ACCELERATED LEARNING PROGRAM

ENGLISHLEVEL 4

Secretariat of Education

New Sudan

Published and Pdnted bySecretariat of Education - New SudanCopyright © SoE 2005First Edition

ISBN 9966-33-097-6

Conditions of sale:I. This book is sold subject to the condition that it shall not, by wayof trade or otherwise, be lent, re-sold, reprinted or hired out orotherwise circulated without the publisher's prior consent in anyform of binding or cover other than that in which it is published, andwithout a similar condition including this condition being imposed onthe subseQuent purchaser.

2. This book is sold subject to the standard conditions of theSecretariat of Education (New Sudan) and may not be re-sold.

FROM THE AMERICAN PEOPLE

These materials have been prepared with the financial assistanceof USAID under Sudan Basic Education Program (SBEP)Cooperative Agreement No. 623-A-002-0068

SUDAN BAs:c EDUCATION PROGII.....

Sudan Basic Education Program (SBEP) is a consortium ofCARE International, American Institutes for Research and theUniversiry of Massachusetts.

Printed by: The Creative Printhouse Ltd

Contents·

Unit 1: Sister Bakhita Josephine Part 1 1

Unit 2: Sister Bakhita Josephine Part 1 11

Unit 3: Our School Newspaper ; 19

Unit 4: I have a Dream ~ 26

Unit 5: A Famous Sudanese ; , : 34

Unit 6: The Universe ; 41

Unit 7: Biography of Mother Teresa : 50

Unit 8: Mother Teresa Part 2 ; , 58

Unit 9: Food and Good Health ; ~ 65

Unit 10: Women and Men in Society :.. , 75

Unit 11: Reptiles, Birds and Fish ; - ;.; .. ; ; ~ 87

Unit 12: A Short Play ;..,., ;.; 96

••••••••

UNIT 1. ......... Sister Bakhita Josephine

Part 1

slave trader slavery illegal kidnap rush

obey grab force whole stale bread. march . living conditions terrible miserable

tie up peaceful

suddenly

chain

manage to

...----__~..,----:-__:_-----, A girl named Bakhita was born in Darfur in 1869. Shewas a happy child, living with her parents, fourbrothers and three sisters. One day her happinessended when Arab slave traders came into their village.

. .---At that time slavery was not yet illegal and in

South Sudan people could be kidnapped and takento the north to work .or be sold as slaves. That dayBakhita's mother had taken the farnily to work in thefields, and her oldest sister had stayed behind to lookafter the baby. While the rest of the family was in thefields, they heard that slave traders had come to theirvillage. They rushed back to their home and theoldest sister was gone. Their friends told them thatshe had been kidnapped.

CapturedWhen Bakhita was nine years old, she and an older friend were 'in the fieldsgathering food. Suddenly two men came up to them. They told Bakhita to goand fetch a carton they had left under a tree. Bakhita obeyed them because herMother had told her that she must always obey people who were older thanher. She went to look for it but there was no carton. Instead, the men followedher, grabbed her roughly, held a knife against her and told her to follow them.One man was holding a gun so Bakhita had no choice but to follow them.

They forced her to walk all night until they come to their village. By thenshe was very tired. They put her in a hole in the ground. There was no bed,only the rough ground to sleep on. They kept her there for a whole month,feeding her on a little stale bread. Of course Bakhita was homesick and afraid,and she spent most of the time crying for her family.

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SoldAfter a month, some Arab slave traders came to the village. Bakhita was takenout of the hole and sold to them. She was forced to walk for many days. Eachday more slaves were added to the group. They were chained together by theirneck in twos or threes.·Bakhita and the children rnarched at the back of the'group with the slave masters. At night even the children were chained by theirankles. Their living conditions were terrible and they felt miserable.

When they reached the slave market they were allowed to rest. Bymistake their master left the door unlocked and Bakhita and her friendmanaged to escape. They ran and ran. Then they met a man who promised tohelp thern~ They thought he was being kind, but instead of helping them he tiedthem up and sold them again.

First they were sold to an Arab chief where they were often badlytreated. Later the Arab chief sold them to a Turkish master who was a Generalin the army. The Turkish General decided to travel to Khartoum and he took tenslaves with him including Bakhita. So Khartoum was her new home.

One day the general invited the Vice-Consul from Italy to visit his house.The Vice-Consul liked Bakhita and decided to buy her so she could work for hisfamily. At last her life became more peaceful when she began working for hisfamily.

Questions

1.Where and when was Bakhita born?

2. What happenedto her oldest sister?

3. What was Bakhitadoing when the kidnappers came?

4. Why did she obey the kidnappers? .

5. Where did the kidnappers put her? How long was she there?

. 6. Describe the conditioriswhile walkirig to the slave market.

7. Howdidth~y~scap~? .

8. How were they recaptured?

9. How many masters did Bakhita have?

10. Who became her mastEn in the end?

Things to Think About·Have a discussion aboutslavery.

• What is slavery?• What happens to people when they become slaves?• Does slavery still exist?• Can you tell any stories about slavery?

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Dictionary Work· Match the word with the definition.

1. slave (n)

2. illegal (adj)

3. peaceful (adj)

4. kidnap (v)

a. calm and quiet; not wanting or involving war orargumentb. a person who is owned by another person and whohas to work for him/her

.c. to take someone away by forced. not allowed by the law

BOATS AND SHIPS

provide simple

require

complex

coastline

hollow complicated

import export

Throughout historyships and boats have been important because they provide animportant means oftransport. There are three ways boats are powered:

paddle· small boats are paddled by one or two people. Larger boats mayhave teams of paddlers.

wind· boats use sails to catch the wind. the sails are held up by wooden

poles called masts.engine·powered· both small boats and large ships use engines to power

them.

Boats are both simple and complex. Small, simple boats are made fromhollowed out logs. In Africa it's common for people to take a large tree andhollow it out to make a boat. This type of boat is called a dugout canoe.Africans use them in rivers and lakes fortransportation and fishing. Larger onesare used for fishing in the ocean.

Boats made of lumber are morecomplicated to build but can be madelarger than a dugout log. People wholive near the ocean need larger boatsfor fishing and transportation, becauseoceans have large waves and stormsthat require bigger boats. Designingand building boats is an importantindustry along the coasts.

Although New Sudan has no - - --.-

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coastline, shipping is important to the country because goods that areimported and exported to other countries travel mostly by ship. Shippingbetween East Africa and the Middle East and Asia has existed for thousands ofyears. The most common type of ship in East Africa and the Middle East wasthe dhow. Look at this picture of a dhow and try to describe it.

1. What is adhowmade of?2. How is it powE)red?

3. How many sails does it have?4. How many masts does it have?

Ships are larger than boats and are generally ocean-going. Ships are used forboth freight and passengers. The largest ships in the world are 'freighters that carryoil. Following are important words concerning boats and ships. If you don't know.the meaning find it by looking in a dictionary or asking someone.

• cargo

• crew• captain

• port

1. Which is smaller and lighter - a boatoraship?

2. What are the three ways that boats

and ships are powered?3. What types of boats and ships useeach kind of power?4. Where are dhows used? Container Ships

5. What kinds of boats and ships are used in Sudan?6. Where are the ports that are used for importing and exporting goods for New

Sudan?

Writing: - Write about any kind of boat or ship that you've seen or heard about.When you write give as much information as you can, and be sure to answer thesequestions:

1.What's it made of?2. What does it look like?3. Where is it used?

4. What is it used for?

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PHRASAL VERBS 1

A phrasal verb is a verb followed by a preposition or adverb (or both) to give a newmeaning. In this book we will study phrasal verbs in Units 1-6. Learn the meaningsofthese phrases and try to use them in sentences.

1. break into - This means to break open windows or break down doors to enter ahouse or building.

Thieves sometimes break into houses and steal things.Someone broke into my house and stole my radio.

2. bring up -This is another way to say "raise" children. It can also refer to raising apoint or idea in a discussion. .

Iwill bring up my children to be honest and hard-working.Iwas brought up in eastern Sudan.In the meeting John brought up the problem of pupils coming late.

3. carry out (orders) - This is the phrase used for doing something you've beenordered to do. It can also referto doing a task or following a plan.

Soldiers have to carry out all orders.We should carry out our plan to give examinations to all new pupils.

4. clear up - This can have two meanings. First it means to make a place neat ortidy. Secondly it refers to finding a solution to a problem.

Please clear up all this rubbish.Iwant to clear up this misunderstanding. I didn'ttake your pen.

Exercise - Put one ofthephrasal verbs in each ofthese sentences. You may have to use thepast tense.

1. They the Captain's orders arid sentthe men to prison.

2. Rebecca will this problem inthe next teachers' meeting.

3. Iwantto my children in a good environment.

4.1 think we can the problem ifwetalktothe pupils' parents.

5. Someone my house and my camera is missing.

6. There's a lot of rubbish behind the latrine. Please it after class.

7. They didn't the plan correctly.

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LANGUAGE WORK

1. Even (for surprise/comparisons) - "Even" has several meanings. Here it's usedbefore nouns, adjectives, and adverbsfor thefollowing meanings. Read the examples andmeanings.

• used for emphasizing that something is surprising

• used to make a comparison stronger

Maria can cook many kinds of food. She can cook African food very well. She caneven cook French food. (This means it's surprising that she can cook Frenchfood.)

Machar is very strong but Gatluak is even stronger. (This makes the comparison. stronger.)

They visited many places in Egypt and Sudan. They went to Cairo, Alexandria, andKhartoum. They even went to Meroe. (This means that it's surprising they went sofar.)

She cooks fish that's very delicious, but she cooks goat meat that's even moredelicious. (This makes the comparison stronger.)

Don't confuse "even" with "also". With "even" the meaning must be that the fact issurprising. Compare these sentences.

a. He bought a pair of trousers. He also bought a jacket.

b. He bought trousers, shoes, and a shirt. He even bought a jacket. (this meansthat it's surprising: he bought a lot ofthings and spent a lot of money.)

Complete these sentences with "even".

. 1. We ate many kinds of meat. We ate beef, fish, and chicken. We even ate

2. They raise many kinds of animals. They raise chickens, goats, and cows. Theyeven raise----3. The weather in Rumbek is very hot, butthe weather in is even hotter.

6

Write some sentences with "even". Write them about these topics andother things:

1. who is strong and who is even stronger

2. what sUbject is difficult and what subject is even

more di'fficult

3. where you traveled (including a place that's

surprising)

4. what you bought (including something surprising)

2. Future: Phrases with "from" and "this coming" -Learh thefollowingphrases:

this coming week

this coming month

this coming year

this coming weekend

three weeks from now

four months from now

a week from now/aweek from todaytwo weeks from now/two weeks fromtoday ....

a week from tomorrow

a week from Friday

3. With a Calendar - Use a calendarfor this mo1ithalll~cyeral m~nthsinthe future to ..find the dates ofthefollowing phrases. Learnerscan then.saYJ(phr(J$e.anc!9f/zer learnerssay the datefor thephrase. You can also do this vice versa: a leeimerpoints to a date on thecalendarandother/earners say aphraseforit.' '.' . . .

What's the date for:

a. a week from today

b. two days from now

c. a week from Saturday

d. two weeks from now

e. this coming Sunday

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1. thiscomin.g Wednesday

g. this corning weekend

. h. a week from tomorrow

i. a week from today

j. a month from. now

Answer these questions:

1. Where will you be this coming weekend?

2. Where do you think you will be five years fromnow?

3. What are you doing aweek from today?

4. What are your plans forthe corning year?

5. This coming month, will you come to schooleveryday?

6. Six months from now will we have finished this book?

4. Future: Will/going to - These are both used to talk about the future. "Will" has amore general meaning than "going to". Use "going to" with something you'vealready planned to do or are definite about. Compare these two sentences:

I'll see her tonight. usedgenerallyfor actions in thefutureI'm going to see her tonight. emphasizes that it's definite oralreadyplanned

Explain the difference in meaningbetween "will" and "going to" in these sentences.

1. We're going to have a new teacher next month. Our present teacher is going tostudy in another city.

2. I'll call you later.

3. We discussed the day of the match. We're going to play it on Sunday instead ofSaturday.

4. I think I'll have time to help you next week.

Change these sentencesfrom "will" to "going to" andvice versa.

1. I'll see him next week.

2. They're going to repair the car today.

3. He won'twork on the farm this Saturday.

4. You'll get sick ifyou don't rest.

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I'm going to see him next week.

5. Future: Comparing "to be" and verbs· With the future "to be" is in thesephrases:

will be goingto be

Remember that "to be" is usedwith:

adjectives:nouns:continuous:places:time:

She'll be happy when she gets the news.

He's going to be a pharmacist.

WeIll be having a party after the game.

The party will be atthe school.

The party is going to be at 6 pm.

John will be here tomorrow.

I think the exam is going to be difficult.

Change these sentencesfrom "will" to "going to" andvice versa. These sentences have "tobe".

1. John is going to be here tomorrow.

2. I think the exam will be difficult.

3. Ayen's going to be in Jubafortwo weeks. _

4.1 won't be here nextweek.

5. My sister will be ateacher.

Complete these sentences in thefuture (including "will" or "going to '').

1. The meeting a.t 2 o'clock.

2. Poni study computers next month.

3. Matthew your newteacher.

4. Suria teach us next week.

5. We happywhen ourfathercomes.

6. The singing group practice this weekend.

7. Matthew at hometonight.

8. I fetch water for him every day.

9. The football game exciting.

10.1 living with my aunt next month.

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6. Future: Short Reading _.

Welre going to take a field trip this coming weekend.Around twenty people from the school are going: threeteachers and all the learners in level four. Welre going to seean agriculture project to learn about modern farmingmethods. I think it will be interesting.

Following are our plans for the trip: Weill meet at theschool at 7:30 at the office. A bus will pick us up there. We're

going to spend all day at the experimental farm. The staff at the farm willprovide lunch for us. Weill return to the school at 5 pm. In class the followingweek weill discuss what we saw and write about our experiences and the thingswe learned. Welre also going to make a school garden where we'll apply thethings we learned.

Do the following:

• Underline all the future verb phrases• Which use "will" and which use "going to"?• Can you explain the difference in meaning with "will" and "going to" in the

phrases?

Answerthese questions:

1. When are theygoing on the field trip?

2. Who will be going?·

3. What are they going to do?

4. Whattime are theygoingto meet?

5. Where will they eaNunch?

6. Whattilllewilltheyreturri? .

7. What aretheir plans for the following week?

8. What else do they plan todo?

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••••••••UNIT 2....•... Sister Bakhita Josephine

Part 2

capture terrible long for (v) situation foreign countrynotice silver cross christianity gradually baptize devote

cheerfully complain praise rush bomb shelter trust

safety explode amazed accept wheelchair faithfully

To ItalyIf you remember fromUnit 1, Bakhita was soldas a slave to the ItalianVice-Consul inKhartoum. For Bakhita,living with this family wasbetter than working forArab masters, but shestill had terribleexperiences and longedfor news of her family.She often cried at night,thinking about her family The Vatican in Rome

and her terrible situation in a foreigncountry. But God had a plan for Bakhita's life.

The Italian Vice-Consul had to return to Italy, and he decided to takeBakhita with him. Slavery was illegal in Italy so she became a free person, butshe still worked in the family's house looking after their young children.

Bakhita noticed that the family had a silver cross which they used tokiss. She became interested in their religion so they began to tell her storiesabout Christianity and Jesus. At first she couldn't understand what they weresaying, but gradually her mind and her heart were opened to the Christianreligion. She began to believe that God had been with her through all herexperiences, and she decided to give her life to Jesus. In January 1890 shewas baptized, and she took the name Josephine.

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Serving GodBakhita joined a group of Catholic sisters and in 1896 she became a sister (anun). Catholic nuns don't marry but devote their lives to working for the church.Wherever she went and whatever she was asked to do she did it cheerfully,without complaining. She loved to help poor people because she had lost herown family and wanted to feel that the poor people were her family. She alsoloved children and she was always praising God. She became very well known,so when she went to other towns many people would come to hear her speak.

God's ProtectionIn 1939 the Second World War broke out. Planes came over the town, droppingbombs and killing many people. Whenever the planes came all the peoplewould rush to the bomb shelters. Bakhita, however, would stay outside andquietly continue her work. "Trust in God" she would say, and people began tothink that she would bring safety to the town.

One day fifty bombs were dropped on their town, but not one of themexploded. Everyone was amazed. Bakhita's friends decided that it was becauseof the prayers of Bakhita that they had been saved.

Her DeathWhen Bakhita was old she was often sick, but she never complained. Sheaccepted her illnesses cheerfully. Toward the end of her life she could only walkwith the help of a stick and later she had to use a wheelchair. She spent manyhours in prayer. In 1947 she died in Italy. She never saw her own family again,but when she died she had a big family of people she had loved and servedfaithfully.

1. Where did the Vice-consul decide to take Bakhita?

2. Why did she become a free person?

3. What did she see that made her interested in Christianity?

4. When was she baptized and what name did she take?

5. When did she become a sister (a nun)?

6. What kind of people did she love and feel were part of her family?

7. What did Bakhita do when the planes came over their town?

8. What happened one day when bombs were dropped?

9. How did she move about when she was old and sick?

10. When did she die?

11 . What are some things you learned from the story of Bakhita Josephine?

