ENGLISH LANGUAGE

FORM 4
FACILITATOR’S GUIDE
 NEW TRENDS

IN

ENGLISH LANGUAGE
FORM 4

FACILITATOR’S GUIDE

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© EDULIGHT BOOKS
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First Print: 2021

Editor : 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. Wait and See...........................................................................1
2. Gender Struggles ....................................................................5
3. Generation Gap ......................................................................9
4. The House We Build ............................................................13
5. Sexuality, HIV and AIDS .....................................................17
6. Mock Examination 1 ............................................................21
7. Communication ....................................................................24
8. Culture and Heritage ............................................................27
9. Second Chance in Life .........................................................31
10. Drug Addict ..........................................................................34
11. Financial Literacy in Africa: A call to action .......................37
12. Mock Examination 2 ............................................................40
13. The Legend-Oliver Mtukudzi ..............................................43
14. Gender-based Violence ........................................................46
15. Image of a Mother ................................................................49
16. Cyclone Idai .........................................................................52
17. Hard-knock Ngoma ..............................................................55
18. An Inspector calls.................................................................58

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19 Responsibilities ....................................................................61

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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 4 is one of the Form 1 to 4 series of

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

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

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

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

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

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

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

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Trends Form 1 tries to keep these new demands within reasonable bounds until
a time when it is necessary to show a shift. That is very important and should
not be taken for granted.

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 Teacher’s guide together
with the New Trends in English Form 1 learner’s book.

B. THE SHAPE OF THE NEW TRENDS IN ENGLISH

LEARNER’S BOOK

New Trends in English Book 4 contains twenty chapters. This means that, on
average, at least six chapters a term should be covered. Chapters 6 and 12 are
mock examination chapters with full paper 1 and 2. These sample examinations
can be used for mid-year 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

Summary writing is designed in a spiral way starting from listing of points
of a summary question and then writing of continuous summaries. 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.

v Are the requirements of the topic met?

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

(v) Speaking and Listening

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

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

A. WAIT AND SEE

Answers to comprehension questions

1. a) (i) To plead with the chief to intervene for the people
and save the people
b) (i) The ceremony
(ii) Enthusiasm
c) (i) She was beyond child bearing age
(ii) So that when the sun comes back, it will set with rain cloud
brewing in it.
d) To dry it out in the sun
To brew beer
e) “I nodded my head sarcastically”
2. a) (i) Permission to take photographs
(ii) Skinning a he-goat
b) (i) His warped cynicism
His colonial ideas
c) (i) He took five pieces of meat instead of two
(ii) In the meat
d) (i) At the entrance of the cave
(ii) He was frustrated for not having his camera

3. Vocabulary
a) Gigantic /huge / massive /very big
b) Charming / alluring / persuasive / spell binding
c) Persistent trouble / drought
d) Listened / took head
e) Make known / reveal / disclose / uncover / expose
f) Concentrated /deeply immersed / deeply involved
g) Fearlessness / temerity / boldness / daring

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C. LANGUAGE STRUCTURES
Exercise 1a
Auxiliary verbs
1. have 2. has 3. were 4. had /were
5. had 6. had 7. have 8. had
9. am 10. has

Exercise 1b
1. is 2. has ` 3. has, have, has
4. is, has 5. has 6. has

Exercise 1c
Phrasal Verbs
1. took 2. got 3. took 4. took
5. broke 6. took 7. rose 8. come
9. rose 10. got

Exercise 1d
Simple and Compound sentences
1. Simple 2. Simple 3. Simple 4. Simple
5. Compound 6. Compound 7. Simple 8. Compound
9. Simple 10. Compound

D. COMPOSITION WRITING
Descriptive Composition
Exercise 1e
Answers will vary.

E. SPEAKING AND LISTENING

Disaster Management
Exercise 1f
Answers will vary.

