Topic outline
UNIT 1 : PEOPLE AND PLACES
Key Unit Competence: To use language learnt in the context of people and places
1. Look at these pictures of national parks in Rwanda and discuss about them and answer questions that follow.
2. Look at these ladies and discuss their professions
After observing the above pictures, answer the following questions:
1. Why do you think people visit national parks?
2. Do you think there are gender differences in occupational
employment? Explain
3. What is the daily occupation of the person in fig 3? Is it suitable for women? Explain.
4. If you were a parent, would you spend money to take your children
to explore new places? Justify your answer.
Text: A conversation between schoolmates
Read the conversation below and answer the questions that follow:
Kalisa: Hello, my name is Kalisa. Welcome to our school.
Isimbi: Hi, I am Isimbi. This is Ineza. She is my best friend.
Kalisa: Hello Ineza. Nice to meet you.
Ineza: Nice to meet you too.
Kalisa: Where are you from Isimbi?
Isimbi: I am from Kayonza, how about you?
Kalisa: I’m from Musanze.
Isimbi: How is Musanze?
Kalisa: Musanze is very cold and mountainous. It harbors the largest part
of the Volcanoes National Park.
Isimbi: Wow! You must have seen mountain gorillas.
Kalisa: Yes, my mother took me to the National Volcanoes Park one day. It
was the day of naming baby gorillas.
Isimbi: How does it look?
Kalisa: I think it is the most famous destination in Rwanda. It is a forest of
the great volcanic massif called the Virunga Mountains, encompassing six
active and three extinct volcanoes.
Isimbi: What does your mum do?
Kalisa: My mother is an engineer. She plans and builds public buildings,
roads and bridges. What do yours do?
Isimbi: Mine works at the bank.
Kalisa: Ineza, why are you so quiet?
Ineza: Sorry, I was thinking of the place my dad took me to visit during
holidays.
Isimbi: Which place did you visit?
Ineza: We went to Akagera National Park.
Isimbi: Did you enjoy it? How is Akagera National Park?
Ineza: It is quite a remarkable eco-system. It is hot and dominated by
swamps and small lakes with flow in the wake of River Akagera. All the water
sources work together to create a piece of spectacular scenery.
Isimbi: The bell rings, it’s time to go to class. It was nice talking with both of
you.
Kalisa: Thank you! Have a good class.
Comprehension questions
1. Are the two speakers (Kalisa and Isimbi) meeting for the first time or
not? Justify your answer.
2. Did Isimbi and Ineza know each other before?
3. What does Kamali’s mother do?
4. From the dialogue, discuss the parts of speech reflected and provide
examples.
5. Identify differences in the places that the two speakers visited.
a. Mountainous
b. Harbours
c. Massif
d. Active volcanoes
e. Extinct volcanoes.
f. Engineer
g. eco-system
h. scenery
2. Write a 300 word composition describing a tourist destination of your
choice. Use present simple tense to show the importance of tourism on the
economy of the country.
This three day Rwanda chimpanzee trekking safari gave me an intimate
experience of tracking chimpanzees in Nyungwe forest national park.
Nyungwe forest national park is located in south western Rwanda with great
scenic views surrounded by tea plantations. Nyungwe forest is one of the
few remaining intact tropical forests in Africa. It is home to the Chimpanzees
and the largest troops of colobus monkeys.
The first day I departed to Nyungwe forest from Kigali was in the early morning
after my breakfast. This was to have enough time for stopover at the ethnographic
museum in Huye. The journey took us through Nyanza district and eventually
Huye. The ethnographic museum which is also the national museum of Rwanda
showcases the historic and cultural aspects of Rwanda through the ages.
It has materials and guides to take you through the rich Rwandan culture and
history. I had lunch after the museum experience before continuing on my journey
to Nyungwe forest. The roads to Nyungwe after Huye were mostly winding which
gave me amazing views of the famous ‘thousand hills’. I arrived at my lodge not
too far from the Nyungwe forest later that evening ready to take on the chimpanzee
trekking the next day.
The second day Chimpanzee trekking in Nyungwe forest national park started very
early in the morning and so this required me to leave my lodge as early as 5.00
am to make it to the briefing area at the Uwinka overlook. Nyungwe forest has
two main trail heads where Chimpanzee trekking happens i.e. Uwinka trail and
another at Cyamudongo section. The forest is rich in botanical diversity hosting
over 200 species of trees and flowering plants, 13 species of primates including,
colobus monkeys, vervet monkeys, red-tailed monkey, 300 bird species with
several Albertine rift endemics and several species of butterflies.
After the briefing, we were advised on which trail to take. I chose Cyamudongo and
it required us to drive out for a certain distance and my driver guide transferred me
to the starting point. After the chimp trekking, there was a canopy walk or return to
the lodge for the needed time of relaxation and take the canopy walk later in the
afternoon. I couldn’t miss that canopy walk.
In addition, I had forest hikes to waterfalls and birding. This particular tour was
organised specifically for chimpanzee trekking and canopy walk. However,
depending on the available time on the last day I chose to add two extra activities
before traveling back to Kigali.
The third day after my breakfast, I started my journey back to Kigali from the
amazing 3 day chimpanzee trekking safari. I had an option of staying there one
more day but I had an appointment with someone in Kigali. I will never forget the
three days I spent in Rwanda. I took a lot of photos of the beautiful Nyungwe forest
and I’m still viewing them.
Comprehension questions
1. Where is Nyungwe forest national park located?
2. Why did the narrator depart from Kigali early morning after his
breakfast?
3. Which touristic destination did the narrator visit before reaching
Nyungwe Forest?
4. Mention two activities the narrator did on the second day.
5. What prevented him to stay one more day?
1.Use a dictionary and thesaurus to look up the missing meanings of the
words or phrases in the table below. Copy the table into your book and
fill in the blank spaces.
2. Use each of the above words in your own sentences.
The differences in employment distributions among women and men have been, and continue to be, a prominent feature of the labour market. Researches indicated a high degree of difference that remained fairly constant from the early 1900s up until about 1970. The 1970s were a watershed period in occupational desegregation, as indicated by significant declines in measures of occupational differences.
The advances of the women’s movement, the enactment of laws prohibiting sex discrimination, increases in female enrolment in higher educationand professional schools, the steady increase in women’s labour force participation, and reductions in gender stereotyping in both education and employment all contributed to this trend. Women continued to make inroads into male-dominated occupations in the 1980s, although the pace of change slowed.
The degree to which the jobs that women and men hold differ, reflecting a number of factors including: the amount and types of education that workers have completed; the types of jobs that have expanded or declined; personal preferences; societal attitudes about gender roles, which can affect both the kind of work that men and women choose and how family responsibilities enter into work decisions; and, in some cases, discrimination. Data that are available for broad occupational groups for the past two decades clearly indicate two major points. First, the gender distribution of many occupations has shifted substantially. Second, despite these shifts, women and men still tend to be concentrated in different occupations: women are highly overrepresented in clerical and service occupations, for example, while men are disproportionately employed in craft, operator, and labourer jobs. Women generally have moved most rapidly into those occupational groups in which employment has been expanding over the past two decades. This is not surprising; because there is a greater demand for workers in faster growing occupations, so that growth could lower barriers to entry, such as gender discrimination. During 1975 to 1995, overall job growth was fastest among managers and professionals and slowest among machine operators, helpers and labourers, and farming occupations. Over this period, women increased their representation significantly among managerial and professional specialty occupations: in 1995, women accounted for 43 percent of managerial and related employment, nearly double their share in 1975 (22 percent); and women’s share of employment in professional occupations also rose over this period, from 45 percent to 53 percent. By contrast, women made few gains in employment share among a number of occupations that posted little or even negative growth during this period. For example, among operators, fabricators, and labourers, women’s share of employment remained unchanged between 1975 and 1995, at 24 percent. Currently, women and men are most equally represented among managersand professionals; in 1995, women held about half of such jobs. Employment of technicians and sales occupations also was about evenly split between women and men. Gender differences were still pronounced, however, among workers in other major occupational groups. For example, women held 4 out of 5 administrative support jobs. Women also were represented heavily in services occupations, particularly private household occupations (in which they account for 96 percent of employment) and service occupations, except private household and protective services (65 percent). Men, by comparison, were much more likely than women to work in the precision production, craft, and repair occupational group—which includes construction trades— holding 9 out of 10 such jobs in 1995. Men also continued to account for the large majority of employment in protective service (84 percent); farming, forestry, and fishing (80 percent); and operating, fabricating, and labouring occupations (76 percent). By Comprehension Barbara H. Wootton(1997) question
1. Describe the distribution of job occupations between men and women from the early 1900s to 1970.
2. State five factors or elements that contributed to the trend of
watershed period in occupational desegregation in 1970s.
3. Using an example explain how societal attitudes about gender role scan affect people’s careers.
4. The gender distribution of many occupations has shifted substantially but still, women and men tend to be concentrated in different occupations. What do you think causes this?
5. Why is the writer not surprised to see women moving most rapidly into new occupational groups (craft, operator)?
6. Explain how the distribution of jobs between men and women was in 1995, as far as employment of technicians and sales occupations is concerned
Use a dictionary and thesaurus to look up the missing meanings of the words or phrases in the table below. Copy the table into your book and fill in the blank spaces.
2. Write a 200 word composition explaining how societal attitudes about gender roles can affect people’s occupational employment. Text2: Rwanda’s first female commercial pilot, Esther Mbabazi,
During her childhood, Esther’s family would move on a regular basis due to her father’s work as a pastor. But her desire to take to the skies never wavered, even after her father passed away in a plane crash in the Democratic Republic of Congo, when the passenger aircraft he was traveling on overshot the runway and hit some terrain.
When Esther Mbabazi was 5, she looked up and watched an aeroplane cut across the sky. She thought to herself, “I want to be the one flying that plane.”
The fact that there were no female pilots in her native country Rwanda—and never had been before— didn’t occur to her. “You know what? I’m going to fly,” she said, “and that’s what motivated me my entire life, that idea I had as a young child.”
At 24, Esther became the first female commercial pilot in Rwanda. It shocked a lot of people because her father died in a plane crash when she was a young girl. But Esther refused to be deterred from her dream. “I love the adventure,” she says. “Every day is different. I would wake up today and even though I’m going to the same destination I was going to yesterday, something is going to be different. That’s what I enjoy about my job: Every day brings its own uniqueness.”
Esther refuses to believe that being a woman negatively affects her career. “It’s a modern world. I have no fear of heights and I like machinery,” she says, refusing to bow to the stereotypes about women that she’s come across.
But she has experienced some negative response. One day, a male passenger stepped onto the plane. When he saw Esther, he said that if she was the one flying, he wouldn’t stay on the plane.
“I feel like even though there’s just that one person, there’s a thousand more that are excited and are happy about where the world is going for women,” she says. Esther’s achievement is remarkable, but being a woman in a traditionally
male-dominated field isn’t an anomaly in Rwanda. “Of course, I’m sure everyone knows we have the highest number of women in the parliament in the world,” Esther says, citing Rwanda’s remarkable achievement in gender parity. Half of Rwanda’s Supreme Court is also women, and an equal number of boys and girls attend school in the country.
“You know a lot of leadership roles are taken by women in Rwanda,” Esther says. “I think Rwanda is doing really a good job training women and supporting women in all aspects.” Today, she gets dozens of letters from young girls who want to be a pilot someday. “Everything starts with a dream,” she says, and encourages those young girls to study math and ignore the naysayers. She also asks them to think about what will come between them and their dream—and then she encourages them to completely ignore it. “If they are girls, people will tell them “Oh, if you’re a pilot, it will be hard for you to have a family, to find a husband,” Esther says. “But those opinions don’t really matter.” “Overall, it’s a job that requires passion. Whether you’re a man or a woman, you just have to have passion.”
Adapted from https://www.one.org/international/blog/meet-esther-the-first- ;female-commercial-pilot-in-rwanda/ Comprehension questions
1. Why were people astonished to see Esther becoming a pilot?
2. What makes her enjoy her job?
3. What is the Esther’s position as far as sex discrimination in job occupations is concerned?
4. Using an example from the passage, explain how there are still negative societal attitudes towards job distribution between men and women.
5. Which advice does Esther give to young girls who want to be a pilot someday?
1. Use a dictionary and thesaurus to look up the missing meanings of the words or phrases in the table below. Copy the table into your book and fill in the blank spaces.
Present simple tense, also known as simple present tense or present indefinite tense is used to describe an action that is regular, true and normal. It could equally be used to describe what is happening currently.
Present 1. simple Repeated tense actions- can be For used example: for the following:
- She walks to work every day.
- The train leaves the railway station daily.
2. Habits,
- They swim every evening.
- I usually get up early.
3. Things which are generally true.
- They speak Ikinyarwanda at home.
- It shines a lot in summer.
4. Facts
- They come from Rwanda.
- Birds have wings.
5. Something fixed in the future.
- The school choir leaves at 7:00pm next Monday evening.
- She performs her traditional song tomorrow morning.
