Surname Forename(s) Centre Number Candidate Number \ ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 JUNE 2019 SESSION hours Addiioasd muteihe No additional materials: Candidates should answer on the question paper. Allow candidates $ minutes to count pages before the examieation. INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this page Write your centre and candidate number on the top right comer of every page of this paper. ‘This booklet should not be punched or stapled and pages should not be removed. Read the provided passage very carefully before you attempt any question, (Check that all the pages are in the booklet and ask the invigilator for a replacement if there are duplicate or missing pages Answer all questions. Write your answers in the spaces provided on the question paper using black or blue pens, Shape all your letters very clearly. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question. You are advised to spend 1 hour 30 minutes on Scction A and 30 minutes on Section B. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper. ‘Copyright: Zimbabwe Schoo! Examinations Council, 32019. ezuasec nowAnswer all questions in the spaces provided. ‘You are advised to answer them in the order set. From 1 1.{a) (1) Give the name of the person telling the story. ny (il) What lifted the writer from the stool? uy) (b) (1) Give the main reason why the author sweated. (li) Which one word shows that the author was surprised that he was alive and had no injuries? Hy From 4 (©) @ Who do you think was firing the guns? uy 40052 2019(ii) Write a phrase of three words, from this paragraph, which shows that there was total destruction. ny From paragraph $ (4) (i) Why was Lotta singing? nN (ii) Using your own words, explain the meaning of ‘captive audience.” RI From 2 (e) According to Winston Churchill, which two aspects of London life were affected by the bombardment? IR (Total: 11} From. 8 2. (a) What was the main reason why the author returned from Canada to Balham? a ‘doas 12008From paragraph 9 (©) (2) What does ‘it’ refer to in the phrase: “It stretched a little ...?° WW (ii) Why was it unusual for Balham to boast three cinemas, countless pubs and the Balham Hip? " From 3 (c) Why did the siren wail? m From the whole passage (d) Choose five of the following words or phrases which are in bold print in the passage. For each of them, give one word or a short phrase (of not more than seven words) which has the same meaning that the word or phrase has in the passage. A pieced RARER ccancrnacrcaminraaencenmecamaanenaancnialll 5. huddled (paragraph 15).... 6. rubble (paragraph 16)........ 7. squashed up (paragraph 21). 8. lamented (paragraph 21). 400s 2008Part of the passage describes the experiences of two families, Len Webb's family and Grace Dalton’s family, when their areas were being bombed. Write a summary describing what the two families did, saw and felt during the ‘bombardment of their residential areas. Link each process to the appropriate character or characters. Use only material from paragraph 15 up to the end of paragraph 20, ‘Your summary, which should be in continuous writing (not note form), must not be Jonger than 160 words, including the given ten (10) words. Each word should be written in a separate box. If you make a mistake, eancel the word(s) and write the correct word(s) in the same box(es) above or next to the cancelled word(s) 40052 2018Write your summary on this page putting one word in each of the cells for ease counting. Hyphenated words are counted as one word. Begin your summary as follows: When the bombs started falling on nearby ‘Stepney residential | area,4 SECTION B (10 MARKS) Answer all the following questions. You are advised to spend not more than 30 minutes on this section. (a) Fill in the blank spaces with the correct words in the brackets. Write the correct word only in the answer space provided below each sentence. (The air raid warden came and told us to go to the school. We ran towards a bus which was {stationery/stationary). (ii) The Kellys have been in business since 1938. Many farmers went to their shop to buy farming (equipments/equipment). 1H (b) Identify a word which is wrongly spelt in each of the following sentences and then write the correct spelling of the word in the space provided. (®) —_Mtwas October 14, 1940, the night we were harrassed by the Germans and lost ‘our second house. Asa result, we faced a big problem of accommodation. (ii) When London was being bombed, members of the security committe were attending a meeting. (©) Re-write the sentences below using the words in brackets in their past tense forms. @ The bombs (begin) to fall. Gi) Grace’s cake (costs) a lot of money. 0092 019{d) Clearly show the difference between ‘its’ and sentences: as used in the following two (The bombardment was very heavy and so many families were required to face its associated problems and terrors. (ii) It’s pity that the international community did not quickly intervene when Britain ‘was attacked by Germany. (©) @_ What is the use of the word “rueful’ in the following sentence? Len looked up with a rueful smile. (li) Join the two sentences below into one sentence without using the word ‘and.” (a) There were many German planes in the sky. (b) They were bombing the city of London. [Total: 10) 082 13019JUNE 2019 4005/02 SUGGESTED ANSWERS Question 1: 11 Marks: ( DEL +T HHH 4242) From 1 1 (a) (I) Give the name of the person telling the story. i] Additional guidance/notes 1. A simple recall question 2, The question is based on the background information provided in brackets which candidates must not ignore when they read passages Answer: Cameron Thomas. WW (Hi) What lifted the writer from his stool? Additional guidance/notes 1, This question requires candidates to demonstrate the ability to carefully follow the sequence of events. 2. ‘The word *Then’ is indicative of what has happened before the result which is the blast. Answer: a blast/ an explosion/bomb blast/ a terrible blast of hot air 1m Lift of: ‘There was ...hot air’ — 0 ‘The lift has to be a direct of the blast. From paragraph 2 {b) ( Give the main reason why author sweated. W Additional guidance/notes 1. A comprehension question which tests candidates’ ability to infer meaning from the comparatives; ‘more....than’ Answer: terror/fear'fright//He was afraid’scared/frightened fi] (ii) Which one word shows that the author was surprised that he was alive ‘and had no injuries?Additional guidance/notes 1. A question that tests candidates’ understanding of word meanings. 2. Here candidates are expected to use the given meaning to search for a word that matehes that meaning Answer: miraculously a N.B: wrong spelling of the word ~ 0 More than one word ~ 0 From paragraph 4 (©) @ Who was firing the guns? Additional guidance/notes 1. The candidates are guided by the setting which is London 2. ‘The fact that the Germans are attacking makes it obvious that the enemy who is the country under attack is Britain 3. Itis important to bring out the fact that it is not any ordinary citizen firing ‘but the ones in the battle field-the army Answer: British’English soldicrs/army/troops London soldiers -O Gi) Phrase of three words Additional guidance/notes L. A question that tests understanding of word meanings. 2. Here candidates have been given the meaning of the phrase and are expected to identify the phrase from the passage. Answer: ‘mound of debris’ WW More than three words~O Wrong spelling of any one of the three words ~0Erom paragraph S (4) (i) Why Lotta was singing? Additional Guidance/notes 1, This question is asking for a reason which has to be given in full 2. ‘The words insisted on give a lead to the answer Answer: to keep up the spirits of her captive audience// motivate’ strengthen’ give hope to her captive audience u1 Inclusion of she insisted—0 (ii) Own words: captive audience: Additional ice/Notes 1, The question tests one’s comprehension/understanding 2. Take note that there are two words which should be recast or paraphrased Answer: captive — kept as a prisoner/without a choice//forved to do something// confined! detained /held hostage/restrained/controlled/kept in bondage! limited within bound W Audience- listeners// gathering of persons to hear or listen//hearers 10] Or People who were forced to listen or hear’/ people who had no choice but to listen and hear 2] Or Forced listeners/hearers Pe) From paragraph 7 (e) Aspects of London life affected by the bombardment Additional notes 1. This is a simple reall question 2. The key words in the question are aspects ‘and ‘London life” Answer; (1) houses‘accommodation/shelter/homes/dwellings/expanse of houses/residences (2) families RI Habitat~0 Liff of line "Never before....terrors"~0Question 2: 9 marks: (1+1+1+1+5=9) From paragraph 8 2 (a) Main reason why the author returned from Canada to Balham. Additional guidance/Notes 1. The guiding word is ‘chiefly” 2. ‘The question itself shows that there were many reasons for the author to return to Balham but the candidates are required to identify the main or chief reason. Answer: to find out who, and what remained (among the fragments of childhood). [1] From 9 (b) (i) Reference of the phrase: itt Additional guidance/Notes 1.The question tests candidates, ability to identify the reference of a pronoun in a text. 2, When reading for comprehension always pause and ask oneself what certain words such as: this, that, it, he, she. they, them, we, ete stand for. 3. It is imperative that learners understand what these common words represent in a discourse. 4. Take note that that the answer in this ease requires the definite article, *the’ and not the indefinite article, ‘a’, Answer: Balham/the town (Balham.) 