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UNIT 1 CAREERS
Key unit competence:
To use language learnt in the context of careers
1.1 DESCRIBING JOBS
A Reading comprehension
Activity 1: Pre-reading:
Matching activity
Read the story below and answer questions that follow:
When I was in senior three, I asked my teacher which career I should choose. Her answer was:
“There are as many kinds of careers as there are people. They are like clothes, you have to choose the
size and style that suits you”
At first I was confused. If there are as many careers as people, how come some people are unemployed?
She told me that careers vary greatly in the type of work involved and in the ways they influence a
person’s life. I later came to learn that the career one chooses can determine the amount of money
he/she can earn. One’s career can also affect the way he/she feels about him or herself and the way
other people act towards that person.
My teacher further advised me that, to make wise career decisions and plans, I needed as much
information as possible. The more I knew about myself and career opportunities, the better able I
would be to choose a satisfying career.
Maybe what worked for me will not work for you. People differ in what they want from a career. Many
people desire a high income. Some work and hope for fame. Others want adventure. Still others want
to serve people and make the world a better place. So, think about what you want to achieve in life
before you make a decision.
Before you begin to search career fields, you
should define your values, your interests, and your
abilities. In our class, we had a boy who always
said he wanted to be a doctor but he was poor
in sciences. Do you think he knew his abilities?
As a Rwandan, your values should be related to
our history and culture. You should strive for
peace, unity, reconciliation, integrity, self-reliance
among others and you will be happy with a career
that fits your values.
Personally, after knowing the importance of having
values, I took a step to understand my values. I
was told that one can develop an understanding
of his/her values by asking him/herself what is
most important to him or her and by examining
his/her beliefs. For example, if you love helping
others, being a social worker, teacher or medical
personnel will make you satisfied.
Activity 2: Multiple choice exercise:
Choose the correct answer from the alternatives given
Activity 3: Do the following:
1. Discuss what would happen to a person who chooses a wrong career?
2. If your friend asked you to guide him/her on how to choose a career, which four important points from the passage would you give him or her?
3. Does it matter what kind of job one does in life? Give reasons for your answer.B Improve your vocabulary
Activity 4: Vocabulary matching
Match the correct definition to the following professions
C Listening and speaking
Read aloud the following dialogue
Dialogue:
Career counsellor: How are you, Mbabazi?
Student: I am fine, thank you sir.
Counsellor: You are welcome to my office.
Student: Thank you counsellor.
Counsellor: How can I help you please?
Student: I am going to fill in my form for “A” level but I don’t know which combinations to choose. Can you help me?Counsellor: Oh yes, that is what I am here for.
To begin with, tell me about your interests in life.
Student: I like eating, dancing and sleeping.
Counsellor: That is good. But can you tell me what you like that is related to the
subjects you study?
Student: I like biology and chemistry practical in the lab. I feel happy when I get the correct results.
Counsellor: Wow! That is great. How about your values? Which things come
first in your life? Praying, money, family, helping others ?
Student: Helping others and family come first in my life. I also like praying but I pray for my family and
friends. So, they come first.
Counsellor: Great. Now I want you to consider your ability in biology and chemistry, and your values to decide which career would be good for you.
Student: Can you please give me some options so that I can choose?
Counsellor: Okay, that is a good idea. Choose from a doctor, teacher, and chemist.
Student: I want to be a doctor because my mother is always sick and my father died because we didn’t find a good doctor for him.
Counsellor: I think that is a good choice. Go and think about it more before filling in the form.
Activity: 5: Dialogue practice
Practice a similar dialogue in which one of you is a counsellor and another a senior three student
seeking advice on choosing a career. Present your dialogue to the class.
D Writing practice about jobs
Activity 6: Describing a future career
Write a paragraph of about 100 words describing your future career.
1.2 LANGUAGE STRUCTURES: IF CLAUSES
Individually, do the exercise below and share with your neighbour how you got the answers
i. i. If 3x=9, then 2x=________ ii. If a pen costs 100frw, then 10 pens will cost___
iii If you bought five books and lost two, you would be left with____ iv. If you had built two
houses of three rooms, your house would have _________ tenants.If clauses- also called conditional clauses are used to describe a condition and a result of an action.
For the result to be true, the condition must be fulfilled and vice versa.
Example:Condition result
If you get a well-paid job, you will buy a car.
If you don’t get a well-paid job, you will not buy a car.
Unless you get a well-paid job, you will not buy a car.
Generally, there are three conditional clauses. Sometimes there is a zero condition which is formed
exactly like a conditional sentence but in terms of meaning there is no condition at all, making them
four.Study the table below on how each conditional clause is formed.
Remember: we can use “was” or “were” in If2 depending on how formal we want to be.
We use “was” in less formal situations.
Example: If he was a true musician, he would sing without instruments.
We use “were” when we doubt or imagine the situation.
Example: If I were Ms. Mukandoli, I would immediately accept the job offer.Activity 1: Conversation exercise
Read the conversation below and fill in the gaps with the correct form of if2.
Doctor: (smiling to teacher) What would you..........1........ (do) if you .......2........ (be/not) a teacher? You
seem to be only good at playing with students.
Teacher: I would.......3.......... (be) a doctor because we both heal the sick.Doctor: Heal the sick! What do you mean?
Teacher: If there.....4....... (be/no) teachers, there would.....5.......... (be/no) doctors. Besides,
teachers heal doctors from ignorance.
Doctor: If I ......6...... (become) a teacher today, I ........7.......... (start) with re-teaching teachers
how to respect other professions.
Teacher: It is true sometimes teachers are proud. Don’t you think they should be?
Doctor: I strongly agree. I personally feel , if it........8....... (be/not) for the good teachers I had, I
.......9....... (end up) a useless man. I thank my teachers who gave me good advice.
Teacher: Therefore, If I ........10....... (be/not) a teacher, I .......11........... (be) nothing else. I believe
my career is the best of all. Teachers prevent diseases, doctors treat disease. So we are all important.Activity 2: Close reading exercise:
Fill in the gaps in the story with the correct forms of conditional clauses (IFI, IF2, and IF3)
Once upon a time, there lived Mrs. Clever Cat who became a famous doctor. One rainy cold morning,
as she came from visiting her patients she lost her glasses. She asked Mr. Cunning Hare,
“Mr. Cunning Hare, could you help me find my glasses?” Mr. Cunning Hare replied, “I.....1... (only /
help) you if you...2.... (give) me your degree.
Mrs. Clever Cat then went to Ms. Hen,
“Ms. Hen, I lost my glasses, Mr. Cunning Hare said he.....3...... (only /help) if I ......4....... (give) him
my degree, which is impossible. Ms. Hen replied, “That is too sad. I .......5.......... (find) your glasses if
you.......6....... (make) me your clerk. Unless you......7..... (do) this, I .......8...... (not/help) you.
With a lot of anger and disappointment with fellow small animals, Mrs. Clever Cat decided to seek
help from Mrs. Dog who was known for good sniffing. She presented her case as follows:
“Mrs. Dog, I count on you to find my glasses. Mr. Cunning Hare said he......9....... (help/only) me if
I......10....... (give) him my degree. If I.......11....... (make) Ms. Hen my clerk, she .....12....... (find) my
glasses. But I have no office. Could you help me find them please? Mrs. Dog who had been listening
attentively replied, “I.......13........ (have/help) you if I......14........ (have/eat) some meat. But the butcher
did not work today. If you.....15...... (give) me one kitten from those you delivered, I .....16....... (immediately/ find) your glasses.
Mrs. Clever Cat ran away in fear and returned to Ms. Hen crying, “Please my friend, If I.....17......
(have/have) an office, I ......18....... (have /make) you my clerk today. Help me. If ....19 I....... (get) the
office, you....20...... (be) my clerk.” Mrs. Hen accepted and started scratching and immediately the
glasses were found. Today Mrs. Clever Cat and Mrs. Hen live in the same compound. Mrs. Hen keeps
shouting her position; clerk, clerk, clerk...., especially when coming from her office of eggs.1.3 DESCRIBING DAILY ROUTINES
A Reading comprehension
Activity 1: Pre-reading
Share with a partner things you do on a daily basis. There might be some which you like
doing and some you don’t like. Explain to your partner why you like or don’t like them and
then share with the whole class.
Read the passage below and answer the questions that follow:
A doctor’s day is not a simple one, as
it requires both physical and mental
preparation. She or he has to wake up early
in the morning and return late at night. She/
he has to do this to make sure people’s lives
are safe.
In an interview with Dr. Kayitesi, she told me
that she wakes up at 5:00a.m every day to
prepare her children to go to school. Their
teacher is very strict on time and wants to
teach all her children to learn to respect
time too. Dr. Kayitesi has to make sure the
children have gone to school when they have
had breakfast before she prepares herself
for work.
After making sure that the children have
gone safely, she starts preparing herself.
She has to bathe because as a surgeon the
highest degree of hygiene is paramount. All
her clothes have to be clean so that she does
not infect her patients. This takes her two
hours up to 7:00 a.m in the morning.
Dr. Kayitesi has to go to work which is at times another long day, depending on the number of
patients she has attended to. As soon as she reaches the hospital, she greets her colleagues, checks
on the list of patients to be operated on and changes into new clothes, which are disinfected.
On a daily basis, she operates on about three to four people, which is very tiring since it requires
a lot of concentration. Most of her patients are pregnant women who have complications with
delivering.
She says she does not complain because it is her duty to save lives. It is not only the day of a doctor
that is hard. All professionals who care for the jobs they do have to work long hours every day.
Examples of such professionals are teachers, engineers and lawyers.Activity 2:
Answer the following questions:
1. What makes Dr. Kayitesi’s job difficult? Give at least three factors.
2. Why is the teacher of Dr. Kayitesi’s children so strict on time? Do you support her reasons?
Explain.
3. Why has Dr. Kayitesi got to maintain a high level of hygiene? What would happen if she didn’t?
4. If Dr. Kayitesi had requested you to advise her on her daily schedule, which activities would you
add or remove? Why?
5. What evidence from the text shows that Dr. Kayitesi loves her job? Give at least two.B Improve your vocabulary about routines
Activity 3: Vocabulary and expressions
What do the following words and expressions from the passage mean…?
i. Strict
ii. Surgeon
iii. Disinfect
iv. ….as a surgeon the highest degree of hygiene is paramount.
v. not infect her patients
vi. complications with delivering
C Listening and talking about routinesActivity 4
It is advisable to have a balance between work and leisure. Imagine one of you is a doctor and help
her/him to make a timetable, which is well balanced.Use the table below:
D Writing practice about routines
Activity 5: Friendly letter
Write an informal letter to a friend in another school, explaining daily routines both at school and at
home. Use the information from the timetable above.1.4 LANGUAGE STRUCTURES: THE PRESENT PERFECT CONTINUOUS TENSE
The present perfect continuous, talks about an action which started before now and is still continuing. The main concern is the time the action started.
We use the format: Subject + auxiliary verb (have) + been + verb (ing)
Example: We have been studying to become lawyers.
They have been doing this job for three years now.
Remember: Since and for help us to know the time interval an action has taken.
Compare: Musafiri has been teaching since 2000. (Begun teaching this year up to now)
Musafiri has been teaching for fifteen years. (Has spent these years teaching)Activity 1:
Study the information below and discuss what you have understood, then write a summary with personal information.
Usage:We use the present perfect continuous to talk about;
a. An action which began in the near past and is still continuing. It does not matter how long the near past is.
E.g. He has been working as a doctor for a very long time. (He still works as a doctor)
b. The time interval and length of an action up to present using since and for.
E.g. She has been lecturing since she finished her university.
E.g. We have been waiting for the new manager for five months.
c. Drawing conclusions.
E.g. His eyes are red. It is clear he has been crying after that difficult job interview.
Look at his hands. He must have been cultivating for his entire life.Activity 2: Close Reading Exercise
Fill in the gaps using the present perfect tense.
The world of employment....1....... (change) since the advancement of technology. Many secretaries
....2........ (update) themselves on the use of computer programs in order maintain their careers.
However, as they ......3....... (update) themselves, software developers .....4........ (make) new ones while
others have upgraded the existing ones.
I know of a neighbour who studied computer science but ......5........ (search) for a job in almost every
office and has not got one up to now. He says they .....6...... (interview) him on programs he didn’t
study. Even those he studied, he .....7...... (not/practice) them; so he doesn’t remember them well.
Another old man .....8........ (complain) to whoever he meets about his two sons. He says they finished
studying but they .......9....... (look) for jobs all in vain. One son.....10....... (work) in a supermarket
as a salesman yet he studied law. He is worried that he.....11...... (wasted) his money on them.
He is thinking of giving them capital to create their own internet café.1.5 DESCRIBING JOB QUALIFICATIONS
A Reading comprehension:
Activity 1: Pre-reading
Discuss reasons for choosing a certain qualification, benefits of at least two qualifications and the
risks involved in those qualifications.
Use the table below:Qualification Summary
Activity 2:
Read the qualifications of the person below and answer the questions that follow:
Ms. Kagoyire is a graduate of Bachelor of Business Administration majoring in Finance from the University
of Rwanda. She has now worked as a bank manager at Bank of Kigali for two years and she is
one of the most successful bankers in the country.
While studying this course she was so practical. She started a savings and credit co-operative which
has become a micro-finance organisation. It is mainly women that work in this co-operative. To get
a job here, one has to be a qualified accountant with a bachelor’s degree or a diploma.
When she was in secondary school, Ms. Kagoyire studied entrepreneurship and initiated projects
related to business. One of her projects called “Smart Business Minds” won a national award and the
certificate she got has made her popular in the business community. Other business people see her
as a lady with great initiative and with plenty of ideas that can help their companies grow.
The courses she took at university included communication and marketing. She has demonstrated
a history of meeting sales goals and producing accurate, timely reports which gave her promotions
and awards such as the best employee of the year.
Ms. Kagoyire is a motivated, friendly business professional with eight years’ work experience in
communications and marketing. She has the ability to do multiple tasks, manage others, and effectively
communicate while maintaining a high quality of work.Questions:
1. What has Ms. Kagoyire studied throughout her education?
2. List three good qualities that Ms. Kagoyire has.
3. What is Ms. Kagoyire experienced in and for how long?
4. Give at least three achievements of Ms. Kagoyire in the paragraph.
5. What do you like/admire about Ms. Kagoyire?B Improve your vocabulary
Activity 3: Crossword puzzle
Find the vocabulary related to the jobs done by the people below and fill in the crossword puzzle.
Across
1. Someone who catches fish. 16. Someone who helps sick animals.
2. Someone who digs for metal ore in the ground. 20. Someone who builds houses.
7. A person who draws or paints pictures. 22. Someone who cooks food.
8. A person who makes computer games. 24. A person who protects a country.
10. A person who helps a doctor. 25. A person who tells us the news.
11. Someone who fixes teeth. 26. A person who runs in field games.14. A person who goes to outer space.
27. Someone who grows crops.
Down
1. Someone who puts out fires.
2. Someone who plays an instrument.
3. Someone who helps sick people.
4. Someone who catches criminals.
5. A person who fixes toilets.
6. A person who does research.
9. A person who owns a ranch.
12. Someone who takes care of buildings
13. Someone who stars in a movie.
15. A person who drives a truck.
17. Someone who fixes cars.
18. Someone who delivers mail.
19. A person who sings songs.
21. Someone who flies aeroplanes.
23. A person who serves food.Note: You are free to enquire from various sources including the internet on a smart phone specifically for this lesson if possible.
C Listening and talking about qualifications
Activity 4: Speaking
Choose at least two careers from the crossword puzzle and talk about them for a few minutes
Follow the guidelines below:
• Start by describing the career and the qualifications/education needed to do that career.
• Talk about how much money people in that career earn.
• Briefly talk about other benefits people who do that career have, except money.
• Talk about the challenges met by people in that career.
• Finally give a comment or your opinion about that career. Example: whether you like it or not, if you can recommend a friend to do it etc.D Writing practice
Activity 5: Summarising
Using the information from the previous listening activity, write a paragraph summarising your
discussion.1.6 LANGUAGE STRUCTURES: DEFINING AND NON-DEFINING RELATIVE CLAUSES
Study the table below and answer the questions that follow:
Activity 1
Study the tables below and summarise the information in your own words to present to the class.Table 1
Table 2
Activity 2: Exercise
Join the sentences using a defining relative clause
1. I like the dress. Ann is wearing it.
2. We wanted to visit the museum. It was closed when we got there.3. I invited many friends to the party. They couldn’t come.
4. We had fish for dinner. It was delicious.
5. I met a girl last week. She was my best friend in primary school.
6. I applied for a job. I didn’t get it.
7. We wanted to travel on a flight. It was fully booked.
8. She is married to a man. He had been married twice before.
9. The house isn’t in very good condition. I’m living in it.
10. I recently went back to the town. I was born there.
11. What was the man’s name? His wife was taken to the hospital.
12. The place was really hot. We spent our holiday there.
13. They are the couple. Their luggage disappeared.
14. A stadium is a place. You can watch athletics there.
15. Is there a shop near here? I can buy some drinks there.Activity 3: Close reading exercise:
Complete the story below using appropriate relative pronouns.
Gasore, the man ....1.....works in our office, wanted
to make a phone call to the manager, but instead
he dialled a wrong number. The number ....2.... he
dialled was answered by a woman .....3..... replied
that,“The number you are dialling is incorrect, please
check the number and dial again.”
Gasore tried another number, ....4..... was busy at the
moment. The same voice of the woman....5..... had
received the previous call replied:
“The number you are calling is not available at
the moment, please try again later”). Out of anger,
Gasore answered back,
“Are you not the woman ....6.... received the first call?
How can you say it is not available when you are
speaking on it?” The secretary.....7....... had lent the
phone to Gasore laughed her head off. Still angry,
Gasore asked the secretary,
“........8...... are you laughing at? I wonder ....9.... office
she sits in the company! She has no respect at all,”
The secretary informed him that the voice.....10...... he kept hearing is an automated voice not a real
human being.Non defining relative clause
Study the sentences below and share with the whole class:
• The house at the end of the street, which has been empty for five years, has just been sold.
• Mrs. Robert, whose son is in our class, is an English teacher.
In these sentences the relative clauses (which has been empty ... and whose son...) do not tell us which person or thing the speaker means.Remember:
• In these – non defining- relative clauses you have to use who for people and which for things.
• You cannot use that and you cannot leave out who or which.
• When you write clauses like this you have to put commas (,) at the beginning and the end of the clause.Activity 4: Close exercise
Put in relative pronouns and commas where necessary.
People ......1........ tell the truth about the properties they are selling should be given prizes for honesty.
A house ........2......... is described as ‘spacious’ will be found to be too large. Words like ‘enchanting’,
‘delightful’, ‘convenient’, ‘attractive’......3........ are commonly used all mean ‘small’. The words ‘small’
and ‘picturesque’........4........ are not frequently used both mean ‘too small’ A picturesque house is
one with a bedroom....5........ is too small to put a bed in and a kitchen.....6....... is too small to boil an
egg in. My prize for honesty goes to someone....7.......... recently described a house......8........ he was
selling in the following way: The house ....9.......... is situated in a very rough area of Nyamirambo is
really in need of repair. The house ....10....... has a very bad lounge and a tiny dining room also has
three miserable bedrooms and a bathroom.......11..... is fitted with a leaky shower. The central heating.......
12......... is expensive to run is unreliable. There is a handkerchief-sized garden.....13.......... is
overgrown with weeds. The neighbours ......14...... are generally unfriendly are not likely to welcome
you. This property.....15........ is definitely not recommended is unreasonably overpriced at 8,000,000
Francs.
Adapted from: L.G. Alexander, Longman English Grammar Practice, 2012, Pearson Education limited
Activity 5: Punctuation exercise:Punctuate the following sentences where necessary
1. my husband who is on a business trip to kampala all this week sent me a greetings card.
2. the person who told you that story didn’t know what he was talking about.
