rwanda. Focus onhabits of the past, with used to and other past tenses.Adverbials of t i m e + past simple tense
Read the following sentences.In the 19th century, Europeans colonised Rwanda.In 1916, Rwanda became a Belgian protectorate.The words in bold are adverbials of time because they denote an aspect of time. Thewords ‘colonised’ and ‘became’ denote the past tense.
1. Construct 10 sentences using adverbials of time + past simple tense.2. Write 10 sentences about Rwanda’s history paying attention to clauses with pastsimple tense and past continuous tense.
Working in groups of five, research on the important dates in Rwandan history. You mayget this from history books. If you have access to the computer with Internet, you use it.Write down all these dates and use the adverbials of time and the past simple tense.D. Writing
Biography
A biography is a life history of someone written by another person. When called upon towrite a biography, set out what you would want to cover about the person. See to it thatyou do not deviate from this .Always write in third person. This will ensure that the unintended pride associated withwriting in first person is removed.Do background research to know the person better. This will help you to set a purposefor your writing. Ask yourself, how you would want to portray the person; as a rags-to-riches millionaire, or maybe a homeless man who once had it all and how he ended up insuch a situation?Shorter biographies focus only on highlights of a person’s life, or even a single endeavour.Long biographies tell the story of a person’s life, again focused on that person’saccomplishments.Very long biographies, perhaps book length, can cover a person’s entire lifespan.
1. Make correct sentences that show social roles, from the following table.
2. Discuss in groups and write down what happened in Rwanda during colonisation.3. In groups, discuss and write down events in Rwanda after colonisation.4. Research about a prominent person from your locality then write a short biography about his or her life.E . Little laughter
“Ask not what your country can do for you — ask what you can do for your country.” JohnF. Kennedy, President of the United States of America.MOTHER: Young woman, which three adverbs describe you?GIRL: Really, really, really, smart!UNIT 8 : THE PHYSICAL ENVIRONMENT
A. Listening and speaking
Introduction
Practise reading the conversation below.
Gatete, Umutoni and Hirwa are studying a physical geography map of Rwanda. Mubyeyi joins them.MUBYEYI: (looking a bit confused)What are you looking at?GATETE: We are identifying the physical features in our country. I can see a platein the south.
UMUTONI: A plate? Where is it on this map?HIRWA: He meansplateau notplate.MUBYEYI: (laughing) Let me see if I can locate a plate too.GATETE: That is not nice, Mubyeyi.MUBYEYI: I am sorry, Isounded rude.I was only joking.UMUTONI: Hey look! Here ... the VirungaMountain Range.HIRWA: Yes, it runs north of LakeKivu.Lake Kivuis also a physicalfeature you know!MUBYEYI: Hirwa is right. Look, the range includes Mount Karisimbi.GATETE: That is the highest point in our country!UMUTONI: Hey look! Here ... the Virunga Mountain Range.HIRWA: In the north there are mountains and in the south ...MUBYEYI: ... a plateau! There is some lower land here ... along the eastern shore of LakeKivu and the Ruzizi River. This is in the west, right?GATETE: Yes, the altitude is lower towards the Tanzanian border.MUBYEYI: Did I tell you we visited Akagera Park last holidays? It has a savannah landscapefull of beautiful wild animals. We went through its open grassland, acaciawoods, marshes and swamps.UMUTONI: Our country is beautiful. Did you know that the Nyungwe Forest ... there it is... in the southwest − it is the largest mountain rain forest in Africa?HIRWA: That is amazing! Our country is made up of rolling grassy hills and valleys! Weare the land of a thousand hills!Discussion
In your groups, read the following sentences in turns. In each instance, discuss the
instructions in the brackets.
1. Hills can be found in the north of Rwanda.(Name exact places where hills are found in Rwanda.)2. Plains can be found in the eastern part of Rwanda.(Where exactly is the plateau found in Rwanda?)3. Coffee can be exported from Rwanda.(Where is coffee planted in Rwanda?)4. Maize can be grown in arable land.(In which parts of Rwanda is maize grown?)5. Baboons can be found in the Volcanoes National Park.(In which forest are baboons found in Rwanda. How is the climate in that area?)6. Tourist sites can be visited.(Mention the tourist sites in Rwanda.)7. Fish can be caught in our rivers.(Name the lakes and rivers in Rwanda and say where they are found.)8. Hydro power can be generated at Ntaruka Power Station.(Name other places where hydro power is generated in Rwanda. Why are these placesmore suited for hydro power production?)9. Methane can be extracted from Lake Kivu.(What is methane used for?)10. Tea can be planted in Gisovu.(Which part of our country has the most arable land?)
In groups of four, study the map below again.
1. Do you think these physical features are resources? Give reasons for your answer.2. Form sentences that include the modal ‘can’. Say where the resources like fish andwildlife can be found or utilised. Refer to the map. For example:a) Fish can be caught in Lake Kivu.b) Rusumo Falls can attract tourists.c) Rwanda can earn foreign exchange from tourists visiting Virunga Mountains.B. Reading and comprehension
Read the following passage and answer the questions that follow.
