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3
 TRENDS Get your NEW TRENDS in
ENGLISH LANGUAGE FORM 3
Facillitator’s Book for the New Curriculum

“Together in Education”
 NEW TRENDS

IN

ENGLISH LANGUAGE
FORM 3

FACILITATOR’S GUIDE

a
©
EDULIGHT BOOKS
Throgmorton House
Cnr Samora Machel Ave/ Julius Nyerere Way
3rd Floor
Harare

First Print 2021

Editor : Edulight Books

Design & Layout : Edulight Books
Cover Illustrations : P. Chirodza
Cover Design : Daniel Njondaya
ISBN :
Printed by : Edulight Books

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior permission of the publishers.

b
 Contents
1. INTRODUCTION TO THE NEW TRENDS IN ENGLISH
FACILITATOR’S GUIDE
a) About New Trends in English
b) The Shape of The New Trends in English Learner’s Book
c) Suggested Approaches to Sections in New Trends in English
d) Suggestions on Teaching Methods

2. POSSIBLE ANSWERS, HINTS AND SUGGESTIONS.

Chapter Page

1. A Tradition to Reckon .......................................................................5

2. Who is the Strange Girl? ...................................................................8
3. Covid-19 and Steaming ...................................................................12
4. The Belt of Peace .............................................................................16
5. The solution to a Family Problem....................................................20
6. English Language Mock Examination 1 .........................................23
7. Religion and People .........................................................................27
8. Social Collaboration ........................................................................30
9. Legacy of Totems.............................................................................34
10. Lake Chivero’s Slow, Foretold Death ..............................................37
11. Rights and Responsibilities .............................................................40
12. English Language Mock Examination 2 .........................................43
13. Invitations ........................................................................................46
14. The Song of an Aids Victim ............................................................49
15. Family Reunion ...............................................................................52
16. Pesticides and the Environment .......................................................56
17. The Game ........................................................................................60
18. A Dedicated Woman ........................................................................63
19. With or Without HIV/AIDS, I Want a New Start ...........................66
20. Tribute to the Late Retired Chief Justice Godfrey Chidyausiku ....69

c
21. Tablets and Smartphones .................................................................73
22. The Internet and the Society............................................................77
23. English Language Mock Examination 3 .........................................81
24. Language Structures Revision.........................................................84

d
 1. INTRODUCTION TO THE NEW TRENDS IN ENGLISH
FACILITATOR’S GUIDE

A. ABOUT NEW TRENDS IN ENGLISH

New Trends in English Language Form 3 is one of the Form 1 to 4 series of

books approved by the Ministry of Primary and Secondary Education. They are
designed for the English language syllabus with new emphasis on competence
and life skills. The spiral approach in the series sees topics and themes within
the level and also from Form One level to the next. The curriculum is meant
to form the solid foundation for the cultural, social, religious, political and
economic and environmental development. The syllabus is meant to see to it
that English Language plays its role in transforming the present and map the
future as a mode of communication in other learning areas at school plus in all
other multiple corridors of life.

The facilitators are expected to develop learners’ competencies through the use
of information communication technologies (ICTs) in the learning environment
to equip learners adequately for real life experiences in the contemporary world.

The books in this series promote a communicative approach in the effective

use of language. One should be able to listen and speak clearly for effective
communication beyond examinations dictates. The information provided in this
introduction summarises the ideas, principles and philosophy expressed in the
syllabus.

The facilitator’s role remains essential in the teaching and learning process
to ensure total acquisition of competences in the learner. The use of these
books assists the educators to work on the aim of the syllabus; to develop
critical thinking problem-solving, decision making, conflict resolution,
self management, information communication technology and renovation,
innovation and enterprise skills.

The role of the facilitator as an educator, and mediator is to ensure that learners
improve their language competence through speaking, listening, reading and
writing in order to effectively develop skills that are important in life.

At form three there is gradual increase of demands made on the student because
there is a shift in their level of learning from junior to ordinary level of education;

1
(iii) Language Structures
This section is generally designed in such a way that facilitators face new
material at each stage. The sample approach has been used throughout all the
four books of New Trends In English Language.

(iv) Composition Writing

Use this section to judge the competence of your learners in language. Focus
on those areas of weakness especially particular sections for example tenses or
spellings. It is from compositions that you can diagnose learners’ weakness then
you can work on them. When dealing with compositions ask these questions.

v Are the requirements of the topic met?

v Are sentences grammatically accurate?
v Are words well spelt?
v Are a variety of sentences used in the composition?
v Is the composition well paragraphed?
v Is the work original, a pure work of personal creativity?