0) Atown-0 Town-0 City-0 (Gi) Unusual for Balham Additional guidance/Notes 1. The phrase, ‘served for its size’ gives the lead to the answer . ‘2. The focus of the question is on bringing out the mismatch between the size of the city vis-a-vis what it is accommodating. Answer: it was too small/it was not big enough 0) It was well served for its size-OErom paragraph 13 (©) Why the siren wailed Additional guidance/ Notes. 1. The question requires candidates to infer the reason from the words, ‘bomb shelter’ which come a bit later in the paragraph. 2. Candidates are required to read up to the end to find the answer. Answer: As a waming that the bombers were coming//to wamn them of the impending/coming danger// to warn of the coming of the Germans ( to attack them)// 10 signal them to go to a safe place/ to evacuate // to inform them t go to the school where there was a bomb shelter. 0 From the whole passage (a) Vocabulary: 5 marks Additional guidance/ Notes 1. Vocabulary questions test candidates’ understanding, in particular, word meaning inferential skills. 2. Here, candidates are expected to use the context, that is, the situation in which the word or phrase is used and the other surrounding words, to work out the meaning of the word or phrases. 3. Even if the candidate is meeting the word for the first time, with proper practice and skill, he or she should be able to infer the meaning of word or phrase by closely examining the context in which it is used. 4. The answer one gets should suit the context of the word! phrase being tested. Rules to observe when w on vecabul juestions: 1, Attempt only five words. If candidates antempt more than five words, only the first five words are marked. 2. For each word attempted, only the first answer is marked when more than one answer is offered. 3. Acomma, a stroke, or the word ‘or” indicates a second attempt. 4. For two answers joined by ‘and’, one correct answer is allowed if the other answer is not wholly wrong but neutral, eg. “grieved and hurt’ for “lamented”. Candidates are advised to always give one answer and not let examiners decide for them. 5. If candidates give answers in form of phrases, only the first seven words of the phrase are considered. 6. Do not use the negative ‘not’ for answers that come in the negative form eg for “unceasing” it would be wrong to say not ending of not interrupted. For all such answers use appropriate prefixes such as un, in-, dis- i- ete.Answers: Word ‘Accept: Mark [Give 0 for q Sr lnext to gin * 1 elose to’ near Paragraph) |adiacent Io. shattered: 1 kracked*oroke paragraph 1) |disintegrated/smashed/fragmented/broke into pieces [continuous/uninterrupted unbroken! T_ [perpetual Ls unceasing: {itcessantendiess/unending never : 7 lending/nonstop/continuing/continual/unremitting’persisten| Paragraph 7) ly coing on and on |guarded/protected/provided with security or 1 entourage escorted: |defence/accompaniedicame along with/convoyed/ came paragraph 12) alongside/came together with [5 huddiea: [Cowded” clustered” squeezed in/packed gathered T paragraph 15) foundcame together"bunched [dcbris/litter/refuse trash/rubbish’ rubbish heap’ waste 1 rubble: |matter/wreckage/remains of bombed buildings// shattered ‘paragraph 16) [picces /disintegrated/smashed/ fragmented’ broken pieces 1 |erumbled” [7. squashed up |reduced to pulp/crushed/smashed//flattened/ compressed cede (paragraph 21) bi ruiieed to pieces [ ely lbewailed/grieved/regretted /mourned/tued/bemoaned Hy | wenetiotien QUESTION 20 MARKS (15 + 5) Additional guidanee/notes 1, The summary question tests comprehension, in particular, selection skills, 2. The key words in this question are: what the two families did, saw and felt. Candidates should keep these words in mind. 3. Candidates should note that these two families went through the processes separately and at different stages in the narrative. 4. Some of the processes only involved individual members of the families It should be clear what each member did, saw or felt alone and what he or she did together with members of his or her family eg ) | thought we were going to die there bb) We yelled to tell them we were still inside Some points in the passage are mere descriptions of the atmosphere e.. 4) Itwas very hot and stuffy> 1b) The shelter heaved up and down, 6. Ikis implied that the family members Felt or saw since they were in that shelter. (Candidates should therefore present the members as active participants: ‘They felt hot and stuffy ‘They saw/felt the shelter heaving up and down Pronouns such as he, she and’ or they should clearly refer to the correct agents ‘THE SUMMARY IS MARKED TO A MAXIMUM OF 15 OUT OF 28 POINTS. EACH POINT SCORES 1 MARK. THE MECHANICAL ACCURACY MARK IS ALLOCATED TO A MAXIMUM OF $ (10 x4) ‘Sce Note 5 below, “Standard Deductions’. NOTES LL Points to be rewarded and their marks are indicated below. 2 Introductory Words ‘Candidates are advised to always start their summary with the provided introductory ‘words and naturally these introductory words introduce the first point. 3 Length Examiners highlight where the introductory words end, ar should end. They then count to 150, the number of words used by the candidate after the tenth word and write down this number. Examiners DO NOT usc the candidate's word-total without checking it. They STOP at 150 and highlight where the marking should end, NB: — Hyphenated words are counted as one but if you decide to separate them and ‘omit the hyphen they are counted as two separate words. 4. Marking Technique Scoring for points is indicated by a tick, STANDARD DEDUCTIONS }mark is deducted for cach error listed, up to ten errors. If you write fewer words in your summary, you risk loosing the marks for mechanical accuracy before any error is identified. The following maxima for the Mechanical Accuracy mark is applicd: 0-25 words (0); 26-50 words (1); 51-75 words (2); 76-100 words (3); 101 — 125 words (4), 126 — 150 words (5). Candidates are penalised every time, — mark for the following: all spelling errors ~ but only once for each mis-spelt word all apostrophe errors, except error in the same word. tuse of small letter for capital (every time): use of capital for small letter (once only). all omissions of a word or words, even slips = I saw big bull. ‘wrong or superfluous prepositions = wrong prep = | live at Bulawayo. superfluous prep = He could not cope up with the work.Ros ¢3 gee ra use of wrong word for context (ez. who for which) = The boys (which) were making noise ‘comma for full stop or semi-colon (or vice-versa) ~ She ran into the room, she saw a snake on the table. ‘single comma at the beginning or end ofa phrase or clause where there should be a pair = ‘These men Lester and Frank, deserve praise. wrongly completed parenthesis, c.g. a dash at the beginning and a comma at the end or when a second bracket is omitted = The men — Lester and Frank, deserve praise ‘omission of a comma aftcr an initial adverb or adverb clause (¢.g. However) = However | believe the man is honest. Unfortunately for the boys they were seen by the teacher. ‘omission of comma(s) before participial phrase = My little brother being afraid of dogs started howling (only where meaning is distorted). omission of comma between adjectives = The evening fog had settled in heavy penctrating enveloping. use of comma between subject and verb or between verb and object = The angry young man, stood up to denounce society. He provoked, the bull. faulty sequence of tenses in the same sentence. He arrived home early but does not see his wife. false concord every time. = Mary (go) to see her mother every week. complete breakdown = The elephant was darted nimbly charged flee. absence of colon before list ~ Bring the following items pen, ruler and rubber. word division ¢.g. in order, a fot, can not. omission or wrong use of quotation marks in direct specch. Candidates are NOT penalised for: ‘misuse of shall, will, should, could = I will explain later for 1 shall explain later. ‘omission of hyphen = He is a hardworking boy. ‘omission of full stop (a) in abbreviations (b) at the end of a sentence if capital letter follows ()at the end of a paragraph, an answer, or part answer. omission of comma before ‘so’ = | had seen him so he was obliged to stop. omission of comma after participial phrases if meaning is clear = Walking down the road t saw a snake. omission of comma separating a list of adjectives = I saw an old red brick wall. ‘Mfambiguity arises, candidates are penalised as in xii above (A). ‘omission of two parenthetical commas, including those for non-defining clauses = James the soccer star of the year got murried yesterday. The O7ie satisfied that the harness was secure urged the elephant on. misrelated participles = Listening, closely, no sound was heard. faulty sequence of tense where conditionals and subjunctives are concerned = | wish Jane were here. Ifit rains we will be cold. If candidate uses note-form throughout the answer, there are no marks for Mechanical Accuracy, but can score for points where they are clearly made. Wildly out of scquence points do not score so candidates should follow the sequence ‘of events in the passage. 'N.B: A candidate will be penalised once for any inconsistency in the use of personal Pronouns e.g. shift from “he" to “I ot vice versa.SUMMARY POINTS (IS MARKS) When the bombs started falling on nearby Stepney residential area .. Len Webb and family huddled in the (prefabricated) Anderson Shelter. . They felt very hot and stufly. They saw /felt the shelter heaving up and down, ‘They felt/saw the dust and smoke filling up the shelter, They saw flames. ‘They felt that the house must have collapsed. They saw/ felt themselves covered in bricks and dust(Both limbs are needed to score) 8, They tried to get out. 9. ‘They saw that the entrance was blocked by bricks and rubble( Both limbs are needed ) 10, They started to dig their way out with their hands. - Len thought they were going to die/he thought he was going to die. 12. They yelled, 13. They saw an empty space( where the house was earlier on) 14. Their father decided to take them to uncles place. 