South Sudan South Sudan

Secondary
3 Secondary

Secondary English 3
English Student’s Book
Secondary English Student’s Book 3 has been written and developed by the Ministry of General
Education and Instruction, Government of South Sudan in conjunction with subject experts.
This course book provides a fun and practical approach to the subject of English, and at the
same time imparts life long skills to students.

The book comprehensively covers the English Secondary 3 syllabus as developed by

Ministry of General Education and Instruction.

Each year comprises of a Student’s Book and a Teacher’s Guide.

English
Student’s Book 3
The Student’s Book provides:
Full coverage of the national syllabus.
A strong grounding in the basics of English and English use.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how English can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.

All the courses in this secondary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
Student’s Book

The books have been designed to meet the secondary school syllabus,
and at the same time equip the students with skills to enable them fit in the modern
day global society.

This Book is the Property of the Ministry of General Funded by:

Funded by:
Education and Instruction. This Book is the Property of the
Ministry of General Education
This Book is not for sale. and Instruction.
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 SECONDARY
South Sudan 5

English
UvwfgpvÔu"Dqqm"5

© 2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.
All rights reserved. No part of this book may be reproduced by any means graphic, electronic, mechanical, pho-
tocopying, taping, storage and retrieval system without prior written permission of the Copyright Holder.Pictures,
illustrations and links to third party websites are provided in good faith, for information and education purposes only

This book is the property of the Ministry of Funded by:

General Education and Instruction.

THIS BOOK IS NOT FOR SALE

 FOREWORD

I am delighted to present to you this textbook, which is developed by the Ministry of General Educa-
tion and Instruction based on the new South Sudan National Curriculum. The National Curriculum is a
learner-centered curriculum that aims to meet the needs and aspirations of the new nation. In particular,
it aims to develop (a) Good citizens; (b) successful lifelong learners; (c) creative, active and productive
individuals; and (d) Environmentally responsible members of our society. This textbook, like many others,
has been designed to contribute to achievement of these noble aims. It has been revised thoroughly by
our Subject Panels, is deemed to be fit for the purpose and has been recommended to me for approval.
Therefore, I hereby grant my approval.This textbook shall be used to facilitate learning for learners in all
schools of the Republic of South Sudan, except international schools, with effect from 4th February, 2019.

I am deeply grateful to the staff of the Ministry of General Education and Instruction, especially Mr
Michael Lopuke Lotyam Longolio, the Undersecretary of the Ministry, the staff of the Curriculum De-
velopment Centre, under the supervision of Mr Omot Okony Olok, the Director General for Quality
Assurance and Standards, the Subject Panelists, the Curriculum Foundation (UK), under the able leader-
ship of Dr Brian Male, for providing professional guidance throughout the process of the development of
National Curriculum and school textbooks for the Republic of South Sudan since 2013. I wish to thank
UNICEF South Sudan for managing the project funded by the Global Partnership in Education so well
and funding the development of the National Curriculum and the new textbooks. I am equally grateful
for the support provided by Mr Tony Calderbank, the former Country Director of the British Council,
South Sudan; Sir Richard Arden, Senior Education Advisor of DfID, South Sudan. I thank Longhorn and
Mountain Top publishers in Kenya for working closely with the Ministry, the Subject Panels, UNICEF and
the Curriculum Foundation UK to write the new textbooks. Finally, I thank the former Ministers of Ed-
ucation, Hon. Joseph Ukel Abango and Hon. Dr John Gai Nyuot Yoh, for supporting me, in my previous
role as the Undersecretary of the Ministry, to lead the Technical Committee to develop and complete the
consultations on the new National Curriculum Framework by 29 November 2013.

The Ministry of General Education and Instruction, Republic of South Sudan, is most grateful to all these
key stakeholders for their overwhelming support to the design and development of this historic South
Sudan National Curriculum. This historic reform in South Sudan’s education system is intended to benefit
the people of South Sudan, especially the children and youth and the future generations. It shall enhance
the quality of education in the country to promote peace, justice, liberty and prosperity for all. I urge all
Teachers to put this textbook to good use.

May God bless South Sudan. May He help our Teachers to inspire, educate and transform the lives of all
the children and youth of South Sudan.

Deng Deng Hoc Yai, (Hon.)

Minister of General Education and Instruction, Republic of South Sudan

ii
 English Secondary 3 - Unit 1: Pollution Student Book

Table of contents

Unit 1: Pollution ..................................................................................................1

Activity"1:"De«nitions ............................................................................. 1
Activity 2: Reading about the different types of
pollution and their causes ..................................................... 3
Activity 3: Effects of pollution on the environment ................................. 8
Activity 4: Listening to an expert’s opinion on pollution ...................... 10
Activity 5: Researching on different types of pollution
and their damaging effects ................................................. 12
Activity 6: Campaigning against pollution ........................................... 14
Activity"7:"Reading"extended"«ction"on"pollution ................................ 15
Activity 8: Language practice.............................................................. 24

Unit 2: Energy ...................................................................................................28

Activity"1:"De«nitions ........................................................................... 28
Activity 2: Reading about energy use and its impact on the
economy .............................................................................. 29
Activity 3: Energy generation and use................................................. 31
Activity 4: Listening to an expert in energy ......................................... 34
Activity 5: Research on different types of energy generation
and their impact................................................................... 37
Activity 6: Planning a campaign for energy conservation ................... 38
Activity"7:"Extended"«ction"reading"on"energy.................................... 40
Activity 8: Language practice.............................................................. 43

Unit 3: Violence in Society ............................................................................... 47

Activity 1: Listen for key messages on violence .................................. 48
Activity 2: Reading about violence ...................................................... 48
Activity 3: Causes of violence.............................................................. 55
Activity 4: Why some people resort to violence................................... 55
Activity"5:"Con‹ict"resolution ............................................................... 59

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 English Secondary 3 - Unit 1: Pollution Student Book

Activity 6: Build your vocabulary .......................................................... 61

Activity 7: Researching on violence in your community ....................... 61
Activity 8: Campaigning against violence ............................................ 62
Activity 9: Test your understanding...................................................... 62
Activity 10: Apply your knowledge ....................................................... 63
Activity 11: Language practice............................................................ 64

Unit 4: Farming ............................................................................................... 68

Activity 1: Picture headlines ................................................................. 68
Activity 2: Reading passage ................................................................ 69
Activity 3: Discuss and write about farming......................................... 71
Activity 4: Listening to an expert .......................................................... 72
Activity 5: Research on types of farming ............................................ 72
Activity 6: Making comparisons .......................................................... 74
Activity 7: Improving farming in your home area ................................. 75
Activity 8: Read and review ................................................................. 77
Activity 9: Language practice.............................................................. 82

Unit 5: Wildlife Conservation .......................................................................... 89

Activity"1:"De«nitions ............................................................................ 89
Activity 2: Know your wildlife................................................................ 90
Activity 3: Reading passage ................................................................ 90
Activity 4: Listening to an expert ......................................................... 96
Activity 5: Research and compare....................................................... 96
Activity 6: Conserving wildlife .............................................................. 97
Activity 7: Read and review ................................................................ 99
Activity 8: Language practice............................................................ 106

Unit 6: Patriotism ........................................................................................... 111

Activity"1:"De«nitions ......................................................................... 111
Activity 2: Critical thinking ................................................................. 112
Activity 3: Leadership ....................................................................... 113

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 English Secondary 3 - Unit 1: Pollution Student Book

Activity 4: The independence of South Sudan.................................. 115

Activity 5: Speaking Out.................................................................... 117
Activity 6: Comparing reports ........................................................... 119
Activity 7: Pride .................................................................................. 121
Activity 8: What about your school? ................................................... 122
Activity 9: Values ................................................................................ 123
Activity10: Sharing your vision ........................................................... 124
Activity 11: Language practice.......................................................... 126

Unit 7: Human Rights ................................................................................... 129

Activity 1: Reading about human rights ............................................ 129
Activity 2: Elements that promote respect for human rights. ........... 132
Activity 3: Ways in which human human rights can be
maintained and respected by all ..................................... 132
Activity 4: Rights versus obligatory duties ........................................ 133
Activity 5: Reading what international organisations have
written about human rights ............................................... 134
Activity 6: Researching on elements that cause violation
of human rights ................................................................ 139
Activity 7: Comparing aspects of human rights between
developed and developing countries. .............................. 139
Activity 8: Use linking verbs, modal verbs and conjunctions ........... 140
Activity 9: Write about Human Rights ................................................ 143
Activity 10: Write about human rights ............................................... 143
Activity 11: Reading about people who advocated for human rights.....143
Activity 12: Write about human rights ............................................... 146
Activity 13: Writing an essay on human rights activities. .................. 146
Activity 14: Preparing campaign materials to campaign
against violation of human rights. ................................... 146
Activity 15: Language practice.......................................................... 149

References ................................................................................................... 152

vi
 Unit
1 Pollution

Mg{"xqecdwnct{<"pollution, environment, effects, impact, radioactive,

ecosystem, global warming, carcinogenic gases, extinction

Cevkxkv{"3<"FgÞ"pkvkqpu

In groups

1. The following are pictures of student leaders in different schools. They all
received an invitation to attend a student leaders’ workshop on pollution
in South Sudan. The words in speech bubbles show what came into their
minds"when"they"heard"about"pollution."This"is"their"de«"nition"of"pollution."
Whose"de«"nition"is"close"to"your"understanding"of"pollution?"Give"reasons"
for your answer.

Munira

We are going to talk about

the introduction of harmful
materials such as toxic gases
and heavy metals into the
environment.

David

We are going to talk about the

state of the contamination of
the environment through poor
use of the available resources.

1
 English Secondary 3 - Unit 1: Pollution Student Book

Annet

We are going to talk about

the contamination of our
surroundings through poor
disposal of waste products.

Tom

We are going to talk about

anything that makes it
uncomfortable for me to
either see or breathe.

Dennis

We are going to talk about

any process that leads to the
interference of the environment
whose causes are either natural
or man-made and the effects
are destructive.

Cynthia

We are going to talk about the

introduction of something to
the environment that alters
the way the environment was
before.

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 English Secondary 3 - Unit 1: Pollution Student Book

2. Using"a"dictionary,"«"nd"out"the"meaning"of"pollution.
3. Whose idea was closer to the dictionary meaning of pollution?
4. Use the word ‘pollution’ to construct your own sentences.
5. Identify the punctuation marks used by your friends in their sentences.

Cevkxkv{"4<"Tgcfkpi"cdqwv"vjg"fkhhgtgpv"v{rgu"qh"
rqnnwvkqp"cpf"vjgkt"ecwugu

In groups

Read the passage below then answer the questions that follow.

Vjg"Ywor"Yqtnf"

The Wump World was a small world, very much smaller than our world.
There were no great oceans, lofty mountains, giant forests or broad sandy
deserts. The Wump World was mostly grassy meadows and clumps of
leafy green trees with a few winding rivers and lakes. But it was perfect
for the Wumps, who were the only creatures living there. The Wumps were
simple grass-eaters and spent most of their time grazing on the tall tender
grass that grew in the meadows. In warm weather they cooled themselves
in the crystal-clear rivers and lakes. And at night they slept in the shelter of
the bumbershoot trees to keep the dew off their backs. Since the Wumps
had no enemies, they wandered around just as they pleased with nothing
whatsoever to worry about. However, the Wumps would have worried if they
had known that someone a million miles away was watching their little world.
One morning, the Wumps were awakened by a far-off humming sound. It
seemed to be coming from somewhere above, and as the humming grew
into a heavy roar, the sleepy-eyed Wumps crept through the trees for a peek
at the sky.

Zooming" straight" for" the" earth" came" a" great" ‹"ock" of" pot-bellied"
monsters," with" tails" and" «"ns," spitting" «"re" and" shooting" out" streaks"
of black smoke. As the monsters swooped down to land, huge legs
sprang" from" their" bulging" sides," and" like" gaping" mouths" doors" ‹"ew"
open, then ramps shot to the ground. And down the ramps came a

3
 English Secondary 3 - Unit 1: Pollution Student Book

horde of tiny creatures swarming out onto the meadow. These were the
Pollutians from the planet Pollutus. They had left their worn-out old planet
to start a new life in a new world. After such a long journey, the Pollutians
were"overjoyed"to"«nd"themselves"on"solid"ground"once"more."They"were"all"
prattling with excitement as they followed their leader, the topmost Pollutian
and World Chief, across the meadow. At the top of a hill the chief stopped
for a long look at the surrounding countryside. Finally he said, “Looks good.
We'll" take" it." Plant" the" ‹ag," Sergeant," and" let's" get" things" going7•" One"
shrill trumpet blast brought giant machines thundering out of the yawning
spaceships, rolling down runways and out onto the meadow. The timid
Wumps had been watching warily from the shelter of the trees, and at the
sight"of"the"giant"machines"they"were"horri«ed." Wump7"wump7•"They"cried,"
and in a wild-eyed panic they went through the trees and dived headlong
into the nearest cave. Then down they tumbled head over heels through a
twisting tunnel to end up huddled together in dark caverns, while the earth-
shaking machines rumbled and roared high above. Once they got started,
the monstrous machines moved at a furious pace, gobbling up trees and
grinding" them" to" bits." More" giant" machines" ‹attened" the" ground," followed"
by great scoopers and scrapers and diggers and gigantic cranes. Soon the
entire Wump World was overrun. The busy little Pollutians kept their mighty
machines going full blast day and night without let-up, in a frenzy to improve
their wonderful new world. Suddenly, great cities sprang up. Huge factory
buildings with towering smokestacks, high-rise apartment buildings and tall
of«ce"buildings,"and"above"them"all"loomed"the"hundred-story"skyscrapers."
Along with the buildings came a tangle of streets and freeways with on ramps
and off ramps, overpasses and underpasses, jammed with trucks and buses
and cars of all sizes rushing pell-mell in every direction. It was one great
turmoil of noise and confusion and there was still more to come.

Meanwhile, the poor Wumps remained underground wandering aimlessly

through the caverns feeding on the fuzzy green moss growing on the ledges
and the mushrooms clustered in the crannies and sipping the sweet water
from pools fed by underground springs. But they were very unhappy. For
all they knew, they might have to spend the rest of their days down there.
The Wumps didn’t dare venture up to the surface, not even for a peek.
They were much too frightened by the endless rumbling, roaring and loud
screeching coming from above. And it was growing noisier by the day. There
was more and more noise and more of everything: more buildings with more
smokestacks"puf«ng"more"and"more"smoke:"more"freeways"with"more"traf«c"
shooting out more and more clouds of exhaust: more trash and more trash
piles, with more and more waste gushing into the rivers and lakes. Soon after
the cities were clouded by the factory smoke and the fumes from the freeways

4
 English Secondary 3 - Unit 1: Pollution Student Book

the Pollutians could barely breathe. They went sneezing and wheezing about
the streets, grouching and blaming one another for the awful mess they were
in. One day an angry crowd gathered outside the World Tower Building
demanding to see the World Chief. When the chief appeared on his balcony,
all"the"Pollutians"began"shouting"at"once." We"can't"breathe"the"air7"We"can't"
drink"the"water7"And"we"can't"stand"the"noise7"We've"had"enough7•"

Ah-ah-ker-choo7•"sneezed"the"chief." I"know"just"how"you"feel."And"something"
will"be"done"at"once."I"promise.•"With"no"time"to"lose,"the"chief"called"for"a"
meeting"with"his"three"top"outer"spacemen." Gentlemen,•"he"said," this"world"
of"ours"has"gone"sour."We've"got"to"get"out"of"here"quick."But"«rst"we"must"
«nd"a"new"world."A"better"one."

That's" your" right," Chief7•" barked" the" men," and" within" «fteen" minutes" they"
were" at" the" spaceport" aboard" their" spaceships." Then" Zer-r-roosh7" Zer-r-
roosh7"Zer-rroosh7"The"men"took"off"in"three"directions,"and"in"seconds"they"
were zooming about in outer space at eleven thousand kilometers an hour.

Days passed with no word from the outer-spacemen. After waiting for a week,
the"World"Chief"‹ew"into"a"rage," Blast"it"all,•"he"bellowed," what's"keeping"
those"blithering"bubble"heads?•"Then"one"Monday"morning,"out"of"the"dark"
smudgy sky swooshed one of the spaceships. As the ship touched down, the
man"hopped"out"shouting," I've"done"it7"I've"done"it7"I've"found"a"new"world7"
A"bigger"and"better"world7•""

Nice" going," lad7•" cried" the" World" Chief," and" the" crowd" gathered" at" the"
spaceport"gave"their"hero"one"great"rousing"cheer"which"ended"in"a"«t"of"
sneezing."In"no"time"the"great"news"was"sent"‹ashing"around"the"world"over"
radio and TV warning all Pollutians to be packed and ready to go within
twenty-four hours. At dawn the next day, the entire population swarmed into
the space centre and crowded the giant spaceships. After double-checking
to make sure all Pollutians were accounted for, the World Chief gave the
signal for blast-off. With a thunderous roar the giant ships shot off the ground,
Ka"Zoom7"up"and"away"through"the"smoke-blackened"sky"and"were"gone."
At last peace and silence settled over the Wump World. The sudden silence
came as a shock to the Wumps. They could hardly believe their ears. Still,
they wanted to take no chances and so they remained in their caverns with
ears cocked for the slightest sound. After a long, long silence, they decided
it was time to go, and, led by the biggest Wump, they crept up the tunnel to
the"cave"entrance"to"«nd"it"covered"by"a"crust"of"cement."With"one"powerful"
push of his snout, the biggest Wump bumped his way through.

5
 English Secondary 3 - Unit 1: Pollution Student Book

Then one by one the Wumps waddled out onto a freeway and gaped in wide-
eyed amazement. They had feared something awful was happening to their
world, but this was much more than they could have imagined. They were
shocked by the size of the huge buildings with walls and walls of windows
looming up on every side, and the broad layers of hard crust covering the
earth which felt strangely cold to their feet. There was no sign of any tree
or tuft of grass. Even the sky was gone. And the Wumps wondered if there
was"anything"left"for"them."At"least"they"must"«nd"out."They"wandered"the"
freeways"for"miles"only"to"«nd"more"and"more"buildings"with"endless"heaps"
of wreckage and rubble. For all they could see, their world was completely
ruined. Footsore and weary, the Wumps were about to give up and head
back" for" their" cave" when" the" biggest" Wump" let" out" a" joyful" Wump7•" Just"
ahead of them was a grassy meadow with a clump of bumbershoot trees, all
that"was"left"of"their"lovely"world." Wump-wumping•"for"joy,"the"Wumps"went"
bounding off the freeway out onto the meadow. In a short while, the hungry
Wumps were munching away on the tall tender grass. Now there was new
hope for the Wumps. In time the murky skies would clear up and the rains
would wash the scum from the rivers and lakes. The tall buildings would
come tumbling down and the freeways would crumble away. And in time the
green growth would wind its way up through the rubble. But the Wump World
would never be quite the same.

(Adapted from ‘The Wump World’ by Bill Peet accessed via http://gyanpedia.
in/Portals/0/Toys%20from%20Trash/Resources/books/wump.pdf on)

Cpuygt"vjg"hqnnqykpi"swguvkqpu0
1. Describe how the lives of the Wumps were affected by the invasion of the
Pollutians.
2. The Pollutians destroyed their planet. Identify evidence from the story that
show how they destroyed their planet.
3. Compare the Wump World with your country today. What similarities and
differences do you identify?
4. What could the Pollutians have done to save their planet instead of looking
for new planets?
5. Describe the activities that led to the situation in the World of Wumps and
the effects of these activities.

6
 English Secondary 3 - Unit 1: Pollution Student Book

In pairs

1. What type of a story is The Wump World?

2. Suppose the World Chief was a real person leading a real country today,
what do you think he would feel after reading this story written about him?
3. What is the effect of using such a story instead of writing about real
happenings?
4. Come up with ideas on how to write a similar story to counter the effects of
pollution in your country. Identify what you will write in each paragraph.

Individually

Using the notes generated in Question 4 above, write the story individually then
share it with your partner.

Wug"qh"uv{nkuvke"fgxkegu"kp"The Wump World

To make their work interesting and relate it to what the reader knows, authors use
different stylistic devices in their writing. These usually have different effects on
the reader. Some of the stylistic devices that authors use include the following:
1. RgtuqpkÞ"ecvkqp: This involves giving human traits to non-human characters
such as animals, trees and objects. For example:
“...the monstrous machines moved at a furious pace, gobbling up trees...”
2. Xkxkf" fguetkrvkqp: This involves describing things clearly, mostly
refereeing to different senses, with a view to creating a clear mental picture
in the reader. For example:
Zooming"straight"for"the"earth"came"a"great"‹"ock"of"pot-bellied"monsters,"
with"tails"and"«"ns,"spitting"«"re"and"shooting"out"streaks"of"black"smoke."As"
the monsters swooped down to land, huge legs sprang from their bulging
sides," and" like" gaping" mouths" doors" ‹"ew" open," then" ramps" shot" to" the"
ground. And down the ramps came a horde of tiny creatures swarming out
onto the meadow. These were the Pollutians from the planet Pollutus.
3. Qpqocvqrqgkc: It involves using words to express certain sounds. The
pronunciation of these words usually sound like the sound being made.
This not only helps the reader capture the sound made clearly but also
creates an interesting sound pattern which makes the reading interesting.

7
 English Secondary 3 - Unit 1: Pollution Student Book

For example:
“Wump7"Wump7•"They"cried,"and"in"a"wild-eyed"panic"they"went"through"
the trees and dived headlong into the nearest cave.

In groups

Identify other two instances where each of these stylistic devices has been
used in the story The Wump World.da

Cevkxkv{"5<"Ghhgevu"qh"rqnnwvkqp"qp"vjg"
gpxktqpogpv

In groups

1. Identify the different types of pollution shown in the pictures below.

"c d c

d "g

2. Explain the effects of each type of pollution shown above.

8
 English Secondary 3 - Unit 1: Pollution Student Book

Individually

Read the story The Wump World again. Write an essay on the effects of pollution
to both the Wumps and the Pollutians. Cite sentences from the passage to
support your statements. Suggest possible ways of doing away with these
effects"of"pollution."Just"to"remind"you"of"the"steps"in"writing"an"essay"as"learnt"
in Secondary 1 and 2, read the notes below before writing your essay.

Iwkfcpeg"qp"ytkvkpi"cp"guuc{

When writing an essay, follow these steps:

1. Identify the main idea or purpose of your essay. Sometimes this will be
given to you. If it is not, pick an idea you are conversant with or one that
you are passionate about.
2. Choose a title for your essay. Think of a title that will make people want
to read your essay. This can be done at the beginning and improved
after writing the essay.
3. Carry out a research by reading widely on your topic. Make notes as
you read.
4. Write your introduction. This should be a paragraph that states your
main idea and introduces your topic.
5. Write the body of the essay. This is the part where you give the main
information that the essay is supposed to communicate. This information
is derived from your main points generated from your research. These
points are expounded through:
a. Giving explanations
b. Giving examples
c. Comparing and contrasting things, people or events
d. Giving positives and negatives of what you are arguing for, showing
how the positives are stronger.
6. Write a conclusion to your essay. This is usually the last paragraph of
your essay. It should relate to the introduction of the essay. It can be
in form of a popular saying or a quote that supports your main idea, a
general support for your topic or a summary on how the main points
support your main idea.

9
 English Secondary 3 - Unit 1: Pollution Student Book

Cevkxkv{"6<"Nkuvgpkpi"vq"cp"gzrgtvÔu"qrkpkqp"qp"
rqnnwvkqp

As a class

Listen to your teacher read the article below on the effects of air pollution from experts
on heart diseases.
Whether you live in a city where smog forecasts are routine or in a less
populated place, tiny pollution particles in the air can lead to big problems
for your heart.

Pollution" can" come" from" traf«"c," factories," power" generation," wild«"res" or"
even cooking with a wood stove. One of the most common indoor sources is
smoking — a danger to the person lighting up and to those nearby.

“There are a wide variety of things in the air. Some are natural, some are
manmade,•"said"Russell"Luepker,"M.D.,"a"cardiologist"and"the"Mayo"professor"
in the School of Health at the University of Minnesota. “We are all exposed,
to"a"certain"degree.•

“Acute short-term effects of air pollution tend to strike people who are
elderly"or"already"struggling"with"heart"disease,•"said"Dr."Luepker,"who"is"
also an epidemiologist.

“For instance, someone with atherosclerosis, or build up of fatty deposits

on the inner lining of the arteries, experiences immediate trouble when
pollutants play a role in causing plaque in a blood vessel to rupture,
triggering"a"heart"attack.•

This"kind"of"heart"attack"pushes"them"over"the"cliff,•"Dr."Luepker"said.

“Studies have shown increases in deaths and hospitalisations when there

are high concentrations of smog in Los Angeles and research indicates this
happens"in"other"countries,"too,•"Dr."Luepker"said.

Pollution"is"also"believed"to"have"in‹"ammatory"effects"on"the"heart,"causing"
chronic cardiovascular problems.

Medical researchers are particularly concerned about pollution particles

smaller than 2.5 microns, which are usually related to fuel combustion.
Because they are so tiny, they aren’t easily screened and more readily enter

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 English Secondary 3 - Unit 1: Pollution Student Book

the human body. They then begin to irritate the lungs and blood vessels
around the heart. Data suggest that over time, pollutants aggravate or
increase the process of disease in the arteries.

“Though anyone can be exposed, people who live near road intersections or
factories"or"who"direct"traf«"c"are"particularly"at"risk,•"Dr."Luepker"said.

Breathing"in"this"stuff"all"the"time,"they"seem"to"have"increased"problems,•"
he said.

Many factors contribute to heart disease, including your genes. But Dr.
Luepker said growing medical evidence links air pollution and heart disease.

In" 2004," the" American" Heart" Association" issued" a" scienti«"c" statement"
concluding that exposure to air pollution contributes to cardiovascular illness
and mortality. A 2010 update elaborated on those risks.

Short-term exposure can increase the risk of heart attack, stroke, arrhythmia
and heart failure in susceptible people, such as the elderly or those with pre-
existing medical conditions, according to the statement.

The risk of death is greater from long-term exposure. Current science suggests
air pollution facilitates atherosclerosis development and progression, said
the"scienti«"c"panel"that"worked"on"the"statement."It"may"also"play"a"role"in"
high blood pressure, heart failure and diabetes.

(Adapted from http://www.heart.org/HEARTORG/Conditions/More/

MyHeartandStrokeNews/Air-Pollution-and-Heart-Disease-Stroke_
UCM_442923_Article.jsp#.WmIcQbUnLx4)

In groups

Answer these questions from the article.

1. Explain the effects of pollution on human health.
2. How can these effects be reduced?
3. How does this article relate to pollution in South Sudan?
4. What is being done in South Sudan to reduce air pollution?
5. Basing your answers on the points in the passage, describe the effects of
pollution on the economy of South Sudan.
6. Identify the use of speech marks in this passage. Discuss the uses of
opening and closing speech marks giving examples from the passage.

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 English Secondary 3 - Unit 1: Pollution Student Book

Cevkxkv{"7<"Tgugctejkpi"qp"fkhhgtgpv"v{rgu"qh"
rqnnwvkqp"cpf"vjgkt"fcocikpi"ghhgevu

In groups

Carry"out"a"research"in"your"county"to"«"nd"out"the"different"types"of"pollution"
prevalent in the county and their damaging effects. Follow the steps below.
1. Prepare a questionnaire that you will use to interview the residents on the
damaging effects of pollution. Below is guidance on how to construct a
questionnaire.
A questionnaire is a series of questions that are given to a respondent to
answer as a way of conducting research. The answers to these questions
serve as data for the researcher.

How to prepare a questionnaire

(i) Identify the goal of your questionnaire. This will guide on the kind of
information you will need to gather from your respondents.
(ii) Choose the type of questions you need to use. You could use any of
these types of questions:
a. Yes/No or I agree/I disagree type of questions: Respondents
choose one of the two options given.
b. Open-ended questions: Respondents answer in their own words.
c. Multiple-choice questions: Respondents choose one out of many
options given.
d. Rank-order scale questions: Respondents are asked to rank items
or choose items in a particular order.
e. Rating scale questions: Respondents assess a particular issue
based on a given dimension. You can provide a scale that gives
an equal number of positive and negative choices, for example,
ranging"from" strongly"agree•"to" strongly"disagree''.
(iii) Develop questions for the questionnaire. They should be clear, brief
and" direct." Do" not" use" dif«"cult," technical" or" complex" terminologies"
that can confuse the respondents.
Good questionnaire questions are:
(a) Simple:" They" do" not" use" dif«"cult" vocabulary" or" technical" terms" or"
complex words that can confuse the respondents.
(b) Clear: They show the respondent exactly the kind of answer to give.

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 English Secondary 3 - Unit 1: Pollution Student Book

(c) Concise: they are brief and ask only one thing at a time and not
multiple things in one question.
(iii) Put the questions asking for the most important information at the
beginning. Do not ask for personal or sensitive details from the
respondents unless it is part of the information you need.
(iv) Identify your target audience. This could be in terms of gender,
age, occupation or geographical location. This will determine how
you will distribute your questionnaires.

2. Visit the county and observe any visible evidence of pollution. Record your
observations.
3. Ask the residents whether they experience any other form of pollution.
Record their responses.
4. Give"out"the"questionnaires"to"selected"residents."Let"them"«"ll"then"return"
the questionnaires to you.
5. Find out what both the county administration and the national government
are doing to stop the pollution.
6. Go"back"to"school"and"compile"the"«"ndings"of"your"research."Share"your"
«"ndings"with"the"class.

Individually

Using"your"group"«"ndings"on"the"types"of"pollution"and"their"damaging"effects,"
select one type of pollution and write an essay on it using the following guidelines:
1. Causes of the type of pollution
2. Effects it has on the people
3. Effects it has on the economy
4. What the government is doing to control the pollution
5. Your recommendations to the government

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 English Secondary 3 - Unit 1: Pollution Student Book

Cevkxkv{"8<"Ecorckipkpi"cickpuv"rqnnwvkqp

As a class
Brainstorm on the ways you can be involved in controlling pollution in your
county.

In groups

1. One of the ways you can be involved in controlling pollution is through

campaigning against pollution in your county. In your groups, come up
with points you will use during such a campaign.
2. Prepare" some" lea‹"ets" containing" the" information" that" residents" of" your"
county should be made aware of so that they can help in controlling
pollution."Below"are"some"guidelines"on"how"to"prepare"a"good"lea‹"et."
(a) Language: - use simpe words that most of the people can understand.
- use short statements (not many words) that will create
an emotional response or encourage people to think
about the issue in a new way or challenge them to take
an action.
(b) Visual effects: - use different colours to make it attractive.
- use big fonts so that it can be read from far.
- use font types that are easy to read.
Below"are"sample"lea‹"ets"to"guide"you.