Paula is taking us on a ‘gorilla trip’ in Volcanoes National Park. We were apprehensiveabout sending money for this trip. We haven’t known Paula for long and her tour companyis not in our travel book. We had only come to know about her through a friend. When wefinally met and interacted with her, we are ashamed we ever doubted her. She is simplyamazing.“Is this the best time to visit Rwanda?” I had asked as we planned the trip.“The ‘best time’ depends on an individual.”“Indeed ... what is the weather like?”“Here is a rough guide
to the climate in Rwanda.However, my knowledge isfrom my experience, not themeteorological department.Besides, Africa’s weatherpatterns are becomingincreasingly unpredictable.”“It’s the same everywhere,Paula ...”“Exactly ... Rwanda’s relatively high altitudeprovides it with a pleasanttropical highland climate.Temperatures vary betweenlocations depending on altitude. However, there is very little variation for, say, a month inthe same place. For instance, Kigali has an average daily temperature of about 21°C. Someplaces are warm at 21°C; others are warmer at 25°C.”“Okay ...”“Rwanda’s long rainy season lasts from March to May. The longer dry season lasts fromJune to mid September. The driest and hottest month is July.”“What of October to December?”“We experience a shorter rainy season then. This is followed by a short dry season fromDecember to February.”From the airport, we went to see the genocide memorial as it was only 10 o’clock. Paulathen booked us in at Sainte Anne Hotel, Musanze. We left for Hotel Muhabura for a mealas she strongly recommended.Later, we’ll head south to tour Nyungwe Forest. Finally, we’ll travel west to sunbathe onthe beaches of Lake Kivu.
Answer the following questions.
1. Using a dictionary, find out the meanings of the following words:a) apprehensiveb) climatec) meteorological departmentd) weather patternse) altitudef) temperatureg) rainy season2. Why were the narrator and the other tourists afraid of sending money to Paula?A. She was not in their tour book.B. She was in a different country.C. They hadn’t known her for long.D. They hadn’t known her for long and they didn’t have her tour company in their travel book.3. Why is ‘best time’ quotation brackets?A. It wasn’t really a good time.B. ‘Best’ depends on individuals.C. She wasn’t happy with the question.D. It was rainy and windy.4. The average temperature in Kigali is ...............5. Rwanda experiences the most rain in the months of ............... and the least in themonths of ................6. Which period will have high temperatures? December to May or June to November?Give reasons for your answer.7. Why do tourists visit Rwanda?8. Give words that show the visitors enjoyed their visit.9. Give this passage a suitable title.C. Language use
The passive voice verb phrase is made up of auxiliary verbs such as am, are, was, were,and a main verb.
Rewrite the following sentences in the passive voice.
1. People generate power from methane in Lake Kivu.2. Tourists see gorillas in the Volcanoes National Park.3. Rwanda receives long rains between March and May.4. Rwandans clean the environment every first Saturday of the month.5. People call Rwanda the land of a thousand hills.6. Rwanda exports agricultural products to Europe.7. Rwanda imports machinery from China.8. People use irrigation in about 94 square kilometres of land.9. Farmers practice terrace farming.10. Farmers cut down trees for agriculture.Passive voice with ‘can’
Passive voice can be used with modal verbs. For example: Trees can be found in NyamagabeForest.Can is a modal verb. Other modal verbs are: could, may, might, must, should, will, would.
Change the following sentences into either passive or active sentence.Example:
Electricity can be generated from methane (by people).People can generate electricity from methane.1. People can see gorillas in the Volcanoes National Park.2. People can grow cassava and potatoes in many districts of Rwanda.3. Rain water can be tapped and stored for use.4. A number of minerals, for example, tin ore and gold, can be mined in Rwanda.5. The soils in Rwanda can allow the growth of coffee and tea.6. Lake Kivu can be used for transport.7. River Akagera can be used for fishing.8. Students can write on the chalk board with a teacher’s permission.9. School books can be borrowed from the library.10. Both boys and girls can play football.Passive voice with modal verbs and comparatives
We can write sentences in passive voice that include modal verbs andcomparatives. A comparative is used to compare two things using ‘more ... than’. For example:1. More electricity can be generated at Ntaruka Power Station than at Mukungwa IIPower Station.2. Western Rwanda can be more ideal for growing coffee than eastern.3. Rain received in Kigali might be more than that received in Nyamata.
Combine the following pairs of sentences using ‘more ... than’. Use the passive voice
and the modal auxiliary ‘can’.
1. Rwanda produces flowers. Rwanda can produce three times the flowers it produces ifshe uses many green houses.2. Rwanda gets a lot of rain in March and April. She gets less rain in November andDecember.3. A lot of power is produced using methane. More power is produced by hydro powerstations.4. Rwanda produces coffee. Uganda produces more coffee.5. The environment is cleaned every day. More cleaning is done on the first Saturday of themonth.6. The eastern region is visited by tourists. More tourists visit the western region.7. Trees are cut in the Savannah region. More trees are cut in the rain forest.8. Eleven people can play football. Fewer people can play volleyball.9. A pick-up can carry big weights. A lorry can carry bigger weights.10. A goat can produce two litres of milk. A cow can produce twenty litres of milk.Passive voice with modal verbs and superlatives
Superlatives are comparisons among three or more items, places or things. In superlatives,we refer to what is most outstanding. On the other hand, we only compare two featuresor items in comparatives.Look at these examples:
1. Food can be produced most cheaply in Kitabi.2. Rain received in Gicumbi might be the highest in the whole country.
Rewrite the following sentences using superlatives. Each should be written in one
sentence.
1. More chickens than cows and sheep are found in Rwanda.2. Many factories are found in Gisenyi and Butare. These are fewer than those in Kigali.3. Many species of animals are found in Volcanoes National Park. Primates are more than the rest.4. Rains are received in July and September. More are received in March.5. Money can be made from cassava. More canbe made from potatoes. A lot more can be made from flowers.6. Rwanda is visited by many business people. It is visited by foreign officials. It is visitedby many more people as tourists.
In groups of five, discuss and write down ten sentences that describe the physical featuresof our country. (Physical features include mountains, hills and valleys.) Use the passivevoice to construct your sentences.Example is:Mount Karisimbi is admired by many tourists.Lake Kivu is big enough to be used to transport people.Comparatives and superlatives
Comparing temperatures
Read the following sentences.