3. will the driver whose vehicle had no brakes be charged for causing an accident.
4. the person you got that information from is my cousin
5. the doctor who treats eyes said that he was tired of advising people who don’t listen.
6. my teacher who has taught mathematics for five year will resign next week.
7. the manager of the company which was ranked first last year has won an award.8. the thief who has terrorised the city for many years has been caught.
9. my father who once worked as an engineer is now a pastor.
10. can the man whose car driver is moses take it away from the compound?1.7 TALKING ABOUT JOB EXPERIENCE
A Close reading
Activity 1:
Use the words in the box below to complete sentences about writing a curriculum vitae.
Covering/application letter, interview ,vacancy ,contract ,Curriculum Vitae , qualifications, job advertisements , training , job offer ,application form , psychometric test
Stage 1: Study to obtain the necessary ………………and complete your vocational…………………
Stage 2: Prepare your……………………which summarises your skills, qualifications, training and work
experience.
Stage 3: Search the ………………………for a suitable ……………………… in your chosen field.
Stage 4: Complete an ……………………….. or send your CV with a…………………………………………
Stage 5: Attend an …………………………….and perhaps complete a……………………………… .
Stage 6: Receive a………………………………
Stage 7: Accept it and sign a ………………………..B Improve your vocabulary
Activity 2: Matching exercise
Match the words in column A to the words in column B:
C Listening and talking
Activity 3:
Practice reading the dialogue below and present before the whole class.
Mr. A: Welcome to our engineering company.
Ms. B: I am glad for the chance to be interviewed.
Mr. A: What specific job did you apply for?
Ms. B: I am an electrical engineer with a degree from University of Rwanda College of Science and Technology. I applied to be an electrician as you advertised.
Mr. A: I see from your CV that you are very experienced.
Ms. B: Yes, I’ve worked as an electrical engineer for 10 years now with different companies.
Mr. A: Why did you leave your former company?
Ms. B: I wanted to increase my experience with a bigger company like this one.
Mr. A: Yes, our company is large and there is plenty of room for advancement.
Ms. B: So you’ll give me the job?
Mr. A: Yes, but for the first month you will be on probation with half-pay. After that you will be a full employee of the company. Any questions?
Ms. B: What is the salary?
Mr. A: Five Hundred thousand Francs per month.
Ms. B: Sounds good. When do I start?
Mr. A: Report to the engineering department on Monday at 9 am.
Ms. B: Great, thank you.
Mr. A: I look forward to working with you.
Activity 4: Role-play: Job interview
Interview a partner on a job of his or her choice. Prepare both questions and answers together.D Writing practice about job experience
Read the job adverts below. Discuss the qualifications and experience the applicants need and write a paragraph as an applicant.
CHEAP SALES
Wants an accountant to work in their Kigali supermarket.
Responsibilities include:
• Keeping records of finances.
• Controlling finances of other branches in the country.
• Purchasing goods both locally and internationally.
• Giving a report of monthly transactions.Apply to: Cheap Sales Supermarkets, P.O Box 1232, Kigali, Rwanda.
1.8 LANGUAGE STRUCTURES: PRESENT PERFECT TENSE:
Individually complete the questions below with words in brackets. Ask a partner to give imagined or real-life answers.
1. What have you (do) in the past five years?
2. Who have you (help) in your job position?
3. What have you (forget) to do in your duties as an employee?
4. What have you (manage) during your work experience?
5. Where have you (go) as part of field work related to the organisation?
6. What have you (give) fellow employees that they will keep remembering you for?
7. How much money have you (lend) a friend?
8. What have you (achieve) in your career recently?
9. What habit have you (quit) that used to make you fail to achieve your goals?
10. How often have you (be) warned at your work place?1.9 RECOUNTING A CAREER
A Reading Comprehension: Life of a cook
Activity 1: Pre-reading activity:
1. Why would you choose a particular career?
2. What would you do if you chose a career and found it too challenging?Activity 2: Read the passage below and answer the questions that follow:
I was born in Kigali, Rwanda, and completed culinary art training in a TVET after which I went to
Rubavu.
My work experience includes: Cook at Ryoherwa Hotel, Rubavu, chief cook at Serena Kigali and
manager Goodlife Hotel, Kigali.
From a very young age, I spent a lot of time in the kitchen with my mother who loved cooking local
meals for us. I knew it was going to take a lot of hard work to be a chef but I am passionate about
food and enjoy cooking as part of my life.
My job involves managing a kitchen team, preparing for classes, teaching classes, television
cooking demonstrations as required and some administration to ensure the smooth operation
of the kitchen.
Doing something I love every day makes me feel happy. On top of that it is extremely rewarding
to teach others. Also, demonstrating cooking on TV has made me so famous that everywhere I go
people want me to stop and talk to them.
Despite all the good things about my job, there are also setbacks. I remember one time when my
fellow cook put too much salt in the food and as the leader I had to explain how it happened. The
work requires a lot of attention and time since we are dealing with high class people with different
tastes, health issues and emotions.
At some point in the future I would like to run my own baking business - making wedding
cakes from home or start my own cookery school. I advise all high school students to find
something they love and are passionate about in life and go for it.The hard work will eventually pay off even though it may feel exhausting at times.
Comprehension Questions:
1. What did the speaker in the story study and from where?
2. Describe the nature of the speaker’s work.
3. Why did the speaker choose this career and how has it benefited him/her?
4. Do you support the idea of the speaker starting his/her own business? Give two reasons.
5. What piece of advice would you give your friend regarding choosing a career after reading this story?B Improve your vocabulary
Activity 3: Matching exercise
Match the words from the story with their synonyms
C Listening and speaking
Read the dialogue below taking turns and answer the question on it.
Akariza: Ngoboka. I just want you to know that I’m going to go to school to become an auto mechanic.
Ngoboka: Uh what? Does Dad know about this?
Akariza: Who cares? It’s my life. I really enjoy
working on cars.
Ngoboka: Oh, I get it. You want to study auto
mechanics because of your new boyfriend. Listen, auto mechanics is a man’s job.
Akariza: No, you are wrong. My boyfriend is studying electrical engineering. Do you think
everyone wants to be like you? You can’t even change a bulb.
Ngoboka: Hey, that’s not fair.
Akariza: My boyfriend has actually decided to study something practical in addition to law. He is also taking cookery classes.
Ngoboka: Cooking? Cooking? That’s a woman’s job.
Akariza: I cannot believe you still think like that. A man can be a cook, and they can do the job just as well as anybody else.
Ngoboka: Uh. Let them but I won’t cook for a woman.
Akariza: And are you saying that women can’t be farmers, carpenters, or truck drivers?
Ngoboka: Well, they can if they want to. I just think that women are better suited to be secretaries, waitresses, and piano teachers. You know.Akariza: Man, you’re stuck in the 18th century. No one will marry you.
Ngoboka: Oh, well, just forget this. But not to change the subject, I’m having a problem with my car, can you help me?
Akariza: Forget it. Start pushing!
Ngoboka: Ah! Forget the conversation and help me please?Activity 4: Discuss the questions below:
1. In the past, what kinds of jobs were mainly done by men or women in your community?
2. Is this still true today, or is this trend changing? Explain
3. What are the reasons for these changes: social, religious, or economic? ExplainD Writing practice
Choose one family or community member and recount his or her career.
Let each first choose the person, what he/she does, how long the person has done it, specific roles
of the person in the job and evidence to show that the person likes the job etc.1.10 DESCRIBING A JOB IN AN ADVERTISEMENT
A Reading comprehension
Activity 1: Pre-reading activity:
Study a job advertisement format your teacher is going to give you and list the information required
in a good job advertisement. When you finish, compare that information with what your partner has got.
A Job advertisement:
Read this job advertisement and answer the questions below.
Sharama Business Co. Ltd.
Sharama Business Company Limited seeks to recruit a highly qualified candidate to fill the vacant
post of our new branch at Nyarugenge.SECRETARY
Qualification
• Male, age 20-30 years.
• Bachelor’s degree in secretarial studies or related field.
• Good command of English, French and Kinyarwanda.
• Computer literate in Microsoft Office, internet, email and adobe programs.Experience
• A minimum of five years’ experience working with international businesses.
Job requirements
• Attention to details and able to identify mistakes in documents easily.
• Ability to work extra hours.
• Organised in filing information.
Interested applicants can send their application letters, curriculum vitae and academic transcripts. Applicants should be Rwandans and attach a photocopy of their national ID and their recent passport photo.
Apply to: The Human Resource Sharama Business Company limited, P.O box 3434, Giporoso, Kigali, at the company offices.Activity 2: Comprehension questions:
1. What is the vacant position?
2. Who advertised the job?
3. What does this position do?
4. What educational background is required?
5. What age is required? Why is age important when looking for an employee?
6. What sex is required and do you think this person is suitable for this post? Why?
7. What computer skills are required?
8. What language ability is required? What is the importance of language for this post?
9. How can an interested person apply for the job?
10. Where can an interested person apply for the job?B Improve your vocabulary
Work, Job or Career Exercise:
Activity 3: Complete the sentences with the words WORK, JOB, or CAREER.
1. The reporter has done some excellent freelance ____________________ for us. We should give him a
permanent ___________________.
2. John is an emergency doctor. He has a very demanding ______________.
3. She went shopping with some friends from ___________________ .
4. Being a janitor is a dead-end ______________________ .
5. He has been on the ____________ hunt for several months, but he hasn’t found any vacancies.
6. If I were you, I wouldn’t access Facebook when you are at _________________ .
7. His father retired last year after a brilliant ____________________ .
8. Working with refugee children was one of the most rewarding __________________ I’ve ever had.
9. They have been checking the ___________ listings online and in the newspapers to find a ___________
10. My sister isn’t home yet. She is still at _____________________ .C Listening and talking about job advertisement
Activity 4: Crossword puzzle
Find appropriate words to complete the crossword puzzle below:
DOWN
1. A new employee. 2. A CV. 16. The manager.
13. An increase in an employees’ salary. 11. Someone who works for you.
7. Degrees, certificates, professional titles and so forth. 6. Work-related tensionACROSS
3. A letter that accompanies your job application.
4. To remove someone from your company.
5. To employ someone.
8. Without a job.
9. Ending an employees contract.
10. Abilities. 14. An unfilled position.
12. Responsibilities.
15. Where an accountant works.
17. Someone you work for.
18. Work-related tension.
D Writing practice
Activity 5
Write a job advert for the position of a manager of a company. Follow the example in the reading
comprehension above.Unit summary
In this Unit, you have learnt about careers and making informed career choices. The choice of career
one makes is very important because it determines what you will do for the rest of your life. If you make a bad choice, you will regret it, but when you make a good choice, it is the beginning of a happy life. As senior three students, you will choose combinations at advanced level. The knowledge of career choice will help you to make an informed and wise decision. In addition, the unit lessons have helped you to acquire reading, writing, listening and speaking skills about career choices through the activities given.
Unit testReading comprehension
Put each of the following words in its correct place in the text below (max. 12 points)
successful engineer lives teens profession choose interests decisions character job answer career
It is very important for everybody to make the right choice of 1) __________. And it is no wonder because there are a lot of honorable professions to choose from, for example, the profession of a teacher, a doctor, a computer-operator, an 2) __________, a journalist, an agronomist, a miner, a fitter, etc. It is difficult for the young people of seventeen to give a definite 3) __________. There are lots of people who take 4) __________ about their professions and their career very easily. It is a matter of fact that only few of them become successful in their careers and their 5) __________. Such people don’t gain much success in their professions and their careers. The next point is that there is a big difference between 6) __________ and career. Job is just a place to work in and to earn your living while 7) __________ involves planning out the journey, picking up the necessary skills along the way to be successful, and purposely deciding what your 8) __________, skills and work values are. Choosing a career is a hot question for school-leavers. I know that leaving school is the beginning of my independent life, the beginning of a far more serious examination of my abilities and 9) __________. My parents and school teachers helped me to 10) __________ my future profession. I would like to become a teacher as my parents are.
This profession is to my liking though I understand that it is a difficult job, but I like people and my
long-term dream is to bring up and teach children. Some people never pick a career. They continue
drifting from job to job, without considering where the drifting will lead. 11) __________ may change
their career interests or goals over time, but a well-chosen career usually leads to more advanced and
challenging opportunities. And let’s face it – you’re likely to be working most of your life, so why not
enjoy what you’re doing. Finally I’d like to advise you to choose your career carefully and then you
will be happy and 12) __________ in your future life.
Source: https: //en.islcollective.com/resources/printables/worksheets_doc_docx/writing_ comprehension_career/preintermediate-a2-worksheet/65054Vocabulary
Choose the correct word in the box below to complete the dialogue about career advice.
Language skills
Match the statement with the correct alternative given
Writing
Many youths in Rwanda disrespect certain jobs that require using physical energy. Write an article
in your school magazine advising such students to give value to all jobs.Key unit competence:
To use language learnt in the context of running a business.
2.1 RUNNING A BUSINESS
A: Reading comprehension: The body shop
Activity 1: Pre-reading:
Define the term entrepreneur in your own words and give four characteristics of an
entrepreneur.
You can use a dictionary and then write your own definition the way you understand
the term.Inyarwanda clothes
Read through the text and answer the questions that follow:
It started when second hand clothes were in fashion in Rwanda a few years ago. One day, Ms.
Mukandoli, a busy mum and a loving wife, went shopping for nice second hand clothes. After a few
hours of searching, she came home exhausted and disappointed because everyone was struggling to
pick nice ones.
In 2016, the government of Rwanda increased the price of second hand clothes, so many women
found it hard to find the right outfit. “I will help them,” – thought Ms. Mukandoli. With very little
money, no connections in the fashion world and a community who laughed at her idea that it was
not realistic, she persisted and decided to start up her own business.
Ms. Mukandoli designed her first collection of twenty clothing items, bought suitable material and a
sewing machine. Ms. Mukandoli was a tailor herself. Her sitting room turned into a workshop. When
the collection was ready, Ms. Mukandoli took them to fashion shops. To her surprise, they bought
the whole collection at once.
When they asked her about the name of her company, Ms. Mukandoli looked at them, smiled and
said: “Inyarwanda”. Today many people have fallen in love with products from Ms. Mukandoli. She
has hired other tailors and expanded her business. Other people have copied her and now clothes
made in Rwanda are on high demand across the country.Activity 2: Comprehension questions:
1. Why didn’t Ms. Mukandoli manage to buy any clothes?
2. What three difficulties did Ms. Mukandoli face when starting up her business?
3. What special character traits helped Ms. Mukandoli succeed in her new career?
4. What did Ms. Mukandoli do in order to start her business?
5. Where did Ms. Mukandoli sew her first collection?
6. Why did Ms. Mukandoli decide to call her collection “Inyarwanda”?
7. What did Ms. Mukandoli do when she realised her clothes were in high demand?
8. What fact proves that “Inyarwanda” is a successful company?B: Improve your vocabulary
Activity 3: Present simple pronunciation
Give the present simple of the words below and their sounds of the –s or –es of the verbs (/s/, /z/, /iz/).
C: Listening and talking
Activity 4: Discussion
One member thinks starting a business is difficult while another member thinks it is easy.
Share and list ideas on this topicD Writing practice
Activity 5: Writing a dialogue
Use the ideas to write a short dialogue about these points of views.
2.2 LANGUAGE STRUCTURES: PRESENT SIMPLE TENSE
The simple present tense in English is used to describe an action that is regular, true or normal.
Activity 1: Matching exercise
Match the sentences on the left with those on the right
Add –s or –es to the verb in B. Then match the sentences in A and B.
Use of the present simple tense
Read the information in the table below and present to class at least two uses of the present simple
tense using your own examples.
Activity 2: Fill in exercise:
Fill in the gaps in the passage below about daily routines of a worker at Simba Supermarket.
Mr. Tumukunde works in an office in Simba supermaket-Kigali. Here he talks about what he does every day. Fill in the gaps with verbs from the box. The first one has been done for you.
At 7:21 My alarm clock rings and I wake up. I hate my alarm clock! It makes too much noise. I get up
at 7:30 and (1) make my bed.Then I (2) …… a shower and brush my teeth. I get dressed and have breakfast. I always (3) …… three
eggs and bread. I (4) ….. two cups of tea and then I (5) ……… my teeth again. I (6) ……… some milk
in a bowl for my dog, and at 8:30am I (7) …… the house and catch the bus to work. I (8) ……… at
the shop at about 9:00am and drink a cup of tea. I eat some biscuits and (9) …… out of the window.
Then I have a rest.
At lunch time I eat matoke, sweet potatoes and meat and (10) …… the newspaper. At around 3:30 I
take off my shoes and (11) …… for twenty minutes, sometimes twenty-five minutes, sometimes half
an hour. I (12) ……… two or three letters from customer or suppliers and (13) ….. my sister who (14)
…… in Australia. We (15) …… for fifteen minutes. She always tells me about the weather. There (16)
…… three kinds of weather in Australia – hot, very hot and very, very hot!
I leave the shop at about 9:30. When I get home I (17) ….. the dog and (18) ………. TV. At 11:00, I take
a hot bath and go to bed. Sometimes the moon (19) …. in the sky and I don’t sleep well. I (20) …….
about my vacation. Then at 7:21 my alarm clock rings.2.3 BUYING THINGS
A: Reading comprehension
Activity 1: Pre-reading activity:
imagine you have gone to a shop to buy textbooks for next term but you are not sure which one is
better.
Let one member be the shop keeper and advise the buyer so that he or she can go home satisfied.Activity 2: Comprehension questions
Dialogue between Kubwayo and sales associate
Read the dialogue below and answer the questions that follow:
Kubwayo: Hello, brother. I would like to buy some fruits.
Sales associate: Sure, sir. Which fruits would you like to buy? I have a variety.
Kubwayo: Do you have organically grown mangoes?
Sales associate: Yes, sir. Natural mangoes are the best
Kubwayo: How much does it cost per kilo?
Sales associate: It will cost you 150Frw per kilo
Kubwayo: Oh! That’s too much. A few days ago I bought a kilo at the cost of 100Frw only.
Sales associate: That’s true, sir. But the price of fruits is rising every day. Predicting the future is hard for us now.
Kubwayo: Anyway, can you give me a kilo in exchange of 130Frw?
Sales associate: You see, I have to pay taxes and transport costs. My profit will only be 20Frw.
Kubwayo: You are a skilful seller. I am convinced.
Sales associate: How many kilograms will you take?
Kubwayo: Let me take only one kilogram. I would take more but they are expensive.Sales associate: Ok, I am giving you 1 kg. But can you take more please?
Kubwayo: (taking the fruits) Thank you for the positive impression about business.
Sales associate: You are welcome, we try hard sir.Activity 3: Read the dialogue above. Play the part of a seller and your partner that of a buyer, and
vice versa. Choose any item you want to buy or sell.B: Improve your vocabulary
Using a dictionary, find out what the words below mean as used in the passage:
C: Listening and talking: Dialogue speaking practice
Activity 4: Complete the dialogue below and read it aloud before the class. Use the words below to
complete the dialogue:
Customer: I don’t like this dress. It makes me look too old.
Sales Assistant: What _____1__________ of dress do you prefer?
Customer: This coat doesn’t suit me. I hate green.
Sales Assistant: What _______2________ are you looking for?
Customer: These T-shirts are not good for my sons – they will get stained very easily!
Sales Assistant: What ______3_______ do you like?
Customer: I don’t think this washing machine is big enough for my family.
Sales Assistant: What ______4______ of washing machine are you looking for?
Customer: I need to order some ice cream for my party, but I don’t like chocolate.