6. To talk about past actions when we are summarising a book, film or play
Example: Okwonko is moved although he remains unstoppable with his mission to
become a Lord of his clan. He is disappointed by Nwoye but maintains great
love for his daughter Ezinma, his child by his second wife Ekwefi. Ekwefi has begotten ten children but only Ezinma has survived. He loves the girl so much...
Extract from Things Fall Apart by Chinua Achebe The table below shows how the simple present tense can be used.
We use do or does for interrogative and negative sentences
in the present simple and we specifically employ does for the
third person singular.
For third person singular, (she, he, it) we add ‘s’ to the verb.
Often, adverbs of frequency such as sometimes, usually,
seldom etc. are used with the present simple.
Do and does can be used with some of the ‘WH’ words such
as where, when, what. Example, when does Nzeyi clean his
room?
However, “who” does not use do or does as seen in the example below:
Who lives in Huye?
1. Construct (10) grammatically well-structured sentences using the
present simple tense.
2. Narrate an experience you encountered at a college using the
present simple tense.
B. Past Simple tense
The past tense is formed by adding ‘ed’ at the end of the verb. This is very
applicable for only regular verbs in their past form. Such verbs in their base
include play, laugh, clean, pray etc. while the irregular verbs like Catch,
sweep, bring, carry have no defined formula to include for their past form.
Uses of the simple past tense:
To talk about something that happened once in the past
Examples:
1. We met at the market last evening.
2. We carried the books back to the library yesterday.
When talking about a thing that happened several times in the
past
Examples:
1. We sang a lot while we were in school.
2. They always enjoyed playing the piano.
For expressions with ago, we also use simple past
Examples:
1. I met my family twenty years ago.
2. Kevin finished his assignment two days ago.
When something was true for some time in the past
Examples:
1. She prayed a lot when she was sick.
2. I worked in Rwanda for fifteen years.
• Definition
A noun can simply be defined as a word that names a person, place, thing or
an idea. There are different types of nouns, but our focus will be on proper,
common, abstract, collective also known as mass nouns, countable or
uncountable nouns.
Abstract nouns: These are nouns that denote an idea, quality, or state rather than a concrete object. Examples are among others politeness, intelligence, truth, danger, happiness, etc. Collective nouns:
These are used to represent a group of things, people and animals. Examples include a flock of sheep, a gang of thugs, a crowd of people, a fleet of trucks etc.
Common nouns: These are also termed as general nouns and do not provide a specific name. Common nouns surround us. When seated in a class, you find that you are surrounded by tables, you are seated on a desk, at the front of the class there is a black or white board
Proper nouns: They are names of particular people, places, organizations, months, days of the week and some religious events. These are spelled or written with a capital letter. We also use capital letters for festivals such as Easter, Christmas, Iddi etc.
Countable and uncountable nouns: Countable nouns are those that can be counted for example bottles, books, cups while uncountable are those types of nouns that cannot be counted. Examples include Air, sand, wind etc.
1.4.3. Pronouns:
These are: Personal, indefinite, interrogative, demonstrative, relative, reflexive, reciprocal and possessive pronouns
They are words that are used in the place of a noun. In other words, they substitute for a proper name of a person, place, country etc. We normally use pronouns to limit repetition of the nouns that they refer to. The types of pronouns include, personal, indefinite, interrogative, demonstrative, relative, reflexive, reciprocal and possessive pronouns. This unit will therefore exploit personal, possessive and demonstrative pronouns.
Note:
There are many types of pronouns. They include; personal, indefinite, interrogative, demonstrative, relative, reflexive, reciprocal and possessive
pronouns.
1. Personal pronouns are divided into subject and object pronouns
2. Possessive pronouns. These show that something belongs to someone.
Examples include theirs, his, hers, mine, yours.
3. Demonstrative pronouns. They are kinds of words that are used to directly
point at something specific within a sentence. They are very few and include:
This, that, those, these, none, neither, such,
etc.
1.4.4. Articles: Indefinite articles, Definite articles
An article is a word that accompanies a noun to specify its grammatical
definiteness. Articles include a, an and the. They can be definite or indefinite.
Indefinite articles
Indefinite articles are a and an. They are used in several ways:
1. We use the indefinite articles (a and an) when we refer to any person or
thing and not a particular one. For example
a. She gave me a radio.
b. Kamali is afraid to use an escalator.
Note
The words “radio” and “ escalator” in the examples above are referring
not to particular but to general items.
2. We also use indefinite articles when we mention something for the first
time. Look at the examples below.
Example: A farmer approached an officer with a petition. The farmer felt
a bit scared because he did not know how the officer would react to the
petition.
3. We use the indefinite article an when the word that follows it begins with
a vowel sound. A is used when the word that follows it begins with a
consonant sound. Look at the examples below.
a. Her fiancé gave her a ring.
b. The girl gave an answer.
c. I prefer working in a university.
2. It is used when we mention something that we had mentioned before.
Example: A farmer approached an officer with a petition. The farmer felt a bit
scared because he did not know how the officer would react to the petition.
3.We don’t put an article before the name of a country, languages, sports,
and academic subject unless it starts with “united”, for example, the United
States of America or the United Kingdom; or its name contains the word
“Republic” or “Union”, for example, the People’s Republic of China.
1. Eg: Mary speaks French well.
Eddy plays volleyball well
Ann explains me mathematics once a week.
2. When referring to languages, we use the in the following ways: we say
“the English language” and not “English language”; We say “fluent in English” and not “fluent in the English”
3. Before the nouns like chapel, church, market, college, school, hospital, court, prison, work, and bed the article “the” is not used when are used for their primary purpose.
eg: we go to church every Sunday ( the primary purpose of church is
praying then this sentence means that we go to pray every Sunday)6.
Pronunciation of “the”
“the” has two pronunciations:/ðә/ and/ði/.
• “the” is pronounced /ðә/ when it precedes a consonant sound
Eg: the person / ðә pз:sәn/
The university / ðә ju:nivз:sIti/
• “the” is pronounced /ði/ when it precedes a vowel sound
Eg: the apple / ði æpl/
1.4.5. Conjunctions: Whereas, While, When, Where
Read the following sentences carefully and explain the role of the
highlighted words.
1. A home is generally defined as a place where one lives permanently
2. The term nuclear family refers to the family group consisting of
parents and children, while extended family includes all those with
kinship ties.
3. Nuclear family is composed of parents and siblings, whereas
extended family is made up of all people from the same ancestors.
Notes:
A conjunction is a part of speech that is used to connect words, phrases,
clauses, or sentences. Conjunctions are considered to be invariable grammar
particle. Below are some conjunctions that are used to contrast two similar
things.
a. Whereas
Whereas is a conjunction which is used to highlight an important differ-ence between two similar things or facts.
When whereas comes at the beginning of a subordinate (dependent) clause, we put a comma before it.
Examples
1. Nuclear family is composed of parents and siblings, whereas
extended family is made up of all people from the same ancestors.
2. The term nuclear family refers to the family group consisting of
parents and children, whereas extended family includes all those
with kinship ties
3. People say ‘fries’ in America, whereas in Britain they call them
‹chips›
Notes:
When the clause with whereas comes before the main clause, we put a
comma after that main clause.
Examples:
1. Whereas extended family is made up of all people from the same
ancestors, Nuclear family is composed of parents and siblings.
2. Whereas Bugesera has very hot summers, Musanze summers are
sometimes quite cold.
3. Whereas street children don’t get affection, children in families get
enough care.
b. While
While can be used instead of whereas
Examples
1. Nuclear family is composed of parents and siblings, whereas/while
extended family is made up of all people from the same ancestors.
2. Children in orphanages are sometimes sad, whereas/while children
in families are usually happy.
While can also be used to express time. In that case it introduces a time
clause and means “at the same time” or “during the time”.
Examples
1. While the kids were having a nap, the mom could have a relaxing
bath.
2. I remembered I had forgotten to buy food while I was just leaving
the market.
c. When
When can be used in different ways, but when it is used as a conjunction it means “at the time that”. The clause with when is a subordinate clause (sc) and needs a main clause (mc) to complete its meaning. If the when-clause comes before the main clause, we use a comma. When can be used to talk about the past, present or future as explained below.
Talking about the past
Examples:
1. When I was younger, there were no houses here.
2. Nobody spoke when she came into the room.
Talking about the present
Examples:
1. When a new baby is born, there is a lot of joy in family.
2. There is a lot of joy in family when a new baby is born.
Talking about the future
Notes:
In references to the future with when, we use the present simple or the
present perfect in the when-clause, not the future with shall and will:
Examples:
1. When the new park opens, my father will take me there.
Not: When the new park will open, my father will take me there.
2.When I’ve finished my homework, I’m going to phone my dad.
Not: When I’ll finish my homework, I’m going to phone my dad.
We can also use when to mean “considering that”.
Example:
What’s the point in going out when we have to be home by eleven o’clock?
d. Where
Where is used as a conjunction to mean ‘in the place that’ or ‘in situations
that’. The clause with where is a subordinate clause and needs a main
clause to complete its meaning. If the “where clause” comes before the
main clause, we use a comma.
Examples:
1. Where you find a lot of water, you will also find these beautiful
insects.
2. Where you have to pay a deposit, be sure to get a receipt.
1.4.6. Application activities: Using conjunctions and articles in
sentences
Choose the right words from the brackets to fill in gaps in each of the sen- tences below.
1. Kariza, will you lay the table....... I help your sister with her maths exercise, please. (whereas/while)
2. The twins are very different: Kalisa is shy and reserved....... Kamana is outgoing.(whereas/while)
3. My aunt Sophie is a doctor................. Uncle Pete is a dentist.
(whereas/where)
4. I remembered my keys................. I had left. (while/when)
5. Dad would like to have a holiday in Spain........... Mom would prefer
Italy. (whereas/when)
6. Why carrying bed covers in Musanze................we have to sleep
in a hotel. (where/when)
7. A home is generally defined as a place.................one lives
permanently. (where/when)
8. When my mother .................. I will tell her that you didn’t mop your
room. (comes, will come)
ii. Use a, an or the to fill the blanks in the following sentences. The first
one has been done for you.
1. My mother considered it an hour to receive the reward promised by
the President.
2. Your car is very nice. Does it have ---------DVD player?
3. Kamali rested at home in --------------garden-------------whole meaning.
4. Kalisa found --------cat. --------- cat belongs to his neighbour.
5. Keza has got -------job in ---------bank in Kigali.
6. She is --------useful person most of -------time.
1.5. Vocabulary: Word and Sentence Formation
Vocabulary is the basis for the development of all the other skills: reading
comprehension, listening comprehension, speaking, writing, spelling and
pronunciation. This is the main tool that will help you attempt to use English
effectively. You will first find meanings of words and then use them in your
own sentences.
UNIT2: CAREER AND CHOICES
If you would like to harness the power of nature to ensure the safety and stability of the environment and people’s food supply, you might be in interested in working in agriculture or natural resources. These jobs run the gamut from learning how to manage the earth’s resources to producing the food people eat.
The first career you can pursue in Agriculture and Natural Resources is Agricultural Food Science. As an agricultural food scientist, you would analyse methods of crop production and farming practices. The results of such studies can be used to heighten crop yield and food quality causing harm.
The third career in Agriculture and Natural Resources is Environmental Engineering. Environmental engineers draw the fields of chemistry, soil science, engineering, and biology to solve environmental problems such as pollution and the disposal of hazardous waste. Environmental engineering technicians implement the plans that environmental engineers devise.
The fourth career one can pursue in this filed is Environmental Science - The work of environmental scientists ranges across multiple scientific disciplines, including ecology, biology, chemistry, soil science, and geology. They study how earth’s ecosystems and non-living elements come together to impact the environment.
The fifth career is Farming or Ranching - With increasing demand for healthy food choices, you might be able to make a living as a farmer who grows or raises food, including beef, pork, poultry, or vegetables. You could also be a rancher, which involves raising livestock and maintaining the land and facilities where the animals are kept.
The sixth career in Agriculture and Natural Resources is Food Science and food technology. Food scientists draw on sciences such as biology and chemistry to conduct studies about the biochemistry and makeup of food. Food science technicians apply the knowledge gained by food scientists to develop new kinds of food, test food to make sure nutritional labels arecorrect, and ensure that food is free from bacterial contaminants.
The seventh career is Forestry - Foresters engage in a wide variety of duties that involve the conservation and management of forests. If you become a forester, you might do any of the following: harvest timber, enforce laws pertaining to forestry, or oversee activities that take place in forests such as hunting and recreation.
The eighth and ninth careers to pursue in Agriculture and Natural Resources are related to landscaping and grounds keeping. Landscaping careers include landscape architecture and landscape design. In both of these careers, you will deal with outdoor environments like gardens, highways, and parks. Groundskeepers are responsible for maintaining the outdoor environments designed by landscapers and keeping the areas clean and free of debris.
The tenth career in this field is Zoology. If you love animals, you might want to become a zoologist. The job involves studying animals and their behaviours, growth, and development. You’ll also study diseases that affect animals and analyse how different species of creatures interact with one another.
Comprehension questions
1. List ten careers that one can pursue in Agriculture and Natural Resources.
2. What can make you know that you may be good at working in agriculture or natural resources?
3. What is the duty of a conservation scientist?
4. What do you understand by “make good use of natural resources without causing harm”?
5.Which career can one pursue if they want to solve environmental problems such as pollution and the disposal of hazardous waste?