1. It is warmer in July than in October.2. In July it is warmer in Nyamagabe than in Kigali.
Draw this graph in your exercise book and indicate:
1. Which months are hottest? 3. Which month is the driest?2. Which month is the coldest?Comparing rainfall
Study the graph below in groups.
Answer the following questions:
1. In which month does Kigali receive the highest amount of rain?2. In which month does Kigali receive the least amount of rain?3. Which is the wettest month?4. Which is the driest month?D. Writing
So far, you have learnt how to plan and write a composition. You know how to make anoutline by coming up with notes. At the same time, you know you have to check your workonce you are through.We can study and make notes from a graph. For example, the graph below shows thetemperature and rainfall in Kigali in a year. Study it in your groups and make notes abouttemperature and rainfall.
1. Make notes on the temperature. Make use of comparatives and superlatives.2. Write a composition about temperature and rainfall in your locality.E . Little laughter
TEACHER: Your ideas are like gold.MAN: I knew it! You mean they are valuable?TEACHER: No, I mean they are rare.Topic 9
A. Listening and speaking
Introduction
Practise reading the conversation below in groups. Thereafter, discuss and outline
the reasons for drug abuse . Finally, compare what you would have written with your
desk mate’s work.
TEACHER: Mubyeyi, how come you were having a cigarette? Do you smoke?MUBYEYI: (looking scared) O ... of course not, madam. I ... I found it on my desk. Youwalked in as I was removing it!
TEACHER: Gatete, Umutoni, Hirwa ... look at your friend.Did the cigarette walk to her desk? Who putit there?GATETE: Madam, it wasn’t me.UMUTONI: It wasn’t me either.HIRWA: Madam, it wasn’t me and I have never seenMubyeyi smoking. It must have been someoneelse. We all say no to smoking. We knowsmoking causes cancer.TEACHER: I hope you are all being sincere. You should allavoid drugs.GATETE: Madam, we are ... I wonder what makes onestart smoking or abusing drugs!TEACHER: Well, some people abuse drugs because of peerpressure. This is when your friends urge you to dowhat you don’t want. For instance, some youngpeople smoke because they think it will makethem popular. Some don’t want to be laughed ator teased.HIRWA: I was in such a situation once. My cousins asked me to take a swig of beerto show that I am “grown-up”. Sadly, my cousins are always drunk. Theyhardly shower and sometimes they laugh even at birds! They seem lonely andmiserable. I didn’t want any of that.TEACHER: Well, they are addicts ... they need help.UMUTONI: Madam, some young people smoke because they see their parents smoke! Onthe other hand, some are just curious.TEACHER: I know ... and that is sad. You should always do what is right not what otherpeople do. If you must copy, copy good not evil.MUBYEYI: My brother is in a rehabilitation centre. He was addicted to cocaine. He oncetold me he started doing drugs because he was bored! Another time, he saidhe abused drugs in order to be brave. He has wasted his youth. I am glad he isgetting help now.TEACHER: Being an adolescent can be challenging. Some adolescents take drugs to ‘test’the limits with their parents. On the other hand, some do it out of ignorance.Drugs will affect your health not your parents’! Only you will suffer! Hence,keep off drugs.Discussion
Read the following passage and then discuss the answers to the questions in your
groups.
Johnson has been a naughty boy since I knew him. He never took his work seriously. Atno given time did he pay attention. Neither his work nor his conduct was impressive. Theentire class would always wonder what was wrong with him. Not long afterwards, hedropped out of school. We later heard that he had joined a gang of young men who spendtheir day drinking and smoking. But how long can one lead such a reckless life? Last weekthe police apprehended the gang. The gang is behind bars waiting to face criminal chargesin a court of law. What a waste of life! Their energies should have been spent on nation-building.1. Why do you think the character in the story wasted his life?2. How can we help such people before they waste themselves?3. What do you think caused the gang to face criminal charges?4. How can you avoid Johnson’s pitfalls?
Read the following:
Above is a table of anti-social behaviour, their causes and effects.
In groups, generate more cause/effects and present to the class.
Debate the topic
“The society and not the individual is to blame for drug abuse among teenagers.”One group should propose and the other one should oppose. Appoint a secretary for eachgroup to summarise the points raised. Finally, present them to the class to determine thewinners of the motion.B. Reading and comprehension
Read the following passage.
Say no to smoking
Some smokers never consider the consequences of smoking. If they did, they would notbe smoking. Some have a misconception that smokinghelps the smoker relax. That is a lie.One effect of smoking is developing respiratory
problems. Many smokers have a ‘never-healing’ cold.They cough on and on, sounding like a woofer!Also, smoking leads to addiction to nicotine. Thatis why smokingis not an easy habit to beat. Nicotineproduces physical and mood-altering effects in asmoker’s brain. These are temporarily pleasing.When a smoker stops smoking, nicotine is what causeswithdrawal symptoms, including anxietyMoreover, cigarette smoking causes heart diseaseand stroke. Smokers have much higher rates of cancerthan non-smokers. Smoking increases the risk of lungcancer.Smokers suffer from shortness of breath almost three times as often as non-smokers. The resting heart rates of young adult smokers are two to three beats per minute fasterthan non-smokers. A fast heart rate increases the workload on the heart. It causesdizziness, light-headedness, chest pain and fainting.Another effect of smoking is that it can cause the smoker to start using other drugs.Research has shown that smokers are more likely than non-smokers to use alcohol.Smokers are eight times more likely to use marijuana. They are twenty-two times morelikely to use cocaine. Smoking is associated with other risky behaviour, such as fightingand engaging in unprotected sex.If you want to live longer, you must think of your heart, your lungs – about your health.On average, a smoker of a pack or more of cigarettes each day lives seven years less thana non-smoker. Smoking hurts your physical fitness.There is no beauty in taking drugs. Smoking will make you suffer and eventually kill you.Drinking alcohol is not any better; it causes memory loss. Avoid gangs and say no to smoking.