Sales Assistant: What ____5________ do you prefer?D: Writing practice:
Activity 5: Summary
In not more than 100 words, write a one-paragraph summary of the article that you read about
“Inyarwanda clothes” in not more than 100 words.Use the following tips:
a. Shorten the text in such a way that all facts are in the summary. Leave out examples, proverbs
and explanations.
b. Skim the text. You should find out what its main content is about.
c. Read the text again to understand more details. You must have understood the whole text
before you can summarise it.
d. Make notes (use keywords). Underline important words in the text.
e. Form sentences with the help of your keywords. These sentences should reflect the main content
of the text.
f. Connect the sentences using suitable conjunctions.
g. Use the simple present or simple past tense. Write sentences in reported speech.
h. Sometimes you have to change the person(1st,2nd and 3rd person singular or plural)
i. Check your summary. Watch out for spelling mistakes.2.4 TALKING ABOUT BUDGETS
A: Reading comprehension
Activity 1: Pre-reading
Discuss the following questions:
a. What is a budget?
b. Why is it important to make budgets?
c. What would happen if someone started a business without a budget?Read the passage about Mugabo and Murenzi and answer the questions that follow:
Mugabo and Murenzi are 18-year-old twins, they got excited when their parents agreed to let them choose suits that they could buy at the end of the year to celebrate the completion of their secondary education. The only problem was that they had to save enough money in seven months to buy the suits, and pay the tailor. Mugabo and Murenzi decided to go window shopping for suits at Kabatesi’s tailoring shop. Kabatesi herself helped them find reasonably priced suits for 30,000rwf each, an amount that they thought they could afford.
“Remember,” said Kabatesi, “You don’t have to buy the suits for another seven months. With inflation, similar suits will probably cost about 5% more, which means 31,500rwf. When you’re ready, I will be here to help you!”
“Now that we know what we want, how can we possibly come up with 31,500rwf?” wondered Mugabo.Murenzi had an idea: “Let’s see where we stand and make a budget. Then we can make savings to make sure we have 31,500 rwf after seven months.” Mugabo and Murenzi got down to work and
made a list of the money they expected to receive and spend each month. After realising that they
had a lot of expenses and their income was very little, they decided to ask for a loan from their
parents. They thought they would get the loan interest free, but their parents said they were willing
to lend them at an interest rate of 5% per month.
Mugabo and Murenzi decided to save by avoiding luxuries and buying only necessities. In the end,
they bought the suits without taking out any loans.Activity 2: Comprehension
1. Why do you think Mugabo and Murenzi got excited at first when their parents told them they
would buy suits?
2. Was it a good idea for their parents to ask them to buy the suits using their own money? Explain.
3. What lessons did they learn from this experience?
4. If you were either Mugabo or Murenzi, which expenses would you remove from your daily life?
Why?
5. What is the importance of budgeting according to this story?B: Improve your vocabulary
Activity 3: Matching exercise:
Match the following words from the story with their meanings:
C: Listening and talking: Running a business
Activity 4: Conversation
Make a dialogue using the vocabulary in section B above about a time you went to buy something
but found you had little moneyConsider:
• Your conversation with the shop attendant.
• The quality of the product you wanted.
• The price of the product.
• The amount of money you had which was not sufficient/enough.
• What you finally did to make sure you got the product.D. Writing Practice
Activity 5: Budget writing
Imagine you are Mugabo and your partner is Murenzi. Write a budget so that you can save money
to buy suits for your end of school leaving party. In your presentation you will explain why you gave
some expenses more money than others.
Use the table below:Total income per month_______________________
Note: If your expenses are more than your income per month, it means you will not save. To fix this
problem, you have to go back to your budget and reduce on things that are not essential.2.5 TALKING ABOUT POCKET MONEY
A: Reading comprehension:
Activity 1: Pre-reading questions:
Pocket money is financial support given to students to buy things they need while at school.
a) Why should students be given pocket money?
b) Is it good to give a student a lot of money as pocket money?
c) If you were given more pocket money at home than you need, how would you use it?Read the passage below and answer the questions that follow:
I give Rukundo enough pocket money to eat at the school cafeteria.
Sometimes he would like to eat a little something special and he will ask for a little more and most
times he gets enough for that as well. So far so good.
There is a little kiosk at school that sells stationery. Recently he has been using his savings to buy
these extras that he obviously doesn’t need such as fancy pens, key holders and magazines. It was okay at first with some of these products for we thought he needed them and that they were for academic purposes. But recently, he started to buy the more expensive ones and this has led him to take more and more money to school! My wife is as worried as I am about the overspending.
We have spoken to him many times about it, but it has become something like an addiction to him.
Every day, he will buy something from that kiosk. His desk at home is littered with more than enough
stationery to last a few lifetimes.
Should we keep his savings? Reduce his allowance? He is 15 years old. Talking doesn’t seem to help.
We want him to grow up with good financial management skills so that if we are not there, he will be
able to manage his life properly. We seek any ideas on how to help this boy out of this extravagance.Activity 2: Comprehension questions:
Talk and write your answers to the questions below:
1. Do you get enough pocket money? Are you overspending? How?
2. Do you purchase extras that you don’t need? Is it something you can’t control? Why?
3. Which is more hard to get? Pocket money or the father’s salary? Why?
4. The father is complaining about:
a) His son’s overspending.
b) His son’s bad school results.
c) His son’s friends.5. Write True or False after the statements below:
a. Rukundo always buys food from the school canteen.
b. Rukundo uses his savings to buy the extras that he needs.
c. Rukundo is aware of his addiction.
d. Rukundo’s mother is more worried than his father.B: Vocabulary, spelling and sound
Activity 3: Pronunciation, stress and meaning
Using a dictionary, find the phonological sounds and meanings of the following words:
C: Listening and Speaking
Activity 4: Speaking
Move around the class asking students how they use their pocket money and make a list of the ideas
you got. Share your ideas with other students.D: Writing practice
Activity 5: A paragraph about pocket money
Compare your ideas with your partner’s and write a paragraph describing how students use their
pocket money and give advice to those who misuse it.2.6 LANGUAGE STRUCTURES: COMPARATIVES
Activity 1: Pre-reading
Compare your life with that of your partner in terms of how you spend your pocket money. Talk
about the amount you get, what you use it for, how much you save, how you use your savings. Write two sentences for each item and compare your answers.Comparatives and superlatives regular forms
Complete the table below and share with a partner what you have understood or what questions you have.
Activity 2: Regular comparative form
Choose the correct option for each of the following sentences.
e.g. He worked more efficiently than I did. (Efficiently, more efficiently, most efficiently)
1. Her promotion was the __________ moment of her life. (proud, prouder, proudest)
2. Rubavu is _________ from Huye than Musanze. (far, farther, farthest)
3. This ring is too _________ for me to put on. (small, smaller, smallest)
4. It is _________ to ask for help than to solve the problem by yourself. (easy, easier, easiest)
5. Grace’s work is __________, but Joan’s is __________. (good, better, best)
6. August is __________ than any other month. (hot, hotter, hottest)
7. Do you support his __________ proposal? (late, later, latest)
8. Prevention is __________ than cure. (good, better, best)
9. He may be the __________ man in Rwanda. (rich, richer, richest)10. This pair of glasses is as ________ as that pair. (fashionable, more fashionable, most fashionable)
Activity 3: Irregular forms
Fill in the comparatives and superlatives of the irregular adverbs and adjectives in the table
below:
Usage
Activity 4: Fill In exercise:
Fill in each blank with the correct form – adjective/ adverb, comparative or superlative.
E.g. The manager is the most powerful man here. (powerful)
1. Iron is _______________ than other metals. (useful)
2. My English teacher is as _______________ as Mukarukundo. (beautiful )
3. His Kinyarwanda is getting _____________ and _______________. (bad)
4. The _______________ he gets, the _______________ he becomes. (old, wise)
5. Ann does not swim as _______________ as her coach claims. (quickly)
6. Which is _______________, grammar or vocabulary? (important)
7. Staying at home is _______________ than going on holiday abroad. (comfortable)
8. The _______________ money you spend, the _______________ you can save. (little, much)
9. This new job is the _______________ I have had. (challenging)
10. This mini-bus driver is much _______________ than any other driver I have ever met. (kind)Other types of comparison Examples
Activity 5: Other comparative forms 1
Study the first two sentence transformation examples and complete the others.
1. a. I have never watched such a boring movie. I wish I had not wasted my money on it.
b. It is the most boring movie I have ever seen.
2. a. He is taller than his sister.
b. His sister is not as ____1________as he is/him. I wonder where he got that height from.
3. a. If you work more, you will earn more because they say hard-work pays.
b. The __________2_____________ work, the _______3________________ will earn.
4. a. She is the fastest runner of all.
b. She is _____________4__________ any other runner.
c. No other runner is as _______________5________ as she is/her.
5. a. He is a terrible driver. He will soon make the owner lose the money that bought that car.
b. He drives __________6_____________.
6. a. Jack has bought the same number of books as Peter.
b. Peter has bought as __________7_____________ as Jack.
7. a. She hasn’t made as many mistakes as last time.
b. She made fewer ________8_______________ last time.Activity 5: Other comparative forms 2
Rewrite the following sentences using the words given, without changing the meaning.
e.g. No one else in the team plays better than he does. (best)
He is the best player in the team.
1. No other dancer is as graceful as she is in the play. (most graceful) (Begin: She is.....)
2. Susan dresses more smartly than Emily. (less smartly) ( Begin: Emily.....)
3. Tom is noisier than his brothers. (as noisy as) (Begin: Tom’s brothers......)
4. If you try harder, you will do better. (the harder)
5. Wealth is not as good as health. (better)
6. Mr. Ngabo is younger than he looks. (old)
7. It got darker and the situation became worse. (the darker)8. Sandra does not study as diligently as she did in the past. (less diligently)
9. His father is the most capable man in the office. (as capable as)
10. Losing weight is not as easy as putting on weight. (difficult)2.7 DESCRIBING INCOMES
A: Reading comprehension
Activity 1: Pre-reading
List the different sources of income for your family members or neighbours. Discus how they use
the money they earn. Compare your answers with your partner.
Read the text and do the following activities:Karekezi works in a shoe factory and earns 1,000,000 FRW a year. His brother Paul is a businessman in Kigali and earns 6,000,000 FRW a year. Karekezi saves nearly all of his wages and spends only a little on food, but Paul wastes all his money on gambling such as sports betting, which he is not even good at. He loses most of the time and when he wins, he drinks all the money.
They inherited 2,000,000 FRW each from their grandfather who was killed during the genocide against the Tutsi in 1994. Karekezi invested his share in land. He bought plots of land and when their value had risen, he sold them off at a profit. Paul lost all his money on betting, expecting it to multiply.
He often borrows money from Karekezi, but never pays him back. He thinks that it is his brother’s
duty to save him from financial problems. Now he owes him a fortune. Karekezi is really lucky. Last
week, when he went to withdraw some money from a cash point machine, he found a 5000 Rwf
note on the ground in the ATM. He invited Paul to his house to celebrate. Karekezi went outside to
receive a phone call and left his jacket on the sofa. When he returned, he saw Paul stealing money
from his wallet. Karekezi decided never to lend Paul money again.
Activity 2: Comprehension questions:1. What can you tell about Karekezi and Paul?
2. How did they get their first money? What had happened to the owner?
3. What did they do with the money inherited from their father and who used it well? Explain.
4. Was it a good idea for Karekezi to call Paul to his house to celebrate?
5. Did Karekezi make a good decision never to lend money to Paul again? Why?
6. Have you ever borrowed money and never paid it back? What caused you not to pay?
7. Do you like to borrow / to lend money? Give reasons.B: Improve your vocabulary
Activity 3: Vocabulary: Fill-in exercise
Fill in the gaps with the correct verb, in the correct form (not) earn, inherit, borrow, lend, steal, find, invest, waste, pay (back), owe, withdraw.
1. When I was younger, I ________1_______ some money in land. It was a really good idea.
2. I was very sad when my grandfather died, but I used the money I ______2_______ from him to study,
and I think he would be very happy that I am a teacher now.
3. Claire works as a nurse, but she ________3_______ much money, so her mum often has to
_______4_______ her some.
4. When I was a student I had to ______5_________ lots of money from the bank. I ____6______ all the
money back last year, so now I don’t ___7____ the bank anything.
5. You should be careful when you ______8________ money from a cashpoint/ATM machine because
somebody might be behind you waiting to _____9______ it from you.C: Listening and talking: Saving money
Activity 4: Dialogue practice
Give a short talk about a man who went to a bank to save his money but didn’t know the procedure
and write down the dialogue of what happened.Consider the following ideas
• Name of the bank
• Conversation with the receptionist
• Information on the form you fill in to open the account.
• Depositing the money on the new account.
• Any other ideas you consider important.D: Writing practice
Activity 5: Writing an email
Imagine you are Karekezi and you are writing to your brother Paul advising him to change his behaviour, follow the guidelines below to write him an email.
Components of the body of the email
2.8 TALKING ABOUT BORROWING
A: Reading Comprehension
Activity 1: Pre-reading activity
Situation: One student has borrowed money and not paid it back. As a consequence, he has been reported to the school administration, He is sent back home to bring the money. On his way back from home, he gambles the money he had and it is all lost.
Discuss how you would help such a classmate clearly showing them that their actions are against
Rwandan values.Read the passage below and answer the questions that follow in your exercise book.
Unoka, for that was his father’s name, had died ten years ago. In his days, he was lazy and improvident and was quite incapable of thinking about tomorrow. If any money came his way, and it seldom did, he immediately bought gourds of palm-wine, called round his neighbours and made merry. He always said that whenever he saw a dead man’s mouth he saw the folly of not eating what one had in one’s lifetime. Unoka was, of course, a debtor, and he owed every neighbour some money, from a few cowries to quite substantial amounts.
He was tall but very thin and had a slight stoop. He wore a haggard and mournful look except when he was drinking or playing on his flute. He was very good on his flute, and his happiest moments were the two or three moons after the harvest when the village musicians brought down their instruments, hung above the fireplace. Unoka would play with them, his face beaming with blessedness and peace…
That was years ago, when he was young. Unoka, the grown-up, was a failure. He was poor and his
wife and children had barely enough to eat. People laughed at him because he was a loafer, and they
swore never to lend him any more money because he never paid back. But Unoka was such a man
that he always succeeded in borrowing more, and piling up his debts…
When Unoka died, he had taken no title at all and he was heavily in debt. Any wonder then that his
son Okonkwo was ashamed of him? Fortunately, among these people a man was judged according to
his worth and not according to the worth of his father.
Adapted from “Things Fall Apart” by Chinua Achebe, chapter oneTerms in the passage:
Gourds: any one of several types of fruits that have a hard shell and that are used for decoration and
not for eating.
Cowries: kind of money
Haggard: looking exhausted and unwell, especially from fatigue, worry, or suffering.
Activity 2: True or False questions:Answer the statements below with true or false
1. Unoka died more than ten years ago.
2. He always got a lot of money and spent it on alcohol.
3. Unoka was sociable and shared with his neighbours.
4. He believed one should eat what he/she has before dying.
5. He owed only a few neighbours some money.
6. Unoka was a great musician and enjoyed playing the flute.
7. He was a very successful man in his life.
8. People loved Unoka so much that everyone wanted to lend him money.
9. He always paid back his debts that is why he succeeded in borrowing more.
10. His son Okonkwo was not ashamed of his father.B: Improve your vocabulary
Activity 3: Vocabulary
Choose from the words below to complete the sentences that follow:
Sentences:
1. He would like to buy beer, but it is too_______________ and he has little money.
2. These cheap drinks are selling like_________________! Make sure you buy one because they are not
like others which are _____________________ beyond the real price.
3. Are music instruments still __________________? No, we have run______________________.
4. These books are not for ____________________ you cannot buy it because it is the property of the
government of Rwanda.
5. ________________________ is a piano? That’s very cheap, only 2000 Francs!
6. You will have to __________________ much money if you don’t want to end up like Unoka.
7. Many people like to buy __________________ materials because they are cheap but they can cause
diseases.
8. I am __________________! No amount of money can buy me. Stop wasting your time on me sugar
daddy.
9. Whenever Unoka got money, he immediately went on a ________________________ of alcohol until all
his money was finished.
10. Stop wishing for things you can’t __________________. Instead work hard to achieve them.
11. Ask the shop assistant if she can give a _____________________ on this instrument. I really would like
to buy it.C: Listening and talking
Activity 4: Discussion questions
Discuss the financial problems of Unoka and their causes.
1. Discuss the strength and weaknesses of Unoka given in the passage.
2. If you were Unoka’s son or daughter, what piece of advice would you give him as your father?
3. Based on the information in the passage, Imagine all villagers have decided to hold a meeting to
discuss Unoka’s problems. Role-play the scenario before the whole class.D: Writing Practice: Letter of advice
Activity 5: Formal letter writing
Imagine you are a loans officer in Bank of Kigali. You gave Unoka a loan which he has not paid back.
Write a letter of advice to him on how he can pay back the loan.2.9 LANGUAGE STRUCTURES: PRONUNCIATION OF THE PRESENT SIMPLE TENSE
i. We pronounce –s as /s/ after these sounds: /f/ laughs, /p/ drops, /k/ kicks, /t/ creates/
ii. We pronounce –s as /iz/ after /z/ loses, /dʒ/ manages, /s/ passes, /ʃ/ pushes, /tʃ/ stiches and /ks/ mixes.
iii. We pronounce –s as /z/ after all other sounds: /b/ robs, /d/ adds, /g/ digs, /l/ fills, /m/ dreams, /n/ runs, /η/ rings, after vowels-sees, after vowel + w or r- draws, stirs.Activity 1: Pronunciation exercise
a) Give the third person forms of the verbs in the sentences below.
b) Show whether you would pronounce the third person form as /s/,/z/or /iz/
1. They sell a lot. He………………….//.
2. I often buy things. She…………………. //.
3. We purchase cheap clothes. He…………………//.
4. They enjoy expensive luxurious goods. He ………………//.
5. We spend a lot of money on food. She ………………….//.
6. The student incurs a lot of debts. He ……………..//.
7. Cheap car sell like hot cakes. It ……………………..//.
8. Muteteri saves a lot from her pocket money. She……………….//.
9. Rugamba bargains for everything he buys. He………………………..//.
10. They ask for a refund every time goods are damaged. She………………………//.Spelling
i. Add –s to most verbs: work- works, drive-drives, play-plays, run-runs etc.
ii. Add –es to verbs ending in- o: do-does, -s: miss-misses, -x: mix-mixes, -ch/sh: catches/pushes.Unit summary
This unit explored issues related to financial literacy such as buying things, pocket money, saving,
budgeting, income and borrowing. It also handled grammar such as comparatives and superlatives
as well as pronunciation. Activities in this unit are designed to reflect what you probably see in
your community or have heard about. The language skills in this unit are integrated and used in the
context of the unit. Take time to go through each unit to remind yourself of what you learnt before
attempting the unit test.Unit test
Reading comprehension
My great idea of business
I am Mutabazi, a senior four student. I love business, especially in the domain of entertainment. This
is my future dream. My idea is very simple, really. I already have a small music studio called Stereo
Music Studio 1. Many of my fellow students at school come to put songs on their phones and buy
CDs. I also hire out movies to students whom I trust can bring them back.
My teacher advised me to get movies that are not violent and without sex scenes in order to attract
many parents to hire or buy movies from me. I already started with educational movies such “The
Great Debaters” by Denzel Washington. I have also stocked movies from the Literature class at
school and traditional songs for parents who admire our Rwandan culture.
I want to make the studio much bigger and my idea is to make it the best in Muhanga town. My big
picture is to have branches in different parts of the country and start recording songs and movies
concentrating on Rwandan culture which I realise is admired by many people. I am thinking of taking
a loan to expand my studio but am still scared of how to use the money. What if I make losses?
Thieves can steal the money. I am still confused.
I need about two months to think and consult my brother who has a business in Kigali. When I have
all the information I need, I will start implementing step by step. I will invest some of the money
from a loan in rearing pigs so that I don’t risk all of it in one business.