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 CHAPTER TWO

A. GENDER STRUGGLES

Answers to comprehension questions

1. a) (i) He had got his money from the Grain Marketing Board
(ii) Scary
(iii) He hid his cheque in a wooden box
He locked the wooden box
b) His wife was snoring heavily
He had his heart throbbing menacingly
c) (i) Gilbert was totally consumed by the money from the Grain
Marketing Board and he refused to listen to Varaidzo
(ii) By taking all the good harvest benefits and throwing the losses to
Varaidzo
2. a) The children’s clothes
Dawson’s fees for the following term
b) (i) Varaidzo’s shouting would cause the enemy to hear and hurt them
(ii) Gilbert was now calling her “woman”
c) (i) He was impressed by the cattle.
(ii) Gilbert believed that Mrs Masoso would bewitch him.
(iii) Gilbert believed that she was evil.
d) He exerted effort industriously.
3. a) Night
b) Threateningly / dangerously
c) Mocking / taunting / contemptuous
d) Carelessly / heedlessly / headstrong
e) Ruminant / food from the stomach being chewed again
f) Silent / dumb
g) Treated with care /coddled / fed luxuriously
h) Tiresomely/in a way that takes much effort

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4. ours 5. theirs 6. our
7. its 8. your 9. mine
10. yours 11. your 12. hers
13. your 14. my

Exercise 2c
Relative pronouns
1. Varaidzo took the wooden box which contained the fat cheque.
2. Gilbert refused to talk to Mrs Masoso who had helped him with the
necessary draught power he needed.
3. The industrious man is the farmer whose field produces a bumper harvest.
4. Varaidzo stole the cheque which was valued at five hundred dollars.
5. I wrote about the problematic cheque which split the couple apart.
6. Gilbert saw the chicken coop closed that Dawson should have opened.
7. I talked to the old generous woman who was a neighbor to Gilbert.
8. Varaidzo is a caring mother whose children are sleeping peacefully in the
round kitchen.
9. Dawson was the Grade Two pupil who I was talking about his uncovered
Maths exercise book.
10. Gilbert was the hardworking farmer whose field spread out from where
Masoso’s ended.

Exercise 2d
Complex sentences
1. David took the knife to the kraal because he wanted to kill the troublesome
goat.
2. His mother carried her wrapper over her shoulder in case it would rain
3. Tim must finish his homework first before he can join the main team.
4. Although it rained very heavily this season, the farmer harvested very little.
5. Monitor was taken to the clinic this morning since she was feeling nauseous.
6. The stranger was a murderer who carried a machete in his hands.
7. The boys tied the domestic animal which was huge and strong.
8. The downpour destroyed many buildings and trees even though it left the
Chief’s house intact.

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 CHAPTER THREE

A. GENERATION GAP

Answers to comprehension questions.

1. a) (i) He did not want to stir his father’s wrath.
(ii) “In the gleeful stare.”
(iii) To warm the heat and the wind.
b) (i) Irritable voice /assertiveness
(ii) He stood up for him
c) To ease his stammering movements/limping.
To give him balance
d) (i) Putting cabbages onto the track
(ii) Manure
2. a) (i) Stumbled out limping.
(ii) Crushing his stubborn attitude
b) He was not well and he was struggling to get himself up.
c) (i) He waved green cabbage leaves across his face.
(ii) His form
d) He was angry
e) James had broken the windscreen and father was angry at him
3. Vocabulary
a) Saunter walk slowly
b) Assertive demanding recognition of
c) Astounding extraordinary
d) Filial related to a son
e) Stooped bent low
f) Subdue suppress
g) Booze alcohol
h) Made faces at tease

B. SUMMARY WRITING
The father’s actions and how James and I reacted.

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 CHAPTER FOUR

A. THE HOUSE WE BUILD

Answers to comprehension questions

1. a) Two people who are physically joined together.
b) music
c) because of the happiness in the house
2. a) fighting/quarelling
b) bark, mews, pawing
c) i bark- accusations
mews- happiness
pawing- scratching/touching
ii) there is no turning back/ the process of action has started
d) - spending money without telling the spouse
- spending money on relatives without asking for permission from
spouse
3. Vocabulary
a) Joined/attached/ linked/connected
b) Respectable/ morally noble
c) Presents/ offerings
d) Allegations/charges/impeachments
e) Runs away/flees/ escapes
f) Walks lamely/awkwardly walk
g) Attacks/accuses
h) Damages/stains/scars