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A PERSON'S LIFE STORY

In this book we're reading biographies of SisterBakhita, Martin Luther King, and other famous people.Do you know what a biography is? Read thesedefinitions:

biography (n) - The story of a person's life writtenby somebody else.autobiography (n) - The story of a person's lifewritten by that person.

Biographies can be about anyone. They're often about famous people. Inthis lesson you'll write a short biography of one of your classmates.

Writing a BiographySit in pairs and ask each other questions about yourpast: the things you did and the reasons why youdid these things. Also, ask each other about thepresent and plans for the future. When you'refinished, write a short biography of your partner.You should stay in pairs while writing so you cancheck your information with each other while you'rewriting.

Organising the BiographyThe biography should have three paragraphs, and eachparagraph should have at least three sentenc~s. (You can'thave a paragraph with only one sentence.) Organise your threeparagraphs as follows:

Paragraph 1: Write aboutthe person1s past.Paragraph 2: Write about what the person is doing at thepresent time.Paragraph 3: Write about the person's future plans.

ReasonsWhen writing biographies and autobiographies it's important to talk about thereasons why people do things. This makes the biography more interesting for thereader, because the reader can compare his or her own reasons for doing thingswith the person in the biography.

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Following are examples of questions to ask the other person before you write thebiography.

1. Tell me about your childhood.

2. Did you have a happy childhood or did you have problems?

3. Tell me some good things that happened to you when you were a child.

4. Tell me about some problems you had when you were young.

5. How did your childhood affectyour feelings aboutthefuture?

6. What about your education? Why are you studying in this school?

7. Explain your living situation now.

8. What are your plansforthefuture?

9. What do you think you'll be doing in ten years?

10. What are some problems you might have in the future?

11. What will make you happy in the future?

PHRASAL VERBS 2

1. come up with - This means to think of an idea or to find an answer or solution tosomething.

Kiden came up with the idea of painting the classrooms.I hope we can come up with a way to solve this problem.

2. get behind - This has two meanings. First it means you fail to do something ontime so you have to do more the next time. Secondly it means that you givesomeone your support.

I got behind on my homework. I have to do homework exercises allweekend.Let's get behind the team captain and practise hard forthe game.

3. get on/along -This means that you have a friendly relationship with somebody.The teachers and pupils get along well.The communities get on with each other well in this town.

4. give up - This means to stop trying to do something or to surrender.I give up. I can't solve these Math problems.The thieves gave up to the police.

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Exercise -Put one ofthephrasal verbs in each ofthese sentences. You may have to use thepast tense.

1. Don't .I'm sure you can solve this problem.

2. These two boys don't .They always argue and fight.

3. If you don't study tonight you'll in your homework.

4. The soldiers and were captured.

5. The pupils a good idea.

6. We should the medical staff and help them teach aboutHIV/AIDS.

7. Everyone should try to . with each other.

LANGUAGE WORK

1. Future: Questions· Read this story then write questions to go with it. After you'vewritten the questions ask them to each other. Questions should be in thefuture with "goingto " or "will". .

All of the learners and teachers are going to worktomorrow. We're not going to study. We're going to clean and fix upthe school compound. Everyone will bring tools from home. We'lldivide into four teams. One team will Clean the compound andfootball ground. Another team will work on the fence and gate,and another team will clean the latrines. A big team is going to

repairthe bUildings.We have a lot of work to do. We have to clean the classrooms and repair the

furniture. We'll start at 8 o'clock in the morning and work all day. One group ofstudents will play games with the small children because they're too small to work.

1. What are they going to ~-?

2. What will they ?

3. Who ?

.4. Howmany ?

5. Where ?

6. Whattime ?

7. Why ?

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2. Should/Must/Ought to/Have to· These areput before verbs to show that somethingis necessary. The meaning ofthefirst two isn't as strong as the second two. "Must" is thestrongest. Readthese definitions andexamples.

should - Used to say that it is right or appropriate for somebody to do something;used for giving advice.

The police should do something about crime.Children shouldn't be left on their own.I'm tired. I shouldn't have gone to bed so late.What should I do?Do you think I should phone her?

oughtto- (meaning issimilarto "should") Used to say what somebody should do;used to say what should happen or what you expect; used for giving advice.

You ought to visit your parents more often.She ought to pass the test.He ought to be here by now.You ought to read this book. It's really interesting.

have to - (meaning is stronger) Used for saying that somebody must dosomething or that something must happen. This has a stronger meaning andrefers to something you're obligated by other people to do orfeel you should do.

I have to work on Saturday morning.You have to get a visa before you can go.You don't have to gotothe party if you don't want to.We had to practise a lot before the game.

must - (meaning is strongest) Used for saying that it is necessary that somethinghappens; used for saying that you're sure something is true; used for giving advice(stronger than "should")

You must take your medicine every day.I must remember to go to the bank tomorrow.Have something to eat. You must be hungry.You mustn'tforgetto take your medicine.I can'tfind my book. I must have left it at home.

Exercise 1 • Put one ofthefour words in these sentences. Remember that "should/oughtto" arefor something appropriate or good to do. "Have to/must" are stronger and areforthings that are necessary. There can be different answers to this exercise. Explain themeanings ofdifferent answers.

1. visit my friends

2. go to class every day

3. buy a new pair of shoes

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4. respect my parents and teacher

5. exercise and play sports

6. visit my aunt often

7. help our neighbours

8. wear ajacketwhen it's cold

9. save money

10. be kind to other people

Exercise 2: Giving Advice - Use "should" and "ought to" to give advice. If themeaning is verystronguse "must ". Readthisproblem andthe responses.

A: I'm sick. What do yOLl think Ishould do?

8: I think you should see adoctor.

Other responses:You should take some medicine.You oughtto go home.You shouldn't work so hard.I.don'tthink you should come school ifyou're sick.You look very sick. You mustsee a doctortoday.

Askeach other these questions andgive advice:

I'm too thin. What do you think Ishould do?

My house is too small for myfamily. What do you think Ishould do?

Exercise 3: Class Brainstorm - Write this question on the blackboard. The class thinksofall the things they can do to learn English. The teacher writes them on the blackboardasthe learners say them.

What should Ido if Iwantto learn English well?

(speaking/reading/writing/listening)

17

Exercise 4: Group Activity - Sit in groups. Each person writes aproblem they're havingthen write "What do you think I should do?" People in the group tell each other theirproblems and then give each otheradvice.

Learner: I need a bicycle. What do you think Ishould do?

Group: I think you should work to earn somemoney.You should ask your father to bUy youone.You should use your brother's bicycle.

3. How Often (Frequency) - Learn thesephrases that say how oftenyou do something.

once a day

twice a dayonce a week

twice a week

three times a day

once a month

once a year

every day

every month

never

not often

sometimesonce in a while

every other day

every two weeks

every day except Sunday

Change the verbs in this question andaskeach other.

Howoftendoyou ?

take a bath

wash your clothes

brush your teeth

cut your hair

go to the market

go to the post office

exercise

go fis~lil1g

go hunting

visit your relatives

Write sentences abouthow oftenyou do things.

I cut my hair every two months.

We visit our relatives once a year.

Iwork every day except Sunday.

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•• :v •••••

UNIT 3••••••••

Our School Newspaper

Would you like to have a school newspaper? Manyschools have newspapers for their pupils to read. For a schoolnewspaper, everyone writes articles about the teachers,pupils, sports, and other activities at the school. Any learner inthe school can write an article forthe newspaper.

If your school can1t make copies of the newspaper for allthe learners, write the articles on a single piece of paper and

putthem ana bulletin board for all the students to read.Following are two articles from a school newspaper. Read these articles,

then try to write your own. Postthem in a place where all the pupils can read them.

New Teachers at Our School

This year two new teachers came to teach at our school. They1re teachingprimary 6 and ALP level 2. The new primary 6 teacher is a woman named Irene.She's from our town and returned here recently after completing her studies atthe Maridi Teacher Training Institute. Irene can speak English well and is alsointerested in sports. We interviewedIrene and she said that she would liketo teach girls in the school to playsports.

The second teacher is a mannamed Machar. He is 25 years old andlives in a neighbouring village. Macharhas been a teacher for three years. Hetaught in Bahr EI Ghazal region forthree years and has just returned to thisarea to live near his family. Machar isinterested in teaching Science sUbjectsand he has brought many Sciencebooks for the students to use.

We would like to welcome bothof these teachers to our school. We aresure that the pupils will learn a lot fromthem.

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Our School Garden

Our school garden is located on the western side of the schoolcompound. The soil in the garden is loam, which is good for gardening. MrJames, a Science teacher, is in charge of the garden, and pupils from all theclasses take part in gardening. A meeting was held last week to plan thegarden for this school year. Twenty pupils and teachers attended the meetingand discussed what crops to plant.

This year we will plant maize, okra, tomatoes, carrots, and greens. Weplan to use modern agricultural methods to demonstrate to the students goodways to grow food. We hope to find enough materials to make compost to puton the plants. We would like to invite all pupils who are interested in working onthe garden to meet at the' school on Saturday mornings at 9 am.

Making Your Own Newspaper:

Before you start to make your own newspaper, read these definitions: '

editor (n) The person who is in charge of a newspaper or magazine andwho decides what should be included.article (n) A piece of writing in a newspaper or magazine.edit (v) To prepare a piece ofwriting to be published.

Everyone in the class should write one article for a school newspaper. Ifyou have a pupil in your class who is very interested in newspapers he or she canbe the editor of the newspaper. The editor should collect all the articles and checkthem to make sure the information is correct and that there are no mistakes in thelanguage. The editor should also find a place to post the articles so everyone canread them.

Following are ideas for your newspaper:

• As a class, think of all the things you can write about.

• Interview teachers and pupils and write articles about them.

• Write about clubs and sports at your school.

• Have every learner in the class write one article. Post some new articles every

day for all the learners in the school to read.

• Write about old pupils from the school and what1they're doing now.

• Write aboutthings all the learners should know: water, HIV/AIDS, hygiene, etc.

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TALKING ABOUT MUSIC

Everybody likes music. Most people like to sing, claptheir hands, and dance. Some people can play musicalinstruments, and a few people are very talented at music andbecome famous for playing music and writing songs. First, readthese definitions:

music (n) - An arrangement of sounds in patterns to be sung or played oninstruments.musician (n) - A person who plays a musical instrument or writes music, especially asajob.rhythm (n) - A regular repeated pattern of sound or movement.song (n) -A piece of music with words that you sing.band (n) - A small group of musicians who play popular music together, often with asinger or singers.perform (v) -To take part in a play or to sing, dance, etc. in front of an audience.audience (n) - All the people who are watching or listening to a play, concert, speech,the television, etc.practice (v) -To train at an activity regularly so that you become good at it.concert (n) - A performance of music.popular music (adj/n) - Music and songs that are liked by most of the people at acertain time. .traditional music (adj/n) - The music of a particular country or ethnic group that hascontinued from the past to the present.

Musical Instruments:

Here are some pictures of musical instruments and equipment. Do you know whatthey are? Look at the pictures, then answer the questions.

- '7;,1--') /I ?

'1\ ;\'

)'"------=~_...¥

21

1. Do you know the name ofthis instrument?

2.ls it a modern or traditional instrument?

3. What country or ethnic group is itfrom?

4. What kind of music is played on it?

5. What kind of sound does it make?

6. What type of band or musical group uses it?

7. What other instruments are played together with it in a band?

8. What is it made of?

9. Have you ever seen one?

10. Have you ever played one?

11. Where do people use microphones, amplifiers, and speakers?

Group Activity: Forming a Band

Now sit in groups. Pretend that each group will form a band that will play music at aschool concert. Each person in the group will choose one instrument to play or bethe singer. Talk about what kind of music you want to play and make a list of thesongs you will perform. Talk about other people you will need such as dancers.When you're finished present your plans to the class. I'f you can, perform yoursongs to the class. Use these questions to help you with the discussion.

1. What kind of music shall we play?

2. Who will be the singer?

3. What instrument does everyone want to play?

4. What songs shall we perform?

5. Do you know the words to those songs?

6. When shall we practice?

22

PHRASAL VERBS 3

1. keep on - This means to continue doing something or repeating an action manytimes. (You can also use "keep" alone before a verb to mean "continue".)

You should keep on studying hard if you want to go to secondary school.If she keeps teaching here she can become headteacher.

2. look after -This means to take care ofsomeone or someone.The neighbour will look after the chickens while we go to see grandmother.

3. look down on - Doing things that show that you think you're better thansomeone else.

You shouldn1t look down on poor people.He looks down on people who didn1t go to school.

4. look forward to - To wait for something to happen with pleasure. (You think thatthe event will be enjoyable.)

The pupils always look forward to their holiday.11m looking forward to the trip.

Exercise - Put one ofthephrasal verbs in each ofthese sentences. You may have to use thepast tense.

1. I meeting your family.

2. You should your things better. You lost your exercise book.

3. Everyone is equal. You shouldn1t anyone.

4. He running until he fell down.

5.1 wantto practicing until we can play the song well.

6. Could you the children while I go to the market?

7.l l rn sure the players are the game.

LANGUAGE WORK

1. For/Since· "For" and "since" are both used with amounts oftime (how long). "For"is put before an amount oftime that something happened or is happening. "Since" is usedto showfrom what time something happened. "Since" is used with a date, a day, month,year, or time. Compare these sentences.

IVe studied atthis school for three years.IVe studied atthis school since 2 _It's been raining for two hours.It's been raining since 7 AM.

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"Since" can be usedwith either a timephrase ora clause. A clause is asentence with both anoun anda verb that's combinedwith anothersentencewith a conjunction.

Yar has been doing her homework since 5 PM.Yar has been doing her homework since she came home from school.

(t~le clause is "she came home from school")

"For" can be used with any tense, but "since" is used with the presentperfect because it'sreferring to a time from the past up to now. "Since" is also used with the present perfectcontinuous andpastperfect. Compare these sentences.

We will play football for one hour. (future)We played football for two hours. (past)We've played football for three hours. (present perfect past up to now)We've played football since 3 PM. (present perfect)We've been playing football since 3 PM. (present perfect continuous)We had played football since 3 PM so we were all tired. (past perfect)

Exercise 1- Finish these sentences with "for" and "since".

1. Kaka has studied nursing _

2. The bull has been lost-----------3. The bus is late. We've been waiting _

4. I've known him---~------

5. I haven't eaten anything _

Exercise 2 - Write "for" or "since" in these sentences.

1. My sister has been here two weeks.

2. I've lived here Iwas born.

3. Bollived in Rumbek three years.

4. Matthew has been here June.

5. Kalo taught at this school a long time.

6. Mike has been ill aweek. He hasn't come to work__lastTuesday.

7. I haven1 seen my uncle two years.

8. I haven't seen her she got married.

9. He hasn't come to English class a week.

10. She hasn't studied last Friday.

11. We've been waiting for him two hours.

12. Iwill study here one more year.

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active

passive

2. Active Voice/Passive Voice - In English you can turn sentences around from theActive Voice to the Passive Voice. Readthese definitions and compare the sentences.

active (adj) Involved in an activity; that produces an effect; used abouttheform of a verb of asentence when the subject ofthe sentence performs theaction of the verb.

Marie wrote this article.The pupils will clean this classroom.

passive (adj) Not active; used about the form of a verb in a sentencewhere the subject of the sentence is affected by the action ofthe verb.

This article was written by Marie.This classroom will be cleaned by the pupils.

Write whether thesesentences are active orpassive.

1. Someone stole my camera.

2. My camera was stolen.

3. My mother cooked this food.

4. This food was cooked by my mother.

5. The villagers will build a new road.6. A new road will be built by the villagers. _

7. Asnake bit him.

8. We were bitten by many mosquitoes.

9. A lot of sorghum is grown here.

10. The farmers here grow a lot offruit.

11. All ofthefood was eaten.

12. They ate all ofthe food.

13. She didn't invite metothe party.

14. Iwasn't invited to the party.

15. Abomb killed five people.

16. Five people were injured by a bomb.

17. The wedding will be held on Sunday.

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••••••••

UNIT4•....... I Have a DreamBiography of Marti,n Luther King

discrimination ancestordemonstration speech

equality society demandinspiration . inspire

Racial Discrimination

Martin Luther"King is a famous American of African descent, meaning that hisancestors were Africans. He was born in 1929 in the south of the United States.His father was a pastor and Martin loved to go to church and hear Bible stories.

These days African Americans (orBlackAmericans) live in freedom with equality to all otherAmericans, but fifty years ago they still lived at a lowerlevel in society than white people. For example, in somestates of the U.S.A. black Americans had to go todifferent schools than white people and had to sit inspecial areas of buses, away from white people. Thishappened mostly inthe southern states of the U.S.A.,but in all areas there was discrimination against blacksby whites.