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 English Secondary 3 - Unit 1: Pollution Student Book

3. Prepare some posters that you will use during the campaign. Below are
sample posters to guide you.

Cevkxkv{"9<"Tgcfkpi"gzvgpfgf"Þ"evkqp"qp"rqnnwvkqp

As a class

Read the story below and discuss the key points of the story.

Vyq"Yqtfu

She went by the name of Belisa Crepusculario, not because she had been
baptised with that name or given by her mother, but because she herself had
searched"until"she"found"the"poetry"of" beauty•"and" twilight•"and"cloaked"
herself in it. She made her living selling words. She journeyed through the
country from the high cold mountains to the burning coasts, stopping at fairs
and in markets where she set up four poles covered by a canvas awning under
which she took refuge from the sun and rain to minister to her customers.

She did not have to peddle her merchandise because from having wandered
far and near, everyone knew who she was. Some people waited for her from
one year to the next and when she appeared in the village with her bundle

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 English Secondary 3 - Unit 1: Pollution Student Book

beneath her arm, they would form a line in front of her stall. Her prices were
fair." For" «ve" centavos" she" delivered" verses" from" memory;" for" seven" she"
improved the quality of dreams; for nine she wrote love letters; for twelve
she invented insults for irreconcilable enemies. She also sold stories, not
fantasies but long, true stories she recited at one telling, never skipping a
word. This is how she carried news from one town to another. People paid
her to add a line or two - our son was born; so-and-so died; our children got
married;" the" crops" burned" in" the" «eld." Wherever" she" went" a" small" crowd"
gathered around to listen as she began to speak, and that was how they
learned about each other’s doings, about distant relatives, about what was
going" on" in" the" civil" war." To" anyone" who" paid" her" «fty" centavos" in" trade,"
she gave the gift of a secret word to drive away melancholy. It was not the
same word for everyone, naturally, because that would have been collective
deceit. Each person received his or her own word, with the assurance that no
one else would use it that way in this universe or beyond.

Belisa Crepusculario had been born into a family so poor that they did not
even have names to give their children. She came into the world and grew
up in an inhospitable land where some years the rains became avalanches
of water that bore everything away before them and others when not a drop
fell"from"the"sky"and"the"sun"swelled"to"«ll"the"horizon"and"the"world"became"
a desert. Until she was twelve, Belisa had no occupation or virtue other
than having withstood hunger and the exhaustion of centuries. During one
interminable drought, it fell to her to bury four younger brothers and sisters
and when she realised that her turn was next, she decided to set out across
the plains in the direction of the sea, in the hope that she might trick death
along the way. The land was eroded, split with deep cracks, strewn with
rocks, fossils of trees and thorny bushes, and skeletons of animals bleached
by the sun. From time to time she ran into families who, like her, were heading
south, following the mirage of water. Some had begun the march carrying
their belongings on their back or in small carts, but they could barely move
their own bones, and after a while they had to abandon their possessions.
They dragged themselves along painfully, their skin turned to lizard hides
and their eyes burned by the reverberating glare. Belisa greeted them with
a wave as she passed, but she did not stop, because she had no strength
to waste in acts of compassion. Many people fell by the wayside, but she
was so stubborn that she survived to cross through that hell and at long last
reach"the"«rst"trickles"of"water,"«ne,"almost"invisible"threads"that"fed"spindly"
vegetation and farther down widened into small streams and marshes.

Belisa Crepusculario saved her life and in the process accidentally discovered
writing. In a village near the coast, the wind blew a page of a newspaper

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 English Secondary 3 - Unit 1: Pollution Student Book

at her feet. She picked up the brittle yellow paper and stood a long while
looking at it, unable to determine its purpose, until curiosity overcame her
shyness. She walked over to a man who was washing his horse in the muddy
pool where she had quenched her thirst.

What"is"this?•"she"asked.

The"sports"page"of"the"newspaper,•"the"man"replied,"concealing"his"surprise"
at her ignorance.

The answer astounded the girl, but she did not want to seem rude, so she
merely"inquired"about"the"signi«cance"of"the"‹y"tracks"scattered"across"the"
page.

“Those are words, child. Here it says that Fulgencio Barba knocked out El
Negro"Tiznao"in"the"third"round.•

That was the day Belisa Crepusculario found out that words make their way
in the world without a master and that anyone with a little cleverness can
appropriate them and do business with them. She made a quick assessment of
her situation and concluded that aside from becoming a prostitute or working
as a servant in the kitchens of the rich, there were few occupations she was
quali«ed" for." It" seemed" to" her" that" selling" words" would" be" an" honourable"
alternative. From that moment on, she worked at that profession, and was
never tempted by any other. At the beginning, she offered her merchandise
unaware that words could be written outside of newspapers. When she
learned" otherwise," she" calculated" the" in«nite" possibilities" of" her" trade" and"
with her savings paid a priest twenty pesos to teach her to read and write;
with her three remaining coins she bought a dictionary. She poured over it
from A to Z and then threw it into the sea, because it was not her intention to
defraud her customers with packaged words.

One August morning several years later, Belisa Crepusculario was sitting in
her tent in the middle of a plaza, surrounded by the uproar of a market day,
selling legal arguments to an old man who had been trying for sixteen years
to get his pension. Suddenly, she heard yelling and thudding hoofbeats. She
looked"up"from"her"writing"and"saw,"«rst,"a"cloud"of"dust,"and"then"a"band"of"
horsemen come galloping into the plaza. They were the Colonel’s men, sent
under orders of El Mulato, a giant known throughout the land for the speed of
his knife and his loyalty to his chief. Both the Colonel and El Mulato had spent
their"lives"«ghting"in"the"civil"war"and"their"names"were"ineradicably"linked"
to devastation and calamity. The rebels swept into town like a stampeding
herd, wrapped in noise, bathed in sweat, and leaving a hurricane of fear in

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 English Secondary 3 - Unit 1: Pollution Student Book

their trail. Chickens took wing, dogs ran for their lives, women and children
scurried out of sight, until the only living soul left in the market was Belisa
Crepusculario. She had never seen El Mulato and was surprised to see him
walking towards her.

I'm"looking"for"you,•"he"shouted,"pointing"his"coiled"whip"at"her."Even"before"
the words were out, two men rushed to her— knocking over her canopy and
shattering her inkwell—bound her hands and foot, and threw her like a sea
bag across the rump of El Mulato’s mount. Then they thundered off towards
the hills.
Hours later, just as Belisa Crepusculario was near death, her heart ground
to sand by the pounding of the horse, they stopped, and four strong hands
set her down. She tried to stand on her feet and hold her head high, but her
strength failed her and she slumped to the ground, sinking into a confused
dream. She wake up several hours later to the murmur of night in the camp,
but before she had time to sort out the sounds, she opened her eyes and
found herself staring into the impatient glare of El Mulato, kneeling beside
her.

Well,"woman,"at"last"you've"come"to,•"he"said."To"quicken"her"recovery,"he"
offered her a sip of liquor laced with gunpowder.

She demanded to know the reason for such rough treatment and El Mulato
explained that the Colonel needed her services. He allowed her to splash
water on her face, and then led her to the far end of the camp where the most
feared man in all the land was lazing in a hammock strung between two trees.
She could not see his face, because he lay in the deceptive shadow of the
leaves and the indelible shadow of all his years as a bandit, but she imagined
from the way his gigantic aide addressed him with such humility that he must
have a very menacing expression. She was surprised by the Colonel’s voice,
as soft and well-modulated as a professor’s.

Are"you"the"woman"who"sells"words?•"he"asked.

At"your"service,•"she"stammered,"peering"into"the"dark"and"trying"to"see"him"
better.

The Colonel stood up, and turned straight towards her. She saw the dark skin
and the eyes of a ferocious puma, and she knew immediately that she was
standing before the loneliest man in the world.

I"want"to"be"President,•"he"announced.

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 English Secondary 3 - Unit 1: Pollution Student Book

The Colonel was weary of riding across that godforsaken land, waging useless
wars and suffering defeats that no subterfuge could transform into victories.
For years he had been sleeping in the open air, bitten by mosquitoes, eating
iguanas and snake soup, but those minor inconveniences were not why he
wanted to change his destiny. What truly troubled him was the terror he saw
in people’s eyes. He longed to ride into a town beneath a triumphal arch
with"bright"‹ags"and"‹owers"everywhere;"he"wanted"to"be"cheered,"and"be"
given"newly-laid"eggs"and"freshly-baked"bread."Men"‹ed"at"the"sight"of"him,"
children trembled and women miscarried from fright; he had had enough, and
so he had decided to become President. El Mulato had suggested that they
ride to the capital, gallop up to the Palace, and take over the government,
the way they had taken so many other things without anyone’s permission.
The Colonel, however, did not want to be just another tyrant; there had been
enough of those before him and, besides, if he did that, he would never win
people’s hearts. It was his aspiration to win the popular vote in the December
elections.

“To do that, I have to talk like a candidate. Can you sell me the words for a
speech?•"The"Colonel"asked"Belisa"Crepusculario.

She had accepted many assignments, but none like this. She did not dare
refuse, fearing that El Mulato would shoot her between the eyes, or worse
still, that the Colonel would burst into tears. There was more to it than that,
however; she felt the urge to help him because she felt a throbbing warmth
beneath her skin, a powerful desire to touch that man, to fondle him, to clasp
him in her arms.

All night and a good part of the following day, Belisa Crepusculario searched
her repertory for words adequate for a presidential speech, closely watched
by" El" Mulato," who" could" not" take" his" eyes" from" her" «rm" wanderer's" legs"
and virginal breasts. She discarded harsh, cold words, words that were too
‹owery," words" worn" from" abuse," words" that" offered" improbable" promises,"
untruthful and confusing words, until all she had left were words sure to touch
the minds of men and women’s intuition. Calling upon the knowledge she
had purchased from the priest for twenty pesos, she wrote the speech on a
sheet of paper and then signaled El Mulato to untie the rope that bound her
ankles to a tree. He led her once more to the Colonel, and again she felt the
throbbing"anxiety"that"had"seized"her"when"she"«rst"saw"him."She"handed"
him the paper and waited while he looked at it, holding it gingerly between
thumbs"and"«ngertips.

What"the"shit"does"this"say,•"he"asked"«nally.

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 English Secondary 3 - Unit 1: Pollution Student Book

Don't"you"know"how"to"read?•

War's"what"I"know,•"he"replied.

She read the speech aloud. She read it three times, so her client could
engrave" it" on" his" memory." When" she" «nished," she" saw" the" emotion" in" the"
faces of the soldiers who had gathered round to listen, and saw that the
Colonel’s eyes glittered with enthusiasm, convinced that with those words the
presidential chair would be his.

“If after they’ve heard it three times, the boys are still standing there with their
mouths"hanging"open,"it"must"mean"the"thing's"damn"good,"Colonel,•"was"El"
Mulato’s approval.

All"right,"woman."How"much"do"I"owe"you?•"the"leader"asked.

One"peso,"Colonel.•" That's"not"much,•"he"said,"opening"the"pouch"he"wore"
at his belt, heavy with proceeds from the last foray.

The"peso"entitles"you"to"a"bonus."I'm"going"to"give"you"two"secret"words,•"
said Belisa Crepusculario.

What"for?•

She"explained"that"for"every"«fty"centavos"a"client"paid,"she"gave"him"the"gift"
of a word for his exclusive use. The Colonel shrugged. He had no interest at
all in her offer, but he did not want to be impolite to someone who had served
him so well. She walked slowly to the leather stool where he was sitting, and
bent down to give him her gift. The man smelled the scent of a mountain cat
issuing"from"the"woman,"a"«ery"heat"radiating"from"her"hips,"he"heard"the"
terrible whisper of her hair, and a breath of sweetmint murmured into his ear
the two secret words that were his alone.

They"are"yours,"Colonel,•"she"said"as"she"stepped"back." You"may"use"them"
as"much"as"you"please.•

El Mulato accompanied Belisa to the roadside, his eyes as entreating as a

stray dog’s, but when he reached out to touch her, he was stopped by an
avalanche of words he had never heard before. Believing them to be an
irrevocable"curse,"the"‹ame"of"his"desire"was"extinguished.

During the months of September, October and November the Colonel

delivered his speech so many times that had it not been crafted from glowing
and durable words it would have turned to ash as he spoke. He travelled

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 English Secondary 3 - Unit 1: Pollution Student Book

up and down and across the country, riding into cities with a triumphal air,
stopping in even the most forgotten villages where only the dump heap
betrayed a human presence, to convince his fellow citizens to vote for him.
While he spoke from a platform erected in the middle of the plaza, El Mulato
and his men handed out sweets and painted his name on all the walls in gold
frost. No one paid the least attention to those advertising ploys; they were
dazzled by the clarity of the Colonel’s proposals and the poetic lucidity of his
arguments, infected by his powerful wish to right the wrongs of history, happy
for"the"«rst"time"in"their"lives."When"the"candidate"had"«nished"his"speech,"his"
soldiers"would"«re"their"pistols"into"the"air"and"set"off"«recrackers,"and"when"
«nally"they"rode"off,"they"left"behind"a"wake"of"hope"that"lingered"for"days"
on the air, like the splendid memory of a comet’s tail. Soon the Colonel was
the favourite. No one had ever witnessed such a phenomenon: a man who
surfaced from the civil war, covered with scars and speaking like a professor,
a man whose fame spread to every corner of the land and captured the
nation’s heart. The press focused their attention on him. Newspapermen
came from far away to interview him and repeat his phrases, and the number
of his followers and enemies continued to grow.

We're"doing"great,"Colonel,•"said"El"Mulato,"after"twelve"successful"weeks"
of campaigning.

But the candidate did not hear. He was repeating his secret words, as he
did more and more obsessively. He said them when he was mellow with
nostalgia; he murmured them in his sleep; he carried them with him on
horseback; he thought them before delivering his famous speech; and he
caught himself savouring them in his leisure time. And every time he thought
of those two words, he thought of Belisa Crepusculario, and his senses were
in‹amed"with"the"memory"of"her"feral"scent,"her"«ery"heat,"the"whisper"of"her"
hair, and her sweetmint breath in his ear, until he began to go around like a
sleepwalker, and his men realised that he might die before he ever sat in the
presidential chair.

Saddened by watching his chief decline like a man with a death sentence on
his"head,"El"Mulato"slung"his"ri‹e"over"his"shoulder"and"set"out"to"«nd"Belisa"
Crepusculario. He followed her trail through all that vast country, until he
found her in a village in the far south, sitting under her tent reciting her rosary
of news. He planted himself, spraddle-legged, before her, weapon in hand.

You7"You're"coming"with"me,•"he"ordered.

She had been waiting. She picked up her inkwell, folded the canvas of her
small stall, arranged her shawl around her shoulders, and without a word

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 English Secondary 3 - Unit 1: Pollution Student Book

took her place behind El Mulato’s saddle. They did not exchange so much as
a word in all the trip; El Mulato’s desire for her had turned into rage and only
his fear of her tongue prevented him from cutting her to shreds with his whip.
Nor was he inclined to tell her that the Colonel was in a fog, and that a spell
whispered into his ear had done what years of battle had not been able to do.
Three days later they arrived at the encampment, and immediately, in view of
all the troops, El Mulato led his prisoner before the candidate.

I"brought"this"witch"here"so"you"can"give"her"back"her"words,"Colonel,•"EI"
Mulato"said,"pointing"the"barrel"of"his"ri‹"e"at"the"woman's"head." And"then"
she"can"give"you"back"your"manhood.•

The Colonel and Belisa Crepusculario stared at each other, measuring one
another from a distance. The men knew then that their leader would never
undo the witchcraft of those accursed words, because the whole world could
see the voracious-puma eyes soften as the woman walked to him and took
his hand in hers.

(Adapted"from"`Two"Words'"in"The"Stories"of"Eva"Luna"by"Isabel"Allende)

In pairs

1. a. Explain the differences in the climatic conditions of the following settings

from the story.
She came into the world and grew up in an inhospitable land where some
years the rains became avalanches of water that bore everything away before
them"and"others"when"not"a"drop"fell"from"the"sky"and"the"sun"swelled"to"«"ll"
the horizon and the world became a desert.

The land was eroded, split with deep cracks, strewn with rocks, fossils of
trees and thorny bushes, and skeletons of animals bleached by the sun.
From time to time she ran into families who, like her, were heading south,
following the mirage of water.
b. What is the role of pollution in bringing about these climatic conditions?

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 English Secondary 3 - Unit 1: Pollution Student Book

2. Identify the stylistic devices used by the author in the following lines.
a. Belisa Crepusculario had been born into a family so poor they did not
even have names to give their children.
b. … their skin turned to lizard hides…
c. „"and"his"senses"were"in‹"amed"with"„"the"whisper"of"her"hair„
d. … he began to go around like a sleepwalker…

In groups

Discuss the following on the Two Words story then present your answers to the
class.
1. The quality of the work
2. The techniques used to convey the message
3. The effect of these techniques

Individually

Write a critical review on the Two Words basing your writing on the areas given
below."Support"your"views"using"speci«"c"phrases,"sentences"and"any"relevant"
information from the story.
1. The characters in the story
2. The themes of the story
3. The plot of the story
4. The point of view of the writer
Below is the structure of a critical review to guide you.

Uvtwevwtg"qh"c"etkvkecn"tgxkgy
1. Kpvtqfwevkqp< This section is made up of a paragraph that tells the reader
the author(s) of the story/ book you are reviewing, the title of the story/
book and your general opinion about it.
2. Uwooct{<" In this section, write the main points and important ideas in
your own words, citing relevant examples. You could also write the way
the story/ book is organised.
3. Etkvkswg< In this section, write your critique on important elements of the
story/ book. In this critical review, this section will include your critical
analysis of:

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 English Secondary 3 - Unit 1: Pollution Student Book

a. The characters (Are they well developed? Are they credible?)

b. The"plot"("Are"events"‹"owing"logically?"Are"there"gaps"in"the"storyline?)
c. Themes (Are they well brought out? Are they issues that you relate
with?)
d. Point of view (Is it one that makes the story credible? Does it impose
ideas or let the reader decide?)
Each of these can be written in a paragraph, giving a total of four
paragraphs.
4. Eqpenwukqp< Restate your overall opinion of the story and give your
recommendations on how the story can be improved, if any, or recommend
it to other readers if you like it.

Cevkxkv{":<"Ncpiwcig"rtcevkeg

Tgncvkxg"rtqpqwpu"
A relative pronoun is a word which is used to refer to nouns mentioned previously
in a sentence, whether they are people, places, things, animals or ideas. Relative
pronouns can be used to join two sentences. Examples of relative pronouns are
who, which, that, whose, whoever, whomever and whom. In some situations, the
words what, when, and where can also function as relative pronouns.

Wugu"qh"tgncvkxg"rtqpqwpu"

We use relative pronouns:

a. Chvgt a noun, to ocmg"kv"engct which person or thing we are talking about.
For example:
1. the house vjcv Juru"built"
2. the man yjq discovered Penicillin
3. a nine-year-old girl yjq attempted to catch the thief
b. To tell us more about a person or thing. For example:
1. My father, yjq"was born overseas, has always been a great writer.
2. The mayor, yjq"is 66 years, has just retired.
3. We ate sombe and ugali, yjkej"is my favourite meal.
Clauses that start with relative pronouns and are used to give more information
about a noun are called tgncvkxg" encwugu0" The underlined parts of the three
sentences above are all relative clauses.

24
 English Secondary 3 - Unit 1: Pollution Student Book

Relative pronouns can take the following forms:

Uwdlgev" Qdlgev" Rquuguukxg"
Who Whom Whose
Which Which Whose
That That

The following notes show how to use the different relative pronouns:
1."" ÓYjqÔ"is used when referring to people. It gives more information about
a person who has been mentioned in a sentence. It shows the particular
person we are talking about. For example:
a. People who do not eat meat are called vegetarians.
b. Children who lack proteins suffer from kwashiorkor.
2. " ÓYjkejÔ" ks used to refer to something or an idea that has already bee
mentioned. It shows the particular thing or idea we are talking about. For
example:
a. Vegetables which are overcooked lack the necessary vitamins.
b. The carrots which we bought were very big.
3."" ÓVjcvÔ"can be used to refer to people, animals and things/ideas. It can be
used in place of ‘who’ and ‘which’. For example:
a. Fruits that are" brightly" coloured" are" said" to" be" effective" in" «ghting"
cancer.
b. Vitamins are foods that help"our"bodies"to"«ght"diseases.
4. ÓYjqugÔ"is used to express ownership by a person who has already been
mentioned. For example:
a. This is the boy whose mother is a green grocer.
b. That is the plant whose roots are used as blood cleanser.
5. " ÓYjqoÔ"is used to refer to a person. It is usually used together with the
preposition ‘to’. For example:
a. The lady to whom you delivered cabbages yesterday has given me a
cheque.
b. The man whom we"have"spoken"to"is"a"«shmonger."

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 English Secondary 3 - Unit 1: Pollution Student Book

Rtcevkeg"gzgtekug"3

Construct seven sentences from the table below.

Eating food that are injected with hormones in order to grow
Vegetables which fast are unhealthy for food.
People whom have been stored for long lack vitamins.
Meals who are rich in vitamins and proteins are good for
The girl whose convalescents.
The teacher lack vitamin C suffer from scurvy.
Animals we talked to is our health coach.
is not enough can lead to malnutrition.
father came here, is unwell.

Rtcevkeg"gzgtekug"4

Complete the following sentences by choosing the correct relative pronoun

from the choices given in brackets.
1. I have found the pen, (which / that) I had lost.
2. (What/which) kind of man is this, that even the wind and the sea obey him?
3. The boy (who/whom) broke the window has been found.
4. The school (where/which) the basketball tournament is going to be held is
not known.
5. It is still a mystery (who/ whom/) the baby was scared of.

Rtcevkeg"gzgtekug"5

Choose the best answer to complete each sentence.

1. The festival, _____________ lasted all day, ended with a banquet.
a) That b) Who c) Which d) What
2. I am looking for someone __________ can watch my dog while I go on
vacation.
a) Which b) Who c) Whom d) Whoever
3. The police needed details _____________ could help identify the robber.
a) Who b) Whatever c) That d) What
4. I’d like to take you to a café _______________ serves excellent coffee.
a) What b) Whatever c) Which d) Whichever
5. The clubhouse, in __________ the dance was held, housed about 200
people.
a) Which b) Where c) That d) Whom

26
 English Secondary 3 - Unit 1: Pollution Student Book

6. You can choose one person, __________ you like, to share the cruise with
you.
a) Whomever b) That c) Which d) Whom
7. I saw the shoes __________ you bought last week on sale for less this
week.
a) When b) What c) That d) Whom
8. The winners, __________ known, will receive money and other prizes.
a) Whoever b) Who c) When d) That
9. This is the place __________ we met.
a) When b) Where c) Who d) That
10. The baby, ________ nap had been interrupted, wailed loudly.
a) Whoever b) Whomever c) Whom d) Whose

Rtcevkeg"gzgtekug"6

Write ten sentences describing different types of pollution in your county. Make
use of relative pronouns as learnt in this section.

Inquuct{
1. Pollution: the contamination of the environment by
harmful substances.
2. Environment: the natural world as a whole or in a particular
geographical area, especially as affected by
human activity.
3. Effects: changes which are a result or consequence of an
action.
4. Impact: "" a"signi«cant"or"strong"in‹uence"or"effect.
5. Radioactive: exhibiting spontaneous emission of ionizing
radiation as a consequence of a nuclear
reaction.
6. Ecosystem: a system formed by an ecological community and
its environment that functions as a unit.
7. Global warming: a sustained increase in the average temperature of
" the"earth,"suf«cient"to"cause"climate"change."
8. Carcinogenic gases: gases that have the ability to cause cancer.
9. Extinction: the action of making or becoming non-existent,
especially for a plant or an animal.

27
 Unit
2 Energy

Key vocabulary: energy, petroleum, biomass, geothermal, hydro-electricity,

solar, wind turbine, nuclear, wind mill, biodegradable, nuclear and generator

Cevkxkv{"3<"FgÞ"pkvkqpu

In groups

Read"the"following"de«"nitions"of"energy"and"apply"this"to"the"sources"of"energy"
listed"thereafter"to"come"up"with"a"speci«"c"de«"nition"for"each.

Power derived from the utilisation of physical or chemical resources,

especially"to"provide"light"and"heat"or"to"work"machines.
A source of power, such as fuel, used for driving machines, providing heat
etc.
a) Petroleum
b) Sun (solar)
c) Wind
d) Biomass
e) Hydroelectricity
f) Geothermal
g) Nuclear
Use"these"words"to"construct"your"own"sentences.

As a class

Discuss"the"uses"of"the"forms"of"energy"below"in"South"Sudan.
1."Wind"energy 2."Solar"energy

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 English Secondary 3 - Unit 2: Energy Student Book

3."Petroleum 4."Electricity

Individually

Write down the points raised in the class discussion on energy generation
and"use.

Cevkxkv{"4<"Tgcfkpi"cdqwv"gpgti{"wug"cpf"kvu"
korcev"qp"vjg"geqpqo{

In pairs

Read the passage below then answer the questions that follow.

Vjg"[cq"uvqt{"qh"etgcvkqp

Eons"ago,"before"the"dawn"of"time,"God"existed"only"with"animals."They"lived"
in"a"vast"expanse"of"land"and"water,"and"the"sky"and"earth"were"ever"close"
to"each"other.

29
 English Secondary 3 - Unit 2: Energy Student Book

Among" the" animals" was" the" chameleon." The" chameleon" was" a" mythical"
creature,"a"«sherman"casting"his"«sh"traps"in"the"mystical"waters."

One"day"the"chameleon"had"set"a"«sh"trap"in"the"vast"sapphire"waters."He"
went about his daily business, but when he later on returned to check the
trap,"he"found"that"he"had"caught"nothing."Since"he"was"determined"to"get"a"
catch,"he"set"the"trap"again"the"following"day."Later"on,"he"went"to"check"the"
trap and to his surprise, he had caught some very peculiar creatures, man
and"woman.

Man" and" woman" were" such" tiny" creatures," the" «rst" of" their" kind." The"
chameleon had never seen anything like them and he did not know what to
do" with" them." Man" and" woman" begged" the" chameleon" that" he" should" set"
them"free."Confused"about"what"to"do,"Chameleon"decided"to"take"them"to"
God"to"seek"advice"as"what"to"do"with"them."

God,"having"seen"the"tiny"creatures,"told"the"chameleon"not"to"kill"them."He"
told chameleon that he should set them free so that they should live to grow
to"their"full"maturity."God"summoned"all"the"animals"of"the"skies"above,"the"
earth and water below to inform them about the creatures and this marked
the"«rst"encounter"of"human"beings"and"animals."

The" human" beings" were" smart" and" learned" quickly." They" started" hunting"
other"animals"and"the"animals"lived"in"fear."Soon"the"male"creature"started"
twirling" sticks" and" smoke" started" to" gather." This" caused" fear" among" the"

30
 English Secondary 3 - Unit 2: Energy Student Book

animals" and" they" warned" man" to" be" careful." Man," however," did" not" heed"
the"warning"and"in"the"end"«"re"was"created."Man"created"an"unstoppable"
inferno" that" reduced" everything" to" ashes." The" grass-thatched" roof" of" God"
was"set"alight"by"the"«"re."The"chameleon"managed"to"climb"a"tree"to"avoid"
the"«"re."Since"their"god"was"very"old"and"he"could"not"run,"the"spider"spun"
a"web"across"trees"to"rescue"him."From"that"moment,"it"is"said"that"their"god"
decided that when humans die, they shall join him in heaven and serve him
as"slaves.

Cpuygt"vjgug"swguvkqpu
1. Explain"how"man"invented"«"re"according"to"this"creation"story.
2. How"did"the"invention"of"«"re"affect"the"life"of"man"and"animals"in"this"story?
3. Other" than" the" negative" effects" what" bene«"ts" do" you" think" came" out" of"
man's"invention?.
4. Man"is"still"inventing"new"sources"of"energy.
a. What new forms of energy have been introduced in your country to
replace"the"use"of"«"rewood"in"cooking?
b. What"are"the"bene«"ts"of"using"these"new"energy"forms?
5. Compare" the" energy" uses" in" traditional" Africa" with" energy" uses" today."
Write a critical analysis of the two showing the changes that have taken
place"in"energy"use.
6. Suggest some good practices that should adopted in energy use in South
Sudan"today.

Cevkxkv{"5<"Gpgti{"igpgtcvkqp"cpf"wug

In pairs

Answer the following questions then present your answers to the class.

1. Discuss"how"energy"is"generated"in"South"Sudan.
2. Explain"how"this"energy"is"used.
3. Describe some good and bad practices in the generation and use of
energy"in"South"Sudan.

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 English Secondary 3 - Unit 2: Energy Student Book

Individually

Using the points generated in the group activity above, write an essay describing
how"energy"is"generated"and"used"in"South"Sudan."Describe"some"of"the"good"
practices" in" the" generation" and" use" of" energy" in" South" Sudan." State" some"
improved"ways"in"which"energy"can"be"generated.

Etgcvkpi"c"nqikecn"à"qy"qh"kfgcu"kp"cp"guuc{

When"writing"an"essay,"it"is"important"to"ensure"that"there"is"a"logical"‹"ow"of"
ideas"and"smooth"connection"between"sentences"and"paragraphs."To"achieve"
this,"use"the"following"approaches.
1. Use"of"conjunctions"(Refer"to"page"119"of"the"Learner's"Book"on"different"
types"of"conjunctions"and"how"they"are"used.
2. Use"of"related"vocabulary."Use"words"and"terminologies"that"relate"to"the"
topic"you"are"writing"about."However,"be"considerate"of"your"audience."
Where" the" reader" is" not" an" expert" in" the" area" you" are" writing" on," avoid"
technical"words"and"jargons.
3. Use" of" transitional" words" and" phrases." They" are" used" to" link" words,"
phrases"or"sentences."They"show"the"connection"between"one"idea"and""
the"next"idea."In"essays,"they"help"to"give"the"text"a"logical"organisation"
and" structure." Below" are" examples" of" transitional" words" and" phrases"
categories"according"to"their"function.
a. Those"that"express"agreement,"similarity"or"addition
" in"the"«"rst"place" not"only"..."but"also" as"a"matter"of"fact"
in like manner in addition coupled with
in"the"same"fashion"/"way" «"rst,"second,"third" in"the"light"of"
" not"to"mention" equally"important" again" "
and also then
equally" like" as" "
too moreover as well as
together with likewise similarly
furthermore additionally comparatively
b. Those"that"express"contradiction,"opposition"or"limitation
although this may be true in contrast of"course"..., but
on the other hand on the contrary in spite of
even so / though be that as it may after all
but unlike while

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 English Secondary 3 - Unit 2: Energy Student Book

albeit besides as much as

even though although whereas
despite conversely otherwise
however nevertheless nonetheless
regardless notwithstanding instead
c. Those"that"express"support,"emphasis"or"give"an"example
to put it differently as an illustration in this case
most compelling evidence must be remembered point often overlooked
to point out on the positive side on the negative side
with this in mind namely indeed
markedly such as especially
in"fact" in"particular" for"example"""""""""""""""""""""""""""""""""""""
for instance to demonstrate to emphasise
d. Those"that"express"space,"location"or"place
in the middle to the left/right in front of
on this side in the distance here and there
in the foreground in the background in the center of
adjacent to opposite to here
there next"to" over
near further beyond
beneath beside across
e. Those"that"express"time,"chronology"or"sequence
at the present time from time to time up to the present time
to begin with as soon as in the meantime
all"of"a"sudden" «rst,"second" immediately"""""""""""""""""""""""""""""""""""
«nally" after" later
whenever eventually meanwhile
further prior to forthwith
by the time presently occasionally
f. Those"that"express"effect,"consequence"or"result
as a result under those circumstances in that case
for this reason in effect for
thus because the then
hence consequently" therefore"""""""""""""""""
forthwith accordingly henceforth
g. Those"that"express"summary,"conclusion"or"restatement
as can"be"seen" in"the"«nal"analysis" all"things"considered"""""""""""""""
in the long run given these points as has been noted
for the most part in fact in summary
in conclusion in brief in essence

33
 English Secondary 3 - Unit 2: Energy Student Book

to summarise overall by and large

to sum up on the whole all in all
ultimately

Cevkxkv{"6<"Nkuvgpkpi"vq"cp"gzrgtv"kp"gpgti{

As a class

Listen"as"your"teacher"reads"to"you"a"speech"by"former"United"Nations"Secretary"
General,"Ko«""Annan.