Answer the following questions
1. Give the meaning of the following words and phrases as used in the passage.a) misconception f) workloadb) respiratory g) risky behaviourc) mood-alteringd) temporarily pleasinge) shortness of breath2. According to the passage, many people smoke because ................3. “Sounding like a woofer” means the smokers’ chest make noise like ............4. equipment.5. How does nicotine affect the brain?6. List down some of the diseases that smoking causes.7. What are the effects of having a fast heart rate?8. Explain the effects of taking alcohol.9. Apart from the diseases mentioned in the passage, what else is a smoker likely tosuffer from?10. Discuss the social and economic effects of taking drugs and alcohol.C. Language use
Using connectors, adjectives and gerunds
Read the following sentences.
1. He was smoking so as to feel special.2. She is drinking because she is frustrated3. They are abusing drugs in order to be seen as superior.4. He is sniffing glue because he wants to feel high.5. She is smoking so as to forget her frustrations and feel easy.Connectors
In the above sentences, so as to, because and in order to are connectors.Connectors, as their name suggests, connect two clauses to make sentences.
Fill in the gaps with the correct connectors. Choose from ‘so as to’, ‘because’, and ‘in order to’.
order to’.
1. She started smoking ......... she thought it was fun.2. He stopped smoking ......... be healthier.3. I kept on taking alcohol ......... get an addict’s high.4. We are not joining any gang ......... they cause fear among people.5. She is not taking alcohol ......... it can cause memory loss.6. He is going to the rehabilitation centre ......... seek help.7. She should stop taking drugs ......... to think clearly.8. He is being rehabilitated ......... live a drug-free.9. She is studying psychology ......... help counsel addicts.10. Joining a gang will shorten your life ......... you will be facing violence.Other connectors include: above all, furthermore, even so, however, instead, whereas,then and first. Can you think of more?
Make correct sentences by joining parts in Column A with the correct ones in Column B.
Adjectives
Each one of the bold words describes the users of drugs in each case. They, therefore,describe the subjects at the beginning of the sentences shown by the pronouns. They are,therefore, adjectives
Copy the sentences below in your exercise book and underline the adjectives1. He joined a gang in the village because he felt lonely.2. She visited the drinking den because she felt frustrated.3. The naughty boys were expelled from school because they were found smoking.4. She abused drugs because she wanted to feel high.5. He thought that smoking would make him look fashionable.
Working in your groups, construct ten sentences on anti-social behaviour. Includeadjectives in each case.Gerunds
A gerund is a noun in the form of the present participle of a verb, that is a verb ending in – -ingLook at the following examples.1. I prefer eating to drinking.2. Running is good exercise.3. Smoking can lead to cancer.4. He likes eating.5. He is fond of misbehaving.6. His mistake, cheating, made the teacher annoyed.7. He likes lying.8. The street child started sniffing glue.
Rewrite the words in bold in the following sentences as gerunds.
1. To smoke in a public place is a crime.2. To abuse alcohol and drugs is destructive.3. To avoid problems with teachers is easy if you don’t misbehave.4. To over-eat is to invite obesity.5. To join street gangs is a ticket to an early death.6. The prefect told the boy that to sniff glue is bad for his health.7. He likes to play.8. He hates to take alcohol.9. To engage in promiscuous behaviour is to invite all manner of STIs.10. Mutesi likes to play volleyball and to read novels.
Use the following words to make correct sentences with a gerund.
1. drink 4. attempt 7. correct2. eat 5. steal 8. allow3. engage 6. abus
In groups, discuss why anti-social behaviour should be discouraged in our society. Inpresentations to the class bring out the dangers of such behaviour. Use gerunds in yoursentence construction.D. Writing
Working in your groups
Write five sentences about the causes and another five on the effects of anti-socialbehaviour.
Group project
Working in groups, imagine that you are a member of your estate/village youth group.You have noticed that there are many cases of drug abuse in the area. The best way ofcommunicating with your fellow youths is by using visual means, i.e. what they can see.Working together, discuss a poster or a chart you can develop to pass the message andlater design and make it. You can design it in your books before sketching it on a manila.
Rearrange the following sentences to make a sensible story.
1. The officer arrested me; I was arraigned in court and ended up here.2. I regret joining this gang; look where I have ended up.3. I started thinking of joining them so as to belong.4. I felt lonely because I was new in the estate and I used to live alone.5. She requested me to hold her bag.6. I thought I would feel special if I joined them.7. I went jogging every evening and I saw them chatting happily.8. I started talking to one of them in order to know who the others were.9. I was arrested for possessing drugs.10. Before long, she started jogging with me.11. Finally, she introduced me to her friends.12. One day were walking home.13. She excused herself because she wanted to pick something from a shop.14. The police office found me holding the bag.15. He asked me to hand it over and on searching it found cocaine.E . Little laughter
ENGLISH: What is the result of smoking too much?MATHS:Coffin!UNIT 10 : SOURCES OF WEALTH
A. Listening and speaking
Introduction
Practise reading the following conversation.
Kankindi and McPherson are chatting on Facebook. Kankindi is in Kigali and McPherson isin Ireland.MCPHERSON: Did you say you come from Ru – a- nda?
