TRENDS Get your NEW TRENDS in

ENGLISH LANGUAGE FORM 3

for the New Curriculum

“Together in Education”
NEW TRENDS
in
English Language

Form 3

Learner’s Book

UPDATED CURRICULUM
S. K. Dube, B. Chimunhu, G. Marcani

1
© S. K. Dube, B. Chimunhu, G. Marcani

© Edulight Books
Throgmorton House
Cnr Samora Machel Ave/ Julius Nyerere Way
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Harare

Tel: +263 242 749 195

Cell: +263 773 452 208
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E-mail: publishing@edulightbooks.co.zw
First Print: 2020
Editor: Edulight Books
Design & Layout: Elington Ngandu
Cover Design: Elington Ngandu
Sithengisiwe Makiwa
ISBN: 978-1-77924-995-1

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.
AUTHOR 1

Mrs. S. K. Dube is a holder of a Master’s Degree in Languages (Eng)

from The University of Zimbabwe. She also has a BA in Arts and
Communication from The Zimbabwe Open University and studied for
a Diploma in Education at Hillside Teacher’s College. She has taught at
various schools in and around Bulawayo. She is currently stationed at
Nketa High School as the HOD in the English Department.

AUTHOR 2

Mr. Chimunhu is a holder of a Bachelor of Arts Degree with the

University Of Zimbabwe and a Post Graduate Diploma in Education
with the Zimbabwe Open University. He has been a teacher of English
Language and Literature in English in various schools in Mashonaland
Central Province. Currently he is teaching at Chindunduma 1 High
School, Shamva. Chimunhu co-authored New Trends English Language
Book 1 and he also authored Literature in English Advanced level.

AUTHOR 3

Mrs. G. Marcani holds a Diploma in Education from Gweru Teacher’s

College. She taught English Language and Literature in English at
Mufakose Mhuriimwe. She is currently teaching at Shungu High School
(Catholic School in Gweru Diocese).
 INTRODUCTION

New Trends Book Three is explicitly designed to build a wholesome learner who
would learn all concepts of language both for life and for examination purposes. It
is made to meet the necessities of the new curriculum to the complete.

The English Language for the Ordinary Level has undergone many changes since
the introduction of the new curriculum. The authors have adapted the Ordinary
Level syllabus and covered all the topics in detail, giving some local examples and
passages. There is adequate practice in all aspects of English Language as stipulated
in the syllabus.

The book incorporates the major sections in the syllabus which include;
Comprehension, Summary writing, Supporting language structures, Language
structures, Composition writing, Speaking, Listening and other Language aspects.
Consistent typical exam practice is given in the text. Varied language exercises
are available for total practice. It holds a section where learners play and learn the
Language Games section. A variety of teaching and learning methods are suggested
lessening the burden of the facilitator.

It is written using a gradual approach welcoming the ZJC level learners and re-
engaging them for the serious Ordinary Level material. It advances learners in the
ICTs learning area to the peak with an intention to bring out wholesome learners for
the contemporary digital world.
 ACKNOWLEDGEMENTS

The author and the publisher would like to acknowledge the following work which
was used in this book.

Reading Passages
• ‘Rutendo: … The Chief ’s Granddaughter ’ by Colette Choto Mutangadura.
Published by Zimbabwe Women Writers.
• A reading passage from the novel, ‘Rainbow Dreams’ by Tsandra Mageba
Isaacs.
• A reading passage from the novel, ‘Matigari’ by Ngugi Wa Thiong’o.
Published by Heinemann.
• A reading passage adapted from ‘Short Story International 24.’ Just Lather,
That’s All Philadelphia by Hernando Tellez
• A reading passage on religions of the world.
• A reading passage from the novel, ‘The Heart is a Lonely Hunter’ by Carson
McCullers.
• A reading passage on health alert, from Edgars Club Magazine April 2015-
May Issue.
• A reading passage on totems.
• A reading passage from a newspaper article from THE SUNDAY MAIL, 13
January 2019.
• A reading passage from the book, ‘And the Angels Were Silent’ by Max
Lucado.
• A reading extract from the play, ‘Harvest of Thorns’ by Shimmer Chinodya.
Pearson Education Africa. Cape Town.
• A reading passage from Heritage Printing; ‘The Patriot’April 21-27. 2017
Article by Rudo Shoko.
• A reading passage, ‘The Game’ from ‘Somewhere in this Country’ by Memory
Chirere. UNISA. Pretoria.
• A reading passage about the BaTonga people.

Drama Extracts
• A reading extract from the play, ‘She No Longer Weeps’, by Tsitsi
Dangarembga. College Press Publishers.

Poems
• A poem from the anthology SONGS FROM THE TEMPLE. By Emmanuel
Ngara.

copyright material has been inadvertently overlooked, we would be pleased to make

necessary arrangements at the earliest opportunity.
 CONTENTS

CHAPTER ONE ......................................................................................... 1

A. READING COMPREHENSION PASSAGE AND SUMMARY:
A Tradition to Reckon ......................................................................... 1
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 7
C. LANGUAGE STRUCTURES: The Parts of Speech ............................ 8
D. COMPOSITION WRITING:
Introduction to Composition Writing and Their Types ......................... 10
E. SPEAKING AND LISTENING: The accident ..................................... 12
F. LANGUAGE GAMES: Word Search and ICTs Tasks .......................... 14

CHAPTER TWO ....................................................................................... 15

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Who is the Strange Girl?...................................................................... 15
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 18
C. LANGUAGE STRUCTURES: Nouns .................................................. 19
D. COMPOSITION WRITING: Narrative Compositions ......................... 21
E. SPEAKING AND LISTENING: South Africa’s Endangered Species... 22
F. LANGUAGE GAMES: Sentence Game and ICT Tasks ....................... 23