C"urggej"d{"MqÞ""Cppcp

Distinguished"Guests,"Ladies"and"Gentlemen,"I"am"delighted"to"be"with"you"
today." I" want" to" thank" Minister" Shapps" and" the" government" of" the" United"
Kingdom"for"inviting"me"to"the"launch"of"the"Energy"Africa"Campaign."This"is"
a"campaign"I"unequivocally"support.

It"addresses"one"of"the"great"injustices"of"the"21st"Century"›"an"injustice"that"
robs millions of our fellow citizens of the dignity, opportunity and freedom
that"comes"with"access"to"modern"energy."The"Africa"Progress"Panel,"which"
I"chair,"addressed"this"injustice"in"our"report," Power,"People,"Planet:"Seizing"
Africa's"Energy"and"Climate"Opportunities•."And"I'm"delighted"to"see"many"of"
our"recommendations"re‹"ected"in"the"Energy"Africa"Campaign.

Left" unaddressed," these" injustices" will" undermine" prospects" for" inclusive"

growth," jobs" creation" and" poverty" reduction." Where" Africa's" leaders," the"
investment community and international partners do have a choice, is in
deciding"how"to"tackle"the"region's"energy"crisis.

Africa does not have to follow the carbon-intensive pathway and energy
practices of rich countries and emerging economies that have brought the
world"to"the"brink"of"catastrophe."Africa"is"rich"in"untapped"energy"potential"
›"including"renewable"resources.

These"resources"›"sun,"wind,"hydro"and"geothermal"›"have"two"distinctive"
advantages:"speed"and"scope"for"decentralisation."They"can"be"deployed"
far"more"rapidly"than"coal-«"red"power"plants"and"they"can"operate"both"on-
grid" and" off-grid." The" belief" that" Africa" has" to" choose" between" economic"
growth"and"low"carbon"development"is"based"on"anachronistic"thinking.

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 English Secondary 3 - Unit 2: Energy Student Book

In"South"Africa"and"many"other"countries"around"the"world,"renewable"energy"
is increasingly cost-competitive at scale, even before taking into account
environmental"costs."Low-carbon"development"has"the"potential"to"act"as"an"
engine"of"growth.

Yet we have to be honest and recognise that current international efforts fall
distressingly"short"of"what"is"needed."621"million"Africans"live"without"access"
to"electricity"›"a"«gure"that"includes"95"million"people"in"Nigeria,"the"region's"
energy"export"powerhouse.

We estimate that over 300 million will still lack access on current trends by
2040"›"ten"years"after"the"target"date"under"the"new"development"goals"for"
universal"energy"access."This"is"intolerable,"avoidable"and"profoundly"unfair.

It"leaves"the"world's"poorest"people"to"pay"the"world's"highest"power"prices."
A"woman"in"a"rural"village"in"northern"Nigeria"spends"60"to"80"times"more"per"
unit"of"energy"than"a"resident"of"London"or"New"York.

This"is"not"just"an"injustice,"it"is"a"market"failure"of"epic"proportion."Households"
are losing out as a result of higher prices, investors are losing out on market
opportunities and countries are losing out from failure to harness productive
technologies.

Furthermore,"almost"four"in"«ve"people"rely"on"solid"biomass"mainly"fuelwood"
and"charcoal"for"cooking.""As"a"result,"600,000"people"in"the"region"die"each"
year"from"household"air"pollution."Almost"half"are"children"under"5."This"is"an"
exciting"time"to"rapidly"scale-up"Africa's"energy"access.

The" new" President" of" the" Africa" Development" Bank," Akin" Adesina," has"
declared that energy access in Africa is his number one priority and recently
launched"a"New"Deal"for"Energy"Access"in"Africa."Other"governments"are"
joining the UK in signing-up the low carbon transition and energy access
agenda."Climate"change"negotiations"are"adding"to"the"momentum.

Across the African continent too, energy entrepreneurs are demonstrating

Africa's" potential" to" leapfrog" to" a" low" carbon" economy." There" is" a" new"
momentum" behind" efforts" to" reach" off-grid" populations." For" example," the"
Overseas" Development" Institute" is" working" to" bring" together" governments"
and"investors"behind"an"exciting"new"`Triple"5ca"initiative,"aimed"at"bringing"
off-grid"solar"energy"to"«ve"million"people"in"«ve"countries"over"a"«ve-year"
period.

This"approach,"which"supports"the"UK's"vision"for"the"Energy"Africa"Campaign,"
combines"what"I"see"as"the"three"essential"ingredients"for"success:"speed,"

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 English Secondary 3 - Unit 2: Energy Student Book

scale"and"equity."It"also"offers"a"`one-stop"shop'"model"for"delivery."Too"often,"
governments and investors are held back in their ambition by the slow pace
of"negotiations"involving"multiple"aid"donors,"development"«"nance"institutions"
and"multilateral"agencies.

An enabling environment must now be created to allow this growing pool of

energy"investors"to"deliver"clean"energy" off"grid•"in"a"way"that"is"simple"for"
both"investors"and"consumers"to"understand.

For"too"long,"governments"have"been"content"to"oversee"highly"centralised"
energy" systems" designed" to" bene«"t" the" rich" and" bypass" the" poor." Power"
utilities"have"been"centres"of"corruption,"inef«"ciency"and"vested"interest.

This"picture"is"starting"to"change,"but"far"too"slowly."That"is"why"I"have"called"
for every African government to set out a timetable and strategy for achieving
universal"energy"access."Ultimately,"Africa's"leaders"are"accountable"to"their"
citizens"for"the"decisions"they"take.

Yet"we"must"not"downplay"the"importance"of"international"cooperation."The"
UN"Climate"Change"Conference"in"Paris"must"draw"a"line"in"the"sand."Major"
emitting countries should seize the opportunity to put in place credible
carbon"pricing"and"taxation"systems"and"to"stop"wasting"billions"on"fossil-
fuel"subsidies.

Old North-South divisions must give way to a new politics that recognises
the" need" for" shared" solutions" to" common" challenges." We" must" now" come"
together to break the deadly interaction between poverty and unstainable
energy"systems."There"is"surely"no"better"starting"point"than"universal"access"
to"affordable"low-carbon"energy."Minister,"I"congratulate"you"for"taking"up"a"
cause"for"our"generation"›"and"I"look"forward"to"working"with"you"all"to"light"
up"Africa.

In pairs

Answer the following questions about the speech you listened to.

1. According"to"the"speaker,"Africa"has"a"chronic"de«"cit"in"„„„„„.."and"
„„„„„
2. What"will"happen"if"these"de«"cits"are"not"addressed?
3. Who"can"help"in"tackling"Africa's"energy"crisis?
4. Mention four untapped energy resources in Africa according to the
speaker.

36
 English Secondary 3 - Unit 2: Energy Student Book

5. Discuss"how"African"leaders"can"tap"these"resources"to"the"bene«"t"of"the"
people.
6. Discuss"the"bene«"ts"of"modern"energy"technologies"to"the"lives"of"women"
and"children"in"South"Sudan."Present"your"answers"to"the"class.
7." Prepare your own speech to talk about the state of energy generation in
South"Sudan."Study"the"notes"below"for"guidance.

Jqy"vq"ytkvg"c"iqqf"urggej
1. After recognising and appreciating your audience, start off with a strong
introduction."Open"with"a"big"statement"that"will"grab"the"attention"of"the"
audience."For"example:
Africa is on the brink of realising a breakthrough energy miracle.
2. Use"words"and"phrases"that"show"inclusivity,"even"of"the"audience."Such"
terms include we, our etc."Below"is"an"example"from"Nelson"Mandela:
Today we celebrate not the victory of a party, but a victory for all the people
of South Africa.
3. Make" the" body" of" speech" clear" and" elaborate." This" can" be" done" by"
giving"the"each"main"point"then"supporting"it"with"suitable"examples"and"
illustrations."It"is"good"to"start"with"the"strongest"point,"followed"by"your"
weakest"point"then"end"with"your"second"strongest"point."Remember"to"
make"it"brief.
4. Make use of transitional words and phrases when moving from one point
to"another.
5. End"your"speech"with"a"«"rm"conclusion."This"could"be"a"summary"of"your"
main"points,"a"restatement"of"your"strongest"point,"a"question"based"on"
what"your"main"message"or"a"quote"to"think"about.

Cevkxkv{"7<"Tgugctej"qp"fkhhgtgpv"v{rgu"qh"gpgti{"
igpgtcvkqp"cpf"vjgkt"korcev

In groups

1." Visit" any" nearby" energy" of«"ce" or" a" person" knowledgeable" in" energy"
generation"in"the"country"and"«"nd"out"the"following:
a. The"main"sources"of"energy"in"South"Sudan.
b. The"different"types"of"energy"generation"used"in"South"Sudan.
c. The"impact"of"these"types"of"energy"generation"on"the"people"and"the"
environment.
d." The"equipment,"tools"and"gadgets"used"at"the"energy"of«"ce"and"their"use.
2." Record"your"«"ndings"and"present"them"to"the"class."

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 English Secondary 3 - Unit 2: Energy Student Book

Individually

types of energy generation in South Sudan and their impact on the people and
the environment.

Use the sample essay plan shown below.

Paragraph 1 - to contain the introduction which can be relevant general

Paragraph 2 - to contain the main sources of energy familiar to the student

and narrow down to those found in South Sudan.

Paragraph 3 - to contain types of energy generation in South Sudan.

Paragraph 4 - to discuss positive and negative impact of the above types of

energy/generation on the people of South Sudan and the environm ent.

energy generation.

Activity 6: Planning a campaign for energy

conservation

As a class
Brainstorm on how to effectively conserve energy in the school, community and
the country.

In groups

1. Identify the different groups of people who need to be informed on the

need for energy conservation.
2. From the points on how to effectively conserve energy, select the main

3. Prepare leaflets containing these points. Use language that will be easily
understood by each group. Look at the sample on page 39 to guide you.

38
 English Secondary 3 - Unit 2: Energy Student Book

4. Prepare posters that can be displayed in different places for everyone to

read."They"should"contain"just"a"few"catchy"but"simple"words."Below"is"a"
sample"to"guide"you.

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 English Secondary 3 - Unit 2: Energy Student Book

5. Share"your"posters"and"lea‹"ets"with"other"groups.
6. With the guidance of your teacher, pick a day when you can go out to
distribute"the"lea‹"ets"to"members"of"the"society."On"this"day,"discuss"the"
content"of"the"lea‹"ets"with"the"people"and"record"their"responses."Share"
your"responses"when"you"get"back"to"class.

Cevkxkv{"9<"Gzvgpfgf"Þ"evkqp"tgcfkpi"qp"gpgti{

As a class

Read the following story aloud.

Jqy"Rtqogvjgwu"Icxg"Hktg"vq"Ogp

Many years ago, according to the stories told by the people of ancient
Greece, there lived two brothers who were not like other men, or like the
gods"and"goddesses"of"Mount"Olympus.""They"were"the"sons"of"one"of"the"
Titans"who"had"fought"against"Zeus"and"been"sent"in"chains"to"the"prison"of"
the"Lower"World.

The" name" of" the" elder" of" these" brothers" was" Prometheus" (which" means"
Forethought)." Prometheus" was" always" thinking" of" the" future" and" making"
things"ready"for"what"might"happen"tomorrow,"or"next"week,"or"next"year,"or"
even"in"a"hundred"years"time.""The"younger"was"called"Epimetheus"(which"
means"Afterthought).""Epimetheus"was"always"so"busy"thinking"of"yesterday,"
or last year, or a hundred years ago, that he never worried at all about what
might"come"to"pass"in"the"future."Prometheus"did"not"want"to"live"amongst"
the"clouds"on"Mount"Olympus.""He"was"too"busy"for"that.""While"the"gods"
were spending their time in idleness, drinking nectar and eating ambrosia, he
was planning how to make the world wiser and better than it had ever been
before.
So instead of living on Olympus, Prometheus went out amongst men to live
with"them"and"help"them"and"he"quickly"noticed"that"they"were"no"longer"as"
happy as they had been during the golden days when Kronos, the titan, was
king."""He"found"them"living"in"caves"and"in"holes"of"the"earth,"shivering"with"
the"cold"because"there"was"no"«"re,"dying"of"starvation,"hunted"by"wild"beasts"
and"by"one"anotheřthe"most"miserable"of"all"living"creatures.

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 English Secondary 3 - Unit 2: Energy Student Book

If"they"only"had"«re,•"said"Prometheus"to"himself," they"could"at"least"warm"
themselves and cook their food; and after a while they could learn to make
tools"and"build"themselves"houses.""Without"«re,"they"are"worse"off"than"the"
beasts.•
Prometheus"went"boldly"to"Zeus"and"begged"him"to"give"«re"to"the"people,"
so that they might have a little comfort through the long, dreary months of
winter.

I" will" not7•" said" Zeus," Not" one" spark" will" I" share" with" them7" " For" if" men"
had"«re"they"might"become"strong"and"wise"like"us"and"after"a"while"they"
would"drive"us"out"of"our"kingdom.""Besides,"«re"is"a"dangerous"tool"and"they"
are"too"poor"and"ignorant"to"be"trusted"with"it."It"is"better"that"we"on"Mount"
Olympus"rule"the"world"without"threat"so"all"can"be"happy.•

Prometheus didn’t answer, but he had set his heart on helping mankind, and
he"did"not"give"up.""As"he"was"walking"by"the"seashore"he"found"a"tall"stalk"
of"fennel.""He"broke"it"off"and"then"saw"that"its"hollow"center"was"«lled"with"a"
dry,"soft"substance"which"would"burn"slowly"and"stay"alight"for"a"long"time.""
He carried the stalk with him as he began a long journey to the top of Mount
Olympus.

Mankind"shall"have"«re,"despite"what"Zeus"has"decided,•"he"said"to"himself.""
And"with"that"thought,"he"snuck"quietly"into"Zeus'"domain"and"stole"a"spark"
from"Zeus'"own"lightning"bolt.""Prometheus"touched"the"end"of"the"long"reed"
to"the"spark,"and"the"dry"substance"within"it"caught"on"«re"and"burned"slowly.""
Prometheus hurried back to his own land, carrying with him the precious
spark"hidden"in"the"hollow"center"of"the"plant.

When he reached home, he called some of the

shivering people from their caves and built a
«re" for" them" and" showed" them" how" to" warm"
themselves"by"it"and"use"it"to"cook"their"food.""
Men"and"women"gathered"round"the"«re"and"
were warm and happy, and thankful to
Prometheus for the wonderful gift which he
had"brought"to"them.
One" chilly" winter" evening," Zeus" gazed" down"
from"Mount"Olympus"and"noticed"«res"burning"cheerfully"at"the"hearths"of"
men"and"women"in"every"village"across"the"land.""It"did"not"take"him"long"to"
realise"that"Prometheus"had"disobeyed"him"and"given"«re"to"men.""

Zeus"was"very"angry"and"ordered"that"Prometheus"be"chained"to"the"side"

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 English Secondary 3 - Unit 2: Energy Student Book

of"a"mountain"to"suffer"there"for"all"eternity.""And"
there Prometheus stayed, thinking of the future,
happy"in"the"knowledge"that"he"had"given"«"re"to"
men until he was one day rescued by Hercules,
the" mortal" son" of" Zeus..." " But" that" is" a" story" for"
another"day7
(Written by James Baldwin, adapted and illustrated
by Leanne Guenther -- based on Greek mythology)

In pairs

Answer the following questions about the story you read.

1. What"is"the"story"about?
2. What"form"of"energy"has"been"discussed"in"the"story?
3. What"would"you"compare"this"form"of"energy"to"today?
4. How"did"Prometheus"energy"impact"men"and"women"on"earth?
5. Compare"the"introduction"of"Prometheus'"energy"to"earth"with"the"spread"
of"rural"electri«"cation"in"South"Sudan.

In groups

1. Discuss"the"quality"of"the"story"How Prometheus Gave Fire to Men.

2. What"techniques"has"the"writer"used"to"pass"across"his"message?
3. What"are"the"effects"of"these"techniques?
4. Discuss"the"themes"of"the"story.

Individually

Write a critical review of the story How Prometheus Gave Fire to Men under the
following"subheadings:
1. The"characters"in"the"story
2. The"themes"of"the"story
3. The"key"features"of"the"story
Support"your"views"using"speci«"c"phrases"or"sentences"from"the"story.

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 English Secondary 3 - Unit 2: Energy Student Book

Cevkxkv{":<"Ncpiwcig"rtcevkeg

Eqpfkvkqpcn"encwugu"
These"are"clauses"that"they"express"a"certain"condition."The"condition"is"usually"
introduced"by"the"word"`if'."For"this"reason,"such"a"clause"is"sometimes"referred"
to" as" an" if-clause." A" conditional" sentence" has" two" parts" an" `if" '" clause" and"
a" main" clause." The" `if" '" clause" contains" a" condition" (known" as" a" conditional"
clause)"which"determines"the"occurrence"of"the"action"given"in"the"main"clause."
The"following"are"the"different"types"of"conditional"clauses.
Type Kh"encwug" Ockp"encwug"
I" Present simple Will - future
II" Past simple Would"›"in«"nitive"
III" Past perfect Would +have +past participle
30"Hktuv"eqpfkvkqpcn"

The"«"rst"conditional"is"a"structure"we"use"when"we"want"to"talk"about"possibilities"
in"the"present"or"in"the"future."It"is"thus"used"to"talk"about"things,"which"might"
happen"in"the"event"that"something"else"happens,"or"fails"to"happen."The"«"rst"
conditional"has"the"present"simple"after"`if"',"then"the"future"simple"in"the"main"
clause,"that"is:"

if"+"present"simple,"..."will"+"in«"nitive"

For"example:"

If"it"rains,"I"will"not"go"to"the"park."

If"we"put"the"main"clause"«"rst,"then"we"don't"need"the"comma."For"example:

I"will"not"go"to"the"park"if"it"rains."

It"is"possible"to"ful«"l"a"condition"which"is"given"in"the"if-clause.""For"example:
Kh"encwug" Ockp"encwug"
a."If"I"study," I"will"pass"the"exams."
b."If"you"see"John"tonight," tell"him"to"e-mail"me.
c."If"Ben"gets"up"early," he"can"catch"the"bus.

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 English Secondary 3 - Unit 2: Energy Student Book

Rtcevkeg"gzgtekug"3

Write"full"sentences"using"the"«rst"conditional"and"these"phrases."
1."Study"hard"/pass"exam"
2."Win the game /celebrate
3."Sun comes out /swim
4."Go early/ meet
5."Weather is good/ play
6."Cook"comes"eat/"dinner

Rtcevkeg"gzgtekug"4

Rewrite" the" following" sentences" in" «rst" conditional" by" changing" the" verbs" in"
brackets"into"the"correct"form.
1."If"I"(to"study),"I"(to"pass)"the"examinations."
2."If"the"sun"(to"set),"we"(to"walk)"to"town."
3."If"she"(to"have)"high"temperature,"she"(to"see)"the"doctor."
4."If"my"friends"(to"come),"I"(to"be)"very"happy."
5."If"my"father"(to"earn)"a"lot"of"money,"he"(to"go)"to"Juba."
6."If"we"(to"travel)"to"Kenya,"we"(to"visit)"the"Vasco"da"Gama"Pillar."
7."If"you"(to"wear)"sandals"on"the"mountains,"you"(to"slip)"on"the"rocks."
8."If"Rita"(to"forget)"her"homework,"the"teacher"(to"give)"her"a"low"mark."
9."If"they"(to"play)"in"dirty"water,"they"(to"get)"sick."
10."If"you"(to"wait)"for"a"minute,"I"(to"ask)"my"brother"to"talk"to"you.

40"Ugeqpf"eqpfkvkqpcn"
In" second" conditional" sentences," the" condition" is" unlikely" or" imaginary" and"
therefore" the" ful«lment" of" the" action" in" the" main" clause" is" improbable." For"
example:"

If"I"had"enough"money,"I"would"buy"a"computer."

(The"condition"is"unlikely"to"be"ful«lled"because"the"person"doesn't"have"money.)"

The"`if"'"clause"is"usually"in"the"past"tense,"while"the"main"clause"is"in"the"present"
conditional"tense."
1."If"I"had"email,"I"would"contact"my"cousin"abroad."
2."If"I"had"enough"money,"I"would"buy"a"computer."

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 English Secondary 3 - Unit 2: Energy Student Book

Rtcevkeg"gzgtekug"5

Choose"the"correct"word"to"complete"the"following"sentences."
1."If"you"sleep/slept"in"class"you"would"be"punished."
2."If"you"ran/run"everyday,"you"would"be"physically"«t."
3."If"she"«nished/"«nish"her"homework"in"time,"she"will/would"go"to"play."
4."If"we"had/have"time"we"would"go"for"swimming.

Rtcevkeg"gzgtekug"6

Complete"the"following"sentences"in"your"own"words.
1. If"I"had"money"„
2. If"I"could"access"the"Internet"„
3. If"we"had"electricity"„
4. If"we"disposed"litter"appropriately"„
5. If"we"loved"each"other"„
Rtcevkeg"gzgtekug"7

Rewrite"the"following"sentences"using"the"correct"conditionals."
1."If"she"(continue)"to"misbehave,"I"(punish)"her."
2."I"(eat)"at"the"hotel"if"she"(call)"me."
3."If"you"(sleep)"now,"you"(wake)"up"early."
4."If"the"baby"(cry),"you"(take)"her"to"hospital."
5."If"we"do"not"(conserve)"the"environment,"we"(suffer)"in"the"future."
6."I"(excel)"in"my"exams"if"I"(study)"now."
7."The"milk"(go)"bad"if"the"cook"does"not"(boil)"it."
8."If"the"mechanic"(clean)"the"engine,"it"(work)"better."
9."The"principal"(give)"you"the"donation"if"we"(behave)"ourselves."
10."If"it"(rain),"I"(go)"home.

Rtcevkeg"gzgtekug"8

Using the knowledge gained in this unit on energy generation and use, write
a short essay describing what would happen if the government practised
sustainable"energy"generation"and"people"used"energy"responsibly."Make"use"
of"if-clauses"in"your"essay.

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 English Secondary 3 - Unit 2: Energy Student Book

Inquuct{

Conservation""""""""-"""""Prevention"of"wasteful"use"of"a"resource.

Energy" """-"" Power derived from the utilisation of physical or

chemical resources, especially to provide light and
" heat"to"machines.

Geothermal - Relating to or produced by the internal heat of the

" "earth.

Infrastructure" """"""-"""" "The"basic"physical"and"organisational"structures"and""

" " " facilities"(e.g."buildings,"roads,"power"supplies)"needed""
" " " for"the"operation"of"a"society"or"entreprise.

46
 Unit
3 Violence in Society

Key vocabulary:"violence,"society,"ethnic,"con‹ict"resolution,"mediation"

Introduction
There"are"various"types"and"causes"of"violence"in"the"society."An"example"is"
domestic"violence"where"families"experience"verbal"or"physical"violence"from"
a" speci«c" member" of" the" family." Violence" can" also" be" as" a" result" of" ethnic,"
religious"and"political"differences."Study"the"pictures"below"then"classify"them"
in"any"of"the"following"categories:"domestic"violence,"emotional/"psychological"
violence,"sexual"abuse,"political"violence"and"corporal"punishment."

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Activity 1: Listen for key messages on violence

As a class

Listen"as"your"teacher"reads"some"speeches"to"you"then"answer"the"following"
questions.
1. Identify"the"types"of"violence"mentioned"in"the"speeches.
2. What"is"the"key"message"in"each"speech?

Activity 2: Reading about violence

In groups

Read the following passage then answer the questions that follow.

O{"RctgpvuÔ"Dgftqqo

I"'m"nine"years"and"seven"months"old."I'm"at"home"playing"peekaboo"in"my"
room"with"my"little"brother,"Jean."It's"Saturday"evening"and"the"sun"has"fallen"
behind"the"hills."There's"silence"outside"our"bungalow,"but"from"time"to"time"
the" evening" wind" carries" a" shout" to" us." Our" parents" have" kept" us" indoors"
since"yesterday.

Maman"comes"into"the"room"and"turns"off"the"light"before"we"see"her."Jean"
cries"in"the"darkness,"but"once"she"starts"kissing"him"he"begins"to"giggle."He"
reaches"up"to"be"held,"but"she's"in"a"hurry."

Don't"turn"on"any"lights"tonight,•"she"whispers"to"me.

I"nod." Yego,"Maman.•

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Come"with"your"brother.•"I"carry"Jean"and"follow"her." And"don't"open"the"
door"for"anybody."Your"papa"is"not"home,"I'm"not"home,"nobody"is"home."Do"
you"hear"me,"Monique,"huh?•

Yego,"Maman.•

Swallow"all"your"questions"now,"bright"daughter."When"your"papa"and"uncle"
return,"they'll"explain"things"to"you.•"

Maman"leads"us"through"the"corridor"and"into"her"room,"where"she"lights"a"
candle"that"she"has"taken"from"our"family"altar,"in"the"parlour."She"starts"to"
undress,"tossing"her"clothes"on"the"‹oor."She"tells"us"that"she's"going"out"for"
the"night"and"that"she's"already"late."She's"panting,"as"if"she'd"been"running;"
her" body" is" shining" with" sweat." She" slips" into" the" beautiful" black" evening"
dress"that"Papa"likes"and"combs"out"her"soft"hair."I"help"her"with"the"zipper"
at"the"back"of"her"dress."She"paints"her"lips"a"deep"red"and"presses"them"
together."The"sequins"on"her"dress"glitter"in"the"candlelight"as"if"her"heart"
were"on"«re."

My" mother" is" a" very" beautiful" Tutsi" woman." She" has" high" cheekbones," a"
narrow"nose,"a"sweet"mouth,"slim"«ngers,"big"eyes"and"a"lean"frame."Her"skin"
is"so"light"that"you"can"see"the"blue"veins"on"the"back"of"her"hands,"as"you"
can"on"the"hands"of"Le"Pòre"Mertens,"our"parish"priest,"who's"from"Belgium."
I"look"like"Maman,"and"when"I"grow"up"I'll"be"as"tall"as"she"is."This"is"why"
Papa"and"all"his"Hutu"people"call"me"Shenge,"which"means" my"little"one•"in"
Kinyarwanda."

Papa"looks"like"most"Hutus,"very"black."He"has"a"round"face,"a"wide"nose,"
and"brown"eyes."His"lips"are"as"full"as"a"banana."He"is"a"jolly,"jolly"man"who"
can"make"you"laugh"till"you"cry."Jean"looks"like"him."

But,"Maman,"you"told"me"that"only"bad"women"go"out"at"night.•"

Monique,"no"questions"tonight,"I"told"you.•"

She" stops" and" stares" at" me." As" I'm" about" to" open" my" mouth," she" shouts,"
Quiet7"Go,"sit"with"your"brother7•"

Maman"never"shouts"at"me."She's"strange"today."Tears"shine"in"her"eyes."I"
pick"up"a"bottle"of"Amour"Bruxelles,"the"perfume"Papa"gives"her"because"
he"loves"her."Everybody"in"the"neighbourhood"knows"her"by"its"sweet"smell."
When"I"put"the"bottle"in"her"hands,"she"shivers,"as"if"her"mind"has"just"returned"
to"her." Instead"of"spraying"it"on" herself,"she"puts"it"on" Jean."He's"excited,"

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 English Secondary 3 - Unit 3: Violence in Society Student Book

snif«ng" his" hands" and" clothes." I" beg" Maman" to" put" some" on" me," but" she"
refuses."

When"they"ask"you,•"she"says"sternly,"without"looking"at"me," say"you're"one"
of"them,"OK.?•

Who?•

Anybody."You"have"to"learn"to"take"care"of"Jean,"Monique."You"just"have"to,"
huh?•

I"will,"Maman.•

Promise?•

Promise.•

Maman"heads"for"the"parlour,"and"Jean"trails"after."He's"whimpering"to"be"
held."I"carry"the"candle."We"sit"down"on"our"big"sofa,"and"Maman"blows"the"
candle"out."Our"parlour"is"never"totally"dark,"because"of"the"cruci«x"in"the"
corner,"which"glows"yellow-green."All-translucent,"as"Papa"likes"to"say."Jean"
toddles"to"the"altar,"as"usual."He"places"his"hands"on"the"cruci«x,"as"if"playing"
with"a"toy."The"glow"enters"into"his"«ngers,"making"them"green,"and"he"turns"
to"us"and"laughs."In"quick"strides,"I"bring"him"back."I"don't"want"him"to"pull"
down"the"cruci«x,"which"leans"against"the"wall,"or"the"vase"of"bougainvillea"
beside"it."It's"part"of"my"duty"to"tend"to"the"altar."I"love"the"cruci«x;"all"my"
relatives"do."Except"Tonton"Nzeyimanǎthe"Wizard."