15. They went/ walked to uncle's place 16. They had to find shelter along the way again/ a lot of times. 17. They got to uncle's place/They atrived at uncle’s place. 18, They saw all the people at uncle’s place in the street shelter 19, They went into the street shelter. 20. They went to their uncle's house when it was all clear/When it was clear they went to their unele’s house. 21. They saw that the house had disappeared. 22. They watched ftom the rooftops. 23. They saw the bombs hitting around the Elephant and Castle area then Kennington 24, They saw the East End still burning 25. Grace was blowing out the candles on her birthday cake. 26. Grace felt mad/angry 27. Grace’s father decided to take them anywhere (by buses). 28, Grace crammed her pockets full of cake. » seepQuestion 4: 10 Marks: L+1+1+1+1 1411+ 141 (#) (Additional guidanee/notes ‘The question tests candidates’ knowledge of word meanings and usage. Answer: stationary it) (ii) Additional Guidance/Notes ‘The question tests candidates’ knowledge of the plural forms of countable and uncountable nouns. Answer: equipment 1) (b ) Additional Guidance/Notes ‘The two questions test candidates’ knowledge of spellings. (Answer: harassed (1) (ii) As er: committee mW (c) Additional Guidance/Notes ‘These questions test candidates’ knowledge about verb forms/tenses. (i) Answer: The bombs began to full//had begun// were beginning iy (ii) Answer: Grace’s cake cost a lot of money//had cost a (d) Additional Guidance/Notes ‘The two questions test candidates’ knowledge of spelling, punctuation and word usage. (@ Answer: ‘Its’ is used to show that something belongs to something or it shows the ‘owner/ownership // In this context, it is used in place of “the bombardment.’ It shows possession/It’s a possessive!/ The bombardment’s u (ii) Answer: ‘it’s’ is a contraction/shortened form of “it is/It is/ Showing state of affairs’situation 1 (c) @Additional Guidance ‘Notes " ‘The question tests candidates’ knowledge of parts of speech and their uses Answer: describing word/used to describe the smile/shows the kind of smile/ used as an adjective to describe the smile NB: give 0 for It describes how Len smiled ii] (il) Additional Guidance/Notes ‘The question tests candidates’ knowledge about sentence types and construction: simple, compound and complex. Answer: There were many German planes in the sky which/that were bombing the city of London, mZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/1 PAPER 1 NOVEMBER 2019 SESSION 1 hour 30 minutes Additional materials Answer paper INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces provided on the answer papet/booklet Read the paper carefully before answering the questions. Answer two questions. Answer one question from Section A and the one from Section B. Write your answers on the separate answer paper provided. Ifyou use more than one sheet of paper, fasten the sheets together. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question. You are advised to spend 50 minutes on Section A and 40 minutes on Section B. Copyright: Zimbabwe School Examinations Council, N2019. IMSEC N2019 69SECTION A (30 MARKS) Write a composition on one of the following topics. You should not treat question 7 as a character's name. Your answer should be between 350 and 450 words in length. You are advised to spend 50 minutes on this section. Describe a person who has inspired you most. Write a story based on one of the following statements: (a) Everyone thanked her for her sacrifice. (b) He could not believe that all his money had gone down the drain. How can young people assist in the prevention of diseases in your area? “One’s character is mainly determined by one’s choice of friends.” What are your views? Describe how life in your community was disturbed by a fire. ‘Having separate schools for children with disability makes it difficult for them to fit in society.’ Discuss. Heroes. 4005/1 N2019 70SECTION B (20 MARKS) 8 Answer the following question. You are advised to spend 40 minutes on this section. Begin your answer on a fresh page. Your friend writes a letter to you seeking advice on a choice that will determine her future. Read her letter below and respond to it advising her accordingly. Luzibo Secondary School Private Bag 45 Mtoko 29 September 2019 Dear Lucia It has been long since we last communicated. I thought I was going to meet you during the August holiday so that I could tell you my worries. I believe you are enjoying your stay in your new home in Chisumbanje. The issue that is worrying me is that my stepmother has ordered that either Tapiwa or myself drop out of school. My brother, Tapiwa, as you may know, is in Grade Six this year. I have been thinking that it would be proper to leave school and seek employment. At least at fifteen, I can be employed as a domestic worker by one of the female teachers at our nearby school. A number of girls of my age, some of whom I was in the same class with, stopped coming to school and I hear that they are paying fees for their siblings. Last year, we did not have a good harvest so we hardly have enough food for the six members of our family. It’s likely to be the same again this year due to the above normal rains that we received. The excessive rains this seasons negatively affected our crops. You know what Lucy. I have also been thinking about accepting Tichaona’s proposal of marriage. I am sure, under the circumstances, I would be happier if L accept the tempting proposal by the rich man to marry me. His two wives are the best dressed women in our community and they drive expensive cars. What 's your opinion, my dear friend? IT can go on and on, but the truth of the matter is that, remaining in school is no longer possible. It actually may mean Tapiwa dropping out of school or me being chased away from home by my parents. They are always quartelling over 71payment of fees for the two of us. I think I may have to give Tapiwa the chance since he is a boy. He will certainly look after the family if he completes secondary education. I trust I have told you the dilemma I am facing though I have tried to be brief. My friend, life has become unbearable for me. I don’t have any friend that I can confide in ever since your parents moved you from our school. I need an urgent reply from you, Lucy. Pass my warin greetings to your aunt, your young sister Tambu and your new found friends that side. Yours in pain Kudzai 4005/1 N2019ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 INSERT JUNE 2019 SESSION 2 hours Additional materials No additional materials The insert should not be posted to ZIMSEC with the answer booklet. Allow candidates 5 minutes to count pages before the examination. INSTRUCTIONS TO CANDIDATES Check if the insert has all the pages and ask the invigilator for a replacement if there are duplicate or missing pages. Read the following passage very carefully before you attempt any questions.. Answer all questions in the spaces provided in the question and answer booklet using black or blue pens. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question. You are advised to spend | hour 30 minutes on Section A and 30 minutes on Section B. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper. Copyright: Zimbabwe School Examinations Council, J2019. \_ ©ZIMSEC 52019 /SECTION A (40 MARKS) Read the following passage very carefully before you attempt any questions. Answer all the questions in the spaces provided on the question paper. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper The Bombing of London (For eight hellish months, early in World War II, Nazi (German) bombers pounded London, the capital of Britain, by night. In this story, Cameron Thomuas narrates his experiences during the bombardment of the city.) 1. When the bombs hit. my brother Pete and I were in the coffee-shop adjoining the Balham Underground Station. The underground is a railway line running under the city. There was a terrible blast of hot air, and a roaring noise like one of today’s jets taking off. Then. I was lifted from the stool and hurled to the floor just under the big window. The glass had shattered; there were bits sticking out of everything. The lights were out but we could see clearly from the flames just outside. I waited for another explosion, but it did not come. I was drenched with sweat, more from sheer terror, I think, than from the heat, but I was alive and miraculously unhurt except for a couple of bruises I had got when I had. hit the wall. Pete was unhurt too. We were worried about our mother. We tried to go up Station Road to our usual shelter in the cellar of the fish-and-chips shop, but the police turned us back. There was a lot of shouting and screaming and people running. Rescuers were still trying to get down to the people below in Balham Underground Station, so we ran up the High Road. Then. the guns on Green Common opened up, and we heard the drone of another Heinkel. You could always tell a Heinkel because its engines seemed to be misfiring. We dived for cover behind a mound of debris that I think was a bakery the day before The bombs came down about half a kilometre away. When we reached the shelter, everyone was all right. Mother was crying. She said she thought she had lost us. Lotta was singing. Lotta was the shopkeeper’s daughter, and though not blessed with the gift of music or voice, she insisted on, ‘keeping up spirits’ of her ‘captive audience’ far too often for my liking. Unfortunately, she seemed to know only two songs all the way through: ‘All the Things You Are’ and ‘We’ll Meet Again.” It was October 14, 1940, the night we lost our second house, the 38th night of the great air bombardment of London, later to become famous forever as the ‘Blitz.’ ‘For fifty-seven nights, the bombing of London was unceasing,’ Winston Churchill was to write in Their First Hour. Never before was so wide an expanse of houses subjected to such bombardment or so many families required to face its problems and terrors. Then, fifty years later, I left my Canadian home to return to Balham, chiefly to find out who and what still remained among the fragments of my childhood. I also 4810. 1. 12. 13. 14. returned with mixed emotions. | searched for old friends, looking for fresh faces I knew then, and I could not find them. However, the streets were the same. Balham was referred to in those days as lower-middle to working class, according to which end of the town you lived in. It stretched a little more than a kilometre from Clapham South Station, at the top of the hill to Balham Station. It was well served for its size, boasting three cinemas, countless pubs, and at the bottom of the hill, the Hippodrome Music Hall, known simply as the Balham Hip They are gone now. Where the Hip had stood is an ultra-modern apartment block. The picture house had been replaced by a super-drug store. John Best. the butcher I worked for each Christmas, plucking turkeys in a cold back room for a few pence a bird, had gone too. Yet, I discovered that a few places remained: Woolworths and the old public school in Oldridge Road and the greengrocer, R. Kelly and Sons. The Kellys have been in business there since 1938, and Bob, the grandfather still puts in a half day’s work, helping his nephew Alan run the business. Even the coffee-shop is still there. It is called Nick’s Quick Snacks now Just before five-o'clock on the afternoon of September 7. 1940, the first wave of German bombers, some 300 of them. escorted by twice as many fighters. followed the River Thames to London, dropping their bombs on the Royal Arsenal, power stations, gasworks, and the kilometres of docks that lined the river. Many port records of the time were destroyed in the bombing, but Bob Aspinall of the Museum in Docklands, told me that there were possibly as many as 500 ships, carrying half a million tons of food and other vital supplies moored that night. By late evening, many of them were on fire or sinking, or very often both. On that first night, the twins, Lily and Ethel Wilkins, were preparing to sit down to tea with their family in East Ham when the siren wailed. Like hundreds of thousands of other school children, incliding my two younger sisters, they had been evacuated from London the previous summer as war threatened and, like countless others, they had returmed to the city as mouths passed without danger. “We were eleven years old and had no idea of what was going on,” Lily told me. “The air raid warden came and told us to go to the school, where there was a bomb shelter. There was no time to pack anything: we just got up from the table and left.” “Wee sat in the school all night and heard the bombs. In the morning, we were told we had to find our own way to a safer place. My father had a brother in Walthamstow. about five kilometres away. The streets were just piles of rubble, and fire engines and hosepipes were everywhere, blocking the roadway. We had to walk. Ethel’s feet were bleeding because she had no shoes or socks, so my father wrapped them in a scarf and a handkerchief. As we walked down Crowntield Road, a lady saw Ethel’s feet and gave her a pair of shoes. Crownfield Road was hit the following night. The lady’s house was demolished. 4916. 17. 18. 19. 20. 21 22. In nearby Stepney, Len Webb, who was twelve, and his family, huddled in the prefabricated Anderson Shelter in their backyard. “I remember that we'd been in the shelter for a long time. It was very hot and stuffy,” he recalled as we sat in the garden last year.” “Then the bomb hit the house. First, we heard the swish as it came down. You knew it was near if you heard the swish. We heard an explosion and at the same time the shelter heaved up and down and filled with dust and smoke. We could see flames. Then the house must have collapsed because we got covered in bricks and dust.” “We tried to get out,” he went on, “but the entrance was blocked with bricks and rubble. We started to dig our way out with our hands. A lot of the rubble was too heavy to move and I thought we were going to die there. After a little while, we heard a rescue squad and we yelled to tell them we were still inside. There was just an empty space where the house was earlier on that day, and a lot of the other houses had gone too.” “My father decided to take us to my uncle’s. It took us a long time to walk there. A lot of times we had to find shelter again because the bombs kept coming all night. When we got there, they were all in a street shelter, so we went in too. At about four in the , a bomb hit really close. After it had cleared, we went to my uncle’s house, but it wasn’t there anymore. We had been bombed out twice in the same night.” Len looked up with a rueful smile. “It’s a pity we weren’t in the rubble business then,” he said in his gentle way. “We'd have made a fortune”. There was no end. Night after night they came. We watched from the rooftops as the bombs kept edging closer. They hit around the Elephant and Castle area, then at Kennington, just a few underground stops from Balham. The East End was still burning. Grace Dalton who was eleven, lived near the Royal Docks in Silvertown. one of the first and hardest hit areas. She said, “I was blowing out the candles on my birthday cake when the first bombs hit. Another lot hit the dock just behind our street. We did not have an air-raid shelter, so my father decided to take us anywhere the buses were goig. However, there were no buses. I remember being mad that my party was spoiled, so on the way out, I crammed my pockets full of cake.” “Tt looked as if the river was on fire,” Grace continued, “and I didn’t think we would get away. There was a street shelter, so we went in there. I was hungry and ate my cake. It was all squashed up from being in my pocket. I didn’t care. When we looked out in the morning, most of the houses were gone. All that was left were broken pieces still on fire,” she lamented. “The Council relocated us to a big house in Hendon, kilometres away from the docks. but my grandfather refused to go. He said he was born in Silvertown and nobody was going to make him leave. He was killed a few days later when a direct hit demolished the house.” Adapted from: National Geographic, Volume 180, no 1 July 1991 National Geographic Society. WashingtonSurname Forename(s) Centre Number Candidate Number ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 JUNE 2019 SESSION 2 hours Additional materials: No additional materials Candidates should answer on the question paper Allow candidates 5 minutes to count pages before the examination. INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this page. Write your centre and candidate number on the top right comer of every page of this paper. This booklet should not be punched or stapled and pages should not be removed. Read the provided passage very carefully before you attempt any question. Check that all the pages are in the booklet and ask the invigilator for a replacement if there are duplicate or missing pages Answer all questions. ‘Write your answers in the spaces provided on the question paper using black or blue pens. Shape all your letters very clearly. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question. You are advised to spend 1 hour 30 minutes on Section A and 30 minutes on Section B. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper. Copyright: Zimbabwe School Examinations Council. J2019. OZIMSEC 12019 Ks wnAnswer all questions in the spaces provided. You are advised to answer them in the order set. From paragraph | 1.(a) (i) Give the name of the person telling the story. [1] (ii) What lifted the writer from the stool? [1] From paragraph 2 (b) (i) Give the main reason why the author sweated. [1] (ii) Which one word shows that the author was surprised that he was alive and had no injuries? [1] From paragraph 4 (c) (i) Who do you think was firing the guns? 1) 4005/2 12019(ii) Write a phrase of three words, from this paragraph, which shows that there was total destruction. [1] From paragraph 5 (d) (t) Why was Lotta singing? fy] (ii) Using your own words, explain the meaning of ‘captive audience.” 2] From paragraph 7 (e) According to Winston Churchill, which two aspects of London life were affected by the bombardment? [2] [Total: 11] From paragraph 8 2. (a) What was the main reason why the author returned from Canada to Balham? [1] 4005/2 12019 AFrom paragraph 9 (b) (f) What does ‘it’ refer to in the phrase: ‘It stretched a little ...?° [1] (ii) Why was it unusual for Balham to boast three cinemas. countless pubs and the Balham. Hip? From paragraph 13 (c) Why did the siren wail? From the whole passage (1 (] (d) Choose five of the following words or phrases which are in bold print in the passage. For each of them, give one word or a short phrase (of not more than seven words) which has the same meaning that the word or phrase has in the passage. 1 no wo = an a x ~ adjoining (paragraph 1). shattered (paragraph 1)........0.00.02.2....ccsceeeeeeeeseee ees unceasing (paragraph 7)........... escorted (paragraph 12............. huddled (paragraph 15)...0.0..0.. coco e cece ccc eee cece tebe eeeececeee eee neeeeeeeee rubble (paragraph 16) squashed up (paragraph 21)... 