6. Compare the duties of a conservation scientist and the duties of a environmental scientist.
7. Differentiate a groundskeeper from a landscaper
1. Use a dictionary and thesaurus to look up the missing meanings of the words or phrases in the table below. Copy the table into your book and fill in the blank spaces.
2. Write a short composition describing a career of your choice and qualifications required in order to be successful in that career.
How far you want your career to progress will determine what qualifications you will need and the timeframe it will take for you to reach your goal. For instance, if you have a secondary school certificate in construction, but you see yourself as a Chief Engineer someday, you need to be prepared to learn new skills and improve your qualifications.
Even if you have some knowledge, however, you will need to be prepared to study further in order to have a successful career in engineering. If you take the non-graduate route into engineering, the entry point is on an apprenticeship scheme. Here you will work as an operator and be expected to study towards an engineering degree as part of your apprenticeship.
If you are a secondary school certificate holder, and want to an engineer, you must join university and enrol on a higher apprenticeship in order to qualify to undertake a bachelor’s degree in engineering. The graduate route will see you recognised as a member of one of the three main professional institutions; Institution of Civil Engineers, Institution of Mechanical Engineers, or Institute of Electrical Engineers .
Professional qualifications are important in the industry and will increase your earning potential, improve your career prospects and will raise your professional credibility. There are different categories of employment in engineering. For example, in the United Kingdom, the Engineering Council recognises three main categories of employment, all of which have their own professional qualifications: Chartered Engineers, Incorporated Engineers and Engineering Technicians.
To become an engineering technician you need a National Certificate, Diploma or equivalent qualification, combined with initial professional development (IPD), which can be achieved through an advanced apprenticeship.
Incorporated engineers require an engineering related degree or for those without a degree, alternative routes can include a High National Diploma or Foundation Degree followed by structured professional training.
Regardless of sector, the most sought after positions are generally accredited to chartered status. To become a Chartered Engineer in the United Kingdom, graduates study a four-year Mechanical Engineering degree accredited by one of the major engineering institutes.
If you are unsure what avenue is right for you, seek out potential work experience opportunities. Approach employers directly and volunteer for an unpaid work placement. This will give you an insight into the industry and if you prove your value to the organization, you could end up with a job offer. Adapted from
https://www.monster.co.uk/career-advice/article/what- ;qualifications-are-important-in-engineering
Comprehension questions
1. Can a secondary school certificate holder work as engineer? Explain.
2. What post can the non-graduate person occupy in a company?
3. State three main categories of employment recognised by Engineering Council.
4. What do you understand by “Regardless of sector, the most sought after positions are generally accredited to chartered status”?
5. Which advice is given to people who are not sure of what avenue is right for them?
2. Write a short composition explaining qualifications required for a primary school teacher.
The old days of finding a job right out of school and sticking with it until retirement are certainly in the past. In these modern times, people have become more adept at locating new job opportunities. But some of the more traditional tactics have started to fade in popularity. People are no longer looking primarily at the newspaper want-ads to find their dream jobs.
Job seekers are becoming more creative and utilizing new strategies in moving their careers forward. Those strategies include: networking, referrals, job boards and career websites, company websites, cold calling and temping or internships.
Networking can be done both in person and online. It is said that the majority of job vacancies are never advertised, often referred to as the “hidden job market.” To land these jobs, seekers will need to find a way to get a foot in the door. Networking can go a long way in locating job opportunities; even if no one you know directly has knowledge of a job opening, there’s a chance they know someone who does.
Referrals also come from individuals you know, however, this method may get you an invitation to apply for a position without actually searching for a new job. Some employers offer incentives to their employees for referring a successful candidate to their company – a win-win situation for everyone. You get a new job, and your contact gets a finder’s fee for attracting a top-notch employee.
Job Boards and Career Websites help many people to find jobs. Job boards were traditionally just that – boards posting vacancies and employment opportunities. Though some of these boards may still exist in a literal sense, many job boards have moved toward a virtual format. You can also use job search engines on the internet or the vast number of career-related websites that post job openings, such as umurimo.com, jobinrwanda.com or Rwanda recruitment portal.
Company Websites can also help you find a job. If you already have your dream employer in mind, why not go directly to the career section of their website? If you watch for openings on their site, there’s a chance you’ll find just the opportunity that you’ve been waiting for. Create a list of employers that you’d like to work for and visit their websites often. If you’re really set on working for a specific company it may take some time to find just the opportunity that fits your skill set. But if you’ve got the luxury of time, this might be the optimal method for finding your dream job.
Cold Calling is another method you can use to find a job if even if it is not always well received. If you don’t see any job listings posted for a company you’re particularly interested in, you might consider making a cold call. You can use the telephone or email to contact individuals within an organization by finding their contact details on the company website or by inquiring with a receptionist.
As for Temping or Internships, you should know that sometimes temporary employment or internships can lead to permanent positions. If you’re without work, finding a temporary position with a great company is a great way to get a foot in the door, or provide you with useful business contacts to call upon in the future.
In the modern job market, finding the very best job opportunities often requires a combination of methods. Always keep in mind that there are a variety of methods available for finding job opportunities, all with their own strengths and weaknesses, so don’t be shy to experiment with a variety of techniques.
https://www.investopedia.com/financial-edge/0711/9-different-ways-to-find-a-new-job.aspx
Comprehension questions
1. What are the six strategies to find new job mentioned in the passage.
2. Mention two ways through which networking can be done.
3. Is it worth asking someone about job if he or she has no direct knowledge of a job opening? Explain
4. What do you understand by “many job boards have moved toward a virtual format”?
5. Discuss advantages and disadvantages of “Cold Calling” as a technique of finding a job.
6. Explain how temping or internship can help a person to find a job.
Text: A day in the life of an interpreter
Being an interpreter is a demanding job: it takes years of experience, skill, discipline and hard work. What’s more, professional interpreters often deal with difficult or emotional situations and have to maintain professionalism whilst consecutively thinking and speaking in different languages.
One of Manchester based interpreters, Carmen, who has been interpreting for almost 10 years, was asked what it is like to work as an interpreter. Her principle languages are English and Romanian and she holds a Diploma in Public Service Interpreting (DPSI). She answered the following questions.
Journalist: What is it like to be a professional interpreter? Carmen: I really do love my job, including its challenges! Through the course of what I do, I’m lucky to meet some very interesting people and it doesn’t feel like going to work. For me it feels as if I’m meeting someone new, someone vulnerable who, through working with brilliant, multidisciplinary support teams, I’m helping to get the right outcome and enabling them to live a better life.
Essentially, my job is to facilitate communication between the non-English speaker and the relevant professionals. On a daily basis I see how important my role is and because of that, I get great job satisfaction. Don’t get me wrong, the role of an interpreter is an impartial one, I never offer my own opinion or advice. I interpret for the various qualified professionals who are working with the person or family in question.
Journalist: What are the biggest challenges in interpreting?
Carmen: I once worked on a case with a Romanian family whose children were taken into foster care. This was simply due to their non-English speaking mother not understanding the standards of care here in the UK. Different cultures have different ways of doing things. The children and their mother were distressed and working alongside social services, I saw them a number of times. Ultimately, the children were settled in with their new foster care and we helped to educate the mother. Happily, and thanks to the work of the great social services team, Mum gained a solid understanding of what she needed to do and the children were returned to her.
It felt very rewarding to play a role in bringing this family back together in happier circumstances.
Journalist: What skills and qualifications are needed to be an interpreter?
Carmen: Obviously, it’s important to be a good listener, and be alert at all times during the appointment. If you miss the slightest word or sentence, it could have a detrimental impact. You’ll often have to deal with stressful or
emotional situations, and you need to be able to cope in these circumstances, and demonstrate patience and compassion.
The level of qualification depends on your language pair – the level that most companies usually require vary from Community Interpreting Level 3 to DPSI level.
Comprehension questions
1. What makes interpretation very demanding?
2. Describe the experience of the interviewee?
3. Does interpretation work profession bore Carmen? Explain.
4. What makes Carmen get great job satisfaction?
5. Does Carmen give her own view while interpreting?
6. Which qualification is needed to be an interpreter by most companies?
2. Write a 200 word composition “A day in the life of a secondary school student.
2.5. Language structure: The Present Perfect and Present Perfect Continuous
2.5.1. Present prefect tense
This tense connects the past with the present: completed or unchanging actions or events. It cannot be used to make a reference to a particular point or period (like last week, in January, at 2.am, etc.) It is used for:
Completed actions or events at some time before now(no partic- ular time given)
Actions or events in periods of time not yet finished
Achievements
Actions with ever, and never referring to any time up to now
Unchanging situations in periods of time up to now
Series of completed actions up to now
Future actions after some conjunctions: after, before, as soon as, until, for, since, this week/month/year, etc.
Generally, The present perfect tense is used when talking about:
a) actions which took place in the past, but whose time is not precise or mentioned.
e.g. Have you been to Kigali?
b) experience.
e.g. Have you ever travelled by plane?
→ Yes, I have. No, I haven’t.
→ No, but I’m planning to.
c) news.
e.g. Our country has sent an Ambassador to DRC.
2.5.2. The use of since and for with the present perfect tense
a) Since
Examples:
1. The population of DRC has increased since 1970.
2. Rwanda has been independent since 1962. (this means that Rwanda became independent in 1962 and that it is still independent).
3. His Excellence the President of the Republic of Rwanda, Paul KAGAME, has ruled the country since 2000.
4. You have been students here since January 2011.
b) For
• We are in 2019, thus, Rwanda has been independent for 57 years.
• You have been students here for one month.
• Our English teacher has taught us English for one month.
• Generally, when making the present perfect tense, we take the subject the auxiliary verb have/has + the past participle of the main verb.
• We use the present perfect tense with since to indicate the beginning of a period of time.
• We use the present perfect tense with for to indicate the duration of a period of time.
The use of just, almost, already and yet
Question: Have you written the other letter?
Different answers may be given:
• Yes, I have already written it.
• Yes, I have just written it.
• I have almost written it.
• No. I haven’t written it yet.
• No. I haven’t yet written it.
• I am still writing it.
2.5.3. The uses of the present perfect continuous
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.
The following format can be used: 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.
Note:
Since and for help to know the time interval an action has taken.
Compare: Gahizi has been teaching since 2000. (Begun teaching this year up to now)
Gahizi has been teaching for fifteen years. (Has spent these years teaching)
When is the present perfect continuous used?
The present perfect continuous is used 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.
Examples:.
• She has been lecturing since she finished her university.
• We have been waiting for the new manager for five months.
c. Drawing conclusions.
Examples:
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.
UNIT3: SOCIAL COHESION
3.1 Talking about personal values that enhance social cohesion.
3.1.1 Learning activity: reading and exploitation of the text
Text: The meaning of social cohesion within the Rwandan context
Within the official political discourse of the Rwandan government, the idea of social cohesion occupies a central place; it forms part of the set of national objectives of the Republic. Rwanda’s National Unity and Reconciliation Commission (NURC) defines social cohesion in terms of belonging, interpersonal trust and common values which are the “glue that bonds society together”. Similarly, a representative of the National Commission for the Fight against Genocide (CNLG) described social cohesion in terms of “bringing back what did not exist any longer after genocide and about the capacity of Rwandans to redevelop unity”. Official discourse hence draws on
social psychological definitions. Aegis1 relies on a similar normatively infused definition of social cohesion: the Aegis Rwanda Youth Department coordinator summarised its meaning as an “understanding, [an] opening up to another person, what they have been through, and what they feel at the moment, like pain”, and the moral rules of ‘do’s and ‘don’t’s of a society. He equally drew on an empathy- based and normative value based approach. The Director of Aegis Rwanda also described social cohesion’s value as “bringing two broken entities back together”, by teaching skills on “how to live together”, and how to foster acommon understanding of “how the memory of the past informs the present and supports change in the future”. This is understandable in the specific context of a post-conflict setting. Peace building relies on the positive transformation or restoration of broken relationships between the people in conflict, “where divides are bridged and other negative relational attitudes and behaviours are broken in favour of positive ones” At no surprise, many ordinary citizens have internalised this type of social
psychological definition of social cohesion. Secondary students from Muhanga believe that social cohesion means “mutual respect, living in peace, having harmonious relationships in the community and families, helping and loving each other, having security and being co-dependent”. Kigali university
students equally refer to “good relationships and trust between members of a community, getting along with others, living together, united and in harmony, and working together to build the country [...] to work together and to achieve common goals despite the genocide history”.
Aegis Youth Programme participants emphasize the specificity of the post-conflict context where one needs to look “beyond the past” in order to rebuild society: “We are more than our past, our tribe. We are just people at the end of the day, there is more than our background [...]an environment [that] everybody feels part of [and] feels they belong...and which is peaceful, [a
society] that views people as people, that embraces difference. A society [in which] people feel accepted”.