The"Wizard"is"Papa's"father's"brother."He"is"a"pagan"and"he"is"very"powerful."
If"he"doesn't"like"you,"unless"you're"a"strong"Catholic,"he"can"put"his"spell"
on"you,"until"you"become"useless."The"colour"of"his"skin"is"milk"with"a"little"
coffee."He"never"married"because"he"says"he"hates"his"skin"and"doesn't"want"
to"pass"it"on."Sometimes"he"paints"himself"with"charcoal"until"the"rain"comes"
to"wash"away"his"blackness."I"don't"know"where"he"got"his"colour"from."My"
parents"say"it's"a"complicated"story"about"intermarriage."He's"so"old"that"he"
walks"with"a"stick."His"lips"are"long"and"droopy,"because"he"uses"them"to"
blow"bad"luck"and"disease"into"people."He"likes"to"frighten"children"with"his"
ugly"face."Whenever"I"see"the"Wizard,"I"run"away."Papa,"his"own"nephew,"
doesn't"want"him"in"our"house,"but"Maman"tolerates"the"Wizard." No"matter,"
he's" our" relative,•" she" says." Tonton" Andrï," Papa's" only" brother," hates" him"
even"more."They"don't"even"greet"each"other"on"the"road."

Though" I'm" a" girl," Papa" says" that" the" cruci«x" will" be" mine" when" he" dies,"
because"I'm"the"«rstborn"of"the"family."I"will"carry"it"till"I"give"it"to"my"child."Some"

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 English Secondary 3 - Unit 3: Violence in Society Student Book

people"laugh"at"Papa"for"saying"that"it'll"come"to"me,"a"girl."Others"shrug"and"
agree"with"Papa,"because"he"went"to"university"and"works"in"a"government"
ministry."Sometimes"when"Tonton"Andrï"and"his"wife,"Tantine"Annette,"visit"
us," they" praise" Papa" for" this" decision." Tantine" Annette" is" pregnant," and" I"
know"that"they"would"do"the"same"if"God"gave"them"a"girl"«rst."

Without"his"I.D.,"you'd"never"know"that"Tonton"Andrï"is"Papa's"brother."He's"a"
cross"between"Papa"and"Mamaňas"tall"as"Maman"but"not"quite"as"dark"as"
Papa."He's"got"a"tiny"beard."Tantine"Annette"is"Maman's"best"friend."Though"
she's"Tutsi"like"Maman,"she's"as"dark"as"Papa."Sometimes"on"the"road,"the"
police"ask"for"her"I.D.,"to"be"sure"of"her"roots."These"days,"my"parents"tease"
her"that"she'll"give"birth"to"six"babies,"because"her"pregnant"stomach"is"very"
big."Each"time"she"becomes"pregnant,"she"miscarries,"and"everybody"knows"
that" it's" the" Wizard's" spell." But" the" couple" have" been" strong" in" their" faith."
Sometimes"they"kiss"in"public,"like"Belgians"do"on"TV,"and"our"people"don't"
like"this"very"much."But"they"don't"care."Tonton"Andrï"takes"her"to"a"good"
hospital"in"Kigali"for"checkups,"and"Papa"and"our"other"relatives"contribute"
money" to" help" them," because" both" of" them" are" only" poor" primary-school"
teachers."The"Wizard"offered"to"give"his"money,"too,"but"we"don't"allow"him"
to." If" he" gave" even" one" franc," his" bad" money" would" swallow" all" the" good"
contributions,"like"the"sickly,"hungry"cows"in"Pharaoh's"dream."

Maman"stands"up"suddenly." Monique,"remember"to"lock"the"door"behind"
me7" Your" papa" will" soon" be" back.•" I" hear" her" going" into" the" kitchen." She"
opens"the"back"door"and"stops"for"a"moment."Then"the"door"slams."She's"
gone."

I"light"the"candle"again"and"go"into"the"kitchen"and"lock"the"door."We"eat"rice"
and"«sh"and"return"to"our"room."I"dress"Jean"in"his"‹annel"pyjamas"and"sing"
him"to"sleep."I"change"into"my"nightdress,"and"lie"down"beside"him."

In"a" dream,"I"hear"Tonton" Andrï's"voice."He"sounds"as"anxious" as"he"did"

yesterday" afternoon," when" he" came" to" call" Papa" away." Shenge," Shenge,"
you"must"open"the"door"for"me7•"Tonton"Andrï"shouts.

Wait," I'm" coming,•" I" try" to" tell" him," but" in" my" dream" I" have" no" voice," and"
my"legs"have"melted"like"butter"in"the"sun."There's"a"lot"of"commotion,"and"
gunshots"that"sound"like"bombs.

Come"to"the"front"door,"quick7•"he"shouts"again."

I"wake"up."Tonton"Andrï"is"actually"yelling"outside"our"house."

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 English Secondary 3 - Unit 3: Violence in Society Student Book

I"go"into"the"parlour"and"turn"on"the"‹uorescent"lights."My"eyes"hurt."People"are"
banging"on"our"front"door."I"see"the"blades"of"machetes"and"axes"stabbing"
through"the"door,"making"holes"in"the"plywood."Two"windows"are"smashed,"
and"ri‹e"butts"and"udufuni"are"poking"in."I"don't"know"what's"going"on."The"
attackers"can't"get"in"through"the"windows"with"their"guns"and"small"hoes,"
because"they're"covered"with"metal"bars."Afraid,"I"squat"on"the"‹oor,"with"my"
hands"covering"my"head,"till"the"people"outside"stop"and"pull"back."

I"hear"Tonton"Andrï's"voice"again,"but"this"time"it's"calm"and"deep,"as"usual,"
and"everything"is"quiet"outside."

Poor,"sweet"thing,"don't"be"afraid,•"he"says,"now"laughing"con«dently"like"
Jean." They're"gone."Your"papa"is"here"with"me.•

I"pick"my"way"through"the"broken"glass"and"open"the"door."But"Tonton"Andrï"
comes"in"with"a"group."Men"and"women,"all"armed."

Where's"Maman?•"he"asks"me."

Maman"went"out.•"

He"looks"like"a"madman."His"hair"is"rough,"as"if"he"had"not"combed"it"for"a"
year."His"green"shirt"is"unbuttoned"and"he's"without"shoes.

Yagiye" hehe?•" someone" from" the" mob" asks," disappointed." Where's" she"
gone?•"

She"didn't"say,•"I"answer.

Have"you"seen"your"papa"this"evening?•"Tonton"Andrï"asks."

Oya.•

No?"I'll"kill"you,•"he"says,"his"face"swollen"with"seriousness.

I"scan"the"mob." You"told"me"Papa"was"with"you."."."."Papa7"Papa7•"

The"coward"has"escaped,•"someone"in"the"crowd"says."

“Nta butabera burimo7•"others"shout." Unfair7•"

They"look"victorious,"like"football"champions."I"know"some"of"them."Our"church"
usher,"Monsieur"Paschal,"is"humming"and"chanting"and"wears"a"bandanna."
Mademoiselle"Angeline,"my"teacher's"daughter,"is"dancing"to"the"chants,"as"

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 English Secondary 3 - Unit 3: Violence in Society Student Book

if"to"reggae"beats."She"gives"a"thumbs-up"to"Monsieur"Franîois,"who"is"the"
preacher"at"the"nearby"Adventist"church.

Some" of" them" brandish" their" I.D.s," as" if" they" were" conducting" a" census."
Others"are"now"searching"our"home."Snif«ng"around"like"dogs,"they've"traced"
Maman's"Amour"Bruxelles"to"Jean"and"are"bothering"him"so"he"begins"to"cry."
I"run"to"our"room"and"carry"him"back"to"the"parlour."I"can"hear"them"all"over"
the"place,"overturning"beds"and"breaking"down"closets."

Suddenly,"I"see"the"Wizard"by"the"altar."He"turns"and"winks"at"me."Then"he"
swings"his"stick"at"the"cruci«x,"once,"twice,"and"Christ's"body"breaks"from"
the"cross,"crashing"to"the"‹oor."Limbless,"it"rolls"to"my"feet."Only"bits"of"its"
hands"and"legs"are"still"hanging"on"the"cross,"hollow"and"jagged."The"cross"
has"fallen"off"the"altar,"too."The"Wizard"smiles"at"me,"enjoying"my"frustration."
When"he's"distracted"for"a"moment,"I"grab"Jesus'"broken"body"and"hide"it"
under"Jean's"pyjama"top."I"sit"down"on"the"sofa"and"put"Jean"on"my"lap."The"
Wizard"now"searches"excitedly"for"the"body"of"Jesus."He"is"like"an"overgrown"
kid"looking"for"his"toy."

He"turns"to"me." Shenge,"do"you"have"it?•"

I"look"away." No.•

Look"at"me,"girl.•

I"don't"have"it.•

I"hold"on"tighter"to"Jean."

The"Wizard"switches"off"the"lights."Jean"bursts"into"laughter,"because"now"his"
stomach"glows"like"Jesus."The"Wizard"turns"the"lights"on"again"and"comes"
towards" us," smiling" a" bad" smile." Jean" is" not" afraid" of" the" old" man." When"
the"Wizard"reaches"for"Jesus,"Jean"«ghts"him"off,"bending"almost"double"to"
protect"his"treasure."The"Wizard"is"laughing,"but"Jean"bites"the"man's"«ngers"
with"his"eight"teeth."I"wish"he"had"iron"teeth"and"could"bite"off"the"Wizard's"
whole"hand,"because"it's"not"funny."But"the"old"man"teases"us,"dangling"his"
tongue"and"making"stupid"faces."When"he"laughs,"you"can"see"his"gums"and"
all"the"pits"left"by"his"fallen"teeth."Now"wheezing"from"too"much"laughter,"he"
snatches"Christ's"body"from"Jean"and"puts"it"in"his"pagan"pocket."

Tonton" Andrï" is" bitter" and" restless." Since" I" told" him" that" my" parents" have"
gone"out,"he"hasn't"spoken"to"me."I'm"angry"at"him,"too,"because"he"lied"to"
get"in"and"now"the"Wizard"has"destroyed"my"cruci«x"and"stolen"Christ's"body."

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 English Secondary 3 - Unit 3: Violence in Society Student Book

When"I"hear"noises"in"my"parents'"room,"I"run"in"there"with"Jean,"because"my"
parents"never"allow"visitors"in"their"bedroom."There"are"two"men"rummaging"
through"their"closet."One"man"is"bald"and"wearing"stained"yellow"trousers,"
the"bottoms"rolled"up̌no"shirt,"no"shoes."He"has"a"few"strands"of"hair"on"
his"chest,"and"his"belly"is"huge"and"«rm."The"other"man"is"young,"secondary-
school"age."His"hair"and"beard"are"very"neat,"as"if"he"were"coming"from"the"
barber."He's"bug-eyed"and"tall"and"is"wearing"jean"overalls,"a"T-shirt,"and"
dirty"blue"tennis"shoes."

The"big-bellied"man"looks"at"the"younger"man"mischievously"and"asks"me"
to"hug"him."Before"I"can"say"anything,"he"wriggles"out"of"his"yellow"trousers"
and"reaches"for"me."But"I"avoid"his"hands"and"slip"under"the"bed"with"Jean."
He" pulls" me" out" by" my" ankles." Pressing" me" down" on" the" ‹oor," the" naked"
man" grabs" my" two" wrists" with" his" left" hand." He" pushes" up" my" nightdress"
with"the"right"and"tears"my"underpants."I"shout"at"the"top"of"my"voice."I"call"
out"to"Tonton"Andrï,"who"is"pacing"in"the"corridor."He"doesn't"come."I"keep"
screaming."I'm"twisting"and"holding"my"knees"together."Then"I"snap"at"the"
naked"man"with"my"teeth."He"hits"my"face,"this"way"and"that,"until"my"saliva"
is"salted"with"blood."I"spit"in"his"face."Twice."He"bangs"my"head"on"the"‹oor,"
pinning"my"neck"down,"punching"my"left"thigh.

“Oya7"No7"Shenge"is"one"of"us7•"the"Wizard"tells"him,"rushing"into"the"room."

(Adapted from ‘My Parent’s Bedroom’ by Uwem Akpan)

Notes
1."udufuni"-"a"thick"metal"head"of"a"used"hoe
2."Nta butabera burimo"-"It"is"not"clear
Answer the following questions.
1. Identify"three"types"of"violence"mentioned"in"the"passage.
2. Give"examples"of"countries"that"have"experienced"each"of"the"identi«ed"
types"of"violence.
3. Discuss"the"key"points"given"in"the"passage.
4." Why"is"violence"a"bad"thing"to:
" (a)"children?
" (b)"families?
" (c)"the"economy?
5." In"what"ways"can"we"stop"violence"in"South"Sudan?
6." Write"a"story"of"a"bout"250"words"to"talk"about"violence"in"an"area"you"are"
familiar"with"and"how"it"has"affected"people.

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Activity 3: Causes of violence

In groups

1. Read" the" passage" in" Activity" 2" again." What" are" some" of" the" causes" of"
violence"given"in"the"passage?"
2. Discuss"other"causes"of"violence"that"are"not"indicated"in"the"passage."
Present"your"answers"to"the"class.

Activity 4: Why some people resort to violence

In pairs

Read the story below and answer the questions that follow.

Holy Mission

He"bent"down"and"pulled"out"the"bag"from"under"the"bed."He"unzipped"it"and"
took"out"a"layer"of"clothes."Underneath"the"clothes"lay"two"parcels"carefully"
wrapped" in" polythene" bags." These," he" delicately" lifted" and" placed" on" the"
bed."He"uncovered"the"«"rst"and"looked"at"it"to"make"sure"it"was"discreetly"
disconnected"from"the"point"of"signi«"cance."He"then"unwrapped"the"second"
and" looked" at" it." He" reassured" himself" for" the" umpteenth" time" that" it" was"
the"potent"one."He"returned"both"of"them"into"the"bag,"one"after"the"other,"
placing"them"in"different"compartments,"and"then"laid"the"clothes"on"top."

Before"pushing"the"bag"back"under"the"bed,"he"peered"through"the"window"
and" then" checked" the" door" to" ensure" that" it" was" perfectly" stopped" in" its"
place." Although" he" was" in" a" room" on" the" second" ‹"oor," he" still" feared" that"
somebody's"prying"eyes"could"get"a"glimpse"of"what"he"was"checking."

Stay"focused,"always,•"a"voice"within"him"said."Nay,"it"was"a"voice"coming"
back"to"him"from"the"training"camp"several"months"before."It"was"a"voice"not"
his"own,"but"of"those"whose"plans"he"had"been"trained"to"execute."

Don't" lose" it" at" all,•" another" voice" countered." This," unlike" the" «"rst" voice," was"
his" own." It" was" this" voice" that" had" stayed" with" him" all" through" his" training." It"

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 English Secondary 3 - Unit 3: Violence in Society Student Book

made"him"determine"that"his"trainers"could"steal"his"body"and"energies,"and"
manipulate"them"to"suit"their"intents."They,"however,"had"no"right"to"steal"his"soul."

After" returning" the" bag" to" the" relative" safety" under" the" bed," he" took" the"
gloves" off" his" hands" and" rubbed" his" palms" together." He" wiped" thin" sweat"
from"his"brow"and"deeply"breathed"in"to"regain"a"normal"heartbeat."He"did"
not" blame" himself" for" being" a" little" scared," or" for" seeming" to" be" «dgety."
Anyone" who" had" undergone" the" training" he" had" gone" through" had" to" be"
forgiven"for"possessing"some"degree"of"fear"if"only"to"sustain"ef«ciency"and"
carefully"execute"missions."The"training"had"taught"him"to"remain"faithful"to"
the"mission."While"he"conceded"that"what"he"was"going"to"do"the"following"
day"was"no"less"inhuman"than"what"the"General"and"his"people"advocated"
for,"he"considered"it"necessary."He"would"be"a"crusader"in"his"own"war."

He" considered" himself" something" of" a" soldier" tasked" by" his" country" to" do"
the" dirty" but" necessary" jobs" that" others" could" not" do." Some" months" after"
graduating" from" training," he" discovered" that" contrary" to" the" conventional"
soldier"in"the"army"barracks,"he"was"not"«ghting"for"his"country,"but"against"
it."He"was"«ghting"for"a"cause"propagated"by"a"group"of"people"backed"by"
what"they"called"divine"powers.""All"through"his"training,"the"leaders"of"the"
mission"had"never"tired"to"impress"this"upon"the"trainees.

We"must"teach"the"in«dels"a"lesson,•"bellowed"the"General's"voice.

Amin,"peace"be"upon"your"word7•"roared"back"the"two"hundred"voices."And"
the"militants'"faces"gleamed"with"sweat"in"the"mid-morning"heat"in"Southern"
Somalia.

We"must"teach"them."And"all"of"us,"you"and"I,"must"allow"ourselves"to"be"
noble"instruments"in"this"holy"endeavour."You"must"stand"to"be"counted"as"
an"ambassador"of"the"mission."A"holy"mission,•"emphasised"the"General.

At"such"times,"traces"of"doubt"would"attempt"to"«nd"their"way"into"his"mind"
but"aspects"of"his"training"were"equal"to"the"task"of"repulsing"them."In"fact,"
he" secretly" rebuked" himself" for" entertaining" silly" doubts" in" the" middle" of"
the" training" session." It" was" during" these" brief" interludes" of" doubt" that" the"
General's"voice"would"ring"memorable"in"his"mind

This"mission"is"not"for"the"weak."It"is"not"for"the"sentimental.•

He"scanned"the"room"to"ensure"that"everything"was"in"order"before"heading"
out."He"went"down"the"dusty"stairway"then"decided"to"get"out"through"a"small"
cafï"on"the"ground"‹oor."He"wound"his"way"around"the"seats"scattered"in"the"
deserted"cafï."

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He" got" out" and" stood" on" the" sidewalk," just" next" to" the" door." He" stuck" his"
hands"stif‹"y"into"his"jacket"pockets"to"shut"out"the"cold."It"continued"to"rain."
For" the" third" straight" hour" the" rain" was" not" letting" up." It" was" not" a" drizzle"
as" it" is" characteristic" of" lengthy" rainfall." Rather," it" was" a" steady" downpour"
punctuated" by" faint" lightning" that" hardly" penetrated" the" heavy" clouds" and"
rumbles"of"thunder."Although"it"was"hardly"past"three"o'clock"in"the"afternoon,"
the"atmosphere"held"dullness"typical"of"the"twilight"hours"on"a"rainy"April"day.""

He"looked"at"a"building"across"the"street"and"read."CLUB"DELOS."The"club"
was" housed" on" both" ‹"oors" of" a" two-storied" building" at" the" centre" of" Thika"
town."This"was"his"«"rst"day"in"this"town."Despite"a"power"outage"occasioned"
by" the" heavy" rains," he" could" see" luminous" blue" bulbs" blinking" their" way"
through"the"tinted"windows."He"moved"his"eyes"downwards"to"the"doorway."

On"one"side"of"the"door"were"two"uniformed"guards"of"either"gender."The"
female" guard" was" moving" a" metal" detector" along" and" around" the" body" of"
a"heavily"endowed"girl."He"looked"at"the"girl"and"smiled"mischievously."He"
dispelled"his"‹"eeting"ideas"remembering"that"he"had"a"mission"to"take"care"
of."His"eyes"instead"went"through"the"girl"and"beyond.

(Adapted from Holy Mission by Robert Wesonga)

Answer the following questions.

1. What"do"you"think"the"character"in"this"story"intends"to"do?
2." What"kind"of"training"was"he"involved"in?
3."" What"is"the"role"of"religion"in"motivating"this"character"to"be"involved"in"
violent"activities.
4." How"can"we"prevent"the"youth"from"being"enrolled"in"such"trainings?
5. What"do"you"think"happened"next"in"this"story?"Write"a"story"of"about"500"
words"to"give"your"view"of"what"followed.

In groups

1. Read" Dr" Seifert's" expert" explanation" on" why" some" people" resort" to"
violence."
In"my"30"years"of"experience"and"research,"I"have"identi«"ed"numerous"factors"
that"determine"our"behaviour"and"whether"a"person"is"at"risk"of"developing"
violent" tendencies." These" factors" include" biological" traits," family" bonding,"
individual" characteristics," intelligence" and" education," child" development,"
peer"relationships,"cultural"shaping"and"level"of"resilience.

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Each"factor"of"a"person's"life"or"make"up"can"affect"and"be"affected"by"another"
factor." When" the" accumulation" of" negative" factors" (such" as" maltreatment,"
chaotic" neighbourhoods," or" psychological" problems)" and" the" absence" of"
positive"factors"(such"as"opportunities"to"be"successful,"adults"who"provide"
encouragement,"or"a"resilient"temperament)"reach"a"threshold,"that's"when"
violence"is"more"likely"to"erupt"as"a"means"of"coping"with"life's"problems.

(a)"Which"of"these"factors"do"you"think"are"more"likely"to"affect"the"youth"in"
South"Sudan?
(b)"How"can"we"deal"with"them"to"avert"violent"acts"among"the"youth?
2."Read"these"excerpts"from"the"story"Holy Mission.
Stay"focused,"always,•"a"voice"within"him"said."Nay,"it"was"a"voice"coming"
back"to"him"from"the"training"camp"several"months"before."It"was"a"voice"
not"his"own,"but"of"those"whose"plans"he"had"been"trained"to"execute.

He"considered"himself"something"of"a"soldier"tasked"by"his"country"to"do"
the"dirty"but"necessary"jobs"that"others"could"not"do."Some"months"after"
graduating"from"training,"he"discovered"that"contrary"to"the"conventional"
soldier"in"the"army"barracks,"he"was"not"«ghting"for"his"country,"but"against"
it."He"was"«ghting"for"a"cause"propagated"by"a"group"of"people"backed"by"
what"they"called"divine"powers."

From" these" excerpts," what" do" you" think" was" the" character's" motivation" to"
engage"in"violent"acts?
3."" What"do"you"think"made"the"character's"trainers"propagate"ideologies"on"
violence?"Justify"your"answer.
4.""" Read" another" excerpt" showing" what" was" happening" in" the" character's"
mind.

Don't"lose"it"at"all,•"another"voice"countered."This,"unlike"the"«rst"voice,"
was" his" own." It" was" this" voice" that" had" stayed" with" him" all" through" his"
training."It"made"him"determine"that"his"trainers"could"steal"his"body"and"
energies,"and"manipulate"them"to"suit"their"intents."They,"however,"had"
no"right"to"steal"his"soul.""

Do"you"think"the"character"followed"this"inner"voice?"Give"evidence"from"the"
story.

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Cevkxkv{"7<"Eqpà"kev"tguqnwvkqp

In pairs

The"following"are"possible"ways"of"solving"con‹"icts"to"avoid"letting"them"develop"
into"violence."Match"each"con‹"ict"situation"in"the"table"that"follows"with"the"most"
appropriate"method"of"con‹"ict"resolution.

""""""""discussion,"mediation,"written"communication,"compromise,"voting

Deng"and"Wani"are"colleagues."
They"have"disagreed."However,"
Deng"is"hot"tempered"and"gets"
violent"very"easily.

James"and"Jenniffer"were"
candidates"in"a"county"election."
Jenniffer"was"declared"the"winner"
in"the"election"but"James"thinks"
the"elections"were"not"free"and"
fair."The"supporters"of"both"James"
and"Jennifer"are"out"in"the"street"
«"ghting."Both"James"and"Jenniffer"
are"so"annoyed"they"are"not"willing"
to"talk"to"each"other.
This"couple"got"some"money"
recently."The"wife"wants"them"
to"buy"kitchen"utensils"then"pay"
school"fees"for"their"children"but"
the"man"wants"to"use"all"the"money"
to"buy"a"piece"of"land."They"have"
disagreed"because"of"this.

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 English Secondary 3 - Unit 3: Violence in Society Student Book

These"people"are"in"a"meeting."
The"chairperson"has"proposed"an"
idea"but"they"all"cannot"agree"on"
it."Each"of"them"is"insisting"that"
their"opinion"is"better.

Rose"and"Alice"are"friends."
However,"a"mutual"friend"told"
Alice"that"Rose"talked"ill"about"her"
recently."Alice"is"annoyed"and"she"
does"not"want"to"greet"Rose.

In groups

Discuss"the"ways"in"which"these"methods"of"con‹"ict"resolution"can"be"applied"
in"South"Sudan."Present"your"answers"to"the"class.

Individually

Write" an" essay" highlighting" the" different" forms" of" violence" in" South" Sudan."
Suggest" possible" ways" of" solving" the" con‹"icts" that" trigger" these" forms" of"
violence.

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Cevkxkv{"8<"Dwknf"{qwt"xqecdwnct{

Individually

Use"the"words"in"brackets"to"«"ll"the"blank"spaces.

"(violence,"con‹"ict"resolution,"dialogue,"mediation,"ethnic,"religious,"political)

There" are" several" causes" of" „„„1„„„.." in" the" society." Some" of" these"
causes"include"„„„..2„„„,"„„„3„„„.."and"„„.4„„.."differences."
The" methods" that" can" be" used" in" „„5„„„.." are" „„..6„„„.." and"
„„.7„„..,"among"others.

Activity 7: Researching on violence in your

community

In groups

1. Carry"out"a"detailed"research"on"the"following:
i. Examples"of"violence"in"your"community
ii. Causes"of"the"violence"
iii. Effects"of"the"violence
2. What" methods" of" solving" con‹"icts" do" the" members" of" your" community"
use?"Are"these"methods"effective?
3. Make" recommendations" on" other" methods" of" con‹"ict" resolution" that" the"
community"can"use.
4. Write"a"report"that"you"will"send"to"the"head"of"your"county"giving"clear"
recommendations" on" how" the" county" administration" can" «"ght" against"
violence"in"the"community.
5. Present"your"report"to"the"class.

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Activity 8: Campaigning against violence

In groups

1. Choose"a"type"of"violence"you"would"want"to"address"in"your"community.
2. Discuss"the"different"ways"of"addressing"the"violence.
3. Come"up"with"a"slogan"that"you"can"use"to"campaign"against"this"type"of"
violence.
4. Prepare" campaign" materials" that" you" will" use" to" do" a" campaign" in" your"
community.
5. Display"your"campaign"materials"in"class."
6. Get"time"to"go"out"to"the"community."Talk"to"the"members"of"the"community"
and"post"the"campaign"materials"you"have"prepared"in"strategic"places."
Ask" a" few" members" of" the" community" to" say" what" they" think" of" the"
information"given"on"the"campaign"materials.

Activity 9: Test your understanding

Individually

1. Timon" and" Kamis" are" «"ghting" over" grazing" land." This" is" a" form" of"
„„„„„„„„„
2. Uduru" has" stopped" Timon" and" Kamis" from" «"ghting." She" is" listening"
to" them" and" trying" to" solve" the" issue." Her" action" can" be" termed" as"
„„„„„„„„„„"For"this"reason,"we"can"call"her"a"„„„„„„„.
3. Your"friend"is"from"a"tribe"different"from"yours."Explain"why"your"friend's"
tribe"should"not"affect"your"friendship.
4. It"is"everyone's"responsibility"to"ensure"that"peace"is"achieved."Write"down"
ways"in"which"you"can"take"part"in"keeping"peace"in"South"Sudan.

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Activity 10: Apply your knowledge

In groups

Tell" your" group" about" a" dramatic" scene" you" witnessed" that" involved" some"
violent"confrontation"and"later"a"resolution."Pick"the"best"scene"and"act"it"out"in"
your"group.

Individually

Write" a" conversation" to" re‹"ect" the" dramatic" scene" that" you" acted" in" groups."
Show"the"feelings"of"the"characters"and"any"other"important"information"to"the"
reader"in"brackets."Below"is"a"sample"conversation"to"guide"you.

(In front of a poor father’s cottage, enter 1st Sugar Daddy and workers. He
examines the land.)"

1st sugar daddy: This"is"good"land."(Mother enters)"Is"this"the"land"you"told"

me"was"on"sale?"How"sure"can"I"be"that"it"is"yours?"

Mother: Yes."It"is"mine."I"inherited"it"from"my"grandfather."I've"the"
title"deed."I"gain"nothing"from"this"land."My"husband"and"
his" fellow" drunks" reap" the" pro«"ts." It" would" be" better" if" I"
sold"part"of"the"land"and"sent"my"daughter"to"school."I'll"
sell"this"entire"piece"to"you"and"keep"that"small"plot"over"
there."

1st sugar daddy: Good"idea„"but"I"don't"seem"to"know"your"daughter."I've"

never"seen"her."(Pretending to think)"Could"I"talk"to"her?"

Mother: She"is"not"here."She"went"to"say"farewell"to"her"uncle"be-
fore" she" reports" to" school" next" week," that" is," if" you" buy"
this"land."

1st sugar daddy:"Here's"the"money"as"agreed."Now"please"give"me"the"title"

deed."

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Mother: (Weeping, gives him the deed)"I"wouldn't"have"sold"this"

land"but"I"want"my"daughter"to"go"to"school."Her"educa-
tion"is"my"only"hope."

1st sugar daddy: This"is"my"land"now,"my"personal"property."Woman,"move"

out"of"this"portion"of"land"within"seven"days."My"workers"
will"start"clearing"all"this"after"a"week."I"want"to"start"some"
development"project„"I"want"to"build"a"Bar"and"lodging"
here."

Mother: Well„"this"is"now"yours„"it's"up"to"you"to"do"whatever"
you"want"with"it."

1st sugar daddy: Thank"you"for"understanding."(Exit)

Activity 11: Language practice

The passive
Read the following sentences.
1."a."Atieno"washes dishes."
""""b. The"dishes"are washed by"Atieno."
2."a."The"UN"values rights"of"individuals."
""""b. Rights"of"individuals"are valued by"the"UN."
3."a. We must protect children's"rights."
""b."Children"rights"must be protected."
Each"pair"of"the"sentences"above"expresses"the"same"meaning"but"in"Sentence"
`a',"the"form"of"the"verb"shows"that"the"subject"does"something."Such"a"verb"
(such" as" washes, values and" must protect)" is" said" to" be" in" the" active" voice."
When"the"active"voice"is"used,"we"are"interested"in"the"person"performing"the"
action." It" is" easy" to" «"nd" out" the" person" performing" the" action" by" asking" the"
questions"who/what"performed"the"action."Study"the"analysis"below."

Sentence Question Performer

1."Susan"locked the"door."" Who"locked"the"door?"" Susan
2."Alela"studied the"text."" Who"studied"the"text?"" Alela"
3."Sally"opened the"gate."" Who"opened"the"gate?"" Sally"

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Sentences"in"`b'"have"verbs"in"a"form"which"shows"that"something"is"done"to"the"
subject."Such"verbs"are"said"to"be"in"the"passive"voice."The"emphasis"is"on"the"
action"and"not"the"person"doing"the"action."For"example:"
1."" The"dishes"were washed."
2."" The"children"were tortured."
In"the"active"voice,"the"subject"of"the"sentence"does"the"action."For"example:

John"paints"houses."

Subject"/"verb"/"object"

In" the" passive" voice," the" subject" of" the" sentence" receives" the" action." For"
example:

The"house"is"painted."

Subject"/"verb"

Notice"that"the"object"of"the"active"sentence"(house)"became"the"subject"of"the"
passive"sentence."

