TRENDS Get your NEW TRENDS in

ENGLISH LANGUAGE FORM 2

Facillitator’s Book for the New Curriculum

“Together in Education”
 NEW TRENDS

IN

ENGLISH LANGUAGE
FORM 2

FACILITATOR’S GUIDE

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© EDULIGHT BOOKS
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First Print: 2021

Editor : Edulight Books

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

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

2. ANSWERS, HINTS AND SUGGESTIONS.

Chapter Page
1. The Strange Woman (Pt 1) .........................................................1
2. The Strange Woman (Pt 2) .........................................................3
3. The Story of Thandi ...................................................................5
4. Environmental Waste Management ...........................................7
5. Revision Practice......................................................................10
6. The Accident ............................................................................13
7. Sisters (Pt 1) .............................................................................15
8. Sisters (Pt 2) .............................................................................18
9. Hitting Back .............................................................................19
10. Revision Practice......................................................................22
11. The Internet ..............................................................................24
12. Ensuring Access to Justice for Women with Disabilities .........27
13. Unemployment Blues ...............................................................29
14. Fightingthe VeldfireScourge ..................................................32
15. Reading for Pleasure ................................................................35
16. Revision Practice......................................................................36
17. Inside Zimbabwe’s Sacred Forests ...........................................38
18. Children Living in the Streets (Pt 1) ........................................41
19. Inside the Fight to Curb Pangolin Poaching ............................44
20. Reading for Pleasure ................................................................47

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21. Examination Practice................................................................48
22. End of Year Examination..........................................................50

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

A. ABOUT NEW TRENDS IN ENGLISH

New Trends in English Language Form 2 is one of the Form 1 to 4 series of

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

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

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

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

The facilitator’s role remains essential in the teaching and learning process
to ensure total acquisition of competences in the learner. The use of these
books assists the educators to work on the aim of the syllabus; to develop
criticalthinkingproblem-solving,decisionmaking,conflictresolution,
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
writinginordertoeffectivelydevelopskillsthatareimportantinlife.

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On the other hand, it is also recognised that both intellectually and emotionally
the students have reached a stage in their maturity where they enjoy responding
to material that is challenging and surprising. The right stimulus to the students
will often be aroused by the facilitator by using the Facilitator’s guide together
with the New Trends in English Language Form 2 learner’s book.

B. THE SHAPE OF THE NEW TRENDS IN ENGLISH

LEARNER’S BOOK

New Trends in English contains twenty-two chapters. This means that, on

average at least seven chapters a term should be covered. There are mock
examination chapters with full paper 1 and 2. These sample examinations can
be used for midyear or end of year examinations.

C. SUGGESTED APPROACHES TO SECTIONS IN NEW

TRENDS IN ENGLISH
(i) Reading Comprehension Passage
Except in examination cases, try to open a discussion on the topic before the
actual reading of the passage. Reading of the comprehension should be done
as a class in turns especially the opening chapters. Learners should all practise
to read loudly to the class so as to gain confidence, to learn to pronounce words
well and to be audible. Emphasis should be given to good pronunciation of
words because meaning may be lost if pronunciation is wrongly done. The
facilitator should still assist learners to correct any errors of pronunciation as
they arise. The way of correcting wrongly pronounced words should neither
disturb the progress of reading nor demotivate the reader. Second reading
of a comprehension passage is important for individuals as they look for
comprehension answers.

(ii) Summary Writing

There are varied selective summaries in the text. The mark allocation to
summary questions can be changed to suit the expectations of the facilitator and
the learners.

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

(iv) Composition Writing

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

• Are the requirements of the topic met?

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

(v) Speaking and Listening

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

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

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

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

(vi) Language Games

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

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which have definite answers and there are also a section where the assessment is
supposed to be done by the facilitator especially a bit of monitoring.

D. SUGGESTIONS ON TEACHING METHODS

There are suggested methods of teaching given here but the facilitator as the
sole person who is on the ground knows the best ways to develop the required
skills. Facilitator’s exposition, to the class, individual work given to learners,
pair work or group discussions, debates, role play, research and home works
can all be utilised. You should keep your learners motivated so as to attain the
best results.

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2. ANSWERS, HINTS AND SUGGESTIONS.