In the 1950's and 1960's African Americansdemanded equality. After many demonstrations, speeches, and marches, the .laws were changed so that Black Americans had complete equality with whites.One of the great leaders of this movement was Dr. Martin Luther King. He was aChristian pastor with a wonderful speaking style. When he spoke everyonelistened to him, and he gave many speeches that people still listen to forinspiration.

refuse

non-violent

arrest

persuade

trouble the last straw

boycott criticize

protest

law courts

Trouble on a Bus

In 1055 a black woman named Mrs Rosa Parks was feeling very tired after along day at work. She had managed to find a seat on a bus and was sittingthere. A white person got on the bus and ordered her to give up her seat. MrsParks refused. The white person was very angry and called the police. The

26

police arrested Mrs Parks and took her to the police station. There had beentrouble between blacks and whites for some time, but this was the last straw.The blacks became very angry and decided to protest.

Martin Luther King spoke to the black people at a big meeting. Heasked them to use non-violent methods in their protest. He said that theyshouldn't attack people physically. He persuaded them not to fight but toboycott the buses. Boycott means that you refuse to use or buy something.From that day all the black people and their supporters walked to work andschool. The people who had cars picked up as many as they could fit in theircars.

Some whites became very angry, especially the bus owners who weren'tgetting any fares. One white person even threw a bomb into Martin's house.Fortunately no one was hurt. These events were news all around the world, andmost people in the world criticized the American people and government fornot giving equality to blacks.

In 1956 the matter was taken to the law courts. The court decided thatthe bus laws were illegal and that blacks and whites must have equal rights toa seat.

character (of a person)

it doesn't matter

give up

victory

integrate

integration

mourn

contentrights (n)

accomplish

March on Washington

In 1959 Martin gave up being a pastor so that he could spend all his timefighting for equal rights for blacks. He organised many freedom marches,always using non-violent methods. He had students go into cafes that were forwhites only and integrate them by sittingdown and ordering food.

In 1963, a quarter of a millionAfrican Americans marched to WashingtonDC, the capital of U.S.A. When theyarrived, Martin Luther King gave a speechthat has become very famous.

"I have a dream, "he said, "I have adream that my four little children will bejudged, not by the colour of their skin, butby the content of their character. I have adream today."

27

In 1963 many people around the world had televisions in their houses.Martinis speech was heard in many countries, and the cause of Black equalitybecame known around the world. In 1964 a new law was passed that allAmericans should be treated equally. This was a very great victory for MartinLuther King. In 1964 he was given the Nobel Peace Price for his work.

More Trouble

The laws had been passed but it was not easy for blacks in the South to beequal with whites. For one thing, most blacks were still very poor. Also, whitepeople tried to fight the integration of schools and universities.

Martin Luther King continued with his peaceful methods, but many blackpeople were tired of waiting and they began to fight for their rights. Martin wasunhappy to see this arJd in 1968 he gave another speech. At the end of thespeech he said,

"I don't know what will happen to me, but it really doesnlt matter, for Ihave seen the Promised Land".

On the next evening, Martin Luther King was standing at the window ofhis hotel when he was shot by a white man who thought Martin was an enemyto whites. He died at once and the whole country mourned his death. People inother countries, especially Africa, also mourned his death but in Africa MartinLuther King became a symbol that inspired blacks in South Africa to alsodemand equality.

Martin didn't accomplish all that he had hoped to, but his work led toequality for African Americans. Today people are still working to make hisdream corne true, and in the U.S.A. Martin Luther King Day is a nationalholiday.

1. Describe the situation of African Americans before 1964.

2. Why did Martin Luther King become a leader of the Black movement?

3. What was Martin Luther Kingls dream?

4. How did people around the world hear about Martin Luther King?

5. What did the new law passed in 1964 say?

6. What prize did he receive?

7. How was he killed?

8. What were some of the effects of Martin Luther King's work?

28

DESCRIBING A PLACE

At this time we will read two descriptions of placeswritten by pupils from other schools. The first description isof a small village near some hills. The second description isof a village near the Nile River. After reading these, pleasewrite a similar description of a place. Ask your teacher i'f youneed to know a certain word. Choose a place that'sinteresting to you. You may write about these kinds ofplaces:

• avillage• a home or school• the market, hospital, church, mosque, etc.• a natural area (mountain, river, plain, swamp, etc.)• a town or city• another country

My Village

depend on huge pleasant cultivate

I come from a small village whichlies along the bottom of a hill. There is astream that runs through our village, andwe depend on it for water to use at homeand to water our crops in the dry season.

.Along this stream are many huge trees.II The place is very cool and people like to

go there on hot days. Most of the othertrees in and around the village are Lulutrees. There are also neem trees, mango

trees, and many other beautiful trees.Most of the houses in my village are small round huts. They're have

thatched roofs made of grass and smooth walls made of bricks. Families live incompounds that have several huts. This makes the compound pleasant for thechildren to play in. Besides the main road, there are many paths which leadfrom one home to another.

Our people cultivate bananas, cassava, coffee, groundnuts, maize andother crops. During the dry season the men travel across the hills to hunt formeat and honey and the children drive the cattle to graze along the river.

29

The River Nile

flow gently commercial goods

My name is Mary Atlo, I live in Malakal near the Nile River. I am a Shilukgirl. The River Nile is the longest river in Africa and one of the longest rivers in

the world. Where we live the river is __.. "'--'~_ .~.very wide. This is the White Nile. It ... -- -

flows gently north to meet the BlueNile at Khartoum. Every day we seeboats going up and down the river,and our families have canoes forfishing and crossing the river.

The Shiluk people depend on theriver for many things: fish to eat and to sell and waterfor drinking, using at home, and for small scale irrigation ofvegetables during the dry season. We also use the river for transport. Allcommercial goods coming from Khartoum are transported on the Nile andagricultural produce like groundnuts are transported to Khartoum. The NileRiver is very important in our region.

WritingYou've read descriptions of two places. Now write your own description of anyplace. You can also draw a picture of the place. Following are somesuggestions of places to describe:

• your home• your village• a town you've visited• a natural place: stream, mountain, waterfall• a place you've never been to but that you've heard about

PHRASAL VERBS 4

1. look up - This has two meanings. First, it refers to looking up a word in thedictionary. Secondly it refers to finding someone, SUC~I as an old friend, whenyou visit a place. .

If you don't know the meaning of a word, look it up in the dictionary.When you go to Juba you should look up Kiden and Bol.

30

2. look up to - This means that you admire and respect someone.The pupils all look up to Teacher Machar.Iwant my children to look up to me.

3. make up - This has several meanings. First it refers to inventing a story aboutsomething ("make up a lie"). Secondly it refers to two people becoming friendsagain after having an argument. It can also refer to a woman putting make up onher face.

He made up a story about being sick so he didn't have to go to school.They had an argument but they made up and nowthey're friends again.She made up her face before going to the party.

4. pick out - To choose something or to recognize something from a number ofpeople or things.

There are many shirts in the market. Iwant to pick out a nice one for my son.Can you pick out your goats from that herd?

Exercise - Put one ofthephrasal verbs in each ofthese sentences. You may have to use thepast tense.

1.Who do you ?Your parents and teachers?

2. The head person helped the villagers to after the disagreement.

3. Some women like totheirfacesto look more beautiful.

4. When you go to the market try to vegetables that are fresh.

5. I need a dictionary to words.

6.1 brought T-shirts for everyone. You may onethcitfits you;

7. Don't lies. I know you weren't sick yesterday.

LANGUAGE WORK

1. Passive Voice: Past tense - To form the passive voice use "to be" with the pastparticiple. Include "by" ifyou want to state who or what did the action, but it's notnecessary in every sentence. Read these examples then change the sentences to thepassive voice. Ifyou don 't know the past participle look at the chart in the back ofthisbook.

A mosquito bit me.They sent the books last week.Someone stole my goat.

31

I was bitten by a mosquito.The books were sent last week.My goat was stolen.

Exercise 1 - Change these sentences from active to passive.

1. The storm destroyed ten huts.

2. A snake bit her.

3. A car hit me.

4. They sent Rebecca to live with· her aunt._' _

5. The flood damaged our crops.

6. Someone stole my bicycle.

7. A woman in my village made thiscloth. _

8. The university accepted Kiden.

9. James wrote this book.

10. They sent the money on Friday.

11. They built this hospital in 1983.

12. My family grew this coffee.

Exercise 2 - Write "was" or "were" in the blank.

1. These trees planted five years ago.

2. This rice planted in June.

3. The meeting held in Juba.

4. Three people injured in the accident.

5. There was an accident but no one hurt.

6. I need to see the reports that written last year.

7. The car thieves caught in the D.R.e.

8. We invited to a wedding.

9. His house damaged by the storm.

10. These houses built for the staff.

2. Passive Voice: Questions - Read these examples then answer the questions withthe passive voice. Sit in pairs and ask each other.

A: Who was chosen to go to Japan?

B: My sister was chosen to go.

A: Where was the training held?

B: It was held at the schooL

32

A: Was anyone hurt in the accident?

B: No. No one was hurt.

A: Were you invited to the party?

B: Yes, I was.

1. Who was chosen to be the new teacher?

2. Was anyone injured in the accident?

3. Were you hurt in the accident?

4. Where was the wedding held?

5. Where was this furniture made?

6. When was the letter sent?

7. Where was the medicine sent?

8. Where were these fish caught?

9. When was this school built?

10. Where were you born?

33

• •••••••UNIT 5

••••••••A Famous Sudanese

Commander Yousif Kowa Makki

humble colonial

complexity/complexities

participate in battle

dismay eventually

exposed to

armed struggle

Early Years

Yousif Kowa Makki was born into a humble family that had five boys and twogirls. He was born in the rainy season in 1945 in Mirri village. This village isnear Kaduguli, the capital town of the Nuba Mountains. Yousifs father was a

soldier in the colonial army and participated in the,----------,

famous battle of Karren in Eritrea..\:f Yousif started his primary education at Mirri in

1952, and completed it at Medani and Dilliny. In 1957Yousif left for Malakal, the capital of Upper Nile provincein southern Sudan where his father was working. FromMalakal he went to Kassala to continue his educationand then to Sinkat Intermediate school in EasternSudan. In 1962 he enrolled at AI-Tijaria Commercial

.. \ secondary school in Khartoum where he sat for theSudan School Certificate.

Yousifbecame a teacher in 1969, teaching at Nyala and Daeinintermediate schools in Darfur, Western Sudan. It was during the period that thehe was exposed to the complexities of life and began to think about the plightof his people of Sudan with increasing dismay. This led him into politics, andeventually into the armed struggle.

Questions

1. Where was Yousif Kowa Makke born?

2. Was his family rich or poor?

3. What did his father do?

4. What is the capital of the Nuba Region?

5. In what region did he teach at first?

6. What did he see there that caused him dismay?

34

marginalized conduct research co-founder

underground (secret/illegal) common ground harshness

preservation culture identity philosophy

flourish harmony sound (adD vision

prose and poetry eloquent interact despite

Developing his Ideas

Yousif looked for a solution to the problems facing the marginalized people ofSudan. He conducted research into the problems of the General Union of theNuba (GUN), which was led by Rev. Philip Abbas Ghabboush. In 1975 Yousifbecame co-founder of the Nuba youth organisation which came to be knownas Kamala. This underground organisation was set up to create a commonground for the Nuba people through the preservation and development of theNuba languages, culture and identity. Kamala was based on the philosophythat, if all the Sudanese languages, cultures and identities were seen as equal,they could flourish in harmony and become common ground for thedevelopment of a sound Sudanese identity.

In 1975 Yousif sat again for Sudan School Certificate as a privatecandidate in Kaduguli. He passed and was admitted to the University ofKhartoum. Yousif was an active student leader who developed his ideas andvision in both prose and poetry. He was an eloquent speaker and writer. In1980 he graduated with Bachelor of Arts Degree (BA) in Political Economy.

In 1981, YousH became a teacher again and taught at Tilaw SecondarySchool in Kaduguli. That gave him the chance to interact with the Nuba peopledespite the harshness of the Nimeiri security organisation.

Questions

1. Why are some Sudanese people called "marginalized"?

2. What organisation did he study?

3. What organisation did he start?

4. Describe the organisation.

5. Where did he study at the university level?

6. What degree did he earn?

7. What did he do while teaching in Kaduguli?

35

politics deputy captain (in army) dictator

participate in delegation recruit rise/rose appoint

commander split suffer from isolation elect chair (v)

democratic era cancer remarkable

A Leader of the Nuba People

In May 1981 Yousif decided to join politics and was elected to the RegionalAssembly of Kordofan. He held the position of the Deputy Speaker. In 1984, heleft Khartoum to join the Sudan People's Liberation Movement (SPLM) or

. Sudan People's Liberation Army (SPLA), where he was a Captain. He went toCuba for further military training.

After the fall of dictator Gafar Nimeiri in 1985, Yousif participated in theKoka-Darn conference, which underlined the importance of resolving theSudanese problem in a National Constitutional Conference where he was amember of the SPLM/SPLA delegation.

Having worked tirelessly to recruit many young men and women fromthe Nuba Mountains, Yousif rose to the membership of the Political MilitaryHigh Command of the Movement, and was appointed the commander of theNuba Mountains area in 1987.

Commander Yousif Makki led his people during very difficult times whenthousands of people lost their lives. In 1992 he went to Abuja, Nigeria as amember of the SPLM/SPLA delegation. In 1994 he was appointed to organiseand chair t~le first SPLM National Convention. In this way he brought theMovement into a more democratic era. In the same year 1994, commanderYousif was elected by the first National convention as Leader to the newlyformed National Liberation Council (NLC).

In 1998, Yousif organized the first Nuba cultural day in Nairobi, Kenya. In2000, he became a member of the SPLM/SPLA Leadership Council andChairman of Social Services Commission. At 13:50 GMT on the 31st March,2001 in London, Yousif died of cancer. Yousif Kowa was married to three wivesand a the father of fifteen children.

Indeed, commander Yousif Kowa Makki was a remarkable leader, notonly to the Nuba people but as a great son of the New Sudan, whose loss shallonly be redeemed the day our people make his dreams come true.

Questions

1. Describe how commander Yousif became a military commander.

2. In what year did Nimieri stop being Sudan's leader?

36

3. For what area did he become commander?

4. What year did the Nuba Mountains split from the SPLA.?

5. What positions did he hold beginning in 1992?

6. What did he organise in 1998?

7. Wl"lat disease did he die from?

8. How many wives and children did he have?

9. Describe the movement for liberation of New Sudan andYousifs part in it.

Questions for Discussion - Think about these questions and discuss them in class.

• Who are some otl"ler famous Sudanese?

• Name some famous Sudanese woman.

• Why are these people famous?

• Who are some important people in your region?

• What qualities do important or famous people usually have?

WRITING A BIOGRAPHY

Class Composition

Let's do a class composition about a famous person. Your teacher will lead youand write the composition on the blackboard as you make the sentences together.When you're finished all the learners should copy the biography into their exercisebooks. Follow these steps to write the composition:

1. Choose a famous person that the class wants towrite about.2. Discuss why he or she is famous and think ofsome facts about the person.3. Write the composition together sentence by

sentence. Write the sentences on the blackboard asyou make them. The teacher helps form the

sentences in correct English.4. Use the following ideas:

• date and place of birth• parents' occupations• details about family

37

• details about his/her education• things he/she did in life• What he/she did to become famous• effects the person has had on society• still living or year of death• why he/she is remembered

PHRASAL VERBS 5

1. put off - To do something at a later time; to delay or postpone something.The staff put off the meeting until Monday. (They postponed the

meeting.)I always put off doing my Maths homework.Saying: Don't put off until tomorrow what you can do today.

2. run out - To finish your supply of something.They ran out of petrol before they reached the town.The team tried to score a goal but they ran out of time.

3. speak out - To express your opinion freely; to say publicly that you thinksomething is bad.

If you think something is bad you should speak out.The leaders spoke out about the problems of subsistence farmers.

4. talk into - To persuade someone to do or not to do something.We talked Mondri into helping us dig a new latrine.I didn't want to help them but they talked me into it.

Exercise - Put one ofthe phrasal verbs in each ofthese sentences.

1. We wanted to drink tea but we had sugar.

2. You shouldn't seeing the doctor. He can help you.

3. Do you think you can Alek helping us?

4. Do it now. Don't it until tomorrow.

5. Those people are very unfair. I want to about it.

6. My mother my father buying a TV.

7. You should apply for Teachers Training Institute before you of time.

38

LANGUAGE WORK

1. Passive Voice: Future· Read the following paragraph and answer the questions.Explain how to fonn the passive voice in thefuture.

A meeting will be held on Saturday for the school andhospital staff. It will be held in the hospital meeting roomat 11 AM. Problems with pupils' health will be discussed.A school health leader will be chosen. Lunch will beserved to all participants.

1. Where will the meeting be held?

2. Who will attend the meeting?

3. Where will it be held?

4. What will be discussed?

5. What position will be chosen?

6. Will lunch be served?

Exercise 1 - Change these sentences to the passive voice.