The"passive"voice"is"used"when:"
1. We"do"not"know"who"does"the"action."
For"example:"Money"is"stolen."(We"don't"know"who"steals"the"money)"
2."" The"receiver"of"the"action"is"more"important."
For"example:"These"machines"are"used"to"mix"the"ingredients."
3."" When"it"is"polite"not"to"mention"the"doer"of"an"action.
For"example:"A"mistake"was"made"in"arranging"the"place."
Use"`by'"in"the"passive"to"introduce"the"doer"of"the"action."For"example:"
1."The"child"soldiers"were"mistreated"by their"master."
2."Street"girls"are"often"sexually"abused"by irresponsible"men."

Practice exercise 1

Write"the"following"sentences"in"the"passive"voice."
1."Many"people"speak"English."
2."He"abused"the"child."
3."Peter"ate"the"food."
4."The"policeman"arrested"the"thief.

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 English Secondary 3 - Unit 3: Violence in Society Student Book

Practice exercise 2

Write"the"following"sentences"in"the"active"voice."
1."The"dishes"were"cleaned"by"Tina."
2."He"was"punished"by"the"teacher."
3."The"food"was"cooked"by"my"mother."
4."The"exams"were"done"by"the"students.
The passive voice in past simple tense

We"can"use"the"passive"in"simple"past"tense:"
1."" To"show"that"an"action"was"started"and"completed"at"a"speci«c"time"in"the"
past."For"example:"
" a."The"terracotta"was"created."
" b."The"people"travelled"far"and"wide."
2."" When"indicating"that"an"action"took"a"long"duration"to"start"and"«nish."For"
example:"
They lived"in"the"desert"for"four"years."
3."" To"slow"past"facts"or"generalisations."For"example:"
The nations"could"mine"gold."
4."" To"indicate"past"habits."For"example:"
They cooked"using"«rewood."

Practice exercise 3

Complete"the"following"sentences"using"passive"voice"in"present"simple"tense."
1."" Many"Rwandan"women"make"baskets"for"a"living."
2."" Ben"paints"houses."
3."" Christians"follow"Jesus."
4."" Muslims"follow"Prophet"Mohammed."
5."" The"government"encourages"cultural"preservations."

Practice exercise 4

Write"the"following"sentences"in"the"passive"voice."
1."" Someone"took"my"pen."
2."" She"didn't"let"him"go."
3."" Did"he"send"the"book?"

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 English Secondary 3 - Unit 3: Violence in Society Student Book

4."" Girls"should"be"given"opportunities"to"learn."
5."" Opi"brought"the"water.
Practice exercise 5

Get"a"book"on"violence"in"Africa"and"read"it."Report"on"what"you"have"learnt"
in"a"paragraph."Use"the"passive"and"the"simple"past"tense"in"your"sentences.

Glossary

1."Violence:"" an"action"that"causes"destruction,"pain"or"suffering.

2. Society:"" a"group"of"people"sharing"cultural"aspects"such"as"
language,"dress"or"norms.

3. Ethnic:"" relating"to"people"with"common"racial,"national,"religious"
or"cultural"origins.

4. Con‹ict"resolution:"a"process"where"two"or"more"con‹icting"parties"come"to"
an"agreement"to"resolve"the"issue.

5. Mediation:"" intervention"by"a"third"party"in"order"to"resolve"a"dispute"
between"two"or"more"parties.

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 Unit
4 Farming

Introduction
Farming is the activity of cultivating crops and rearing livestock. People who practise
farming are known as farmers. They grow various kinds of crops in different parts of
the world and rear animals of various kinds. Farming is the main source of food and
also a source of income for several families in South Sudan. Farmers can decide to
grow crops for their families’ consumption or for commercial purpose. These crops
can also be grown in small scale or in large scale.

Key vocabulary: farming, agriculture, livestock, subsistence, consumption,

commercial, import, arable, pastoral

Activity 1: Picture headlines

In Pairs

Look at the following pictures. Imagine that each picture is being presented to
a farmer’s magazine to illustrate different types of farming in South Sudan. What
headlines would accompany them?

A B

C D

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 English Secondary 3 - Unit 4: Farming Student Book

In groups

1. Read the following words again.

Farming, agriculture, livestock, subsistence, consumption, commercial,
foreign exchange, imports, arable and pastoral
2. Tell your partner the meaning of the words that are familiar to you.
3. Use"a"dictionary"to"«"nd"out"the"meaning"of"the"words"that"are"not"familiar"
to you.
4. In what contexts are these words used?

Activity 2: Reading passage

In pairs

1. Read the passage below.

Thriving Farms of South Sudan

Paul Lotabo hails from Longeleya village in South Sudan, a country considered
to be the birthplace of some of the earliest crop and livestock farming in
human history. Indeed, the country is endowed with vast land, water and
weather conditions that make 70 percent of the land suitable for agriculture.
This is a huge agricultural potential that can be leveraged to improve the
national economy and household living standards. However, for many years,
Lotabo relied on securing casual work in a nearby town to provide for his
wife and two young children. Life was a struggle and the family was often left
hungry, surviving on only one meal a day.

In early 2011, Paul joined a farmers’ group that Farm Africa was setting up.
Here, he learnt how he could start growing vegetables using water from a
nearby"river."He"learnt"which"vegetables"would"provide"the"best"pro«"ts,"how"
to prepare his land for planting using manure pits and practical tips including
how" much" space" to" leave" between" plants" and" the" bene«"ts" of" pruning" his"
tomatoes.

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 English Secondary 3 - Unit 4: Farming Student Book

His"farm"is"now"thriving"and"is"«"lled"with"
kales, mung beans, tomatoes, okra,
peppers and watermelons. It is now
even being used for training of other
farmers.

Vegetables are in high demand in the

local town, where Paul’s produce earns
him around £3.15 each day. Even after
investing in his farm he still has more than £25 a month – enough to cover
food and other household essentials.

Life has improved dramatically for the family, Paul said: “Since I joined this
farming group, my family can now have three meals a day compared to
before when we could go hungry at times.”

Paul is keen to expand his vegetable farm and invest in a motorised pump
to help him water his crops during the dry season. He is also training oxen to
pull a plough so that he can easily prepare his land, and even help others do
the same for a small fee. He has high hopes for the future and said: “I plan to
be a major vegetable supplier in the future.”

A similar story is replicated in another village, Tambura village in the lush

Western Equatoria state. In this village there is a couple that farms together
- Bagayowya and his wife Susanne. Tambura village, which borders the
Central African Republic and the Democratic Republic of Congo, teems with
wildlife and tropical forest and is endowed with a microclimate that allows
people like Bagayowya and Susanne to grow fruits and vegetables unseen in
the rest of the country like bananas, oranges and sweet potatoes. Because of
this, people of Tambura have a joke that even if you plant a nail in Tambura,
it will blossom.

Bagayowya and Susanne grow

pineapples as well in their farm and they
have big plans for their farm. They plan
to build a juice factory and sell South
Sudan-made drinks. Bagayowya wants
to leave his four children an inheritance,
something his own father was unable
to do. And he wants to build a legacy
for his brand-new nation - a land that is
rich in oil and agricultural resources.

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 English Secondary 3 - Unit 4: Farming Student Book

(Adapted from: https://www.farmafrica.org/south-sudan/a-thriving-farm-in-

south-sudan"and"https://www.huf«"ngtonpost.com/2015/06/01/south-sudan-
farmers_n_7488264.html)

2. Compare the climate of Longeleya with that of Tambura.

3. How can the people of Tambura help in building the economy of South
Sudan.
4. Discuss the importance of farming to the economy of a country as given in
the passage.

Activity 3: Discuss and write about farming

In pairs

Imagine you are members of the Bagayowya family. Describe how your day
would look like from morning to evening.

Individually

Using the ideas generated above, write a story entitled ‘A day in the life of a
pineapple farmer’ to describe the activities that a pineapple farmer does from
morning to evening.

In groups

1. Discuss the different weather patterns in your region and how they have
affected farming.
2. Prepare a report on how a particular weather event affected farming in
your area. Present your report to the class.
3. Discuss how such weather events can be handled in future to reduce
losses to farmers.

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Activity 4: Listening to an expert

As a class

1.
about the farming industry and the importance of farming in South Sudan.
2.
3. Take notes on the importance of farming in South Sudan.

In groups

1. Discuss the individual notes written on the importance of farming in South

Sudan.
2. Prepare a comprehensive list and present it to the class.
3. Discuss some of the challenges facing the farming industry in South
Sudan.
4. Suggest possible solutions to these challenges.

Individually

the challenges facing farmers in South Sudan and the possible solutions to the
challenges.

Activity 5: Research on types of farming

In groups

1. Visit the nearest farms and observe the different types of farming that take
place. Talk to the farmers on the effects of these types of farming to the
environment. From their answers, fill the table on page 73.

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 English Secondary 3 - Unit 4: Farming Student Book

Type of farming Its impacts to the environment

1. Arable farming
2. Livestock
3. Mixed
4. Subsistence
5. Commercial

In pairs

1. According"to"your"«"ndings,"say"which"type"of"farming"is"depicted"by"each"
picture and give reasons for your answer.

A B

C D

2. Which farming type is most suitable for your home area? Give reasons for
your answer.

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Activity 6: Making comparisons

In groups

1. Tell your group about farming in a country you have visited.

2. Compare and contrast farming in the countries you talked about with
farming in South Sudan. What can South Sudan borrow from those
countries?
3. Write down recommendations that can be given to the Area Agricultural
Of«"cer."Select"a"member"of"your"group"to"present"your"recommendations"
to the rest of the class.

Words used when making comparisons

Comparatives

When comparing things or people, we use comparatives. In most cases, we

use adjectives and adverbs when forming comparatives. There are different
ways of forming comparatives.
1. Adjectives with one syllable form their comparatives by adding –er. For
example:
Old - Older
Young - Younger
New - Newer
Bright - Brighter
Smart – Smarter
2. Adjectives that have two or more syllable for their comparative by adding
more before the adjective. For example:
Intelligent - More intelligent
Beautiful - More beautiful
Outstanding - More outstanding
Sincere - More sincere
Truthful - More truthful

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 English Secondary 3 - Unit 4: Farming Student Book

3. Some adjectives have irregular comparatives. For example:

Good - Better
Bad - Worse
Little - Lesser/Less
Much or Many – More
Note:

1. For adjectives ending with a consonant followed by –y, the –y chang-

es to –i then we add –er to form their comparatives. For example:
Noisy - Noisier
Pretty - prettier
Easy - Easier
Happy - Happier
Tasty - Tastier
2. Adverbs ending with –ly add more to form their comparatives. For ex-
ample:
Slowly - More slowly
Quickly - More quickly
Loudly - More loudly
Angrily - More angrily

Activity 7: Improving farming in your home area

In groups

1. Discuss the type of farming that is practised in your home area.

2. Explain how farming in your area can be improved.

As a class

1. How can you take part in the improvement of farming in your area?

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 English Secondary 3 - Unit 4: Farming Student Book

Individually

1. Write a formal letter to the Ministry of Agriculture and Forestry to request

for the implementation of your suggestions on improving farming in your
home area and your reasons.
Here is a sample letter.

Lydia Atuka,
Juba Secondary School,
P.O Box 735,
Juba, South Sudan.

9/11/2017

Ministry of Agriculture and Forestry,

The Government of South Sudan,
P.O Box 1725,
Juba, South Sudan.

Dear"Sir/Madam,"
Re: Suggestions on improvement of farming in Longeleya
I would like to begin by thanking you for your support on all the crucial
developments that have improved the lives of the people of Longeleya village.

I write to seek your support in implementation of a development idea. The

farmers in Longeleya are faced with various challenges ranging from lack of
seeds, education on good farming practices and drought, to lack of quality
livestock breeds.
We would like your ministry to make provisions for quality hybrid seeds and
also send specialists to train the people on how to take care of their crops
and animals. I also request for the digging of boreholes that will be a source
of water for animals and irrigation.

Thank you for taking your time to read my letter. I look forward to getting your
positive response.

Yours faithfully,

Lugala Atuka.

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2. Read your letter to the rest of the class.

Activity 8: Read and review

In pairs

1. Read the two poems below.

The Lazy One

O"man"who"cultivates"the"«"eld,"how"great"is"your"merit7
Wealth"‹"ows"out"from"your"«"ngers
The sea gushes out in front of your home
The crippled person comes to your house to beg
You share with him your produce
Because of this you receive blessing
The orphan comes to your door to beg
You share with him your produce
Because of this you receive blessing
The"ants"will"not"eat"your"«"ngers
When you die you are destined for Paradise
If you continue to live, you are destined for blessing.

Lazy one, woe unto you

To the public you seem beautiful
You use soap for washing
You put a hat on your head
You"comb"your"hair"with"a"comb"of"eight"«"ngers
You roam around the public place
You pretend to be a man of affairs
You sit in the assembly with the gentlemen
But when you go to the highland (where grain grows)
When"you"enter"an"abundant"«"eld
You stand and you are lost
You bite your lips with envy and regret
If you enter your place with gentlemen
You don’t have even a jar of coffee
How can one receive guests this way?
Trouble came upon your wife
As for me I have said enough
Lest the stranger calls me queer.

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While everywhere people cultivate the land

Only in Gura of Chaha does one merely talk about it
In the Bero they drink liquor (4)
In"the"house"they"help"one"another"«nish"the"second"coffee"(5)
In Addis Adaba the Emperor said: ‘Cultivate the land’
The people are told over the radio
The thief is belittled
He is taken to prison.

Let us remember the merits of people of old

Their body has been cut with a spear
Having"pierced"the"enemy"they"chased"him"away"(6)
The land has been extended in all directions
Now it is time to show manliness by cultivating the land
This thing is kept written
By Abba François, the son of everybody (7)
He also said that the land should be cultivated
You should agree and not put him to shame
Let one be given coffee when one converses
Sitting down on a stool one consumes it
When one is tired one drinks it
When one gets strength one goes out and picks coffee grain
One cuts the leaves of the gwariya
Why does one participate in the monthly gathering without being able to
afford it?
Why does one kill a bull for the monthly gathering bought with a loan?
And when the lender comes, one runs for another loan
He tells his wife when the lender comes ‘Prepare coffee’
She says to him ‘When did you cultivate the land? What is there to be
prepared?’

(Songs"collected"by"Walda"Sanbat"Banti,"edited"by"Wolf"Leslau,"from" The"
Farmer"in"Chaha"Song•,"Africa"34,"p230-242"(1964)

Notes
1." gwariya and astara are kinds of Ensete, a banana-like plant native to Ethio-
pia.
2." asat is another name for Ensete, a banana-like plant native to Ethiopia.
3." qunna: A kind of measure.
4." Bero is part of the town of Endibir, where the liquor stores are located.
5. Wasting time on activities other than work.
6." The"previous"generations"were"warriors.
7." Abba"Franîois: Refers to Abba François Markos, the head of the Catholic
mission in Endibir, who people treated like their own son.

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 English Secondary 3 - Unit 4: Farming Student Book

Our Sweet Sorghum

Sorghum, sorghum, O sorghum,
sorghum and Kiga are one. (1)
When you have a guest
you give him sorghum beer.

Through the upturned soil

two"shoots"«rst"show"themselves.
During the rains
the tiny plant swells and trembles.
More shoots emerge
to peer at sun and moon.

The farmer watches keenly

this life-giving plant, mother of people,
from whose juice grows the dark blood
that nourishes young and old.

As the rains endure and weeds multiply,

he must clean his plot,
toiling through torrents,
resting only in the torrid night,
till"the"plant"begins"to"‹ower
and a crown of berries,
irridescent green to copper,
forms its spear head (2)
over grass and pollen-grain.
The season’s march brings birds, so many birds.
They soar, dive, perch and peck.
They plunder the lovely sorghum fruit.
They sing in discords and in chorus
“O happy season of harvest time”.
Cuckoos, weavers, crows and partridges –
they"‹y,"they"mate,"they"feed.
O"merry"time,"O"sorghum7•

Then with his curved blade,

singing and whistling among the stalks,
the farmer fells the sorghum.
Fat, happy women chop off the berry, (3)
youths carry it home.
When the brew is ready
men suck the juice through tubes.
They sing, shout, groan and howl,

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 English Secondary 3 - Unit 4: Farming Student Book

they stoop, dance and lie down,

they collapse under the heavy, powerful weight.
Who cares? “It’s harvest time,”
sing women in the inner room, dancing in praise.

(From Pulsations,"an"East"African"Anthology"of"Poetry, Arthur Kemoli (ed),

Nairobi,"1969)

Notes
1. The Bakiga people.
2. The sorghum stands like a spear planted in the soil, high above other
grasses"and"‹"owers.
3. Being fat is a sign of prosperity.

In pairs

1. What is the message conveyed in each of the poems?

2. The" «"rst" poem" employs" both" praise" and" ridicule" to" encourage" farming."
Identify instances of both praise and ridicule from the poem and explain
their effectiveness in conveying the message.
3. a. What strategy does the poet in the second poem employ to convey his
message?
b. How effective is it?
4. a. Identify two examples of irresponsible behaviour in stanza 3 of the
" «"rst"poem.
b. What is the attitude of the persona towards such behaviour? Explain
your answer.

In groups

1. Compare the poems. Which one is better written? Give reasons for your
answer.
2." In"the"«"rst"poem,"the"persona"says:
In"Addis"Adaba"the"Emperor"said:"`Cultivate"the"land'
The"people"are"told"over"the"radio
The"thief"is"belittled
He is taken to prison
a. In what ways does the government of South Sudan promote farming?

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 English Secondary 3 - Unit 4: Farming Student Book

b. Suggest other ways that can be used to encourage citizens to do farming.

3. In the second poem, the persona praises the harvest of the main crop in
his community – sorghum.
a. Identify the main crop from your community.
b. Using the second poem for guidance, write a poem praising the
harvest season for your main crop.

Individually

Write a review of the two poems. Study the format and example given below
for your guidance.

Format of writing a review

1. Introduction – this part includes the title, name of author and publisher of
the story, article or book you are reviewing.
2. Critique – this part requires one to discuss the weaknesses and strengths
of the language and writing style of the author.
3. Conclusion - This is a short paragraph detailing your overall view on the
piece of writing.
Example of a book review

C"tgxkgy"qh"vjg"ujqtv"uvqt{"ÓQp"vjg"octmgv"fc{Ô"d{"M{cnq"Ocvkxq
Introduction
The short story, ‘On the market day’ was written by a Kenyan author, Kyalo
Mativo. The short story was published by Heinemann Publishers in 1992.

Critique
Strengths
Kyalo Mativo uses simple language to show the effects of climate change
during the post-colonial era. The author captures the natural setting of a rural
village in Africa which suffers as a result of drought. He brings out the state
of poverty that claims the lives of the people. His writing is effective since he
clearly discusses the effects of drought.

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Weaknesses
However, the author solely focuses on addressing people who mainly rely on
cattle keeping. He does not discuss the effects of climate change on various
people who depend on other sources of income apart from agriculture.
Moreover, the author only warns his audience on the impacts of climate
change but fails to provide solutions to combat climate change.

Conclusion
Kyalo Mativo’s work is a good representation of how climate change continues
to affect rural areas in Africa. He is able to use the character in his story to
make the readers understand what is climate change and its impacts.

Note:"When"writing"do"note"use"the"headings"your"«"nal"review,"make"it"longer"
than the sample given.

Activity 9: Language practice

Modal verbs
i. Can/ Could

Can means the same as be able to. It is used to:

1. Express ability. For example:
a. She can sue you for cyber bullying her.
b. Jediel can address a big crowd without fear.
c. We can express our opinion to the headmaster.
2. Ask questions. For example:
a. Can the"human"rights'"activist"champion"the"«"ght"against"child"labour?"
b. Can the world be a better place if we respected other people’s rights?
c. Can they complete the project successfully without the teacher’s
help??
3. Make a request or seek permission. For example:
a. Can you listen to what he is saying for a minute?
b. Can you accompany the sick student to the dispensary?
c. Can we attend the political rally tomorrow?
4. Express possibility. For example:
a. We can miss the lecture if we do not hurry up.
b. The rapist can be given a death penalty.

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c. Mother can fail to go to the market if it rains.

Practice exercise 1

Read the sentences below and say how the word ‘can’ has been used.
1. Can I come with you?
2. I can debate with the best debaters in my school.
3. You can fail the exam if you do not plan yourself.
4. We can make it as a team.
5. The guest of honour can show up anytime from now.
6."You can join us tonight for discussion.
7. Can you hear me clearly?
8. Can I call granny tonight?

Could is the past tense of can. It is used in the same way as can. For example:
1. Women can lead this nation to greater heights.
2. In the past, women could stay at home and wait for their husband to fend
for them.
3. I couldn’t vote last year as I was still under eighteen.

Practice exercise 2

Fill in the blanks in the following sentences with either can or could.
1. Catherine ________ play football, she _________ play when she was ten.
2. You _________ go now.
3. Don’t eat the food. It ________ be poisonous.
4. You __________ eat my food now.
5. We ___________ not see the teacher she is far.
6."" You __________ play outside the house.

Note:

To form negative sentences we use can + not + verb in present tense or could
+ not + verb in the past tense. For example:
1. He eqwnfpÔv"go to work today.
2. He eqwnfpÔv"swim in the cold water.

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3. She ecpÔv"talk. She has a cold.

ii. Must

The verb must is used to:

1. Show necessity. If you say, “I must do this,” it means that “it is necessary
for me to do this.” For example:
One must meet certain conditions to be recognised as a national hero.
2. Express a logical conclusion. This happens when we feel sure something
is true. For instance, I know that Martha leaves school at 3:30pm. Right
now it is 3:15pm. Logically, Martha is on her way home now. So, I can say:
It’s 3:15 pm, so Martha must be on her way home now.
3. Give emphasis to an opinion. For example:
I must say, he is a good leader.
4. Give a strong recommendation. For example:
You must watch the documentary. It shows all our heroes and their
achievements.
5. Express certainty. For example:
This must be the picture of Garang.
6. Express prohibition. For example:
You must not play on the road.

Note:

The verb must takes the same form in all tenses and with all persons.

Practice exercise 3

Complete the following sentences using must.

1. I ........................ be at the meeting by 10:00. I will probably have to take a
taxi if I want to be on time.
2. You ........................ submit the application if it has not been completely
«lled"out."Check"that"the"name,"address,"and"background"information"are"
correct. If the form is not accurate and complete, you will be rejected and
you will ........................ reapply at a later date.
3. Tina:"Look"at"these"‹owers"›"they're"beautiful7"But"there"is"no"card."Who"
could have sent them?
Stephanie: It ………… have been David. He’s the only one who would
send"you"‹owers."

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4. You …………. not forget to pay rent tomorrow. The landlord is very strict
on paying rent on time. _f
5. You"„„„.."be"so"rude7"Why"don't"you"try"saying"`please'"once"in"a"while?""

iii. Will/ Would

The verb will is used to:

1. Talk about the future – to say what we believe will happen. For example:
a. WeÔnn"dg late.
b. We will have to take the train.
2. Talk about what people want to do or are willing to do. For example:
a. I will start adult education centres for improved adult literacy.
b. I will start talent development academies for better utilisation of youth
talent.
3. Make promises and offers. For example:
a. KÔnn"dw{ you a gift on your birthday.
b. We will visit your home next week.
Would is the past tense form of will. Because it is a past tense it is used:
1. To talk about the past. For example:
a. When I was in grade 1, I would take bath outside our house.
b. We would take three days to travel to Juba before the road was
tarmacked.
2. To talk about hypotheses – things that are imagined rather than true. For
example:
a. She would be happier if she had not left her husband.
b. I would be a surgeon now if I had passed in Chemistry.
3. For politeness. For example:
a. She would be willing to help if you asked her.
b. I would not mind giving you my seat.
Practice exercise 4

Rehema wanted to know her future. She visited a fortuneteller and asked him
about her future. The following incomplete sentences are the responses that the
fortuneteller told her. In groups, complete them using ‘will’ and the correct form
of the verb in brackets.
1. You (earn) a lot of money.
2. You (travel) around the world.

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3. You (meet) lots of interesting people.

4. Everybody (adore) you.
5. You"(not"/"have)"any"problems."
6."" Many people (serve) you.

iv. Shall/ Should

The verb shall is used to:

1. Make a suggestion. For example:
a. Shall we dance?
b. Shall I go now?
2. Express an obligation in very formal situations. For example:
a. You shall obey all the school rules.
b. There shall be no food and drinks taken to the dormitories.
Should is often used to give an opinion, to make a suggestion, express a
preference or an idea. For example:
a. You should stay at home if you are feeling tired.
b. He should be more open to ideas.

Should can also be used to ask for an opinion.

a. Should we tell him about our idea?
b. What should we do now?

Practice exercise 5

Construct"«ve"meaningful"sentences"from"the"table"below.
I should report to school today.
She should be able to basic needs.
He should have the right complete my homework today.
to
We consult a doctor.
They assist my siblings.

v. Have to

Have to has the same meaning as must. Have to is used with plural subjects
while has to is used with singular subjects.

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It is used to:
1. Express obligation in place of must. For example:
a. You have to work hard in order to pass exams.
b. We have to protect our children from child molesters.
2. Refer to habitual actions. For example:
a. The house help has to get"up"at"6a.m."every"day."
b. They had to wake up at 4am every day.

Practice exercise 6

Fill in the following blanks with have to/ has to.

1. I _________ wake up early in the morning.
2. She ________ cook every day.
3. They _________ pay school fees for their children.
4. You _______ clean the house today.
5. You ________ write to Joseph.

vi. May/ Might

We use may:
1. When we are not sure about something. For example:
a. We may be late for the meeting.
b. There may not be very many people there.
2. To make polite requests. For example:
a. May I borrow the car tomorrow?
b. May we come a bit later?
We use might:
1. When we are not sure about something. For example:
a. I might see you tomorrow.
b. It’s quite bright. It might not rain today.
2. As the past tense of may for requests. For example:
a. He asked if he might borrow the car.
b. They wanted to know if they might come later.
3. For very polite requests. For example:
a. Might I ask you a question?
b. Might we just interrupt for a moment?

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Practice exercise 7

Fill in the blanks using may or might.

1. We thought that our neighbour _________________ be of help, but he
wasn’t.
2. You __________ see the doctor now.
3. Customers ____________ use the staff toilets.
4. It ________ rain later today, so please carry an umbrella.
5. I ________ visit him at the hospital this evening.
6." _________ use your pen for a while?

Glossary
1. Farming: the act of cultivating land and rearing livestock.
2. Agriculture: the science or practice of cultivating land and rearing
crops and livestock.
3. Livestock: animals that are kept in the farm for commercial use,
such as selling their meat.
4. Subsistence:" relating"to"production"at"a"level"suf«cient"only"for"one's""
own use, without any surplus for trade.
5. Consumption: the act of using up a product or resource.
6. Commercial: involving exchange of goods and services intended to
" make"pro«t.
7. Import: to buy or bring in goods or services from another country.
8. Arable: used or suitable for growing crops. (of land)
9. Pastoral: (of land) used for the keeping or grazing of livestock.

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 Unit
5 Wildlife Conservation

Introduction
Wildlife refers to animals found in their natural habitat and forming a part of the
natural resources. See some pictures of wildlife below.

Cevkxkv{"3<"FgÞ"pkvkqpu

In pairs

1. Read the key words below.

wildlife conservation, tourism, habitat, natural resource
2. State the meaning of the words according to your understanding.
3. In what context are these words used?
4. Use"your"dictionary"to"«"nd"out"the"meaning"of"the"words"that"are"unfamiliar"
to"you."Share"your"de«"nitions"with"members"from"other"pairs.

Activity 2: Know your wildlife

In groups

1. Find out some of the wildlife found in South Sudan.

2. Fill"the"table"below"to"show"your"«"ndings.

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Name of animal Geographical area Where it makes What it eats

it is found its home
a.

b.
c.
d.
e.

3. Prepare scrapbook and paste pictures of the different animals you have
identi«"ed"in"question"2"above.

Cevkxkv{"5<"Tgcfkpi"rcuucig

In groups

Read the passage below.

Jkuvqtkecn"Dcemitqwpf"
Historically, wild animals have been used and abused in different ways
to entertain human beings, and the practice still continues in the form of
circus, zoo, wildlife safari, etc. For example, in the ancient Roman Empire
where entertainment was essential to the daily life of the citizenry, wild animal
games, called venationes, were very popular. In such organised “games”,
usually held in a circus arena, amphitheatre or a coliseum, men on foot and
sometimes on horseback, called beastiarii, fought exotic and wild animals.
The Imperial Games, usually held at the Roman Coliseum to entertain the
Emperor, the Noblemen, Aristocrats, and their courtesans were altogether
grander events with matching brutality and depravity, especially during the
reigns"of"Caligula"and"Nero."Often,"they"featured"gladiators"«"ghting"ferocious"
wild animals to the death of either, not to mention the spectacles of Christians
and"others"(mainly"criminals,"prisoners"of"war,"and"trained"and"paid"«"ghters)"
being disembowelled and their entrails devoured by wild animals for the
euphoric delectation of Emperors and common people alike. Growing
popularity of such games created a huge demand for exotic and wild animals
mainly from Africa and Asia.

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However, as the popularity of such games began to wane, possibly because

people discovered that it was more fun enslaving, killing, maiming, raping
and pillaging their own kind in organised “games” called battles and wars, or
just acts of gratuitous violence and vandalism, increasingly the amphitheatres
and especially the circuses resorted to inventing less gory games such as
those"in"which"wild"and"exotic"animals"were"required"to"perform"entertaining"
feats on command. This tradition still continues in modern circuses. Shooting
of"wild"animals"(not"for"food)"is"another"form"of" entertainment•"which"many"
consider cruel, barbaric and probably sadistic too. In the bygone days of
the British Raj, for example, it was considered an indicator of high social
status as well as proof of manly prowess for British and Indian Aristocrats to
go on “tiger shoot” that involved shooting tigers and taking photographs for
posterity"showing"the"hunter(s)"posing"triumphantly"over"the"dead"animal(s)."
All kinds of wild animals had been hunted in this way in Africa, Asia and
elsewhere. The practice still endures; for example, in the form of organised
and ritualised killing of foxes with hounds which is a popular pastime in the
English countryside even today.

Fortunately for the wildlife of Africa and elsewhere, human attitude to wildlife
today is much more enlightened and increasingly so. This enlightened
paradigm is disdainful even of the traditional zoo in which all kinds of
animals are kept in captivity for the erudition and entertainment of humans.
Instead, entertainment in the new paradigm involves people going on safari
holidays to watch wild animals roam freely in their natural habitats. And so
the emphasis today is increasingly on how best to conserve wildlife and their
natural"habitats"for"the"bene«t"of"future"generations."