Of course, I will continue with my studies because my combination is related to the business I am
doing. I love this combination of Literature in English, French and Kinyarwanda (EFK). I will make
sure my studio has entertainment in all languages.Questions
1. What kind of business is Mutabazi talking about?
2. What advantage does he have which will help him become successful in his business?
3. What challenges is he likely to meet in this kind of business?
4. Would you advise Mutabazi to get a loan for this business? Give three reasons?
5. How does what Mutabazi is studying relate to his business and how is it related to your own
future ambitions?Improve your vocabulary
Choose the correct alternative for the statements given and write the answer in your exercise book.
Listening and speaking
Complete table A below with phrases from table B to show the purpose of each phrase.
Table A
Table B: Phrases
Language structures: Tenses
Writing Practice
Either
Write an essay with a title “My Future Business Plan”
Or
Write a formal letter applying for a loan from the Bank for your business.Key unit competence:
To use language learnt in the context of folktales.
3.1 TALKING ABOUT FOLKTALES
A: Reading Comprehension
Activity 1: Pre-reading
1. Use a dictionary to find the definition of a folktale and then create your own definition.
2. What are the characteristics of folktales? Use the story of Sabizeze (if you don’t know it, the
teacher will tell it to you)Read the story below and identify the characteristics mentioned above.
Rwandans recount Ryangombe’s family affairs in great detail. His father was Babinga, described as
the “King of the Spirits”; his mother, originally called Kalimurori, was a fear inspiring sort of person
who had the power of turning herself into a lioness and took to killing her father’s cattle till he forbade her to herd them, and sent someone else in her place.
She so much scared her first husband that he sent her home to her parents and separated from
her forever. After her second marriage to Babinga, there seems to have been no further trouble.
Maybe it was because he was King of ghosts. It is not clear how Babinga could have been “ King of
the Ghosts “ while still living, but when he died his son, Ryangombe, announced that he was going to
take his father’s place. This was refused by one of Babinga’s followers named Mpumutimucuni, and
the two agreed to decide the question by a Rwandan board game (igisoro), which Ryangombe won
narrowly.
As soon as Binego (Ryangombe’s son) was old enough, his mother’s brother sent him to herd the
cattle; he speared a heifer the first day, a cow and her calf the next, and when his uncle objected
he speared him too. He then called his mother, and they went to Ryangombe’s place . On the way,
Binego killed two men who refused to leave their work to guide him, and a baby for no particular
reason.
When he arrived he found his father playing the final game with Mpumutimucuni. The decision had
been allowed to stand over during the interval, and Ryangombe, if he lost this game, was not only
to hand over the kingdom, but also to let his opponent shave his head-that is, take away the crown
of hair which marked his royal rank. Binego who went and stood behind his father to watch the
game, suggested a move which enabled him to win, and when Mpumutimucuni complained, Binego
stabbed him. Thus he secured his father in the kingship, that he was about to lose and Binego was
rewarded.
Source: http://www.sacred-texts.com/afr/mlb/mlb10.htmActivity 2: Comprehension questions:
1. Describe the following people and their relationships.
a. Ryangombe b. Babinga c. Kalimurori e. Mpumutimucuni.2. List four evils committed by Binego and suggest how he could have avoided each.
3. Which game is played in this passage? What was the purpose of the game?
4. Who won the game and how did he win it?
5. What would have happened if the person who won the game had lost it?
6. Which values did Binego lack and how would you help him to have them?B: Improve your vocabulary
Activity 3: Vocabulary:
1. What do the expressions below mean…?
a. …took to killing her father’s cattle…
b. …he forbade her to herd…
c. … the two agreed to decide the question by a Rwandan board game (igisoro)
2. Give other words related to the following words (synonyms, opposites etc)
i. Fear-inspiring ii. Lion iii. Forbade iv. Separated v. trouble vi. Behind vii. War viii. securedC: Listening and speaking
Activity 4: Discussion
Talk with your partner about the events that took place in the passage.
D: Writing Practice: Dialogue
Activity 5: Dialogue
Using the information from the passage write a dialogue summarising the conversation in the passage.
3.2 LANGUAGE STRUCTURES: PAST TENSES
When narrating or recounting a past event, we can use the past simple form of a verb by adding “–ed” if the verb is regular or other changes for irregular verbs.
We also use the past perfect with the verb have changed to “had” followed by the past participle
with “-ed or –en” added to the main verb.From the passage about the death of Ryangombe (3C.1), write five sentences in the past simple and five in past perfect.
Example:
1. Past simple: His mother tried to dissuade him from going.
2. Past perfect: She had had four strange dreams.The past simple and past continuous
Past tenses are often used to recount events or tell stories. Below are reasons for using the past simple. Give two examples for each reason.
1. For temporary actions in progress in the past: I was studying in senior two last year.
2. For interruptions; actions which were in progress when something else happened: When I was leaving, the car got a mechanical problem.
3. For repeated actions with: always; We were always dealing with the wrong people.
4. To make polite inquiries: I was wondering whether we could meet tomorrow.
5. Actions in progress at the same time: While I was cooking, my mother was watching TV.
6. To set the scene at the beginning of the story. E.g. It was Christmas when Moses and I decided to go shopping. The sun was shining brightly and dust was everywhere. The driver was driving very fast when he suddenly saw a lorry in front of us.Activity 1: Context exercise:
Mrs. Kagabo, our school matron ……1…….. (walk) along the corridor when she ……2……….. (hear) noise from our dormitory. We …………3……….(celebrate) my best friend’s birthday and yet the next day we …4………. (have) a tour to Akagera National Park. The matron ……5……… (be) angry with us and ……6….. (start/shout) at us. She ……7…. (threaten) to cancel the trip but we …8…. (plead) and finally she …9…… (accept). Actually we ……10….. (be/surprise) when she ……11… (start/dance) and …12…… (celebrate) with us. It…13…….. (be) the most interesting party I have ever …14……… (attend).
The following morning, I ……15……(wake up) feeling so tired, with a bad headache. I ……16…..
(be/feel) so exhausted that I …17….(get/worry) that I ……18…. (be)going to miss the best trip of my
life. Fortunately, the school nurse …19….. (give) me some tablets and I …20….. (drink) a lot of juice
which ……21…….. (help) me to recover from the hangover of the previous day’s celebrations. However,
my best friend…22…. (not) make it to the trip because she ……23….. (be) seriously sick. The school nurse…24…. (advise) her to rest in bed for at least two days. She ……25…. (be) having stomachache,
headache and nausea. She ……26… (miss) the trip and I too …27…. (not) enjoy it because I …28…(feel) so lonely during the entire trip as others…29…. (be/celebrate)3.3 READING STORIES
A: Reading comprehension
Notes:
Reading stories is a language skill which requires special attention. The same story can be read by different people but the listener will not enjoy them the same way. This is because there are some techniques that should be involved which include; voice, eye contact/facial expression, reading speed/pace, pronunciation etc.
General tips for Reading
1. Try to read at the right level. Read something that is at your level and is interesting to you. If you read difficult books they will discourage you.
2. Make a note of new vocabulary. As you read, you will encounter some new words that require special attention. The best practice is to have a note book for vocabulary or use the back of your book.
3. Try to read regularly. Practice makes perfect as you read, don’t just go through the story once. You may also read at different intervals, rest and continue.
4. Be organised. Have everything ready:
• Something to read
• A marker to highlight difficult words
• A dictionary
• Your vocabulary book
• A pen to write down the new words
Activity 1: Reading aloudRyangombe’s Death
Ryangombe went hunting one day, accompanied by his sons Kagoro and Ruhanga two of his sisters and several other spirits (imandwa). His mother tried to dissuade him from going, as during the previous night she had had four strange dreams, which seemed to her prophetic of evil. She had seen, first, a small beast without a tail; then an animal all of one colour; thirdly, a stream running two ways at
once; and, fourthly, an immature girl carrying a baby without a baby sling.
She was very uneasy about these dreams, and begged her son to stay at home, but, unlike most Africans, who attach great importance to such things, he paid no attention to her words and set out. Before he had gone very far he killed a hare, which, when observed, was found to have no tail.
His personal attendant at once shouted that this was the fulfilment of Nyiraryangombe’s dream, but Ryangombe only said, “Don’t repeat a woman’s words while after game.”Soon after this they met the second and third signs (the animal of one colour was a black hyena), but Ryangombe still refused to be impressed. Then they met a young girl carrying a baby, without the usual skin in which it is carried. She stopped Ryangombe and asked him to give her a baby sling (ingobyi). He offered her the skin of one animal after another; but she refused them all, till he produced a buffalo hide. Then she said she must have it properly dressed, which he did, and also gave her the thongs to tie it with. There upon she said, “Take up the child.” He objected, but gave in
when she repeated her demand, and even, at her request, gave the infant a name.
Finally, tired of her demands, he said, “Leave me alone!” and the girl rushed away, was lost to sight
among the bushes, and became a buffalo. Ryangombe’s dogs, sniffing the beast, gave chase, one after
the other, and when they did not return he sent his man, Nyarwambali, to see what had become of them. Nyarwambali came back and reported: “There is a beast here which has killed the dogs.”
Ryangombe followed him, found the buffalo, speared it, and thought he had killed it, but just as he
was shouting his victory recitation it sprang up, charged, and gored him. He staggered back and leaned against a tree; the buffalo changed into a woman, picked up the child, and went away.
At the very moment when he fell a bloodstained leaf dropped on his mother’s breast. She knew
then that her dream had in fact been a warning of disaster; but it was not till a night and a day had
passed that she heard what had happened. Ryangombe, as soon as he knew he had got his deathwound, asked one hunter after another to call his mother and Binego.
One after another all refused, except the maidservant, Nkonzo, who set off at once, travelling night
and day, till she came to Nyiraryangombe’s house and gave her the news. The mother went at once
with Binego, and found her son still alive. Binego, when he had heard the whole story, asked his
father in which direction the buffalo had gone; after, he rushed off and overtook the woman, brought
her back and killed her. He cut both with the child, cutting both in pieces. So he avenged his father.
Source: http://www.sacred-texts.com/afr/mlb/mlb10.htmActivity 2: Comprehension
1. What did Ryangombe’s mother see that made her fear for her son’s life?
2. What were the consequences of Ryangombe’s refusal to listen to his mother?
3. According to the passage, how did Ryangombe die?
4. How did his mother know that her son had died?
5. How did Binego avenge his father’s death?Discussion:
What are the positive and negative values found in this story?
B: Improve your vocabulary
Activity 3: Synonyms and antonyms
Using a dictionary, find the synonyms and opposites of the following words:
C: Listening and speaking
Activity 4: Story telling
Identify a story from you own culture which involves animals, spirits and people and tell it to the whole class. Your story should be summarized.
D: Writing practice: Summarising
Activity 5: Summary writing.
In not more than 150 words, summarise the events that led to the death of Ryangombe. Use the
information in the next section.3.4 RECOUNTING A PAST INCIDENT
Activity 1: Pre-reading
Tell a partner an incident which was very interesting or sad in your life, that you will not easily forget.
What lesson did you learn from it?Reading Comprehension:
Once upon a time there lived a wise man by the name of Mamad. He never lied. All the people in the
land, even the ones who lived twenty miles away, knew about him.
The king heard about Mamad and ordered his subjects to bring him to the palace. He looked at the
wise man and asked:
“Mamad, is it true, that you have never lied?”
“It’s true.”
“And you will never lie in your life?”
“I’m sure of that.”
“Okay, tell the truth, but be careful! The lie is cunning and it gets on your tongue easily.”Several days passed and the king called Mamad once again. There was a big crowd: the king was
about to go hunting. The king held his horse by the mane, his left foot was already on the stirrup. He
ordered Mamad: “Go to my summer palace and tell the queen I will be with her for lunch. Tell her to prepare a big feast. You will have lunch with me then.”
Mamad bowed down and went to the queen. Then the king laughed and said: “We won’t go hunting and now Mamad will lie to the queen. Tomorrow we will laugh at him.”
But the wise Mamad went to the palace and said “Maybe you should prepare a big feast for lunch tomorrow, and maybe you shouldn’t. Maybe the king will come by noon, and maybe he won’t.”
“Tell me, will he come, or won’t he?” - asked the queen.
“I don’t know whether he put his right foot on the stirrup, or he put his left foot on the ground after I left.”
Everybody waited for the king. He came the next day and said to the queen: “The wise Mamad, who never lies, lied to you yesterday.”
But the queen told him about the words of Mamad. And the king realised, that the wise man never
lies and says only that which he saw with his own eyes.Activity 2: Comprehension questions:
1. Which test did the king give Mamad to prove that he never lied?
2. How did Mamad prove to the king that he doesn’t lie?
3. What was entertaining about this story?
4. How could you apply this story to your own life?
5. What did the story teach you about Rwandan cultural values?
6. In not more than 70 words, write a summary of the story.Writing practice: A personal recount
Activity 3: Eyewitness report
In about 200 words, recount a memorable experience you witnessed which made you so happy that
you will never forget it.
Recounts retell past events and focus on specific incidents. Recounts may be either personal, such
as a report of a school trip, or impersonal, such as a newspaper report. All good recounts are written
in the past tense and have:
i. An introduction: An overview of the event introducing the participants, venue and time.
ii. A series of key events detailed in chronological order.
iii. An organised structure, using paragraphs describing a series of events that happened in the past.
iv. The use of technical language relevant to the topic.
v. A closing statement that connects on or evaluates the event stating personal comments of the writer on the story.
Language feature of a story• Introducing personal participant; I, my group, etc.
• Using chronological connection; then, first, next, finally etc.
• Using linking verb; was, were etc.
• Using action verb; look, go, change, run, stop, jump etc.
• Using simple past tense.
• Differences between direct and indirect speech.Follow the following guidelines:
• Plan your story; you may use a mind map to arrange your events.
• Select specific events for significance /interest.
• Use details to make your recount lively to the reader.
• Use specific names to make the recount sound original and real.
• Use direct speech if you are quoting exact words of the speaker.
• Use indirect speech – no speech marks.
• Use linking words to connect your events and paragraphs.
• Use a good conclusion to finalise your recount.3.5 LANGUAGE STRUCTURES: CONNECTORS
Activity 1: Fill in the gaps in examples to make your own meaningful sentences
Activity 2: Connectors exercise
Complete these sentences with a linking word
1. We decided to go near the antelope, ________he begged us not to because lions might attack us
there.
2. __________ lions look beautiful on the surface, they are the most dangerous animals in the park.3. Our tour guide told us, “You can borrow my binoculars ________you bring them back after the tour.
4. ________ his strict explanations and orders, some students went where they were not allowed to go.
5. We took our umbrellas _________ it was raining heavily early that morning.
6. To start with, we received a briefing on how to conduct ourselves ________ we entered the park.
7. The tour went on very well ____________ the bad weather.
8. We worked very hard ____________ to pass the exam on field work after the tour.
9. We were told not to touch any animal____________ we were helped by one of the workers.
10. My brother bought the safari clothes __________ to look like a real tourist.
11. The teacher left us to go and shop __________ we were going to arrive at school late.
12. _______ she was working I didn’t interrupt her.
13. I opened the window ___________ it was too hot in the school bus.
14. All students at school waited ___________ we came back.
15. ___________ he was fully qualified at guiding students, he still found it difficult.
16. “________ of all, I’d like to ask you some questions.” Our head-boy said to the tour guide.
17. After long hours of learning and enjoyment, ____________ we gathered to rest and have lunch.
18. The whole report I wrote was badly written____________, I had forgotten some information.
19. They wouldn’t mind you being late back to school ________ it’s not your fault.
20. We couldn’t gather enough information __________ had to request another trip to Virunga National
Park.Unit summary
This unit is intended to help you know more about the traditional culture of Rwanda through stories
about Ryangombe. These interesting stories are integrated with language skills and values of Rwandans, criticising the mistakes of the characters and appreciating the good acts they performed.
You will also learn to recount your own stories as well as stories of others (autobiography and
biography). The unit is integrated with history and culture, thereby encouraging more research and
analysis competences.Unit test
Reading comprehension
Instruction: Rearrange the mixed-up paragraph to make a meaningful text and rewrite your paragraph in your exercise books
Mixed-up story:
1. In summary, the trip was mostly enjoyable. Culture is very interesting to see in Rwanda Museum
most especially stories of Ryangombe and Sabizeze.
2. Soon, after our arrival at Huye Museum, we got a general briefing. The head of the Museum gave some information about the history and culture of Rwanda. He gave us an explanation on how Rwandans lived in peace and unity in the past.
3. Culture at Rwanda Museum
4. Then, we began our tour of the Museum. We started early in the morning. Around 150 kilometers
from Kigali, we started by seeing the King’s palace in Nyanza. We all got excited to see beautiful huts and materials in them such as animal skins, spears and the chair on which the king used to sit.
5. Last month, we left school for a tour of the Rwanda Museum. We went there as members of a club called Rwandans at Heart, a club interested in Rwandan culture. Getting there was not quite easy as it required us to pay 3000 Frw each. It needed two hours by bus and we had to pack food to save on the costs of the trip.Follow the criteria below:
Listening and speaking
Choose the correct pronunciation of “-ed” of past tense verbs
Writing practice: Recount writing
Write a recount of the best day in your life when you experienced something good like a surprise
birthday, baptism day, winning a scholarship etc.
• Write to answer; When, Where, Who, What, Why & How?
• Verbs must be past tense
• Opening sentence must have an interesting first sentence and tell the reader briefly about the party.My last birthday party was …………………
First …………………..
After……………….
Later on…………………
Finally………………..
My ……. birthday party was …………………………………………………………………
-----------------------------------------------------------------------------------------------
By ………………………………..Language skills
Fill the gaps with the correct tense. Use simple past, simple past perfect or passive voice.
1. In the 19th century, there (be) _________ colonialists who brought a new religion to Rwanda.
2. Rwandans were (not / allow) __________freedom to pray according to their old religion as the
colonialists (have)____________problems of misunderstanding how Rwandan culture was organised.
3. That’s why during this time some people (leave)_________ their traditional religion.
4. In September 1924 for example, many Rwandans (stop) ________ believing in taboos because they (consider) _________ them to be satanic.
5. Before white men came, Rwandans (take) __________ their culture seriously.
6. By the mid-1990s, many Rwandans (already/ change) _________to other religions.
7. Because many religions (come) __________, they (start)____________ competing for followers.
8. The Rwandan culture (consider) __________ evil, and those who (practice) __________ it (see)
_________ as backward.
9. The colonialists (misled) _________ Rwandans and (made)__________ them believe that anything from their culture was bad.
10. Cultural ceremonies such as the First Fruit Festival (umuganura) which (unite) ________ people were stopped yet in America they still celebrate Thanks-giving.Key unit competence:
To use language learnt in the context of diet and health.
4.1 CLASSIFYING NUTRIENTS
A: Reading comprehension
Activity 1: Pre-reading
1. Are you eating a balanced diet at home? Why or why not?
2. Are you eating the same foods everyday or do you sometimes change? Explain which ones.
3. List three things that you can do to improve your diet.
Understanding carbohydrate, proteins, and fats: The energy nutrients
All food provides energy in the form of carbohydrates, protein,
and fat. These macro-nutrients are the building blocks for the body to use to make and repair cells and provide energy to function.
Carbohydrates (starch and sugar) breaks down into glucose, which the brain uses exclusively for fuel; it also serves as the primary energy source for muscles and organs. Because of its extensive use in the body, carbohydrates should be the primary energy source consumed in the diet. Grains, fruits, and vegetables are excellent sources of carbohydrates.
The foods above also come with fiber (especially whole grains) and lots of vitamins and minerals. Another place where we find carbohydrates is in milk and other dairy foods. They are rich in the sugar lactose, and also are good sources of proteins and calcium.
The body requires a smaller proportion of energy from fats and proteins. Therefore, foods that are high in proteins and fats can be consumed in smaller quantities. Protein is necessary for making and repairing cells, such as muscle and skin cells. High-protein foods include meats, poultry, fish, eggs, nuts, beans, and vegetables. Fat is important for protecting organs, for nerve function, and for transporting the vitamins A, D, E and K. Keep in mind that some fats are healthier than other fats. Unsaturated fat found in vegetable and fish oils is beneficial to health, whereas fat from animal sources (such as red meat and dairy) tends to be dangerous.