KANKINDI: Rwanda, the land of a thousand hills.MCPHERSON: You must be very proud ofyour country.KANKINDI: Indeed I am.MCPHERSON: Why are you studyingAgricultural Economics? Doyou have many farmers in Rwanda?KANKINDI: (laughing) You got the pronunciation right! Iam studying AgriculturalEconomics because I wantto help farmers in my districtearn more from their produce. Nearly 91%of Rwandans earn their living from farming. They are either farmers or they buy or sell farm products.MCPHERSON: Is the farming large scale?KANKINDI: I wouldn’t exactly say that. For instance, coffee is grown in western Rwandaby small producers. On the other hand, tea is grown on large estates.MCPHERSON: Those are cash crops ... what of food crops? Do you keep livestock?KANKINDI: Coffee and tea are our main exports. I should mention plantains which areboth cash and food crops. However, the plantain crop is used mainly formaking beer and wine.MCPHERSON: Really ... wine from plantains?KANKINDI: Yes ... Then we have pyrethrum, maize, beans, sorghum, potatoes,sugarcane, and cassava and ... yes, we keep livestock.MCPHERSON: If I ever visit Africa, I will come to Rwanda.KANKINDI: Africa is not all about war and starvation. It is beautiful, full of resourcesand amazing people.
Which of these crops are grown in your village: coffee, tea, plantain, pyrethrum, maize,beans, sorghum, potatoes, sugarcane and cassava?Discussion
1. Working in groups of five, draw the map below in your exercise books. Thereafter,study the sentences that follow and then label the map correctly.
a) Coffee is grown in the Virunga Region. It is also grown in the Akagera, Kivu, Kizi RiftValley and Muhazi Lake Region.b) Tea is planted in Byumba, Cyangugu, Gikongoro, Gisenyi and Kibuye provinces.c) Bananas are grown all over Rwanda.d) Potatoes are grown in Ruhengeri, Gisenyi, Byumba, Gikongoro, and Kibuye regions.e) Beans are grown in Ruhengeri, Kirambo and Musanze in Burera district.f) Sugarcane is grown in Bugesera, Kicukiro and Rwamagana districts.g) Cassava is grown in Ruhango, Muhanga, Gisagara, Kamonyi, Nyanza and Bugeseradistricts.h) Pyrethrum is grown in Musanze, Nyabihu and Rubavu districts.i) Sorghum is grown in Ruhengeri, Gisenyi, Kibuye, Cyangugu, Gikongoro, Butare,Kibungo, Umutara, Byumba and Gitarama districts.j) Livestock keeping is practised in many parts of Rwanda.2. Study the graph below in your small groups. It shows amounts of agricultural yield intonnes.
a. Which crop is most produced in Rwanda?b. Are the least produced crops cash or food crops?c. What do you think of this way of presenting information?B. Reading and comprehension
Read the following report.
Overview of resources in Rwanda
Rwanda’s chief natural resources include tin ore, gold, methane and tungsten ore. Thesignificant export commodities in 2010 included tin ore, columbite, tantalite and tungstenore. In 2010, the country’s tantalum production accounted for 15% of the global tantalumproduction. Peat increased by 10%, and tin increased by 46%. The country’s quarrying andmining sector accounted for only 0.7% of the GDP.Industrial minerals
About 100,000 tonnes of cement were produced by Cimerwa in 2010. The companyplanned to construct a new cement plant by the end of 2011. It was expected to produce700,000 tonnes of cement per year. The company planned to export cement to easternCongo and Burundi.In 2010, however, the demand for cement in
Rwanda increased to almost 460,000 tonnes.Therefore, cement had to be imported to meetthis growing demand. Demand for cement wasexpected to reach 680,000 tonnes by 2015.Metals
In 2008, TransAfrika Resources Limited carriedout gold exploration activities in Gicumbi District.This site had resources that amounted to 5.55millionmetric tonnes of gold.In 2010, Centrale Multi-Services SARL mined cassiterite at the rate of almost 300 t/yr.In the same year, Wolfram Mining & Processing produced 120 t/yr of tungsten. EurotradeInternational produced about 480 t/yr. Equally, Natural Resources Development RwandaLtd produced between 12 and 36 t/yr of tungsten.Fossil fuels
Rwanda’s Lake Kivu was estimated to contain 60 billion m3 of natural gas. In 2010, KibuyePower 1 Limited extracted natural gas from Lake Kivu. Kivuwatt Limited planned toconstruct a gas-fired power station and extract natural gas from Lake Kivu.Pollution
Mining activities surrounding River Sebeya in the Western Province were suspended.These activities were polluting River Sebeya, which is a source of livelihood for the localpeople. Mining in this area will continue only after the execution of proper environmentprotection measures.(Source, allafrica.com)
Answer the following questions.
1. Explain the meaning of the following words as used in the passage.a) natural resources d) productionb) demand e) loansc) investments2. According to the passage, what are the main resources in Rwanda?3. How much did the quarrying and mining sectors contribute towards the GDP?4. Why do you think the demand for cement increased at a high rate?5. Where were gold exploration activities carried out, according to the passage?6. What did Kivuwatt Limited plan in 2010?7. Explain the consequences of polluting River Sebeya.8. Which words would you use to describe the mining industry in Rwanda?A. Small and of little importanceB. Small but with potentialC. Small but importantD. Challenging but beneficial9. How can the mining and mineral industries in Rwanda be improved?C. Language use
Passive voice, present tense and connectors of time
Passive voice
Do you remember what passive voice is? Study the sentences below.1. Coffee is grown in western Rwanda.2. It is grown by small producers.3. Tea is grown on large estates.These sentences are in passive voice. In passive voice, the thing doing the action is theobject. The subject may or may not be included. For example, in sentence 1, we do notknow who grows the coffee. In sentence 2, we are told who grows the coffee – the smallproducers.Here are more examples:1. Gas is extracted from Lake Kivu.2. Tantalite is found in Kamonyi and Gatsibo districts.3. Gold is mined in Gicumbi District.You must have noticed that we are using the present tense. We are talking about thingsthat usually happen. They are habitual. Do you remember what we said about the presenttense? The present tense indicates actions that are happening or that happen regularly,that a situation exists or is true. In this case, the actions happen regularly. Remember, ‘is’is the present form of the irregular verb ‘be’.