CHAPTER THREE ................................................................................... 25

A. READING COMPREHENSION PASSAGE AND SUMMARY:
COVID-19 and Steaming .................................................................... 25
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 29
C. LANGUAGE STRUCTURES: Noun Formation from Verbs .............. 29
D. COMPOSITION WRITING: Report Writing ....................................... 31
E. SPEAKING AND LISTENING: Intonation ......................................... 33
F. LANGUAGE GAMES: Word Target and ICTs Tasks .......................... 34

CHAPTER FOUR ...................................................................................... 36

A. READING COMPREHENSION PASSAGE AND SUMMARY:
The Belt of Peace ................................................................................. 36
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 39
C. LANGUAGE STRUCTURES: Subject Verb Agreement
and Punctuation...................................................................................... 39
D. COMPOSITION WRITING: Descriptive Compositions ..................... 43
E. SPEAKING AND LISTENING: Positive Words to Describe People... 44
F. LANGUAGE GAMES: Compound Nouns and ICTs Tasks ................. 45
CHAPTER FIVE ........................................................................................ 47
A. READING COMPREHENSION PASSAGE AND SUMMARY:
The Solution to a Family Problem ...................................................... 47
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 50
C. LANGUAGE STRUCTURES: The Past Perfect Tense .......................... 51
D. COMPOSITION WRITING: Letter Writing ......................................... 53
E. SPEAKING AND LISTENING: Synonyms of the word, ‘said’ ........... 54
F. LANGUAGE GAMES: Synonyms and ICTs Tasks .............................. 55

CHAPTER SIX ........................................................................................... 57

MOCK EXAMINATION 1......................................................................... 57
PAPER 1 ....................................................................................................... 57
PAPER 2 ....................................................................................................... 58

CHAPTER SEVEN .................................................................................... 63

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Religion and People ............................................................................. 63
B: SUPPORTING LANGUAGE STRUCTURES ..................................... 66
C. LANGUAGE STRUCTURES: The Present Perfect Tense ..................... 67
D. COMPOSITION WRITING: Factual Compositions ............................ 68
E. SPEAKING AND LISTENING: Debate .............................................. 70
F. LANGUAGE GAMES: Adverbs Word Search and ICTs Tasks ........... 72

CHAPTER EIGHT .................................................................................... 73

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Social Collaboration ............................................................................ 73
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 76
C. LANGUAGE STRUCTURES:
Conjunctions and Compound Sentences ............................................... 77
D. COMPOSITION WRITING: Writing a Speech .................................... 78
E. SPEAKING AND LISTENING: Health Alert ..................................... 79
F. LANGUAGE GAMES: Word Meanings and ICTs Tasks ..................... 80

CHAPTER NINE ........................................................................................ 81

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Legacy of Totems ................................................................................. 81
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 84
C. LANGUAGE STRUCTURES: Auxiliary Verbs ................................... 85
D. COMPOSITION WRITING: The Open-ended Composition ............... 86
E. SPEAKING AND LISTENING: Impromptu Speaking ........................ 87
F. LANGUAGE GAMES: Financial Literacy Crossword and ICTs Tasks.. 88
CHAPTER TEN.......................................................................................... 90
A. READING COMPREHENSION PASSAGE AND SUMMARY:
Lake Chivero’s Slow, Foretold Death ................................................ 90
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 93
C. LANGUAGE STRUCTURES: Discourse Markers .............................. 94
D. COMPOSITION WRITING: Argumentative Compositions ................ 95
E. LISTENING AND SPEAKING: Poetry ................................................ 96
F. LANGUAGE GAMES: Crossword and ICTs Tasks ............................. 97

CHAPTER ELEVEN ................................................................................. 99

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Rights and Responsibilities ................................................................. 99
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 102
C. LANGUAGE STRUCTURES: Question tags ...................................... 103
D. COMPOSITION WRITING: Article Writing ....................................... 104

F. LANGUAGE GAMES: Poem on Nouns and ICTs Tasks ..................... 107

CHAPTER TWELVE ................................................................................ 109

MOCK EXAMINATION 2 ..................................................................... 109
PAPER 1 ....................................................................................................... 109
PAPER 2 ....................................................................................................... 110

CHAPTER THIRTEEN ............................................................................ 115

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Invitations ............................................................................................. 115
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 119
C. LANGUAGE STRUCTURES: Modal Verbs ........................................ 119
D. COMPOSITION WRITING: Discursive Compositions ....................... 121
E. SPEAKING AND LISTENING: Dialogues .......................................... 122
F. LANGUAGE GAMES: Word Matching and ICTs Tasks ..................... 123

CHAPTER FOURTEEN ........................................................................... 124

A. READING COMPREHENSION PASSAGE AND SUMMARY:
The Song of an AIDS Victim ............................................................... 124
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 126
C. LANGUAGE STRUCTURES: Phrases ................................................ 127
D. COMPOSITION WRITING: Writing a Memorandum ......................... 128
E. SPEAKING AND LISTENING: Expressing Feelings............................. 131
F. LANGUAGE GAMES: Synonyms and ICTs Tasks ............................. 131
CHAPTER FIFTEEN ................................................................................ 133
A. READING COMPREHENSION PASSAGE AND SUMMARY:
Family Reunion .................................................................................... 133
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 137

D. COMPOSITION WRITING: Report Based on Graphs ........................ 139

E. LISTENING AND SPEAKING: Dictionary Use ................................. 141
F. LANGUAGE GAMES: Crossword Puzzle and ICTs Tasks ................. 141

CHAPTER SIXTEEN ................................................................................ 143

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Pesticides and the Environment ......................................................... 143
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 147
C. LANGUAGE STRUCTURES: Order of adjectives ............................. 148
D. COMPOSITION WRITING: Writing a Curriculum Vitae or Résumé.. 150
E. LISTENING AND SPEAKING: Folktales ........................................... 152
F. LANGUAGE GAMES: Using Neither...nor and Either...or and
ICTs Tasks ............................................................................................. 152

CHAPTER SEVENTEEN ......................................................................... 154

A. READING COMPREHENSION PASSAGE AND SUMMARY:
The Game ............................................................................................. 154
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 158

