English Trs Form 3
English Trs Form 3
in
NCE
FORM 3 P ETE
COM ASED M
B LU
R R ICU
CU
TEACHER’S BOOK
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
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
Chapter Page
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
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 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.
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.
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.
F. LANGUAGE GAMES
Answers vary. Suggested answers follow.
7
CHAPTER TWO
8
D. COMPOSITION WRITING
Exercise 2d
Answers vary.
Use the following table to allocate marks for the learners’ free and guided
compositions.
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
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
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.
e) (i) fine/okay/well
(ii) reconstruct/remake/re-erect
17
CHAPTER SIX
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.
23
CHAPTER SEVEN
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.
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.
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
PAPER 1
Section A
Section B
Report Writing
Answers vary.
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
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.
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
69
CHAPTER TWENTY ONE
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
86
New Trends in English Language Form 1-4,
A Level Literature & Teachers Guides
ce
t en
e d m
o mp ase ulu
C B ric
r
Cu
HEAD OFFICE
PROVINCIAL CONTACTS
MATEBELELAND NORTH: MATEBELELAND SOUTH HARARE HARARE MASHONALAND WEST
LONDIWE MCELELWA SYMPATHY S SIZIBA RUDORWASHE KUNDISHORA TINASHE PROGRESS CHINGANGAIDZE
CALL: +263 716802478 CALL: +263 716802504 CALL: +263 716802513 CALL: +263 716802510 CALL: +263716802505
WHATASPP: +263 785950574 WHATASPP: +263 773567883 WHATASPP: +263 713758704 WHATASPP: +263 687 2796 WHATASPP: +263 71914 0894
MASVINGO: GEORGE BULAWAYO: MIDLANDS MANICALAND MMASHONALAND CENTRAL
MUDOMBO GERALD MLOTSHWA KUDAKWASHE MIDZI CLARA MAZHINDU PATIENCE MOYO
CALL: +263 716802520 CALL: +263716802488 CALL: +263712802506 CALL: +263716802 CALL: +263716802
WHATASPP: +263 77 840 2345 WHATASPP: +263 787255522 WHATASPP: +263 7773860193 WHATASPP: +263 774598785 WHATASPP: +263 771649189
MASHONALAND EAST
LOYCE NJINI
CALL: +263716802
WHATASPP: +263 71349 5174