Complete the following sentences correctly.
1. Cassiterite is ............. Rutongo Mines.2. Wolframite is ............. at Nyakabingo.3. Nyakabingo mines ............. 18 tonnes of Wolframite per month to Malasya.4. Coltan is ............. in the western parts of the country.5. Gold deposits are ............. in Miyove.Describing a process
We can use the present tense, passive voice and connectors of time to describe a process.
For example:
Here are sentences on the production of coltan:1. Coltan is mined near Kamonyi.2. The ore is weighed.3. Coltan is taken to factories.4. It is offloaded at the factories then it is smelted.We can join these sentences using connectors to show the sequence like this:First, the coltan is mined near Kamonyi. Then the ore is weighed. After that, the coltan istaken to factories. Finally, it is offloaded then smelted.The words in bold type are called connectors. They help us understand a sequence ofevents. First, then, after that, meanwhile, later, before and that are called connectors ofsequence because they indicate the sequence and time aspect of a procedure/process.
Using geography books, or a library if there is one in the school, carry out a research onthe processes of producing three minerals and describe these processes. Ensure that youuse connectors of time and passive voice.Talking about imports and exports
We can use the passive and present tense to talk about imports and exports.
Study the table below and in groups of five, form sentences using the listed items.
Your sentences should be in passive voice and present tense.
Table showing Rwanda export /import table for the year 2014 in metric tonnes
From the table, 60 metric tonnes of tea were exported while 100 metric tonnes of fertilizerswere imported.1. Describe other imports and exports.2. What were the sum total export and sum total import?D. Writing
Tables and graphs
Tables are visual representations. They are used to organise information to show patternsand relationships. Tables show this information by representing it as a shape. Researchersand scientists often use tables to report findings from their research. In newspapers,magazine articles and on television they are often used to support an argument or pointof view.Importance of tables
Tables can be useful tools for helping people make decisions. However, they only providepart of a story. Inferences often have to be made from the data shown. It is important toidentify what parts of the story are missing. This can help the reader decide what otherinformation they need. The reader can decide whether the argument should be rejectedor not.As a student, you need to know how to study and interpret a table.
Have a look at this table again.
What can you say about this table?
In small groups, study and interpret the table below. In five paragraphs, comment on these exports.
In small groups, study and interpret the table below and then write two paragraphsabout these imports. The amounts are in US dollars
E . Little laughter
BOY:Everyone seems so wealthy here! Does it rain money?OLD WOMAN: Yes, it does.BOY:When is that?OLD WOMAN: When there is change in weather ...UNIT 11 : REVISION EXERCISES
A. Listening and speaking
Exercise 1
Read the following conversation in pairs and then carry out the activity that follows.
TOM: Hello, Sarah. I am told you’re walking down the aisle next week.SARAH: So what’s the news there? I’ve always walked all around the isle. I live there,remember?TOM: Honestly, I thought you were meant for none ...SARAH: A nun? Why would I want to be a nun?TOM: Cite anyone who’s ever wanted to be ...SARAH: I don’t know what you are talking about. Isles, nuns, sites ...You want a site inthe isle?TOM: Aisle, aisle! I meant an altar!?SARAH: Alter? Alter what?TOM: Are you faking it? Or did you forget your cereals again?SARAH: Faking what? I really can’t get you ... nuns, sites, serials. Have you taken aleagain?TOM: You mean do I ail? No, of course not. But you certainly sound ill. Must be thatflower and your porridge.SARAH: Of course not. You take too much ale. The flour could not be the problem. It’sthe same one I make porridge from, all the time.TOM: How do you manage the feat? We never seem to ever communicate...SARAH: There you go again...I don’t need my feet to communicate. You always turneverything upside down. You are such a bore.TOM: Maybe it’s because I have a boar for a friend. Cheep is all you ever do.SARAH: Maybe it’s because my friend is a cheap also...mind the bough on your head!TOM: I certainly have no bow on my head. It’s a cap!
1. Would you say the two friends are communicating? Give a reason for your answer.2. With the help of your teacher, find out the meanings and the pronunciation of thewords in bold in the conversation. What do we call such words? How do you think theyhave affected the communication between the friends?Exercise 2
Listen as your teacher reads a passage and then fill in the gaps in the following passage using the information you have heard.
The symptoms of HIV/AIDS vary depending on ..............The first stage is referred to as the primary infection stage. At this stage, the personliving with HIV develops a flu-like illness within a month or two after the virus enters thebody. This illness, known as .............., may last for a few weeks. Possible symptoms includefever, muscle soreness, ..........., ..........., ..........., ..........., ............Although the symptoms of primary HIV infection may be mild enough to go unnoticed,the amount of ........... (viral load) is particularly high at this time. As a result, HIV infectionspreads more during primary infection than during the next stage of infection.The next stage is referred to as ............ In some people, persistent swelling of the lymphnodes occurs during this stage. Otherwise, there are no specific signs and symptoms. HIVremains in the body, however, as a free virus and in infected ..........., the stage usually lastsfrom eight to ten years. A few people stay in this stage even longer, but others progressto ........... much sooner.If a patient receives no treatment for HIV infection, the disease progresses to AIDS in........... By the time AIDS develops, the immune system has been severely damaged, makingthe patient prone to ........... diseases that wouldn’t be so serious for a person with a healthyimmune system. The signs and symptoms of some of these infections may include:1. ..............................................................................2. ...............................................................................3. ...............................................................................4. ..............................................................................B. Reading and comprehension
Exercise 3
Read the following passage and then answer the questions that follow.