D. COMPOSITION WRITING: Online Applications ............................... 160

E. LISTENING AND SPEAKING: Debates ............................................. 161

Areas and ICTs Tasks ............................................................................ 161

CHAPTER EIGHTEEN ............................................................................ 163

A. READING COMPREHENSION PASSAGE AND SUMMARY:
A Dedicated Woman ............................................................................ 163
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 168
C. LANGUAGE STRUCTURES: Preposition of Time, Place and
Movement .............................................................................................. 168
D. COMPOSITION WRITING: Recommendation Letters ....................... 169
E. LISTENING AND SPEAKING: Smartphone ....................................... 170
F. LANGUAGE GAMES: Financial Education Word Search and
ICT Tasks ............................................................................................... 170

CHAPTER NINETEEN ............................................................................. 172

A. READING COMPREHENSION PASSAGE AND SUMMARY:
 With or Without HIV/AIDS She Wanted a New Start .................... 172
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 176
C. LANGUAGE STRUCTURES: Prepositions and Verbs.......................... 176
D. COMPOSITION WRITING: Speech Writing.................................... 179
E. SPEAKING AND LISTENING: Matopos ............................................ 179
F. LANGUAGE GAMES: Reply Questions and ICTs Tasks .................... 180

CHAPTER TWENTY ................................................................................ 181

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Tribute to the Late Retired Chief Justice Godfrey Chidyausiku .... 181
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 184
C. LANGUAGE STRUCTURES: Prepositions and Adjectives ................ 185
D. COMPOSITION WRITING: Report Writing ....................................... 187
E. SPEAKING AND LISTENING: Dialogues .......................................... 188
F. LANGUAGE GAMES: Word Target and ICTs Tasks ........................... 188

CHAPTER TWENTY ONE ...................................................................... 190

A. READING COMPREHENSION PASSAGE AND SUMMARY:
Tablets and Smartphones .................................................................... 190
B. SUPPORTING LANGUAGE STRUCTURES ..................................... 194
C. LANGUAGE STRUCTURES: Direct and Indirect Speech .................. 195
D. COMPOSITION WRITING: Guided Composition .............................. 197
E. SPEAKING AND LISTENING: The Attack ......................................... 198
F. LANGUAGE GAMES: The Five Ws of Life and ICTs Tasks................ 199

CHAPTER TWENTY TWO ..................................................................... 200

A. READING COMPREHENSION PASSAGE AND SUMMARY:
The Internet and the Society .............................................................. 200
B. SUPPORTING LANGUAGE STRUCTURES...................................... 203
C. LANGUAGE STRUCTURES: Adverbs ............................................... 204
D. COMPOSITION WRITING: Further Practice ...................................... 207
E. LISTENING COMPREHENSION: Poetry (I Crossbow Before You)... 207
F. LANGUAGE GAMES: Anagrams and ICTs Tasks .............................. 208

CHAPTER TWENTY THREE ................................................................. 209

MOCK EXAMINATION 3 ........................................................................ 209
PAPER 1 ....................................................................................................... 209
PAPER 2 ....................................................................................................... 210

CHAPTER TWENTY FOUR ................................................................... 214

LANGUAGE STRUCTURES REVISION............................................... 214
INDEX.......................................................................................................... 221
 CHAPTER ONE

Objectives
1
By the end of this chapter, you should be able to:
state the basic ways of reading and answering comprehension questions
• describe how to answer a selective summary question
•
•
•
• identify words in a word search puzzle
• utilise ICTs in understanding parts of speech

A READING COMPREHENSION PASSAGE

A Tradition to Reckon
Comprehension Techniques
1. Read the passage thoroughly and understand it.
2. Understand the demands of the question by identifying the key words in
each question.
3. Answer all questions relevantly.

Stages for Answering Comprehension Questions.

1. Look at the topic, background information or picture, if any given.

whole of the last paragraph. This will enable you to get the general idea of
what the passage is all about.
3. Read all the questions given.
4. Read the whole passage thoroughly and understand it.
5. Answer all the questions relevantly and in the order set putting into
consideration the allocated marks per question.

Points to Note:
Own word questions- should be answered using your own words and not to pick
directly the answer from the passage (Recast questions). Usually the mark allocation

Quote one word or consecutive words questions – follow the instructions given
and the word or words should be correctly spelt.

1
 was wrong with her marriage. She went deep into her thoughts and found no reason
to worry but wait for the sun to rise and she would leave. Sleep could not come
easily; she dosed whilst sitting until the roosters were telling the world that the sun
would soon rise.

7 A sudden knock sounded at the door and an elderly woman entered after she struggled
to open the door. She noticed that the elderly woman was wearing customary attire.
A large black and red cloth was over her broad shoulders. Around her bulky waist
was a black cloth with tiny white spots, resembling the appearance of a guinea fowl.

8 “Good morning to you my beloved sister-in-law. We are going outside to the cattle
kraal to perform a special ritual. The purpose of this ritual is to verify if the child
in your hands belongs to Nhongerai Emmanuel Dhombodhema,” she said whilst
palpitate loudly such that she thought
the old woman heard the sound of her heart beat.

9 Angeline could not believe whatever was happening on that day. She grew up in
a Catholic family in which African traditional beliefs were seen as barbaric and
archaic. She remembered many cultural ritual functions her father had refused to
attend.

10 Besides that she also recalled a time when her mother refused to attend a traditional
cleansing ritual which was held in her home area in Chiweshe. A traditional healer

3
 law, one who is faithful and shall be dependable. I will slaughter a fat beast for a
daughter-in-law of my clan. The boy is called Dhamadhokonya. You can give him
other names but our ancestors will know him as Dhamadhokonya. Let’s all rejoice,”
he roared.

17 Angeline Size smiled. She felt proud and whole. “This culture is rich,” she told
herself. She was hugged by every elderly female present. The whole drama began
to be meaningful. She recalled someone who taught her at school saying that the
Bible is not supposed to enslave the mind but to free people. She felt complete once
more.