The vast continent of Africa is abundantly blessed with an amazing variety

of"wildlife"and"a"unique"habitat"that"attracts"tourists"and"wildlife"enthusiasts"
in large numbers from far and wide. Unfortunately, in common with wildlife in
other"parts"of"the"world,"Africa's"unique"wildlife"is"facing"an"uncertain"future."
According"to"the"2004"IUCN"Red"List,"15,589"species"face"extinction"world-
wide, of which many are natives of Africa. The following are of particular
concern in the context of African wildlife and their habitats:
a. Progressive loss of wildlife habitat: With rising human population, human
habitat has been progressively encroaching on wildlife habitats with
adverse"consequences"for"wildlife."The"dynamic"of"the"human-elephant"
interface illustrates the problem well. Elephants need to consume large
quantities"of"food"every"day"and"increasingly"they"have"been"competing"
with humans for food, water and space. The problem is exacerbated by
increasing demand for and expansion of agricultural lands resulting in
dwindling habitats for elephants. This is mainly responsible for human-

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elephant"con‹icts"which"usually"stem"form"elephants"raiding"agricultural"
crops"for"food"(Barnes,"1996;"Tchamba,"1996)."Resolution"of"this"con‹ict"
is"far"from"easy,"however,"and"calls"for"dif«cult"management"decisions"
to determine optimal ways for human beings to co-exist in harmony with
elephants,"or"at"least"to"avoid"mutually"harmful"con‹icts."
b. Poaching: Despite the CITES Convention , illegal slaughter of elephants,
rhinos and other animals continues, although largely due to the
enforcement of the Convention, elephant populations have substantially
increased in Botswana and Zimbabwe and thereby brought rewards for
the"local"people"(Getz"et"al.,1999)."Adult"elephants"are"killed"for"the"ivory"
of their tusks which has a large and thriving market in South East Asian
countries, mainly China. Historically, elephants had been the object of
big game hunting; ivory from their tusks used in jewellery, ornaments,
piano" keys," and" in" hanko" which" is" a" signature" seal" required" in" of«cial"
documents in Japan; and elephant meat consumed by local people. Due
to cultural reasons and to satisfy the growing demand of Western tourists
for jewellery and souvenirs made of ivory, there is still a large and growing
demand for ivory in those countries which the CITES provisions cannot
satisfy. Hence the continuing illegal slaughter of elephants.
In traditional Chinese medicine, rhino horn is used to treat a range of ailments
including fever, delirium, high blood pressure and loss of sexual potency,
while in the country of Yemen, rhino horns are carved into ceremonial dagger
handles, called jambiyas in Arabic, that are a must-have fashion accessory
for those seeking high or higher social status. Today there are laws and
international conventions to protect the rhinos, CITES in particular. However,
before the coming into force of these laws and conventions, so great had the
impact of poaching been that, since 1970, the population of African black
rhino" declined" by" a" massive" 95" percent" to" only" around" 2,500" individuals."
Thanks to the enforcement of laws and regulations, black rhino population has
now stabilised in some of the countries of Africa, although the north-western
black rhino subspecies of the Cameroon still remains critically endangered
with only 8 individuals alive today. There is still high demand for rhino horn
and, because supply through poaching has now been substantially curbed
by enforcing laws and conventions, it is commanding a high price in the black
market — it is not uncommon for a kilogramme of rhino horn to change hands
for 7,500 US dollars or more. And it is this that tempts poachers (usually poor
Africans,"working"for"criminal"gangs,"for"whom"the"reward"is"enormous)"to"
take the risk of even being killed for illegally hunting rhinos for their horn.
c. Bush-meat consumption: People in some parts of Africa have growing
and" apparently" insatiable" appetite" for" bush-meat," de«ned" as" meat" of"
illegally hunted wild animals including man’s closest relatives such as

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gorillas and chimpanzees. The consumption of bush-meat has been

adversely affecting many of Africa’s wild animals and indeed pushing
them to the brink of extinction. Bush-meat consumption, which has its
cultural"roots"in"Africa,"is"not"con«ned"to"the"tropical"forest"belt"of"that"
continent. It is Africa-wide in scope, and increasingly international too
because of migration of African people to Europe, North America and
other" parts" of" the" world." Yet," unlike" the" high-pro«le" issues" of" wildlife"
conservation, this continuing slaughter of wild animals, and its serious
implications for Africa’s wildlife conservation, is not reported in the
media with the urgency it deserves.
Historically, hunting of wild animals for food had been an important element
of hunting and gathering in Africa as in other parts of the world. However, as
the population size then was much smaller than today’s, and because people
hunted mainly if not exclusively to feed their families or family groups, hunting
then was sustainable because the number and variety of animals hunted
had been well within nature’s capacity to replenish through reproduction. By
contrast, today the practice of bush-meat consumption is highly unsustainable
(and"to"many"barbaric"too)"because"the"population"size"to"be"catered"for"is"
much"larger,"and"people"seldom"hunt"to"feed"their"families."They"frequently"do"
so"to"make"pro«t"by"selling"wild"animals"to"criminal"gangs"and"organisations"
that are major players in the growing and lucrative but illegal bush-meat
market. Western logging companies have been exacerbating the problem
by building roads into deep forests that had hitherto been inaccessible to
hunters, and by so doing they have also been contributing to the progressive
removal of wildlife habitats. It is a matter of deep concern that today in many
parts of Africa, clever and often not-so-covert marketing has been creating
the popular perception that it is chic and gourmet-like to consume bush-
meat, the subtext being that it is to be regarded and consumed as a delicacy
and not merely as a traditional source of protein as it once was.

“The slaughter of chimpanzees and gorillas, our closest relatives, is absolutely

diabolical. I cannot imagine that this can go on much longer before these
animals are extinct.”

With growing awareness of the need for sustainable management of wildlife,

government agencies of many of the African countries have been playing
an increasingly important role in wildlife protection and conservation. The
Kenya"Wildlife"Service"(KWS),"which"is"one"of"the"best"in"Africa,"provides"a"
typical example. With its mission “to work with others to sustainably conserve,
protect" and" manage" Kenya's" invaluable" bio-diversity" for" the" bene«t" of" the"
people of Kenya and as a world heritage”, the conservation programmes
and services of the KWS include “conservation and management of wildlife

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 English Secondary 3 - Unit 5: Wildlife Conservation Student Book

resources outside protected areas in collaboration with the stakeholders,

providing security and veterinary services”. The KWS also operates national
education centres at Nairobi, Nakuru, Tsavo East and Tsavo West to educate
the public about wildlife and environmental conservation in the context of
Kenya, and to increase people’s understanding and appreciation of wildlife,
its value, and why it is important to conserve it for future generations.

A"signi«"cant"role"in"wildlife"conservation"is"also"being"played"by"the"captive"
breeding programmes of many of the zoos and safari parks mainly in the
Western"world."For"example,"at"the"Berlin"zoo"in"Germany,"for"the"«"rst"time"
a" black" rhino" calf" was" born" to" an" arti«"cially-inseminated" southern" black"
rhino cow belonging to a critically endangered sub-species of which only
32"individuals"are"believed"to"be"alive"today."The"Longleat"Safari"Park"in"the"
United Kingdom has a successful and active animal breeding programme
(www.longleat.co.uk)."The"objective"is"to"rehabilitate"most"of"the"animals"bred"
in captivity to a free range environment in their natural habitat. As a typical
example,"in"late"2002"a"female"black"rhino"from"the"Frankfurt"zoo,"Germany,"
and a male black rhino from the White Oak Conservation Centre in the USA
were"both"moved"to"a"1200"ha"enclosure"close"to"the"Marakele"National"Park"
in"South"Africa."This"move"was"successful."They"got"on"well"and,"for"the"«"rst"
time"ever,"in"August"2003"they"produced"a"female"calf."Many"of"the"zoos"and"
safari parks also run educational programmes focusing on children (in the
age"range"of"3"to"14"years"at"Longleat)"that"entertain"them"and"at"the"same"
time subliminally convey to them the importance of wildlife conservation.

The pioneering work of the David Sheldrick Wildlife Trust into the rearing
of orphaned baby elephants and releasing them to the wild when they
become adults is also to be applauded. The Trust continues to rescue and
rehabilitate elephants and rhinos and campaigns to halt the ivory trade and
the shipping of live elephants to zoos and circuses. The love, not to mention
total dedication and commitment, of those who rear these orphans is truly
remarkable and exemplary.

In groups

1. Why were the venationes not good games to both the wildlife and people?
2." How did the leaders of the past participate in reducing the population of
wild animals?
3. Do you think bush meat is a good source of food for families today? Give
reasons for your answer.

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 English Secondary 3 - Unit 5: Wildlife Conservation Student Book

4." Give"examples"of"how"the"wildlife"in"South"Sudan"has"bene«"ted"the"country"
and the citizens.
5. Find out some of the actions that the government of South Sudan has
undertaken to protect wildlife.
6. Compare and contrast the treatment of animals in traditional Africa of
animals in modern Africa.

Individually

1. Draw the table below in your exercise books.

2. Fill in the table and discuss the importance of wildlife. Cite evidence by
giving examples.
Importance Examples
Cultural

Scienti«"c"

Ecological

3. For each of the importance above, suggest a good practise by indicating

how to protect the particular importance.

In pairs

1. Identify which of the following is a good practice and why?

a. Allowing poachers to kill elephants for the ivory.
b. Setting up orphanages and sanctuaries for wild animals.
c. Educating locals on how to conserve wildlife.
d. Banning the buying and selling of leopard skin.
e. Allowing locals to carelessly cut down trees for construction of houses.
2. Role-play a scene where a concerned citizen discovers someone poaching
elephants and convinces him to stop the practice.

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 English Secondary 3 - Unit 5: Wildlife Conservation Student Book

Cevkxkv{"6<"Nkuvgpkpi"vq"cp"gzrgtv"

As a class

Listen"carefully,to"the"recorded"speech"by"a"wildlife"expert.

In groups

Discuss the importance of wildlife talked about by the speaker.

In pairs

Retell the speech you just listened to to your friend. Repeat all the key points on
the importance of wildlife. Allow your friend to do the same.

Cevkxkv{"7<"Tgugctej"cpf"eqorctg

In pairs

1. Research on the population of elephants in your nearest game park or

reserve."During"the"research,"«"nd"out:
(a) The number of elephants in the park
(b) Population increase or decrease in the last two years
(c) What the park is doing to protect the current population.

In groups

1. Decide on a neighbouring country to research on.

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 English Secondary 3 - Unit 5: Wildlife Conservation Student Book

2. What are some of the forms of wildlife found in the country?

3. Discuss some of the wildlife conservation measures taken by the country.
4. Compare the country’s conservation measures with those of South Sudan.
5. Write"down"your"«"ndings."Select"two"members"of"your"group"to"present"it"
to your class.

Cevkxkv{"8<"Eqpugtxkpi"yknfnkhg

In pairs

1. Read the statement below by Charles Darwin.

2. Tell your friend about your favourite wild animal and why you like it.
3. Explain how you can participate in protecting your favourite wild animal.

In groups

1. Discuss some of the wildlife conservation methods.

2. What is the government of South Sudan doing in order to conserve wildlife?
3. Discuss the importance of wildlife conservation.
4. What can the government do to promote wildlife and tourism?
5. Discuss some of the ways in which you can take part in wildlife conservation
in your school home areas.

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 English Secondary 3 - Unit 5: Wildlife Conservation Student Book

Qvjgt"yqtfu"wugf"yjgp"ocmkpi"eqorctkuqpu
Uwrgtncvkxgu

A superlative is a form of an adjective or an adverb used for comparison.

The"superlative"form"of"an"adjective"is"used"to"show"something"has"a"quality"to"
the greatest or least degree. The superlative form of an adverb is used to show
something has performed an action to the greatest or least degree.

If the positive form of an adjective is a one-syllable word, the superlative is

formed by adding ‘-est’ or ‘-st’. For example:
Rqukvkxg"" Eqorctcvkxg" " Uwrgtncvkxg
Sweet sweeter sweetest
Great greater greatest
Brave braver bravest

When the positive form of an adjective ends in ‘-y’ and is preceded by a

consonant, the ‘y’ is changed to ‘i’ before adding ‘-er’ and ‘-est’. For example:
Rqukvkxg" Eqorctcvkxg" " Uwrgtncvkxg
Happy happier happiest
Easy easier easiest
Wealthy wealthier wealthiest

When the positive form is a one-syllble word that ends in a single consonant,
the consonant is doubled before adding ‘-er’ and ‘-est’. For example:

Rqukvkxg" " Eqorctcvkxg" " Uwrgtncvkxg

Red redder reddest
Thin thinner thinnest
Fat fatter fattest
When the positive form is a word of more than two syllables, we form the
superlative by putting ‘most’ before the positive form. For example:

Rqukvkxg" " Eqorctcvkxg" " Uwrgtncvkxg

Beautiful more beautiful most beautiful

Comfortable more comfortable most comfortable

Ignorant more ignorant most ignorant

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Activity 7: Read and review

Rqgvke"fgxkegu"cpf"vjgkt"ghhgev
Poetic"devices"are"techniques"that"a"poet"can"use"to"create"rhythm,"enhance"a"
poem’s meaning, or intensify a mood or feeling.

Devices that be used to create rhythm include:

1. Repetition

This involves repeating words, phrases or lines in a stanza or consecutive

stanzas in a poem. Such repetition enhances the musicality of the poem hence
its rhythm. For example:

Jqy"ujcnn"yg"oqwtpA

Taban lo Liyong
How shall we mourn? How shall we mourn?
When there is no more energy to do so,
How shall we mourn?
How shall we mourn? How shall we mourn?
When all our pillars are moved down
How shall we mourn?
How shall we mourn? How shall we mourn?
When all our tear-glands are dried up
How shall we mourn?
Oh"Mother"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
How shall we mourn? How shall we mourn?
How"shall"we"mourn"when"our"last"hero"is"«"nished? """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
How shall we mourn?

40"Tj{og

This"refers"to"the"use"of"words"with"similar"or"same"sound"usually"in"the"«"nal"
syllables of lines in a poem. This gives the poem a regular pattern hence the
rhythm of the poem. For example:

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Cj#"Uwp/Hnqygt"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
Yknnkco"Dncmg
Ah,"Sun-‹ower7"Weary"of"time,"
Who countest the steps of the Sun,
Seeking after that sweet golden clime
Where the traveller’s journey is done:
Where the Youth pined away with desire
And the pale Virgin shrouded in snow
Arise from their graves, and aspire
Where"my"Sun-‹ower"wishes"to"go."

The pattern of the rhyme in a poem is termed as the rhyme scheme. The
rhyme scheme of the poem above is abacdede. This is shown below:

Ah,"Sun-‹ower7"Weary"of"time,""" " a"""""

Who countest the steps of the sun, b
Seeking after that sweet golden clime a
Where the traveller’s journey is done: c
Where the Youth pined away with desire d
And the pale Virgin shrouded in snow e
Arise from their graves, and aspire d
Where"my"Sun-‹ower"wishes"to"go." " e

3. Alliteration

Alliteration is the repetition of the initial consonant sounds within a musical tone
to the poem. For example:

Dgvv{"Dqvvgt""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
Cpqp{oqwu
Betty botter bought some butter,
But, she said, the butter’s bitter;
If I put it in my batter
It will make my batter bitter
But a bit of better butter
Will make my batter better.
So she bought a bit of butter
Better than her bitter butter
And she put it in her batter
And the batter was not bitter
So ‘twas better Betty Botter bought a bit of better butter.

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60"Cuuqpcpeg

This is a sound pattern where similar vowel sounds are repeated within a line
although the surrounding consonants are different. For example:
Vjg"Xgtfkev""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
Plqmk"Ikvwodk
He took a good look
At the nuisance tooth
And in awe exclaimed
‘Tis the food and the mood
To"blame"for"the"maim7"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
Large"loomed"his"tools"on"the"mouth"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
And off came the tooth with its roots.
The following poetic devices enhance the meaning of a poem:

1. Ukokngu

A simile is a comparison between two unlike things using the words like or as.
It usually compares something unfamiliar to the reader with one that is familiar,
thus making the meaning clear. Alternatively, it can bring a new way of looking
at a familiar thing. For example:

O"my"Love's"like"a"red,"red"rose"
That’s newly sprung in June:
O"my"Love's"like"the"melodie"
That's"sweetly"play'd"in"tune7"
(From: A red, red Rose by Robert Burns)

2. Ogvcrjqtu

In contrast to a simile, a metaphor is a comparison between two unlike things

without using the words like or as. A metaphor uses the senses and compares
two things in a meaningful way. In a metaphor, one thing is called the other. For
example:

Vjg"nqewuv
What is a locust?
Its head, a grain of corn; its neck, the hinge of a knife;
Its horns, a bit of thread; its chest is smooth and shiny;
Its body is like a knife handle

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Its lock, a saw; its spittle, ink;

Its underwings, clothing for the dead.
(Adapted from: Poems Aplenty. Longman page 142)

3. U{odqnu

A symbol is an object that means more than itself and represents something
else in a poem. For example:

K"Tghwug"vq"vcmg"{qwt"Dtqvjgtn{"Jcpf"
Jgpt{"Dctnqy
Your nails are black with dirt, brother,
And your palms are clammy with sweat,
I refuse to take the hand you extend in help,
I shall not join hands with you brother,
For unclean hands make me uneasy,
For"«lthy"«ngernails"rob"me"my"pride."

The following poetic devices intensify the mood of a poem:

1. Hyperbole

A hyperbole is a deliberate exaggeration of fact that is used for dramatic effect.

For example:

The Last Shot

The crowd was as tense as a mouse meeting fear;
Their backs are straighter than rulers.
Time is like the speed of light.
Everybody’s eyes are as large as saucers.
I am always given the last shot;
My"aim"is"as"certain"as"the"rising"sun.

(From: http://www.mywordwizard.com/poems-with-hyperbole.html)

2. Qpqocvqrqgkc

Onomatopoeia is a device that involves the use of words that resemble or imitate
sounds. Words like ‘bang’ and ‘boom’ could add to the intensity of a poem as
those sounds could be reminiscent of war or violence, whereas words/sounds
like" `tweet'" or" `purr'" could" add" to" a" tranquil" feeling" within" a" poem" about" the"
calming effects of nature. For example:

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Vjg"Jkijyc{ocp""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
"Cnhtgf"Pq{gu

Over the cobbles he clattered and clashed in the dark inn-yard,

He tapped with his whip on the shutters, but all was locked and barred;

Tlot"tlot,"tlot"tlot7 Had they heard it? The horse-hooves, ringing clear;

Tlot tlot, tlot tlot,"in"the"distance7"Were"they"deaf"that"they"did"not"hear?

As a class

Read the poem below

"Vjg"Qyn"cpf"vjg"Rwuu{Ecv"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
D{"Gfyctf"Ngct

The Owl and the Pussy-Cat went to sea

In a beautiful pea-green boat,
They took some honey, and plenty of money,
Wrapped"up"in"a"«"ve"pound-note."
The Owl looked up to the stars above,
And sang to a small guitar,
`O"lovely"Pussy7"O"Pussy,"my"love,"
What a beautiful Pussy you are,
You are,
""""""You"are7"
What a beautiful Pussy you are.’

Pussy said to the Owl, ‘You elegant fowl,

How charmingly sweet you sing.
O let us be married, too long have we tarried,
But what shall we do for a ring?’
They sailed away for a year and a day,
To the land where the Bong-tree grows,

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And there in the wood a Piggy-wig stood,

With a ring in the end of his nose,
His nose,
""""""His"nose7"
With a ring in the end of his nose.

‘Dear Pig, are you willing, to sell for one shilling

Your ring?’ Said the Piggy, ‘I will.’
So they took it away, and were married next day,
By the Turkey who lives on the hill.
They"dined"on"mince,"and"slices"of"quince,"
Which they ate with a runcible spoon;
And hand in hand, on the edge of the sand,
They danced by the light of the moon,
The moon,
""""""The"moon7"
They danced by the light of the moon.

In pairs

1. Identify the different poetic devices used in this poem.

2." What is the effect of using these devices in the poem?

In groups

1. Review the poem.

Here is information about writing a review. Write down the key points in your
exercise books.

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In"a"critical"review,"you"are"required"to"summarise"and"evaluate"a"text"
that"you"have"read."You"will"be"required"to"read"the"text"carefully"so"as"
to give a reasonable evaluation.

Structure of a critical review

1. Introduction - Include a few opening sentences that announce

the"author(s)"and"the"title,"and"brie‹"y"explain"the"topic"of"the"text."
Present"the"aim"of"the"text"and"summarise"the"main"«"nding"or"key"
argument. Conclude the introduction with a brief statement of your
evaluation of the text. This can be a positive or negative evaluation
or a mixed response.

2. Critique" -" The" critique" should" be" a" balanced" discussion" and"
evaluation of the strengths, weaknesses and notable features of the
text."Remember"to"base"your"discussion"on"a"speci«"c"criteria."For"
our class purpose, ensure you identify key features, themes and
characters at this level. Good reviews also include other sources to
support your evaluation (remember to reference from the text read
by"giving"supporting"phrases"or"sentences).

50" Eqpenwukqp - This is usually a very short paragraph, where you restate
your" overall" opinion" of" the" text." Brie‹"y" present" recommendations"
and if necessary some further explanation of your judgement can be
included."This"can"help"your"critique"sound"fair"and"reasonable.

60" Tghgtgpegu - If you have used other sources in your review, you
should also include a list of references at the end.
2." Discuss"the"quality"of"the"work"in"your"opinion."Allow"every"member"of"
your group to give their opinion on the poem.
3. What"techniques"has"the"writer"used"to"pass"the"message?

Cuuguuogpv"

Individually

1. Write a poem of your own on wildlife conservation.

2. Present your poem to the class.

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As a class

1. Vote for the best poem by raising hands.

2. Pin the best poem on the class notice board.

Activity 8: Language practice

Eqppgevqtu"qh"vkog<"as, when and while

As, when and while can be used to express actions in the past continuous
tense. For example:
1. Yjgp" the man was coming, he saw that the small creature had eaten
more of the crops.
2."" Yjkng"they were coming with all manner of terrible punishments, James
held his tongue and waited.
3. He arrived at the door cu"I was leaving.

The words as when and while are referred to as eqppgevqtu"qh"vkog. Connectors

are words or groups of words that help us join words, phrases or sentences.
They are also referred to as subordinating conjunctions. Connectors of time
help to show that actions happened/ were happening in a particular order.

c0"Wug"qh"as

As is used to:
a. Describe an action in the background. For example:
The children were cheering cu"the train began to move. (The cheering of
the"children"has"something"to"do"with"the"train"moving.)"
b. Express the reason for an occurrence or the cause of something. For
example:
" Cu"she was exhausted, she retired to bed early. (The reason she went to
bed"early"is"because"she"was"exhausted.)"

As can be used to express the past continuous tense. For example:

1. Cu"they were leaving the house, they heard the noise from the neighbour’s
house.

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2."" Cu"John was going to school, he saw a big lion in the streets.
3. Cu"we were deciding on ways of being patriotic, we came across a great
folktale by one of our former ministers.
d0"Wug"qh"when

When is a connector of time that is used to:

a. Indicate a short interruption. For example:
1. The hyena sat down yjgp"the lion approached.
2."" Yjgp"the monster approached, they stopped eating.
3. He was concentrating on reading a book yjgp"the lorry passed by.
b. Indicate that actions occurred nearly at the same time or shortly after the
«rst"activity."For"example:"
1. Yjgp"Jane’s mother called her, she looked up.
2."" I"was"going"to"the"of«ce"yjgp"my mother arrived for a visit.
c. Show"that"two"activities"are"happening"at"the"same"time"(at"that"moment)."
For example:
1. He was approaching the gate yjgp"I was leaving.
2."" Yjgp"I was cooking, she was watching television.

When can also be used to express the past continuous tense. For example:
1. I was still studying when Mary"arrived"to"take"me"out"for"lunch."
2."" She was not living in Juba when we moved into the town.
Note:

When the word when is used at the beginning of a sentence, the clause
containing when is followed by a comma. For example:
1. Yjgp"the king arrived, the hyena was sitting upright.
2."" Yjgp"the thief saw the policeman, he stopped right on his track.
However, no comma is used when the clause containing when comes at the
end of the sentence. For example:
1. The hyena was sitting upright when the king arrived.
2."" The thief stopped right in his tracks when he saw the policeman.

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Rtcevkeg"gzgtekug"3

Complete the following sentences using when + past continuous tense.

1. He was talking…
2."" She was nursing the baby…
3. He was feeling elated…
4."" When I saw the monkey, …
5. When the English speakers arrived, …

Rtcevkeg"gzgtekug"4

Match"key"events"in"the"simple"past"(foreground)"with"background"events"in"
the past.

Dcemitqwpf"" " " " """"" " Hqtgitqwpf"

1. He was just walking into the path when the elephant arrived.
2."" The"birds"‹ew"in""""""""""""""""""""""""""" " when"the"snake"slithered""
into his path.
3. The students started their exams when the rain started.
4."" Hyena saw his chance when the bell rang.
5. The farmer planted his crops when the weather
changed.

e0"Wug"qh"while

While is a connector of time that expresses two activities happening at the

same time. For example:
1. Yjkng"the girl was sleeping, the crocodiles were stealing the chicken.
2. Yjkng"the man was climbing up the tree, the naughty boys were stealing
the mangoes.
3. Yjkng"the tortoise was dragging, the hare passed by.

Note:
When the word while occurs at the beginning of a sentence a sentence, the
clause containing while is followed by a comma. For example:
1. Yjkng"the food was still boiling, the cook sliced the tomatoes.
2."" Yjkng" the" girls" started" the" camp«re," the" boys" went" to" fetch" some" more"
«rewood."

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However, no comma is used when the clause containing while is" the" «nal"
clause. For example:
1. The cook sliced the tomatoes yjkng"the food was boiling.
2."" The" boys" went" to" fetch" some" more" «rewood" yjkng" the girls started the
camp«re.

Rtcevkeg"gzgtekug"5

Combine the following sentences to form paragraphs either in the past simple
tense or in the past continuous tense using as, when and while.
1. The dog is afraid of man.
2."" He hears the man talk.
3. He curls up when smaller on the bare ground to keep himself warm.
4."" He lies there.
5. He thinks that perhaps the people in the village are eating all the bones.
6. He is crying of hunger.
7. He wonders whether they might leave some bones lying on the ground for
him.

Rtcevkeg"gzgtekug"6

Join the following sentences using while and as to show that the events
happened at the same time in the past.
1. The pastor was preaching. The children sang.
2."" John slept. The teacher was teaching.
3. The naughty boys sneaked out of school. The music competitions were
going on.
4."" They gossiped. The chairperson was giving a speech.
5. He did his homework. He was travelling.
6. They made a decision. They were waiting for you.
7. We"cooked."Mother"was"entertaining"the"guests.
8. She listened to music. Her brother was cleaning.
9. Diana watched over the children. Their mothers were weeding at the farm.
10. My"father"watched"the"television."My"mother"was"cooking"dinner.

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Inquuct{"
1. Wildlife: wild animals and plants found in their natural
habitat and forming a part of the natural
resources.
2. Wildlife conservation: activities undertaken by human beings so as to
protect wild animals and plants.
3. Tourism: the commercial organisation and operation of
holidays and visits to places of interest.
4. Habitat: the natural home or environment of an animal or a
plant.
5. Natural resource: resources that exist without the contribution of
human beings. They grow and multiply by
themselves.

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 Unit
6 Patriotism

Key vocabulary: patriotism, inspiration, revolution, nationalism, policies,

struggle, native, alien, endeavour, goodwill, industry, output

Cevkxkv{"3<"FgÞ"pkvkqpu

As a class

Read"and"compare"these"three"de«"nitions"of"patriotism"and"discuss"whether"
they"currently"re‹"ect"your"own"understanding"of"this"term."Explain"your"response.

1. Patriotism is an emotional attachment to a nation which an individual

recognises"as"their"homeland."This"attachment,"also"referred"to"as"national"
feeling"of"pride,"can"be"viewed"in"terms"of"different"features"in"relation"to"
one's"own"nation,"including"ethnic,"cultural,"political"and"historical"aspects.

2." Love" for" one's" ancestry," culture" or" homeland" is" the" root" meaning" of"
patriotism."Derived"from"the"Greek"kputrios"( of"one's"fathers•)"or"patris"
( one's" fatherland•)" the" Oxford" English" Dictionary" de«"nes" a" patriot" as"
one"who"disinterestedly"or"in"a"self"sacri«"cing"manner"exerts"himself"to"
promote" the" well-being" of" his" country.•" A" patriot" is" one" who" maintains"
and"defends"his"country's"freedom"or"rights.•

3."While"we"tend"to"think"of"a"patriot"as"a"person"who"puts"his"country"«"rst"in"
opposition to another country, originally the term meant one who supported
the"rights"of" country•"or" land•"against"the"King"and"his"court."In"other"
words," a" patriot" stood" for" the" rights" of" local" self-government" and" was"
opposed"to"tyrannical"rule"-"even"by"his"own"king."Thus,"true"patriotism"
is"the"impulse"to"defend"one's"land,"country"or"way"of"life"against"unjust"
government"oppression.

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In pairs

Look"through"these"key"vocabularies."What"word"do"you"already"understand?"
In"what"context"have"you"heard"these"terms"being"used?"Compose"a"de«"nition"
for" the" terms" you" are" familiar"with" considering" the" styles" of" de«"nitions" above"
about"patriotism,"giving"examples"of"a"context"to"add"detail"to"your"explanation."
Share"your"de«"nitions"with"the"rest"of"the"class.

Patriotism inspiration revolution nationalism policies superior

struggle native alien endeavor good will

As a class

Share"your"de«"nitions"of"these"terms"in"relation"to"South"Sudan."Ask"each"other"
questions" to" clarify" what" is" being" described" and" challenge" each" other" with"
ideas"about"these"key"words"that"might"be"contrary"to"what"has"just"been"said."
For"example:"

Presenter:"A"native"is"a"person"born"in"a"speci«"ed"place"or"associated"with"a"
place"by"birth,"whether"subsequently"resident"there"or"not."

Questioner:" Does" this" mean" that" I" am" not" a" native" of" my" land" because" my"
parents"were"born"in"Uganda"even"though"I"live"here"now?

Cevkxkv{"4<"Etkvkecn"vjkpmkpi

As a class

Consider"this"question"together"and"share"your"views."

The"«"rst"de«"nition"above"refers"to"patriotism"in"terms"of"ethnic,"cultural,"political"
and" historical" aspects." What" speci«"c" features" of" South" Sudan" would" you" list"
here"against"each"of"these"terms?"How"do"you"think"these"features"compare"to"
a"neighbouring"country"and"a"contrasting"country"in"Africa?

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In pairs

1. Re‹"ect"on"the"class"discussion"you"have"just"had."Write"a"list"of"questions"
for"two"contrasting"countries"that"would"enable"an"exploration"of"different"
aspects"of"a"country"that"could"engender"and"promote"a"sense"of"pride.
2. Write"a"mixture"of"open"and"closed"questions."Include"in"your"questions"
also,"vocabulary"that"stimulates"critical"thinking"such"as"justify, distinguish,
compare, prioritise, categorise and summarise.