We had just returned from the lunch break at 1:30 p.m. The weather was beautiful. Thesun was shooting its rays from the vantage of the cloudless sky.We had reluctantly trooped back to the classroom; it felt like a punishment. We didn’twant to abandon the warmth of sunshine for the dull classroom. We had to rush back allthe same. We knew the consequences of being late for Mr. Buregeya’s class.Habimana came into the classroom and curled himself in a corner. The teacher asked himwhat the matter was, but he remained quiet. He was oblivious to all that was happeningin the classroom.Habimana was not known to be rude. Therefore, it was reasonable to assume he couldnot have been ignoring Mr. Buregeya. He was a no-nonsense teacher. Habimana was eithervery sick or had received terrible news.We waited to see how the teacher would react to this challenge to his reputation. He askedthe question again but got no response. He removed his glasses, blew some air onto thembefore beginning to clean them. After this, he gently put them down on the teacher’s desk. Hebegan walking towards the quiet figure. Habimana looked like a foetus in the womb.He was now standing over him, shockingly calm. We waited for the explosion. Hestretched out his huge arms. Nearer, nearer, he was moving towards Habimama. Surely,this was the moment!Then as gently as a feather, he lifted Habimana into his arms. Everyone was staringopen-mouthed. Were we in a dream? Next, he started walking towards the door ... andthen he was out.There was silence. This was unreal. However, the glasseswere still on the desk and we were still in the room. Therefore, they were real. What was wrong with Habimana? Whathad turned a leopard into a lamb? Indeed, it is a strange world.
1. Describe the weather in the afternoon whose events are being discussed.2. Why did the students feel like they were being punished?3. What were the likely causes of Habimana’s behaviour?4. Why was it strange for Habimana to behave that way?5. What explosion were the students waiting for?6. Why was everyone staring open-mouthed?7. “Surely this is the moment”. What moment was it?8. Why do you think Mr. Buregeya took Habimana into his arms?9. Did whatever the students expect happen? Give a reason for your answer.10. ‘Oblivious’ meansA. unbotheredB. unawareC. unaffectedD. uncaring11. ‘No nonsense’ here meansA. serious C. sensibleB. tough D. disciplined12. Give this passage a suitable titleExercise 4
Read the following passage and then answer the questions that follow.
It is a great day. The new ones started arriving early. Only the best performers come toGeisha Girls School. Many of them are from private schools. Their teachers are committed.They never on the streets singing weird songs. Surprisingly, the salaries our teachersdemand never seem to affect their character. For instance, Ahurole still managed twobabies in a year last year.A few pupils from public schools scrape through the sieve that is the primary-leaving examand join Geisha. These are not difficult to spot. They usually report on the first day with theirheads closely cropped. They are usually dressed in tasteless uniforms. Some report withfrocks that remind you of patients in a cabbage farm. Moreover, they are naïve.Last year, I was just passing by a parent and his daughter when the father parent called me.‘Hello ... could you show my daughter to the washrooms please?’ he asked.‘Certainly ... please come,’ I said.At the lavatories, I motioned her in. As I waited, I heard the doors opening and closing.I got curious and entered. She was peering into one toilet and then moving on to the next.‘Is everything alright?’ I asked her.‘I’m looking for the toilet,’ she answered. ‘I can’t see a hole in any of these!’I understood her. To her, a toilet was a pit latrine.‘Could you assist me, please?’ At least she was cultured. Thereafter, we became friends.Today, she is a graceful fawn.The newcomers are all over, prancing like birds. They have been brought to schoolwith flashy cars. The lot from the villages and their Mickey Mouse schools are alsodistinguishable. Their parents reach the school either on foot, or on motor bikes. Theirarrival is always met with sniggers and grins, but they have arrived.
Answer the questions below.
1. Give the meanings of the following words as they have been used in the passagea) weird e) culturedb) scrape f) fawnc) cabbage farm g) prancingd) lavatories h) sniggers2. Why does the narrator say it is a great day?A. New children have been born.B. They were going to receive many visitors.C. The form ones were reporting.D. It was a day of rest.3. Why according to the narrator are many of the students from private schools?A. Their teachers do not know how to sing.B. The children are brighter.C. The teachers spend more time with them.D. They come from richer families.4. How best can you describe the narrator?A. Helpful, but arrogantB. Social and friendlyC. Friendly and welcomingD. Helpful, friendly but also spiteful5. Judging from what we are told about this year’s Form Ones, we can say they are:A. ambitious. C. knowledgeable.B. proud. D. achievers.6. Outline the differences between students who come from academies and those whocome from public schools.7. Using what you have said in (6), we can say the Rwandan society is highly st---i--ed. (fill in the missing five letters)8. How do you think the narrator feels about Ahurole? Give a reason for your answer.9. What do you think the narrator means by ‘Mickey Mouse schools’?C. Language use
Exercise 5
Classify the following nouns as either countable or non-countable.
a) air g) book m) pairb) coffee h) meat n) politicsc) grass i) water o) soild) herd j) oil p) cloude) maize k) mouse q) swarmf) paint l) wifeExercise 6
Use the following words to make correct sentences.
1. some 4. a little2. a few 5. little3. few 6. any
Exercise7
Use relative pronouns to fill in the gaps in the following sentences.