1. We will give each pupil a new exercise book.

2. We'll hold a competition next Saturday.

3. We'll train the farmers to make compost.

4. The school will hire two more teachers.

5. They will interview people for the position soon.

6. They'll send the equipment in two weeks.

7. The government will improve this road.

8. They will build a new bridge over this stream.

9. They'll finish the bridge next year.

10. They'll purchase a generator next year.

Exercise 2: Improvements to our School· Make sentences with these verbs in thepassive voice about improvements that you can make to your school.

will be builtwill be paintedwill be cleanedwill be improvedwill be repairedwill be replaced

39

Exercise 3: Questions·

1. When will the roadwork be finished?

2. Will the water system be improved soon?

3. When will the vehicle be repaired?

4. Where will these books be sent?

5. Who will be invited to the ceremony?

6. What crops will be grown on this land?

7. Who will be hired to be the new teacher?

8. When will the new equipment be purchased?

2. As _ as Use this to say that two things have or don't have equal qualities.Read these examples.

Our dog is as fierce as a lion;He isn't as polite as his brother.

Complete the following sentences using the words from the box with "as __as".

tall bright difficult hot handsome famous

1. Today isn't yesterday.

2. When I grow up I want to be Nelson Mandela.

3. The moon isn't the sun.

4. She isn't her sister.

5. He is his father.

6. The exam this year was Iast year.

40

••••••••

UNIT 6••••••••

The Universe

From the Earth we can see,many stars in thesky. We can also see the rnoon, the sun, andsome of the planets that are near Earth.These are all part of the universe. "TheUniverse" is the word we give to all thingsthat exist on the Earth and in space.

Human beings are interested instudying the universe, using hugetelescopes, rockets, and satellites to exploreplaces that are millions or billions ofkilometers from Earth. Scientists who studythe universe are called "astronomers". Thesubject that you study is called "astronomy".

People who explore space are called "astronauts".Because objects and distances in space are so big we have to use large

numbers to talk about them. This is how to figure large numbers:

1000 x 1000 = 1 million1000 millions = 1 billion1000 billions = 1 trillion

Following are some important terms for understanding the physical bodies ofthe universe.

The Atmosophere/Space - Living things on earth need air to live, but airsurrounds the earth for only a few kilorneters into the sky above the earth. Thearea where there is air around the earth is called the. earth's "atmosphere'.Above that is "space", where there is no air. The moon, planets, and stars areall in space. In space there is no air, so living things like humans cannot existunless they take oxygen with them. Astronauts exploring space have to'take asupply of oxygen.

Planets/The Solar System - The earth travels around (or "orbits") the sun. Thesun is much larger than the earth. It only look small because it's so far away.There are eight other planets that orbit our sun. Altogether the sun and nineplanets are our Solar System. The planets are very far frorn earth, but we have

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sent satellites to take pictures of some of them and send information aboutthem back to Earth by radio. The planets in our solar system, starting with theone closest to the sun, are:

1. Mercury2. Venus3. Earth4. Mars5. Jupiter6. Saturn7. Uranus8. Neptune9. Pluto

Jupiter Saturn

Some of the other planets have atmospheres made up of di'fferentgases, but Earth is the only planet that has oxygen and water so it can supportlife as we know it. Another problem with humans living on other planets is thetemperature. The two planets closer to the sun than earth (Mercury and Venus)are too hot, and the planets that are further (Mars, etc) are too cold.

Moons - The Earth has one moon orbiting it. The moon has no atmosphere.Some of the other planets also have moons, for example, Mars has two moons,Jupiter has 16 moons, and Saturn has 20 moons. Saturn also has ringssurrounding it.

Light-years - Distances in space are so large that we measure them in "light­years". Tl1is is the distance that light travels in one year. Light travels at around300,000 kilometers per second, so one light-year is around 1°trillionkilometers. The furthest object that astronomers have seen with a telescope isaround 12 billion light-years away.

Suns/Stars - When you see stars at night you're actually seeing other suns, butthey look smaller than our sun because they're so far away in space. Many ofthese stars (or suns) also have planets orbiting around them, but they're too faraway to see. Scientists believe that there could be life on other planets in theuniverse and are searching for other places that have the right conditions forli'fe to exist. These conditions include the correct temperature, an atmospherewith nitrogen and oxygen, and the presence of water.

There are billions of stars, and humans can't build telescopes bigenough to see them all. There are stars so far away that it would take millions

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of years to travel to them. We don't know where or if the universe ends. Peoplesay it is "infinite", rneaning that it has no end.

Galaxy/Galaxies - A galaxy is a large system of stars. Our own solar systern isin a galaxy called the "Milky Way Galaxy". Astronomers can see other galaxiesfar in space, and each galaxy has many stars (suns).

A Galaxy Earth from Space

Questions - Answer these questions, then sit in groups and ask and answerthem again. Be sure everyone in the group understands the universe, planets,etc.

1. What is the universe?

2. What is space?

3. What instrument do astronomers use to study space?

4. Is there air in space?

5. If you travel in space how do you breathe?

6. Explain nurnbers larger than one million.

7. How rnany planet orbit our sun?

8. Narne these planets in order.

9. Why canlt hurnans live on the other planets in our solar system?

10. Do all the planets have one moon orbiting them like Earth?

11. Which planet has rings?

12. Explain what a light-year is and why we need to use light-years as a unit ofmeasurement in space.

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13. "Stars are other suns." Explain this sentence.

14. Do you think there could be life on other planets in space?

15. Why can't we see all of the stars in the universe?

16. What is a galaxy?

17. How long would it take to travel to other stars and galaxies?

18. Why do we say the universe is "infinite"?

19. Are you interested in astronomy?

20. Would you like to be an astronaut? Why or why not?

Pair Writing· Sit in pairs and write questions and answers about the universe.Try to think of as many questions and answers as possible. When you're·finished read the questions to the class. The teacher should check yourquestions and answers to make sure they're correct. Examples:

A: How many moons does earth have?B: Earth has one moon.

A: How many stars are there?·B: .....

A: Which planet has rings?B: .....

PHRASAL VERBS 6

1. talk over· To talk about (or discuss) something with someone, especially toreach an agreement or make a decision.

I think we can agree ifwe talk it over.The teachers talked overthe date of the sports competition.

2. think over· To think about (or consider) something carefully.I have to think overthe problem before I make a decision.

3. turn up·To arrive or appear.I'd lost my keys buttheyturned up under my bed.We couldn't find Kalo, but he turned up at Kojolo's house.Lasu cametothe party late. Heturned upat8 PM.

4. workout- To find an answer to something; to solve a problem.Ican't work out these Math problems. They're too difficult.We can work out this problem ifwe compromise.

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Exercise - Put one ofthe phrasal verbs in each ofthese sentences. Both "talk over", and"work out" may be usedin some ofthe sentences.

1. Icouldn't find one of my goats, but it in the school compound.

2. Could you help me this algebra problem?

3. Let's rneetto the plans for next term.

4. Iwant to your ideas before I make a decision.

5. The bus from Yei is late. Idon't know what time my friends will _

6. The team should the dates of games with other schools.

LANGUAGE WORK

1. Passive Voice: Present Tense - Read these sentences and try to understandand explain how to form the passive voice in the present tense.

The ceremony is held every year in April.Many houses are destroyed by storms every year.

Change these sentences to the passive voice.

1. The students sweep the compound every day.

2. Accidents kill many people every year.

3. They plant many trees in this country every year.

4. T~ley clean the office every morning.

5. We give the students a pen twice a year.

6. They sell food in the market.

7. They don't sell stamps in the market.

8. The farmers grow maize and sorghum in this area.

9. People speak many languages in this region.

Answer these questions:

1. How many languages are spoken in this county?

2. What language is spoken in this village?

3. How often is the office cleaned?

4. Are books sold in the market?

5. Is maize grown in this area?

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Point to a word or object and ask these questions.

1. How is this word pronounced?

2. What's this made of?

3. What's this called?

4. Where was this made?

2. Spelling Rules· You know by now that spelling in English is difficult and wordsare spelt in many different ways. First be sure you know the meaning ofthese terms:

vowel· A letter that represents a vowel sound: a, e, i, 0, u.

consonant· A letter of the alphabet that represents a consonant sound (anyletter that isn't a vowel) such as b, c, d, f.

syllable· A unit into which a word can be divided containing at least onevowel.

One syllable words: dog, cat, hope, eatTwo or three syllable words:

happen = hap-penbegin = be-ginbuffalo = buf-fa-Iograndmother = grand-mo-ther

prefix/suffix - a letter or group of letters added to the end of a word to changeits meaning. Prefixes are at the beginning of words and suffixes are at the end.

Prefix: bi- = twobilingual - able to speak two languagesbicycle - a vehicle with two wheels

suffix: -able = can or able toagreeable - something that can be agreed withdivisable - possible to be divided

Rules for PronunciationIn words with one vowel in the middle, the vowel gives the word its sound andnot its name

pin, bit, can

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In words with four letters that end with e, the vowel gives its name, not itssound. Compare these words:

us-usenot-notehop-hope

These words end with a silent b:lamb, thumb, tomb

These words begin with a silent k:knife, knock, knot

These words have a ph which is pronounced as f:enough, physics, laughter, photograph

Rules for final consonantsWith one-syllable words with a single vowel, ending in a single consonant, theconsonant is doubled before a suffix beginning with a vowel.

beg +ed = begged rob +er = robberrun +ing = running sad +est = saddest

Butwish + ed = wished (two consonants)wear + ing = wearing (two vowels)

In words of two or three syllables ending in single vowel + single consonant,the final consonant is doubled if the last syllable is stressed.·

begin + ing = beginning occur + ed = occurredpermit + ed = permitted control + er = controller

The consonant is not doubled if the last syllable is not stressed.benefit + ing = benefitingsuffer + ed = suffered

Exceptions to words to this rule are:handicap + ed = handicappedkidnap + ing = kidnappingworship + er = worshipper

The consonant I is doubled, even if the stress does not fall on the last syllable.travel + er = traveller .distil + ed = distilledquarrel + ing = quarrelling

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If the word to which the suffix full is added ends in II, the second I is dropped.skill + ful = skilful

Rules for words with final eWords ending in silent e drop the e before a suffix beginning with a vowel.

live + ing = livingmove + ed = movedhope+ing = hopingdrive + er = driver

The e remains before a suffix beginning with a consonant.hope + ful = hopefulengage + ment = engagement

The following are the exceptions:awe + ful = awfulargue + ment = argumentnine+ th = ninthtrue + Iy = truly

Some words ending in ce and ge keep e when adding able and ous.courage + ous = courageouschange + able = changeablenotice + able = noticeable

Words ending in ee do not drop an e before a suffixagree + ment = agreementsee + ing = seeing

Words ending in ie change the ie to y when ing is addedtie + ing = tyingdie+ing = dyinglie + ing = lying

Rules for spelling of ie/eiWhen ie or ei is pronounced like ee in keep, "i comes before e except after c".

grieve receivefield deceitachieve conceive

Except for these words;protein counterfeit seize

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Rules for final yWhen a final y is following a consonant it changes to i before adding a suffixexcept for ing.

beauty + fuI = beautifuImarry + age = marriagecarry + ed = carriedhappy + Iy = happily

But cry + ing = cryingmarry + ing = marrying

However, y following a vowel does not change.delay + ed = delayedpray + er = prayer

Except for the following words:pay + ed = paidday + Iy = dailylay+ ed = laidsay + ed = said

Exercise - Do the following based on the spelling rules.

1. Add the suffix ed or er to the words below to change their meanings:run, rule, sin, stop

2. Add a suffix to the following words to form adjectives: e.g beauty = beautifulfear, truth, sorrow, forget, care, success, hope, dUty, mercy, joy.

3. Choose which word has the correct spelling.

relieve or releivethief or theifcounterfiet or counterfeityield or yeildprotien or protein

piece or peicebelieve or beleivesieze or seizereceipt or recieptdeceive or deceive

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••••••••UNIT7•.....•.

Biography of Mother Teresa

In Unit 5 you read about a famous Sudanese mannamed Yousif Kowa Makki. Now we're going to read about awoman who is world famous for helping poor people inIndia. This is Sister Teresa, a Catholic nun who gave her lifeto helping other people. Sister Teresa died some years ago,but there is still an organisation in India where volunteerscan work to help poor people.

world famous volunteer

orphan leper (leprosy)

hopeless missionarybravely

comfortably

permission

plain (adDcomfort (v)

nunslum

border

training

proper

grateful

In 1910, in the country of Albania, a baby girl was born. She was given thename Agnes. Her father owned a business, so there was enougl1 money for the

family to live comfortably.When Agnes was 18 she decided that she

would like to become a nun. When she was receivedas a nun she took the new name, Teresa. After hertraining she was sent to Calcutta in India. There shebegan to teach geography in a girls' secondary school.She remained there for 17 years. She was very happywith her work and all that happened inside the school.

However she was not happy about the thingsshe saw outside the school. The streets of Calcutta

were full of poor people. There were beggars and lepers. There were unwantedbabies who had been thrown away and orphans who had no home. There werepeople who were sick and dying living on the streets. All this made her feel verysad. She wanted to be able to do something to help these people. Sister Teresaasked for permission to leave the school and work with these people.

In many cities there are areas called slums. These are places wherepoor people are crowded together without proper houses or clean water. Insome countries like India there are so many poor people that they feel

50

hopeless. The slums in Calcutta were about the worst slums in the world. Thatis where Teresa began to work.

At first she worked to help the street children. They had no parents sothey lived on the streets looking for food to keep themselves alive. They didn'thave proper clothes and they had never gone to school. For four years Teresaworked with tihe street children. She taught them how to read and helped themlook after themselves.

There were still many other groups of people who needed help, so in1952 she began a new group called Missionaries of Charity. They wore a plainIndian style dress called a Sari. It was white with a wide blue border. They alsowore a white cloth with a blue border on their heads. There was no money soMother Teresa decided to live as the people lived, as an "Indian amongIndians".

She and her helpers began to help the sick. In Calcutta people whowere sic:k were sometimes just left on the street to die. Mother Teresa decidedto try to help these people. She was given part of an old temple as a placewhere she could bring them and care for them as they were dying. Some ofthem had never had anyone who loved them, so they were very grateful. Thenuns kept them clean and gavethem food and water. They alsoprayed for them and told themabout the love of Jesus.

Not everyone was happyabout this. Some Indians didn'tthink she should be using atemple, so they began throwingstones at the nuns. She bravelycont'inued her work, comfortingthe people who where dying.

Questions

1. When and where was Mother Teresa born, and what was her name?

2. How old was she when she decided to become a nun?

3. Where was she sent after her training?

4. What subject did she teach?

5. What groups of poor people did she help?

6. What are slums?

7. Who did she help at first?

8. What group did she form in 1952?

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9. What did the nuns wear?

10. Where did she take people who were sick and dying?

11. How did Mother Teresa show that she was brave?

12. Why do you think people didn't want her to work in the temple?

TALKING ABOUT ETIQUETTE

Now we're going to talk about how to act politely to other people. Read thesedefinitions:

etiquette (n) The rules of polite and correctbehavior.manners (n) A way of behaving that is consideredacceptable in your country or culture.behavior (n) The way that you act or behave.behave (v) To act in a particular way.

Every culture has rulesthat people follow if they want to behave correctlyand politely. If someone is polite we say:

He has good manners.She has good manners.

What are good manners in your culture? Here aresome suggestions for correct behavior. Read eachone and ask yourself if it's good etiquette in yourculture and if you behave in this way yourself.

• When you have visitors you welcome them,give them something to drink, and treat themin a friendly way like a family member.

• People who you should show a respect to are in-laws, older relativesand government officials.

• Women show respect to men regardless of age.• In some ethnic groups girls kneel on both knees to show respect.• At a wedding the male side pays respect to the female side to give

thanks for giving the female to them.• When you see a friend you should stop and shake hands.• When you have food you should share it with the group, not eat it

yourself.

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Class Discussion: Polite/Impolite behavior - Put this table on the blackboardand the learners state different kinds of behavior that are polite and impolite.

Polite Behavior

IDIOMS

Impolite Behavior

An "idiom" is an expression whose meaning is differentfrom the meanings of the individual words in it. We use idiomsto make our speech more interesting and colourful. You have tolearn the meanings of idioms before you can use them whenyou talk.

1. burn the candle at both ends - This means that you use up too much energy bydoing too many things, especially by both working and playing.

Peter is burning the candle at both ends. He works hard every day, thengoes outwith his friends every night. I think he should rest more.

2. doesn't hold water - Use this idiom when something someone says or anargument doesn't make sense.

Saying that women aren't strong enough to play sports doesn't hold water.There are many women in the world who compete in the Olympics andother competitions.

3. get into hot water -This means that you get into trouble over something.Santino got into hot water with his parents when he didn'twantto marry thatgirl.

4. get out of hand - This means that something gets out of control.We told the pupils to speak up in class, but now it's getting out of hand. The

. classes have become too noisy.

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Exercise - Put use one ofthe idioms with each ofthese sentences.

1. You might with the teacher if you don't go to class.

2. Don't let this problem . Talk it over with everyone rightaway.

3. What you say .1 don't believe it.

4. You should relax more. Ifyou you can get sick.

LANGUAGE WORK

1. Relative Pronoun "that" - Relative pronouns combine two sentences (clauses) intoone sentence. Readthese sentences to see how "that" is usedto refer to things.