In groups

Compare" your" questions" and" see" how" many" you" can" answer" as" a" group." If"
possible,"use"other"sources"of"information"to"try"to"add"detail"to"your"answers."

Cevkxkv{"5<"Ngcfgtujkr

As a class

De«"ne" what" you" believe" to" be" characteristics" of" effective" leaders." How" does"
patriotism"complement"and"challenge"the"leadership"of"a"nation?

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In pairs

Look"at"these"photographs."Do"you"recognise"these"leaders?"Match"the"pictures"
with"the"sentences"that"give"further"information"about"each"leader.

3.
1. 2.

4. 5. 6.
(a)""I"was"born"on"January"15,"1929,"in"Atlanta"Georgia."I"became"a"pastor"of"
the"Ebenezer"Baptist"Church."My"mother"was"a"school"teacher."Who"am"I?
(b)""I"was"born"on"19th"June"1945"in"Rangoon"and"I"am"the"president"of"the"
National"League"of"Democracy"in"Myanmar."I"won"the"Nobel"Peace"Prize"
in"1991."Who"am"I?
(c)" I"was"born"on"18th"July"1918."I"got"a"Bachelor's"degree"of"Arts"at"University"
College"of" Fort" Hare." I" became"the" «"rst" black"president" of" the" Rainbow"
Nation."Who"am"I?
(d)""I" was" born" on" 29th" October" 1938" in" Monrovia." I" was" Africa's" «"rst"
democratically"elected"female"head"of"state."Who"am"I?
(e)"" Born"in"1945,"I"was"the"founder"of"the"newest"nation"on"the"planet.Who"am"I?
(f)"" I"was"born"on"October"2nd,"1869"and"died"in"1948"at"the"age"of"78."I"had"
four"children"and"I"was"the"architect"of"a"force"for"non-violence"that"would"
in‹"uence"the"world."Who"am"I?

In groups

Play"a"game"called" Who"am"I?•"to"help"you"think"more"about"these"leaders."
Your"teacher"will"explain"how"to"play.

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In groups

Look"at"these"quotes."In"short"paragraphs,"explain"what"you"believe"each"leader"
is"referring"to,"with"examples."Do"you"agree"with"what"they"are"saying?"Why?"
Write"a"«"nal"paragraph"that"compares"the"messages"here.

Be"the"change"that"you"want"to"see"in"the"world."(Mahatma"Gandhi)
No"one"is"born"hating"another"person"because"of"the"colour"of"the"skin,"or"his"
background,"or"his"religion."People"must"learn"to"hate,"and"if"they"can"learn"to"
hate,"they"can"be"taught"to"love,"for"love"comes"more"naturally"to"the"human"
heart"than"the"opposite."(Nelson"Mandela)

I"don't"want"to"see"the"military"failing."I"want"to"see"the"military"rising"to"digni«"ed"
heights"of"professionalism"and"true"patriotism."(Suu"Kyi)"""""

Cevkxkv{"6<"Vjg"kpfgrgpfgpeg"qh"Uqwvj"Uwfcp

As a class

Read"the"speech"below"by"Dr."John"Garang."Discuss"features"of"content"and"
what"you"know"about"the"revolution"of"South"Sudan's"independence.

Rcvtkqvkuo"ku"vjg"Urktkv"vjcv"Kpurktgf"Tgxqnwvkqp"hqt"Uqwvj"UwfcpÔu"
Kpfgrgpfgpeg"htqo"Mjctvqwo0"

The"article"of"Dr."John"Garang"De-Mabior,"in"2005

Patriotism" is" the" spirit" that" inspires" revolution;" hence" revolution" only" takes"
place"when"a"man"becomes"patriotic"›"to"willingly"surrender"his"own"life"for"
the"sake"of"his"country.

We" are" revolutionary" because" we" are" patriots." We" have" left" our" comfort"
zones,"we"have"left"our"dear"ones"to"suffer"both"emotional"and"physical"pain"
not"because"we"are"irresponsible,"but"because"we"are"inspired"to"balance"
our"life"for"both"our"nation"that"requires"us"at"the"given"moment,"and"then"to"
our"families"when"the"nation"is"a"better"place"for"them.

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We"are"in"great"pain,"we"have"less"food"to"feed"on,"we"have"no"water,"no"
clothes," no" shelter" from" either" rain" or" sunshine," we" have" no" bedding;" we"
become"like"emotionless"yet"we"have"emotions"for"our"wives"and"husbands,"
children,"brothers"and"sisters,"fathers"and"mothers.

Yes,"there"are"times"that"we"found"ourselves"desperate"to"just"hug"and"hold"
our"dear"wives"in"our"arms"and"these"desperate"situations"give"us"tears;"but"
then"our"love"for"our"nation"keeps"us"moving"on"to"our"services"at"the"given"
moment"our"nation"needs"us.

It"is"the"life"we"have"taken"›"the"dif«"culty"life"full"of"pathetic"moments-but"we"
take"it"willingly"knowing"it"will"pay"off"in"future;"not"for"us,"but"for"our"nation"of"
which"we"and"our"dear"families"are"part"of.

It"is"simple"hell"out"here"in"the"world"of"revolution"but"thanks"to"God"because"
He"continues"to"give"the"spirit"of"patriotism"to"many"that"out"of"their"free"will"
for"revolution"›"join"the"struggle"for"our"nation.

I"am"so"proud"that"you"have"become"one"of"those,"therefore"I"just"want"to"say,"
Welcome"Mr."Captain"with"your"platoon"in"the"face"of"the"national"revolution.•

We"will"«"ght"with"courage"and"commitment"against"every"odd"practices"and"
policies" that" is" affecting" us" all" as" a" nation;" we" will" willingly" lay" our" lives" to"
bring"these"meaningful"changes"we"deserve"as"a"nation"›"which"starts"only"
with"regime"change.

Individually

1."" Summarise this speech into one paragraph using your own words to
describe"the"key"messages.
2." " Identify" and" write" about" the" style" of" the" speech." What" are" the" key"
motivational"phrases?"Why"are"these"effective?"Explain"for"example,"why"
the"speaker"uses" we•"throughout"the"text.

As a class

Talk" about" how" independence" of" South" Sudan" has" affected" leadership" in"
your"own"community."Compare"what"you"know"about"the"local"initiatives"and"
campaigns"to"national"strategies"that"embrace"and"promote"peace"and"security.

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Cevkxkv{"7<"Urgcmkpi"qwv

In pairs

Read"these"passages"carefully."Identify"for"each"passage"the"key"message"and"
the"most"powerful"phrase"in"your"opinion."Also"imagine"who"the"speaker"might"
be"and"from"which"country."List"these"features"and"possible"speakers"in"a"table"
that"will"help"you"to"compare"the"passages"in"the"next"part"of"this"activity.

(A)"" Patriotism" is" good" but" is" not" enough." Although" we" should" love" our"
country,"we"must"have"no"ill-feeling"for"others."There"must"be"no"desire"
to"make"them"serve"our"ends,"to"exploit"them"for"our"good."Above"all,"we"
must"have"perfect"openness"of"mind;"we"should"love"what"is"good"in"us"
but"we"should"accept"what"is"good"in"others."We"should"have"love"and"
goodwill"for"other"countries."We"should"be"citizens"of"our"country"by"all.

(B)"""Let"us"imagine"a"man"that"does"not"love"his"country."It"is"very"dif«"cult"
to"say"he"will"call"it"his"own. He"may"wander"over"other"lands"and"call"
himself"a"citizen"of"the"world."But"he"will"feel"that"everywhere"he"is"like"
a" «"sh" out" of" water." The" people" of" the" different" countries" are" none" of"
them" his" enemies" but" none" will" be" his" friends" either." He" will" feel" that"
he"has"acquaintances"everywhere"and"friends"nowhere."He"cannot"be"
expected" to" have" deep" attachment" to" anything." It" is" likely" that" he" will"
love"only"his"own"self,"and"he"will"«"nd"that"no"one"trusts"him.

(C)"" Patriotism"does"not"mean"simply"using"poetical"expressions"about"the"
motherland"or"even"dying"for"her."We"must"die"for"our"country"when"the"
need"arises;"we"must"live"for"her"too."We"must"work"to"make"her"strong,"
for"the"strength"of"a"country"is"the"strength"of"her"people."Love"for"the"
country" thus" reduces" itself" to" love" for" the" people." Their" sufferings" we"
must"try"to"remove"and"their"happiness"we"must"promote."We,"all"of"us,"
look"after"our"own"good,"and"it"is"natural"that"we"should"do"so."But"we"
must"see"that"we"do"not"enrich"ourselves"at"the"cost"of"the"country."If"we"
evade"paying"taxes,"if"we"travel"without"a"ticket,"if"we"sell"bad"food,"it"is"
our"country"that"we"cheat;"it"is"our"people"that"we"harm.

(D)"" In" India" such" patriotism" and" such" patriots" are" badly" wanted" now.""
Mahatma"Gandhi"called"forth"the"patriotic"zeal"of"Indians"and"hundreds"
of"thousands"of"men"‹"ocked"to"his"banner"in"the"struggle"for"freedom."

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Many"of"them"died"in"the"struggle,"courting"death"bravely,"some"directly"
under"his"guidance,"others"in"the"ways"of"armed"revolt."All"of"those"who"
joined" the" struggle" had" to" make" sacri«"ces." It" was" a" heroic" record" of"
which"any"country"would"be"proud.

(E)"" Conditions"have"now"changed."It"is"not"an"alien"power"that"we"have"to"
«"ght"but"the"evil"in"us"and"around"us."The"hungry"millions"have"to"be"
fed,"clothed"and"educated."India"must"produce"her"own"food"and"make"
herself"great"in"the"trade"and"commerce"and"rich"industrial"output."This"
requires"determined"and"unsel«"sh"endeavour."In"addition"to"satisfying"
our"own"needs,"we"must"have"to"look"after"the"refugees"who"have"been"
driven" from" their" homeland." We" shall" have" to" share" our" land" and" our"
food"with"them."This"is"a"dif«"cult"programme,"but"patriotic"India"must"be"
equal.

(F)"" One's"own"native"land"is"like"one's"mother;"both"are"superior"to"heaven."
It" is" only" reasonable" that" the" freedom" of" one's" native" land" should" be"
regarded"as"one's"dearest"possession,"because"if"a"man's"country"is"
not"free,"his"own"freedom"is"restricted"in"a"hundred"ways."He"is"like"a"
bird"in"a"cage;"the"cage"may"be"of"iron"or"of"gold,"but"it"is"a"cage"all"
the"same."If"he"is"in"a"free"country,"he"may"have"many"ills"but"he"knows"
that"he"is"in"a"way"responsible"for"these"ills"and"must"work"along"with"
his" fellows" so" that" these" might" be" removed." There" is" joy" in" this" work,"
because"there"is"freedom.

In groups

Choose"one"of"the"following"criteria"and"order"the"passages"accordingly."You"
may"wish"to"refer"back"to"and"compare"the"list"of"features"you"prepared"at"the"
beginning"of"this"activity."Ensure"that"you"are"able"to"justify"your"views"and"give"
examples" of" why" you" believe" you" are" correct." Actively" listen" to" other" group"
members"and"be"prepared"to"change"your"view"according"to"what"is"discussed.

Most"persuasive
Most"balanced
Most"political
Most"passionate

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Cevkxkv{"8<"Eqorctkpi"tgrqtvu

As a class

Read" together" the" «"rst" two" articles" below" about" the" Myanmar" Elections" in"
November" 2015." Discuss" how" each" report" is" similar" and" different." Consider"
how"each"article"may"be"affected"by"where"it"has"been"written"and"by"whom."
Each"passage"has"been"taken"from"a"new"report.

O{cpoct"gngevkqp<"Rtgukfgpv"eqpitcvwncvgu"Uww"M{k"DDE"Pgyu

Myanmar" President" Thein" Sein" has" congratulated" Aung" San" Suu" Kyi's"
opposition"party"on"it's"success"in"polls,"his"spokesman"told"the"BBC.

With" about" 47%" increase" of" seats" declared," the" National" League" for"
Democracy"(NLD)"has"taken"over"90%"of"the"vote.

Correspondents"say"Ms"Suu"Kyi"is"treading"carefully"despite"her"apparent"
landslide"victory."The"NLD"won"the"elections"decisively"in"1990"›"only"for"the"
result"to"be"nulli«"ed"and"Ms"Suu"Kyi"placed"under"long-term"house"arrest.

The"ruling"military-backed"Union"Solidarity"Development"Party"(USDP)"›"which"
won"the"last,"widely"criticised"election"«"ve"years"ago"›"has"so"far"gained"only"
5%"of"the"seats"being"contested"in"Myanmar"also"known"as"Burma.

Ms" Suu" Kyi" has" written" to" the" leadership" requesting" talks" on" national"
reconciliation.

Cwpi"Ucp"Uww"M{kÔu"Qrrqukvkqp"Rctv{"Ykpu"O{cpoct"Gngevkq<p"WU"
Pgyu"cpf"Yqtnf"Tgrqtv

The"ruling"party"in"Myanmar"has"admitted"defeat"to"the"opposing"party"led"by"
Aung"San"Suu"Kyi"in"a"historic"election"for"the"struggling"democracy.

Myanmar," also" known" as" Burma," voted" Sunday" in" the" freest" parliamentary"
elections" in" 25" years." " The" ruling" Union" Solidarity" and" Development" Party"
of" the" current" president," Thein" Sein" is" backed" by" the" military," but" has"
acknowledged"the"National"League"for"Democracy"has"bested"them.

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We"lost,•"Union"Solidarity"and"Development"Party"acting"chairman,"Htay"Oo"
told"Reuters"on"Monday.

The" National" League" for" Democracy" said" it" expected" to" win" 70" percent" of"
the"seats,"but"it"could"be"days"before"the"«nal"tally."About"80"percent"of"the"
country's"30"million"people"voted.

Uww"M{kÔu"rctv{"ykpu"oclqtkv{"kp"jkuvqtke"O{cpoct"xqvg"/""Cn"Lc|ggtc

Nobel"laureate's"party"captures"two-thirds"majority"›"enough"seats"to"choose"
the"country's"next"president.

Yangon,"Myanmar"›"Nobel"laureate"Aung"San"Suu"Kyi's"opposition"party"won"
a" majority" in" parliament" on" Friday" in" the" Southeast" Asian" nation's" " historic"
election.

With" votes" still" being" counted," the" Union" Election" Commission" said" the"
National"League"for"Democracy"(NLD)""party"has"crossed"the"329"threshold"
of"seats"needed"for"an"outright"majority"in"both"houses"of"the"664"member"
parliament.

The"country's"«rst"free"election"in"25"years"took"place"on"Sunday.

The"people"of"Myanmar"have"been"dutiful"and"it"is"time"for"the"NLD"to"try"to"
ful«ll"the"wishes"of"the"people,•"Senior"party"of«cial"U"Tin"Oo"told"Al"Jazeera"
outside"the"party"headquarters." The"NLD"has"to"try"hard"to"change.•

Phil"Robertson"from"New"York-based"Human"Rights"Watch"said"it"was"time"to"
move"on"from"the"country's"bloody"past.

O{cpoctÔu"Uww"M{k"ykpu"ugcv."tgswguvu"oggvkpi"ykvj"oknkvct{""/"Vjg"
Kpfkcp"Gzrtguu

Myanmar's"opposition"leader"Aung"San"Suu"Kyi"has"won"her"parliamentary"
seat," of«cial" results" showed" Wednesday," leading" to" a" near" total" sweep" by"
her"party"that"will"give"the"country"it's"«rst"government"in"decades"that"isn't"
under"the"military's"sway."While"a"win"of"that"magnitude"virtually"assures"the"
National" League" for" Democracy" of" electing" the" president" as" well," Suu" Kyi"
is" barred" from" becoming" president" by" a" constitutional" hurdle" inserted" by"
the"Junta"when"it"transferred"power"in"2011"to"a"quasi-civilian"government."
Still,"she"recently"has"declared"that"she"will"be"the"country's"de"facto"leader,"
acting" above"the"president,•"if"her"party"forms"the"next"government.

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In"a"sign"she"intends"to"play"a"key"role,"Suu"Kyi"requested"meetings"with"the"
military"chief,"current"president"and"the"chairman"of"parliament"next"week,"
apparently"to"discuss"the"formation"of"the"new"government." It"is"`very"crucial"
that"the"government"implements,"for"the"pride"of"the"country"and"the"peaceful"
desire" of" people,'" the" results" of" Sunday's" elections,•" she" said" in" the" three"
letters"send"on"Wednesday.

In pairs

Read"the"«"nal"two"articles"and"compare"all"the"four"reports."Once"again,"rate"
the"articles"but"this"time"choose"your"own"criteria.

Individually

Write"a"paragraph"that"summarises"your"overall"response"to"these"articles.

Jqog"cevkxkv{

In"preparation"for"the"next"activity,"gather,"if"you"are"able"to,"local"and"national"
newspapers.

Activity 7: Pride

As a class

Look" at" the" newspapers" brought" to" class." What" news" do" they" contain" about"
your"country?"Are"you"proud"of"your"country?"Give"reasons"for"your"answer.

Consider"this"quote"from"Abraham"Lincoln."Do"you"agree"with"his"statement?"
Why?"What"articles"can"you"«"nd"that"re‹"ect"the"idea"described"in"this"quote?

I"like"to"see"a"man"proud"of"the"place"in"which"he"lives."I"like"to"see"a"man"live"
so"that"his"place"will"be"proud"of"him."""›"Abraham"Lincoln.

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In pairs

Think"about"your"own"responsibility"as"a"citizen"of"your"country."List"some"things"
that"you"could"do"as"an"individual"in"your"community"and"beyond,"describing"
the"impact"of"such"actions"on"your"own"personal"development"as"well"as"the"
impact"on"your"community."What"are"your"aims"and"hopes"for"your"country"and"
community?"What"compels"you"to"act?

In groups

Compare"your"ideas"and"explore"what"motivates"members"of"your"group"to"act"
in"this"way.

Cevkxkv{":<"Yjcv"cdqwv"{qwt"uejqqnA

As a class

Compare" these" photographs." What" aspects" of" school" life" do" they" describe?"
What" aspects" of" school" life" are" not" illustrated" in" these" photographs" in" your"
opinion?

1 2

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3 4

In groups

Discuss"what"aspects"of"your"own"school"you"are"particularly"proud"of."Think"of"
places,"individuals,"teams"of"people"and"activities"etc."If"you"are"able"to,"take"
photographs"to"illustrate"these"features"or"sketch"them"instead"with"a"suitable"
heading"for"each"feature.

As a class

Talk"about"what"you"have"discussed"and"illustrated"in"your"groups"about"your"
school." Do" you" have" a" school" motto?" How" is" this" re‹"ected" in" your" pictures?"
Do"you"believe"that"all"members"of"your"school"community"are"proud"of"your"
school?"Explain"your"answers.

Cevkxkv{";<"Xcnwgu

As a class

Refer" back" to" your" pictures" from" the" last" activity." Discuss" how" your" school"
community"has"the"capacity"and"the"potential"to"make"a"positive"contribution"
to"the"wider"school"community."Discuss"how"this"thinking"is"linked"to"patriotism"
and"in"particular"the"quote"you"explored"in"Activity"7.

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In pairs

1."" Discuss"the"values"listed"in"the"box"below."What"other"values"do"you"know"
and"consider"to"be"important"to"the"context"of"citizenship"and"patriotism?"
What" do" you" understand" by" the" term" `value'" and" how" it" is" related" to"
patriotism?
Ambition,"adventure,"audacity,"belonging,"care,"compassion,"conviction,"
courage," dignity," gratitude," honesty," humility," integrity," justice," loyalty,"
obedience,"perseverance,"resilience,"respect,"sel‹"essness,"trust.

2."" Select"one"value"from"this"list"or"from"your"own"ideas"that"you"consider"to"
be"well"promoting"and"encouraging"in"your"school"already."
3."" Prepare"a"short"presentation"to"the"rest"of"the"class"that"describes"why"
you"think"this"is"important"and"how"is"it"realised"and"acted"upon"in"your"
school."
4."" Consider" the" roles" of" different" people" in" your" school," how" the" school" is"
organised"and"the"content"of"what"you"study.

As a class

Listen"to"each"other's"presentations."Ask"questions"about"what"is"being"illustrated"
and"add"further"details"and"examples"of"action"for"the"value"described"if"you"
are"able"to.

Cevkxkv{"32<"Ujctkpi"{qwt"xkukqp

As a class

Read"these"vision"statements"that"have"been"taken"from"a"few"schools"around"
the"world."Compare"them"to"each"other"and"to"your"own"school's"vision"statement"
if"you"have"one."Discuss"how"these"statements"are"linked"to"patriotism.

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A."Every"student"is"achieving"at"his"or"her"maximum"potential"in"an"engaging,"
inspiring" and" challenging" learning" environment." (Secondary" School,"
Arizona,"USA).

B." Maadi" Community" School" educates" students" to" become" independent"

thinkers,"life-long"learners,"to"respect"others"and"to"integrate"a"Christian"
World" View" into" their" lives" ›" focusing" on" the" `whole" child'." (Community"
School,"4-14"years,"Cairo,"Egypt).

C." Our" vision" is" to" develop" a" community" of" con«"dent" learners," by" helping"
them" to" realise" their" full" potential." We" will" strive" to" achieve" this" through"
their overall spiritual, moral, intellectual, emotional, social, mental and
physical"development."(Mar"Thoma"Secondary"School,"New"Delhi,"India)

D."Vision:"If"our"students"are"to"maximise"their"learning,"then"Woorana"Park"
Primary"School"must"be"a"place"of"optimism,"excitement"and"challenge,"
where"students"and"teachers"see"each"day"as"a"journey,"full"of"purpose"
and where intellectual engagement and connectedness to the outside
world"are"priorities."("Primary"School,"Melbourne,"Australia)

In groups

1."" Select" a" feature" of" the" vision" statements" above" or" compose" a" new" short"
statement" of" your" own" that" you" believe" would" encourage" and" inspire" a"
positive" attitude" to" learning" and" encourage" learners" to" make" a" positive"
contribution"to"your"school"community.

2."" Design"a"short"presentation"based"on"your"chosen"statement"that"you"could"
make"to"the"rest"of"the"school"or"to"primary"schools"near"your"own"school."
Your"presentation"would"need"to"be"persuasive"as"well"as"inspirational"and"
therefore" motivational." You" wish" to" present" your" ideas" to" school" leaders"
and" other" leaders" in" your" community" in" order" for" them" to" give" you" some"
feedback"on"the"effectiveness"of"your"presentation.

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Cevkxkv{"33<"Ncpiwcig"rtcevkeg

k0"Eqppgevqtu"qh"eqpvtcuv"

Study"the"sentences"below."
1."" In"the"traditional"society,"women"were"not"allowed"to"be"leaders,"but"today"
they"can"do"so.
2."" Today"women"can"be"members"of"parliament;"however,"traditionally"they"
couldn't.
3."" Traditionally,"cooking"and"catering"was"a"woman's"role"unlike"today"when"
we"have"waiters.

The"words"in"bold"connect"the"two"clauses"in"each"sentence."These"words"are"
called"connectors"of"contrast"because"they"connect"two"contrasting"clauses."
The"«"rst"part"of"these"sentences"(before"the"connector"of"contrast)"is"called"the"
main"clause."This"is"because"it"is"a"complete"sentence"which"can"stand"on"its"
own."It"can"also"be"referred"to"as"the"independent"clause.

The"clause"that"follows"the"connector"is"referred"to"as"a"subordinate"clause."A"
subordinate"clause"cannot"stand"on"its"own"as"a"complete"sentence."It"depends"
on"the"main"clause"for"meaning."

Below"is"a"list"of"other"connectors"of"contrast"and"their"use"in"sentences.
1. Jqygxgt
" She"is"a"very"right"girl."However,"she"is"very"rude.
2. Kp"eqpvtcuv
" Deng"is"a"staunch"Christian."In"contrast,"his"brother"is"a"pagan.
3. Pgxgtvjgnguu
" Ruth"was"feeling"unwell;"nevertheless,"she"went"for"the"competitions.
4. Pqpgvjgnguu
" I"am"not"convinced"that"they"won."Nonetheless,"I"will"buy"them"a"reward."
5. Yet
" You"promised"to"come"early,"yet"you"have"come"4"hours"late."
6. Qp"vjg"qvjgt"jcpf
" Rose"is"very"intelligent;"on"the"other"hand,"she"is"very"dishonest."
7. D{"eqorctkuqp
" My"brother"is"very"calm;"by"comparison,"my"sister"can"be"quite"hyperactive."

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8. Qp"vjg"eqpvtct{
I"don't"hate"Jim."On"the"contrary,"I"am"rather"fond"of"him."
9. Kpuvgcf"
" They"didn't"behave"as"expected;"instead,"they"messed"up"the"event."
10. Kp"cp{"ecug"
" They"were"not"given"a"warm"welcome."In"any"case,"they"were"not"invited."
11. Cnn"vjg"ucog"
You" gave" a" very" moving" speech;" all" the" same," I" think" you" should" have"
given"more"examples.

Rtcevkeg"gzgtekug"3

Join"the"following"sentences"with"the"most"appropriate"connectors"of"contrast."
1."" Thomas"is"very"hardworking."He"can"be"rude."
2." Travelling"by"air"is"very"fast."It"is"expensive."
3."" There"is"little"time"left."All"the"leaders"will"give"a"speech."
4."" You"are"late."You"have"not"even"done"the"homework."
5."" Women"are"the"least."They"have"contributed"the"most"money."
6."" Your"hair"is"beautiful."You"have"to"cut"it."
7."" I"am"not"happy"with"your"work."I"will"give"you"another"chance."
8."" Children"are"not"welcome"to"the"meeting."It"is"an"adult's"meeting."
9."" Seth"is"not"sad."He"is"happy"that"you"came."
10." She" has" not" delivered" the" items" required." She" brought" totally" different"
things.

Rtcevkeg"gzgtekug"4

Use"the"following"connectors"to"«ll"in"the"blank"spaces"in"the"passage"below."

(Yet,"however,"while,"in"spite"of,"nevertheless,"but,"in"addition,"then,"to"begin"
with)

The"other"day"I"seemed"to"have"a"string"of"misfortunes."_____1_____,"my"car"
failed"to"start"in"the"morning"and"I"had"to"catch"a"public"service"vehicle"at"the"
last"moment."_____2_____,"when"I"got"to"the"of«ce,"I"found"my"boss"had"arrived"
early"for"a"change"and"wanted"to"know"why"I"was"late."_____3_____,"he"was"not"
very"happy"with"my"application"for"leave"at"the"end"of"the"month."I"was"lucky"
that"the"sales"returns"for"that"month"had"just"come"in"and"my"section"had"done"
particularly"well."_____4_____,"the"boss"still"refused"to"agree"to"my"leave"until"
he"had"seen"how"punctual"I"would"be"over"the"next"two"weeks.

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 English Secondary 3 - Unit 6: Patriotism Student Book

kk0"Urgnnkpiu"cpf"rtqpwpekcvkqp

Rtcevkeg"gzgtekug"5

Identify"any"«ve"pairs"of"words"that"are"pronounced"the"same"from"the"list"below."
Bold" Course" Serial
Bury" Moan" Flame
Coarse" See Close"
Clause" Mourn" Bald"
Berry" Cause" Bread"
Cereal Close

Inquuct{
1." Patriotism:" act"of"supporting"one's"country.
2." Inspiration:" the"process"of"being"mentally"stimulated"to"do"or"feel"" "
" something,"especially"to"do"something"creative.
3." Revolution:"" a"forcible"overthrow"of"a"government"or"social"order,"in""
" favour"of"a"new"system.
4." Nationalism:"" patriotic"feelings,"principles"or"efforts.
5." Policies:" courses"or"principles"of"action"adopted"or"proposed"by""
" an"organization"or"individual.
6." Struggle:" "a"forceful"or"violent"effort"to"get"free"of"restraint"or"resist""
" attack.
7. Native:" a"person"born"in"a"speci«ed"place"or"associated"with"a""
" place"by"birth,"whether"subsequently"resident"there"or"not.
8." Alien:" a"foreigner,"especially"one"who"is"not"a"naturalised"citizen""
" of"the"country"where"he"or"she"is"living.
9." Endeavour:" an"attempt"to"achieve"a"goal.
10." Goodwill:" quality"of"being"friendly,"helpful"and"having"a"cooperative""
" attitude.
11." Industry:"" economic"activity"concerned"with"the"processing"of"raw""
" materials"and"manufacturing"goods"in"factories.
12." Output:"" the"amount"of"something"produced"by"a"person,"machine,""
" or"industry.
13." Engender:"" cause"or"give"rise"to"a"feeling,"situation"or"condition.

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 Unit
7 Human Rights

Key vocabulary: Human rights, activist, observe, respect, freedom, violate,

slavery, discrimination, racism, vote, civil society, justice, equality, dignity

Introduction
Human rights are the basic rights and freedoms that belong to every person in
the world, from birth until death. They apply regardless of where you are from,
what you believe or how you choose to live your life. They can never be taken
away, although they can sometimes be restricted – for example, if a person
breaks the law or in the interest of national security.

These basic rights are based on values like dignity, fairness, equality, respect
and independence. But human rights are not just abstract concepts – they are
de«"ned"and"protected"by"law."(Equality and Human Rights Commission, UK)

According to the constitution of the Republic of South Sudan, the Republic ‘is
founded on justice, equality, respect for human dignity and advancement of
human rights and fundamental freedoms.’ As such, the rights and freedoms of
all the citizens of South Sudan are protected by the constitution under the Bill
of Rights.

Activity 1: Reading about human rights

As a class

Read the following passage about human rights.

Human rights are rights inherent to all human beings, whatever our
nationality, place of residence, sex, national or ethnic origin, colour, religion,
language, or any other status. We are all equally entitled to our human rights
without discrimination. These rights are all interrelated, interdependent and
indivisible.

Universal human rights are often expressed and guaranteed by law, in

the forms of treaties, customary international law, general principles and
other sources of international law. International human rights law lays down

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 English Secondary 3 - Unit 7: Human Rights Student Book

obligations of Governments to act in certain ways or to refrain from certain

acts, in order to promote and protect human rights and fundamental freedoms
of individuals or groups.

Universal and inalienable

The principle of universality of human rights is the cornerstone of international

human" rights" law." This" principle," as" «rst" emphasised" in" the" Universal"
Declaration on Human Rights in 1948, has been reiterated in numerous
international human rights conventions, declarations, and resolutions. The
1993 Vienna World Conference on Human Rights, for example, noted that it
is the duty of States to promote and protect all human rights and fundamental
freedoms, regardless of their political, economic and cultural systems.

All" States" have" rati«ed" at" least" one," and" 80%" of" States" have" rati«ed" four"
or" more," of" the" core" human" rights" treaties," re‹ecting" consent" of" States"
which creates legal obligations for them and giving concrete expression to
universality. Some fundamental human rights norms enjoy universal protection
by customary international law across all boundaries and civilisations.

