New Trends English Trs 2
New Trends English Trs 2
New Trends English Trs 2
FORM 2
FACILITATOR’S GUIDE
NEW TRENDS
IN
ENGLISH LANGUAGE
FORM 2
FACILITATOR’S GUIDE
a
© EDULIGHT BOOKS
Throgmorton House
Cnr Samora Machel Ave/ Julius Nyerere Way
3rd Floor
Harare
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior permission of the publishers.
b
Contents
1. INTRODUCTION TO THE NEW TRENDS IN ENGLISH
FACILITATOR’S GUIDE
a) About New Trends in English
b) The Shape of The New Trends in English Learner’s Book
c) Suggested Approaches to Sections in New Trends in English
d) Suggestions on Teaching Methods
Chapter Page
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
c
21. Examination Practice................................................................48
22. End of Year Examination..........................................................50
d
1. INTRODUCTION TO THE NEW TRENDS IN ENGLISH
FACILITATOR’S GUIDE
The facilitators are expected to develop learners’ competencies through the use
of information communication technologies (ICTs) in the learning environment
to equip learners adequately for real life experiences in the contemporary world.
The facilitator’s role remains essential in the teaching and learning process
to ensure total acquisition of competences in the learner. The use of these
books assists the educators to work on the aim of the syllabus; to develop
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.
e
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.
f
(iii) Language Structures
This section is generally designed in such a way that facilitators face new
material at each stage. The sample approach has been used throughout all the
four books of New Trends In English Language.
Language is a complex set of skills that can only be learnt by practice. It follows
that the more the students practise, the more skilled they will be. So do all you
can to minimise your own talk and maximise the students’ talk.
g
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.
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.
h
CHAPTER TWO
A. THE STRANGE WOMAN (Pt 2)
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.
3
CHAPTER THREE
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.
5
to diseases
C. LANGUAGE STRUCTURES
8
CHAPTER FIVE
REVISION PRACTICE
PAPER 1
SECTION A
Answers in this section vary according to the question. Marking should be by
impression.Focusongrammar,spellings,punctuationsanduseofdifferent
types of sentences. Use the table provided in chapter six in this facilitator’s
guide.
SECTION B
The answer to this question should include all the keys given and
any other relevant ideas added by the learner deserve a credit.
PAPER 2
SECTION A: COMPREHENSION REVISION EXERCISE
1. His mother
2. Malaria
3. His brother’s wife
4. (i) His tattered old clothing
(ii) He had sewn the patches himself
5. He had fairly shared the cows.
6. At the shops.
7. He had repeated several grades several times.
8. Carried Janet on his back and played with the sand.
9. Wanted to spite his brother’s wife when he became rich.
10. He moved away from the stool and sat down.
11. (i) Dayschoolsarecheaper/affordable.
(ii) Learning was the same.
12. The white socks and the girl’s panties.
10
CHAPTER SIX
A. THE ACCIDENT
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.
13
CHAPTER SEVEN
A. SISTERS (Pt 1)
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.
15
CHAPTER NINE
A. HITTING BACK
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
19
CHAPTER ELEVEN
A. THE INTERNET
B. SUMMARY WRITING
Learners to write a summary indicating the benefits and the unfavourable
outcomes of the internet.
– Information on every subject is available
– Reading/Surveying information is easy
– Easier to work from home
24
– Risk of abortion, denial of medication, neglect or threat of withdrawal of
care
– Facilitation of access to justice and services to survivors of violence
– Assistance include legal advice, support persons and sign language
interpretation
– Sign language classes, food, transport and accommodation
– Police andjudicialo翿 cers havebeentaughtsignlanguageandtrained
basic skills needed when working with a survivor of violence
– Women/girls with disabilities empowered to know their rights and to
report cases of violence
C. LANGUAGE STRUCTURES
Exercise 12a: Prefixes and su翿 xes
1. uncompromising 2. uncertain
3. unbuttoned 4. hostage
5. awarded 6. undisturbed
7. disassemble 8. unforgettable
9. unhealthy 10. mistreated
Exercise 12b
*Give back to the class
D. COMPOSITION WRITING
After receiving a letter from a friend who has gone to another school, learners
are to reply using the information and any other they may think of.
F. LANGUAGE GAMES
Talkaboutdifferentgenresofbooks.
28
CHAPTER THIRTEEN
A. UNEMPLOYMENT BLUES
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
29
CHAPTER FOURTEEN
B. SUMMARY WRITING
The effects of veld fires and the strategies used to reduce veld fire destruction.
– Forestry resources, plantations, livestock, property and human lives lost
– Legislation is being amended to ensure that custodial sentences are effected
– Ministry of environment has set up a national fire committee to develop
32
CHAPTER FIFTEEN
35
CHAPTER SIXTEEN
REVISION PRACTICE
PAPER 1: COMPOSITIONS
Section A
1. (i) He was an irrepressible extrovert
(ii) He had a recurring dream
2. Gregarious
3. (a) That it was something to do with his having been adopted as an infant
(b) Because his adoptive parents gave him all the support, he could ever
want
4. She was an attorney
5. (i) Was precocious
(ii) Restless and hyperkinetic
6. He showed them his driver’s licence
7. People called him Eddy, knowing him
8. He wanted to show him some pictures
9. Michael Domnirtz
10. At the Galland home
11. The similarity of the two in interests and appearance
12. a. reoccur/ repeatedly
b.fluent/understandable
c. advanced/ clever
d. sociable/ friendly
e. astonished/shocked
36
locusts,wormsorbirdsintheirfields
– Offenderswerefined
– Certain rituals had to be performed to appease the spirits
– Those who tried to clear the land for agricultural purposes, the next
morning the cleared and uprooted trees grew back into the same position
they were cut
– Such forests are not supposed to be used as arable land
– If one carried an axe into the forest intending to cut down trees, the axe
would disappear
– If one said uncalled for things, they would disappear in the forest for some
days only to reappear unable to explain what had happened
– Those who excreted in the forest had their waste follow them
– Any form of desecration warranted the brewing of beer to conciliate the
spirits
– During special rituals, no one is allowed to go in the forest wearing shoes
and no one is supposed to go in the forest before they clap their hands
C. LANGUAGE STRUCTURES
Exercise 17a
1. This/That 2. That 3. These 4. This
5. This 6. These 7. This 8. Those
9. This 10. That
Exercise 17b
1. beats 2. heard 3. peace 4. hurts
5. march 6. heat 7. park 8. hole
9. meet 10. bark
D. COMPOSITION WRITING
Learners write a composition based on the topic, ‘Wearing of school uniforms
by learners is not important and the practice should be stopped.’
Answers vary
39
Learnersingroups,discusstheeffectsofdroughtonhumanbeings,animals,
land vegetation and the country at large.
Learnerswritethefinaldraftpayingattentiontospellings,tenses,punctuation,
word division and grammar.
F. LANGUAGE GAMES
Learners to give a verb in a sentence and points at a member in the other team
to provide the noun.
43
CHAPTER TWENTY-ONE
EXAMINATION PRACTICE
PAPER 1
SECTION A: FREE COMPOSITION
Answers in this section vary according to the question. Marking should be by
impression.Focusongrammar,spellings,punctuationsanduseofdifferent
types of sentences.
48