Questions
simply? [1]
b) What brought Angeline to Ndundu Village? [1]
c) At the beginning of the passage, Angeline seems worried, why is that so?
[1]
2. a) Give two reasons why Angeline was thinking of leaving in the morning?
[2]
b) What was Angeline expecting from her in laws? [1]
3. a) For what reason did the elders in the story ululate? [2]
b) “I will slaughter a fat beast for a daughter-in-law of my clan.”Give two
possible reasons why Angeline deserved that. [2]

5
 c) What was promised by the head of the family as a thank you gift
to the daughter-in-law in the passage? [2]
4 a) In your own words, explain the expression ‘rich culture’ as used in
the passage. [2]
b) From the last paragraph, how can you tell that Angeline Size was a

5. Choose of the following words or phrases. For each of them,

give one word or short phrase (of not more than seven words)
which has the same meaning as in the passage. [5]
a) gladness
b) smirk
c) queer
d) palpitating
e) vulnerable
f) awkward
g) grin
h) esteemed

SUMMARY WRITING

Points to note when writing a summary

Read the summary question and understand it well before you start
writing.
Understand the key words in the question.
The agent of the question should be known. The agent is the subject or

passage, advantages and disadvantages of irrigation, feelings and thoughts

of the bull wrestler in a passage, deeds and reactions of a kite/cat in the
passage, or the problems and solutions of technology.

part of the passage from which your answers will come from.

6. The passage is about Angeline Size who was exposed to a cultural activity
which was new to her.

Write a summary of what Angeline Size thought and felt from when she was left
alone in the kitchen up to the time the lady came to tell her about the ritual.[20]

Use material from paragraph 6 to the end of the passage.

Your summary which should be in continuous writing (not in note form), must

6
not be longer than 160 words, including the ten (10) words given below.

Angeline had many thoughts in her mind and wanted to...

In the previous question, what Angeline Size wanted to know, what she wanted to
do, her thoughts and feelings Angeline is the agent. The summary points should
come from paragraph 6 to the end of the passage. No points should be taken from
any paragraph outside this demarcation.

words in your summary writing.

simple past tense or any other tense.

other point of view.

It is also important to make sure that you check the grammatical errors,
spellings, punctuations and it is encouraged to write your summary points in
the order they appear in the passage.

words for the summary. For example, if the maximum words are 160,
including the ten words already given, your summary should be 154 to 160
words. A very short summary is a sign that many points have been left out

of words.
The summary is written in one paragraph.
You should count the words you have written in your summary and write
them at the end of the summary.

B SUPPORTING LANGUAGE STRUCTURES

7. a) Rewrite the following sentence replacing the underlined words with their
opposites.
(i) Greatness is to my daughter-in-law, one who is faithful and
shall be dependable. [1]
(ii) A sudden knock sounded at the door and an elderly woman entered.
[1]
b) Each of the following sentences contains one spelling error. Identify and re-
write the word correctly.

(ii) Memories became a whirlwind of confussion in Angeline’s mind. [1]

blanks in the following sentences. Write the correct word or phrase only.
(i) The in-laws failed to (accept/except) Angeline and her baby. [1]
(ii) The in-laws (discussed about/discussed) Angeline and her baby in their

7
 CHAPTER TWO

Objectives
2
By the end of this chapter, you should be able to:
read the given passage and answer comprehension questions correctly
answer a selective summary question

write a narrative composition

listen attentively and be able to formulate questions from given data
play sentence games
utilise ICTs in understanding formation of nouns from verbs

A READING COMPREHENSION PASSAGE

Who is the Strange Girl?
Read the following extract from the novel, ‘Rutendo: … The Chief’s Granddaughter’
by Colette Choto Mutangadura, and answer the questions that follow.

1 Rutendo was happy to see everyone at home though. She went around her
grandfather, the Chief’s compound, greeting everyone. This was a huge family and
Rutendo was beginning to forget some names. Every time she came home, there
was someone new in her grandfather’s compound, a newly married woman, a new
born baby or someone who had just come to stay. She was born in this chaos and

very strange. She spent more time with her grandmother Ndavavaya than she did
with her mother. When she talked to her mother there was nothing much to say – not
because they were not close, but because mother was either giving instructions on
what to do for the day, or she was scolding her for this or the other.

15
comfort, waddle, Jordan, girlfriend band, Victoria Falls, swam, man-servant,
Easter, courage, Tuesday, December, peace, jury, pickpocket, shoal, health,

Exercise 2b
Change the underlined words to singular form and rewrite the sentence
making changes where necessary so that the sentence will be grammatically
correct.
1. They should feed the oxen this afternoon.
2. Whenever I travel to the countryside, I see many sheep in the veldt.
3. Those husbands and wives lead secret lives.
4. Her feet have grown some sores since last year.
5. The doctor treated most of the patients who were waiting outside.
6. The geese crossed the road and headed straight to the pool.
7. She set a trap to catch the mice that had invaded her cabin.
8. The back window of my apartment overlooks about a dozen huts.
9. The salesmen surrounded me in the showroom this afternoon.
10. Kenneth had to buy two bottles of disinfectant to get rid of the lice in his
bathroom.

Noun Formation from Verbs

Nouns may be formed from verbs, adjectives or other nouns. There are simple

at the end of a word which makes a new word.

Forming Nouns from Verbs

1. -AL
Approve – approval deny –denial propose –proposal
2. -ANCE / -ENCE
Attend –attendance accept –acceptance prefer – preference
3. -ATION / -TION
Educate – education inform – information eliminate – elimination
4. -SION
Confuse – confusion decide – decision divide –division
5. -URE
Depart – departure erase – erasure fail – failure
6. -MENT
Agree– agreement pay – payment employ – employment

20
The storyline should be properly paced, that is, how fast or slow do you want it to
unfold, if slow, then elements of suspense will play in where important elements of
the story will come at the end. When fast, atmosphere such as a tense one can be
created and the storyline can be boosted in each of the instances. By doing this, one
is done with the plan.