(v) Speaking and Listening

This is one of the most important sections which should be taken seriously by
both facilitators and learners. If you cannot verbally communicate in English
language then one of the curriculum’s aims is not fulfilled. In this section the
facilitator is mainly there to monitor the organisation of debates, role playing,
public speaking sessions, drama, dialogue and discussions. The assessment
should be very practical and are meant to whet the skills of the learners for life.

Language is a complex set of skills that can only be learnt by practice. It follows
that the more the students practise, the more skilled they will be. So do all you
can to minimise your own talk and maximise the students’ talk.

Listening to language being used effectively is important. It teaches them to

think and process information as they listen while developing their own ideas.

(vi) Language Games

Language learning is not always so serious always. We can learn the language
through fun ways like games, and that is what this section does. Assist learners
to relax and enjoy the learning through these games. There are other sections

3
 (ii) The oldest man among them said that boy was the heir of their
clan.

C. LANGUAGE STRUCTURES
Exercise 1a
Answers vary. Check the words given and verify with dictionary if there is any
doubt.

Exercise 1b
1. Verb 2. Noun 3. Adjective 4. Adjective
5. Verb 6. Verb 7. Adverb 8. Pronoun
9. Adverb 10. Adverb

D. COMPOSITION WRITING
Exercise 1c

Answers vary.

E. SPEAKING AND LISTENING

Suggested answers
a) 2004
b) Close to four months.
c) Answers vary. Pay attention to the correct use of grammar.

F. LANGUAGE GAMES
Answers vary. Suggested answers follow.

1. Unless 2. A nd 3. Although 4. When

5. Whether 6. But 7. Though 8. Because
9. However 10. Nevertheless 11.
Then 12. Until
13. As 14. Yet 15. So

7
 CHAPTER TWO

A. WHO IS THE STRANGE GIRL?

Suggested answers to comprehension questions

1. a) because it was a huge family.

b) -a newly married woman
-a new baby
- someone who had just come to stay
c) spend her time with her grandmother Ndavavaya
2. a) Ndavavaya
b) -her mother would either be giving her instructions or
-scolding her for this or the other
c) he had been send on an errand by her grandfather
3. a) -to update Rutendo with what was happening among all the boys and
girls of their age
-to compare notes with their peers
b) he was always wandering about
c) he enjoyed looking at the Hwedza mountains
4. a) - the early birds
-a strange girl
b) he did not know the strange girl and wanted to know about her
5. Vocabulary
a) one whom you trust and share secrets with
b) task /duty
c) sharing observations
d) be brave enough
e) distant/ far from urbanisation
f) pleased/ satisfied
g) talk a long time
h) small number of huts / settlements

8
D. COMPOSITION WRITING
Exercise 2d
Answers vary.

Use the following table to allocate marks for the learners’ free and guided
compositions.

Brief Description Mark Range Characteristics

VERY GOOD Narrative Very good command of language.
composition 23 and Varied types of sentences.
above Use of appropriate vocabulary.
The composition generates
interest.
Very limited errors.
GOOD Narrative Good command of language.
composition 15-22 Very limited errors.
Satisfactory arrangement of idea.
WEAK Narrative Weak constructions.
composition 8-14 Plain language dominant in the
work.
Subject not properly developed.
Numerous gross errors.
VERY WEAK Narrative Broken language fails
composition Below 7 communication.
Undeveloped subject.

F. LANGUAGE GAMES
2. Heritage Studies is a special subject that deals with our traditional culture.
3. The young man told all his elders that he was leaving.
4. Our mission is to find the treasure at this hidden place.
5. Tell all your friends that our nation is a noble one.
6. The most beautiful girl in our class was invited to the birthday party.

11
 CHAPTER THREE

A. COVID-19 AND STEAMING

Suggested answers to comprehension questions

1. a) Coronaviruses are a large family of viruses which may cause illness

in animals or humans.
b) The Middles East Respiratory Syndrome (MERS) and Severe Acute
Respiratory Syndrome (SARS).
c) It began in Wuhan, China.
2. a) Accept any of the following; fever, di翿 culty breathing, a dry cough,
aches and pains, tiredness, nasal congestion, runny nose, sore throat
and/or diarrhoea.
b) One who does not exhibit any of the symptoms of illness to the disease.
c) Accept any of the following; When an infected person sneezes,
coughs, talks or from touching infected surfaces.
3. a) Any of these are acceptable; practising isolation, wearing face masks,
disinfecting surfaces, staying at home, frequent washing of hands
b) Everyone is at risk because it is contagious, spread from one person to
the other.
4. a) Through vaccination, taking drugs or steaming.
b) The study aimed to observe the effect of heat and humidity on the
virus.
5. Vocabulary
a) dealing with breathing issues
b) intense/serious/extreme
c) mostly/mainly
d) spreadable/infectious
e) control/restrain/limit
f) falter/doubt
g) showing no signs and symptoms
h) increase/ growth