B. SUMMARY WRITING
The fights we had and the reasons why we fought and how we resolved
them.
• In a while, we are a dog and a cat
• The proud unitsof selfishness erected anthills in the form of fights
• Alms of accusations, barked from all sides

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 CHAPTER FIVE

A. SEXUALITY, HIV AND AIDS

Answers to comprehension questions

1. a) (i) Periphery
(ii) Sit
Walk around rooms/indoors.
(iii) It is far
It is very slow
b) (i) To remain steadfast and take the medicine.
(ii) I am waiting to go away forever.
c) (i) So that she can commit fully to nurturing and nursing her father.
(ii) on the cover bed.
2. a) (i) He vomits everything after he eats it.
(ii) She left him at a time when he needed her the most.
b) (i) The head
(ii) He cries out
He tries to stretch out his fingers.
(iii) Feels numb
Splitting headache
c) Eyes
3. Vocabulary
a) Doubtful / unsure / undecidedly
b) Going away /giving up /vanishing /disappearing/
c) Huge / very big / large / roomy
d) Filthy / foul / unpleasant
e) Listening secretly to a private conversation
f) Frightening / intimidating / dormidable
g) slender / thin / weak in appearance
h) rebounding / bouncing / hopping

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 CHAPTER SIX
MOCK EXAMINATION 1
PAPER 1
SECTION A
Answers will vary
Section B
Answers will vary

PAPER 2
1. a) (i) Mating / courting.
(ii) He wants to hold him.
He wants to check what the problem is.
b) She could not feel his pulse.
c) A consequence of medication that he was taking.
d) She is very economic with words.
e) (i) He could not make Monitors mother stay.
(ii) To give her hope of a lavish lifestyle which could never happen.
2 a) (i) The drying sores
(ii) His arms
b) (i) His ears standing out.
(ii) Looking alike / the exact copy of
c) (i) He feels itchy
His back is still painful
(ii) The narrator had gained two kilograms.
3. a) Darkening / obscuring
b) Wet / drenched / sodden
c) Giddiness / light headedness
d) Small in stature / slim / little
e) With nothing
f) In disagreement / getting into a fight
g) Enjoying / relishing / appreciating
h) Overpowered / crushed / encumbered / destroyed

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 CHAPTER SEVEN

A. COMMUNICATION

Answers to comprehension questions.

1. a) (i) Communication
(ii) The message would be lost before it got to its destination.
(iii) Menace
b) (i) To make people aware of a raiding / predatory attacker.
(ii) Previous / first one
c) It created monopolies
Lack of customer care
2. a) (i) Telephone
(ii) Messages got to their destinations in a very short time/ instantly.
b) (i) Separation by vast expanses of land and water.
(ii) Sent back to the mother country, raw materials for final processing
c) (i) Sign language
Chilapalapa
(ii) Interacial romantic relationships
3. Vocabulary
a) On their way / along the way / to the destination
b) Raiding /plundering / pillaging /killing
c) Absolutely necessary / that one cannot do without
d) Fast/ prompt / speed
e) Desire / drive / push / motive
f) Helped / contributed / played a part
g) Gave in / yielded
h) Unavoidable / impossible to prevent / inescapable / certain.

B. SUMMARY WRITING
Advantages and disadvantages of agents of communication.
• Trade between countries, fueling conflicts and building long lasting
relationships between individuals.

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 CHAPTER EIGHT

A. CULTURE AND HERITAGE

Answers to comprehension questions.