Remember, in a narrative composition, planning is not necessarily itemising ideas

but it is having a plot or a storyline to guide you.

Exercise 2d
Go on now and make plans for the following composition topics and discuss them
with your peers.
1. When he won the lotto, all his dreams were realised.
2. She appeared dejected from the way she was seated in the bus.
3. When he stepped out of the car, you could tell how successful he was from his
step.

Points to note
• Always follow the pronoun used in the question to avoid being marked
down. If the question uses the masculine pronoun, he, maintain that. If it
uses the feminine, she, likewise, do so.
• Ensure that words, especially those that appear in the question are spelt
correctly.
• Avoid repeating stories you have read elsewhere, try to be as original as
possible.

E SPEAKING AND LISTENING:

South Africa’s Endangered Species

Did you know?

Read this encyclopaedia entry to your friend and ask each other questions from it.
Scientists are worried about some plants and animals that are about to become
extinct in the world and in particular, in South Africa. Below are listed some of the
species, read about them and go and research more so that you can help save them

extinction in each category. One has been done for you in each category. Talk about
the ways in which some of the species can be saved in your own country.

22
 CHAPTER THREE

Objectives
3
By the end of this chapter, you should be able to:
read the given passage and answer comprehension questions correctly
answer a selective summary question

write a report from a table

intone stories properly
give answers to word target game

A READING COMPREHENSION PASSAGE

COVID-19 and Steaming
Read the following passage on COVID-19, the invisible enemy and answer the
questions that follow.

1 Coronaviruses are a large family of viruses which may cause illness in animals
or humans. In humans, several coronaviruses are known to cause respiratory
infections ranging from the common cold to more severe diseases such as Middle
East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome
(SARS). The most recently discovered coronavirus causes coronavirus disease
which was later renamed COVID-19. COVID-19 is an infectious disease caused
by the most recently discovered coronavirus. This new virus and disease were
unknown before the outbreak began in Wuhan, China in December 2019.

2 The symptoms for the disease can range from mild (or no symptoms) to severe

Some patients may have aches and pains, tiredness, nasal congestion, runny nose,
sore throat or diarrhoea. These symptoms are usually mild and begin gradually.
Some people become infected but do not develop any symptoms and do not feel
unwell. About 80% of the people recover from the disease without needing special
treatment. Around 1 out of every 6 people who get COVID-19 becomes seriously

close contact (about one metre to two metres) with a person who has COVID-19.
COVID-19 is primarily spread from person to person. It is contagious. A person
can become infected from respiratory droplets when an infected person coughs,

25
Forming Nouns from Verbs

1. -Age
marry-marriage waste-wastage block-blockage
2. -Ment
govern- government develop-development
encourage-encouragement

–al –ance –ence –sion –age –ure –ment –tion

Exercise 3a

the table.

Example 1 Example 2 Example 3 Example 4

-ance
-tion
-age
-sion
-ment

Exercise 3b
Form the correct noun from the verbs in brackets.

1. The (argue) between the boys turned into a terrific fist fight.
2. Her (refuse) to join the army angered her father.
3. He lost his (see) while working as an actor in Hollywood.
4. His (govern) made great development in the region.
5. Before his (acquit), the accused committed suicide.
6. The (bury) of the hero was done secretly.
7. These are parasites, their (exist) is based on sucking blood from the animals.
8. The (bear) of the boy child brought peace in the household.
9. The (widen) of the tree surprised the tourist.
10. The Bantu (migrate) is well understood by my teacher.

30
 E SPEAKING AND LISTENING: Intonation

Listen to your teacher read the following African story and imitate the reading with
your peers. Reading with feeling is a skill that many lack, make sure you are not left
out and read properly.

Strong Squirrel

One day, Squirrel was boasting to Mr Elephant, “I am stronger than you.”

“No, you are certainly not stronger than me, you are far too small to be,” replied
Mr Elephant.

“Ok,” said Squirrel, “tomorrow morning, meet me in the forest near the river and

we will have tug of war and l will show you how strong l am.”

Laughing, Mr Elephant agreed to meet Squirrel.

This time he found Mr Hippo and said, “Mr Hippo, I am stronger than you.” “Oh
you are not, you are so puny, I am much stronger than you.” Answered Mr Hippo. “I
33
 CHAPTER FIVE

Objectives
5
By the end of this chapter, you should be able to:
read the given passage and answer comprehension questions correctly
answer a selective summary question
use the past perfect tense properly

use alternative words to “said”

utilise ICTs in understanding perfect tense

A READING COMPREHENSION PASSAGE

The Solution to a Family Problem

Read the following play extract from the play, ‘She No Longer Weeps’, by Tsitsi
Dangarembga and answer the questions that follow.

Her parent’s bedroom. Very late. They are preparing for bed.
Mother: No, she is only unhappy.
Father: So unhappy that she must behave like a mad woman?
Mother: There are many things in this world that can make a woman unhappy.
Father: But surely, not so unhappy that she cannot control herself?
Mother: She is not herself. These things that trouble us cannot be changed, so we
hide from the world and from answers, doing only what must be done to
give us a home and food for us and our children.

47
 Exercise 5b
Choose the correct verb form from those given in the brackets.

1. The new manager seems nice, but I haven’t (spoke/spoken) to him yet.
2. They have (drank/drunk) all the water.
3. The stone has (went/gone) over the boundary wall.
4. You have (been/was) late for school every day this week.
5. Help! I’ve (fell/fallen) down the ladder!
6. Has Shungu (did/done) all his homework today?
7. Your child has (broke/broken) my bowl!
8. Have you (eaten/ate) all your dinner?
9. I have (known/knew) Mary since we were teenagers.
10. Joseph has (drew/drawn) a picture for his sister.