12
6. Summary points
Symptoms
– fever
– di翿 culty breathing
– a dry cough.
– aches and pains,
– tiredness,
– nasal congestion
– runny nose,
– sore throat
– diarrhoea.

How it spreads
– One can become infected by coming into close contact (about one metre to
two metres) with a person who has COVID-19.
– A person can become infected from respiratory droplets when an infected
person coughs, sneezes or talks.
– One may also be able to get it by touching a surface or object that has the
virus on it, and then by touching the mouth, nose or eyes.

Ways of prevention
– maintain social distancing
– prevention through isolation by staying at home
– wearing of face masks
– frequent washing of hands
– disinfecting surfaces regularly
– cleaning surfaces regularly
– avoid touching the nose, mouth and eyes
– steaming

B. SUPPORTING LANGUAGE STRUCTURES

7. a) i) The studies were conducted in India.
ii) There was gradual healing of patients in both groups under the

13
– He began digging the ground next to the central root.
– He covered the bottom of the hole with dry leaves.
– He now took the AK47.
– He wrapped it in a plastic sheet.
– He carefully laid it in the hole.
– He washed the sword in the river.
– He put it back in its sheath.
– He then placed it in the hole beside the rifle.
– He slowly unfastened the belt.
– He counted the bullets.
– He rolled it up carefully
– He placed it next to the sword and then AK47 rifle.
– He looked at these things for a while, perhaps bidding them goodbye.
– He covered them with dry soil.
– He rubbed off all traces of his footsteps.
– He then covered the spot with dry leaves so skilfully.

B. SUPPORTING LANGUAGE STRUCTURES

7a) (i) disappearance (ii) colony

b) (i) colonise (ii) remark
c) (i) The galloping horse reminds him of horses that Williams and his
friends use.
(ii) He cannot see far and wide around him.
d) (i) The settlers wanted to hunt the foxes for the whole day.
(ii) The freedom fighters held their guns in their right hands.

e) (i) fine/okay/well
(ii) reconstruct/remake/re-erect

17
 CHAPTER SIX

ENGLISH LANGUAGE MOCK EXAMINATION 1

PAPER 1
Section A
Answers in this section vary according to the question. Marking should be by
impression. Focus on grammar, spellings, punctuations and use of different
types of sentences.

Use the following table to allocate marks for the learners’ free and guided
compositions.

Brief Description Mark Range Characteristics

VERY GOOD Section A: Free Very good command of
composition 23 and language.
above Varied types of sentences.
Use of appropriate
Section B: Guided vocabulary.
composition 16 and The composition generates
above interest.
Very limited errors.
GOOD Section A: Free Good command of
composition 15-22 language.
Very limited errors.
Section B: Guided Satisfactory arrangement
composition 11-15 of idea.
WEAK Section A: Free Weak constructions.
composition 8-14 Plain language dominant in
the work.
Section B: Guided Subject not properly
composition 6-10 developed.
Numerous gross errors.

23
 CHAPTER SEVEN

A. RELIGION AND PEOPLE

Suggested answers to comprehension questions

1 a) by providing a link between human love and God

b) simple critical values such as respect for parents, living a faithful life,
and living according to God’s standards.
c) rising from the dead
2. a) orally
b) it drives the religion in believers
c) someone who submits to God
3. a) they fast and abstain from physical needs like sex
b) - time to purify their souls
-improve their relationship with God
-time to sacrifice one’s life towards doing God’s things
c) resistance to oppression and pride of African heritage
4. a) a religious leader who is ordained by God and has power to solve
worldly problems
b) main teachings are from the Old Testament laws and prophecies of the
book of revelation
5. Vocabulary
a) good wishes
b) break from
c) descendants
d) people of the same religious group
e) celebrates
f) began
g) accepted
h) ruin
6. Summary points
The differences and similarities between Islamic Religion and
Rastafarianism.