1. a) It is a way of life which a particular group of people respects.
b) The local or national lifestyle of a people which is embedded in their
roots.
c) Foreign influence
Media influence
d) Traditional attire is more descent whereas foreign attire is more
fashionable and worldly.
e) Fashionable dressing
2. a.) Extinction of local dialects.
Promotion of violence through media.
b) Television, radio and films.
c) Elders should be respected.
Indigenous languages should be taught in schools.
Indigenous foods should be served in restaurants and hotels.
d) Inferior
e) They imitate bad values from the media.
3. Vocabulary
a) Migration from rural to town/ population migration to town areas.
b) Choice dishes / pleasing or appealing dishes / tasty foods
c) Prolonged problem / continuous over an extended period.
d) Disappearance / vanishing / extermination
e) Lower quality / poor / bad
f) Learning to live in an acceptable way / interacting with others.
g) Feasts / events/ community gatherings / celebrations.
h) Occurrence / event / process.

B. SUMMARY WRITING
Threats which Zimbabwean culture is facing and the effects of the threats
on children.
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 CHAPTER TEN

A. DRUG ADDICT

Answers to comprehension questions.

1. a) Shocking energy.
b) He was very hungry.
c) Hate/ dislike.
d) Smart phone.
e) Harshly discarded.
f) Makes him sick.
makes him lose appetite
2. a) Vibrating / echoing
b) Sad / depressed
c) I am sinking in quicksand.
d) I am a slave of cocaine.
e) Ill-mannered activities.
Mischief
3. Vocabulary
a) Hungry / desire / starving and craving food / strong desire for food.
b) Brightness
c) Revenge / fight back / requite / repay
d) Perspiring heavily
e) Volatile / vehemently / violent anger
f) Eaten / consumed / wolfed / gorged
g) Very strongly / energetically / powerfully / forcefully
h) Increases / becomes excessive / becomes severe

B. SUMMARY WRITING
The challenges the narrator faced and how he tried to overcome them.
• He wanted to explode.
• He felt like he was sinking.
• The situation at home pulled him down.

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 CHAPTER THIRTEEN

A. THE LEGEND - OLIVER MUTUKUDZI

Answers to comprehension questions.

1. a) His parents.
b) The ability to earn a living and take care of others.
c) He teamed up with Thomas Mapfumo for a band called Wagon
Wheels. He went on to record with the band.
d) The second Chimurenga
Colonial rule in Rhodesia
e) They found other musicians to continue with.
2. a) Stop Africa Orange
b) It was released during Zimbabwe’s Independence.
Many lives had been lost in the liberation struggle.
c) Becoming a big hit/ developing into a renowned band.
d) It is a fusion of African beats and western jazz music.
e) The arts: dance/ drama/ poetry/ storytelling.
3. Vocabulary
a) Hero/ icon/ famous person
b) Happening before ready
c) Maiden/ initial formal performance/ first performance
d) signed on/ got into an agreement
e) Separated/ break up/ disperse
f) Started again/ began again/ regrouped
g) Events/ gatherings/ celebrations
h) Types/ categories/ classes/ kinds

B. SUMMARY WRITING
Mtukudzi’s deeds which made him famous in his career.
• And his parents drew in Oliver to judge their singing.
• This musical environment drew him to music.
• Mtukudzi teamed up with Thomas Mapfumo and that was his o翿 cial entry

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 CHAPTER FOURTEEN

A. GENDER-BASED VIOLENCE

Answers to comprehension questions.

1. a) Denigration
b) Men and women
c) Publicly
d) In every country in the world
2. a) Answers may vary
b) Women need validation from men
c) Feeling guilty
d) Inconvenience oneself with expenses/ encounter unnecessary expenses
3. Vocabulary
a) Belittled/ unfair treatment/ ill-treated/ defamation
b) Unsuitably / improperly
c) Insulting behaviour/ reproachful tendency/ offensive trait
d) Global or worldwide violent uprise/ common or general abhorrence/
vast dislike.
e) Gagged/ restrained/ limited/ confined/ bound
f) Maltreated/ violated/ defiled/ reproached
g) Merit/ earn
h) Forced activities on someone/ desecrations/ transgressions

B. SUMMARY WRITING
Men’s actions and the women’s reactions as well as the solutions.
• Continue to believe that it is their duty to evaluate women.
• Women feel isolated, causing them to blame themselves.
• Repeated experience of sexual harassment from male strangers makes
women limit their choices regarding how they dress and discuss about
travel.
• Women tend to incur financial burdens to avoid public places.
• Most men live in ignorance while most women try to adapt by living
more restricted lives.