As the Executive Secretary of the National Unity and Reconciliation Commission, Habyarimana, emphasises “Rwandans have to be united in order to have a cohesive and peaceful society”. According to the Rwandan government, reconciliation entails “the formation or restoration of genuine peaceful relationships between societies that have been involved in intractable conflict, after its formal resolution is achieved”
By Nora Ratzmann
Adapted from http://www.genocideresearchhub.org.rw/app/uploads/2018/09/Nora-working-paper.pdf Comprehension questions
1. What do you understand by “the idea of social cohesion occupies a central place”?
2. How does the representative of the National Commission for the Fight against Genocide define social cohesion?
3. What is social cohesion’s value, according to the Director of Aegis Rwanda?
4. Why do you think all definitions of social cohesion in Rwandan context keep repeating the idea of restoring broken relationships or bringing back what did not exist any longer?
5. Enumerate at least 3 values that can enhance social cohesion.
Why is peace and values education important?
Peace and stability are vital to the development of every community, city and country. If we live together in harmony, free from the fear of violence, then, we are able to create the prosperous lives we want and deserve.
In Rwanda, we know the terrible consequences of hatred and violence. The Genocide against the Tutsi was the result of a systematic campaign of dehumanisation and division over many years. Just as people were taught to hate one another, we can also teach people to love one another. When we teach peace, we develop a generation of peacemakers. While much progress has been made over the last 23 years, building peace is an on-going process and everyone needs to be involved – young and old. Whichever way you look at it, peace is the foundation for prosperity in Rwanda.
What impact is peace education having on the lives of Rwandans? Put simply, peace education is changing lives. We have seen Rwandans who harboured resentment against others begin the process of forgiveness and reconciliation.
For example, young people trained by Aegis Trust set up peace clubs and went door to door in their communities helping to solve family problems. One of these ‘Peace Champions’ in Gasabo District, Rameaux, was so inspired by what he learnt that he helped set up six other peace clubs and has run peace education workshops with more than 1,000 young people and community members.
What is your advice to young Rwandans wanting to build peace at home, school or in their communities?
You don’t need to be a grown up to be a champion for peace. It’s just about standing up for your values and what you believe in. For example, if a classmate is being bullied at school you can help them by telling the bully to stop it.
I would also encourage every young Rwandan to talk with their parents, teachers and friends if they see something they know isn’t right and work together to find a solution that works for everyone.
If anyone wants more support, they can visit the Peace School at the Kigali Genocide Memorial and talk to one of our team members.
Adapted from https://www.newtimes.co.rw/section/read/208285 ;Comprehension questions
1. Why did one hundred national and international experts gather at the Kigali Genocide Memorial?
2. In not more than two lines, explain what the conversation between The New Times and Yves Kamuronsi was about.
3. Describe the duties of Aegis Trust.
4. How does peace and stability contribute to the development of every community?
5. In which way does Kamuronsi think we can develop a generation of peacemakers?
6. In one sentence explain how peace education changed the lives of Rwandans.
1. Identify the rules used to change active sentences into passive voices.
2. Why should we use the forms identified in the second column?
Notes
I. “By” is used in the passive voice when we want to mention the doer of the action.
Example: “Love addicted” was sung by Vamps.
II. Passive voice is used to show that we are not interested in the doer of the action.
Example: The streets are cleaned every day.
III. Passive voice is used when we do not know who performed the action.
Example: the answers have been filled in.
Ray’s calculator was made in Germany.
IV. Passive voice is used when we do not wish to mention the doer of the action.
Example: many problems have been ignored for too long.
Rules
1. The places of subject and object are interchanged i.e. the object shifts to the place of subject and subject shifts to the place of object in passive voice.
Example:
Active voice: I eat a banana.
Passive voice: A banana is eaten by me.
Subject (I) of sentence shifted to the place of object (banana) and object (banana) shifted to the place of subject (I) in passive voice.
2. Sometimes subject of sentence is not used in passive voice. Subject of sentence can be omitted in passive voice, if without subject it can give enough meaning in passive voice.
Example:
Passive voice: Animals are killed every day.
3. 3rd form of verb (past participle) is always used as main verb in sentences
of passive voice for all tenses. The base form of verb or present participle
will be never used in passive voice.
The word “by” is used before the subject in sentences in passive voice.
Example:
Active voice: He writes a sentence.
Passive voice: A sentence is written by him.
4. The word “by” is not always used before the subject in passive voice.
Sometimes words “with, to, etc” may also be used before the subject in
passive voice.
Examples:
Active voice: The water fills the tub.
Passive voice: The tub is filled with water.
Active voice: He knows me.
Passive voice: I am known to him.
3.3.2. Imperative Sentences
A. Definition
A sentence that expresses either a command, a request, a piece of advice,
an entreaty or desire is called imperative sentence.
B. Characteristics of Imperative Sentences
1. The object “you” is generally missing in Imperative Sentences. The structure of such sentences in Passive Voice is: Let + object + be/not be + V3
2. In sentences which express request, advice and order, such phrases as, you are requested to, /advised to /ordered to are used,
3. Word kindly /please is dropped.
UNIT4: PERSONAL FINANCE AND DEVELOPMENT
4.1 Describing financial tools
4.1.1 Learning activity:
Reading and exploitation of texts
Text: Different financial tools
As a child, I used to watch in amazement while my mom balanced the family cheque book. She used a handheld calculator, a cheque book register and a stack of bills and receipts to keep our finances in order. She had to call her broker to invest money in her company. She consulted a paper mortgage amortization schedule when making extra payments towards the debt
Even when we first got a computer and my dad started using Quicken, he still entered everything from his check register and then reconciled it with his bank statements.For those who don’t know what Quicken is, Quicken is a line of personal finance software that provides users with a computerized maintenance and documentation system to efficiently manage a variety of
tasks. The primary purpose of the software is to give everyday people the tools necessary to manage their own finances. Quicken is a part of Intuit, which also developed Quickbooks and other tax planning software. I loved watching my parents with their money, but at the same time, I don’t want to spend hours keeping track of everything.
Luckily, today, you don’t need to labour for hours every week to keep your financial house in order. If you use these five three financial tools (Personal Capital, Credit Karma and fidelity) , you can manage your financial life injust a few minutes per week.
Personal Capital is an application that allows users to connect all their assets (checking, savings, retirement, brokerages etc.) and their liabilities (student loans, credit cards, mortgages, etc.) to the application. The application then uses an encrypted connection to read and analyse your data. Personal Capital analyses your spending, and shows the spending in helpful pie and bar charts.
Managing your asset allocation across multiple platforms may be the most difficult part of modern investing. Thankfully, Personal Capital makes it easy to monitor your asset allocation no matter how many accounts you have. Remember if you can’t measure your management, you can’t improve it.
Credit Karma also makes it easy to understand how you can increase your credit score over time. One of the most overlooked areas of financial management is tracking your credit score. A clean credit report is vital to getting a mortgage, earning credit card rewards, or refinancing your student
loans. Even if you hate debt, you still need to monitor your credit report to ensure that you aren’t the victim of identity theft.
Fidelity makes it easy to open retirement accounts, fund your accounts, research investment options and place orders. Fidelity is my favorite discount brokerage because of the amount of investing options you have (especially the large amount of free options), the great service, and the ease of getting started. Even active traders will find low prices for equity and options trading. On top of that, Fidelity offers 24or7 phone support, live chat support and more.
Adopted from https://thecollegeinvestor.com/19733/5-free-financial-tools- ;everyone-needs/
Comprehension questions
1. Which financial tools was the mother of the narrator using to keep her finances in order?
2. Does the narrator enjoy spending time tracking his or her finances?
3. What are the electronic financial tools mentioned in the passage?
4. Explain how personal capital facilitated people to manage their asset allocation across multiple platforms.
5. State other financial tools you know which were not mentioned in
the passage?
6. Why does the narrator call Fidelity her favourite discount brokerage?
7. Which electronic financial tool can one use to track his or her credit score?
should know as their business grows. These terms include assets, liabilities, expenses, accounts receivable, cash flow, profit and loss, income statement and net profit.
First on the list of financial terms, assets are the economic resources a business has. In a broad sense, assets include everything your company owns that has some economic value.
If assets are the resources your company owns that contribute to its economic value, liabilities are its exact opposite. In fact, liabilities are just that — things your company is responsible for by law, especially debts or financial obligations. For example, any debt accrued by a business in the course of starting, growing, and maintaining its operations is a liability. This could include bank loans, credit card debts, and monies owed to vendors and product manufacturers. Liabilities, like assets, can be divided into
subcategories. As for expenses, business expenses are any cost that is “ordinary and necessary” to run a business or trade. These expenses are the costs your company incurs each month in order to operate, and include things like rent, utilities, legal costs, employee salaries, contractor pay, and marketing and advertising costs. To remain financially solid, businesses are often encouraged to keep expenses as low as possible.
Accounts receivable (A/R) is the amount that clients owe to a business. Usually the business notifies the client by invoice of the amount owed, and if not paid, the debt is legally enforceable. On a business’s balance sheet,
accounts receivable is logged as an asset. As far as cash flow is concerned, cash flow is the overall movement of ffunds through your business each month, including income and expenses. The example here can be cash flows into your business from clients and customers who purchase your goods or services directly, or through the collection of debts in the form of accounts receivable. On the other hand, cash flows out of your business to pay expenses like rent, utilities, taxes, and accounts payable.
To remain financially healthy, a business must regularly generate more revenue from the sale of its product or service than it costs to make that product or service. Say it costs a company Frw 2000 to make a T-shirt, butthat company sells the T-shirt for Frw 5000.
In this case, the company’s profit is Frw 3000. On the other hand, a loss is money that a company, well, loses. For instance, if a T-shirt is stolen or destroyed and can no longer be sold, it would be counted as a loss.
The income statement is where you analyse your company’s profits and losses. As such, it should come as no surprise that the income statement is also commonly referred to as the “profit and loss statement.”
In accounting jargon, your net profit might also be referred to as net income or net earnings. And because it’s usually found on the last line of a company’s
income statement, it’s often also called the bottom line. But just what is it? Well, this is the total amount a business has earned or lost at the end of a specified accounting period, usually a month.
Adapted from https://quickbooks.intuit.com/r/financial-management/15-financial-terms-every-business-needs-to-know/ Comprehension questions
1. What can an entrepreneur do to have at least a basic understanding of the inner workings of their company’s finances?
2. Differentiate assets from liabilities.
3. Give at least four examples of expenses.
4. Define the term “accounts receivable” as related to finance.
5. What do you understand by “to remain financially healthy” as used
in the 7th paragraph?
UNIT6: CULTURAL HERITAGE
2. Write a paragraph explaining the role of National Museums in preserving cultural heritage. You can look at the notes on paragraph writing in unit 5 of this book.
Text: Importance of preserving cultural heritage
Before the colonial era, Rwanda was, unquestionably, a nation-state with a people sharing the same religious beliefs, the same traditions, same customs, speaking the same language, Kinyarwanda, in short, having a same culture. To consolidate their power, colonizers and missionaries have, from the outset, sought to blot out the identity and collective memory of Rwandans. Thus, many traditional cultural practices were described as wild and pagan, and in some places trees and sacred places were destroyed.
The Constitution of the Republic of Rwanda of 4 June 2003, as amended to date, reaffirms Government’s commitment to protecting sound traditional and cultural practices based on Rwandan philosophy and culture in general.
The Constitution stipulates that Government has the obligation to ensure preservation of its cultural heritage, memorials and sites of genocide. Some may think traditions are archaic and no longer relevant, and that they are unnecessary during these modern times. Perhaps for some, they aren’t; but for others, exploring cultural heritage offers a robust variety of benefits.
Cultural heritage gives people a connection to certain social values, beliefs, religions and customs. It allows them to identify with others of similar mind- sets and backgrounds. Cultural heritage can provide an automatic sense of unity and belonging within a group and allows us to better understand previous generations and the history of where we come from.
Another benefit that comes from preserving cultural heritage as a whole is the communal support. People who identify strongly with a certain heritage are often more likely to help out others in that same community.
In addition to communal support cultural heritage helps us in the process of finding and incorporating culture into our lives, if we wish to do so. It begins with understanding the culture.
Only then may we begin to value it. From there, we can learn to care for a culture and eventually enjoy it. If cultural heritage sites are preserved people
who visit them will want to learn and understand the culture more with more enjoyment. Along with incorporating culture into our lives, cultural heritage through cultural heritage sites improve tourism industry.
Tourism no doubt brings with it tremendous economic value for a country. It touches and impacts several industries directly and many more indirectly. Tourism industry goes beyond attractive destinations, to being an important economic growth contributor.
On top of tourism, cultural heritage sites are one of the important sources of employment. Many people get jobs in cultural heritage site. In Rwanda, these sites have many employees among whom women who wave baskets and others who do cow dung paintings. So, let cultural heritage be preserved for they contribute to our welfare and to the economic development of the country.
Comprehension questions
1. Describe how the pre-colonial Rwanda was as far as culture is concerned.
2. What did colonizers and missionaries do to consolidate their power?
3. Explain what Rwandan Government did to protect cultural practices.
4. State three importance of preserving cultural heritage mentioned in the passage.
5. Explain how cultural heritage can improve tourism.
Text: Traditional school of culture: Itorero
Itorero is one of Rwanda’s Home Grown Solutions in the governance cluster and is regarded mainly as a cultural-centred programme. It is a holistic training system that includes civic education exercises, cultural values, patriotism and social political development of Rwandans.