27
– It is through the use of totems, mitupo/izibongo that the unique way of the
living of the Shona and Ndebele people is reflected.
– Through adhering to totems, different Shona tribes highlighted
understanding of each other’s traditions and beliefs.
– Adapting to a totem often carries a deep religious and spiritual significance.
– The use of Totems separated Africans from other mankind in the world.
– Any totem therefore became a trademark or brand.
– The use of totems by our ancestors highlighted the connection of Africans
through the Bantu element.
– For the Shona people, totems were a heritage to be passed down generations.
– The real issue of adopting totems was identification.
– It became another way of naming.
– Adopted totems for identity and differentiation during wars as well as
hunting.
– Ancestors engaged in totems to avoid incest.
– To praise each other.
– To protect and preserve the environment.

B. SUPPORTING LANGUAGE STRUCTURES

7. a) (i) common/regular/usual (ii) unnecessary
b) (i) select (ii) forefathers/ descendants
c) (i) little (ii) significant
d) (i) Separates (ii) makes
e) (i) Western ideas failed to outwit African customs and beliefs
because they have very deep roots in their custodians.
(ii) Although African customs and beliefs have very deep roots in its
custodians, Africans have adapted to some Western life styles.

C. LANGUAGE STRUCTURES
Exercise 9 a
1. Have 2. Was 3. Has/had 4. Was/Is
5. Was 6. Was/is 7. Did 8. Have
9. Was 10. Was

35
Exercise 10b
Answers vary.

D. COMPOSITION WRITING
Exercise 10 c
Answers vary. Refer to the table given in chapter six to assist you in allocating
marks to the compositions.

E. SPEAKING AND LISTENING

Learners read the poem.

F. LANGUAGE GAMES
Across
1. Fly 2. At 3. Alter 4. To
5. Calculate 6. God 7. Pursuit 8. Few
9. Accommodation 10. Call 11. Attack
12. Cattle 13. Tea 14. No 15. Say
16. All

Down
1. Caution 2. Occasion 3. A nt 4. Tall
5. Mock 6. To 7. Lucky 8. Or
9. Until 10. Got 11. Dog 12. Free

39
 CHAPTER TWELVE

ENGLISH LANGUAGE MOCK EXAMINATION 2

PAPER 1
Section A

Answers in this section vary according to the question. Marking should be by

impression. Focus on grammar, spellings, punctuations and use of different
types of sentences. Use the table provided in chapter six in this facilitator’s
guide.

Section B

Report Writing

Answers vary.

The format of a report is to be followed. The question demands a narrative

report.

To: The Human Resource Manager

Title: A report on Flight patterns and number of passengers over five years.
Date: 09/03/2020
From: Flight Controller

N.B. (Order is not important as long as all the details are given, the title, the
writer, the receiver and the date the format is correct).

The body of the report should include all the given keys or points. Take note
on correct sentence construction, spellings and omissions. They should use all
given points. Addition of relevant ideas should get credit if well added. Use the
table provided in chapter 6 in this facilitator’s guide.

43
 CHAPTER FOURTEEN

A. THE SONG OF AN AIDS VICTIM

Suggested answers to comprehension questions

1. a) Rejoice
b) The two fruits are oranges and paw paws
c) the phrases are; ‘a sumptuous feast’ and ‘haven of joy’
2. a) The two things are; used to dance and smile beautifully
b) ‘… her dancing days’ means her healthy and youthful days
c) That beauty does not last
3. a) ‘… a paragon of beauty’ means an example of true beauty
b) Truly is repeated for emphasis to show the extent of something
4. ‘… nodding their heads’ means showing agreement or approval of
something
5. Vocabulary
a) place of safety
b) luxurious
c) interesting
d) happy
e) stroke / touch softly and make movements
f) yielding / submissive / docile
g) bring back to life
h) enthusiasm / passion

6. Summary points
The described beauty of the girl in the poem and the changes that
occurred later in her life.
– Her appearance a sumptuous feast for the eyes of men.
– Her rounded face chubby and juicy like a ripe orange.
– Her wink the flash of two stars that catch any curious eye.
– The dripping honey that moistens her coloured lips.
– A pair of darling and charming dimples.

49
– She clapped hands
– She smiled at Benjamin who had repaired the stove.
– Shamiso tentatively planted herself on the sofa next to Benjamin.
– She coughed suggestively.
– She sighed when talking to Benjamin about Nkazana.
– Shamiso gaped at Benjamin when he showed no concern to Nkazana’s
pregnancy.
– Shamiso quivers with horror.
– Shamiso gapes again
– She sobbed.
– She rose.
– She staggered towards Nkazana with an outstretched right hand.
– Shamiso put her hands around Nkazana.
– She embraced Nkazana.