Adapted from: www.planet-health.org/pdf/lesson-3.pdfActivity 2: Comprehension questions
1. What is the importance of…?
a. Carbohydrates
b. Fats
c. Proteins
2. According to the passage, which foods can be dangerous?
3. Which natural foods found in Rwanda are healthy for families to eat?
4. Why do most people, despite studying biology and having knowledge of nutrition, still eat an
unbalanced diet?
5. Many foods cause diseases these days. Mention at least three diseases caused by poor diet and
describe their symptoms.
Activity 3: True or False exerciseAnswer true or false for the statements below in your exercise book.
1. Not all foods provide energy. Some are simply dangerous.
2. The function of food is to make and repair cells and provide energy.
3. The brain uses glucose produced from carbohydrates for fuel.
4. Milk does not produce fats and carbohydrates.
5. The body requires a lot of energy from fats and proteins.
6. Our skin cells are made and repaired by proteins.
7. The body does not need fat because it is dangerous to our health.
8. Fat from meat and pork is healthier than fat from vegetables and fish.
9. Red meat is meat eaten when it is not cooked.
10. Fats help to transport vitamins A, D, E and K.B: Improve your vocabulary
Activity 4: Matching exercises
Match word with their meanings
8 Poultry h It means to use it up or finish it.
C: Listening and talking about nutrition
Activity 5: Discussion
1. Explain what you know about the foods on the plate below:
2. Why do you think people may eat an unbalanced diet?
Adapted from: http://savrsena.com/dash-dijeta-u-okviru-koje-se-zaista-jede/
Present as follows:
Group 1: fruit and vegetables Group 2: meat, fish and alternatives
Group 3: food containing fat/sugar Group 4: milk and dairy foods
Group 5: bread, other cereals and potatoesD: Writing Practice: Letter about nutrition and hygiene
Activity 6: Letter writing
Your family is concerned that children are always getting sick. They have gone to the hospital and the doctor has prescribed a diet containing proteins, vitamins, and fat. They don’t know which foods contain these nutrients. Write a letter of inquiry to the doctor asking for specific kinds of food the
family should eat.
• The doctor’s address is; Kigali Healthy Centre, P.O box 123, Kimironko, Kigali-Rwanda.
• Use an imaginary address for the sender’s address.
• Use a correct block format of a formal letter.Complete the format below:
Your address
………………1………………………….
………………………………………….
………………………………………….
The doctor’s address
………………………2………………….
………………………………………….
………………………………………….
Salutation,
Dear……………3………….
Reference title:
Re: ______________________________4________________________________________________________________
Introduction:
With reference to the medical prescription you gave to……………5……… on…………6……, I would like
to……7……… about ……………8…………
Body:
You told us to eat a balanced diet containing…………9……,…10……………., and ……11……….; which my
parents did not understand. I therefore would like to know…………………12………………………………………
…………………………………………………………………
I also would like to find out about………13………the children are………14…… and the kind of
additional treatment they might need. Please give us a list of………………15……………… and
……………………16……………….
Conclusion:
We will be………………………………17…………………………….. For any questions, contact us on phone number
………………………18………………………
Yours …………19………………
……………………………………..
……………………………………..4.2 CLASSIFYING FOODSTUFFS
A: Reading comprehension: Food group categories
Activity 1
Study the table below about food and answer questions that follow:
F = fruit, V = vegetable, G = grain, D = dairy, M/B = meat and beans, O = other (sometimes)
Adapted from: www.planet-health.org/pdf/lesson-3.pdf
Activity 2: Questions about the table
a) Using the table above, list foods that belong to; fruit, vegetable, grain and dairy.
b) Which group has the highest and least number of foods?
c) Which food group is healthy and which one is not?
d) According to the table, which group would be easy to afford at home and why?Activity 3: Research activity
Homework.
Using a dictionary, teachers, internet or any other resource, find out what five of the foods listed in
the table are common in your community and their healthy advantages.B: Vocabulary, spelling and sounds
Activity 4: Sounds of questions.
Try to pronounce the sounds in questions and answers about food given below:
1. Is there any wine in the kitchen? /izther’eni/
2. Are there any onions? /arther’eni/
3. There are only a few bananas left. /ther’ar’rownli/Activity 5: Pronunciation of long /u: / and short /u/
The words food, spoon, scoop etc have a long /u/.
Read the sentences below and choose which words have a long /u: / or short /u/.
1. Velvet table mats feel very smooth.
2. He sat on a stool at the bar.
3. She wore a woollen jacket when they went out to eat.
4. There are no free rooms at the hotel.
5. The mango trees shook in the storm, so we can’t have juice for the restaurant.
6. Students pack milk when they go to school.
7. After eating hard meat, my tooth aches.
8. The bridegroom ate a lot and failed to lift the bride.
9. Gangsters entered the restaurant with hoods and left without paying.
10. I like having lunch at the poolside enjoying the water.C: Listening and talking about food categories
Activity 6: Discussion about food
Prepare a dialogue or short talk discussing food and their groups in relation to your families.
You can talk about…
a) Which foods you commonly eat at home.
b) Which foods are new to you and whether you would love to try them or not.
c) The foods that are healthier than others.
d) Food groups with foods which cause diseases like hypertension, diabetes etc.
e) Importance of the previous table of foods and their groups to you and your family.D: Writing practice
Activity 7: Recipe
Choose foods from different groups in the table of foods and any other ingredients needed to make
a recipe.
• Use connectors such as first, next, then, also, in addition, finally, lastly, last but not least etc.
• Also, use the imperative form.
E.g., Get one spoon of salt, boil for two minutes, and shake until it is ready…4.3 LANGUAGE STRUCTURES: COUNTABLE AND UNCOUNTABLE NOUNS
Notes:
• Countable nouns are for things we can count using numbers. They have a singular and a plural form. The singular form can use the determiner “a” or “an”.
• If you want to ask about the quantity of a countable noun, you ask “How many?”combined with the plural countable noun.
• Uncountable nouns are for the things that we cannot count with numbers. They may be the names for abstract ideas or qualities or for physical objects that are too small or too amorphous to be counted (liquids, powders, gases, etc.).
• Uncountable nouns are used with a singular verb. They usually do not have a plural form.Examples in questions and answers:
Activity 1: Asking and responding to questions
Use the information from the previous table to practice asking and responding in the positive.
Example: apple juice/in the fridge
A. Is there any apple juice in the fridge?
B. Yes, there is some apple juice in the fridge.
a. potatoes/in the vegetable box
b. bread/in the bread bin
c. mushrooms/in the cupboard
d. chicken/in the freezer
e. eggs/in the fridgeActivity 2: The use of: ‘a little’ or ‘a few’
Choose the correct form - ‘a little;’ or, ‘a few,’ for each positive statement.
1. I only had a little/a few tofu.
2. They only brought a few/a little meat for the party.
3. There are only a little/a few oranges left to make juice.
4. I felt better after I ate a little/a few mushroom soup.
5. She only drank a few/a little wine but she was very drunk.
6. I’d like a few/a little more beans please.Activity 3: The use of: ‘much’ or ‘many’
Complete the negative sentences below with, ‘much,’ or, ‘many.’ i.e.
• They didn’t have ________ beef stew.
• They didn’t have much beef stew.
1. I feel tired so I don’t want to drink ________ beer tonight.
2. There weren’t ________ vegetables left when I got to the farmers market.
3. She isn’t going to bake ________ biscuits today.
4. There isn’t ________ ice-cream in the freezer.
5. He never eats ________ for breakfast.Activity 4: Dialogue
Ndongozi is offering to help his mum with some grocery shopping. Read the dialogue and answer
the questions that follow:Ndongozi: Mum, I’m going to town to meet some friends. Do you need anything from the supermarket?
Mum: Oh, yes please, Ndongozi. I need some chicken for dinner tonight.
Ndongozi: Okay. How much chicken do you want?
Mum: Well, there isn’t any chicken in the freezer so I’ll need about 500g.
Ndongozi: Do you want chicken wings or some chicken breast?
Mum: Chicken breast please. Oh, and can you get one or two potatoes too? We only have a few left.
Ndongozi: Got it. I’ll buy some chicken breast and a couple of potatoes. Anything else? Do you need any bread or milk?
Mum: No, we have a loaf of bread and there are two cartons of milk in the fridge.
Ndongozi: Alright. See you later.
Mum: Thank you Ndongozi. See you later.Questions
1. How much chicken is Ndongozi going to buy?
2. How many potatoes will he get?
3. What do they have in the fridge?
4. What is the relationship between Ndongozi and his Mum like according to this dialogue?
5. What is the family income status? Give evidence for your answer.Activity 5: Plural forms
Supply the correct plural forms to complete the story below:
If you’re dieting, there are certain (food)…1….. you really have to avoid. (cake)……2… and (biscuit)…
3… are out for a start, but you can’t live forever on (tomato)…4….and …5……(orange)……6… .
There are (man)…7 and (woman)…8….. who spend their entire (life)…9….counting the calories they
take in each day. Some national (dish) …10….make you fat. The (Japanese)…11….have a high protein diet, while the (swiss)…12….. eat a lot of milk (product)…13…. . personally, I’m lucky not to have to diet, but my friend, John, can’t eat anything without looking it up in his calories chart.4.4 COUNTING CALORIES
A: Reading and comprehension
Activity 1: Fill in
Read the story and fill in the missing gaps with the words below:Love Suggests Damaging Extra Limit Diets Counting Warning
Otherwise See Clear Reducing Rate expertReport says extra cheeseburger a day is OK
There is good news for people who_____1___________ their food. The advice about daily calories given
by scientists for the past two decades may be wrong. A new report from Britain ______2__________we
could eat 16 per cent more without______3_________ our health. This is the same as eating one cheeseburger, or an ______4__________400 calories, every day.
For 18 years, dieticians have advised us that men should ________5________their daily calorie intake to
2,500 and women to 2,000. The report from the Scientific Advisory Committee on Nutrition (SACN)
means many healthy eating plans and _________6_______ given to overweight people could be changed.
The revised healthy calorie _______7_________ is because researchers found a more accurate way of
assessing how the body burns fats.
The committee did offer a _____8___________in its report. It said people should only eat more if they
exercise more, _______9_________they will put on weight. Other experts disagreed with the SACN’s findings.
They fear people might_______10_________ the report as a “licence” or “green light” to eat more.
Britain’s Food Standards Agency made it very _________11_______that people should eat less. It said
most Britons needed to maintain a healthy bodyweight by _____12_________ calories and exercising
more. Doctors predict a third of British adults will be obese by 2012. They worry the new report
could increase the_____13_______ of obesity. Tam Fry, a British health_______14_________, reminded the
public that most male adults have double or treble the recommended calorie intake.
Adapted from: www.breakingnewsenglish.com/0911/091115-calories.htmlQuestions:
Activity 2: TRUE / FALSE
Write true or false according to the information given in the passage.
a. Scientists say people should eat at least one cheeseburger every day. T / F
b. The scientists said cheeseburgers damage the health of under-16s. T / F
c. Men can eat 500 calories a day more than women. T / F
d. A new report has re-examined how our bodies burn fats. T / F
e. A committee said if people eat more, they should also exercise more. T / F
f. The new report is a green light to eat more. T / F
g. Britain’s Food Standards Agency advised people to reduce calories. T / F
h. Most British males have around the recommended calorie intake. T/FB: Improve your vocabulary
Activity 3: Synonym matching
Match the following synonyms from the article.
C: Listening and talking about calories
Activity 4: Talking about calories
Tell your partner what you have learnt about calories from the previous passage and ask questions
about what you didn’t understand. Ask others to answer your questions and you answer theirs. Use
the table below to record your answers.
D: Writing Practice: Article in the school magazine
Activity 5: Writing an article
Write an article to the editor of your school magazine advising students on the amount of calories
they need to eat to stay healthy.4.5 LANGUAGE STRUCTURES: DETERMINERS
General determiners include:
Remember: These determiners can never be used with uncountable nouns:
A; an; another; both; each; either; every; few; many; neither; several; wholeActivity 1: Choosing one alternative
Choose the correct alternative to complete the sentences below:
1. There are……..envelopes on my desk. ( much; some; any; a little)
2. There isn’t ………money in my pocket. (no; some; any of; any)
3. Have you got …..good computer games? ( any; any of; a lot; many of)
4. Do you like Madonna? Have you got …….her records? ( some; every of; any; all)
5. There isn’t …….time before our flight leaves. ( much; many; some; no)
6. I’ve got ….idea where Clever is. ( none; none of; no; any)
7. Do you know ……people living in England? ( much; many; much of; many of)
8. You’ve had ……interesting experiences. ( any; a lot; much; a lot of)
9. Would you like …..more milk? ( little; a little; few; a few)
10. ……..my friends want to see the concert. ( No; Any of; None; None of)Activity 2: Choosing 2
Choose the correct alternative.
1. He ate the …….cake by himself. (whole/all)
2. ……….everyone ready to begin the exam? (Is/ Are)
3. You must sign ……of these letters. ( every/ each)
4. I’ve never met……. I like more than Jonathan. ( no one/ anyone)
5. I’ve been working hard……..day and now I’m exhausted. ( all/ every)
6. ……….Sam or Jim will give you a lift. ( Either/ Neither)
7. ………..of those books is interesting. ( No/ None)
8. I’ve been to Paris twice and I went to the Eiffel Tower …….times. ( both/ all)
9. ……….Mary nor Sue went to the beach last Saturday. (Neither/ Either)
10. He was so thirsty that he drank……..water in one go. ( the whole/ all the)
4.6 DESCRIBING A BALANCED DIETActivity 1: Pre-reading
List the categories of food and the importance of a balanced diet.
A: Reading and comprehension
Activity 2: Comprehension questions
1. From passage one, what are the components of a healthy diet?
2. From passage two, nutrients are categorised into two. What are they?
3. Explain in which ways a healthy diet affects our lives. Give evidence from passage one.
4. From paragraph two, what does the author mean by “choosing the right mix of foods”?
5. According to the first passage, which kinds of food should be minimised? Why?
6. What can Rwanda learn from the US in relation to healthy eating passage one?Vocabulary, spelling and sounds.
The sound /u: / as in soup also have the following spellings
You, youth, mouse, group, route, routine, coupon, through, would and troupe.
The long /u: / can also be pronounced as u-e as in cube, -ue as in statue and -ew as in mew.
Note: some words have single ‘o-e’ to form the long /u/. E.g. move, prove, and lose.
Activity 3: Sound /u:/
Complete missing letters in words in sentences below;
1. Musicians play tunes on their fl_____tes for people in big hotels.
2. Sometimes gl____ is used to fix broken plates in some hotels, which is wrong.3. The commander returned the sal _________ from the chef of the hotel while eating.
4. It is rude to ch______ gum in public places like church.
5. She thr____ the ball thr_____ the window and it fell in people’s food.
6. Is it tr_____ that crocodile are eaten?
7. He dr_________ the photo of the Lord’s Supper.
8. We had dinner on the ship with all the cr______.
9. I will incl_________ you in my list of party guests.
10. We had fr_______ salad as a desert.B: Listening and speaking: A balanced diet
Activity 4: Discussion:
Eating disorders can result in a lot of physical and health problems;
a) Discuss the problems resulting from eating disorders and suggest solutions for them.
b) Do you support most youth today (especially) girls who get worried because they are becoming
fat? Give reasons to support your choice.
C: Writing practice:Activity 5: Summary writing
Write a summary of the two passages in not more than 100 words.
Remember:
• It should be brief and straight to the point (most often one paragraph)
• Should contain only important ideas
• It has to be written in your own words (not exactly as in the passage)
• Use reported speech and not direct speech.4.7 LANGUAGE STRUCTURES: COMPARATIVES
Activity 1: Reading a dialogue
Read the dialogue with your partner taking the roles of Rusagara and Antoine. Try to be as
natural as possible.
Rusagara: Antoine, why are you eating that rubbish again? You’re always eating processed food full of sugar. Don’t you think it’s time to go organic?
Antoine: I’d like to, but I just don’t have the time, and I don’t really have that much money. I can get a lot of tasty, salty food cheap and fast.
Rusagara: I’ve heard that argument a lot, that people don’t eat natural foods because they’re more expensive. But don’t you think that if there was anything you were going to spend money on, it should be what you put in your body? It’s much more nutritious.
Antoine: My time is the most important thing to me. I’m always on the run. So whatever is fastest is where I’m going.Rusagara: Do you like the way natural food tastes?
Antoine: Yeah, sometimes. It’s alright. But, you know, a lot of times it’s bland. Why, when did you become Miss Wholesome?
Rusagara: When I realised that feeling good is the greatest gift you can give yourself.Activity 2: Meaning of words
Define the following terms
Natural organic expensive on the run wholesome fast food processed food convenient cheap
Activity 3: Comparatives and superlatives
List the sentences with comparatives and superlatives from the dialogue. Use the table below:
Activity 4: Writing a composition
Write a composition comparing traditional food and modern food. You should compare the taste,
the cost, which one is healthy or not, preference and recommendation.4.8 FOOD TABLE
A Reading comprehension
Activity 1: Presenting a dialogue
Read the dialogue below with your partner in front of the class
Waiter: Hi! Can I help you?
Customer: Can we have a table for two, please!
Waiter: Certainly. This way please. I’ll show you to your table.
Waiter: Is this table Okay for you?
Customer: Could we have a table near the window?
Waiter: Here you are. Would you like anything to drink now?
Customer: What non-alcoholic beverages do you have?
Waiter: We have sodas, non-alcoholic wines, and Juice. What would you like to start with?
Customer: May I see the menu?
Waiter: Sure! We’ve got delicious buffet as well as snacks…
Customer: We want soup an appetiser. How long do we have to wait?
Waiter: Just two minutes. It’s mushroom-with chicken. Anything else?
Customer 1: Could I have chicken curry?
Customer 2: Is there any flavour on the chicken?
Customer 1: What’s in the ‘Beef stew’? I see it on the menu.
Customer 2: What side dishes can you recommend?
Waiter: We don’t have ‘Beef stew’ now. (After serving) Was everything alright with your meals?
Waiter: Would you like some dessert?Customer 1: Excuse me! I’ve ordered boiled potatoes but these are fried.
Customer 2: This meat is overcooked. But we already ate and enjoyed it.
Waiter: I am so sorry for that. It will not happen again.
Customer 1: Can I have the bill, please?
Customer 2: Is service included?
Waiter: Yes Sir, It is included.
Customer 1: (after paying) The rest is yours. Keep the change.
Waiter: Thank you so much. Come again please!Activity 2: Comprehension:
1. Where do the customers want to sit?
2. What kind of drinks do the customers want?
3. Which food is on the menu but the hotel doesn’t have it?
4. What did you like about the person serving these customers?
5. What mistakes did he make during service?B: Improve your vocabulary
Activity 3: Restaurant vocabulary
Write a sentence for each of vocabulary in the table below:
C: Listening and Speaking: Words with short /u/
• Those with just ‘u’ in the spelling form. E.g. Bush, push, pull, full, bull, butcher, true and truth etc.
• Those with “–ould” pattern in their spelling. E.g. would, could and should.
• Other words have ‘o’ spelling pronounced as short /u/. E.g. do, who, whose, whom.Activity 4: Words without short /u/
Choose the sound whose vowel sound is different from others.
1. a. Bush b. tooth c. booth d. both
2. a. Push b. loss c. choose d. booze
3. a. Pull b. tool c. cool d. coal4. a. Full b. fool c. fall d. rule
5. a. Bull b. ball c. pull d. clue
6. a. Do b. go c. troop d. two
7. a. Who b. doom c. moon d. home
8. a. Flew b. true c. flu d. flow
9. Through b. threw c. thorough d. chewD: Writing practice
Activity 5: Writing a poem
Use the Homophone of the /u/ sound to write a poem of one stanza.