00... eee cece eee ee cece eres eee eeeeeeeeeseeeeeeeereee lamented (paragraph 21)........... {1] Ll] oe ceeieeeeesveesetvesetesetetesistiittitsiisetistietseen st] boc ceecececeeeteesvectssvatsisesssississiistetsnsteticeieseee ira] fy [Total: 9] 4005/2 32019 54Part of the passage describes the experiences of two families, Len Webb’s family and Grace Dalton’s family, when their areas were being bombed. Write a summary describing what the two families did. saw and felt during the bombardment of their residential areas. Link each process to the appropriate character or characters. Use only material from paragraph 15 up to the end of paragraph 20. Your summary. which should be in continuous writing (not note form), must not be longer than 160 words, including the given ten (10) words. Each word should be written in a separate box. If you make a mistake. cancel the word(s) and write the correct word(s) in the same box(es) above or next to the cancelled word(s). 4005/2 72019 anWrite your summary on this page putting one word in each of the cells for ease counting. Hyphenated words are counted as one word. Begin your summary as follows: When the bombs started falling on nearby Stepney residential area, 4005/2 72019SECTION B (10 MARKS) Answer all the following questions. You are advised to spend not more than 30 minutes on this section. (a) Fill in the blank spaces with the correct words in the brackets. Write the correct word only in the answer space provided below each sentence. (i) The air raid warden came and told us to go to the school. We ran towards a bus which was (stationery/stationary). 16) (ii) The Kellys have been in business since 1938. Many farmers went to their shop to buy farming (equipments/equipment). ff (b) Identify a word which is wrongly spelt in each of the following sentences and then write the correct spelling of the word in the space provided. (ji) Tt was October 14, 1940, the night we were harrassed by the Germans and lost our second house. As a result, we faced a big problem of accommodation. 0) (ii) When London was being bombed, members of the security committe were attending a meeting. 1 (ce) Re-write the sentences below using the words in brackets in their past tense forms. @ The bombs (begin) to fall 1 (ii) Grace’s cake (costs) a lot of money. 16) 4005/2 72018 57(d) Clearly show the difference between ‘its’ and ‘it’s’ as used in the following two sentences: (i) — The bombardment was very heavy and so many families were required to face its associated problems and terrors. (ii) It’s a pity that the international community did not quickly intervene when Britain was attacked by Germany. ~ BI (e) (i) What is the use of the word ‘rueful’ in the following sentence? Len looked up with a ruefil smile. ~ (ii) Join the two sentences below into one sentence without using the word ‘and.’ (a) There were many German planes in the sky. (b) They were bombing the city of London. -+ [1] [Total: 10] 4005/2 32019ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/1 PAPER | JUNE 2019 SESSION 1 hour 30 minutes Additional materials: Answer paper INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces provided on the answer paper/booklet. Read the paper carefully before answering the questions. Answer two questions. Answer one question from Section A and the one from Section B. Write your answers on the separate answer paper provided. If you use more than one sheet of paper, fasten the sheets together. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question. You are advised to spend 50 minutes on Section A and 40 minutes on Section B Copyright: Zimbabwe School Examinations Council, 32019. ©ZIMSEC J2019SECTION A (30 MARKS) Write a composition on one of the following topics. You should not treat question 7 as a character's name. Your answer should be between 350 and 450 words in length. You are advised to spend 50 minutes on this section. 1. The most important invention the world has ever had. 2, Write a story based on one of the following statements: (a) He sighed with relief and realised that his life would never be the same again. (b) The priest had no option but to cancel the wedding. o . ‘Most splits among church members are caused by greed.” Discuss. = Write an account of yourself in ten years’ time. a What can be done to stop the taking of bribes? a ‘Parents should play a role in the choice of their children’s friends.’ Do you agree? _ Commitment. 4005/1 12019 5 30. 30, 30. 30) 30SECTION B (20 MARKS) Answer the following question. You are advised to spend 40 minutes on this section. Begin your answer on a fresh page 8. ‘You are an officer in the Environmental Management Agency (EMA). There have been heavy floods leading to loss of lives and property for two consecutive seasons. Write a report to your supervisor suggesting ways in which losses due to floods can be avoided. Using the following notes and adding any of your own. write the report: — building homes on high ground — awareness campaigns — setting up Disaster Risk Management Committees — building bridges at all crossing points — relocation of people to safer areas 20] 4005/1 72019 44ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 INSERT NOVEMBER 2018 SESSION 2 hours Additional materials: No additional materials The insert should not be posted to ZIMSEC with the answer booklet. Allow candidates 5 minutes to count pages before the examination. INSTRUCTIONS TO CANDIDATES Check if the insert has all the pages and ask the invigilator for a replacement if there are duplicate or missing pages. Read the following passage very carefully before you attempt any questions. Answer all questions in the spaces provided in the question and answer booklet using black or blue pens. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question. You are advised to spend 1 hour 30 minutes on Section A and 30 minutes on Section B. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper. Copyright: Zimbabwe School Examinations Council, N2018. ©ZIMSEC N2018 NX 17SECTION A (40 MARKS) Read the following passage very carefully before you attempt any questions. Answer all the questions in the spaces provided on the question paper. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper (The following passage is adapted from a combination of extracts from speeches by the late Vice President of Zimbabwe, Cde S.V. Muzenda, and the former Minister of Education. Cde D. Mutumbuka.) ZIMBABWE NEEDS TO BE A NATION OF THINKERS AND DOERS 1. Our government is clearly set on a reconstruction and development course that has at its core, the quantitative and qualitative improvement in educational provision. The nation’s greatest resource is its human element. We therefore, need to develop the youths’ immense potential and harness it for the future manpower needs of Zimbabwe. The learners we educate are the future of Zimbabwe and we must tailor their education to service the needs of this country. Therefore, we need to make our curriculum uniquely relevant to our own unique situation. We have so far witnessed a massive expansion in education, particularly in the secondary sector. Such unprecedented expansion was unknown in our country and more is in store for us. 3. However, an increase in numbers alone will not achieve the desired effect. Government holds the view that education must service all sectors of the economy by developing a wide variety of intellectual, social, economic, technical and agricultural skills that are not only saleable and employable in agriculture, commerce, industry, mining, and scientific research but are characterised by a high enterprise capacity that will see the country fully utilising our inherited natural resources. For education to be relevant, it must develop the capacity to produce youths who are academically and practically equipped to man all sectors of our economy. A look at our past and present scenarios will help to underline the significance of our new thrust Thousands of youths have pursued an academic type of education. True. some have been able to weave their way into various companies and organisations but the majority have ended up jobless and even helpless after graduating at various exit points. They have a lot of irrelevant academic knowledge without expertise in technical, vocational and scientific fields. 