B. SUPPORTING LANGUAGE STRUCTURES

7. (a) (i) Benjamin responded by saying in the bush they had dozens of
babies without anybody batting an eyelid.
(ii) Peter asked if he had seen the television aerials on the roof of the
mayors’ house.
(b) (i) Small/tiny/little
(ii) Never
(c) (i) Cryptically
(ii) Tentatively
(d) (i) The Mubi’s and the Tauya’s moved to the suburbs.
(ii) The stove was not working and the water bill had also not been
paid.
(e) (i) You’ll have to work harder than this.
(ii) She’s my daughter-in-law.

C. LANGUAGE STRUCTURES
Exercise 15a
Answers vary. Suggested answers to assist the facilitator follow.
53
6. Summary points
The terrible things that have occurred to the environment and how
these can be solved.
– Eleven hippos’ carcasses were recovered at different points in the Chavira
Forest and along Mlibizi River near the Zambezi River.
– The hippos appear to have been poisoned accidentally by villagers spraying
a pesticide, carbaryl, on their crops.
– The Minister of Environment, Water and Climate urged farmers to
understand the pesticides they use.
– Carbaryl affects our fish, our crocodiles, our hippos and we are seeing that
this is a feature that we ignored in the past.
– Awareness programmes by the Environmental Management Agency
(EMA) will help address the problem.
– However, some critics opine the hippo poisoning might be a case of a
poaching escapade gone wrong.
– Poaching is rife in Zimbabwe, dropping the total population of white and
black rhino to around 800 from more than 950 last year.
– A conservative group, Lowveld Rhino Trust notes that more than 50 rhinos
were poached in 2015
– Double the figure of hippos lost in the previous year.
– Several hippos died at Masai Mara Reserve after digesting a powerful
insecticide called carabofuran.
– The lions became paralysed after eating hippo carcasses.
– The death of the hippos in Binga comes barely a year after dozens of
elephants were poisoned with cyanide by suspected poachers.
– Cyanide, used repeatedly by poachers,
– At least 300 elephants died after waterholes and salt-licks were poisoned
with cyanide in what was described as the largest massacre of elephants in
this part of the world for the last 25 years.
– And in October 2015, at least 62 elephants were reported to have been
poisoned by oranges laced with cyanide.
– The present world ban on the trade in elephant ivory has meant hippo teeth,
which can grow 60cm, have become a valuable substitute.
– This would in turn affect people who depend on fish for their livelihoods.
– The world’s population of hippos has crashed by 95 percent, leaving the
giant creature in danger of extinction.

57
 CHAPTER EIGHTEEN

A. A DEDICATED WOMAN
Suggested answers to comprehension questions

1. a) scare
b) seriously unpleasant (sad) intimidating
c) she already had a job at another school
2. a) lusting away in the labour market
b) -selling transport tickets
-cleaning hotels, schools and public places
-delivering newspapers and advertisements
-working as nurse aids
c) the headmasters’ liberal attempt to challenge the status quo
3. a) the class was unruly
b) from her course leader from the facilitator’s college
c) the narrator was a girlfriend to Daniel’s father
4 a) made to recall/to remember
b) the author’s sisters
5. Vocabulary
a) frighten
b) persist
c) unlawful
d) entrenched
e) qualifications
f) wickedness
g) seriously
h) awestruck/ captivated
6. Summary writing
Problems she experienced at a new school and how she solved them.
– I got my hands full with a dysfunctional class of twenty learners aged ten
to twelve.
– I entertained concerned telephone calls at home which mainly seemed to

63
 CHAPTER TWENTY
A. TRIBUTE TO THE LATE RETIRED CHIEF JUSTICE
GODFREY CHIDYAUSIKU

Suggested answers to comprehension questions

1 a) He was switched off.
He departed
The Elephant has fallen.
b) Zimbabweans/ Zimbabwe as a nation
c) liver and kidney problems.
2. a) Chief justice/ lawyer
b) A gallant son of the soil.
He was a true national hero.
A true lawyer.
c) A member who advised about the law.