E.g
The beautiful blue bird flew
But left everyone one with bird flu.
I told the doctor it was true
But he asked for additional clue!
For he thought it was not true
Such a beautiful bird to cause flu.4.9 LANGUAGE STRUCTURES: MODAL VERBS
Activity 1: Modal verb situations
Write a modal verb sentence for each of the following situations
1. Persuade someone to eat a meal you have proposed.
2. Ask someone to return food he/she has taken.
3. Get a noisy neighbour’s child to keep quiet while eating.
4. Ask for directions to a table in a restaurant.
5. Explain to a waitress why you want food without salt.
6. Convince your friend to go to the movie you have chosen.
7. Explain to the teacher why you don’t have your homework.Unit summary
In this unit, you have learnt about classifying nutrients, classifying foods, countable and uncountable
nouns, counting calories, determiners, describing a balanced diet, comparatives, making a food table, modal verbs. The organisation and language of this unit is intended to equip you with skills to be used to maintain a healthy lifestyle by knowing the right foods to eat and not eat. Your knowledge of Biology has been integrated in this unit. You will also learn what to say when you go to a public eating place or work in a restaurant or hotel. Review lessons in this unit to remember specific vocabulary and language skills used with food.Unit test
Adolescence is the age which is midway between childhood and adulthood. At this age, physical and hormonal changes occur in the body putting increased demand of nutrients on the body. As a result, adolescents have a ravenous appetite at this age. As the child grows, there is greater demand for studies and other activities, which require more energy. Thus nutritional requirements of an
adolescent becomes more as compared to a child or a grown up adult.
At this age, a growing child starts getting fussy about food and has his/ her own choices. They also like to eat with friends, thus one influencing another in the choice of food. The net result is that mostly they tend to fill their bellies with junk food with little nutritional value.
There are other issues which impede the intake of good nutritional food in adolescents. One is the
desire to have a figure like a favorite model or film star, seeking which many adolescents avoid
eating and go on crash diets. This problem affects young girls most. Then they consider their friend’s
personal experiences about food more important than the issue of nutrients. These food fads prevent
taking nutritional food. Under peer pressure, an adolescent may start taking alcohol or drugs. This
can impair their overall health as well their nutritional status. Little do these youngsters realise that
proper nutrition taken at this stage of life strengthens the body not only presently, but for life.
Deficiency of necessary calories and nutrients causes behaviour changes in adolescents. Undue
agitation or depression in them is at times due to malnutrition.
Iron requirements increase at this stage due to increased body mass and size. Girls start menstruation.
If iron is not taken in adequate amounts, they tend to develop chronic anaemia. Maximum thickness of bones is obtained at this stage of life. This means additional requirements for calcium. Good optimum bone density achieved in adolescence prevents osteoporosis and pathological fractures in old age.
Lack of adequate intake of calcium and physical inactivity prevent the bones from becoming as dense
as required. The result can be, aches and pains in the joints from an early age and early softening of
bones later in life.
Insufficient intake of green leafy vegetables tends to cause anaemia due to folic acid deficiency. It also
causes the bowels to become sluggish. This forms the basis for digestive troubles and constipation
from young adulthood. Lack of adequate physical activity augments the problem…
Adapted from: http://www.newtimes.co.rw/section/read/206561/Questions:
1. What is adolescence according to the passage?
2. Why do adolescents need more nutrition when compared to adults and children?
3. What causes adolescents to eat junk food with no nutritional value?
4. Give two other issues that affect adolescents from eating nutritional food.
5. What are the effects of not having proper nutrients in the body?
6. Give three body changes that are experienced at adolescent stage?Vocabulary
Use a dictionary to find out what the following words and expressions mean according to the passage?
i. peer pressure
ii. Deficiency
iii. a ravenous appetite
iv. tend to fill their bellies with junk food.
v. impede the intake of good nutritional food
vi. menstruationWriting Practice:
Write a letter to a friend telling him or her about the body changes an adolescent goes through and
the importance of eating a good nutritional diet.Key unit competence:
To use knowledge learnt in the context of human rights.
5.1 DESCRIBING RIGHTS
A: Reading comprehension
Activity 1: Pre-reading discussion
1. What do human rights mean to you?
2. Are human rights respected in your community?
3. What are the common human rights issues in your country?
4. Give at least five human rights respected in your community.Read information in the poster below and answer the questions that follow:
http://www.undp.org/content/rbec/en/home/ourwork/democraticgovernance/human-rights/
more-about-human-rights/Activity 2: Comprehension questions
1. What is the most important human right? Why?
2. Do you think that religions respect human rights?
3. Which human rights organisations do you know about?
4. Do you find it possible that everyone in the world will have the same rights in the future? Why/
why not?
5. What would the world be like if everyone respected the rights of others?B: Improve your vocabulary
Activity 5A.3: Vocabulary
Write sentences about human rights using these verbs.
C: Listening and speaking
Activity 4: Importance of human rights
Imagine your partner believes human rights are not important and you believe they are. Talk about
the above view points and share with others.
Finally, hold a mini-debate on the issue by having all those who say it is not important on one side
and those who say it is important on the other.D: Writing Practice: Essay
Activity 5: Essay on the importance of human rights
Write an essay on the importance of human rights in your village. Use the correct format, language
and realistic examples.5.2 DESCRIBING CHILDREN’S RIGHTS
A: Reading comprehension
Activity 1: Pre-reading
Write a short dialogue in which some of you believe children should be punished while others
believe it is a violation of the rights of children.
Share your dialogue with your partner or others and compare your ideas/views.Reading comprehension:
Activity 2: Comprehension
1. What are some of the forms of children’s rights violations mentioned by teens above?
2. What should Keza do to achieve her goal of becoming a famous footballer?
3. If you were Mugabo, would you listen to your teacher’s advice? Give reasons.
4. What is the importance of the Furaha’s chilren’s rights club?
5. Should children be asked to do any kind of work at home or school? Why?/Why not?
6. In your opinion, how can children’s rights be protected in your community?B: Improve your vocabulary
Activity 3: Vocabulary
Using a dictionary, find the meaning of the words below and give a synonym for each
C: Listening and speaking: a debate about corporal punishment
Activity 4: Debate
“Punishment should be totally stopped in the whole country including schools and homes” organise
a debate on this topic.D: Writing Practice: Argumentative writing
Activity 5: Argumentative writing
Using the ideas from the debate about stopping punishment in the whole country, write an argumentative essay.
Guidelines for writing and argumentative essay
5.3 COUNTERING ABUSESA: Reading and comprehension
Read the passage and answer questions that follow.
‘‘Non-violence in the Civil Rights struggle has meant not relying on arms and weapons. It has meant non-cooperation with customs and laws which are institutional aspects of a regime of discrimination and enslavement’’, said Martin Luther King in his 1965 speech. He added saying ‘‘Non-violence has also meant we do not want to instill fear to others or into the society of which we are part. It has meant that we don’t seek to win victory over anyone.
We seek to liberate our society and share in the self-liberation of all the people’’.Violence often brings momentary results. Nations have frequently won their independence in battle. But in spite of temporary victories, violence never brings permanent peace. It solves no social problems: it merely creates new and more complicated ones. ‘‘Violence is immoral,’’ he said ‘‘It destroys community and makes brotherhood impossible.’’
According to Martin Luther King, practicing non-violence shows that we have reached a superior level, that we have escaped the blind fear that arouses panic and violence. Non-violence, for him, requires courage and self-denial. Martin Luther King exposes how useless and harmful violence is.
It is impractical and immoral because it develops hatred and ends in destruction for all.
He pointed out that violence has come to be taken for granted as a means of solving problems.
There ensues looting, pillaging, killing and setting fire everywhere. They might feel happy and
victorious. But this violence engenders violence and it will never bring permanent peace. He also
declared that we have to exchange ideas and opinions in peaceful dialogues. We have to set an
atmosphere of understanding and tolerance, an atmosphere of goodwill and love.Activity 1: Comprehension questions
Answer the following questions according to the text
1. Did Martin Luther King believe in non-violence to get one’s rights? Give evidence.
2. Why is violence useless and harmful?
3. What are the effects of using violent means to get one’s rights?
4. Give two example from your community of how people used non peaceful ways to solve problems.
5. What should we do to live in harmony with others?B: Vocabulary, spelling and sounds
Activity 2: Matching exercise
Match the words below with their synonyms. You will find these words in the next story.
C: Listening and speaking: pronunciation of /S/
Activity 3: Pronunciation of /S/
Classify the following words according to the pronunciation of their final‘s’
victories results exposes reaches customs brings solves creates makes destroys shows ensues engenders has arms aspects others arouses requires develops
D: Writing Practice: Speech
Activity 4: Speech writing
Using information from the comprehension text above, write a speech encouraging people in your
community to use peaceful means of solving problems and discouraging violence because of the
negative effects it has.Follow the guidelines bellow:
a. Give your speech a title.
b. In your introduction, say what you are going to tell the audience.
c. In the body, tell them what you prepared to tell them.
d. In your conclusion, tell them a summary of what you told them in the body.
e. Read the comprehension and pick out important ideas to use in your speech.
f. Give a colleague to read through and correct for you before submitting.5.4 DESCRIBING CHILD ABUSE
A: Reading and comprehension
Activity 1: Pre-reading
1. As a child, were your rights ever violated? Share your experiences.
2. Which children’s rights are violated most often in your community? Rank them using a graph.Read the story below and answer the questions that follow:
When we were young, no one ever told us about our rights. Most children were badly beaten, denied food and education which every child should have. It didn’t matter which offence you committed to be given such
brutal and harsh punishments.
I remember the countless number of offences we were beaten for. One could be beaten for crying when you are beaten, they would beat you if you were punished and never cried. They would say you were a bad boy or a bad girl. You could be punished if you stood when elders were sitting; beaten for sitting when elders were standing. They would punish you if you ate with visitors. Refusing to eat with visitors would lead to being punished too. We were beaten for almost everything and nothing we did.
During those days, the child belonged to the community. Everyone in the community had the right
to punish you. I remember one day as we came from school; I was in primary five, when boys drew
a line across the road and challenged me with another boy that whoever crossed the line would be
a “man”. We stood on opposite sides and waited to see who would cross first. Because the other boy
was older and bigger, he decided to cross first. No sooner had the fight begun then an old man we
didn’t know arrived. What he did to us I have not forgotten till now.
The worst part is that when I reached home, I found the news already received and sticks were
waiting for me. Today as an adult, I feel sometimes I was punished unfairly yet did nothing to stop
it. Now that you know your rights, always remind whoever wants to punish you that you have
rights and they should be respected. This does not mean you misbehave. You should also fulfill your
responsibilities as a child.Activity 2: Comprehension
1. List at least three children’s rights not respected in the passage.
2. Which offences would children be beaten for?
3. What caused the two boys in the story to fight?
4. What were the consequences of their fighting?
5. What is your opinion of this community?B: Vocabulary, spelling, and sounds
Activity 3: Synonyms and opposites
Give a synonym and opposite of the words below
i. committed
ii. punishments
iii. offences
iv. misbehave
v. responsibilitiesC: Listening and speaking
Activity 4: Discussion
1. If your rights were abused, what would you do? Make a list of steps.
2. Should a child be punished by anyone in the community even if they are not related? Give
reasons.D: Writing practice
Activity 5: Writing a poster
Write a poster promoting human rights in your community. Include ideas, words and phrases from
each member.5.5 LANGUAGE STRUCTURES: PASSIVE VOICE IN THE PRESENT TENSE
Activity 1: Identifying passive sentences
Identify the sentences in the passive voice in the passage above and put them in the active
voice. Use the table below:
Activity 2: Complete sentences
Complete the sentences below with either passive or active voice where applicable.
1. It is not clear how many human rights (abuse) ___1_____ by criminals.
2. It may be possible to tell whether a person (violate) ___2______ the rights of others after the
criminal (investigate) __3______.
3. These days, many cyber-criminal (use) ___4___the internet to disturb the privacy of others. This
(do) __5___ by hacking emails and websites and getting information or blocking them.
4. If you (tell) ___6__ that you have won money you did not compete for, know it is the first step to
(rob) __7_____.
5. Sometimes money (steal) __8___ from people’s bank accounts using computers. If you (ask) _9___
to give your account number to people you don’t know, please don’t do it.
6. Some people (deny) __10____ their freedom of speech. They (tell)__11__ to shut their mouths in
case they try to report abuses.
7. Many human right abuses (not/report) ___12___. This is because people (not/inform) __13___
about their rights.
8. In Rwanda, training is (give) __14___ by many organisations and people (start) __15____ to know
how to protect their rights.
56 DISCUSSING GENDER EQUALITYA: Reading comprehension: Case study
My mother does not eat eggs, pork, fish, goat meat
and chicken or any other bird. She believes these are
“dirty” foods not meant to be eaten by women. She
always discouraged my sisters from sitting with legs
stretched when peeling bananas. My sisters were
often sung songs to discourage them from climbing
trees, sitting on the pounding mortar and not allowing anyone to jump over a pregnant woman.
My sisters being educated have refused to accept
everything my mother tells them. They eat all the
foods my mother considers to be ‘dirty’. However, they have retained some of the taboos like not climbing trees, stretching their legs and sitting on the pounding mortar and grinding stone.In contrast, the boys were allowed to eat all the above. My mother knows to cook them very well
without any complaint. As a boy, I was taught not to sleep away from home because I had to protect
my sisters. I would be seriously punished if I fought with my sisters but it was not the same case for
my brother. When he was involved, they would give us sticks to cane each other.
In terms of work, my mother didn’t discriminate. Sometimes my sisters went to pray on Sunday and
the boys would cook; that is when my father would not be around. My father never allowed girls to
do any work that required physical energy. He also never punished girls seriously. I don’t know why
but that is how it was.Activity 1: Comprehension
1. List the differences between boys and girls in this case study.
2. Why do you think women were prohibited from eating certain foods or performing some actions?
3. Do you think the speaker’s mother knew her rights as a woman? Give reasons.
4. Which statement shows that the mother of the speaker has accepted her position created by society?
5. How does the mother differ from the father in terms of gender?
6. Give five things women were prohibited from doing in Rwandan culture.
7. In your opinion, do you think it was right to prohibit certain things from women? Give reasons
for your answer.B: Improve your vocabulary
Activity 2: Crossword puzzle
Use the following words to complete the puzzle after reading the statements.
Across:
Empower Traits Niece Equality evaluate Mother Responsive
Down:
Bias Literacy Gender Sister Equity Abuse Stereotype Sex.
1. A female person who produces other people.
2. A daughter of your brother.
3. Making sure conditions and treatment of both males and females is the same.
4. Supporting women to raise their standards of living and other conditions.
5. Behaviours which are unique to a person and can define that person e.g social, polite etc.
6. Investigating the different experiences, knowledge and activities of women and men in a given
context.
7. Taking action to correct gender unfairness so as to ensure equity and equality.
Down
1. A female person whom you share either or both a father and mother.
2. A situation where women or men are mistreated by being beaten etc.
3. Considering all women or men to be sharing a negative characteristic like laziness, immorality etc.
4. Being fair to men and women by providing what one lacks to be equal to another.
5. Ability to read and write. E.g. many women today are literate.
6. Making assumptions or stereotypes about behaviours, abilities, or preferences based upon gender.
7. The social and constructed differences in women’s and men’s roles and responsibilities.
8. Biological differences between men and women.C: Listening and speaking
Activity 5F.3: Talking about gender at school
Discuss issues of gender discrimination at school and present it to the whole class.
Include the following:a. Number of male and female teachers
b. Examples used by teachers
c. The nature of pictures and examples in the textbooks
d. Availability of “girls’ room”
e. Any other issue
D: Writing practice:Activity 5F.4: Composition writing
Using the mind map below to plan and write a composition on gender in your community. The centre
is the title. Each circle should include how those people practice gender.
5.7 DESCRIBING MINORITY RIGHTS
A Reading and comprehension
Activity 1: Pre-reading
Minorities refer to a part of a population differing from others in some characteristics and often subjected to different treatment.
Different colour-one people
When I was young, I had never heard any other language except my mother tongue. I used to think
all black people in the world spoke Kinyarwanda except whites. One day as I was walking to school,
I met a man and woman speaking a language which up to today I do not know.
At first when I heard them, they sounded like they were calling my name. This drew my attention to
them, only to realise they were talking to each other. When I listened further, they sounded like they
were going to fight. To my surprise, they started laughing happily which made me laugh too. They
came close to me and I ran very fast to tell my parents because they had told us some strangers
were cannibals.
After reaching home, I told my parents that I had met two strange people who ran after me. My
parents asked what the people I had met looked like and I described them. They told me those were
our neighbours and were very nice people.
Today, it is not surprising to meet people from all walks of life in my village- Ugandans, Kenyans,
Sudanese, Chinese, American; almost every country in the world is represented. Some people from
the same country cannot speak and understand each other. There are many religions as well some
with just a few people. I wonder if they pray to the same God.
Despite all these differences, we are living together in peace. As the UN recommends, nations must
create favourable conditions for minorities to practice their culture, religion, customs and language
when it does not violate national law. In fact, knowledge about the rights of those minorities in our
village have helped us to be united and respect each other.Activity 2: Comprehension.
1. Why did the writer run when strangers came close to him/her?
2. Did the writer respect the minority rights? Explain.
3. What are the examples of minorities in this story?
4. In which ways can minority rights be violated by the majority in society?
5. If you were the writer, how would you make sure the rights of minorities in the story are
protected? Give four points.Class discussion:
Do you think the 1994 genocide against the Tutsi was a violation of human rights?
B Improve your vocabulary
Activity 3: Meaning of words and phrases
What do you understand by the following phrases in the context of minority rights?
i. indigenous people
ii. marginalised
iii. ethnic minoritiesiv. Linguistic minorities
v. Crime of Genocide.
C Listening and speakingActivity 4: Role-play
Imagine there are people who have run away from their countries because of war and your
community members want to send them away. You are asked to speak on their behalf to the village
leader.
Prepare a dialogue of the conversation that happened and present it to the class.D Writing Practice
Activity 5: Minutes of a meeting
Your village has called a meeting to discuss problems faced by genocide survivors in Rwanda. You
are asked to take minutes as the secretary. Write the minutes.
Make sure your minutes include:
a. The minutes have a title containing the date and place where the meeting was held.
b. Members who attended.
c. Agenda/ items to be discussed e.g. Previous minutes, speech from chairman, problems faced by survivors etc.
d. Body summarising ideas for each item on the agenda.
e. Conclusion and time for the next meeting.5.8 LANGUAGE STRUCTURES: DIRECT AND INDIRECT/REPORTED SPEECH
Reported or indirect speech is usually used to talk about the past, so we normally change the tense
of the words spoken. We use reporting verbs like ‘say’, ‘tell’, ‘ask’, and we may use the word ‘that’ to
introduce the reported words.Activity 1: Complete sentences
Complete the exercise below with indirect speech. Use the following expressions
I was innocent slow down get married to interpret for me calm down wait for me
Leave me teach him everyday buy newspapers for me mind his own business
1. Joseph was taking a long time to get ready, so I told him to hurry up
2. Sarah was driving too fast, so I asked ......................................................................
3. Ms. Mukandoli was nervous about foreigners. I told.......................................................
4. I couldn’t understand their language alone, so I ......................................................................
5. The security guard looked at me suspiciously and ....................................................
6. Tom was going to the shop, so I ...............................................................
7. The man started asking me personal questions, so I .....................................................
8. John was in love with Marriam, so he ..................................
9. I didn’t want to delay Helen, so I .......................................................
10. Musoni wanted me to learn English, so he…………………………..Activity 2: Direct and indirect speech
Student reporter
One student will be the reporter and the other will be someone interviewed such as: the mayor,
Miss Rwanda, a rich entrepreneur, a cyclist who won a medal, etc…The interviewed person answers
a 3-5 questions and the reporter reports back to the class:
Example:
Question: What will you do to make our city peaceful?