Human rights are inalienable. They should not be taken away, except in
speci«c"situations"and"according"to"due"process."For"example,"the"right"to"
liberty may be restricted if a person is found guilty of a crime by a court of
law.
Interdependent and indivisible

All human rights are indivisible, whether they are civil and political rights,
such as the right to life, equality before the law and freedom of expression;
economic, social and cultural rights, such as the rights to work, social security
and education, or collective rights, such as the rights to development and
self-determination, are indivisible, interrelated and interdependent. The
improvement of one right facilitates advancement of the others. Likewise, the
deprivation of one right adversely affects the others.

Equal and non-discriminatory

Non-discrimination is a cross-cutting principle in international human rights

law. The principle is present in all the major human rights treaties and
provides the central theme of some of international human rights conventions
such" as" the" International" Convention" on" the" Elimination" of" All" Forms" of"
Racial"Discrimination"and"the"Convention"on"the"Elimination"of"All"Forms"of"
Discrimination against Women.

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The principle applies to everyone in relation to all human rights and freedoms
and it prohibits discrimination on the basis of a list of non-exhaustive categories
such as sex, race, colour and so on. The principle of non-discrimination
is complemented by the principle of equality, as stated in Article 1 of the
Universal Declaration of Human Rights: “All human beings are born free and
equal in dignity and rights.”

Both rights and obligations

Human rights entail both rights and obligations. States assume obligations and
duties"under"international"law"to"respect,"to"protect"and"to"ful«"l"human"rights."
The obligation to respect means that States must refrain from interfering with
or curtailing the enjoyment of human rights. The obligation to protect requires
States to protect individuals and groups against human rights abuses. The
obligation"to"ful«"l"means"that"States"must"take"positive"action"to"facilitate"the"
enjoyment of basic human rights. At the individual level, while we are entitled
our human rights, we should also respect the human rights of others.

(From: http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx
accessed on 14/12/2017 at 1140h)

In groups

Answer the following questions.

1. What are human rights?

2. Give"four"documents"in"which"we"can"«"nd"information"on"human"rights.
3. Give three characteristics of human rights according to the passage you
have read.
4. What does the obligation to respect human rights entail?
5. What"does"the"obligation"to"ful«"l"human"rights"entail?
6. What do you think is your role in promoting respect for human rights?
7. Conduct a class debate on the following motion to create awareness on
the need to respect the rights of each person:
Women should be allowed to inherit land from their fathers.

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 English Secondary 3 - Unit 7: Human Rights Student Book

Activity 2: Elements that promote respect for

human rights

In pairs

Identify the elements which can lead to the respect of human rights thereby
reducing their violation in:
a. The school,
b. The community,
c. The country.
Present your answers to the class.

Activity 3: Ways in which human rights can be

maintained and respected by all

In groups

Discuss ways in which human rights can be respected and maintained by local
communities in our country. Choose a group representative to present your
answers to the class.

As a class

Debate on the motion: The African Man has no place in the kitchen.

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Activity 4: Rights versus obligatory duties

In groups

1. Using the Internet, newspapers and journals or through talking to your

parents/guardians, research on the various rights and freedoms enshrined
in the constitution of the Republic of South Sudan. Write them down and
select a group representative to present your answers to the class.
2. Discuss the obligations and duties that each person has in the enjoyment
of"the"rights"identi«"ed"in"your"research.

As a class

Discuss why the people of South Sudan should value the rights they enjoy as
enshrined in the constitution.

Check Your Knowledge

Study the pictures below. Which picture represents each of the statements that
follow?

1 2 3

4 5 6

1. I have a right to express myself without fear or intimidation. Picture _______.

2. Once I reach the age of 18, I will exercise my right to vote. Picture _______.

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 English Secondary 3 - Unit 7: Human Rights Student Book

3. I have a right to move and be at any place without being discriminated

because of my skin colour. Picture _______.
4. I have a right to a balanced diet so that I am in good health. Picture
_______.
5. When I fall sick, I have a right to access medical care in a health facility.
Picture _______.
6. Education is the key to success. It is my right. Picture _______.

Activity 5: Reading what international

organisations have written about human rights

As a class

Read the following extracts about human rights.

Extract 1

Charter of the United Nations and The Universal Declaration of Human

Rights (UDHR)
The"United"Nations"(UN)"is"an"international"organisation"whose"stated"aims"are"
to facilitate cooperation in international law, international security, economic
development, social progress and human rights issues. The pursuit of human
rights was a central reason for creating the UN. It was founded in 1945 and
began" with" «"fty" countries" signing" the" United" Nations" Charter." As" of" 2007,"
there were 192 United Nations member states, encompassing almost every
recognised independent state. The UN Charter obliges all member nations to
promote “universal respect for, and observance of, human rights” and to take
“joint and separate action” to that end. The Charter consists of a preamble
and a series of articles divided into chapters. It includes: purposes of the
United Nations; criteria for membership; the organs and institutions of the
UN; arrangements for integrating the UN with established international law;
and the enforcement powers of UN bodies.

The"Universal"Declaration"of"Human"Rights"(UDHR)"is"an"advisory"declaration"
adopted"by"the"United"Nations"General"Assembly"(A/RES/217,"10"December"
1948"at"Palais"de"Chaillot,"Paris)."It"consists"of"a"Preamble"and"30"articles"
setting forth the human rights and fundamental freedoms to which all men
and women, everywhere in the world, are entitled, without any discrimination.

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Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable
rights of all members of the human family is the foundation of freedom, justice
and peace in the world;

Whereas disregard and contempt for human rights have resulted in barbarous
acts which have outraged the conscience of mankind, and the advent of a
world in which human beings shall enjoy freedom of speech and belief and
freedom from fear and want has been proclaimed as the highest aspiration
of the common people;

Whereas it is essential, if man is not to be compelled to have recourse, as

a last resort, to rebellion against tyranny and oppression, that human rights
should be protected by the rule of law;

Whereas it is essential to promote the development of friendly relations

between nations;

Whereas" the" peoples" of" the" United" Nations" have" in" the" Charter" reaf«rmed"
their faith in fundamental human rights, in the dignity and worth of the human
person and in the equal rights of men and women and have determined to
promote social progress and better standards of life in larger freedom;

Whereas Member States have pledged themselves to achieve, in co-

operation with the United Nations, the promotion of universal respect for and
observance of human rights and fundamental freedoms;

Whereas a common understanding of these rights and freedoms is of the

greatest importance for the full realization of this pledge;

Now, Therefore The General Assembly proclaims this universal declaration of

human rights as a common standard of achievement for all peoples and all
nations, to the end that every individual and every organ of society, keeping
this Declaration constantly in mind, shall strive by teaching and education to
promote respect for these rights and freedoms and by progressive measures,
national and international, to secure their universal and effective recognition
and observance, both among the peoples of Member States themselves and
among the peoples of territories under their jurisdiction.

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 English Secondary 3 - Unit 7: Human Rights Student Book

Extract 2
Article 1: All human beings are born free and equal in dignity and rights.
They are endowed with reason and conscience and should act towards one
another in a spirit of brotherhood.

Article 2: Everyone is entitled to all the rights and freedoms set forth in
this Declaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin, property,
birth or other status.

Article 3: Everyone has the right to life, liberty and security of person.

Article 4: No one shall be held in slavery or servitude; slavery and the slave
trade shall be prohibited in all their forms.

Article 5: No one shall be subjected to torture or to cruel, inhuman or

degrading treatment or punishment.

Article 6: Everyone has the right to recognition everywhere as a person before

the law.

Article 7: All are equal before the law and are entitled without any discrimination
to equal protection of the law.

Article 8: Everyone has the right to an effective remedy by the competent

national tribunals for acts violating the fundamental rights granted him by the
constitution or by law.

Article 9: No one shall be subjected to arbitrary arrest, detention or exile.

Article 10: Everyone is entitled in full equality to a fair and public hearing by
an independent and impartial tribunal, in the determination of his rights and
obligations and of any criminal charge against him.

Article 11: Everyone charged with a penal offence has the right to be
presumed innocent until proved guilty according to law in a public trial at
which he has had all the guarantees necessary for his defence. No one shall
be held guilty of any penal offence on account of any act or omission which
did not constitute a penal offence, under national or international law, at the
time when it was committed. Nor shall a heavier penalty be imposed than the
one that was applicable at the time the penal offence was committed.

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Article 12: No one shall be subjected to arbitrary interference with his

privacy, family, home or correspondence, nor to attacks upon his honour and
reputation. Everyone has the right to the protection of the law against such
interference or attacks.

Article 13: Everyone has the right to freedom of movement and residence
within the borders of each state. Everyone has the right to leave any country,
including his own, and to return to his country.

Article 14: Everyone has the right to seek and to enjoy in other countries
asylum from persecution. This right may not be invoked in the case of
prosecutions genuinely arising from non-political crimes or from acts contrary
to the purposes and principles of the United Nations.

Article 15: Everyone has the right to a nationality. No one shall be arbitrarily
deprived of his nationality nor denied the right to change his nationality.

Article 16: Men and women of full age, without any limitation due to race,
nationality or religion, have the right to marry and to found a family. They are
entitled to equal rights as to marriage, during marriage and at its dissolution.
Marriage shall be entered into only with the free and full consent of the
intending spouses. The family is the natural and fundamental group unit of
society and is entitled to protection by society and the State.

Article 17: Everyone has the right to own property alone as well as in
association with others. No one shall be arbitrarily deprived of his property.

Article 18: Everyone has the right to freedom of thought, conscience and
religion.

Article 19: Everyone has the right to freedom of opinion and expression.

Article 20: Everyone has the right to freedom of peaceful assembly and
association. No one may be compelled to belong to an association.

Article 21: Everyone has the right to take part in the government of his country,
directly or through freely chosen representatives. Everyone has the right of
equal access to public service in his country. The will of the people shall be the
basis of the authority of government; this will shall be expressed in periodic
and genuine elections which shall be by universal and equal suffrage and
shall be held by secret vote or by equivalent free voting procedures.

Article 22: Everyone, as a member of society, has the right to social security.

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Article 23: Everyone has the right to work, to free choice of employment, to just
and favourable conditions of work and to protection against unemployment.
Everyone, without any discrimination, has the right to equal pay for equal
work. Everyone who works has the right to just and favourable remuneration
ensuring for himself and his family an existence worthy of human dignity, and
supplemented, if necessary, by other means of social protection. Everyone
has the right to form and to join trade unions for the protection of his interests.

Article 24: Everyone has the right to rest and leisure, including reasonable
limitation of working hours and periodic holidays with pay.

Article 25: Everyone has the right to a standard of living adequate for the health
and well-being of himself and of his family, including food, clothing, housing
and medical care and necessary social services, and the right to security
in the event of unemployment, sickness, disability, widowhood, old age or
other lack of livelihood in circumstances beyond his control. Motherhood and
childhood are entitled to special care and assistance. All children, whether
born in or out of wedlock, shall enjoy the same social protection.

Article 26: Everyone has the right to education. Education shall be free, at
least in the elementary and fundamental stages. Elementary education shall
be compulsory. Technical and professional education shall be made generally
availableandhighereducationshallbeequallyaccessibletoallonthebasisofmerit.
Education shall be directed to the full development of the human personality and
to the strengthening of respect for human rights and fundamental freedoms.
It shall promote understanding, tolerance and friendship among all nations,
racial or religious groups, and shall further the activities of the United Nations
for the maintenance of peace. Parents have a prior right to choose the kind of
education that shall be given to their children.

Article 27: Everyone has the right freely to participate in the cultural life of
the"community,"to"enjoy"the"arts"and"to"share"in"scienti«c"advancement"and"
its"bene«ts."Everyone"has"the"right"to"the"protection"of"the"moral"and"material"
interests"resulting"from"any"scienti«c,"literary"or"artistic"production"of"which"
he is the author.

Article 28: Everyone is entitled to a social and international order in which the
rights and freedoms set forth in this Declaration can be fully realised.

Article 29: Everyone has duties to the community in which alone the free
and full development of his personality is possible. In the exercise of his
rights and freedoms, everyone shall be subject only to such limitations as
are determined by law solely for the purpose of securing due recognition

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and respect for the rights and freedoms of others and of meeting the just
requirements of morality, public order and the general welfare in a democratic
society. These rights and freedoms may in no case be exercised contrary to
the purposes and principles of the United Nations.

Article 30: Nothing in this Declaration may be interpreted as implying for any
State, group or person any right to engage in any activity or to perform any act
aimed at the destruction of any of the rights and freedoms set forth herein.

In groups

Answer the following questions on the passages you read.

1. Why do you think it is important to globalise human rights?

2. Explain how you can practise Article 9 of the universal declaration of
human rights.

Activity 6: Researching on elements that cause

violation of human rights

1. Read Extract 2 again. Bearing in mind the human rights mentioned in all
the"30"articles,"carry out"a"research"to"«"nd"out"the"elements"that"cause"the"
violation of any of these human rights within your community.

Activity 7: Comparing aspects of human rights

between developed and developing countries

In groups

Read the short passage below then answer the questions that follow.

Martin Luther King, Jr and the Fight for Equal Rights in America

Although slavery in the United States ended in the late 19th century,
institutionalised racism continued to oppress African Americans even
decades" later." By" the" mid-20th" century," blacks" were" still" forced" to" use"

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 English Secondary 3 - Unit 7: Human Rights Student Book

separate public utilities and schools from the superior ones reserved for
Whites; they suffered routine discrimination in employment and housing, as
well as abuse and lynching from some Whites, and they were unable to fully
exercise their right to vote.

For" decades," civil" rights" activists" had" been" «"ghting" these" laws" and" social"
customs to secure equality for all Americans. These activists had won
some"signi«"cant"victories;"among"the"most"notable"was"the"1954"Supreme"
Court decision Brown v. Board of Education, which held that state laws
requiring black students and white students to attend different schools were
unconstitutional. However, these victories could not dismantle the systemic
racism that plagued the country. It was in this environment, seeing the
possibility of an America where black and white citizens were truly equal, that
Martin"Luther"King"Jr."joined"in"the"«"ght"for"civil"rights"for"black"Americans.

A Baptist minister by training, Dr. Martin Luther King Jr. sought to raise the
public consciousness of racism, to end racial discrimination and segregation
in the United States. While his goal was racial equality, King plotted out a
series of smaller objectives that involved local grassroots campaigns for
equal rights for African Americans. In 1955, King became involved in his
«"rst"major"civil"rights"campaign"in"Montgomery,"Alabama,"where"buses"were"
racially segregated.

(Adapted from: https://tavaana.org/en/content/martin-luther-king-jr-«"ghting-

equal-rights-america-0 on 22/08/2017 at 11.22am)

Answer the following questions.

1. Martin" Luther" King" Jr" was" involved" in" the" «"ght" for" equal" rights" in" USA."
Read different materials such as newspapers, books or the Internet and
identify people who have advocated for respect for human rights in South
Sudan."Report"your"«"ndings"to"the"class.
2. Citing"speci«"c"examples,"compare"the"respect"of"human"rights"between"
developed and developing countries.

Activity 8: Use linking verbs, modal verbs and

conjunctions

a. Use of linking verbs

Linking verbs are words that connect the subject of a sentence with other words
in"the"sentence."For"instance,"a"linking"verb"can"link"the"subject"with"a"word"that"
gives more information about the subject. Below are examples of linking verbs:

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 English Secondary 3 - Unit 7: Human Rights Student Book

1. Different forms of the verb be which show state, that is, am, is, are, was
and were. For"example:
i. I am a human rights activist.
ii. John Garang is"our"hero"for"«ghting"for"our"civil"rights.
iii. Martin Luther King Jr was a civil rights activist.
2. Other verbs that show state or condition, such as, appear, become, feel,
grow, look, remain, seem, smell, sound, stay, taste and turn. For"example:
i. The girl appeared dull after she was mocked by the unruly boys.
ii. Salva Kiir became the President of South Sudan after the death of
John Garang.
iii. Respect for human rights remains"an"area"of"con‹ict"between"the"civil"
society and many governments.
b. Use of modal verbs

Modal verbs are words that express mood in a sentence. They are used with
other verbs to express ability, obligation, possibility or condition. Below are
examples of modal verbs and how they are used.

Modal
Use Example
verb
can to express ability Women can do those jobs that men do.
to request for
can Can I go home tomorrow?
permission
We may elect a woman president in
may to express possibility
future.
to request for
may May I sit down, please?
permission
You must be 18 years and above to
must to express obligation
register as a voter.
to express strong This must be your mother; you take after
must
belief her.
should to give advice You should respect the rights of others.
to make a request or
would Would you like some Kawari?
offer
If I were you, I would treat the two children
would to express a condition
equally.

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c. Use of conjunctions
Conjunctions are joining words. They are used to join words, phrases and clauses.
There are three different types of conjunctions: coordinating, subordinating and
correlative conjunctions.
Types of
Use Examples
conjunctions

They are used for, and, nor, but, or, yet, so

to join words,
Coordinating
phrases and
conjunctions
independent Example: Racism is not common in
clauses. Africa but it is witnessed in the West.
because, before, after, although,
that, though, till, unless, until, when,
whenever, where, whereas,

wherever, whether, which, while, who,

They are used to whoever, why, as, if, as if, as long as,
join a subordinate as much as, as soon as, as though,
Subordinating
phrase and an even, even if, even though, if only,
conjunctions
independent inasmuch, in order that
phrase.

Example: Although there are civil

societies in many countries, human
rights are still being violated.
both / and, not only / but also, either /
or, neither / nor, whether / or, so / that,
They involve such / that, scarcely / when, no sooner
a pair of / than, rather / than.
Correlative conjunctions that
conjunctions must be used
together.
Example: Both South Sudan Human
Rights Society and the Government of
the Republic of South Sudan advocate
for respect of human rights.

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Activity 9: Using linking verbs and modal verbs

In groups

1. Use linking verbs to construct your own sentences talking about different
human rights activities in your country.
2. Use Modal verbs to talk about our obligations when enjoying our rights

Activity 10: Write about human rights using

conjunctions

Individually

Orally use the three types of conjunctions to express your ideas about human
rights in your community.

Activity 11: Reading about people who

advocated for human rights

As a class

Read the following short extracts about people who advocated for human rights during
their time.

Pgnuqp"OcpfgncÔu"Jwocp"Tkijvu"Ngice{

Nelson"Mandela"was"an"anti-apartheid"revolutionary"and"the"«"rst"President"of"
South Africa. Mandela was born on 18 July 1918. He was given the forename
‘Rolihlahla’, meaning troublemaker, and in later years became known by his
clan name, ‘Madiba’. At school, Mandela was given the English forename
‘Nelson’ by his teacher. When he was 12 years old, his father died and
Mandela was entrusted to the guardianship of the regent of the Thembu
people. Mandela learned about his ancestors’ resistance of imperialism and
apartheid.

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Apartheid was a system of racial segregation in South Africa. It was enforced

through legislation. Under apartheid, the rights and freedoms of the majority
black inhabitants and other ethnic groups in South Africa were restricted, and
white"minority"rule"was"perpetuated."From"1960"to"1983,"3.5"million"non-white"
South Africans were removed from their homes and forced into segregated
neighbourhoods." Non-white" political" representation" was" abolished" in" 1970"
and black people were deprived of their citizenship. The government
segregated education, medical care and other public services and provided
black people with services inferior to those reserved for white people.

At"university"in"the"1940s,"Mandela"became"increasingly"involved"in"politics."
He"joined"the"African"National"Congress"(`ANC'),"a"political"party"opposed"to"
the prevailing South African government during apartheid. Mandela helped
to form the ANC Youth League and served on its executive committee.

After the South African general election 1948, in which only white people were
permitted to vote, the National Party came to power. Mandela and others
in the ANC began advocating direct action against apartheid, such as
boycotts and strikes. At a rally on 22nd June 1952, initiating protests for
the"ANC's"De«ance"Campaign"Against"Unjust"Laws,"Mandela"addressed"a"
crowd"of"10,000"people."He"was"subsequently"arrested,"but"the"campaign"
established"Mandela"as"a"prominent"political"«gure"in"South"Africa.

At this point, the South African government and many in the international
community"(including"US"President"Ronald"Reagan"and"UK"Prime"Minister"
Margaret Thatcher) considered Mandela’s ANC a terrorist organisation. In
July 1963, Mandela and others were charged with sabotage and conspiracy
to violently overthrow the government.

Mandela’s trial gained international attention. Mandela and his associates

used"the"trial"to"highlight"their"political"cause."On"20th"April"1964,"facing"the"
death penalty, Mandela made a powerful speech to the court:

“I have fought against white domination and I have fought against black
domination. I have cherished the ideal of a democratic and free society in
which all persons live together in harmony and with equal opportunities. It is
an ideal which I hope to live for and to achieve. But if need be, it is an ideal
for which I am prepared to die.”

On 12th June 1964, the court found Mandela guilty of all charges. Although the
prosecution had called for the death sentence, the judge instead sentenced
Mandela to life imprisonment.

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While in prison, Mandela took part in strikes to improve prison conditions:

a small-scale contribution to the broader anti-apartheid struggle. He
corresponded"with"other"anti-apartheid"activists."In"March"1980,"the"slogan"
“Free Mandela!”, coined by a journalist, sparked an international campaign. The
UN Security Council called for Mandela’s release. A new State President of
South"Africa,"Frederik"Willem"de"Klerk,"came"to"power"in"1989."He"decided"
to legalise all formerly banned political parties and announced Mandela’s
unconditional release.

Mandela"was"freed"on"11th"February"1990."In"1991,"Mandela"was"elected"
ANC President. Unrest continued. Mandela gave many speeches calling
for calm and negotiated with the government. In 1993, Mandela and de
Klerk were jointly awarded the Nobel Peace Prize. A general election was set
for"27th"April"1994."The"ANC"won"with"63%"of"the"vote."The"newly"elected"
assembly's" «"rst" act" was" to" formally" elect" Mandela" as" South" Africa's" «"rst"
President. Mandela oversaw the transition from apartheid minority rule to a
multicultural democracy. The new Constitution of South Africa was agreed
in May 1996, enshrining citizens’ rights and setting up institutions to check
executive power.

Mandela retired from politics in June 1999, but continued to take part in
activism and philanthropy. After a series of long-running illnesses, Mandela
died"on"5"December"2013"at"the"age"of"95.

Mandela is widely considered the founding father of democracy in South

Africa. Elleke Boehmer, Professor of World Literature in English at
Oxford University, described Mandela as a universal symbol of social
justice. Mandela has an enduring legacy as the world’s most famous prisoner,
a symbol of the anti-apartheid cause and an icon for millions who embrace
the ideal of equality.

(By" Natasha" Holcroft-Emmess." Posted" on" https://rightsinfo.org/nelson-

mandelas-human-rights-legacy/"on"18th"July"2017."Accessed"on"14/12/2017"
at 1155h)

Individually

Find"out"from"books"or"other"knowledgeable"people"about"the"role"played"by"
John Garang and Mahatma Gandhi in advocating for human rights. Write a
short story about them then share it with your class.

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Activity 12: Write about human rights

As a class

Read"the"Preamble"of"Extract"1"on"page"106"then"Extract"2"on"pages"106-110"
again. Compare these extracts in terms of their form and structure. Who do
you think is the target audience for each of these extracts? Write a paragraph
to describe your comparisons. Make use of linking verbs, modal verbs and
conjunctions.

Activity 13: Writing an essay on human rights

activities

Individually

Imagine you have been invited to a meeting where students are supposed to
make presentations giving their opinion on the status of respect for human rights
in South Sudan. Write an essay that you would present during this meeting.
This should include the level of respect for human rights in the country, any
elements that lead to violation of human rights and the possible ways in which
we can address these violations. Make use of linking verbs, modal verbs and
conjunctions in your writing.

Activity 14: Preparing campaign materials to

campaign against violation of human rights

In groups

Read the following poem then perform the tasks given at the end.

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A Freedom Song

Atieno has to wash the dishes,

Atieno has to pluck the chicken,
Atieno has to get up early,
Bed her sack down in the kitchen,
Atieno eight years old,
Atieno yo.

Since she is my sister’s child

Atieno needs no pay.
While she works my wife can sit
Sewing every sunny day:
With her earnings I support
Atieno yo.

Atieno’s sly and jealous,

Bad example to the kids
Since she minds them, like a schoolgirl
Wants their dresses, shoes and beads,
Atieno ten years old,
Atieno yo.

Now my wife has gone to study

Atieno is less free.
Don’t I keep her, school my own ones,
Pay the party, union fee,
All for progress: aren’t you grateful?
Atieno yo.

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Visitors need much attention,

All the more when I work night.
That girl spends too long at market,
Who will teach her what is right?
Atieno rising fourteen,
Atieno yo.

Atieno’s had a baby

So we know that she is bad.
Fifty"«"fty"it"may"live
And repeat the life she had
Ending in post-partum bleeding,
Atieno yo.

Atieno’s soon replaced.

Meat and sugar more than all
She ate in such a narrow life
Were lavished on her funeral.
Atieno’s gone to glory,
Atieno yo.
Marjorie Oludhe-Macgoye

(Adapted from http://badilishapoetry.com/marjorie-oludhe-macgoye/)

In groups

1. In what ways have Atieno’s rights been violated?

2. Imagine Atieno was one of your classmates. Prepare posters that you can
use to protest violation of her rights. Display your poster in class after
preparing it.

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3. Create your own poem about human rights in South Sudan.

4. How effective is the use of satire in this poem?.
5. Identify other stylistic features used in this poem.
6. How do these stylistic features affect the reader?

Activity 15: Language practice

Connectors of time
Look at the words at the beginning of the following sentences:
1. First, the manufacturers engage in planning on how to cut the diamond.
2. After that, the rough diamonds undergo sawing.
3. Next, the sawed diamonds pass through the bruiting process.
4. Then the diamonds are polished.
5. Finally, the diamond is thoroughly cleaned in acids.

The words in bold are called connectors of time. They indicate when the action
is" to" be" done/" how" the" actions" are" to" follow" each" other." The" word" `«"rst'" for"
example"shows"that"it"is"the"«"rst"step;"`«"nally'"on"the"other"hand"shows"that"it"is"
the last step. Other connectors of time include:
1. To begin with - used at the beginning of a sentence e.g To begin with, the
ore is drilled from the ground.
2. Secondly - used to mean the second stage e.g secondly, the ore is washed
in water
3. Thirdly - used to mean the third step e.g thirdly, the ore is heated in the
furnace
4. Before - used to show the action that comes before another e.g before
removing it from the furnace, carbon is added to remove impurities
5. While - used to show actions that occur at the same time e.g while it is
being"puri«"ed,"zinc"metal"is"added."
6. When - used to mean ‘once an action is complete’ e.g when the tin melts,
copper is added to make an alloy of bronze metal
7. Having done that - used to mean ‘after that’ e.g having mined the ore, the
miners then transport to the factory
8. As soon as - used to mean ‘immediately after’ e.g as soon as the metal
turns brown, acid is added
9. Lastly" -" used" to" mean" `the" last" step'" e.g" «"nally" the" mineral" product" is"
exported to China

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Practice exercise 1

Fill"in"the"blanks"spaces"below"with"the"right"words"from"the"brackets.
(While,"«rst,"lastly,"as"soon"as,"then,"thirdly,"when,"secondly)"

For"a"person"to"engage"in"any"mining"business,"he/"she"must"do"the"following."
______1____," prove" that" he/" she" has" expertise" and" «nancial" ability" to" do" a"
mining business. _____2 _____, he/ she has to get a licence to start off the
business. ______ 3__, the individual has to acquire all the machinery needed
to mine and may be process the ore. _______ 4______ all this is done, he/ she
can ______ 5_____ hire employees to carry out the mining. _____ 6______ the
miners begin to mine the ore, processing can go on ___"7____"more ore is being
mined. _______ 8____, the processed mineral is then exported or sold in the
local market.

Practice exercise 2
1. Using the dictionary or a thesaurus, look for words that have opposite
meanings to each of the words given in the table below.
walk students
sit strict
expel headmaster
high
2. Test your spellings.
The following words have been misspelt. Rewrite each correctly.
a."«nnished" k. ciggaretes
b. privilegged l. disipline
c. occassion m. travelling
d. passagers n. coleagues
e. stundents o. enrollment
f. vihicle p. domitory
g. supprised q. variaty
h. recieve r. assignement
j. truely s. listining
j. reffered t. pronounciation

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Glossary
Human rights activist - a person who believes and works either as an
individual or as a member of an organisation in
order to promote and campaign for the basic
rights and freedoms that humans are entitled to.

Observe " -"" ful«l"or"comply"with"a"social,"legal,"ethical,"or"

religious obligation.

Respect - polite behaviour towards somebody/ something

that you think is important.

Violate - disturb or not respect somebody’s peace,

privacy, rights etc.

Freedom - the right to do or say what you want without

anyone stopping you.

Slavery - a state where a person is the legal property of

another and is forced to obey them.

Discrimination - the unjust or prejudicial treatment of different

categories of people or things, especially on the
grounds of race, age or sex.

Racism - prejudice, discrimination or antagonism directed

against someone of a different race based on
the belief that all members of each race possess
characteristics"or"abilities"speci«c"to"that"race,"
especially so as to distinguish it as inferior or
superior to another race or races.

Vote - a formal indication of a choice between two

or more candidates or courses of action,
expressed typically through a ballot or a show of
hands or by voice.

Civil society - non-governmental organisations and institutions

that advocate for the interests and will of
citizens.

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References
Annex"to"the"letter"dated"31"October"2013"from"the"Permanent"Representative"
of South Sudan to the United Nations addressed to the President of the General
Assembly."United"Nations."Accessed"from"Wikipedia"on"18/08/2017"at"12.57pm.
http://badilishapoetry.com/marjorie-oludhe-macgoye/. Accessed"on"18/08/2017"
at"12.57pm.
https://tavaana.org/en/content/martin-luther-king-jr-fighting-equal-rights-
america-0 Accessed on 22/08/2017 at 11.22am.
https://en.oxforddictionaries.com/de«nition/conservation
https://en.oxforddictionaries.com/de«nition/infrastructure
https://en.oxforddictionaries.com/de«nition/geothermal
https://en.oxforddictionaries.com/de«nition/energy
https://freestoriesforkids.com/children/stories-and-tales/red-moon
https://www.conserve-energy-future.com/pollutiontypes.php
http://www.ko«annanfoundation.org/speeches/energy-africa-campaign
Oxford Advanced Learners Dictionary; 9th edition
www.m.huffpost.com
www.afdb.org
www.oecd.org
http://www.preservearticles.com
https://revisionworld.com
http://www.bbc.co.uk
http://www.fao.org
https://www.conserve-energy-future.com/methods-and-importance-of-
environmental-conservation.php
https://theleap.co.uk/what-is-conservation/
Oladipo"R."(2014). Essentials of English Grammar. Nairobi: Longhorn Publishers
Limited.

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