3. a) Chief Justice Chidyausiku was born in Domboshava on February 23

1947
b) Antony Gubbay
c) The bold decisions he made.
4. The inspiration of sacred duty.
5. Vocabulary
a) A group of people with common job or interest
b) surrender / give in
c) severe/ agonising
d) pure / flawless
e) whole of human race
f) fearless
g) liberated
h) bitterness
6. Summary points
Character of Chief Justice Chidyausiku

69
 CHAPTER TWENTY ONE

A. TABLETS AND SMARTPHONES

Suggested answers to comprehension questions
1. a) Tablets are internet-enabled portable computers.
b) Smartphone
c) Tablets use touch screen technology.
2. a) All of the features of a normal phone are available with some more
features.
b) Proximity and accelerometer sensors.
c) A longer working period.
3. a) -Smartphones allow normal phone calls.
-Can send or receive e-mails.
-Can take videos and photos.
-MP3/4 players (for music and videos).
b) Smartphones communicate with the internet either by using Wi-Fi hot
spots or by using 3G/4G/5G mobile phone networks.
c) -To send or receive e-mails.
-Surf the internet.
-Use maps to navigate a location.
-Use the calendar.
-Send and receive money using banking applications.
-Use of Voice over Internet Protocol.
-Allows video calling.
-Streaming of videos.
-Streaming of music.
-Access social media easily.
4. -Because of their small size and lightweight.
-Smartphones can be used to make phone calls as well as connect to the
internet while on the move.
-They have a reasonable battery life.
5. Vocabulary
a) Computer programme designed for a particular purpose.
73
 them are good.
(ii) Using information technology has caused a number of changes
in businesses and improvements have been shown in the electronic
o翿 ces.
(e) (i) The workplace has been besieged by electronic gadgets such as
laptops, photocopiers and printers.
(ii) Communication can be done through email, WhatsApp,
Facebook, facsimile to mention a few.

C. LANGUAGE STRUCTURES

Exercise 22a
1. Widely 2. Regionally 3. Ironically
4. Incredibly 5. Extremely 6. Generally
7. Economically 8. Comfortably 9. Crazily
10. Invisibly

Exercise 22b
1. Eventually 2. Basically 3. Daily
4. Anywhere 5. Ever 6. Earliest
7. Fast 8. Ahead 9. Often
10. Occasionally

Exercise 22c
1. Seldom 2. Always 3. Now
4. Therefore 5. Further 6. Well
7. At last 8. Late 9. Always
10. So often

D. COMPOSITION WRITING
Answers vary. Use the table in chapter six to guide you on mark allocation.

79
 animals and birds which would turn against villagers by raiding their fields
or harming them.
– During hunting, only certain animals and birds species are killed.
– Hunting guards elected by villager’s heads determine which animals are to
be killed at any given time.
– Animals such as problem elephants were killed and the meat shared
communally among the villagers.
– Subsistence hunting by individual hunters is allowed on small game.
– Birds of prey such as hawks and other raptor species are not hunted as they
are believed to be sacred and are believed to warn of impending danger.
– Snakes, frogs and other reptiles are eaten on special occasions.
– Body parts of snakes, frogs and other reptiles used for muti.
– Snakes, frogs and other reptiles are used as lucky charms and protection
against witches.
– Fishing is regarded as a pastime and this has entered them to many outsiders
as hunter gatherers of the mighty Zambezi River.
– Fishermen are not allowed to fish, net or hook fish in just any part of the
river.
– Certain types of fish are thrown back into the river depending on their size
or species.

SECTION B
B. SUPPORTING LANGUAGE STRUCTURES
1. a) invests
b) was
2. a) a
b) the
3. a) there
b) were
4. a) extracted
b) put
5. This is done so that the groups of fish are given time to breed.

83
Exercise 5

1. didn’t 2. is 3. were
4. were 5. has 6. did
7. doesn’t 8. hasn’t 9. didn’t
10. doesn’t

Exercise 6
- Answers vary
(Allocate marks for correct grammar usage and make sure discourse markers
are used in each sentence)

Exercise 7
1. must 2. can 3. would
4. can’t 5. should 6. will
7. must 8. shouldn’t 9. mustn’t
10. must

Exercise 8
1. misunderstand, misplace, mislead
2. ill-treatment, illegal, illegible
3. anti-virus, anti-corruption, anti-bacterial
4. deforestration, deform, demobilise, defreeze
5. premature, precooked, preseason, pre-Independence
6. overflow, overnight, overdue, overtime
7. forecast, foreshadow, foretell
8. remind, recycle, reuse, reheat
9. irregardless, irresponsible, irregular, irrational
10. ex-musician, ex-soldier, ex-husband
11. supernatural, superhero, supervision, superficial
12. automatic engine, automobile, automotive, autonomous
13. hypertension, hyperlink, hyperactive, hypersensitive

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 New Trends in English Language Form 1-4,
A Level Literature & Teachers Guides

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