Mayor: I will get rid of crimes on our streets.
Reporter: In an exclusive interview, the mayor promised he would get rid of crime on our streets.Activity 3: Read and report
Read the dialogue and write a report by getting answers from the dialogue.
Clever: “What are you doing here, Kamali? I haven’t seen you since June.”
Kamali: “I’ve just come back from my holiday in Ireland.”
Clever: “Did you enjoy it?”
Kamali: “I love Ireland. And the Irish people were so friendly.”
Clever: “Did you go to the Wicklow Mountains?”
Kamali: “It was my first trip. I can show you some pictures. Are you doing anything tomorrow?”
Clever: “I must arrange a couple of things. But I am free tonight.”
Kamali: “You might come to my place. What time shall we meet?”
Clever: “I’ll be there at eight. Is it all right?”Fill in the gaps with correct answers to report the dialogue.
1. Clever asked Kamali _____________________. And he said _____________________ .
2. Kamali explained that _____________________.
3. Clever wondered _____________________ .
4. Kamali told him that _____________________ and that_____________________ .
5. Clever wanted to know _____________________ .
6. Kamali said that _____________________ and that she _____________________.
7. And then he asked him if _____________________.
8. Clever explained that _____________________.
9. But he added that _____________________.
10. Kamali suggested that _____________________ and asked him _____________________ .Unit summary
This unit discussed human rights and abuses. The content included; Describing Rights, Children’s
Rights, countering abuses, child abuse, passive voice in the present tense, gender equality, minority
rights, direct and indirect/reported speech. You should have seen that some of the human right
abuses exist in your community. This lesson is intended to help you stop human rights abuse and
equip you with the language and skills to do that. More about his topic will be studied in general
studies and communication skills at advanced level.Unit test 1
A Reading comprehension
Read the article below and fill the gaps below:
Human Rights Day is one of the most important events in the United Nations calendar. It ___1___
place on the 10th of December every year. It was on this day in 1948 that the U.N created the declaration of Human Rights. Only 48______2_______ initially agreed to the declaration. Of course, the
_____3______ majority of countries accept it today. The High commissioner for Human Rights described
the importance of this day: “On Human rights Day, it is my _____4_______ that we all act on our collective responsibility to uphold the rights ________5____ in the Universal Declaration. We can only
honour the towering vision of that inspiring document when its principles are fully ________6________
everywhere, for everyone.”
The focus of the day is at the U.N. headquarters in New York City. There are _______7____ international
conferences, meetings, cultural events and exhibitions all ________8______ with human rights issues.
There is a different theme each year on Human Rights Day.
It is sad that we still need this day. It _____9______ seems we need it more as the decades
_______10_______. There are still too many countries that do not respect _______11______the most basic
of rights, including the right to life. As globalisation makes the world smaller, problems are getting
bigger. There is still so much work to be done to guarantee the right to freedom _______12______
thought, to practice one’s own religion, and the right to education.Questions:
Choose the correct words from this table to fill in the article by circling the best alternative.
B Improve your vocabulary
Match the following phrases from the article.
Paragraph 1
Grammar:
Re-write the following sentences as instructed in the brackets.
Delphine answered the question. (Change the sentence to passive voice)
1. The house will be built by the construction crew in five months. ( Change the sentence to active voice)
2. Many people know how to plant a flower, but not many people know how to make it grow.
(Re-write this sentence using .......very few................)
3. You might achieve your goal if you put in some more effort. ( Re- write using......a Iittle..............)
4. She told me that her father was ill. (Re-write using of instead of......that......)
5. Jane is beautiful. Chantal is not so beautiful. (Re-write as one sentence beginning:
Chantal................)
6. You will miss the bus if you don’t hurry. Begin: Unless................)
7. Possibly, they are children of good character. (Begin: It is.....................)
8. “Have you ever been told that scorpions are poisonous?” asked the teacher. (Re-write this
sentence in reported speech)
9. Hakizimana asked Maurice why he had gone to town the previous day. (Re-write this sentence in direct speech)
C Phonology/ pronunciation
In the following sentences find the word that has the same sound as the underlined word in the sentence
1. There is a 1ot of light in the building.
A. Get B. Sight C. Pick D. Time
2. He bought a bag of rice yesterday.
A. Hot B. Note C. Broke D. Boat3. I think she went to Karongi yesterday.
A. Three B. There C. These D. Sink
4. Please tie up your shoe laces.
A. Buy B. Sit C. Pot D. See
5. That metal has rust on it.
A. Rude B. Move C. Cute D. burst
D Writing Practice:
Write a speech you would give during community works (Umuganda) in your community, sensitising people about children’s rights violations.Unit test 2
UNIVERSAL DECLARATION OF HUMAN RIGHTS
Human Rights are those rights which should be given to all persons irrespective of their religion,
race, caste, gender, nationality or any of them. The UN General Assembly adopted the Universal
Declaration of Human Rights on 10th December, 1948. This date is celebrated as the Human Rights
Day. These rights include a number of civil, political, economic, social and cultural rights that every
person is entitled to.
Of all the thirty rights, article one and two are very important and these are: All human beings
are born free and equal in dignity and rights. They are endowed with reason and conscience and
should act towards one another in a spirit of brotherhood. Everyone is entitled to all the rights and
freedoms set forth in the Declaration, without distinction of any kind, such as race, colour, gender,
language, religion, political or other opinion, national or social origin, property, birth or social
status.
These article are very important because they give emphasis to the equality of all human beings and
without these rights, there will be violence and conflict within and between societies and nations.
Human rights have a great impact on the Constitution of the world’s countries. Many countries
in the World including Rwanda have used in their constitution many of the rights found in the
universal declaration of human rights.
There are many advantages of Human Rights such as stopping discrimination, because they are
for everyone including marginalised groups like children and women, maintaining the minimum
standard of living, stopping violence and related crimes like genocide. Human rights also bring
peace and unity in society as well as promoting cultures of different people.
Despite the advantages of Human rights, many of them are violated which means individuals are
denied basic rights. A few examples of human rights violation according to the Universal Declaration
of Human Rights are: The Genocide against the Tutsi in Rwanda in 1994, the policy of ‘apartheid’ in
South Africa under which the blacks were ill-treated, human trafficking and child labour.QUESTIONS:
1. Explain the term Human Rights.
2. When did the UN General Assembly adopt the Universal Declaration of Human Rights?
3. State the Articles 1 and 2 of the Declaration of Human Rights.
4. What is the importance of Articles 1 and 2?5. State any two specific examples of human rights violations according to the Universal
Declaration of Human Rights.
6. Name two organisations which fight for human rights in Rwanda.
7. Give three examples of the importance of human rights.Vocabulary:
Match words with their meanings
Writing
In about 250 words, write a speech you would give to fellow students of S.3 to respect each other’srights.
Key Unit Competence:
To use language learnt in the context of religion, culture and the arts.
6.1 RELIGIONS IN RWANDA
A Reading and comprehension
Activity 1: Pre-reading
1. What do you think are the causes of religious intolerance; a situation where people of a certain religion don’t associate with others of different religions?
2. Is religion important in society?Activity 2: Gap fill
Use the words below to fill in the gaps in the story
Christianity messengers abstinence merchants supreme freedom Islam believers religions built
Both ____1_____and ____2_____were introduced in the 19th century. Although both ___3____ demanded total ____4____from
the traditional religions at least ¼ of the people mixed their previous religion with their new one.
The mixture of the traditional religion and the new ones is discussed in “Things Fall Apart” by Chinua Achebe. A character called Akuna in his discussion with a missionary argued that both beliefs were similar. They both have a ____5___God although called different names, both have _____6____in form of angels for Christians and other small gods like “Ryangombe and Nyabingi for the case of Rwanda, who were also worshipped.
Islam was introduced by Arab Muslim ___7____who came to carry out trade. Islam is more profound in trade routes and towns. The largest mosque is in Nyarugenge District of Kigali City. The current estimates put ____8____to Islam at around 4.5
- 10 percent, depending upon different statistics.
The oldest Catholic Church in Rwanda is Save found in Gisagara District. It was ____9____in 1900, after missionaries established themselves there . Later on, more religions kept coming such as the Protestants, Adventists, and Pentecostal. Today all Rwandans have the ____10___ to pray in a religion of their choice as long as they are established by law.Activity 3: True or False
Answer true or false according to the passage
1. Islam was the first religion to come to Rwanda.
2. People stopped their traditional religion when new religions came.
3. Both the traditional and new religions have similarities.
4. Islam was introduced by European traders.
5. The largest Mosque for Muslims if found in Nyamirambo, a suburb of Kigali.
6. The oldest catholic cathedral is found in Kigali.
7. The missionaries established themselves in Save in 1900.
8. The oldest catholic church was built in the 1920s.
9. Today the catholic church is still the only church in Rwanda.
10. Religions not established by law are not allowed in Rwanda.Activity 4: Discussion:
1. What were the positive and negative contributions of the coming of the new religions?
2. What should be done to stop Christians from being misled by those who lead them?B Improve your vocabulary
Activity 5: Sentence construction
Write 5-10 sentences using the following words based on a Rwandan context:
Christianity messengers abstinence merchants supreme freedom Islam
believers religions built missionary profound estimatesC Listening and speaking
Activity 6: Religious stereotyping
Stereotypes are beliefs or ideas that people have about different religions, cultures, or groups. There
are good and bad stereotypes about every religion. Sometimes they are true, but usually stereotypes
are untrue and unfair. Stereotypes can sound harsh, mean, or offensive in English.Examples:
“All Catholics are rigid.” This sounds rude; you should therefore soften your language.
“I’ve heard that many have strict principles.” This sounds better.
Using the expressions below, discuss some stereotypes about religions below and share with the
whole class. Write the answers in your exercise books.
a) Muslims b) Catholics c) Pentecostals d) Adventists
1. I’ve heard that (some/many)____. I was told that (some/many) _____. I read that (some/ many)______.
2. I don’t know if it’s true, but I heard that____.D Writing practice
Activity 7: Writing a poster.
Write a poster discouraging religious stereotyping by different religious groups in your country.
6.2 TRADITIONAL BELIEFS
A Reading and comprehension
Activity 1: Pre-reading
1. What is your opinion of traditional beliefs? Do you think they are important or not?
2. Do people’s beliefs influence their development positively or negatively?
Rwandans’ traditional beliefsRwandans traditionally have always believed in one Supreme Being, called Imana. Imana controls the entire world, but He comes back
to Rwanda every night to rest, as Rwanda is His home. The name Imana is thought to have magical powers, and is invoked when naming children and when offering a blessing, comfort, or promise.
Some of the names given to
children include: Habimana - God is supreme Habarurema - the Creator is supreme Habiyakare - the One at
origin is supreme Twagirimana -
only God can save us.
Imana is inherently good, needs nothing, and rarely intervenes in people’s lives. He does, however
determine a person’s destiny at birth. If a person becomes ill, acquires great debt, or has a failed
marriage, you can determine that the person was created by Ruremakwaci, the name of Imana used
to describe a time when He sets someone’s destiny in a negative fashion.
There are numerous folktales which describe Imana giving great gifts and then taking them away
due to greediness or disloyalty. Other names for Imana include Rugira (the Supreme); Rurema (the
Creator); Iyakare (the One at origin); and Rugaba (the Generous Provider).
Imana is the creator of all people. There are several creation myths which try to explain the creation
of the world and people. Though the stories about who was created in heaven and on earth differ,
the important thing is that all believe Imana created everything.
When a woman wanted to get pregnant, she would often put a few drops of water in a pitcher each
night. This is so Imana, who is called the Potter, would use the water to mix it with the clay of a woman’s womb to create a baby.Activity 6B.2: Comprehension
Answer according to the tex
1. What is the importance of Imana? Give at least four things.
2. What are the children’s names given in relation to Imana?
3. List the other names of Imana and their meanings.
4. Why are some people unlucky and others lucky? Relate to the role of Imana.
5. In your own words, what would a woman do to get a child?B Improve your vocabulary
Activity 3: Matching vocabulary
Match he words with their synonyms
C Listening and talking:
Activity 4: Talking about religious beliefs.
Discuss and write the answers in your exercise book
1. Do you believe in everything in the story above? Give reasons?
2. Many communities in East Africa have their own creation stories. In your opinion, why is there no one story like the Christian one?D Writing practice
Activity 5: Research
Find information about the story of Kigwa who descended from heaven and write about it in one
paragraph.6.3 LANGUAGE STRUCTURES: THE PASSIVE VOICE PRESENT SIMPLE
The passive voice is used mostly in three ways;
1. When we don’t want to take responsibility for something. E.g. The forest is burnt.
2. When we want to focus on what happened but not the one who did the action. E.g.The laws
protecting the environment are broken every day. (We don’t know by who)
3. When we want to avoid subjects which would make the meaning confusing. E.g. Kinyarwanda
is spoken by everyone in Rwanda.
Note: we use “by” when we want to say who did the action with verbs like build, discover, destroy,
invent, wash, cut, make, design, compose etc. (action verbs)Activity 1: Gap fill
Use the correct tenses and passive forms of the verbs in brackets
Mermaids (see) ______1______ by sailors for centuries. The basis of all mermaid myths
(suppose) ______2______ to be a creature called a Manatee: a kind of Walrus! Mermaids used (to show) ______3______ in funfair until recently. It all began in 1817 when
a “mermaid” (buy) ______4______
for $6,000 by a sailor in the South Pacific. She (eventually sell)
____5________ to the great circus owner Barnum. She (exhibit) _____7_______in 1842 as “The Feejee Mermaid”. It (say) ____7________
that she earned Barnum $1,000 a week! The thousands who saw
this mermaid (must/disappoint) ____8________. She (cleverly make)
_____9_______ by a Japanese fisherman. A monkey’s head (delicately sew) ______10______ to the tail of a large salmon. The job (so skillfully do) _____11_______ that the join between the fish and the monkey was invisible. Real imagination (must/require) _____12_______ to see this revolting creature as a beautiful mermaid combing her golden hair!
Extracted from: Longman English Grammar Practice by L.G. Alexander.Activity 2: Sentence conversion
Describe what everyone does, changing each active voice sentence into a passive voice sentence:
EX: John buys the food. The food is bought by John.
1. Rwamukwaya loves God. God ____________ by Rwamukwaya.
2. Traditionalists believe in the gods. The gods _____________by traditionalists.
3. Arabs introduced Islam in East Africa. Islam __________________.
4. The first missionaries introduced Christianity. Christianity ___________________.
5. African gods had many roles. Many roles___________________.
6. God created Heaven and Earth. Heaven and Earth_______________
7. Africans also believed in the supreme God. The Supreme God __________________.
8. Some communities worship animals. Animals ___________________
9. In India they believe in Buddha. Buddha ____________________.
10. Our ancestors build shrines to worship from. Shrines __________________.6.4 TALKING ABOUT DANCES AND ARTS
A Reading and comprehension
Activity 1: Pre-reading
One student thinks modern dance and arts are better than traditional ones while another
one does not agree. Each should convince the other and outline the points you will share
with the whole class.Rwandan music and dance
Read the passage below and answer the questions that follow
Traditionally, family members gathered together in the evening. They danced, sang, and boasted
about what they had accomplished during the day.
Special troupe of dancers called “Intore” danced at the royal court to cheer up the king.
All events in Rwanda are embellished with traditional songs and dance: e.g. weddings, birth
celebrations, traditional baptisms anniversaries, launching of new projects, political parties or the
welcoming of important visitors.
Rwandan music and dance are unique. What mostly distinguishes Rwandan music from other African music is the use of 5/8 rhythm. In addition, while dancers dance, members of the chorus clap their hands to give rhythm and to cheer, encourage, and support the dancers. Rwandan dance comprises different categories, which include; a sort of war dance (Intore), which encourages those who wage war or hunt. Those who are part of this troupe are selected for their exceptional physical and moral qualities. During their training, not only do they learn to dance but they also receive education on moral values. These dancers are characterised by elegance, patience and humility. Another category is for farmers. This dance is a symbol of strength and stamina, specifically for cattle farmers, and is used to celebrate the harvest. The last dance is a soft one usedto entertain spectators.
Rwandan instruments use materials available in the area to create music unique to the country.
There is a traditional instrument similar to a guitar. It has 9 or 12 strings made from cowhideb(Inanga). The drums and drumheads are made of cowhide. Another instrument is a single-string
traditional instrument (Umuduli) and the Rwandan horn (Amakondera).Activity 2: Comprehension:
1. Why did people gather in the evenings and what did they used to do?
2. Which musical instruments were used in Rwanda and how are they similar to modern ones?
3. Name the functions where music played an important role?
4. What makes Rwandan music different from other African music?
5. Describe each kind of dance and its purpose.
6. What character traits were expected of Intore dancers.B Improve your vocabulary
Activity 3: Match the words with their meanings
C Listening and speaking
Activity 4: Talking about ceremonies.
Use the information in the passage above to talk about how evening parties were conducted in
Rwanda.
Consider the following:1. Traditional music in Rwanda.
2. Kinds of ceremonies in Rwanda such as weddings and first fruit sharing.
3. Suggestions of what should be done to promote evening parties.
4. Conclude with appreciation of what has been done so far and call to action.5. Carry out research to find this information from teachers, family members etc.
D Writing practice
Activity 5: Summary writing
In not more than 100 words, summarise the importance of music and dance mentioned in the
passage above.
Remember to follow the guidelines in Unit 2 SECTION 2.
6.5 DESCRIBING TRADITIONSA Reading comprehension
Stages of culture shock
Culture shock. You are lost, standing confused in a new place, unable to tell left from right, up from
down, phone booths from waste bins or con-artists from friends. But this image of sudden shock
isn’t quite right. In reality, culture shock is a phenomenon that can take months to develop. Culture
shock tends to move through four different phases: WONDER, FRUSTRATION, DEPRESSION, AND
ACCEPTANCE.
The first stage is the wonder phase, also known as the “honeymoon” phase. It’s often very
positive. You’re fascinated with the language, the people, and the food. The trip seems like the
greatest thing you’ve ever done. It’s an adventure and you enjoy everything!
The second is a difficult stage of culture shock called frustration, familiar to anyone who has
lived abroad or travelled for a long time. You don’t understand gestures. You get laughed at
or you offend a little old lady without knowing why. You feel angry often and miss your own
culture.
The worst stage of culture shock is depression. You are homesick and sad all of the time.
It’s hard to be so far away, especially if you’re all by yourself. It feels like nothing will ever be
fine again until you return home.
The forth is acceptance and comes after weeks and months of struggling through a thousand
different emotions, acceptance finally arrives like a warm bath at the end of a hard day.
Acceptance does not mean total understanding – it’s almost impossible to ever completely
understand another culture – but involves the realisation that you don’t have to “get” it all.
You find what makes you happy and content in your new surroundings.Activity 1: Comprehension
1. What is this article about?
2. Give at least four reasons why people leave their countries.
3. How many stages of culture shock are there? In two sentences, describe each stage in your own words.
4. How would you help a friend or f amily member who was experiencing culture shock?
What would you say or do to make him/her feel better?
5. Write a paragraph of about fifty words about your experience or any other persons of these stages of culture shock.B Improve your vocabulary
Activity 2: Matching vocabulary
C Listening speaking
Activity 3: Cultural differences debate
In your class, some members believe it is not important to learn cultures of other people while
others believe it is good. Discuss and share your ideas.D Writing practice
Activity 4: Friendly letter
Imagine a friend from another country wrote you a letter describing their culture and reply to him
or her describing yours.6.6 DESCRIBING CRAFTS
A Reading comprehension
Each community has its form or arts and crafts that
symbolises the culture of the people. Arts and crafts not
only bring beauty in the society but also communicates
messages and attracts tourists who might have never seen
such art.
In Rwanda house decoration is a popular art form
traditionally made by women using local materials. It is in
the black, white, green and red colours. Popular themes
used include spiralling and geometric designs that are
painted on walls, pottery, and works of art.