4005/2 N2018 18We have a serious situation today where our youths are engrossed in the belief that employment opportunities for them only exist outside the country. Indeed, these youths have the capacity to create employment within the country but the intellectually biased education they received made them feel incompetent. It should be noted that political independence without economic independence is useless. It is therefore, of vital importance for us to control our own economy. We therefore, cannot afford to waste our human resources by continuing to give our youths an irrelevant and one-sided education that only emphasises on intellectual skills. That alone, will ill-prepare them for life. Zimbabwe needs to be a nation of thinkers and doers; men and women who can integrate ideas and action. Education, therefore, must be mass-oriented and cease to be a privilege for a few. However, each learner should be educated according to his or her potential, according to his or her academic or practical bent. Those who have a practical bias require the essential theory and practice that go with it and the academically inclined also need a strong dose of practical work. In this way. we will create a nation of workers who will be useful citizens, thus contributing to our national development. We hope to change the negative attitudes to work that have been ingrained in our youths over the years, by helping them appreciate the importance of both academic and practical work and the dignity of labour. None of us can do without the services of the farmer, the carpenter, the designer, the housewife, the electrician, the business person, the mechanic; to mention but a few. However, a balance between theory and practice. work and study, will not alone produce the effects we envisage. Our youths must learn the basics of production; go through the mill of planting, growing, producing or making and buying and selling. if they are to acquire the skills they will need and if they are to appreciate the value of productive work. Only then, can they identify the field in which they will contribute as productive citizens and develop a lasting interest in an area of human endeavour that will be most gratifying in their future lives. In the past, they have not been exposed to a wide range of alternatives. Up to middle secondary school, we hope to have this academic and practical balance so that specialisation will be based on informed judgement Now the question is: whose responsibility is it to educate the future adults of our society? As far as the government is concemed, this task rests squarely on the shoulders of parents, teachers, government and the learners themselves. The government, parents, teachers and learners should therefore work in unison to ensure that our system of education does not lead to the creation of new social classes. That is to say, instead of creating a degree or diploma-obsessed-elite, our education system should produce thoughtful and creative citizens on a broad social base. Once educated, each citizen must relate and apply his/her academic achievements to the problems of society at large. 4005/2 N2018, 198. It would be pointless to educate our people maily for personal financial gain and high social status. We, as parents, teachers and the government, should invariably act together to produce intellectually sound and inventive members of our future society who will be ready to face the challenge of the growing socio-economic and technological intricacies of the world order. 9. Here, I must stress that central government cannot leave education in the hands of the parents, teachers and leammers alone because there has to be national unifonnity. Nevertheless, this uniformity of government policy does not exclude parent participation in the affairs of their local schools. The interests of the parents basically lie in that they want their children to be successful in life. The government’ s concerns go beyond this. It is imperative for government to define national educational objectives and formulate a comprehensive policy of education, the implementation of which requires the participation of all interested parties, including parents. More importantly, the government has to build more educational facilities in order to produce learners with relevant skills and competencies that will enable them to cope with society’s needs at all levels of the socio-economic processes. 10. Infrastructural development and relevant skills on their own, without sufficient self- discipline will not achieve the desired end. Learners, and teachers alike, must be committed and work tirelessly and selflessly to achieve our national goals. This calls for total devotion to teaching and learning. It means removing immoral inclinations such as truancy, theft, cheating, lying, indulgence in thuggery, drug-taking and over- drinking. It calls for exemplary behaviour and consistent improvement of our performance 11. Remember. too, that our independence needs hard and honest work by us. Freedom is only freedom when it is circumscribed by discipline and responsibility. We are responsible to ourselves, our families, our schools, our government and the nation. We dare not disappoint the nation for the trust it has reposed in us. Adapted from Pamberi neEducation: New Directions for Zimbabwean Schools; Published by The Zimbabwe Foundation for Education with Production, Harare, Zimbabwe, 1987, pages 84-87, Speeches by the late Cde $.V Muzenda and Cde D. Mutumbuka. 4005/2 N2018, 20Surname Forename(s) Centre Number Candidate Number C ) r or Pepomance Meron ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 NOVEMBER 2018 SESSION, 2 hours Additional materials: No additional materials Candidates should answer on the question paper ‘Allow candidates 5 minutes to count pages before the examination. INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this page. Write your centre and candidate number on the top right corner of every page of this paper. This booklet should not be punched or stapled and pages should not be removed. Read the provided passage very carefully before you attempt any question. Check that all the pages are in the booklet and ask the invigilator for a replacement if there are duplicate or missing pages. Answer all questions Write your answers in the spaces provided on the question paper using black or blue pens. Shape all your letters very clearly. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ | at the end of each question or part question. You are advised to spend 1 hour 30 minutes on Section A and 30 minutes on Section B. Mistakes in spelling. punctuation and grammar may be penalised in any part of the paper. Copyright: Zimbabwe School Examinations Council. N2018. OZIMSEC N2018 21 \SECTION A (40 MARKS) Answer all questions in the spaces provided. You are advised to answer them in the order set. From 1 1 (~~ @_ According to the speaker, what does government regard as its Major role in education? (ii) What is the nation’s greatest resource? (ii) Why do most of the youths end up unemployed after graduation? ceeeeee ceeeeeeeeeececeesersseeeeteceeeesecesstsseeeeeeesee dL] 4005/2 N2018 tv vsFrom paragraph 4 (c) (i) Whats the difference between political and economic independence? [2] (ii) According to the speaker, what should be done to prepare our youths adequately for life? From paragraph 5 (d) ‘Those who have a practical bias require the essential theory and practice that go with it.’ What does ‘it’ refer to? From paragraph 6 2. (a) How best can learners be assisted to make informed choices on areas of specialisation? From paragraph 7 (b) (i) Which current group of people is being referred to as the future adults of our society? “LE 4005/2 N2018 ey(ii) According to government, who among the following. should play the greatest role in educating the nation: teachers, government, parents and learners? From paragraph 10 (c) (ji) What are the two major educational activities that take place at a school? (ii) = Without referring to an example, explain in your own words. what the speaker considers to be the major obstacle to effective teaching and learning. 2] (d) From the whole passage Choose five 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 that the word or phrase has in the passage. 1 hamess(paragraphl)........... is) thrust (paragraph3). w expertise (paragraph 3)....... 4 integrate (paragraph 4). 5, dignity (paragraph 5)..........ccccecseesceseeseecs ess eseeessessessesseeneessesreeseeersesiseeenteersoneeaeeee [A] 6 do without (paragraph 5) . . . . . . 1] 7 gratifying (paragraph 6)... eee ccc eee ccse ese eestesssssesssesneesessueseesnessssseeeaessessseaneseea [1] 8 consistent (paragraph 10)... eee cseseee cess eeseeseeseeseeseeseessesseeeeestsseeseteenesecseeaneenee (1) 4005/2 N2018 24The speaker in the passage clearly explams what government expects to be achieved through and within the education system in Zimbabwe Write a summary describing the desired type of education for the youths as well as the role that should be played by parents, government, teachers as well as learners to achieve it. Use only material from paragraph 5 up to the end of paragraph 10. Your summary. which should be in continuous writing (not note form), must not be longer than 160 words, including the given ten (10) words. Each word should be written in a separate box. If you make a mistake, cancel the word(s) and write the correct word(s) im the same box(es) above or next to the cancelled word(s). [20] 4005/2 N2018 syWrite your summary on this page putting one word in each of the cells for easy counting. Hyphenated words are counted as one word. Begin your summary as follows: Zimbabwe needs both academic and practical skills therefore, its education 26(a) (dy (ii) (b) (©) SECTION B (10 MARKS) Answer all the following questions. You are advised to spend not more than 30 minutes on this section. Fill in the blank spaces with appropriate prepositions. Write the prepositions only in the answer spaces provided below each sentence. I go along the Minister on the issue of making Zimbabwe a nation of thinkers and doers. 0) It is important for learners to go the experience of industry and commerce before making a decision to specialise. 1] Choose the correct word to complete each of the following sentences. Write the correct word only in the answer spaces provided. wi) She is a highly (intellect/intellectual) learner. [1] (ii) — The country has a large (number/quantity) of skilled personnel. ~ Re-write the following sentence starting with: The government’s ... @ The learners were motivated by the government’s new educational policy. A] (i) Re-write the following statement starting with: There is a possibility It is possible for us to achieve our national goals. ~ 4005/2 N2018, 27(d) — Choose the correct word from the following pair to fill in the blanks in each sentence. Write the correct word only in the answer spaces provided below each sentence. (has, have) jd The learner and the teacher to exercise self-discipline. WH My teacher and mentor, Mr Moyo, arrived. ff Re-write the following sentences, changing them to reported speech. ji) “There is a serious situation now, where the youths focus on seeking employment abroad,” the speaker lamented. -( (ii) “For the past ten years. we have witnessed a massive expansion in education,” said the Minister 1 4005/2 N2018,ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/1 PAPER 1 NOVEMBER 2018 SESSION 1 hour 30 minutes Additional materials: ‘Auswer paper INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces provided on the answer paper/booklet. Read the paper carefully before answering the questions. Auswer two questions. Answer one question from Section A and the one from Section B ‘Write your answers on the separate answer paper provided. If you use more than one sheet of paper. fasten the sheets together. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question. You are advised to spend 50 minutes on Section A and 40 minutes on Section B. Copyright: Zimbabwe School Examinations Council, N2018. ©ZIMSEC N2018 NeSECTION A (30 MARKS) Write a composition on one of the following topics. You should not treat question 7 as a character’s name. Your answer should be between 350 and 450 words in length. You are advised to spend 30 minutes on this section. 1 Describe the changes that have taken place at your school since the introduction of the new curriculum. 2. Write a story based on one of the following statements: (a) Her contribution will always be remembered by everyone in the community. (b) When he saw his mother in the Head’s office. he ran away. 3. What, in your opinion, should be done to fight the abuse of children in your area? 4 Describe an incident when peace was restored in your family. 5. ‘The land reform programme has improved the lives of the people in Zimbabwe.’ Discuss. 6 rivers are the major cause of accidents on our roads.’ Do you agree? 7 Revenge. 4005/1 N2018 30 30 30 30 30 30SECTION B (20 MARKS) Answer the following question. You are advised to spend 40 minutes on this section. Begin your answer on a fresh page. 8 As the Chairperson of the Environmental Health Club at your school. you have been tasked with the responsibility of mobilising the youth in your ward to take part in a clean-up campaign at the nearby health centre. Write an article for the local newspaper educating the youth and encouraging them to take part in the clean-up campaign. Use the ideas below to write your article and add any other that are relevant - arrangement made at the right time - threats of disease outbreak - sense of patriotism and sacrifice - role models - idea of national youth service 4005/1 N2018, 14ADDITIONAL GUIDANCE/ NOTES- NOVEMBER 2018 400501 A descriptive topic. Focus is on notable changes that have taken place in the school since the introduction of the new curriculum. Candidates are expected to describe, and not merely narrate changes, using appropriate adjectives that create a clear picture in the mind of the reader. Alertness and sensitivity to the changes that have taken place in the particular school should be evident in the compositions. Changes may include the following: infrastructure, learning areas, staffing, technology, discipline, projects, community involvement, teaching methods. sport and recreation, leadership, communication, teamwork, children’s rights and inclusivity. [30] A narrative topic. Candidates should successfully incorporate the elements of a short story such as characterisation, pace, atmosphere, suspense and a well-controlled plot structure. They should create original responses. Accounts should have a link with the given statement. (a) Focus is on the valuable contributions that benefitted all. [30] (b) — Focus is on the guilt felt, fear or reprisal likely to be brought about by the mother’s presence in the Head’s office. 0] A factual/expository topic. Candidates should bring out different measures that may be taken to prevent child abuse. For example, compositions may address the followin; child protection policies, awareness campaigns on children’s rights, legal measures against abusers, rehabilitation of street children, ¢ children’s homes,© reporting cases of child abuse, ¢ formation of committees Bl A descriptive/narrative topic. Candidates should give a vivid description of the incident and express how peace was restored. Focus is on one particular incident. Candidates usually write themselves off by narrating a chain of different events leading to the incident, leaving very little to describe the actual incident in detail. [30] A discursive topic. Candidates are expected to explore both sides of the topic. Good candidates will be able to take a convincing position after taking into consideration both the benefits and problems that have arisen as a result of the land reform. [30] An argumentative topic. Candidates are expected to examine the causes of road accidents and bring out their position. Candidates should choose a side and explore it in depth until they come to a convincing conclusion. [30] An open ended topic. Candidates may write stories with revenge as the central theme or write expository essays on the subject of revenge. NB: Candidates should not treat ‘Revenge’ as a character’s name. [30] Appropriateness of response is an important element in this type of question. Candidates should demonstrate the following — amplification and inclusion of own relevant material — effective use of links — variety of sentences constructed — logical arrangement of ideas — restatement of the points 163) ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE PAPER 2 INSERT NOVEMBER 2018 SESSION Additional materials: No additional materials ‘The insert should not be posted to ZIMSEC with the answer booklet, Allow candidates 5 minutes to count pages before the examination, INSTRUCTIONS TO CANDIDATES Check if the insert has all the pages and ask the invigilator for a replacement if there are duplicate or missing pages. Read the following passage very carefully before you attempt any questions. Answer all questions in the spaces provided in the question and answer booklet using black or blue pens. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question o part question. ‘You are advised to spend | hour 30 minutes on Section A and 30 minutes on Section B. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper. Copyright: Zimbabwe School Examinations Council, N2018. ©ZIMSEC N2018SECTION A (40 MARKS) Read the following passage very carefully before you attempt any questions. Answer all the questions in the spaces provided on the question paper. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper (The following passage is adapted from a combination of extracts from speeches by the late Vice President of Zimbabwe, Cde S.V. Muzenda, and the former Minister of Education, Cde D. Mutumbuka.) ZIMBABWE NEEDS TO BE A NATION OF THINKERS AND DOERS 1. Our government is clearly set on a reconstruction and development course that has at its core, the quantitative and qualitative improvement in educational provision. The nation’s greatest resource is its human element. We therefore, need to develop the youths” immense potential and harness it for the furure manpower needs of Zimbabwe. The leamers we educate are the future of Zimbabwe and we must tailor their education to service the needs of this country. Therefore, we need to make our curriculum uniquely relevant to our own unique situation. 2. We have so far witnessed a massive expansion in education, particularly in the secondary sector. Such unprecedented expansion was unknown in our country and more is in store for us. 3. However, an increase in numbers alone will not achieve the desired effect. Government holds the view that education must service all sectors of the economy by developing a wide variety of intellectual, social, economic, technical and agricultural skills that are not only saleable and employable in agriculture, commerce, industry, ‘mining, and scientific research but are characterised by a high enterprise capacity that will see the country fully utilising our inherited natural resources. For education to be relevant, it must develop the capacity to produce youths who are academically and Practically equipped to man all sectors of our economy. A look at our past and present scenarios will help to underline the significance of our new thrust. ‘Thousands of youths have pursued an academic type of education. True, some have been able to weave their way into various companies and organisations but the majority have ended up jobless and even helpless after graduating at various exit points. They have a lot of irrelevant academic knowledge without expertise in technical, vocational and scientific fields. ons x20184. We have a serious situation today where our youths are engrossed in the belief that ‘employment opportunities for them only exist outside the country. Indeed, these youths have the capacity to create employment within the country but the intellectually biased education they received made them feel incompetent. It should ‘be noted that political independence without economic independence is useless. It is therefore, of vital importance for us to control our own economy. We therefore, cannot afford to waste our human resources by continuing to give our youths an irrelevant and one-sided education that only emphasises on intellectual skills. That alone, will ill-prepare them for life. Zimbabwe needs to be a nation of thinkers and doers; men and women who can integrate ideas and action. $. Education, therefore, must be mass-oriented and cease to be a privilege for a few. However, each leamer should be educated according to his or her potential, according to his or her academic or practical bent. Those who have a practical bias equire the essential theory and practice that go with it and the academically inclined also need a strong dose of practical work. In this way, we will create a nation of workers who will be useful citizens, thus contributing to our national development. ‘We hope to change the negative attitudes to work that have been ingrained in our youths over the years, by helping them appreciate the importance of both academic and practical work and the dignity of labour. None of us can do without the services Of the farmer, the carpenter, the designer, the housewife, the electrician, the business person, the mechanic; to mention but a few. 6. However, a balance between theory and practice, work and study, will not alone produce the effects we envisage, Our youths must learn the basics of production; go through the mill of planting, growing, producing or making and buying and selling, if they are 1o acquire the skills they will need and if they are to appreciate the value of productive work. Only then, can they identify the field in which they will contribute a productive citizens and develop a lasting interest in an area of human endeavour that will be most gratifying in their future lives. In the past, they have not been exposed to a wide range of alternatives, Up to middle secondary school, we hope to have this academic and practical balance so that specialisation will be based on informed judgement. 