I have the letter.She wrote the letter. = I have the letter that she wrote.

These are the books.I boughtthe books last week. = These are the books that I bought last week.

He bought the bicycle.The bicycle was made in China. = He bought a bicycle that was made in China.

The bicycle that he bought was made in China.

Exercises: that· Match thefirstpartofthe sentence with the second.

1. This is the book

2. The shirt that he bought

3. Everything that I said

4. These are the pictures

5. The dusters that I brought

was true.

that we took at the wedding.

are in that box.

was cheap.

that Iwant to read.

Complete these sentences in any way.

1. Please give me the dictionarythat ,

2. This is the book that----------3. The motorcycle that he bought _

4. That'sthefootballthat ,

5. Here's the moneythat _

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2. Relative Pronoun "where" - Use "where" to refer to aplace. You canalso use "that"with apreposition to refer to aplace. Readthese examples.

This is the school where she teaches.The hotel where we stayed was very nice.The house that she lives in is very big.The village that we're going to is near the mountain.

Exercises: where -Put these sentences together into one sentence.

The shop is in the market.I bought my shirt in the shop. = The shop where I bought my shirt is in the market.

1. The house doesn't have electricity./llive in the house.

2. I like the house./I'm staying in the house.

3. This is the village./My wife is from this village.

4. The office has a telephone./She works in the office.

5. The field is near the school./We play football at the school.

Finish these sentences in any way.

1. The school where I study _

2. The place where she lives ~ _

3. I like the house where----------4. The village that he lives in _

3. Relative Pronouns "who/whom" - "Who" and "whom" are both used to refer topeople. The first examples here have "who". Notice that in these examples "who" isfollowed by the verb ofthe second clause. "Who" is the subject ofthe clause.

The people who work here can all speak English.Pupils who come late should see the teacher after class.Anyone who needs a ruler, please let me know.This is the person who came to see you.

These examples have "whom". "Whom" isfollowed by a clause with a subject andverb. "Whom" is the object, not the subject. Using "whom" is formal and is used mostlyin writing. When people speak they often use "who" instead of "whom ".

The person whom you talked to last nigllt was my brother.The girl whom I like is from this town.She's the person whom you should talk to.

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Exercises: wholwhom - Put these sentences together with."who " or "whom".

1. The woman is sitting over there./The woman is the secretary.

2. The people were very nice./We met the people.

3. He's the person I met./1 met him at the party.

4. This is the boy./The boy wants to join our team.

Finish these sentences in any way.

1. The women who teach here--------2. People who want to speak English _

3. Anyone who should study hard.

4. I gave the book to the pupil who _

5. That is the girl whom _

4. Other Relative Pronouns -

which - "Which" can replace "that". Itls more formal.The book which I bought yesterday cost 200 pounds.

whose - Use this with the possessive.The girl whose pen you borrowed has come back.

5. Relative Pronouns: Multiple Choice - Choose the correct answer.

1. I know many people live in foreign countries.a. whichb.whoc. where

2. I can't find the shirt I bought last week.a. whichb.whoc. where

3. Is this the house Robert lives?a. thatb. whichc. where

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4. That's the woman helped me.a.whob.wherec. which

5. This is the man I gave the money to.a.whob. whomc. where

6. The girl book you borrowed wants it back.a.whob. whosec. which

6. Passive Voice: Present Perfect· This has "been" with the past participle. Readthese examples:

Active: They've sent the books already.Passive: The books have already been sent.

Active: Has a snake ever bitten you?Passive: Have you ever been bitten by a snake?

Change these sentences from active to passive.

1. They've already cleaned this room.

2. We've invited many people to the party.

3. We've given pencils to all the pupils.

4. Has a doctor ever given you an injection?

5. I've written the letter.

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-- .UNIT 8•.....•. Mother Teresa

Part 2

enemy

recognize

horrified

support

hesitate

dowry orphanage

refuse moved by (idiom)

center/centre prize

crowd

sore (n)

Mother Teresa made peace with herenemies and they began to have respectfor her and her work. She and her groupcontinued to work but they saw manyother people who needed help.

They were horrified to see tinybabies left out in the streets to die. Mostof them were girls who weren't unwantedby poor families because in India the girl'sfamily has to pay a large dowry when they

are married. Mother Teresa and her helpers gathered up the tiny babies, fedthem and looked after them. Soon she opened an orphanage to look after themand to give them some education

Mother Teresa was a very small woman. In a crowd, she couldn't beseen, but everyone in Calcutta heard about her and could recognize her. Moreand more people began to support her work. She worked and worked.Although she often became very tired she refused to rest.

When Teresa was a girl, she had heard about Jesus dying on the cross.She was very moved by this story, particularly the part where Jesus cried out, "Iam thirsty." She always wished she had been there to give him a drink of water,so whenever anyone asked for a drink of water she always gave them some.One day a leper asked her for a drink of water. He was in dirty clothes withterrible sores all over his body. She didn't hesitate. She gave him a drink andeven touched him just as Jesus had touched lepers.

Many people all over the world heard about Mother Teresa so they sentmoney to help the poor. Soon the Missionaries of Charity were able to openother centers both in India and in other countries. Today there are over 3000nuns working in centers in 25 countries in the world. In 1971 Pope Johnpresented Mother Teresa with his peace prize. In 1979 she received the highesthonour, the Nobel Peace Prize.

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Although she was now famous she continued withher work, serving the poor people whom she saw as herbrothers and sisters. Mother Teresa of Calcutta was arTlissionarY to the poorest of the poor. When she becomeold and sick she remained in Calcutta. She died there in1997 at the age of 87.

Questions ­

1. Why were the baby girls left in the streets to die?

2. Why couldn't you see Mother Teresa in a crowd?

3. What story about Jesus moved her very much?

4. What did she do for one leper?

5. Why were the Missionaries of Charity able to open more centers?

6. How many countries are they working in now?

7. How many sisters work for the organisation?

8. What honours did she receive?

9. Did she leave Calcutta when she became old?

10. How old was she when she died?

11. Would you like to volunteer to work for Mother Teresa's organisation?

1~. Why or why not?

WRITING YOUR AUTOBIOGRAPHY

You've read the biographies of some famous people. Now try to writeyour own biography. This is your "autobiography". Write all about yourself and

after your teacher checks it, read it to the other learners inthe class.

Think about the things you've done in the past, whatyou're doing in the present, and things you want to do inthe future. Write in the past tense, the present, and thefuture. Divide it into three paragraphs:

1. My past (my birth, childhood, where I lived, things I did in the past)

2. My present (what I'm doing now)

3. My future (ihe things I plan to do in the future)

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When you're finished writing your autobiographies you canalso post them on the newsboard for everyone to read.

INTERNAL BODY ORGANS

We can't see inside our bodies but we know we haveorgans under our skin like other animals. Have you ever seenthe inside of a goat, cow, or other animal? The bodies of all mammals have

similar organs. Scientists have studied our organs todiscover the functions of each one. Doctors and scientistsunderstand how each organ works and how to treatproblems with different organs. These days everyone canlearn to live a healthy life to keep your organs functioningproperly.

Here is a list of the major organs. Match the name ofthe organ in the first column with its function in the secondcolumn.

Organ

1. brain

2. heart

3. lungs

4. stomach

5. liver

6. gall bladder

7. pancreas

8. intestines

9. kidneys

10. bladder

Function

a. the organ in your body where food goes to bedigested after it's eaten.b. the organ in your body that cleans blood, stores glucose,and produces bile.c. the long tubes in your body leading from your stomachthat absorb nutrients from the food you eat and wherefaeces are formed.d. the two organs that separate waste liquid from yourblood to become urine.e. the part of your body inside your head where you thinkand feel. it also controls your body's functions andmovement.t. The part of your body where urine collects until youurinate.g. the organs in your chest that are used for breathing.h. the organ near your stomach that produces thechemicals that control the amount of sugar in the blood.i. the organ inside your chest that pumps blood aroundyour body.j. the organ that stores bile for digestion of fats.

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if you helped me this weekend, but please don't

IDIOMS

1. go out of your way - This means that you take special trouble to do something.Doctor Suria goes out of her way to help everyone. Hpeople aren't well shegoes to see them at their houses.

2. his heart is in the right place - This means that youlre doing somethingbecause of good feelings toward people. It usually refers to someonewanting to do something good although it doesn't work out.I know you want to help those people. Your heart is in the right place, butthey don't want you to help them.

3. in the dark - This idiom means that you don't know about something.I was completely in the dark about their marriage. I didnit know that theywere getting married at all.

4. in the long run - This means "eventually"; that something will happen after timepasses by.Science is difficult, but in the long run you'll be happy that you studied it.

Exercise -Put use one ofthe idioms with each ofthese sentences.

1. the pupils will be happy that we made them study English.

2. I think he's about the exam results. He doesn't know that hefinished first.

3. I'd be happy

4. I think , but they don't want you to help them.

LANGUAGE WORK

1. so..that... - This pattern joins two sentences. The first sentence expressessomething so strong that you aren't able to do the second. Read these examples:

Richard was very tired. He wasn't able to walk.Richard was so tired that he wasn't able to walk.

The night is very dark. We can't find our way.The night is so dark that we can't find our way.

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Do you know ifshe's corning?Idon't know if Mary can go with us.I'm not sure if he lives here.Please tell me if Matthew came to class.Do you know ifJames will come to teach?Idon't know ifSuria is at horne.

Join these two sentences with "so.. that.. ".

1. Roads are very muddy during wet season. You can only use four-wheel drivevehicles.

2. Chan was very sick. He didn't sittor his leaving exams.

3. The village is very far. You can't walk to it in one day.

4. Peter is very fat. He can't sit on that chair.

5. The Yei river was very dry last year. There were no fish.

6. It's very hot today. No one can work.

2. Do you know if••• - Here we change a yes/no question to a question or statement with"Do you knOw..? " or "I don't know.. ". The clauses are connected with "if'. ("Whether"can also be used instead of "if'.) Notice that the question becomes a statement after "if'.Readthese examples.

Is she coming? ...Can Mary go with us? ...Does he live here? ...Did Matthew come to class? ...Will James come to teach? ...Is Suria at home? ...

Change these questions as in the examples.

1. Is Machar corning to class today?Do you know if ?

2. Does Juan want to go?Idon't know if------------

3. Is Lasu here?I'm not sure if----------

4. Can your brother fix my bicycle?Please tell me if-----------

5. Did Sanah go to the market?Idon't know if-----------

6. Will Ayen be here tomorrow?Do you know if ?

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7. Can Monica speak English?Idon't know if _

8. Does Ninwa have atorch?1

1m not sure if----------9. Did Yartakethe books home?

Please tell me if _

10. Will Kuku study to be a doctor?Do you know if _

3. With Question Words - This is the same pattern with question words. "If" isdtused. The question word is put first followed by the question turned into astatement. Read these examples.

Where does he live? ....What is she doing? ....Where is Kalo? ....What's her name? ....When can she help us? ....Where did he go? ....Whattime will she come? ....

Do you know where he lives?Idon't know what she's doing.Do you know where Kalo is?Idon't know what her name is.I'm notsure when she can help us.Do you know where he went?Please tell me whattime she will come.

1. Where are they going?Do you know ?

2. Where does she work?Do you know ?

3. Why are they going to Wau?Idon'tknow-------------

4. Where's the key?Idon'tknow _

5. Who is she?Do you know ?

6. What day are we going?11m notsure _

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7. Why can't they go?Doyou know _

8. Why didn't she come?Idon'tknow _

9. What did he say?Please tell me--------------

10. Who boughtthis?Doyou know ?

11. Where did he buy it?Idon'tknow _

12. How much did it cost?I'm not sure--------------

13. What time does the bus leave?Do you know ?

14. Where's her house?Idon't know--------------

15. Whattime did she leave?Doyou know ?

16. Why didn't he come today?Idon't know--------------

17. HowfarisittoJuba?Doyou know ?

4. Group Activity - Sit in groups and make questions with liDo you know...?" Writeas many questions as you can. When you're finished ask the questions to the otherlearners.

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••••••••UNIT9

••••••••Food for Good Health

effect (on) nutrient

store (v) overweight

shine/shining cell

lack

function grain diet energy

likewise absorb functionnervous system immune system

anaemia element

The food you eat every day has a big effect on your health. Thereare certain nutrients your body needs to stay in a healthycondition and to protect you from disease. These nutrients havebeen studied by scientists so we know a lot about whichnutrients you need and what function they have in your body.

There are around 45 nutrients that you must get fromfood. These nutrients are found in di'ITerent kinds of food: meat, vegetables,fruit, and grains. Most kinds of food have many different nutrients, and it'simportant to look at your diet carefully so you can see if you're getting all thenutrients.

Energy and Body BuildingYour body uses food for both energy and body building.Three kinds of nutrients provide energy: protein,carbohydrates, and fat. For body building your body uses mostly protein alongwith vitamins and minerals. Compare proteins, fats, and carbohydrates:

a. proteins: Proteins provide energy to the body and they alsobuild muscles, bone, and blood. You can get protein from meat, efish, eggs, milk, groundnuts, and beans. It's important to eat \, '- _.~_?~enough protein every day so your muscles, bones, and blood ,,- _~

are strong. It's especially important for children to eat protein sothey grow properly.

b. fats: Your body stores energy in the form of fat, and people who areoverweight usually eat too much food which is changed to fat andstored in the body. Likewise, people who are too thin need to eat morebecause their body is using up everything they eat. Fat is important for

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keeping the body warm and to help the body absorb vitamins. You get fat frommilk, meat, chicken skin, butter, and oil. Fat provides the most energy of anykind of food, so if you are thin you should try to eat more fat.

c. carbohydrates: Carbohydrates supply energy tothe body. You get carbohydrates from maize, rice,potatoes, sorghum, bread, and sugar. Becausecarbohydrates only supply energy, it's important toeat some protein and fat every day for bodybuilding.

Questions

1. How does food have an effect on your health?

2. How does the body get nutrients?

3. About how many different nutrients does the body need?

4. What three things are used by the body for energy?

5. What kinds of foods have protein?

6. What kinds of food provide fat?

7. What kinds of food provide carbohydrate?

8. Why is it important to eat protein and fats in addition to carbohydrates?

Proper Functioning of the Body

There are two other things you need for your body to grow and functionproperly. These are vitamins and minerals. Vitamins and minerals are needed invery small amounts, but they're important and you can become ill or weak ifyou don't have enough of them. We get vitamins and minerals from food,except for vitamin D which is also produced by sunlight shining on the skin.

a. vitamins: These are needed in small amounts tokeep some body in good condition. They're used in thefunctioning of cells, for production of blood, and tomaintain ,the nervous system, immune system, andbones. There are vitamins in fruit, vegetables, meat, andgrains. Humans need 13 vitamins. Following are someof the important ones:

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vitamin sources in food functions if you lack thisvitamin:

vitamin a milk, liver, palm oil, eyes, digestive lack of vitamin a maygreen and orange system, immune cause night blindness,fruit and vegetables system dry skin, increased

infection, and anaemia

vitamin b grains, meat, milk, energy production, you may feel tired ifvegetables making blood you lack vitamin b

vitamin c fruit and vegetables repairing and your body can't fighthealing the body, infection; you may getbones, and teeth scurvy or anaemia

vitamin d eggs, fish, (also produce and soft bones, the bonesproduced by maintain bones break easilysunlight on the skin) and teeth

vitamin e grains, nuts, green protection of cell weakness, anaemia,leafy vegetables, membranes damage to red bloodvegetable oil cells

vitamin k green vegetables blood clotting haemorrhaging (lossof blood)

b. minerals: Minerals are elements that we need in small amounts to keep ourbody functioning well. Three of these are very important and you may getdiseases or other health problems if you don't have enough in your diet.

mineral sources in food functions if you lack thismineral:

iron meat, liver, beans, formation of red anaemia, weakness,eggs, green blood cells weak immune systemvegetables

calcium milk, bones, green develop an~ Stunted growth inleafy vegetables maintain bones and children, soft bones in

teeth adults

iodine Seafood, iodized thyroid function goiter (swollen necksalt from thyroid gland)

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Anaemia: Anaemia is a common health problem. If you feel tired and weak youmay have anaemia and it can be corrected by eating the proper foods.Anaemia is caused by a lack of iron in the diet. Iron is needed by red bloodcells in the body. The red blood cells carry oxygen, so if you lack iron in yourdiet your body may have a problem carry oxygen around your body. If youthink you may have this problem try eating foods from the chart that have ironevery day: meat, liver, beans, eggs, and green vegetables.

Questions

1. Why is it good to eat fruit and vegetables every day?

2. What vitamins and minerals do you get from meat?

3. If you eat only meat and carbohydrate, what vitamins and minerals could yoube lacking?

4. If someone has anaemia what should they eat to get enough iron in theirbody?

5. If someone has a weak immune system (for example, from HIV/AIDS) whatkinds of food should they eat?

NUTRIl"ION QUIZ

You've just read about nutrition and how eating good food can help you behealthier. Now take a quiz to testyour knowledge.