Itorero was initiated during the reign of King Ruganzu I Bwimba at around 1312 A.D. The traditional Itorero was a cultural school where Rwandans would learn about their language, their history, social relations, sports, dancing, songs, patriotism and national defense. This school was for boys only; girls were trained in traditional weaving school. Itorero was created so that people acquire a good and deep understanding of their culture. The participants were encouraged to critically discuss, explore and analyse Rwandan cultural values. The tradition of Itorero also provided formative training for future leaders.
From 1924 to 1994, Itorero was banned by the colonial rule and further by the post-independence regimes. Itorero lost its significance which resulted in distortions of the Rwandan culture and breakdown of Rwandan social fabric, mutual support and selfless service to the nation. These distortions are indubitably among the main causes of the 1994 Genocide against the Tutsi which devastated the Rwandan society.
In the aftermath of the 1994 Genocide against the Tutsi and in an effort to rebuild the country, Itorero was revived in 2007 under the new political dispensation that values the Home Grown Solutions. In order to achieve the objective of Itorero, the National Itorero Commission (NIC) set the following
goals:
The first goal was to train Rwandans in order to better understand their shared values. These values are supposed to allow them to be good and active citizens who are patriotic and who actively contribute to national development. They also allow them to be Intore (chosen ones) who are worthy Rwandans at all levels of society and to be catalysts for positive change. It is also through these shared values that they acquire the culture of volunteerism in national service.
The second goal was to promote respect for positive cultural values as a basis for coexistence and national development; the third was to collaborate and consult with other public and private institutions and nongovernmental organizations with similar objectives; and the fourth one was to prepare and monitor volunteerism through national service.
The main activities of Itorero include physical activities along with lessons on history of Rwanda in a bid to educate Rwandans on positive cultural valueswhich had been lost during colonization. During Itorero sessions, trainings are adapted and tailored to needs of particular participants. For example, teachers and health workers cover activities related to their profession while local leaders are trained in public service delivery and good governance.
Comprehension questions
1. In not more than three lines, explain what itorero is today.
2. When was Itorero initiated?
3. Could girls attend the traditional Itorero? Explain.
4. Explain why the traditional Itorero was created.
5. What happened to Itorero during colonial and post-independence period?
6. When and why was Itorero revived?
7. State two main activities of today’s Itorero.
Vocabulary
Use a dictionary and thesaurus to look up the missing meanings of the words
or phrases in the table below. The words are bolded in the above passage
Copy the table into your book and fill in the blank spaces.
Languages play an important role in various means through different cultures interact with each other and with others. This medium of social interact is universal and has been passed on for centuries like a legacy, thus it is imperative that the purity of it is kept within each framework of heritage. In multicultural societies, it is often the dominant language that represents a country in front of others and becomes the means of interaction with minority cultures.
These minority cultures, however, keep their heritage intact and converse with one another through their own language. It is through these minorities that cultures are built, and that’s because of the importance they place on the significance of culture. An example of the role of language in different cultures is how ancient civilizations made up of cavemen and women came to realize that verbal communication was the only way to move forward.
Without language, they were not able to form a good understanding of one another and as civilizations evolved, the need for it gradually increased. Learning an alien language can be a mean feat, and if achieved fully it can be one of the most rewarding experiences, as by learning the language one becomes familiar with the culture. Members of a social group are responsible for constructing the entire framework that goes into making and creating identification for languages, and gradually anthropology becomes an important science that goes hand in hand with linguistics.
The aspects of language that sociolinguistics study can easily make connections between the origins of a nation and their language and speaking habits. There are ethnic minorities that have languages of their own and are considered to be the backbone of a culture, for example, the Aboriginals in Australia.
Cultures determine the means in which people process and cope with information, as they provide the frame of reference as per the concepts and objectives that make a language. Meanings of particular words also depend on the historical relation that is ascribed to the object being described.
Every language can represent the role of culture through its own reflection of reality it presents. The versions differ as every nation has had to face a different set of problems to arise at their current state. There are different set of values and beliefs attached to each version, and as far as language is concerned, they are all equally important. The role of language and its bearings as per its evolution are highly significant and felt every day in each culture.
Adapted from http://www.mydaily.news/2017/03/role-of-languages-in-culture/
Comprehension questions
1. What is “the medium of social interact” being talked about in the first paragraph?
2. Building on the information provided in the second paragraph, give an example of the role of language in different cultures.
3. What is the importance of learning an alien language according to the writer?
4.Explain how cultures determine the means in which people process and cope with information.
5. Why do you think all Rwandans are said to have almost the same
6. culture while many other countries are said to have different cultures?
2. Write a 300 word composition explaining the role of Kinyarwanda language in preserving Rwandan culture.
6.5. Language structure: Past simple tense and the verb “used to”.
We have already seen past simple in unit 1. In this unit we are going to focus on interrogative a nd negative forms.
6.5.1. Past Simple Interrogative
The past simple of both regular and irregular verbs in its interrogative form has this structure:
Change the following sentences into interrogative form
Example: She opened the window. - Did she open the window?
1. He took a shower.
2. Kamaliza finished her homework yesterday.
3. They visited their grandparents.
4. The girls jumped into the lake.
5. He looked after his younger sister.
6. Isimbi bought new jeans.
7. Murenzi worked the whole night.
8. They were very tired last night.
6.5.2. Past Simple Negative
The past simple of both regular and irregular verbs in its negative form has this structure:
Subject+ Didn’t or did not +verb
Examples:
1. I did not go to the bank. / I didn’t go to the bank.
2. You did not order a new cheque book. /You didn’t order a new chequebook.
The negative form of the verb to be in past simple tense has this structure:
Subject+ were/was+ not + verb
Examples:
1. Our teacher was not sick./ Our teacher wasn’t sick
2. They were not around. / They weren’t around
6.5.2. Application activity:
negative form
Change the following sentences into negative form
1. They looked at me.
2. My wife became a pilot.
3. Semana finished his homework yesterday.
4. They visited their grandparents.
5. Their children were very happy.
6. The girls jumped into the lake.
7. He looked after his younger sister.
8. Keza brought chewing gums for everyone.
9. Peter slept in the kitchen.
10. They were very excited.
6.5.3. The use of “used to”
“Used to” can be used as an adjective. In that case it means to be accustomed to.
Examples
1. I can study with the TV on. I am used to it. (This means that I am accustomed, adjusted, or don›t mind having the TV play while I›m studying)
2. Tim had a hard time living in Tokyo. He wasn’t used to so many people. Tim didn›t have experience being with big crowds of
people before.
“Used to” can be used as a verb which is always in past. In that case it is followed by an infinitive to mean something that happened in the past but doesn’t happen anymore.
Examples
1. When I was young I used to sleep in my parents ‘room. (This means that I no longer sleep in my parents ‘room.)
2. When Kalisa was a child, he used to climb trees. (Now he doesn›t climb trees anymore) Examples
1. When I was young I used to sleep in my parents ‘room. (This means that I no longer sleep in my parents ‘room.)
2. When Kalisa was a child, he used to climb trees. (Now he doesn›t climb trees anymore)
6.5.3. Application activity:
use of used to
Study the way “used to” is used in the following sentences. Say whether it is an adjective or verb and explain what it means.
Example:
I used to hike when I was young. (Used to is used as a verb and it means that I don’t hike anymore).
1. Karen used to play with dolls.
2. Sheila wasn’t used to having to cook for herself.
3. I used to get up so late.
4. His dog is used to staying home alone all day.
5. I wonder if you will ever be used to working so hard.
6. Herbert used to play basketball after school.
7. They are used to staying out so late.
6.6. End unit assessment
1. Fill in the blanks using words from brackets
Cultural heritage is the.................. (privacy/legacy) of physical artifacts
and intangible attributes of a group or.................(society/individual) that
are......... (prevented/inherited) from past generations, maintained in
the...... (present/past) and bestowed for the benefit of future generations.
Tangible heritage includes............. (feelings/buildings) and historic places,
monuments, artifacts, etc., which are considered worthy of.........(rejection/preservation) for the future. These include objects significant to the.........
(philosophy/archaeology), architecture, science or technology of a specific culture.
2. Use the words in brackets to complete each of the following sentences. All the sentences must be in the past simple.
a. (you/see) ..........Martin yesterday?
b. I (last/see).......... him two days ago.
c. He (not/be)................ at the meeting on Monday because he was away on business.
d. Where (she/go).....................for her holidays?
e. How long (it/take/you)...............to drive from Amsterdam to Paris?
f. (you/enjoy)...............your holiday in Italy?
g. I (see).....................a great film on TV last night.
h. I (not/eat)...........the food because I wasn’t hungry.
i. Why (you/not/get).......................up earlier? You’re going to be late.
j. Why (you/not/be)..................at work yesterday? Were you ill?
3. Change the following sentences into negative form
a) We listened to our favourite CD
b) They played tennis last Saturday.
c) She made breakfast yesterday.
d) They were at school last night.
e) She passed the National examination.
f) He was very sad last week.
g) The boys worked hard.
h) She got up early this morning.
4. Write a short composition explaining how Itorero can help Rwandans topreserve their culture.
UNIT7: ENVIRONMENT CONSERVATION AND SUSTAINABILITY
1.Do you think natural vegetation should be protected? Justify your answer.
2. Do you think that leopards and other dangerous wild animals have any importance for us? Explain.3. State physical elements of environment in the pictures above.
Text: The Physical elements of environment
Human life is surrounded by physical environment. It is this physical
environment that makes life possible on earth. These physical elements of
environment are tangible and people can touch or feel them. For the safe
survival of life on earth these natural resources should be protected and
preserved. They comprise of the basic elements like climate, vegetation,
water, air, soil among others.
Climate is a combination of various dimensions like temperature, rain,
humidity and air. Climate changes with respect to the place, situation, region
and location. In a colder region the climate is generally healthy, but increase
in the humidity offers a favorable condition for the growth of microorganisms
and spread of respiratory problems, and disease related to the bones.
Natural vegetation is affected by the climate and temperature of the region.
Thus natural vegetation is the outcome of the local environment. Vegetation
provides food to human beings. It is the combination of sun, water and
soil, which produces rich vegetation. A good forest can and does produce
enough material to sustain human habitation. It is of great advantage to have
agricultural fields in the vicinity of a forest.
Soil is also on one of the most important physical elements of environment. The
top layer of land is soil, which is of various types. The chemical composition of
the soil gives nutrition to plants and trees to increase the productivity. Sandy
Soil, rocky and clay will affect the environment and climate vegetation. Clay
has lot of moisture in it and keeps the water level high in which disease
producing bacteria and virus grow. Sandy soil contains sand particles, which
can damage the eyes and spread diseases like Trachoma, intestinal worms
and other disease-producing microorganisms.
In addition to soil, water is physical element of environment of a great
importance. Human beings get water from rivers, ponds, well, spring, lakes
and seas. The drying-up and replenishment of water from all these sources
is a natural process. Underground water in wells and tube well replenish
water from the rainwater seepage.
Water is utilized for a variety of functions by various bodies, such as,
household water consumption, industrial institutions, and local bodies like
municipalities, fire extinguishers, different improvement trusts, in hotels,
parks, and hospitals among others
Adapted from http://www.preservearticles.com/articles/what-are-the-basic-
elements-of-our-enviroment/7929
Comprehension questions
1. What are the physical elements of environment mentioned in the first paragraph?
2. State three factors that govern climate change mentioned in the passage.
3. Explain advantages and disadvantages of a colder region.
4. What do you understand by “natural vegetation is the outcome of the local environment”?
5. What is the role of natural vegetation in human life?
6. Explain how soil types affect the environment and climate vegetation.7. Mention at least three utilizations of water.
2. Use each of the words in the table above in your own sentence.
Text: The role of environmental features
Life on Earth is possible primarily because there are environment features that
allow it to flourish. These features are part of our physical environment and
part of our everyday experience. Some people may not be thinking about
the role these environment features play in our life. From the food we eat to
the oxygen we breathe, environment features play irreplaceable role. Those
environment features include water, trees and animals.
Water is one of the most important substances on earth. All plants and
animals must have water to survive. If there was no water there would be
no life on earth. Apart from drinking it to survive, people have many other
uses for water. These include: cooking, washing their bodies, washing
clothes, washing cooking and eating utensils; such as saucepans, crockery
and cutlery, keeping houses and communities clean, recreation; such as
swimming pools keeping plants alive in gardens and parks. Water is also
essential for the healthy growth of farm crops and farm stock and is used in
the manufacture of many products.
Trees are an important part of every community. Our streets, parks,
playgrounds and backyards are lined with trees that create a peaceful,
aesthetically pleasing environment. Trees increase our quality of life by
bringing natural elements and wildlife habitats into urban settings. We gather
under the cool shade they provide during outdoor activities with family and
friends. Many neighborhoods are also the home of very old trees that serve
as historic landmarks and a great source of town pride. Using trees in cities
to deflect the sunlight reduces the heat island effect caused by pavement
and commercial buildings.