D COMPOSITION WRITING: Letter Writing

This is yet another exciting component of composition writing. There are various
types of letters to write and it is imperative that you master them. With the advent
of ICT, people thought that letter writing would go away but the letter has held on
and instead, more types of letters have emerged.
Letters are usually categorised into formal and informal types.

and other such serious or work environments. These are written in accordance with
certain established practices and use very little or no emotional language and hence
their being termed, business letters.

The informal letter is the casual one which we write to our peers, relatives or such
personal associates. Their purpose is socialisation and the correspondence does not
require many rules. The writing style is therefore less rigid than in formal letters.

types of letters listed in the box on the next page and place them in the proper
category.

Acceptance letter, application letter, acknowledgement letter, cancellation letter,

address letter, cover or motivational letter, love letter, complaint letter, resignation
letter, thank you letter, reference letter, recommendation letter, petition letter and
leave letter.

53
 CHAPTER SIX

MOCK EXAMINATION 1
6
ENGLISH LANGUAGE
PAPER 1
Section A: Free Composition
Write a composition on one of the following topics. Your answer should be between
350 and 450 words in length. You are advised to spend 50 minutes on this section.

All questions in this section carry 30 marks each.

1. Describe how technology has improved lives both at home and at school.
2. Write a story based on one of the following statements:
Either a) Sadly, it was not as she had expected it to be.
Or b) Regrettably, the rumour turned out to be true.
3. Discuss the view that social media can make or break a person`s character.
4. The pet dog.

agree with the statement?

6. People
7. The most irritating person I know.

Section B: Guided Composition

Answer the following question. You are advised to spend 40 minutes on this section.

Begin your answer on a fresh page. The question carries 20 marks.

During the recently held CASSAF and DASSAF competitions, your school drum
majorettes team, led by you did exceptionally well. The team has been selected to
represent the province in the PASSAF competitions. You are so excited about that
and you cannot wait to go to Victoria Falls where they will be held. Write a letter

Use the notes given below

- How you were selected to lead the team.

- Likelihood of getting a scholarship through the exposure.

- Help to put school on the map.
- Need new footwear as old boots now too tight.

57
6 There is no agreed date as to when Rastafarianism emerged. Historical archives
trace its emergence between 1920 and 1930. Some scholars even traced its origins
further into the biblical times of Samson. Rastafarianism has strong roots in Jamaica
through the teachings of Marcus Garvey. Later this religion was embraced by the
likes of Bob Marley who spread the message through reggae music.

7 Rastafarians believe in the messiah ship of Emperor Haile Selassie of Ethiopia who
was crowned on 2 November 1930. He is taken as a force of resistance to oppression
and pride to Africa’s heritage.

8 The religion has roots in Judaism and Christianity with its main teachings drawn
from the Old Testament laws, its prophecies as well as the book of Revelations.
Thus, it is referred to as Judeo-Christian religion.

9 They believe that God is black and that there is a black man’s God. Their socialisation
teachings are a reaction from historical imbalances where whites dominated blacks
with no aspect of life, including religion. This deep thought likens the imperial
powers (Europe and America) to a Babylon system that led to the enslavement and
impoverishment of the blacks. They claim that this demagogue “Babylon” must

resemble diversity and unity.

Questions
1. a) How does Christianity compliment other socialisation agents? [1]
b) What are the teachings that people get from Christianity? [2]

2. a) How is African Traditional Religion passed on from one generation to the

other? [1]
b) What is the importance of the connection of the heart, mind and the capacities
to recall in African Traditional Religion? [2]
c) What do you understand by the term, ‘Muslim’? [1]
3. a) What do the Muslims practise during the month of the Ramadan? [2]
b) What is the Muslims belief about the month of the Ramadan? [1]
c) What qualities are associated with Haile Selassie? [2]
4. a) Explain in your own words the belief of the messiahship of Emperor Haile
Selassie to Africa’s heritage. [1]
b) Show the link of the Rastafarians to Judaism and Christianity. [1]
5. Choose of the following words or phrases. For each of them, give one
word or short phrase (of not more than seven words) which has the same
meaning as in the passage. [5]
a) compliments
b) disconnects

65
 Greetings and introductions
Training times and venue
Policy and rules for the club
Dress code for members
Accolades in the club

E SPEAKING AND LISTENING: Health Alert

Signs one may have a Thyroid problem

late. Sometimes it is out of ignorance that these are ignored. Read on the signs and
symptoms of this disease, discuss it with your peer and suggest ways to stay free
from it. Research on any other disease and write out the signs and symptoms.

One of the main signs you may have a thyroid is if you have constant fatigue. You
will often see this come in the form of needing to lie down several times through the

if you get a full night’s rest you will feel as though you’re exhausted all the time
if your thyroid is to blame. The thyroid gland is responsible for producing energy
for your body, and it is the “generator” of your metabolism, so to speak. Constant

from an overactive metabolism, or jittery nerves.

Is your hair constantly falling out, or are you starting to see more shedding of
hair when showering? Hair loss is another one of the top signs you may have a
thyroid problem. Though hair loss can be caused by many things, such as vitamin

something to be aware of when deciding if it is thyroid related or not.

Another major symptom that you may have a thyroid disorder is; if you have
an enlarged throat. Technically, this is known as a goitre, and is the result of
an underactive thyroid. Goitrogens in food such as processed soy, cruciferous
vegetables, and many others, can actually lower the functions of your thyroid

it out of my diet, I never had a problem. Goitrogens have been linked to enlarged
goitre’s in the throat, which is a direct sign of poor thyroid health. If your throat
is enlarged, and you seem to have a mass in your neck, do be aware that could be
hypothyroidism, so you can see a specialist immediately.

79
 CHAPTER TEN

Objectives
10
By the end of this chapter, you should be able to:
read the given passage and answer comprehension questions correctly
answer a selective summary question
use discourse markers accurately
write convincing argumentative compositions
read and appreciate a poem
complete a crossword puzzle
utilise ICTs in understanding discourse markers

A READING COMPREHENSION PASSAGE

Lake Chivero’s slow, foretold Death
The following passage is a newspaper article from THE SUNDAY MAIL, 13 January

done to reduce this.