1. A healthy diet meansa. eating a lot of meatb. eating many different kinds offoodc. eating only vegetables

2. Which ofthese has the most vitamins and minerals?a. bread, rice, and maizeb. meat, oil, and sorghumc. meat, vegetables, and fruit

3. There is a lot of protein ina. meat and beansb. rice and sorgl1urnc. bananas and other fruit

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4. The body uses calcium mostly fora. energyb. building bloodc. building bones and teeth

5. Iron is needed fora. red blood cellsb. the stomachc. the bones and teeth

6. If you have anaemia you feela. tired because you lack vitamin Ab. tired because you lack ironc. weak because you lack protein

7. Which is the bestfood to eatto get a lot of vitamins?a.maizeb. green leafy vegetablesc.oil

8. The lack of which vitamin can cause blindness?a. vitamin Ab.vitaminBc. vitaminC

9. Which of these medical problems is caused by a lack of iodine?a. malariab. soft bonesc. goiter

10. If someone is too thin, what's the best thing to eat to gain muscle and fat?a. meatb. fruitc. vegetables

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IDIOMS

1. it serves you right - This means that you get your just reward after doingsomething wrong.

You failed the exam but it serves you right. You didn't study at all.

2. keep in touch (with) - This means you stay in contact with someone after theygo away.

When you go back to Canada I'd like to keep in touch with you.

3. live from hand to mouth -This means that you have just enough money to eat.Many of the people here live from hand to mouth. They don't have extramoney to buy anything. .

4. make ends meet - This means that you can live within your income (on theamount of money you have).

It's difficult to make ends meet. I have many children and they need manythings.

Exercise - Put use one ofthe idioms with each ofthese sentences.

1. I hope we'II when you go to university.

2. The people here . This project will help them earn extraincome.

3. Idon't know how people with so many children can '

4. You got diarrhoea because you didn't boil the water. _

LANGUAGE WORK

1. Reported Speech • "Reported Speech" means you 're telling someone whatanother person said. Phrases like "He said that ... " and "She told me that... " are used,followed by the words the other person said. Because "said" and "told" are in the pasttense the rest ofthe sentence has to be changed to the past tense, even ifwhat the personsaid refers to the future. Read these examples. (Note that "would" is the past tense of"will".)

John is sick and can't come to school.

<0 A: What did he say?

~ 8: He said that John was sick and couldn't come to school.

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I'll meet you tomorrow at 9 AM.

A: What did she say?

B: She said that she would meet me tomorrow at 9 AM.

o I'm going to the market.

~ A: What did he tell you?

. B: He told me that he was going to the market.

I have to go to the hospital.

A: What did she tell you?

B: She told me that she had to go to the hospital.

I gave the money to Samuel.A: What did she say?B: She said that she gave the money to Samuel.(or "She said that she had given the money to Samuel.")

o I haven't repaired the car yet.~ A: What did he say?

B: He said that he hadn't repaired the car yet.

~There's a football game tomorrow.

. a A: What did she tell you?B: She told me there was a football game tomorrow.

There will be a party after the football game.A: What did he say?B: He said there would be a party after the football game.

Please make tea for everyone.A: What did he ask you to do?B: He asked me to make tea for everyone.

Don't open this window.A: What did he say?B: He said not to open this window.

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Exercise - Write A and B in reported speech. When you're finished, practise sayingthings and reporting them to otherpeople.

My brother can't come to school today.

A: What did he say?

B: ------------

My mother is sick so I have to go home~

A: What did she tell you?B: ------------

I'm going to visit my aunt next week.

A:Whm ?B: ------------

Please don't come late.

A:Whm ?----------B: ------------

I'll be at home tonight.

A:Whm ?----------B: ------------

I bought some food.A: What ?

B: ------------

There's a staff meeting at 5 PM.

A:Whm ?----------B: ------------

Please give a pen to everyone.A: What ?

B: ------------72

2. Quantifiers "Most/None/etc" - Read these examples and try to understand how touse "the" before the subject. "The" is included when you 're referring to a specific groupofpeople.

All children like sweets.All of the people are going to vote.

Most Sudanese can speak several languages.Most of the people in this village have cattle.

Some men have more than one wife.Some of the men in this village were soldiers.

The majority of children come to school.The majority of the people here have been vaccinated.

Many women want to learn about HIV/AIDS.Many of the girls want to go with us.

A few students forgot to bring their books.Only a few of them know how to use a gun.

Some people like to keep pets.Some of the people here have dogs.

One of the teachers is getting married.Half of the pupils want to study on Saturday.None of the pupils came to class.

Exercise 1 - Complete these sentences in any way.

1. All of the cattle _

2. Most men like--------3. Some women like·--------4. Some of the learners in this class _

5. Many of the girls in this town _

6. Only a few of the pupils _

7. The majority of people in this town _

8. None of the teachers--------9. Two of the women _

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Exercise 2 - Read this passage and answer the questions.

Sorne of rny relatives came to visit my family lastweek. The majority of them came from Rumbek, but someof them also came from YeL Five of them stayed with us,and four of them stayed with my brother. All of the womenhelped my mother prepare food. Some of the men wenthunting with my father. Most of them left yesterday but afew of them are still here.

1. Who came to visit her?

2. How many of them came from Rumbek?

3. How many came from Yei?

4. How many of them stayed with her brother?

5. How many of the women helped her mother?

6. How many of the men went hunting?

7. How many of them left yesterday?

8. How many of thern are still here?

Writing - Write a paragraph like the one in Exercise 2. Write about a group ofpeople: your family, your class, the women or men in your town, etc. Use "most","some", etc. .

74

_ .UNIT -10e: •••••••

Women and Men in Society

teenager adult role society independent restrictedvote involved in affairs depending on position

asset opportunity support intelligence consultaccess health care physical force violence taboo

child care economic (adj) generation issue

The world is changing. Ourworld isn't the same as ourparents' and grandparents'world, and our children'sand grandchildren's worldwill be different from ours.Have you ever talked toyour parents andgrandparents about lifewhen they were teenagersand young adults?

It's interesting to talkto many di'lferent peopleabout life in the past,because you hear many.kinds of stories. People will disagree with each other about things that weregood and bad in the past and whether changes are good or bad. Everyoneshould think about these things and make up their own minds.

One of the biggest things that has changed in the past fifty years isideas about men and women and their roles in society. Most women now feelthat they should have equality with men and be independent in society likemen, while their mothers or grandmothers may have felt that they had to livemore restricted lives with little or no chance for careers outside the horne, novoice in making decisions and no chance to be involved in community andnational affairs. In many places there are women's groups where women cometogether to learn about and support each other to improve their roles and lives.

75

Roles - Let's compare the roles of men and women in traditional and modernsociety. Traditionally women stayed at home, taking care of the house andchildren and preparing food. Men did heavier work like hunting andconstruction. Both men or women could be responsible for farming andgardening, depending on the culture.

Position - We should also look at the position of men and women in traditionalsociety. Traditionally women were at a lower position than men. Men were in ahigher position. Men made decisions and gave orders. In Africa daughterswere important mostly as an asset to be traded for a dowry in marriage whilesons were given all the opportunities for education.

.These days men and women are seen as equal, with equal intelligenceand equal abilities to work and make decisions. Both women and men canstudy and work at the same level. People feel tbat in modern society it's moreimportant for girls and women to become educated than to stay at home as intraditional societies.

If we want men and women (and boys and girls) to be equal the followingpoints should be true:

1. Men will respect women and women will respect men equally.

2. Women and men (girls and boys) will do an equal amount of daily work, andboys and girls will have an equal amount of time to study.

3. Men and women will consult each other when making decisions.

4. Women and men will have equal access toeducation and health care.

5. Jobs will be offered to both men and womenequally with equal salaries.

6. In families, sons and daughters will be treatedtbe same way.

7. Women will have positions of responsibility.

8. Men will not use physical force or violenceagainst women.

9. There will be no food taboos for women.

10. Both men and women will value life-long education.

Most people agree that education is as important for women and girlsas it is for men and boys. Educating women has many good effects on society.First of all, educated women know more about child care and nutrition, so theirchildren are better nourished and don't die as often. Educated women also

76

know more about hygiene so their home environment is free of disease.There are also economic differences. Educated women have more

opportunities to make money. They can find work to do, or they have the skillsto start their own businesses. These women will in turn send their own childrento school, so in a few generations most of the people in society are educated.

Another important effect is that women become more confident andbecome involved in the community and politics. Women will work for issuesthat are important to them, such as HIV/AIDS, early marriage, and traditionalpractices that are harmful to women as well as general issues.

Questions

1. Why is it interesting to talk to elders about the past?

2. Do you agree that the society is always changing?

3. What was the traditional role and position of women?

4. How has this changed in Africa?

5. Is the role and position of women changing in your community?

6. Do you think these changes are good? Why or why not?

7. What are the good effects of women's education on the family?

8. How can educated women help society?

Exercise - There are ten points on the previous page that should be true if menand women are really equal. Each learner should take one of the points andexplain it to the class. Give examples, and say if you agree with the point.

BrainstormHave you ever talked to your grandparents or elders about life in the past?What are some differences they told you? The learners should give examplesand the teacher can write them on the blackboard.

What are some changes in our society that eldershave told you about?

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CHECK YOUR DIET

In the previous unit we talked about diet and nutrition. Can you remember whatfoods are good to eat to ~Iave a ~Iealthy body? Here we're going to check thefoods you ate yesterday to see if you're getting proper nutrition.

1. How many times did I eat vegetables yesterday?

1 0 1 1 1 2 1 3 I 4 I

2. How many different kinds of vegetables did I eat yesterday?

10

1 1 12 1 3 I 4 I

3. How many times did I eat fruit yesterday?

I 0 I 1 I 2 1 3 I 4 I

4. How many different kinds of fruit did I eat?

101112131415. How many times did I eat meat yesterday?

1 0 1 1 1 2 1 3 I 4 I

6. How many times did I eat beans, groundnuts, or drink milk?

bread I potatoesrice

10111213141 •

7. Did I eat some fat? (oil from cooking, groundnuts, beans, milk, or meat with

fat) Yes No ~

8. What kind of carbohydrate did I eat?

.\ maize I sorghum I9. How many times did I eat carbohydrates?

1 01 1 1

21 3 141

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Now ask yourself these questions:

1. Did I eat any protein yesterday?2. What did I eat that had protein in it?3. Did I eat any fat yesterday?4. What did I eat that had fat in it?5. Was there any iron in the food that I ate yesterday?6. What did I eat that had iron in it?7. Was there any calcium in the food that I ate yesterday?8. What did I eat that had calcium?9. Was there any vitamin C?10. What did I eat that had vitamin C?11. Was there any vitamin A?12. What did I eat that had vitamin A?13. What nutrients was I missing yesterday?14. What can I eat that has the missing nutrients?15. In general, am I eating a good diet?

JUDGMENTS AND OPINIONS

Everyone has opinions on things. As we grow older mostpeople develop strong opinions, but we can also change ouropinions depending on the experiences we have and thepeople we talk to. Opinions are formed by our families,religion, culture, friends, and things we think about ourselves.

It's good to talk about things with different people before you make up yourown mind.

When you "judge" something or someone it means that you make adecision about whether it's good or bad, right or wrong. This is called a"judgment". People make judgments every day; small decisions that have aneffect on other people.

Look at each of these questions and decide your opinion on each. Thinkabout how you decide whether someone or something is right or wrong.

1. What do you think about drinking alcohol?2. What do you think about smoking?3. What do you think about family planning?4. What should people do to stop HIV/AIDS?5. I'f someone is sick with AIDS what should you do?6. How can diHerent ethnic groups live together peacefully?7. Is it more important to maintain culture or to develop society?

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Group Activity - Divide into groups. Each group chooses one ofthe topics anddiscusses the different sides ofthe issue. The group may disagree on points, but theyshould explain the reasons why they have a certain opinion. When they're finished thegroup gives their results to the class.

IDIOMS1. make up your mind - This means that you make a decision about

something.I don't know what to do. I can't make up my mind.

2. meet (you) half way· This means that you compromise; that two whopeople have different ideas both change their ideas a bit so they cancome to final decision.You want to go on Monday and I want to go on Wednesday. Let's meethalf way and go on Tuesday. (or "1'11 meet you half way. Let's go onTuesday.")

3. my hands are tied - This means that don't have the power to do something.1'm sorry. I can't help you. My hands are tied. The director has made adecision that I can't change.

4. off and on • This refers to something happening occasionally (now and. then).

He comes to class off and on. He's very bUsy with his family.

Exercise - Put use one ofthe idioms with each ofthese sentences.

1. I asked my teacher to let me change classes but she said

2. OK. I'll you . We'll pay you a higher salary if you agree towork on Saturday.

3. It rains here ,. We don't have enough rain to plant maize.

4. I have to about this soon. They're waiting for mydecision.

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LANGUAGE WORK

1. Using Similes - Similes are similar to idioms. We use them to make our speechsound more interesting. Similes always include "as" or "like". Read this definition:

simile (n) A phrase that compares something to something else usingthe words "like" or "as".

Match the first and secondpart ofthese similes. Try to use them when you speak orwrite.

1. As sweet as2. As white as3. As slow as4. As green as

1. As sharp as2. As happy as a3. As hungry as a4. As light as

1. As busy as2. As proud as3. As blind as4. As gentle as a5. As dry as

1. As quiet as2. As wise as3. As straight as4. As strong as5. As easy as

a. snowb. a snailc. grassd. honey/sugar

a. a lionb. a knifec. a featherd. a king

a. a lambb. a peacockc. a beed. duste. a bee

a. an oxb. an arrowc. a moused.ABCe. Solomon

2. Conditional - With the conditional you're talking about a situation that must existbefore something else can happen. Conditional sentences usually have "if' in them.Following are three examples ofconditional sentences. .They have different tenses anddifferent meanings.

a. If you don't study you won't pass the exam.(This is present tense and means that the condition is true, possible orlikely.)

b. If I had some money I would give it to you.(This is in the past tense and means that the condition is untrue, butyou're imagining it. "Would" is the past tense of "will".)

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c. If you had taken a taxi you would have caught the train.(This is in the past perfect. It means that you didn't do the action butstates what would have happened if you had done the action.)

Read these sentences and check which meaning they have.

1. I'll go to the party on Saturday if I don't have to work.a. true: it's likely or possible that you can gob. not true: it's not possible, youlre just thinking about goingc. talking about something you did the past

2. I would bUy a car if I had enough money.a. true: itls likely or possible that you can bUy a carb. itls unlikely, you're just dreaming about buying a carc. talking about buying a car the past

3. I would have gone with you if I hadn't been sick.a. true: it's likely or possible that you can gob. unlikely, just dreaming about goingc. talking about a situation the past

Conditional: Exercise 1 - Change these sentences from true/likely to unlikely andvice versa.

true/likely/possible

1. If I have some money I'll go.

2. I'll take you if I have a car.3. _

4. _

unlikely/imagining

If I had malaria I would go to the hospital.

I would tell you the answer if I knew it.

Conditional: Exercise 2 - With the conditional we use "] were" instead of "] was".Read these examples, then read thefollowing situations and give an answer.

If I were a bird I would fly to her house.If I were rich I'd marry a princess.

a. Your friend isn't sure if she should marry someone, but you think she should.She asks you for advice and you answer:

A: What would you do if you were me?

B: If I were you I would marry him.

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b. Your friend doesn't know if he should become a teacher or not. He asks youadvice and you answer:

A: What would you do i'f you were me?

B: -------------c. Your brother isn't sure if he should sell some' of his cows. He asks you foradvice and you answer:

A: What would you do if you were me?

B: -------------

Conditional: Exercise 3 - Answer these questions.

1. What would you do if someone stole your bicycle?

2. What would you do if your teacher couldn't come to teach?

3. What would you do if the school latrine was dirty?

4. What would you do if your friend didn't understand about HIV/AIDS?

5. What would you say i'f your child wanted to quit school?

Conditional: Exercise 4 - Read these situations, then write a sentence talking aboutthe past.

a. There was a football game at 2 PM but you went late at 3 PM so you couldn'tplay on the team. Your friend tells you:

"If you had come on time you could have played."

b. Your friends took a trip. They left at 8 AM but you went to meet them an hourlate so they had already left. Later your friend says:

" "

c. You invited your friends to your ho~se for dinner. You didn't know that Ayenwas in town so you didn't invite her. The next day you see Ayen and you say:

" "

d. You didn't go to visit a friend because you were sick. The next day you tellyour friend:

"

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"

ADVANCED CONJUNCTIONS

We use conjunctions to put two sentences together into one sentence. You'vestudied basic conjunctions like "and", "but" and "because". Here are someconjunctions that have other meanings

1. So/therefore/thus - These mean "for that reason". "So" is informal and usedin speaking. "Therefore" is more formal, and "thus" is very formal. "Thus" isused only in formal writing. See how these sentences are put together. We'reusing "so" here. With "therefore" and "thus" it would sound more formal.

They decided to cancel the game.I went to Peter's house to tell him.They decided to cancel the game, so I went to Peter's house to tell him.

Put these sentences together with "so" or "therefore". Some ofthe sentences may be inthe wrong order.

a. My sister had malaria.

We took her to the hospital.

b. Many relatives are coming to visit.