CHAPTER ONE

A. THE STRANGE WOMAN (Pt 1)

Suggested answers to comprehension questions

1. The outskirts of the village.
2. The secrets surrounding the old woman.
3. The way she looked at her.
4. (i) Her wrinkles.
(ii) The isolated red teeth in her mouth.
5. She was ugly and the girl was beautiful.
6. Picking/ getting maize cobs.
7. (i) Fear of the storm.
(ii) The place was dry and secure.
8. ManyaroinvitedBeautytothefiretodryherdress.
9. (a) Isolated
(b) Go
(c) Very frightened
(d) Bad dreams
(e) Dried and weak
(f) Crazy
(g) Not moving
(h) Ate greedily
(i) Ran away
(j) Stood still

B. SUMMARY WRITING
What Old Manyaro and Beauty did and felt.
– Old Manyaro chased Beauty in the dream, pulled her face up roughly
– Old Manyaro would choke Beauty and tease her in the dream
– Beauty was fascinated by the secrets surrounding Old Manyaro

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 CHAPTER TWO
A. THE STRANGE WOMAN (Pt 2)

Suggested answers to comprehension questions

1. She helped Beauty to dry her dress and tucked her closer to the fire./ She
accommodated Beauty in her hut etc.
2. (i) Fear of the old woman
(ii) Fear of being unable to run into a storm
3. Because she did not know that the old woman knew the names Beauty and
Mermaid.
4. The woman’s skinwascoffee-coloured andlighterthanhers./Shehad
three charred teeth.
5. He forced youths into training camps.
6. (a) Tortured and forced them into training camps.
(b) Abused / Raped.
7. George
8. She had lost appetite.
9. (a) Resigned to fate
(b) Raging
(c) Flickering
(d) Ravage
(e) Charred

B. SUMMARY WRITING
The experiences of old Manyaro during war:
– She became a victim of human greed.
– War destroyed her bliss.
– Witnessed killings, torture and rape.
– Victimised because of her beauty.
– Verbally abused.
– Beaten up and divorced
– Heartbroken
– Victimised and abused by her lover and soldiers.

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 CHAPTER THREE

A. THE STORY OF THANDI

Suggested answers to comprehension questions

1. (i) To stay in the shade.
(ii) To escape the heat.
2. To kill the cock.
3. Its pages were now wrinkled.
4. (a) Her disability/ inability to move
(b) mishap
5. She was now able to play games with friends.
6. Persistence would make her mother vicious and depressed.
7. (i) To get sick.
(ii) Come back to her to nurse him.
9. (a) Very hot/charring/ burning
(b) Vaguely/imprecise in thought
(c) Rubbish left in a public place
(d) Handlocked/putsomeoneincuffs
(e) Retarded

B. SUMMARY WRITING
The narrator’s actions and feeling from the time she is left home alone up
to when Rejoice announces her presence:
– Pushed the wheelchair to stay in shade and escape the heat.
– Felt tired and lonely.
– Nostalgic of the time before her mishap.
– Exhausted from reading a novel, which is her inspiration.
– Mobility is her biggest nightmare.
– Felt sorry for mother.
– Movedbyhermother’seffortstosecureawheelchair.
– Mother had protected her from ignorance.

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 CHAPTER FOUR

A. ENVIRONMENTAL WASTE MANAGEMENT

Suggested answers to comprehension questions

1. Leftovers/Unusable household products.
2. (a) Can be spread in the sun and burnt after days./Can be dumped into
bins outside.
(b) It increases the carrying volume of pits.
3. Endangering.
4. Human stools.
5. Boiling it.
6. Every citizen.
7. (i) Recycling.
(ii) Make toys for sale.
(iii) weaving beautiful mats
8. Cholera, dysentery and typhoid
9. Companies buying back what has been rendered useless in suburbs.
10. a. decayed, bad
b. on the other hand, or
c. litter, garbage
d. periphery, edges
e. wander, meander

B. SUMMARY WRITING
Challenges experienced in waste management
– The biggest challenge comes in disposing products from industries
– They can not be burned
– The sharp edges of open tins and broken bottles tear holes into plastic bins
– There is risk in bottles breaking in contact, endangering council o翿 cers
who load bins into trucks.
– Proper running sewage system may contaminate the environment leading

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 to diseases
C. LANGUAGE STRUCTURES

Exercise 4a: Verbs

1. Found 2. Run 3. See
4. Washes 5. Spreads 6. Wrote
7. Took 8. Went/arrive 9. Knocked
10. Asked

Exercise 4b: The present simple tense

1. David fails the examination.
2. He gets a very poor mark.
3. He tears the answer sheet up.
4. He bangs on top of the desk.
5. He holds his chin in his palm.
6. He cries sadly.
7. David asks for the correct answers.
8. He writes corrections.
9. He goes to the class teacher.
10. Hefindshimtoobusy.

Exercise 4c: The simple past tense

1. The boy came without a travelling bag.
2. David went away with his elder brother.
3. Jorumatethemangoesfirst.
4. Miriam did not have money to spend.
5. He broke a lot of branches.
6. He had much money hidden in the bed of the river.
7. Jorum told his brother the secret he had been told.
8. David spent much money on alcohol.
9. The school in town was closed.
10. Theco翿 ndidnotfrightenJorum.