1 Lake Chivero, a reservoir on the Manyame River and Harare‘s main water supply
dam is facing a slow but sure death. A cocktail of siltation, droughts, algae, the
destruction of wetlands and the water hyacinth weed is threatening the existence
of this important water source which has a carrying capacity of 247 million cubic
meters of water.

90
Introduction
Give your stance from the onset on which side you believe in more which, according
to you, is the major killer.

Body
Move on to have supporting paragraphs (about three (3) points, three (3) paragraphs)
showing why you assert so.

be introduced by discourse markers which shall be discussed in detail in a separate

section in this unit.

Conclusion
This should, as usual not introduce any new matter but serve to tie up the argument
that has already been presented above.

Exercise 10c
Choose and write on any of the following topics making sure you refer as
much as you can to the guidelines given above.

1. How relevant is the new curriculum to learners?

any other disease.’ How far do you agree with the statement?

E SPEAKING AND LISTENING: Poetry

Read and enjoy the following poem. Discuss the points being raised in the poem
with your partner. How far true are the ideas presented in the poem?

My Best Friend

I have been loved

And disappointed by those
I loved the most
I’ve been stabbed in the back
By those I trusted the most
I’ve been lied to

96
 CHAPTER THIRTEEN

Objectives
13
By the end of this chapter, you should be able to:
read the given drama extract and answer comprehension questions
correctly
answer a selective summary question
use modal verbs
write a discursive composition
act out a given dialogue
match words with their closest meanings
utilise ICTs in understanding modal verbs

A READING COMPREHENSION PASSAGE

Invitations
The passage is from the book, And the Angels Were Silent by Max Lucado.

Read and answer the questions that follow.

1 I’m writing this as I sit in a large room in the country courthouse of San Antonio,
Texas. I am here by invitation. A summons to jury duty. It wasn’t too personal. It
wasn’t very fancy. Just a simple card with my name and directions to the courthouse.
But it was an invitation for me and about a hundred other folks to visit the judge.
This certainly isn’t the most meaningful invitation in my life, but still it’s an
invitation. It makes me think of some others in which I’ve played a part.

2
marry me. Being that marriage proposals are not something you give every day, I
tried to make the event memorable. I began ordering Chinese food from our favourite
Chinese restaurant. I ordered our favourite meal- sweet and sour pork. I put in a
special request for extra fortune cookies. While the food was being delivered to my
apartment, I took a small strip of paper and printed my proposal. When the food
arrived I put the paper in the cookie, set the table, put on my best shoes, and waited
for Denalyn.

3 The night was wrapped in romance. Soft music. Candlelight. When she saw the
cloth napkins she knew I had something special in mind, but she wasn’t sure what.

115
2022. Teachers are advised to compile a list of the texts they will need for the said
period. Also indicate the number of copies you will need per text so that we stick to
the given departmental budget. Remember to select texts that cover all the three (3)
papers to be studied by the learners.

All compiled text lists to reach the HOD by 26 June 2020.

Exercise 14c
You work in a clothing factory which uses a lot of electric machines. Of late,
there has been a lot of power outages due to poor management of the systems.
Your manager asks you as Head of Department to write a memo to the workers

start and end of day. You can use all or some of the points given below.
- Emphasis on safety
- Quick guide on switching machines
- Regular servicing of machinery
- Report malfunctioning machines

Points to note
A memo is a notice so remember to keep it short but informative.
Also remember to use the correct register as required by the content of the
message to be conveyed.

E SPEAKING AND LISTENING: Expressing feelings

FEAR HURT

humiliated, rejected, submissive, hurt, threatened, hateful, mad,

insecure, anxious, scared, frightened, aggressive, frustrated, distant,
overwhelmed, worried, inadequate, critical, sarcastic, skeptical, suspicious,
withdrawn, violated, resentful, jeal-
alienated, disrespected, ridiculed ous, insecure, devastated, embarrased

DISGUST SAD

disapproval, disappointed, awful, guilty, lonely, bored, despair,

avoidance, hesitant, judgemental, abandoned, remorseful, ashamed,
loathing, repugnant, revolted, victimised, powerless, vulnerable,
revulsion, detestable, aversion, inferior, empty, isolated, apathetic,

130
 hippos lost in the previous year.

e) Give alternative words to the underlined ones below. Do not change the
meaning of the sentences.
(i) Some critics opine the hippo poisoning was a case of poaching escapades
gone wrong. [2]

C LANGUAGE STRUCTURES: Order of adjectives

Using more than one adjective to describe any noun makes a writing to be more
appealing to the reader’s senses. However, there is a rule to the order of writing the
adjectives.

Sometimes several adjectives are used to describe a single noun or pronoun. When
you use two or more adjectives, the usual order is:
1. Quantity
2. Quality or opinion
3. Size
4. Age
5. Shape
6. Colour
7. Proper adjective (often nationality, other place of origin, or material)

For example:
Susan bought two small yellow oranges that were very cheap. [Quantity,
size, colour]
The chair person was wearing a beautiful big white jacket. [Quality/opinion ,
size, colour]

When there are two or more adjectives that are from the same group, the word and can
be placed between the two adjectives:
The donkey is brown and black.
The boy has old and new books.

When there are three or more adjectives from the same adjective group, place a
comma between each of the coordinate adjectives:
They live in the large, green, white and red house at the end of the plot.

A comma is not placed between an adjective and the noun.