7. Now the question is: whose responsibility is it to educate the future adults of our society? As faras the government is concerned, this task rests squarely om the shoulders of parents, teachers, government and the learners themselves. The government, parents, teachers and leamers should therefore work in unison to ensure that our system of education does not lead to the creation of new social classes. That is to say, instead of creating a degree or diploma-obsessed-elite, our education system should produce thoughtful and creative citizens on a broad social base. Once educated, each citizen must relate and apply his/her academic achievements to the problems of society at large. sons N2018It would be pointless to educate our people mainly for personal financial gain and high social status, We, as parents, teachers and the government, should invariably act together to produce intellectually sound and inventive members of our future society who will be ready to face the challenge of the growing socio-economic and technological intricacies of the world order. Here, 1 must stress that central government cannot leave education in the hands of the parents, teachers and learners alone because there has to be national uniformity. Nevertheless, this uniformity of government policy does not exclude parent participation in the affairs of their local schools. The interests of the parents basically lie in that they want their children to be successful in life. The government's concems go beyond this. It is imperative for government to define national educational objectives and formulate a comprehensive policy of education, the implementation of which requires the participation of all interested parties, including parents. More importantly, the government has to build more educational facilities in order to produce learners with relevant skills and competencies that will enable them to cope with society's needs at all levels of the socio-economic processes. Infrastructural development and relevant skills on their own, without sufficient self- discipline will not achieve the desired end, Learners, and teachers alike, must be committed and work tirelessly and selflessly to achieve our national goals. This calls for total devotion to teaching and learning. It means removing immoral inclinations such as truancy, theft, cheating, lying, indulgence in thuggery, drug-taking and over- drinking. It calls for exemplary behaviour and consistent improvement of our performance. . Remember, too, that our independence needs hard and honest work by us. Freedom is only freedom when itis circumscribed by discipline and responsibility. We are responsible to ourselves, our families, our schools, our government and the nation, ‘We dare not disappoint the nation for the trust it has reposed in us, Adapted from Pamberi neEducation: New Directions for Zimbabwean Schools; Published by The Zimbabwe Foundation for Education with Production, Harare, Zimbabwe, 1987, pages 84-87, Speeches by the late Cde $.V Muzenda and Cde D. Mutumbuka. to0s2 S208‘Surname Forename(s) Centre Number Candidate Number ) ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 NOVEMBER 2018 SESSION 2 hours Additional matecials: ‘No additional materials Candidates should answer on the question paper ‘Allow candidates 5 minutes to count pages before the examination, INSTRUCTIONS TO CANDIDATES: Write your name, centre number and candidate number in the spaces at the top of this page Write your centre and candidate number on the top right comer of every page of this paper. ‘This booklet should not be punched or stapled and pages should not be removed. Read the provided passage very carefully before you attempt any question. Cheek that all the pages are in the booklet and ask the invigilator for a replacement if there are duplicate or missing pages. Answer all questions. Write your answers in the spaces provided on the question paper using black or blue pens. Shape all your letters very clearly. INFORMATION FOR CANDIDATES The number of marks is given in brackets [ ] at the end of each question or part question. You are advised to spend | hour 30 minutes on Section A and 30 minutes on Section B. Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper. ‘Copyright: Zimbabwe School Examinations Council, N2018.SECTION A (40 MARKS) Answer all questions in the spaces provided ‘You are advised to answer them in the order set. 1 (a) = @)_— According to the speaker, what does government regard as its Major role in education? (i) What is the nation’s greatest resource? (>) In your own words, explain the phrase “man all sectors’ Gi) Why do most of the youths end up unemployed after graduation? 002 2018(ce) @)_—_ What is the difference between political and economic independence? 2) (ii) According to the speaker, what should be done to prepare our youths adequately for life? (@) “Those who have a practical bias require the essential theory and practice that ‘go with it.’ What does ‘it’ refer to? From 6 2. (a)_—_ How best can learners be assisted to make informed choices on areas of specialisation? From paragraph 7 () (Which current group of people is being referred to as the future adults of our society? son 2 2018(i) According to government, who among the following, should play the greatest role in educating the nation: teachers, government, parents and learners? (©) = @_— What are the two major educational activities that take place at a school? Gi) Without referring to an example, explain in your own words, what the speaker considers to be the major obstacle to effective teaching and learning. (d) From the whole passage Choose five 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 that the word or phrase has in the passage, 1. harness(paragraph1).. thrust (paragraph)... ‘expertise (paragraph 3). integrate (paragraph 4). dignity (paragraph 5)... do without (paragraph 5)... gratifying (paragraph 6)... consistent (paragraph 10). PN ae ew 40052 2018‘The speaker in the passage clearly explains what government expects to be achieved through and within the education system in Zimbabwe. Write a summary describing the desired type of education for the youths as well as the role that should be played by parents, government, teachers as well as learners to achieve it. Use only material from paragraph 5 up to the end of paragraph 10. ‘Your summary, which should be in continuous writing (not note form), must not be longer than 160 words, including the given ten (10) words. Each word should be written in a separate box. If you make a mistake, cancel the word(s) and write the correct word(s) in the same box(es) above or next to the cancelled word(s). [20] sous 2018Write your summary on this page putting one word in each of the cells for easy counting. Hyphenated words are counted as one word, Begin your summary as follows: Zimbabwe | needs both icademic and practical Skills Therefore, | its education@) ) © SECTION B (10 MARKS) Answer all the following questions. You are advised to spend not more than 30 minutes on this section. Fill in the blank spaces with appropriate prepositions. Write the prepositions ‘only in the answer spaces provided below each sentence. go along the Minister on the issue of making Zimbabwe a nation of thinkers and doers. a important for leamers to go the experience of industry and commerce before making a decision to specialise. a) Choose the correct word to complete each of the following sentences. Write the correct word only in the answer spaces provided. @ She isa highly (intellecvintellectual) learner. tm Gi) The country has a large (number/quantity) of skilled personnel. Uy Re-swtite the following sentence starting with: The government’ ... @ The leamers were motivated by the government's new educational policy. zi 3 Au (ii) Re-write the following statement starting with: There is a possibility It is possible for us to achieve our national goals, 002 2018«& @ aii) Re-write the following sentences, changing them to reported speech. @ ‘Choose the correct word from the following pair to fill in the blanks in each sentence. Write the correct word only in the answer spaces provided below each sentence. (has, have) ‘The learner and the teacher to exercise self-discipline. My teacher and mentor, Mr Moyo, arrived. “There is a serious situation now, where the youths focus on seeking ‘employment abroad,” the speaker lamented. of “For the past ten years, we have witnessed a massive expansion in education,” said the Minister. 400s 2018