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 CHAPTER SIX

A. THE ACCIDENT

Suggested answers to comprehension questions

1. He was knocked down by a car.
2. His thigh was broken and twisted under him so that his foot faced
backwards.
3. Near his head.
4. His trousers had been torn at the back.
5. They could not read his face.
6. (i) They felt pity for the injured man.
(ii) Angry because it was a European who did it.
7. (i) Red stop glare up the road.
(ii) More Africans coming.
8. He was the only European.
He was in the car that hit the man
9. He came later after the man had been hit.
10. (a) Hit the ground
(b) Was held
(c) Torn
(d) Swelling
(e) Had a wide strong body
B. SUMMARY WRITING

What the European did from the time he examined the injured black man
to the end of the passage.
– The European from the car came striding up and down the road.
– Bend over the victim, without touching him, he straightened his back and
wiped his face.
– Stood a few feet from the victim, surrounded by a crowd whose language
he did not know.
– He did not look at the crowd.

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 CHAPTER SEVEN

A. SISTERS (Pt 1)

Suggested answers to comprehension questions

1. Abandonment
2. She was active in girls’ soccer not volleyball.
3. Emilda had promised to cover her books.
4. Their property/ Belongings
5. (i) It was Emilda’s turn to do household chores.
(ii) Her friend knew nothing about Emilda.
6. Their mother.
7. (a) Outside
(b) Gladys made a decision to tame her younger sister out of danger/to
discipline Emilda
8. Her father was hot and sweating.
9. Priscilla
10. (a) Mother’s sister
(b) Because she was family
11. They both died
12. a. Winding
b. Neglect
c. Reluctantly
d. Gently/ carefully
e. Resolute

B. SUMMARY WRITING
The events that led Gladys to make a decision to discipline Emilda
– Emilda dismissed two hours back and it was getting dark
– Their uncle had passed onto her the responsibility of looking after the
younger sisters
– Nextdayintheafternoon,shemadeanefforttofindher.
– Her friend was at home and knew nothing about Emilda.
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 CHAPTER NINE

A. HITTING BACK

Suggested answers to comprehension questions

1. Back, waist, muscles
2. Between the legs
3. He did not care where he whip/hit
4. He was thinking of Monica
5. Invadedthepastures,dwarfingtheindigenoustrees
6. Beerbrewing,fingermilletandsorghumproduction
7. Heshowedthemwhatthelivestockhadgrazedoff
8. (i) Planted and buried thorns
(ii) Added stones and hid, ready to warn any other imposters.
9. He thought they had killed him.
10. He lied that they were looking for a cow when they discovered what had
happened.
11. Because it was not the right time
12. Because he was the one who came up with the idea
13. a.preparetofight/settle
b. with doubt/ hesitation
c. remove tension
d. dominating/ overlooking
e. quick and sudden

B. SUMMARY WRITING
Learners to give an account of what the boys and Mr Machaya did from
the time he left the beer party up to when he came from hospital.

– Our yard
– IflewaheadandtookCletos
– We scurried to lay our traps

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 d. staring/ ogling
e. laggards/ slackers
f. enjoyed/ liked
g. puzzled/ confused
h. calmed down/ eased up
i. coldness
j. convenient/ appropriate

SUMMARY WRITING
What Miss Zuva did in the classroom as a facilitator

– Miss Zuva made clear and quick examples on the board for all
– She divided the students into groups and asked them to work
– She constantly made sure the pupils do not go beyond whispering by
saying sh-sh-sh
– Lost in her thoughts, she would close her eyes even if she wasn’t sleeping
– Sheputfinaltouchesto Tambu’svegetablebed
– She watered his bed as an example for others
– She also disciplined Tambu for breaking Morrison’s ruler

SECTION B: SUPPORTING LANGUAGE STRUCTURES

1. (a) better (b) little

(c) threw (d) loss
(e) advice
2. a) He was asked by his wife to carry the baby.
b) I was told not to go to the township.
c) Since Tatenda does not have a ruler, she borrows from me.
3. (a) the
(b) heard