Next month is New Year.

c. We went to inform the police.

Two of our cows were stolen.

2. However - This is a formal way to say "but". Use "however" when somethingdoesn't happen as you said in the first clause.

She wanted to attend secondary school.Her parents disagreed.She wanted to attend secondary school, however her parents disagreed.

Put these sentences together into onesentence.

a. This year we planted two fields of maize.

Grasshoppers ate all the maize in one of the fields.

b. My passport wasn't ready in time.

Iwas invited to attend a conference in Kampala.

c. The headteacher was unable to attend the meeting.

We had planned to discuss the issue at the meeting on Friday.

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Finish these sentences with "however".

a. We had planned to have a football competition on Saturday, however...

b. They dug a new borehole near our house, however...

3. Even though/although· These mean "in spite of the fact that". Theylresimilar to "but". They can both be used in these sentences. Another word is"though" which is put at tbe end of tbe sentence.

Our players didn't practice.They won tbe game.Even though our players didn't practice they won the game.

Put these sentences together.

a. The children had no textbooks.They were able to learn to read and write.

b. We couldn't reacb an agreement.

We discussed the problem many times.

c. The car still doesn't run well.The car just came back from the repair shop.

4. Even if • Use this instead of "even though" when you're imagining orsupposing something.

We could practice every day.We canlt win the game.Even if we practice every day we can't win the game.

Put these sentences together.

a. We could work all night.

We can't finish the job.

b. You could ask him ten times.

He won't let you go.

c. It could rain tomorrow.Weill have the picnic.

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5. Despite/In spite of - These are used in the same way as "even though/although"but they must befollowed by a noun. The noun may be a verb with "ing" (a gerund).Read these examples.

They played the game despite the weather.(The weather was bad buttheystill played the game.)

Despite having a headache Iwas able to finish the lesson.("having" is a noun)

In spite of a lack of equipment, the school is running very well.("lack" is a noun)

6. Conjunctions: Exercise - Put one ofthese words in each blank. Several choices maybe OKin somesentences.

so/thereforehowevereven though/although

even ifdespite/in spite of

1.We missed the first bus, there's another bus at 9 o'clock.-----2. itwas raining, mostofthe pupils came to class.

3. Our teacher is leaving, weill give him a gift tomorrow.

4. I'll go to the market you don'twantto go.

5. it hasnit rained the farmers are preparing their fields.

6. We have many things to discuss, Iwould like all the staff to meetme after lunch.

7. We looked for you everywhere because we wanted you to go with us,_____we couldn'tfind you.

8. The pupils still can't do these problems explaining it to them manytimes.

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••••••••

UNIT 11,., . Reptiles, Birds and Fish

In this unit we will read examples of scientificwriting. When we write about science we have to makesure that everything we say is true, correct, and provable."Provable" means that you can prove it scientifically. All ofthe facts given here have been proven by scientists to betrue.

REPTILES

cold-blooded vertebrate

reproduce fact

shade specie(s) shed (v)

harmless attack

-_._--- __.._-_ .

~@~ ~::-h ~_.

-~ -- .-- ~---_.._-

Reptiles are cold-blooded vertebrates. Examples of reptiles are crocodiles,snakes, lizards, tortoises, and turtles. "Cold-blooded" means that thetemperature of their blood stays the same as their surroundings. They must notbecome too hot or too cold, and most reptiles move from the sun to the shademany times a day. "Vertebrate" means that they have backbones.

There are more than 6000 species of reptiles. They have dry skin whichthey shed several times a year as they grow. They reproduce by laying eggs,although some kinds of snakes give birth to their young.

Following are some interesting facts about reptiles:

• Lizards and snakes live mostly in hot or warm regions. Many species live inthe desert.

• Tortoises and turtles have existed for more than 200 million years. Tortoiseslive on land and turtles live in the water.

• Dinosaurs were reptiles but they became extinct around 65 million years ago.87

• Some reptiles can regrow body parts that they've lost, for example, if anotheranimal tries to catch a lizard by its tail, the tail will break off and the lizard willrun away. Later the lizard will grow a new tail.

• Most reptiles are harmless, but some crocodiles can attack humans, andsome kinds of snakes have poisonous bites.

• Some reptiles grow to be very big. The python, a kind of snake, may be up tonine meters long.

1. Are reptiles cold-blooded or warm­blooded?

2. Why do reptiles move from the sun to theshade many times a day?

3. What's the difference between a tortoiseand a turtle?

4. What are/were dinosaurs?

5. Give an example of a reptile regrowing abody part.

6. What are some dangerous reptiles in yourarea?

A Dinosaur (Tyrannosaurus)

FISH

I provide gills shark whale surface cave I

Fish are cold-blooded vertebrates that live in the water. There are around20,000 species of fish. Fish live in both fresh water (streams, rivers, lakes, andponds) and salt water (the ocean and sea).

Fish are very important to human beings because they provide food formillions of people. Fish breathe with gills which take oxygen from the water.Fish lay eggs to reproduce and most fish have fins which they use forswimming.

Following are some facts about fish:

• The largest fish is the whale shark which can weigh more than 14 tons. Whalesharks are harmless to humans because they eat only sea plants and smallanimals.

• Some fish are dangerous, for example, the great white shark can kill humans

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and the stone fish has poison that can kill a human in seconds. Both of theseanimals live in salt water. In fresh water there are electric eels that can give ashock to a human or animal that touches or steps on it.

• Whales aren't fish. They're warm-blooded mammals that give birth to theiryoung and breathe with lungs. Whales come to the surface of the ocean tobreathe air through a hole in the top of their heads.

• There are fish living in streams in dark caves that are blind. These fish haveno need for eyes because there's no light in the caves.

1. How many species of fish are there?

2. What are the two types of water thatfish live in?

3. How do fish breathe?

4. How do fish reproduce?

5. Are there any dangerous fish in NewSudan?

6. What are the differences betweenwhales and fish?

7. Where do blind fish live?A Shark

BIRDS

warm-blooded lightweight feathers beak

developed ostrich penguin hummingbird

migrate particular

hatch

wisdom

Birds are warm-blooded vertebrates. "Warm-blooded" means that their bodytemperature stays the same all the time. Humans and other mammals are alsowarm-blooded. Birds, of course, can fly. They have wings for flying and arecovered with lightweight feathers. Birds have beaks for eating which they alsouse for holding things and tearing up food.

There are around 9,000 species of birds and they live in many differenthabitats, from deserts to mountains to the open ocean. All birds reproduce bylaying eggs. They lay their eggs on the ground or in a nest in a high place.Young birds that hatch in nests on the ground, such as chickens, can usuallyfind food themselves soon after they are born, but nest birds are lessdeveloped when they're born and the parents bring them food until they areready to feed themselves.

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Following are some facts about birds:

• Some birds, such as the ostrich, ~he rhea (which lives in South America) andpenguins (which live in Antarctica) are flightless, meaning they cannot fly.Ostriches can run fast and penguins swim in the ocean to catch fish.

• The world's largest bird is the African ostrich. It may grow as tall as 2.4meters and weigh up to 140 kg.

• The world's smallest bird is the bee hummingbird which is only fivecentimeters long and weighs about three grams.

• No animals can travel faster than birds. The fastest birds can fly at over 160kilometers per hour.

• Many birds have beautiful colours and sing beautiful songs.

• The owl is a symbol of wisdom and the dove is a symbol of peace.

• Some kinds of birds migrate with the seasons. They live in several differentplaces during the year and may travel thousands of kilometers when theymigrate. Birds that migrate are seen in a particular place during a certainseason only.

1. Are birds cold-blooded or warm-blooded?

2. Explain the difference between cold-blooded andwarm-blooded animals.

3. How many species of birds are there?

4. How do birds reproduce?

5. What's the difference between baby birds born onthe ground and those born in nests that are in highplaces?

6. Describe an ostrich.

7. What are the biggest and smallest birds in theworld?

8. What are some birds in your area that migrate(that you only see during certain seasons)?

An Ostrich

A CLASS DEBATE

A "debate" refers to two groups taking different sides on an issue. First, readthese definitions.debate (n) A formal argument or discussion of a questions.debate (v) To discuss something in a formal way.issue (n) A problem or subject for iscussion.

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point (n) A particular fact, idea,or opinion that someoneexpresses.defend (v) To say, write, or dosomething that supports yourgroup or opinion.

To Rave a debate, first findan issue that's interesting to yourgroup. Next divide into twogroups (two sides). There shouldbe 2 to 5 people on each side. They each take one side of the issue. (Issuesusually have two "sides" or two different opinions.)

The groups should have time to plan the points they want to make todefend their opinion. When the sides are ready, they each speak to defend theiropinion. Groups may speak several times in response to what the other groupsays, and everyone on each group should have a chance to talk. In the end thelisteners may vote on which group won the debate (which group they think hadthe best ideas).

Try having debates in your class. Here are issues you can debate, or tryto think of your own.

1. Men should have only one wife. (Polygamy should be abolished.)2. Girls in New Sudan should all go to school.3. Game parks should be turned into farmland.

IDIOMS1. out of date - This means that something is no longer useful becausesomething exists that's better or more modern. A synonym is "obsolete".

This book is out of date. It was written 30 years ago.

2. out of the question - Say this when something is impossible to do.I need my bicycle. I can't sell it to you. It's out of the question.

3. put your heads together - This means that two people or groups talk thingsover or consult with each other.

If you put your heads together you can find a solution.

4. read between the lines - This means that you look for hidden meanings insomething.

This contract looks alright, but if you read between the lines YOU'll seethat he's cheating you.

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Exercise - Put use one ofthe idioms with each ofthese sentences.

f. Let's to find a solution to this problem.

2. If you of the letter YOU'll understand what she means.

3. You can't go with us. It's .....,.

4. This computer is but it's still good to use.

LANGUAGE WORK

1. Future Perfect· The future Perfect Tense is used to talk about actions in thefuture using the meanings of perfect tenses: an action done already, or anaction happening from a previous time up to the stated time.

Before you arrive she will already have gone back to her home.By the end of this week he will have worked here for one monthWill you have finished your homework by 8 PM?

Write a verb in the future perfect in each ofthese sentences. Answers may differ; severalanswers may be correctfor each.

1. By the end of this year I ,here for three years.

2. If you come to my house at 5 PM I my work and we cango out.

3. By the time we reach the station the bus already _

4. He left early this morning. By now he at home.

2. Perfect Modals • Here we combine modals with "have" and the past participle forspecific but useful meanings. The following phrases used are:

might havemay havecould havemust haveshould have

We'll study the first four phrases first. The last phrase, "should have", is used differently.The first three mean "maybe" or "might", where you're thinking ofa possible reason forsomething that's happening now. Read these examples.

A: Where's Matthew? He didn't come to class today.

B: He might have gone to visit his uncle.

He may have gone to work on the farm.

He could have decided to stay at ~Iome.

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"Must have" is used in the same way, but you're more sure about the reason you'regiving.

A: Where's Mary? She was sick this morning but she's not at home.

B: She must have gone to the hospital.

Exercise· Write a sentence with one ofthefour phrases.

A: Where's our teacher? He hasn't come to class for two days.

B: -------------A: Why didn't they give exercise books to our class?

B: -------------A: Why did Tia go to that village?

B: -------------

3. Should have· This is used when talking about something wrong you did in thepast. You're saying what action you "should have" done that would have had betterresults. Read the situation then make a response to the situation with "shouldhave".

Situation: We drove our vehicle to Rumbek but we didn't have enough petrol. Weran out of petrol ten kilometers before we reached Rumbek.Responses: We should have bought more petrol before we left on the trip.

We should have checked our petrol before we left.We shouldn't have left without checking our petrol.

Situation: Iwent to see a friend at her house but she wasn'tthere.Response: You should have told her you were going to visit her.

Situation: My brother was very sick but we delayed taking him to the hospital.We waited for a week and he almost died.Response: _

Situation: Our teacher gave us a test without telling us. No one in the classstudied for the exam so almost everyone failed.Response: _

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ADVANCED CONJUNCTIONS

1. Four Conjunctions that give exceptions - Read the meanings oftheseconjunctions.

unless - This refers to something that can't be done without another thinghappening.

We can't go unless we have more money.

besides - in addition to, apart fromWhat should we buy besides meat?

except (for/that) - doesn1 include; introduces something that not apply or afact that prevents a statement from being completely true.

Everyone is going except (for) Santino.I liked the party except that most of my friends weren't there.

instead (of) - in the place ofWe couldn't go to Juba so we went to Bor instead.Let's have rice instead of maize.

Put one ofthe conjunctions in each ofthese sentences.

1. I like every subject Math.

2. We can't play football it stops raining.

3. She can't go to school her parents give her permission.

4. goats and cows, what other animals do you raise?

5. He stays at home and reads books joining his friends.

2. Comparing Conjunctions - These conjunctions are used in different ways toexpress similar meanings. Compare the following:

to/in order to - This means "so that I could ... ". "In order to" is shortened to"to".

I went to Khartoum to visit my uncle.I went to Khartoum in order to visit my uncle. (same meaning)

so/so that - This has the same meaning but it's followed by a clause (subjectand verb).

I went to Juba so I could study medicine.I went to Juba so that I could study medicine. (same meaning)

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because The same meaning can be expressed with "because".I went to Juba because I wanted to study medicine.

so/therefore These are used for the same meaning with the clauses switched.I wanted to study medicine so I went to Juba.

Exercise 1 - Put one conjunction in each blank.to (in order to) so (so that) because so (therefore)

1. 11m studying computers get a better job.

2. 11m studying computers I can get a better job.

3. I'm studying computers I want a better job.

4. I want a better job 11m studying computers

5. I talk to him every day tell him the latest news.

6. This road was in bad condition they're repairing it now.

7. They brought this machinery repair the roads.

8. They brought the machinery they can repair the roads.

9. The pupils are meeting on weekends they need extra help beforethe examinations.10. The pupils are meeting on weekends do extra work before theexamination.

11. We made compost the soil isnlt good in this area.

12. They're making compost they can fertilize the crops.

13. They made compost fertilize the crops.14. The mothers took their babies to the clinic be vaccinated.----15. The mothers took their babies to the clinic they neededvaccinations.

16. Our babies needed vaccinations we took them to the clinic.----

Exercise 2 - Answer these questions with "to/in order to ", "so/so that", "because" orII "so .

1. Why do you call her every day?

2. Why did you sell your old bicycle?

3. Why did you bUy a camera?

4. Why did you come here on Saturday?

5. Why are you moving your Rumbek?

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••••••••UNIT 12........ A Short Play

This is the final unit so we have a special play for youto perform in your class. Have you ever performed a play?There are six characters in the play, and you perform it byreading the lines and acting the part.

Try to let everyone in the class have a chance to bein the play. Divide into groups and practice reading thelines before you perform. If you can you should try tomemorize your lines so you don't have to read them whileyou're acting.

THE ASTRONOMY CLUB

Characters:girls: Elizabeth, Ayenboys: James, Bol, John, Gatluak

Story and Setting:Six students decide to start an Astronomy Club at their school. There are sixstudents: 2 girls and 4 boys. In the first scene they're meeting in one of theclassrooms after school. In the second scene the four boys are looking at starsat night.

SCENE 1: After school in the classroom; six students are sitting on chairs

James: This is the first meeting of the Astronomy Club. I would like to call thismeeting to order. What's the first order of business?Elizabeth: I think the first thing we have to do is electa president.Bol: Yes, yes, I agree. Clubs always need a president.John: And a secretary.Ayen: That's right. They need a secretary too.James: Alright. Who should be the president?Gatluak: I'd like to nominate Ayen. She's always beeninterested in astronomy she has a small telescope thather uncle gave her.Elizabeth: Ayen, would you like to be president?

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Ayen: Well, I'll be president if everyone agrees.Elizabeth (asks everyone): What do you say?EVERYONE: Yes. We all agree.Elizabeth: So it's agreed. Ayen will be president.Ayen: And who should be secretary?Gatluak: What about John?John: But secretaries are usually girls.Elizabeth: This is the modern world. Men can be secretaries too.Ayen: What do you say, John?John: OK. I'll be secretary.Ayen: Does everyone agree that John should be secretary?EVERYONE: Yes!

Ayen: Alright, since I'm the president I'll lead the meeting. The first thing wehave to do is plan our program. Since we're astronomers I suggest that weeach do a report on something we're interested in. Does everyone havesomething they'd like to report on? I'd like to do a report on the moon.801: I'd like to report on Saturn. I'm interested in that planet.Gatluak: I want to make a report on the Sun.Elizabeth: I'm interested in other galaxies. I'll do a report on that.Ayen: Is anyone interested in space travel?James: Yes. I'll do a report on space travel.801: What about alien beings?John: I'll report on alien beings.

Ayen: Alright. Now we need an activity to do. Astronomers do their work atnight. I think we should meet to observe the moon and stars. What do youthink?EVERYONE: Yes, that's a good idea.James: We can meet on the road behind the school. It's dark there at night,and there's no one to disturb us;Gatluak: Can you bring your telescope, Ayen?Ayen: Of course. How can we be astronomers without a telescope?Elizabeth: What time shall we meet?801: How about 8:30 pm? The moon will have come up by then and we canlook at the moon with the telescope.Ayen: Is it agreed?EVERYONE: Agreed!Ayen: Alright. See you all tonight.