1. I like people ........... tell the truth.2. Where is the pen ........... I gave you?3. Is it true God helps those ........... help themselves?4. I know the man ........... the thieves conned.5. This is the man ........... came to see you this morning.6. The house ........... they live in is very small.7. This is the mason ........... built this classroom.8. ........... of these books is yours?9. You make up your mind ........... to believe.10. This is the child ........... mother was arrested.Exercise 8
Use the correct alternative to complete the following sentences.
1. It _____ (rains/has rained) very heavily during the months of March and April.2. Cows _____ (are grazing/have grazed) in the field as we talk.3. My mother always _____ (has prepared/prepares) a great meal during my birthday.4. She is _____ (swimming/swims) every day as she prepares for the games.5. Some people _____ (keep/have kept) dogs as pets.6. Farmers _____ (work/are work/have worked) very hard for a living.7. Our History teacher is _____ (organising/organise) a trip for us to the Parliament.8. I have _____ (eaten/eat) a banana.9. The wind _____ (is uproot/has uprooted) a lot of trees.Exercise 9
Use the following words in their past tenses to make correct sentences.
1. love 5. want2. shoot 6. see3. tear 7. walk4. smell 8. fleeExercise 10
Rewrite the sentences below correctly using the words in the brackets.
1. Being foolish is (bad) than being poor.2. He is the (more) irritating man I have ever met.3. We ended up driving (fast) than we wanted in order to make it home before nightfall.4. That was the (less) appetising meal she has ever cooked.5. Mt Kilimanjaro is the (high) mountain in Africa.6. Martin Luther is one of the (great) black leaders.7. I am (educated) than you but I know you are (wise)8. China’s economy is the second (big) economy in the world today.Exercise 11
Identify the adverbs in the following sentences.
1. I visit my mother frequently.2. It seldom rains in the desert.3. He arrived here before you.4. The teachers are going to Kigali tomorrow.5. I have my birthday on Tuesday next week.6. It is raining heavily.7. Today is Independence Day.8. The college holds a graduation ceremony twice a year.Exercise 12
Write down ten correct sentences, five in the passive voice and five in the active voice.
Exercise 13
Underline the relative clauses in the following sentences.
1. Nothing is more feared than a new idea, which has never been tried.2. It is an open secret that he is to contest for that seat.3. This is the goat whose kid was eaten by hyenas.4. That is the secret that he had told her.5. He pretended to know the answer, which we knew he didn’t.6. Students whose marks are low may have to repeat a year.7. We looked for the man who left his phone behind.8. It is not clear which record he broke.D. Writing
Exercise 14
1. Write a recipe of your favourite meal.2. Describe a tour you took to any place of interest.3. Describe the economic activities carried out in your home area.4. Explain why we should always eat healthy fooGLOSSARY
accessories: items that go with a dress, for instance a bag or a hat
allergic reaction: a sensitive response to substances
altitude: height above sea level
apprehensive: fearful or anxious
appropriate: suitable or proper
assembly: a meeting of teachers and students, especially at the beginning of a school day
blood clotting: the turning of blood into a thick solid
bowel: intestines, especially the large intestines
chunk: a large piece of a thing
climate: typical weather conditions of a place
conservative: favouring what is generally accepted or traditional
craving: a strong desire for something
damage: harm/hurt/injury
demand: the desire or needs of customers for a product
eating: consuming
fibre rich: full of fibre
healthy: good for your health
heart disease: any sickness that affects the heart
impression: an idea or effect formed in the mind
investments: shares bought in a company with the hope of returning a profit
lacy: made or trimmed with lace
landscape: everything you can see when you look across a large area of land
lean: meat containing little or no fat
loans: money that banks lend and whoever borrows repays with interest meteorological
department: an institution that studies and forecasts weather conditions
misconception: a belief or idea that is not based on correct information
mood-altering: ability to change the state of mind
moustache: hair on the upper lip
natural resources: supply of materials that are found occurring in a country
neutral: with no strong or noticeable qualities
nourish: keeping someone healthy with food
opt: choose to take or not take a particular course of action
portion: one part of something larger
production: the process of making materials or goods in large quantities
professionally: suitable or proper for an occupation
rainy season: the time of the year when there is a lot of precipitation (rain)
reap the benefits: gain from
research: systematic investigation to collect information
respiratory: having to do with breathing
risky behaviour: doing things in a way that would expose you to danger
routine: the normal order and way in which you do things in a place
score: the number of marks somebody gets in a test
set up: established
shortness of breath: when one is labouring to breath, or having difficulties in breathing
stabilise: to make something firm, or unlikely to change
structure: the normal order and way in which you do things in a place
substitutes: takes the place of something or someone else
survival: condition of continuing to exist
temperature: degree of hot or cold temporarily
pleasing: will make you feel good only for a moment
weather patterns: how the atmospheric conditions in a place behave
wholegrain: containing the grain without anything having being removed
workload: the allocated tasks that have to be carried out
REFERENCES
Achievers Junior Secondary English, Form 1New Horizons English, Form 1Chambers English DictionaryGreenbaum, S. and Quirk, R. 1990: A Student’s Grammar of The English Language.Kirkpatrick, Betty 2002: Book of Common Phrases.Leech, G. et al 2001: An A-Z of English Grammar and Usage.Manser, H. Martin (Ed) 1990: Chambers Dictionary of Synonyms & AntonymsMcCarthy, M. and O’Dell Felicity 1996: English Vocabulary in UseSwan, Michael 2005 : Practical English Usage (7th impression, 2010)Thomson, A.J. and Martinet A. V. 1994: A Practical English GrammarTurton, N.D. and Heaton, J. B. 1996: Dictionary of Common Errors