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 CHAPTER TWELVE

A. ENSURING ACCESS TO JUSTICE FOR WOMEN WITH DISABILITIES

Suggested answers to comprehension questions

1. They are discriminated against/people don’t know how to communicate
with them.
2. Violence
3. Deaf children play alone, people don’t like us.
4. Answers vary. May include vulnerability etc.
5. Her grandfather
6. Women living with disabilities of all age groups have been empowered to
know their rights and report acts of violence.
7. A sign language interpreter.
8. Counselling and logistics
9. a) exploitation/ maltreatment
b) incapacity/ ailment/ disorder
c) brutality/ cruelty
d) group/ section
e) impaired hearing
f) termination/ miscarriage
g) equity/ fairness
h) a family that takes care of children after they have been orphaned or
when their family is unable to take care of them
i) professional help to deal with personal issues
j) equipped/ enabled
B. SUMMARY WRITING
Challenges faced by Ashley and what was being done by organisations to
help women and girls.
– No schools for deaf children where she come from
– Discriminated against
– Most people do not know sign language so it is hard to communicate
– Disabled women are more vulnerable to abuse and violence
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 CHAPTER THIRTEEN

A. UNEMPLOYMENT BLUES

Suggested answers to comprehension questions

1. Hewashardenedintoacynicalskepticabouteverfindingajob
2. So that he would not be wasting his time later regretting
3. As bloody lazy
4. He was sleeping in gutters and drainpipes
5. Lackedconfidenceandheshowedthathecouldthink
6. Use own discretion
7. To assist him
8. The intimidatory appearance of Mr Thompson
9. Start on Monday/Start at seven
10. a) clearlydi翿 cult
b) criminal
c) suddenly
d) unconsciously
e) burst with a loud noise
f) fairly fat
g) poked
h) long annoying period of time
i) showing annoyance
j) lacking skills for a job

B. SUMMARY WRITING
Paul Masaga’s suffering while looking for the job from the time he saw
many JC holders.
• Depressed of other JC holders who had better Grades than him.
• Learned to accept many more situations in life.
• He had sardonic thoughts about him paying the price of going to a mission
school with a motto and believing all they were told about education yet he

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 CHAPTER EIGHTEEN

A. CHILDREN LIVING IN THE STREETS (Pt 1)

Suggested answers to comprehension questions
1.Tofindsomewheretosleep
2. Zhuwawo’s usual place near the supermarket across the road
3. It made him feel vigilant at night
4. He brought together the loose ends of his long dustcoat for warmth
5. Raji and his gang
6. He was knocked by a car while running away from Raji
7. His parents had died
8. Street brawls and insults
9. Because the police hated street children
10. (a) Watchful
(b) Empty
(c) Shaking because of fear
(d) Unpleasant smile
(e) Seriousness
(f) Lonely
(g) walks aimlessly
(h) Stale
(i) Boring
(j) People watching

B. SUMMARY WRITING
Actions that exactly show that Sami was missing his companion
– He cried again wishing he might also die
– The vision of red blood, mucus and other things overcame him
– Knelt down and vomited violently into a nearby drain
– He cried and threw a crumb of bread into the drain
– Sami stood in the crowd watching and not saying anything

41
 them
– The animals are protected under the Parks and wildlife Act
– Illegally possessing or dealing in them attracts a prison sentence of up to
twelve years
– Chiefs using beliefs about pangolins to educate people to deter poaching
– The people in turn teach their children to value the pangolin and never kill
or sell it.
– The community will not sell or buy the pangolin despite its high value
– Traditional leaders work with the authorities, police, judiciary and they are
very proactive in pangolin conservation.
– The traction on pangolin conservation has been positive

C. LANGUAGE STRUCTURES
Exercise 19a
1. Would you wait for the dessert?
2. How do you do, Joseph?
3. He could’ve swum across the river.
4. I shouldn’t argue with foolish people.
5. The ill patient might’ve taken poison.
6. Is the teacher still in hospital?
7. He may have applied for sick leave.
8. I can’t get to the station on time.
9. Iwon’tfindhiminhospital.
10. Patience isn’t the only faithless woman in the city.

Exercise 19b
Answers vary

D. COMPOSITION WRITING
Answers vary

45
 e.poured/flowed
f. cause/
g. beat violently
h. moved back
i. protector
j. fell/collapsed

SUMMARY WRITING
– Simon grabbed him by the collar and dragged him into the heart of the
bush
– Pulled him across whipping thorn branches and they all suffered scratches
– He asked them why they were pulling him and wedged him between
themselves ordering him to sit down
– They asked questions and hit him across the face with the back of the hand
and he whimpered
– Mucus and blood streamed down his face
– Hithimwithfists,kicksandnailsafteraskinghimquestions
– He retreated and fell into the river sustaining bruises losing a lot of blood
from the head and elbow

SECTION B: SUPPORTING LANGUAGE STRUCTURES

1. (a) worn
(b) gone
(c) careless
(d) cautiously
(e) explanation
2. (a) waste
(b) destructive
3. (a) Janet wrote her surname in small letters.
(b) I want to go to Mutare tomorrow.
(c) What is your favourite novel?

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

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