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 forbidden by the prophet.
• Tendai crawled out of the bathroom and slumped onto the bed.
• Tendai felt very much alone.
• She looked at Casper’s portrait on the wall.
• She felt the bile of disgust rise up her throat.
• Her mother’s voice drummed that she should find an honest man.
• Tendai tried to jump but she slumped on the floor, prompting further
bleeding.
• She let out a demented scream.
• She fainted.
• She woke up to the bang of doors and running feet.
• She felt the sear of the deriding eyes of the women from Casper’s
harem.

C. LANGUAGE STRUCTURES
Exercise 15a
Answers will vary

D. COMPOSITION WRITING
Exercise 15b
Answers will vary

E. SPEAKING AND LISTENING

Exercise 15c
1. Raid 2. Found, plate 3. Find
4. Flour, height 5. Plight 6. Freight
7. Spout 8. Find 9. Plough

F. LANGUAGE GAMES
Word Game
1. Rest 2. Able 3. Table 4. Stable

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 CHAPTER SEVENTEEN

A. HARD KNOCK, NGOMA

Answers to comprehension questions.

1. a) Echoes
b) Intensifying fury/ increasing rage/ fuming
c) It was hopeless/ useless
d) Fuming
Rage
Disgust
2. a) awaited
b) causes one to lose control of their faculties straight away/ makes one
drunk right away
c) his mouth went agape and eyes were wide open with awe
3. Vocabulary
a) Formulated
b) Very strong/ knocked him out.
c) His mouth went agape, eyes wide open.
d) Decrease/ lose power
e) Strict/ severe/ hard
f) Serious matter/ grave issue
g) Clever/ intelligent
h) Disguised/ covered/ filled with

B. SUMMARY WRITING
My reaction to the drug
• I attempted to stand but slumped hard onto the ground.
• I lay there for a couple of minutes.
• It was like a hard knock, a hot wave, it felt like a strong doze off to
sleep.
• One sip and I was gone.
• I tumbled down to the ground and out a loud sob.

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B. SUMMARY WRITING
The actions of Tafara, his uncle and Maraini.
• Telling Uncle I boarded a bus to Chivi.
• I told Uncle Tatenda everything.
• The next day we went back.
• Uncle Tatenda reminded Maraini what mother had said.
• Maraini shouted at Uncle to get away and take me with him.
• Maraini leaned on the mulberry tree for support.
• Uncle pleaded that he had come to unite us not to divide us.
• Uncle told Maraini that he should make a budget that includes
everyone.
• Maraini staggered around.
• Maraini fumed and told us to get off his homestead.
• We hurriedly drove the three cattle out of the kraal and left.
• Uncle enrolled me at a local government in Chivi.
• I wrote Ordinary level in three years.
• I got a temporary teaching post.
• I phoned Janet’s mother to ask about Maraini.
• I told Janet’s mother that she has spent most of my cattle on Janet.
• I told her that l learnt to wash my clothes when I was six years old.
• I was moved beyond limit, I visited Maraini at St Antons Mission.

C. LANGUAGE STRUCTURES
Exercise 19a
1. Although St Antons Mission was a renowned medical centre, it failed to
treat Maraini’s ailment.
2. Tafara teaches four hours early in the morning and also teaches over the
weekend but his pupils perform dismally in the mid-year examination.
3. Muchaneta visited her uncle at his new school in order to get several
packets of grocery.
4. Despite the destruction by the cyclone, most households continued to send
their children to school.
5. Even if his health condition was deteriorating the hospital continued to

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