148
 B SUPPORTING LANGUAGE STRUCTURES

7. a) What is the name of the punctuation mark between the words good and bye in
this word?
(i) Good-bye [1]
(ii) Give any other word with such a punctuation mark. [1]
b) Complete the following sentences by using the correct word combinations
from those given here; too … to, so … that, very … and
(i) Kate’s mother was … angry at Kate’s father … she ignored him every
time he came home from work. [1]
(ii) Doubt’s mother was … attentive to the waves … she waited for them daily
from her verandah. [1]
c) Choose the correct word from those given in the brackets.
(i) She spent the whole day (kneading/knitting) jerseys for people on her
street. [1]
(ii) The writer loved (seating/sitting) by her sink and watching the neighbours
go about their business. [1]
d) Find an alternative word for the underlined ones below. Do not change the
sense of the sentence.
(i) He walks into the house with measured steps. [1]
(ii) It appeared he had rubbed all traces of the cake from his mouth. [1]
e) Punctuate the following sentence correctly by changing it to direct speech.
(i) What wrong had she committed I wondered to myself [1]
(ii) Kates father said of course l have had my meal [1]

C
of the verb. The words like; myself, yourself, himself, herself, itself, ourselves,
yourselves and themselves

a) My father wrote this book himself.

b) You should not harm yourself.
c) They should not praise themselves.
d) It can milk itself.
e) The system can reverse itself.

158
 CHAPTER EIGHTEEN

Objectives
18
By the end of this chapter, you should be able to:
read the given passage and answer comprehension questions correctly
answer a selective summary question
use prepositions correctly in sentences
write a recommendation letter
search for words in a word search game
state the importance of smartphones in learning English Language
utilise ICTs in understanding the use of prepositions in sentences

A READING COMPREHENSION PASSAGE

A Dedicated woman
Read the following passage from the novel, ’Rainbow Dreams’ by Tsandra Mageba
Isaacs and answer the questions that follow.

1 This was the third school where I’d been for an interview. Both the headmaster
and the deputy’s grave appearances did not intimidate me. I was focused, no signs
of desperation. I already had a job secured at the minimum salary with another
school. I would fall back on it as last resort and accept any conditions if I was not
successful here. My major fear was to rust away in the labour market after so many
years of studying. Being unemployed would not be so shocking anyhow. A majority
of Africans, especially the highly educated ones, have had to settle for menial jobs.

163
 Exercise 20b
Choose the correct preposition from those given in brackets.

1. The whole village was angry (with/to/against) the chief because of his
corruption.
2. We are pleased (that/with/for) your work, so we will sponsor you.
3.
4.
5. All the cubs which were separated (through/from/of) the pride grew weak.
6. My children are safe (with/ against/from) the deadly disease because they
were immunised against it at a tender age.
7. The sea food is rich (on/in/at) proteins so we should buy it even if it is
expensive.
8.
9. The two boys were unfamiliar (at/with/in) milking cows.
10. There in need to invite everyone inclusive (with/of/in) foreigners to make
our conference an international one.

D COMPOSITION WRITING: Report Writing

A Report from Given Notes

While learning to drive at Chiduga Driving School, you have a minor accident and
dent the car on the right hand side bumper.

Write a report to the Managing Director of the driving school, explaining how the
accident happened and what measures you will take to have it on the road in no
time. Use some or all of the points given below. You can add any other of your
choice.
-Brakes failed
-Vision blurred by the rain
-Inaudible instructions from instructor
-Follow up on insurance company
-Top up on any shortfall

187
 CHAPTER TWENTY THREE

MOCK EXAMINATION 3
23
ENGLISH LANGUAGE
PAPER 1
Section A: Free Composition

Write a composition on one of the following topics. Your answer should be between
350 to 450 words in length. You are advised to spend 50 minutes on this section.

Each question carries 30 marks

1. Describe the feelings you have when you are about to make a big public
presentation.
2. Write a story based on one of the following statements:
Either a) Beautiful as she was, no one wanted to marry her.
Or b) It dawned on her that money was the root of all evil.
3. How has a valuable donation made to your school helped to improve it?
4. The country needs to have more readiness to tackle natural disasters. Discuss.
5. “Agriculture, more than mining, has the potential to improve the country`s
economy.” What are your views on this statement?
6. Cars.
7. Do not bite more than you can chew.

Section B: Guided Composition

Answer the following question. You are advised to spend 40 minutes on this section.
The question carries 20 marks.

You are a Tour Guide. A group of tourists from outside the country have approached

They have indicated that they would like to visit at least three tourist resort areas
while they are in the country. Write a detailed report to them making any necessary
recommendations that you think they need to consider for their tour. Use the map
given as a guideline.

209
Exercise 12
Prepositions and Verbs

Fill in the gaps below with the correct prepositions.

1. The doctor failed to attend ______ the TB patient and he passed on.
2. All the birds died ______ New Castle disease.
3. We should stop quarrelling ______ neighbours now.
4. All the Christians believe ______ Jesus Christ.
5.
6. Although the bus crashed ______ the bridge no one was injured.
7. My son excelled ______ all his learning areas.
8. All the youth depend ______ donations from the government.
9. My family withdrew ______ the national projects led by the local chairman.
10. The boys relied ______ the help from our farm products.

Exercise 13
Direct and Indirect Speech

Change the following sentences into indirect speech:

1. “The oxen will be locked in the kraal for the whole day,” the farmer told his son.
2. The tailor said, “All my workers are busy.”
3. Chengetai asked his friend, “Will you be there for me?”
4. “Tell the truth now!” Bessie exclaimed at her friend.
5. Chipo said, “You should behave like an adult.”
6. They said, “We know we can water the garden tomorrow today, it’s already
dark.”
7. They said, “We have already watered it this morning.”
8. “I will buy this cow,” said Chipo. “It is cheap.”
9. “I may come to see you this evening,” Malvin told us.
10. “We’ll wait for you at the station,” the two boys said to Marry. “Try to be early.”

Exercise 14
Adverbs

Choose the correct adverb.

1.
2.
3. _______________, he said it was a bad idea. (Basic/ Basically)
4.
5. Do they have _______________ to go? (somewhere / anywhere)
6. I thought she would run more _______________than she did. (faster / rapidly)
7. Continue working _______________ and you succeed. (well/good)
8. How _______________ do they meet? (often / always)
9. Don’t you _____________ talk to your father like that again! (ever / never)
10. The dog _______________ barks in the morning. (seldom/mostly)

220