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SCENE 2: At night, behind the school

(BOL IS WAITING; JOHN COMES IN AND BUMPS INTO BOL)

801: Who's that?John: It's John.801: Oh! You frightened me.John: Sorry. It's so dark tonight.801: I thought the moon would be out bynow.John: All I can see are stars.801: Here comes someone else. I wonderwho it is.

(GATLUAK ENTERS AND BUMPS INTO THEOTHERS)

John: Be careful!Gatluak: Itls too dark!John: Why didn't you bring a torch?801: No one has a torch. We came here to look at the stars so let's look atthem.(THEY ALL LOOK UP AT THE STARS)Gatluak: There are so many stars! Do you know the names of any?John: I think that one is Sirius.801: And that constellation is the Great Bear.Gatluak: Yes. I see it.John: I wish we had the telescope. Where's Ayen?Gatluak: She's the president. She should be here.801: I hear someone coming. Maybe it's Ayen.

(JAMES ENTERS AND BUMPS INTO THE OTHERS)

James: Here you are. It's so dark I couldn1t find you.John: Where's Ayen? We need her telescope.Gatluak: And Elizabeth isn't here either.James: Do you think she can come here at night? Their parents would neverallow it!801: That's right. Girls can't go out at night.Gatluak: They're too afraid. They think there might be a ghost out here!

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(EVERYONE LAUGHS)Bol: OK. Stop laughing. We're astronomers. Let's study the stars.(EVERYONE LOOKS AT THE STARS)James:' It's so dark. You can see thousands of stars.John: Yes. There's no one around here and it's very dark.(THEY HEAR A FRIGHTENING NOISE OF AN ANIMAL)John: What was that?James: I don't know.Bol: Was it a lion?Gatluak: Or a leopard?John: Maybe it was a hyena!James: Do you think we should finish ourAstronomy Club meeting?Bol: Yes, that's enough for now.Gatluak: We can meet again tomorrow.EVERYONE: Let's go!(THEY ALL RUN AWAy)

The Moon

INDEX OF A BOOK

In book 3 you learned about the Table ofContents of a book. If you remember, theTable of Contents is in the front of the bookand lists the chapters or units of the book. AnIndex is another part of a book, but everybook doesn't have one.

An index is at the back of the book, and it contains all the small topicsthat are written about in the book. The topics are in alphabetical order and havethe page number where the information may be found. People use the indexwhen they want to find information about a certain topic. Indexes are usuallyincluded in biographies and non-fiction books (books on real topics like history,science). They're not found in fiction (books that are imaginary stories).

Following is an index for a handbook of Africa.n geography. Look at theindex, then find the answers to the questions that follow it.

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HANDBOOK OF AFRICAN GEOGRAPHYINDEX

Abidjan (Ivory Coast) 65Abuja (Nigeria)Accra (Ghana) 53-54Addis Ababa (Ethiopia) 112-113Agades (Niger) 80Alexandria (Egypt) 11-12Algeria 5-8 , cap. Algiers 7, Oran 9Algiers (Algeria) 7Angola 190-198, cap. Luanda 194Antananarivo (Madagascar) 212Asmara (Eritrea) 108Aswan Dam (Egypt) 13Atlas Mountains 258Bamako (Mali) 71Bangui (CAR.) 164BanjUl (Gambia) 50Benin 31-36, cap. Porto-Novo 33-34Bissau (Guinea-Bissau) 57Botswana 199-203, cap. Gabarone 202Brazaville (Congo) 165Bujumbura (Burundi) 163

·Burkina Faso 37-40, cap. Ouagadougou 38Burundi 161-163, cap. Bujumbura 163Cairo (Egypt) 10-11Cameroon 41-44, cap. Yaounde 42Cape Town (South Africa) 225-227Casablanca (Morocco) 23Central Africa 161-189Central African Republic 163-164, cap. Bangui 164Chad 45-47, cap. N'Djamena 45-46Conakry (Guinea) 59Congo 164-166, cap. Brazaville 165Congo River 271-275Congo, Democratic Republic of 167-171, cap.

Kinshasa 171Cote d'ivoire (Ivory Coast) 62-66, cap. Abidjan 65Dakar (Senegal) 92-94Dar Es Salaam (Tanzania) 146Darfur (Sudan) 128Democratic Republic of Congo 170, cap. Kinshasa

171Deserts 263-270Djibouti (Djibouti) 106Djibouti 104-106, cap. Djibouti 106East Africa 104-160Egypt 9-15, cap. Cairo 10-11, Alexandria 11-12,

Aswan Dam 13,Entebbe (Uganda) 157Equatorial Guinea 172-179, cap. Malabo (Rio

Muni)178Eritrea 107-110, cap. Asmara 108Ethiopia 111-115, cap. Addis Ababa 112-113Fez (Morocco) 24Fouta Djalon 256

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Freetown (Sierra Leone) 99Gabarone (Botswana) 202Gabon 180-183, Libreville 183Gambia 48-51, cap. Banjul 50Ghana 52-55, cap. Accra 53-54, Kumasi 53Guinea 58-61 , cap. Conakry 59, Fouta Djalon 59Guinea, Equatorial 172-179Guinea-Bissau 56-57, cap. Bissau 57Harare (Zimbabwe) 251-252Ivory Coast 62-66, cap. Abidjan 65Johannesburg (South Africa) 228-230Juba (Southern Sudan) 131-132Kalahari Desert 264-266Kampala (Uganda) 156-158Kano (Nigeria) 87Kenya 116-121, cap. Nairobi 118-119,

Mombasa 119Khartoum (Sudan) 126-127Kigali (Rwanda) 188Kinshasa (D.R. Congo) 171Kumasi (Ghana) 53Lagos (Nigeria) 85-86Lake Albert 263Lake Victoria 262Lakes of Africa 261-263Lesotho 204-207, cap. Maseru 205Liberia 67-69, cap. Monrovia 68Libreville (Gabon) 183Libya 16-20, cap. Tripoli 18Lilongwe (Malawi) 211Lome (Togo) 103Luanda (Angola) 194Lusaka (Zambia) 246-247Madagascar 211-212, cap. Antananarivo 212 .Malabo (Rio Muni, Equatorial Guinea) 178Malawi 208-210, cap. Lilongwe 211Mali 70-75, cap. Bamako 71, Mopti 73,

Timbuktoo 72-73Maputo (Mozambique) 215-216Marrakech (Morocco) 24Maseru (Lesotho) 205Mauritania 76-78, cap. Nouakchott 77Mbabane (Swaziland) 236Modadishu (Somalia) 123Mombasa (Kenya) 119Monrovia (Liberia) 68Mopti (Mali) 73Morocco 21-25, cap. Rabat 21, Casablanca 23,

Fez 24, Marrakech 24Mountains and mountain ranges 255-260Mozambique 213-217, cap. Maputo 215-216Mt Kilimanjaro 255N'Djamena (Chad) 45-46Nairobi (Kenya) 118-119

Namibia 218-222, cap. Windhoek 221Niamay (Niger) 80-81Niger 79-82, cap. Niamay 80-81, Agades 81Niger River 277-278Nigeria 83-90, cap. Abuja 84, Kano 87, Lagos 85-86,

zaria 88Nile River 275-276North Africa 5-30Nouakchott (Mauritania) 77Nuba (Sudan) 128Nuba Mountains 257Nubian Desert 269-270Oran (Algeria) 9Ouagadougou (Burkina Faso) 38Physical features of Africa 252-280Porto-Novo (Benin) 33-34Pretoria 224-225Rabat (Morocco) 21Rift Valley 260Rio Muni (Malabo, Equatorial Guinea) 178Rivers of Africa 271-280Rumbek (Southern Sudan) 135Rwanda 184-189, cap. Kigali 188Sahara Desert 266-268Senegal 91-96, cap. Dakar 92-94, St. Louis 94Sierra Leone 97-101, cap. Freetown 99Somalia 122-124, cap. Mogadishu 123South Africa 223-234, cap. Pretoria 224-225, Cape

Town 225-227, Johannesburg 228-230Southern Sudan 131-140, Juba 131, Sudd 139

Southern Africa 190-255St. Louis (Senegal) 94Sudan 125-140, cap. Khartoum 126-127,

Darfur 128, South Sudan 131-140, Sudd139

Sudan, Southern 131-140, Juba 131-132,Nuba 128, Sudd 139, Yei 133-134, Wau 134,Rumbek 135

Sudd (Southern Sudan) 139Swaziland 235-241, cap. Mbabane 236Tanzania 141-149, cap. Dar es Salaam &

Dodoma 146, Zanzibar 147-148Timbuktoo (Mali) 72-73Togo 102-103, cap. Lome 103Tripoli (Libya) 18Tunesia 26-30, cap. Tunis 27Tunis (Tunesia) 27Uganda 150-160, cap. Kampala 156-158,

Entebbe 157,Volta River 278-280Wau (Southern Sudan) 134West Africa 31-103Windhoek (Namibia) 221Yaounde (Cameroon) 42Yei (Southern Sudan) 133-134Zambia 242-249, cap. Lusaka 246-247Zanzibar (Tanzania) 147-148Zaria (Nigeria) 88Zimbabwe 250-255, cap. Harare 251-252

Questions about the Index - Check the indexto answerthese questions.

1. Where can you find information on EastAfrica?2. What pages have information about Ghana?3. Where can you find information on Egypt?4. What cities in Egypt are described? On what page is each one described?5. What's the capital ofSouth Africa? What page can you find information on it?6. Where can you find information on rivers ofAfrica?7. Where can you find information on Sudan?8. What places are described in Sudan?9. What's the capital of Rwanda?10. What pages can you find information on Rwanda and its capital?

Pair Activity - Sit in pairs and look at the index.Ask each other questions about the differentcountries, capitals, cities, and physical featuresand what page to find it in the book.

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SUPPLEMENTARY READINGS

Ladu and his Sons

New Vocabulary

herd of cattle fertile servant necessary

to thief/thieves hire might fortune

mourn choose/chose discuss the matter

to be used

funeral

mean/meant

~,~/,fj . Once upon a time, there was a

;{;~@iff::/ffi/:1 / rich man named Ladu. He had

/.~~~~~/ <, ::~:r~~f:~~~n':~a:~a~;:~": a.~~~jjfi.'~~~.:..~.~~~ the soil was ~ery fertile. The

. ~~~ ~~%~.(~~/~ ~~~I~i~~~~:I;:II~e~~~~~at

~.-. -- harvests. He was rich and had

~o many servants working for him.'//\ Ladu had three sons.. They were good boys, but he

didn't ask them to do much work."I have many servants

who work for me," he said. "It'snot necessary for you to workhard. They can do all the work.They're used to working hard."

When his sons heard this,they were very happy. When they

were small they played all the time. As they grew older they spent all their timewith their friends. They often went to visit places where there were girls andthey had a good time together. As their father grew older he looked at his threesons and realised that they had become lazy. They didn't know how to work.

After a few more years things became difficult. Many of the cattle died ofdisease and some thieves stole others. He didn't have enough money to hireservants anymore, and he began to think about the future.

"What will happen after I am dead?" he asked himself. "What will mysons do with the farm?" He thought about this, then he sent for the three youngmen.

"11m getting old," he said. "Things are becoming difficult. The thievesmight corne back. I'm going to hide my fortune in the fields. It will be safe there.

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Before I die, I'll tell you where it is. Meanwhile you must learn to work hard onthe farm."

But the young men were lazy. They weren't used to hard work. One day,as Ladu was working on the farm he stopped suddenly, put his hand on hischest, and fell down. When an old servant tried to li'lt him up, he realised thatLadu was dead.

When the young men heard that their father was dead, they were verysad. All the relatives came for the funeral and mourned for four days. When thefuneral was over, they began to think about the money.

"Oh dear," they thought. "Our father didn't tell us where he hid themoney. It's somewhere in the fields, but the farm is so big. What shall we do?"

They decided that the only thing to do was to start digging up the fields.They each chose one area and began to dig. They dug and dug, but theycouldn't find the money. Day after day, they continued digging, until they haddug up all the fields.

They met together to discuss the matter."Where could the money be?" they asked each other.Then the youngest son understood. "Father didn't say he had hidden his

money. He said he had hidden his fortune. That's not the same thing."They realised that their father's fortune was what they could produce in

the fields. They all looked at the fields. They were all nicely dug, waiting forcrops to be planted. At last they understood what their father meant. From thatday they all became hard workers and soon became rich again.

Questions

1.Describe Ladu's farm.

2.Who worked for him?

3.What did his sons do when they were young?

4.What did Ladu realise about his sons when they grew older?

5.What problems came after a few more years?

6.What was Ladu going to do with his fortune?

7.Why do you think Ladu held his hand to his chest?

a.How long did they mourn for Ladu?

9.What did his sons do to look for the money?

10.What was the youngest son's idea?

11 .What did they finally realise?

12.What sort of people did they become?

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di'Herently

impossible

peaceful

satisfied

The Animals Who Couldn't Work Together

New Vocabulary

try hard quarrel concerned advice

rules annoy respect obey quiet

argument turn away turn (to do something)

indeed break/broke/broken both news

Many years ago the animals in the forest were friends. They didn't fight or killone another. One day Lion, Leopard, Hyena and Snake decided to livetogether. They began to build a new house, working together happily.

As time went on, they realised that they were all very different from oneanother and wanted to do things differently. They tried hard to agree, but soonthey began to quarrel with each other in small ways.

They were concerned about this and decided to ask Hare for advice.When Hare came he said,

"You're trying to do a very difficult thing, but it's not impossible. The bestthing for you to do is to make some rules, so you won't annoy each other toomuch. The rules will make you respect each other."

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The four friends realised that this was very good advice, and thatevening they sat down together to discuss the matter. They decided that eachof them should make up one rule for the others to obey.

Lion began. In those days, Lion liked to be quiet and peaceful, so hesaid to the others,

"My rule is that you must not make too much noise. There must be noshouting or loud arguments."

Leopard was next. He usually liked to be alone, lying in the branches ofthe large tree at home and sleeping during the day. When he came down to bewith the'others he didn't want them to know what he was thinking. He stood up,with his face turned away from them, and said,

"My rule is that no one will look at me in the eye."It was the turn for Hyena. Hyena was an animal who often went off

alone. He would leave the home at different times, returning later, often lookingvery satisfied. His friends often wondered where he had been. So he said tothem,

"My rule is that whenever I return to the home, you must never askabout me where I've been."

Finally, it was Snake's turn. Snake was always careful of his skin. Whenthe day was hot, he hid himself under big rocks to save his skin from beingburned by the hot sun.

"My rule," he told the others, "is that no one may touch my skin."The animals went to find Hare to tell him about the four rules. Hare

listened carefully."Yes," he said, "These are good rules. If you keep these rules, I think

you will be able to live together happily. But remember, it won't be easy."Everything went well until one sad day. When Hyena came home,

Leopard came down from his tree and asked him,"Hyena, where have you been?"This made Hyena very angry indeed, so he looked Leopard in the eye

and said,"You asked me where I've been. You've broken my rule.""But now you have looked me in the eye," shouted Leopard. "You've

broken my rule. I'm very angry indeed."With that, Leopard jumped on Hyena and the two animals began to

fight. Lion had been sleeping quietly and when he heard all the noise, hebecame very angry too.

"You're shouting. You've both broken my rule," he shouted. "I'll teachyou a lesson you won't forget."

With these words, he jumped on the backs of the fighting animals.

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All this time, Snake had been resting under his rocks. He slipped out tosee what was happening. As he came near, the three animals fell onto him.

"You've touched my skin," hissed Snake. "You've broken my rule, sonow I'll kill you aiL"

With these words, he lifted his head and bit each of the animals. Soonthey all lay dead in the compound.

The next day Hare came to the house because he had heard news of.the fighting. He looked around and then spoke sadly to Snake.

"It is as I told you. Animals cannot live together happily unless theyrespect each other."

Questions

1. What four animals lived together?

2. Who did they ask for advice?

3. What did Hare tell them to do?

4. Who made the first rule?

5. What was Lion's rule?

6. Who made the next rule?

7. What was Leopard's rule?

. 8. What was Hyena'S rule?

9. What was Snake's rule?

10. Who was first to break a rule?

11. How did he break the rule?

12. Why did Lion join the fight?

13. What did Snake do?

14. What do you think is the lesson of this story?

15. What does it mean to respect other people?

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APPENDIX: VERB FORMS

PRESENT

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PAST

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PAST PARTICIPLE

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. gotgavewentgraduatedgreetedground

. grewharvestedhadheard

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109

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spelled/speltspentspilt/spilledspoilt/spoiledspreadstoodstartedstayedstolenstuckstungstunk.stirredstoppedstruckstudiedswornsweptswollen/swelledswumtakentalkedtaughttorntoldthoughtthrowntiedtravelledtriedtypedunderstoodusedvisitedvolunteeredvotedwaitedwokenwalkedwantedwashedwatchedwornwovenwonwishedworkedwritten

NEW SUDAN

ISBN NO. 9966-33-097-6