Trees contribute to their environment by providing oxygen, improving
air quality, climate amelioration, conserving water, preserving soil, and
supporting wildlife. During the process of photosynthesis, trees take in
carbon dioxide and produce the oxygen we breathe. According to the U.S.
Department of Agriculture, one acre of forest absorbs six tons of carbondioxide and puts out four tons of oxygen. This is enough to meet the annual
needs of 18 people. Trees, shrubs and turf also filter air by removing dust
and absorbing other pollutants like carbon monoxide, sulfur dioxide and
nitrogen dioxide. After trees intercept unhealthy particles, rain washes them
to the ground.
Animals, from ants to elephants, represent a natural resource of great
significance for most forest-dwelling communities, as well as for those living
in many other rural contexts. In spite of this, most development projects
ignore their role in subsistence as well as non-subsistence rural economies.
The contribution of wildlife to rural livelihoods should not be undervalued.
Wild animal species have other values that are non-consumptive in nature.
These include religious and spiritual values, values due to the willingness of
tourists to pay to see them, biotic function values, and ecological values in
the equilibrium of their habitats.
Comprehension questions
1.What are the three environment features mentioned in the first paragraph?
2. Mention at least six uses of water.
3. Apart from water, trees and animals, state at least other three physical elements of the environment that are mentioned in the passage.
4. Can trees play a historic role? Justify your answer.
5. Using information got from the passage discuss the following statement: “Trees are lungs of human beings”.
6.On top of consumptive role, mention at least other four roles (importance) of animals.
2. Write a short composition explaining how animals play an important rolein the equilibrium of ecological habitats.
Text: Environment protection in Rwanda
As a country that aspires to rapid economic growth, Rwanda has set a broad
and inclusive national target, known as Vision 2020. The idea is to bring all
Rwandans into the country’s development journey, integrating green growth
and climate resilience strategies. For more than a decade, Rwanda has
taken a proactive approach and put environment and climate change at
the heart of all the country’s policies, programmes and plans. The measures
taken include banning plastic bags, forest cover, landscape restoration, the
green fund and green politics.
As far as banning plastic bags is concerned, Rwanda was the first countries
to ban plastic bags. Rwanda’s mission to maintain a clean and healthy
environment has been going since 2008 when it banned the use of non-
biodegradable plastic bags and packaging materials. To date, Rwandans
use only bags made from paper, cloth, banana leaves and papyrus, among
other biodegradable materials. It has made a difference. The plastic-bag
ban has earned the country a reputation as one of the cleanest countries in
Africa. In 2008, Rwanda’s capital, Kigali, was declared one of the cleanest
cities in Africa by UN Habitat. It also created opportunities for entrepreneurs
who invested in alternative packaging materials (cloths, papers, banana
leaves and papyrus).
As for forest cover, Rwanda is determined to achieve its goal of increasing
forest cover to 30% of total land area by 2020, Rwanda has embarked on
massive reforestation and tree-planting drive, and new measures such
as agro-forestry and training schemes in forest management are being
implemented. These efforts, along with the plastic-bag ban, earned the
nation a Future Policy Award from World Future in 2011.
In addition to forest cover, Rwanda resorted to landscape restoration.
Rwanda’s commitment to conserve the environment has been seen through
the protection and restoration of degraded ecosystems such as wetlands,
lakes and natural forests. Forests such as Nyungwe, Gishwati and Mukura
have been restored and upgraded into national parks. The promotion of
these parks, home to a vast variety of flora and fauna, has contributed to
the growth of the tourism sector that is currently the principal generator of
foreign currency.
Along with landscape restoration, Rwanda established The Green Fund. This
fund supports the best public and private projects that have the potential for
transformative change and that support Rwanda’s commitment to building
a green economy. The fund has mobilized around $100 million to date and
is a leading example of the impact that well-managed climate financing can
have.
On top of The Green Fund, Rwanda adopted green politics. As a fast-
growing nation, Rwanda has the opportunity to bypass old technologies and
environmentally destructive development and build an economy that can
withstand a changing climate and that provides prosperity for generationsto come.
For a country to achieve sustainable development, environmental
sustainability must be taken into consideration. This applies to policies,
legislation and programmes alike. Over the past years, the government
has taken measures to ensure national development is in harmony with the
protection of the environment.
Adapted from https://www.weforum.org/agenda/2016/05/5-ways-rwanda-is-lead-
ing-on-green-growth/
Comprehension questions
1. What is the objective of Vision 2020 as far as the environment is concerned?
2. State four measures taken to protect environment in Rwanda.
3. Which of the measures made Rwanda earn a reputation as one of the cleanest countries in Africa?
4. Explain the economic role of banning plastic bags.
5. Which actions has Rwanda taken in favour of forest cover?
6. Explain the role of The Green Fund in protecting environment.
7.4. Language structure: Expressions of purpose
1. Identify the phrases used for expressing the purpose of actions in the following sentences:
a. Ntwali planted many trees at home so that he may have fresh air.
b. World citizens should avoid smokes to protect ozone layer.
c. We dig terraces so as to avoid landslides.
d. For a country to achieve sustainable development, environmental sustainability must be taken into consideration.
e. Over the past years, the government has taken measures to ensure national development is in harmony with the protection of the environment.
f. This key is for opening the front door, and that one is for the back.
g. Keep on planting trees in order to attract the rain and enjoy the flesh environment
Notes
Use of expressions of purpose:
Affirmative to + infinitive
• We dig terraces so as to avoid landslides
• We avoid smokes to protect ozone layer.
• Negative: so as not to + infinitive
• I’ll take a taxi so as not to be late.
• Take your shoes off so as not to wake them up. Two subjects: so that + subject + can
• I’ll open the door so that he can enter.
• She covered the hole so that water couldn’t come in.
NB. Could is used when the main clause is in the past. Instead of can/could
you may also find: may/ might, will/would/ should.
The following sentence structure is more colloquial(informal):
for + subject + to
Examples:
(+) I’ll open the door for you to enter.
(-) I’ll close the door for you not to go out.
General purpose (definitions) for + -ing
Examples:
a. A tin opener is something for opening tins.
b. That’s for peeling potatoes.
After prepositions and conjunctions -ing form is used, but when talking of a
particular use of something for can’t be used.
Example:I need a tin-opener to open this tin.
Choose the correct expression of purpose I. Choose the correct phrase for
the following:
1. They planted many trees........they may have a fresh air.
a. To
b. So as to
c. so that
2. When we arrived at Huye, we stopped..........see monkeys.
a. To
b. So as to
c. In order to
3. This oven is used..........bread.
a. for make
b. to make
c. for making
7.5. End unit assessment
I. Complete the following sentences using an appropriate word or phrase.
1. I woke up early ............................study for exams.
a. for b. in order to c. so
2. When I reached his home I stopped .............................. talk to him.
a. so b. for c. to
3. We stopped at the pub ........................ a drink.
a. for b. for having c. to
4. I went to Canada ............................ my brother.
a. to see b. for seeing c. Either could be used here
5. Sort your rubbish .............................. recycling.
a. to b. for c. so
6. I took the phone back to the store ....................... a replacement.
a. to get b. for getting c. Either could be used here
7. We started early ........................... we wouldn’t be late.
a. so b. so that c. Either could be used here
8. You need to be over 18 ......................... that film.
a. for watching b. to watch
c. Either could be used here
9. I am leaving early today ........................... the rush hour traffic.
a. for avoiding b. to avoid c. Either could be used here
II. Spelling and pronunciation
Use a dictionary and thesaurus to look up the missing pronunciation of the
words or phrases in the table below. Copy the table into your book and fill inthe blank spaces and practise reading them.
III. Write short notes on the following questions:
a. Why is it important to protect our resources?
b. Why do people cut down trees?
c. What happens to the soil when too many trees are cut down?
d. How do lakes become polluted?
IV. Using expressions of purpose, write a short composition describingdifferent ways of protecting environment.
UNIT8: EDUCATION AND PERSONAL DEVELOPMENT
Habibu : Hello Jane, How do you do?
Jane : Fine, thank you. Why are you looking so sad?
Habibu : Actually I’m worried about my ensuing exam. What about yourpreparation for the examination?
Jane : I am also worried about my exam.
Habibu: But you are very brilliant; everyone knows. I don’t know why you are upset.
Jane : You know I’m good at mathematics and chemistry but I’m weak in English. I’m trying to have a detailed revision in English. I must improve my grades in English.
Habibu : Are you reading grammar books?
Jane : Yes. But I read textbooks very carefully. I want to be familiar with
answering comprehension questions. They are so challenging. Did you passchemistry?
Habibu: Yes, my grades are good in chemistry but I have not yet seen the
results of mathematics. That’s why I’m anxious.
Jane: I would suggest you to always borrow books from the library.
Habibu : I see. I must start working with the text book. What do you
think?
Jane : Yes. I think it’ll be helpful not only in Mathematics but also in
other subjects.
Habibu : Thank you for your supportive suggestion. I wish you good luck.
Jane : You’re most welcome.
Comprehension questions
1. Do two speakers know each other?
2. Why is Jane worried about her exam?
3. Which subjects is Jane good at?
4. Why do you think textbooks are more helpful in revision?5. Which subject is Habibu good at?
1. Give the meanings of the following words as they are used in the above
dialogue.
a. Ensuing
b. Upset
c. Grades
d. Anxious
2. Compose a dialogue in which two speakers talk about their abilities indifferent subjects.
Text: Educational ambitions
An ambition is an earnest desire for some type of achievement or distinction,
such as power, honour, fame, or wealth, and the willingness to strive for its
attainment. We are often presented with the idea that we should dream big.
Sayings like “shoot for the stars”, “the sky is the limit”, and other celestial-
themed sayings are prominent in our inspirational vocabulary. What these
sayings suggest is that our dreams should only be bound by our imagination
of what and who we can become. If you’re considering higher education,
you’ll need to decide what subject, course type, and course provider is right
for you. You can become a doctor, a teacher, a banker and so on.
To become a doctor, one has to study medicine at university. Given the
prestige associated with the medical professions, and the extremely
challenging nature of most medical careers, it’s unsurprising that getting into
medical school is extremely competitive. In order to gain a place at a medical
university, it’s necessary to demonstrate exceptional grades in science
subjects, especially chemistry and biology, as well as showing evidence of
commitment to the field. This will usually mean gaining work experience,
perhaps at a local healthcare centre, private consultancy or a hospital.
In order to become a primary school teacher in Rwanda, one needs to get a
secondary school certificate from Teacher Training Colleges (TTCs). If one
wants to become a secondary school teacher he has to study education
at university. In Rwanda, you may get a bachelor’s degree or a diploma
in education. One reason to become a teacher is to impact the education
system. If you recognize the need to improve the quality of education in this
country, then you may become a teacher to affect change. There is a lot
of work to be done, but it is the collective effort of thousands of dedicated
teachers that will make the most difference.
Banking jobs are an excellent fit for people interested in economics,
business, and maths. If you are studying MEG (Mathematics, Economics
and Geography) or other combinations with Economics you can become abanker. Mathematics is very important in banking, that’s why HEG (History.
Economics and Geography) students should not overlook mathematics.
If you like the idea of working in an office environment and working with
numbers, you may want to try a career in banking.
Comprehension questions
1. What do you understand by “the sky is the limit”?
2. What does one have to study in order to become a doctor?
3. Mention two subjects that one has to be good at in order to be eligible for medical studies at university.
4. Which education qualifications should one have in order to become a secondary school teacher?
5. Which subjects should one be good at in order to become a banker?
Text: The impact of education on society
As one caveman taught another how to use the wheel, carts were built,
and it made transport easier. This decreased work load and made time for
other activities, such as drawing. It also connected one group to another.
Therefore, the mere transfer of knowledge caused society to evolve into
civilized groupings. One of the main arguments for public education is
that, when individuals in a society become more knowledgeable, the entire
population benefit.
Education is a powerful driver of development and one of the strongest
instruments for reducing poverty and improving health in society. It enables
people to be more productive, to earn a better living and enjoy a better
quality of life, while also contributing to a country’s overall economic growth.
Education is critical for breaking the poverty cycle and its importance is
reflected in the commitments of the Millennium Development Goals (MDGs)
and Education for All (EFA).
Yet, nowadays, in many regions of the continent, governments continue to
fail those who are systematically left on the margins: women, girls, children
and many more. Luckily in Rwanda, free, compulsory, basic education is
now a right of every child be it a girl or a boy. Rwandan government has
known that if people are not raised to be active from their childhood on, to
be responsible participants in their communities and to participate in the
activities needed towards achieving development, then it is less likely that
any form of peace will be sustainable in the long term. And peace is a keyingredient to meaningful progress in society.
Education is becoming one of the most important factors to a person’s
success in today’s society. Whether a person is living in poverty or among the
wealthiest in the world, education is necessary to advance in any situation. If
you are from a poor family, you will need to go to school in order to get a job
or to start your own business. If you are from a rich family you will still need
to be educated so as to be able to manage your family’s companies.
People who are educated are significantly healthier than those who are not.