The images are produced using local materials which are
put onto wooden boards in spiral and geometric designs.
The materials are left to harden and are then decorated
using colours made from other natural materials. The
traditional colours are black, white, red, grey and beigeyellow
but increasingly other colours are used.
Traditionally geometric designs are produced but as the women artists have grown in confidence they have begun to experiment with more modern,
innovative images that convey the spirit of the Rwandan landscape, its flora and fauna and its
people.
The patterned art images were originally found in the Eastern Province inside the walls of huts as
“magical” decorations during the 18th century.
Internal decoration has become popular both within the country and with tourists – its bright
colours grace many hotels, restaurants and lodges and are in the homes of many visitors to Rwanda
from around the world.Activity 1: Comprehension
1. What is the importance of arts and crafts to the community?
2. In your own words, describe how internal decoration is made?
3. How does the use of patterns in decorations express the idea of nationalism and patriotism in
Rwanda?
4. Where is this form of art used today and for what purpose?B Improve your vocabulary
Activity 2: Synonyms and antonym
Match the vocabulary with the synonym and give the opposite of the synonym
C Listening and speaking
Activity 3: Role-play
Imagine a tourist has visited your craft shop and wants you to describe for him/her the items you
have and how they are used before he or she can decide on what to buy.
Six or more, act out this scenario and present to the whole class.D Writing practice
Activity 4: Describing a craft process
i. After drying, the clay is totally crushed into a powder ii. Get a large flat stone and a stick to use a
tool to beat the clay iii. Pour a little water onto the clay powder. Iv. Allow your clay to dry v. Finally,
make a fire around your pot making sure the logs of fire do not touch the pot. Vi. Collect the clay from
the valley vii. Put some clay flat and the rest make ropes viii. Make a clay ball out of the clay.
Using the information in the process above, write in clear paragraphs the process of making any art
or craft material of your choice.6.7 LANGUAGE STRUCTURES: PROCESS DESCRIPTION
Activity 1: Gap fill.
Using the examples of language expressions used to give a process description, use the words to
construct sentences for each category.
Activity 2: Make imperatives.
Arrange the sentences below to make correct imperative sentences.
Example: me/don’t/alone/leave - Don’t leave me alone.
1. the/you/ladder/will/fetch ?
2. him/it/try/let/again !
3. use/umbrella/do not/my/him/let !
4. first/the/take/on/right/the/turning !
5. mistake/us/not/make/let/a !
6. do/seatbelt/your/fasten !
7. quickly/it/you/will/do ?
8. about/protest/let’s/don’t/it !
9. car/my/in/jump !
10. tell/things/me/such/don’t !
11. ask/it/do/about/her !
12. them/our/sleep/let/bedroom/inUnit summary
This unit covers religions in Rwanda, traditional beliefs, passive voice present simple, talking about
dances and art, describing traditions, describing crafts, process description. In this unit, you gain
attitudes and values which will help you to live a meaningful life.Unit test
Reading and comprehension:
Read the text carefully then do the activities.
Multicultural situations are not a new phenomenon in the world history: in the Middle East and
the Mediterranean world, a multiplicity of cultures coexisted in rural areas as well as in cities since
ancient times. From the time of Alexander the Great, Greek speaking urban elites dominated lower
groups relating to a wide variety of languages , religions and cultural traditions from Egypt to
Central Asia or Northern India.
The Roman Conquest did not modify this pattern. With Islam, the religion and language of ruling
groups changed, but the cultural mixture was not rubbed out. Diasporas played an important part in
the religious and economic life of major kingdoms and empires since the ancient times.
Modern multicultural situations differ however in many ways from their antecedents.
The process of globalisation, which started at the time of the discovery, was dramatically speeded
up in the second half of the 20th century by the new technologies of rapid transportation and
telecommunication.Because of the increased mobility linked with air travel, people in remote areas are discovering new
styles of life through their contacts with tourists. International migrations develop and a growing
number of foreign groups settle in the great cities of the developed or developing countries. Because
of the new facilities of telecommunication, it is easy for migrants to maintain contact with their
home countries: it gives to their cultures more chance to survive.
Contemporary multicultural situations differ also from their antecedents because of the rise of a
new type of ideology: multiculturalism. In the past multicultural situations were tolerated by the
ruling groups, but their aim was generally to integrate minority groups into mainstream cultures.Questions:
1. Are the following statements true or false
a. Multicultural situations existed in ancient civilisation.
b. Contemporary multicultural situations are the same as the ancient ones.
c. The new technologies develop the process of globalisation.
2. Answer the following questions according to the text:
a. In what ways are the contemporary civilisations different from their past ones?
b. How can migrants maintain contacts with their home countries?Match each word with its corresponding definition:
3. Rewrite the second sentence so that it means the same as the first one:
a. With Islam, the religion and language of ruling groups changed, but the cultural mosaic was not rubbed out.
Although …
b. The religion and language of ruling groups hadn’t changed until Islam entered.
After Islam …Improve your vocabulary
Fill in the gaps with one word to make the paragraph meaningful:
heritage these establishing developed
It is absolutely right that the understanding of the past gives us immense opportunities to enrich
ourselves with the facts and encourage us to understand why our ancestors …1…… various arts to
succeed in …2…….. their proper identity in very hard times. …3….. arts represent a cultural……4……
that deserves respect.Classify the following words according to the pronunciation of the final ‘ed’:
dominated rubbed speeded linked
Writing practice
Choose one of the following topics:
Topic 1: How the people of Rwanda maintain their culture.
Use these notes:
i. Respect their customs
ii. Organise exhibitions
iii. Write books-organise regular festivals in various arts
iv. Remind children of the glorious past of their ancestorsTopic 2: The study of the past teaches us many things. How? Explain
- ASSESSMENT File Uploaded 25/04/20, 11:01
Key unit competence:
To be able to communicate in the context of tourism and the environment in Rwanda.
7.1 TALKING ABOUT TOURISM IN RWANDA
A Reading and comprehension
Activity 1: Pre-reading
Discuss the following questions;
1. What is a national park?
2. Mention the national parks found in Rwanda and what we find there.
3. What is the importance of national parks to Rwandans?Activity 2: Fill in
Fill in the gaps in the story with appropriate words in the box below.
Parks all visit in which favourable natural on makes through helps highest a number inhabited place located covered when loved thing the source
One good reason to ___1___ Rwanda would be the numerous national ___2___. They cover almost ___3___ different types of geographical terrain ___4___ the country. The Volcanoes National Park is a mountain range ___5___ rises and is ___6___a volcanic mountain. Crowned with natural plants, ___7___ iteven one with ___8___ number of tourists visiting it. There, ___9___ of Gorillas, buffaloes and warthogs roam the forests.
Akagera National Park is ___10___ in an entirely different terrain. It is found on the great plain, ___11___ by a long stretch of grassland. It is ___12___ by lions, antelopes, hyenas, etc.
Nyungwe forest is also a good ___13___ to observe animals and plants. ___14___ one drives up the middle of the mountain, he/she would pass ___15___ great natural jungles and mountain forests all the way up to the top. Being covered by giant plants ___16___ this place to be ___17___ by botanists.One more ___18_____ about Nyungwe forest is the view of _____19_____ of the Nile deep down in the valley. The climate of the place is also ____20____ for both humans and other creatures. Neighbouring
this forest are tea plantations, which look so ____21____ creating a very attractive environment.Activity 3: Comprehension
1. What makes the features described in the passage beautiful?
2. Compare and contrast Volcanoes, Akagera National parks and Nyungwe forest. Use the Venn diagram below:
i. In each circle, put the characteristics not in others circle. In the intersections, show similarities between
ii. Akagera and Volcanoes
iii. Volcanoes and Nyungwe
iv. Akagera and Nyungwe
v. For all the three (Akagera, Nyungwe and
Volcanoes)
3. What do both humans and non-human creatures benefit from natural forests?
4. List at least four countries that benefit from the River Nile and how they benefit from it.B. Improve your vocabulary
Activity 4: Vocabulary
Give the meaning of the following words used in the text.
i. numerous
ii. terrain
iii. mountain range
iv. grassland
v. jungles
vi. botanists
vii. attractive
Spelling rules for the past simple of regular verbs:a. If a regular verb ends in consonant + y change y to i and add -ed:
Example: carry - carried, study - studied, fry - fried, try – tried
b. If a one syllable regular verb ends in consonant + vowel + consonant double the final consonant
and add -ed .
c. Example: Stop - stopped, plan - planned, rob - robbed, beg – begged
d. If a regular verb has more than one syllable and ends in consonant + vowel + consonant,
we double the final consonant only if the final syllable is stressed. Example: preFER - preferred,
regRET – regretted
e. Exception: In British English verbs ending in -l have -ll before -ed whether the final syllable
is stressed or not -travel – travelledActivity 5: Spelling
Correct the spelling of the following past simple verbs
1. Cutted 2. Marryed 3. Prefer 4. Singed 5. Caryied 6. Leveled
7. Playied 8. Prayied 9. Cram 10. Drum 11. Trap 12. Bringed 13.Cryed 14. Fryed 15. Marvel 16. Stage 17. Unemployied 18. Beleived 19.Recieved 20. TransmitedC. Listening and speaking:
Pronunciation of final “-ed” (regular verbs):
a. After an unvoiced consonant sound (sh/ s / ch / p / k / f ) we pronounce /t/: wash (/
sh/) - washed (/t/); kiss (/s/) - kissed (/t/); work (/k/) - worked (/t/); hope (/p/) - hoped
(/t/); laugh (/f/) - laughed (/t/)
b. After a vowel and voiced consonant sounds we pronounce /d/: phone (/n/) - phoned
(/d/); judge (/dg/) - judged (/d/); turn (/n/) - turned (/d/); play (/ei/) - played (/d/); follow
(/ou/) - followed (/d/)
c. After /t/ and /d/ sounds we pronounce /-id/: visit (/t/) - visited (/id/); start (/t/) - started
(/id/); need (/d/) - needed (/id/)
Activity 6: Pronunciation of (-ed)
Put the regular verbs below in the column which corresponds with their past tense sound in table B
Table B
D. Writing Practice
Activity 7: Writing a brochure
Write a brochure advertising the beauty of national parks in Rwanda to tourists. Include the following:
a. Main page with a title, pictures and introductory words.
b. In other pages, show attractions like animals, birds, hotels etc
c. Give a description of each picture in the brochure.
d. Last page can include prices of products and services.7.2 LANGUAGE STRUCTURES: THE PAST SIMPLE TENSE
When to use the simple past
USE 1 Completed Action in the Past
Use the Simple Past to express the idea that an action started and finished at a specific time in the
past.
E.g. I saw a movie yesterday.USE 2 A Series of Completed Actions
We use the Simple Past to list a series of completed actions in the past.
E.g. He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at
10:00.USE 3 Duration in Past
The Simple Past can be used with a duration which starts and stops in the past.
E.g. The man lived in the house for four years since 1990.Activity 1: Context Exercise:
Put the verbs in the past simple tense of the events which took place yesterday.
It __1_______ (is) a nice day in town yesterday. The tourist ____1_____ (sit) on a bench and ____3_____ (play) her guitar. Others ___4______ (swim) a long distance in lake Kivu. Their tour guide Kabera ____5_____ (buy) a greeting card to send to his friend in England whom he ____6_____ (guide) the previous year.
Two teenagers ____7_____ (listen) to music. A young couple _____8____ (go) to see the gas factory on a
boat. An elderly couple ____9_____ (take) very nice photographs and ____10_____ (share) them with
other tourists. One guy called Smith ___11______ (ride) his bike around the hotels near Serena. A lady
dressed in pink ___12______ (walk) with another tour guide and they looked so smart. Tom, the group
leader _____13____ (watch) TV. He was enjoying a channel from Britain called BBC. Later that day, the
lady in pink ___14______ (cut) a cake and ___15______ (distribute) it to all the tourists. Tom ____16_____
(phone) his friend and he ____17_____ (ask) him to come and play music for them. The old couple
____18_____ (stand) and ___19______ (watch) as the young ones danced.7.3 TALKING ABOUT PROBLEMS IN OUR NATIONAL PARKS
Activity 1: Pre-reading
Discuss with your partner the effects of climate change on wildlife
A Reading comprehension
If Earth’s climate continues to change as scientists predict it will, the national parks will be impacted
like the rest of the planet. Glaciers may melt away, as indeed they are at Glacier National Park in
Montana. Fire seasons may grow in length and severity, and the landscapes may affect parks’ wild
residents. If nothing is done, the same calamity will befall other National Parks of many countries.
Changes in temperature and rainfall can push species away from their previous natural habitats.
When they move, they end up heading to places that are not protected and face the risk of being killed for various purposes.Some parks are already feeling drier these days, due to increasing human demand for water supply
on which aquatic species depend. Animals lack sufficient supply of water and migrate to neighbouring
places with water.
Pollution of both air and water are another danger to our national parks. When human beings pollute
the environment, animals end up becoming victims. The water drunk by animals will be contaminated
hence causing diseases to animals.
Finally, human activities like cultivating, hunting, mining and road construction greatly affect National
Parks. All these activities mean destroying part of the natural habitat for animals inhabiting them
causing some to die and others to migrate.Activity 2: Comprehension
1. Outline the problems faced by National Parks.
2. Give two examples of National Parks in Rwanda already affected by these problems.
3. In your own words explain how human actions have affected the climate and National Parks?
4. How will Rwanda be affected in case animals like Gorillas migrate to neighbouring countries?
5. What should be done to stop the problems faced by national parks?B. Improve your vocabulary
Activity 3: Matching
Match words with their synonyms
C. Listening and speaking
Reciting a poem about nature
Activity 4: Discussing poetry
Read the poem and discuss the characteristics about nature you have liked in the poem.
Poem: God the Artist
God, when you thought of a pine tree,
How did you think of a star?
How did you dream of the Milky Way
To guide us from afar.
How did you think of a clean brown pool
Where flecks of shadows are?
God, when you thought of a cobweb,
How did you think of dew?
How did you know a spider’s house
Had shingles bright and new?
How did you know the human folk
Would love them like they do?
God, when you patterned a bird song,
Flung on a silver string,
How did you know the ecstasy
That crystal call would bring?
How did you think of a bubbling throat
And a darling speckled wing?
God, when you chiselled a raindrop,
How did you think of a stem,
Bearing a lovely satin leaf
To hold the tiny gem?
How did you know a million drops
Would deck the morning’s hem?
Why did you make the moonlit night
With the honeysuckle vines?
How did you know Madeira bloom
Distilled ecstatic wines?
How did you weave the velvet disk
Where tangled perfumes are?
God, when you thought of a pine tree,
How did you think of a star?
By Angela MorganD. Writing practice:
Activity 5: Formal letter writing
Imagine you have received a letter from Kabatesi, an English teacher at GS Gahini, in Kayonza, Eastern
province. In the letter, she explains that she and a group of her students are planning to visit the
national museum in Butare, southern province. Because they want to see a variety of historical,
cultural, natural, and recreational sites, they have decided to continue to Nyungwe forest. She and
her students want to know what they should see and do in the different sites.
Write a response to her letter giving her and her students a clear description of what to see and do
in one of the sites.Requirements
• Introduce yourself and write a little about yourself.
• Give a detailed description of what she and her students should see and do in the site you choose.
• Answer the students’ questions.
• Write at least 225 words or 25 sentences.
• You may want to mention your personal experiences if you have visited the place you choose to describe.
• You might also want to mention what the students should bring on their trip.7. 4 LANGUAGE STRUCTURES: MODAL VERBS
Modal verbs are used for various purposes. In this lesson, modal verbs are used for deductions and
predictions of people’s visit to the national park. The structure of modal verbs differs depending on
the tense.FORMAT
Activity 1: Matching
Match the halves of sentences on the left with those on the right:
Activity 2: Gap fill
Fill in the correct form of the modal from the list below. There may be more than one correct answer.
Should ought to must can might mustn’t may could
Cooking healthy, flavoursome meals can be a fun and delicious experience. First you ____1___ start with fresh foods. Older foods _____2_____ be used, but they don’t have the same flavour, or they
____3_____be past the “use by/expiry” date and possibly dangerous.When cooking meats, especially pork and chicken you ___4____cook them completely. Vegetables
____5___ be cooked until they have a texture you like, or they ___6____be eaten raw. While cooking,
you ____7____leave the stove or oven unsupervised, as a fire ____8___ start, or food could be burned.
Find a recipe that you want to try, and have fun. With practice you can create some fantastic food!Activity 3: Function of modal verbs
Read the paragraph below, then answer the questions that follow.
I borrowed a video game from a friend last week. He told me I needn’t give it back right away. I
started playing it immediately, and I just couldn’t stop! I’m still playing it now, although I really
should be doing other things. I can’t stop playing. My friends tell me that I must stop and study
for a chemistry exam. I’m not so good at chemistry and I might fail the exam if I don’t study. Would
somebody please give me some advice? I mustn’t fail my exam, or I will fail the course entirely, but
I don’t know how to control myself!
7.4 ANIMALS IN THE PARK
A Reading comprehension
Activity 1: Pre-reading
“Animals should not have rights. They should be killed and eaten.” Given reasons to support
and disagree with this statement.
Read the passage below and answer the questions that follow:
When the buffalo herd first started crossing the road in front of him, Moses couldn’t believe his good
luck. They looked charming and peaceful. Moses was on his vacation with his friend and his teacher
Juliet. They were taking a long road trip through Akagera national park, eastern province. The trip
had frankly been feeling boring and monotonous lately. Moses thought that getting the opportunity
to observe wild buffaloes up close might be just what was needed to rescue today’s drive from the
unhappiness.
Watching the herd wander slowly across the road was breath-taking and a lot of fun for Moses and
his company. None of them had ever seen a hairy, majestic beast up close before. They’d seen a few sad, moping specimens in a zoo once, but they’d been forced to observe those awkward animals from the far side of a massive paddock. There was more of a sense of immediacy today, more of a feeling of excitement.
After a few minutes, however, Moses had had enough. He was ready to get going once again.
Unfortunately, the buffalo had other plans. They continued to walk across the road as slowly as snails.
By the time the last of them had moved away from the road an hour later, Moses had seen enough
buffaloes to last him a lifetime.Activity 2: Comprehension questions
1. Moses and his friends see the buffalo while
a. Driving to visit Moses’ grand parents
b. On a road trip
c. Driving to the zoo
2. Why is Moses sick of the buffalo by the end of the story?
a. He has been forced to watch them for too long
b. He decides that they aren’t so majestic after all.
c. He realizes that buffalo don’t smell very good.
3. If something is monotonous, it is
a. Exciting and fast-paced
b. Tedious and boring
c. Overly long.
4. The first time Moses saw a buffalo he was
a. On a road trip with his family
b. At a buffalo farm
c. At a zoo
5. Based on the story, Moses seems to be the type of person who
a. Likes excitement
b. Prefers calm and relaxing activities.
c. Does not like animals.
6. Discuss how the encounter with buffaloes made Moses’ journey bad.
7. Why do you think Moses and the friends were bored before meeting the buffaloes?B. Improve your vocabulary
Activity 3: Matching exercise
Using a dictionary, match the words with their synonyms
C. Listening and speaking
Activity 4: Discussion
1. What is the importance of Akagera National Park to the development of the country?
2. Do you think the government should spend a lot of money on the National Park or use the land for industries?
3. What should be done to stop people from killing animals?D. Writing practice
Activity 5: Writing a leaflet
Make an information leaflet for people wanting to visit an area in the countryside.
You should include• Where it is located.
• What the local attractions are and information about them.
• What activities you can do there.7.6 LANGUAGE STRUCTURES: DIRECT AND INDIRECT SPEECH
General points
There are two common ways to tell somebody (report) people’s words, thoughts etc.
These are direct speech and reported speech. Direct speech is when we use the exact words that were said. Indirect speech is used when restating what another person said using one’s own words.Form of indirect speech