A child who is born to an educated mother is 50 percent more likely to survive
past the age of five. Such mothers have the basic knowledge on nutritious
food, hygiene and health. Another area in which health could improve with
education is decreasing the cases of HIV/AIDS. Educated people are likely
to have more access to programs that are designed to improve knowledge
and awareness about HIV/AIDS.
Malnutrition is a severe problem that many poor countries are facing today.
Education has the potential to decrease malnutrition in these countries.
Education can provide people with new and more effective farming
techniques, which can increase crop production and decrease malnutrition.
Therefore, in order for any society to see steady economic growth, education
must be a priority, for every year of education, a person’s average earnings
increase significantly. This means that the GDP could increase every year
if all citizens receive a quality education. No country in history has seen a
steady economic increase without at least 40 percent literacy rate.
Adapted from
https://www.slideshare.net/TasneemKhokhar/the-impact-of- ;education-on-societies
Comprehension questions
1. Detail the benefit of making transport easier?
2. Explain how education helps in reducing poverty and improving health in society.
3. Do girls and boys have the same right as far as access to education is concerned? Explain.
4. Does a child from a rich family have to go to school? Justify your answer.
5. People who are educated are significantly healthier than those who are not. Explain.
6. Explain the role played by education in decreasing the cases of HIV/
AIDS.7.How can education help to reduce malnutrition?
Text: Sexual behaviour and HIV/AIDS in Rwanda
In Rwanda as in many other countries, different interventions have been
implemented to fight against new infections of the Human Immunodeficiency
Virus (HIV). Generally, one of the main objectives of such interventions is to
improve general knowledge of HIV. Around the world, local and international
efforts have led to successful HIV prevention programs in terms of
improving HIV knowledge and awareness. However, HIV transmission is
not decreasing as rapidly as desired, especially when considering the largeamount of money and many other efforts spent on its prevention.
As HIV transmission is propelled by behavioural factors, sexual behaviour
is the most significant factor in the spread or prevention of the HIV and
Aids. It is therefore important to understand the relationship between HIV
knowledge and risky sexual behaviour (RSB), and the different components
of HIV knowledge that are positively associated with the reduction of risky
sexual behaviour (RSB).
Since 1987, the government of Rwanda has been making substantial efforts
in the fight against HIV/AIDS. Activities related to HIV/AIDS prevention and
treatment has been carried out through different structures such as the
National Program for the Fight against AIDS (PNLS), the National AIDS
Commission (CNLS), the Treatment and Research AIDS Centre Plus (TRAC
Plus), and the district AIDS committees (CDLS). Different strategies used
in the fight against AIDS are also found in the Rwandan National AIDS
strategic Plan. These include Information, Education, and Communication
(IEC) strategies, which target mainly sexually active men age 15-59 and
women age 15-49.
These efforts have resulted in the achievement of two objectives: first,
increased awareness of the existence of HIV as well as its transmission.
Data indicate that the proportion of men who have heard of HIV/AIDS was
virtually universal, both in 2005 and 2010. The second objective is increased
awareness of ways to prevent HIV infection.
Under this objective, information related to the “ABC” strategy (abstinence,
being faithful, using a condom) has been widely disseminated. Condoms
have also been distributed free of charge in different strategic places or sold
at very low cost, from the cities to the last small shop in villages.
Despite a satisfactory situation in terms of knowledge of HIV prevention and
availability of condoms, many people still engage in RSB. RSB can be defined
in different ways. The U.S. Centres for Disease Control and Prevention
(CDC) defines RSB as behaviour that increases one’s risk of contracting
sexually transmitted infections and experiencing unintended pregnancies.
Risky behaviours are measured through a number of elements that include
having sex at an early age, having multiple sexual partners, having sex while
under the influence of alcohol or drugs, and having unprotected sex. Many
authors include in their definitions of RSB two main elements: one, having
sexual intercourse with a casual acquaintance without using a condom;
two, having multiple sexual partners.
Since 1987, the government of Rwanda has been making substantial efforts
in the fight against HIV/AIDS. Activities related to HIV/AIDS prevention and
treatment has been carried out through different structures such as the
National Program for the Fight against AIDS (PNLS), the National AIDS
Commission (CNLS), the Treatment and Research AIDS Centre Plus (TRAC
Plus), and the district AIDS committees (CDLS). Different strategies used
in the fight against AIDS are also found in the Rwandan National AIDS
strategic Plan. These include Information, Education, and Communication
(IEC) strategies, which target mainly sexually active men age 15-59 and
women age 15-49.
These efforts have resulted in the achievement of two objectives: first,
increased awareness of the existence of HIV as well as its transmission.
Data indicate that the proportion of men who have heard of HIV/AIDS was
virtually universal, both in 2005 and 2010. The second objective is increased
awareness of ways to prevent HIV infection.
Under this objective, information related to the “ABC” strategy (abstinence,
being faithful, using a condom) has been widely disseminated. Condoms
have also been distributed free of charge in different strategic places or sold
at very low cost, from the cities to the last small shop in villages.
Despite a satisfactory situation in terms of knowledge of HIV prevention and
availability of condoms, many people still engage in RSB. RSB can be defined
in different ways. The U.S. Centres for Disease Control and Prevention
(CDC) defines RSB as behaviour that increases one’s risk of contracting
sexually transmitted infections and experiencing unintended pregnancies.
Risky behaviours are measured through a number of elements that include
having sex at an early age, having multiple sexual partners, having sex while
under the influence of alcohol or drugs, and having unprotected sex. Many
authors include in their definitions of RSB two main elements: one, having
sexual intercourse with a casual acquaintance without using a condom;
two, having multiple sexual partners.
Adapted from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4796779
Comprehension questions
1. Considering the large amount of money and many other efforts spent on HIV prevention, should we be satisfied with the speed at which HIV transmission is decreasing?
2. What is the primary cause of HIV transmission?
3. What do you understand by “risky sexual behaviour”?
4. Through which structures activities related to HIV/AIDS prevention and treatment has been carried out since 1987?
5. What does the term “ABC strategy” refer to?
6. Does a satisfactory situation in terms of knowledge of HIV prevention and availability of condoms prevent people from engaging in risky sexual behaviour?
8.5 Language structure: Fist and Second conditional
Notes:
Definition
Conditionals are sometimes called ‘if clauses’. They describe the result
of something that might happen (in the present or future) or might have
happened but didn’t (in the past). They are made using different English verb
tenses.
8.5.1. The first conditional
(if + present simple, ... will + infinitive)
Example: If you want to get a job you have to study.
The first conditional is used to talk about things which might happen in the
future. Of course, we can’t know what will happen in the future, but this
describes possible things, which could easily come true.
Here are more examples:
• If you don’t get good grades in sciences, you won’t be a doctor.
• If I study biology, I’ll become a lab technician.• If you don’t engage in sexual risk behaviour, you won’t get HIV/AID.
Complete the conditional sentences using the first conditional. Use the verbs
in brackets.
1. If Kalisa and Kamali (prepare)................... the salad, Mukamana (decorate).........the house.
2. If Keza (cut).........the onions for the salad, Isimbi (peel)............the mushrooms.
3. Muhizi (hoover)..............the sitting room if Shema and Tom (move).......... the furniture.
4. If Gashugi (tidy)...........up the kitchen, Anita (clean)...................the toilet.
5. Mugabo (buy)............the drinks if somebody (help).............him carry the bottles.
8.5.3. The second conditional
(if + past simple, ... would + infinitive)
Example: If I had a degree in education, I would apply for this post.
In formal writing ‘were’ is used instead of ‘was’ with ‘I’ and ‘he/she/it’.
The second conditional has two uses:
First, we can use it to talk about things in the future that are probably not
going to be true. If one is imagining some dream for example.
a. If I met the president, I would thank him. (I probably won’t meet him)
b. If I got a visa, I would go to UK to watch the match. (I probably won’t
get a visa)
Second, we can use it to talk about something in the present which is
impossible, because it’s not true. Have a look at the following examples:
a. If he had a sweater, he would put it on. (He doesn’t have the sweater now, so it’s impossible to put it on).
b. If I had a degree, I would apply for this post. (I don’t have a degree now, so it’s impossible to apply).
Complete the conditional sentences using the second conditional. Use the
verbs in brackets.
1. We (help)................you if we (know)...........how.
2. My brother (buy).............a sports car if he (have)...........money.
3. If I (feel)..........better, I (go).............to the cinema with you.
4. If you (go)..............by bike more often, you (be/ not)............so flabby.5. She (not /talk)..............to you if she (be)...............mad at you.
1. If we had a yacht, we (sail)...........the seven seas.
2. If they all do their best, the party (be).................. great.
3. If he (have).............more time, he would learn karate.
4. If they (tell)...........their father, he will be very angry.
5. If she spent a year in the USA, it (be)...........easier to get a green card.
6. If I lived on a lonely island, I (run).............around naked all day.
7. We would help you if we (know)...........how.
8. My brother will buy a sports car if he (have)...........the money.
9. My brother would buy a sports car if he (have)...........the money.
10. If I (feel)..........better, I will go to the cinema with you.
11. If you went by bike more often, you (be or not)............so flabby.
12. She (not or talk)............to you if she were very sad.
13. If Ineza cuts the pumpkins for the salad, Djamila (peel)............. the carrots.
14. Jane (clean).......... the bedroom if Aaron and Tim move the furniture.
15. If Bob (cook).............., Irene will wash clothes .
16. The headmaster will congratulate us if we (win)................the competition.
17. If Rukundo and Mbarushimana prepare the food, Mary and Gahizi (make).......the sandwiches.
18. If Nyiramana looks after the baby, Kamaliza (mop)...............the house.
19. Frank (not/be)..........................sad, if he had money to buy new clothes.
20. Alan will mix the drinks if Jane (give)............... him some of her cocktail recipes.
2. Choose the right word from the brackets to fill in blank space.
Research on adolescents’ sexual...................(behaviour/focus) carried
out in other countries has shown that a range of factors including lack of
reproductive........(health/capacity) and HIV/AIDS information and services
contribute to heightened.................(risk/behaviour) of HIV among young
people. However, the single most important determinant of HIV infection
among young people in Africa is having...............( Ambition /unprotected)
sex with a person who is infected. To quote the Measure Evaluation program,
“Any number of other factors may influence who has sex with whom and
whether they use condoms, but the act that spreads the.............(bacteria/
virus), in the overwhelming majority of cases, is an act of unprotected sex”.
Many factors have been proposed to explain why adolescents do not
use condoms. In spite of .................(negligence/efforts) by national
HIV prevention programs to reduce or eliminate the cost of condoms in
many African countries, adolescents still report affordability as a reason
for...................(non-use/use). Negotiation to use condoms is also
difficult since suggesting the use of condoms is often seen as a sign of
(trust/mistrust) in a sexual relationship. Furthermore, the ability by female
adolescents to negotiate the use of condoms is made..................
(possible/difficult) if they have received gifts or money. Other reasons for
non-use of.................(condoms/pills) among adolescents include..........
(like/dislike) of condoms, and (embarrassment/pride) to purchase or ask forcondoms from adult providers.
HIV programs that are designed to improve knowledge and.........
(awareness/ignorance) about HIV and sexually transmitted infections (STIs)
are often based on the premise that greater knowledge among adolescents
will lead to changes in their........(sexual/marital) behaviour. However, some
studies have reported the lack of association between HIV knowledge and
sexual behaviour. On the other hand, social and cultural barriers, attitudes
and practices seem to be the major determinants of adolescents’..........
(safe/risky) sexual behaviour.
3. Write a short composition explaining how education can help to fightagainst malnutrition.
UNIT9: SCIENCES AND TECHNOLOGY
Text 1: Technology is changing the World of Medicine
Read the passage below and answer the questions that follow:
A large number of digital innovations are revolutionizing healthcare and
technology in medicine is here to stay. Numerous innovations and new
solutions are already on the market and they have all improved healthcare
drastically. Today, multiple medical issues such as congestive heart
failure, diabetes, medication noncompliance, even stressful isolation, are
researched and solved with remarkable new technologies. The following are
some areas researchers are targeting: The first area targeted by researchers
is heart failure. One of the most common and costly diagnoses is that of
heart failure, with a mortality rate closer to cancer. It includes three types of
sensors – wristband, necklace and watch – which are used for testing. This
type of diagnosis gives both patients and doctors continuous information on
how a compromised heart is functioning.
The second area targeted by researchers is 3D printing. These days, medical
researchers are considering the potential of 3D printing in medicine. For
example, Kaiser Permanente’s Los Angeles Medical Center is perfecting
the use of 3D printers to replicate multidimensional models of problematic
areas inside patients. Surgeons can handle the models and simulate a
variety of possible operation replicas before performing the actual
surgery. Alternatively, 3D printing can be used in reproducing bones
or other organs in the human body.
The second area targeted by researchers is the area of mobile applications.Today, mobile applications are available for everything. In the healthcare
sector, this is especially true. Doctors and patients are discovering new
ways to use technology to monitor personal health. Nowadays, tracking
daily sleep patterns, counting calories, researching treatment options, and
even monitoring heart rate is possible.
Thirdly, remote monitoring technology is one of the most useful and practical
innovations in recent years. The systems can be used by patients in the
comfort of their homes to reduce the time and financial cost of recurring
visits to the doctor. By using a small device designed to measure a particular
health issue, doctors can analyse a patient’s data remotely without the need
for them to come down to the hospital.
This must be the reason why the Government of Rwanda recognized that
there is a need to strengthen science, technology and research and is
engaged in many National and Regional initiatives to help build this capacity.
Adapted from https://www.hunimed.eu/news/technology-changing-world-
medicine/
Comprehension questions
1. State four medical issues that are researched and solved with remarkable new technologies.
2. What are the three areas targeted by researchers mentioned in the passage?
3. State and explain the use of the three types of sensors mentioned in the passage.
4. Explain how 3D printing technology helps surgeons in their work.
5. Evaluate the use of mobile applications in healthcare sector.
6. Assess the importance of remote monitoring technology in healthcare sector
Vocabulary activity
Use a dictionary and thesaurus to look up the missing meanings of the words
or phrases in the table below. Copy the table into your book and fill in theblank spaces.
Text2: Body systems
Read the passage below and answer the questions that follow:
Our bodies consist of a number of biological systems that carry out specific
functions necessary for everyday living.
The job of the circulatory system is to move blood, nutrients, oxygen,
carbon dioxide, and hormones, around the body. It consists of the heart,
blood, blood vessels, arteries and veins.
The digestive system consists of a series of connected organs that
together, allow the body to break down and absorb food, and remove waste.
It includes the mouth, oesophagus, stomach, small intestine, large intestine,
rectum, and anus. The liver and pancreas also play a role in the digestive
system because they produce digestive juices.
The endocrine system consists of eight major glands that secrete hormones
into the blood. These hormones, in turn, travel to different tissues and
regulate various bodily functions, such as metabolism, growth and sexual
function.
The immune system is the body›s defence against bacteria, viruses and
other pathogens that may be harmful. It includes lymph nodes, the spleen,
bone marrow, lymphocytes (including B-cells and T-cells), the thymus and
leukocytes, which are white blood cells.
The lymphatic system includes lymph nodes, lymph ducts and lymph
vessels, and also plays a role in the body›s defences. Its main job is to make
and move lymph, a clear fluid that contains white blood cells, which help the
body fight infection. The lymphatic system also removes excess lymph fluid
from bodily tissues, and returns it to the blood.
The nervous system controls both voluntary action (like conscious
movement) and involuntary actions (like breathing), and sends signals to
different parts of the body. The central nervous system includes the brain
and spinal cord. The peripheral nervous system consists of nerves that
connect every other part of the body to the central nervous system.
The body’s muscular system consists of about 650 muscles that aid inmovement, blood flow and other bodily functions.
There are three types of muscles: skeletal muscle which is connected to
bone and helps with voluntary movement, smooth muscle which is found
inside organs and helps to move substances through organs, and cardiac
muscle which is found in the heart and helps pump blood.
The reproductive system allows humans to reproduce. The male
reproductive system includes the penis and the testes which produce sperm.
The female reproductive system consists of the vagina, the uterus and the
ovaries which produce eggs. During conception, a sperm cell fuses with an
egg cell, which creates a fertilized egg that implants and grows in the uterus.
Our bodies are supported by the skeletal system, which consists of 206
bones that are connected by tendons, ligaments and cartilage. The skeleton
not only helps us move, but it’s also involved in the production of blood cells
and the storage of calcium. The teeth are also part of the skeletal system,
but they aren’t considered bones.
The respiratory system allows us to take in vital oxygen and expel carbon
dioxide in a process we call breathing. It consists mainly of the trachea, the
diaphragm and the lungs.
The urinary system helps eliminate a waste product called urea from the
body, which is produced when certain foods are broken down. The whole
system includes two kidneys, two ureters, the bladder, two sphincter muscles
and the urethra. Urine produced by the kidneys travels down the urethras to
the bladder, and exits the body through the urethra.
The skin, or integumentary system, is the body’s largest organ. It protects
us from the outside world, and is our first defence against bacteria, viruses
and other pathogens. Our skin also helps regulate body temperature and
eliminate waste through perspiration. In addition to skin, the integumentary
system includes hair and nails.
Adapted from https://www.livescience.com/37009-human-body.html
Comprehension questions
1. What are biological systems mentioned in the passage?
2. Which biological system helps oxygen to move around the body?
3. What is the role of the liver and pancreas in the digestive system?
4. Which biological system regulates metabolism, growth and sexual function?
5. Which biological system protects from falling sick?
6. Do you think our nervous system has anything to do with our sight? Justify your answer.
7. State the three types of muscles and explain their functions?
8. What is the role of urinary system?
9. What is the body’s largest organ?
10. Hair and nails belong to which biological system?
Use a dictionary, thesaurus or Internet to look up meaning of the following
words or phrases as they are used in the above passage. (The words are
highlighted in the text)
i. Hormones
ii. Metabolism
iii. Bacteria
iv. Viruses
v. Pathogens
vi. Leukocytes
vii. Tissues
viii.Spinal cord
viii. Cardiac
ix. Conception
x. Perspiration
1. Have you ever been in a hospital? Write a short composition describing a technological tool you saw there. If you never went
there, you can describe a tool you have heard of or read about.
2. Write a short composition on the importance of physical exercise for our body systems.
Read the passage below and answer the questions that follow:
As it is known from time immemorial that everything in life is like the
two side of a coin, there is always a positive and negative side of every
phenomenon. But whether the effect is positive or negative the effects of
Information Communication Technology (ICT) is far reaching and cannot be
overemphasized. The Effects of ICT lens looks at how our lives have been
changed, for better and for worse, by the impact of ICT. It includes both
positive effects and negative effects.
One of the positive effects of ICT is access to information. Possibly the
greatest effect of ICT on individuals is the huge increase in access to
information and services that has accompanied the growth of the Internet.
Some of the positive aspects of this increased access are better, and often
cheaper communications, such as phone calls and Instant messaging. In
addition, the use of ICT to access information has brought new opportunities
for leisure and entertainment.
Another positive effect of ICT is easy access to education. With ICT there are
new ways of learning, such as interactive multi-media and virtual reality. ICT
has also created new job opportunities, such as flexible and mobile working,
virtual offices and jobs in the communications industry among others.
ICT can be used for processes that had previously been out of the reach of
most individuals, such as photography, where digital cameras, photo-editing
software and high quality printers have enabled people to produce results
that would previously require a photographic studio.
ICT can be used to help people overcome disabilities. For example screen
magnification or screen reading software enables partially sighted or blind
people to work with ordinary text rather than Braille.
As far as negative effects are concerned, ICT has caused Job loss, reduced
personal interaction and reduced physical activity.As for Job loss, one of the largest negative effects of ICT can be the loss of
a person’s job. This has both economic consequences, loss of income, and
social consequences, loss of status and self-esteem. Job losses may occur
for several reasons, including the replacement of manual operations by
automation. This can happen when, for example, robots replace people on
an assembly line. People can also lose jobs due to Job export. This is when
Data processing work is sent to other countries where operating costs are
lower. Multiple workers can also be replaced by a smaller number of people
who are able to do the same amount of work using machines.
Personal interaction and physical activity have also been negatively affected
by ICT. Being able to work from home is usually regarded as being a positive
effect of using ICT, but there can be negative aspects as well. Most people
need some form of social interaction and physical exercise.
Adapted from https://ajahana.wordpress.com/2012/06/27/the-positive-and-
negative-impacts-of-ict-5/
Comprehension questions
1. What do you understand by “everything in life is like the two side of a coin”?
2. What strengthened the huge increase in access to information?
3. Explain how ICT has created new job opportunities.
4. Using an example, explain how ICT has enabled people to do processes that had previously been out of the reach of most
individuals.
5. In which ways can ICT make people lose their jobs? Vocabulary activity
Use a dictionary, thesaurus or Internet to look up meaning of the following
words or phrases as they are used in the above passage. (The words are
highlighted in the text)
a. phenomenon
b. Overemphasized
c. Lens
d. Information
e. Internet
f. Leisure
g. Entertainment
h. Virtual reality.
i. Manual operations
j. Automationk. Job export
1. Use each of the above words in a sentence of your own to illustrate how they are used.
2. Writer a 100 word composition on smartphone addiction.
3. Debate Referring to notes on debating techniques in unit 5, debate the following motion.
“This house believes that ICT has done more harm than good”
9.3. Language structure: Word formation
Introduction:
In linguistics (particularly morphology and lexicology), word formation refers
to the ways in which new words are made on the basis of other words
or morphemes. This is also called derivational morphology.
Most English vocabulary arises by making new lexemes out of old ones. This
can be done either by adding an affix to previously existing forms, altering
their word class, or combining them to produce compounds. Below are some
types of word formation processes.
9.3.1. Derivation
Derivation is the creation of words by modification of a root without the
addition of other roots. Often the effect is a change in part of speech.
Examples
• Empty-emptiness (adjective was changed into a noun)
9.3.2. Affixation
( This is like a subtype of derivation)
Affixation is the process of adding a morpheme or affix to a word to create
either a different form of that word or a new word with a different meaning;
affixation is the most common way of making new words in English. An affix
is a word element of English grammar used to alter the meaning or form of a
word and comes in the form of either a prefix or a suffix. There two primary
types of affixation are prefixation, the addition of a prefix, and suffixation, the
addition of a suffix.
A Prefixation
Prefixation is a morphological process whereby a bound morpheme is
attached to the front of a root or stem. The kind of affix involved in this
process is called a prefix. Prefixes include examples like “un-,” “self-,” and “re-,”
Example:
The prefix un- attaches to the front of the stem selfish to form the word unselfish.Other examples include:
Suffixation is a morphological process whereby a bound morpheme is
attached to the end of a stem. The kind of affix involved in this process is
called a suffix. Suffixes come in the form of ending elements like “-hood,”
“-ing,” “-ness,”, “-ed...”
• Communicate-communicator
Think of the 26 common suffixes in the table as clues to the meanings ofwords. Keep in mind, though, that the meanings of words are best determined
by studying the contexts in which they are used as well as the parts of thewords themselves.
Noun Suffixes
Verbs can end with either -ize (the American spelling) or -ise (the British
spelling). Examples include finalize/finalise and realize/realise.
1. Use prefixes to find the opposite of these verbs:
a. Use
b. Agree
c. Engage
d. Behave
e. Understand
f. Fold
g.h.i.Spell
Connect
Close
2. the sentences by writing the correct prefix from the table below in theblank spaces. You can use a dictionary to help you
I just can’t believe it! The story is _____believable!
a. No, that answer is _____correct. It is wrong.
b. Let’s look at this information again. We should _____view it before the test.
c. I saw Kalisa just a moment ago, but now I can’t find him! It seems that he _____appeared!
d. Oh, I’m sorry, I didn’t hear you correctly. I _____understood you.
e. The subway does not go over the land like a normal train. It moves_____ground.
f. 3. Put the words in brackets in the appropriate form (use prefixes or suffixes):
g. He was acting in a very................... way. (child)
h. She looked.................She started to cry. (happy)
i. He passed his exam. He was.................for the second time. (succeed)
j. The team that he supported was able to win the................... .(champion)
k. I couldn’t find any........................in his theory. (weak)
l. He wants to be a.................................when he grows up. (mathematics) m. There were only a............................of people at the match. (hand)
n. The road was too narrow, so they had to........................it. (wide)
o. I think that you should............................your decision. It may not be the best thing to do. (consider)
p. You need a..........................of motivation, organization and hard work to realize your dreams.(combine)
i. I can’t answer this question. It’s.................(possible).
ii. Don’t stand near the water. It’s too............ (danger).
iii. I don’t like this fish. It’s not very well................. (cook).
iv. Kate started crying because she was so.............. (happy)
v. If you have a haircut it will change your...........................(appear)
vi. Paul never waits in queues. He is too................(patient)
vii. Thank you for your advice. You have been very............(help).
viii. Stealing other people’s money is..................(honest)
ix. Our science..................is very young. (teach)
x. Harry didn’t think the book was very.................(interest).
xi. A million pounds was given to the hospital by an..............person (known)
xii. When you.............this paragraph, make it a bit shorter (write)
xiii. That was a great film. It was really................(enjoy)
xiv. Mary was wearing a/an....................hat (usual)
xv. I like this town. The people are very..................(friend)
xvi. I don’t think you’re right. I............with you completely (agree)
1. Identify at least five words formed through the process of affixation
in the following paragraph.
One of the positive effects of ICT is access to information. Possibly the
greatest effect of ICT on individuals is the huge increase in access to
information and services that has accompanied the growth of the Internet.
Some of the positive aspects of this increased access are better and often
cheaper communications, such as phone calls and instant messaging. In
addition, the use of ICT to access information has brought new opportunities
for leisure and entertainment.
2. Write a 200 word composition on advantages and disadvantages ofsocial media in society.
REFERENCES
Kioko, A and Jepkirui M (2010). Spot on Grammar for Secondary Schools.
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http://www.rgb.rw/fileadmin/Key_documents/HGS/ITORERO_2017.pdf
Ministry of Sports and Culture (2008). Policy On Cultural Heritage. Kigali:
MINSPOC.
Available at
http://minispoc.gov.rw/fileadmin/templates/
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