| | ZIMBABWE SCHOOL EXAMINATIONS COUNCIL ©Copyright 120 by the Zimbabwe Schoo | Examinati 's Council (ZIMSEC). The Question and Answer Booklet produced by ZIMSEC is copyrighted. No part of this publication may be reproduced, stored in a retrieval system, transmitted or disserminated in any form or by any means: electronic, mechanical, recording or otherwise without prior written permission of the copyright owner.Foreword The Zimbabwe School Examinations Council (ZIMSEC) presents Volume 1 of the Question and Answer Booklet at the Ordinary Level ofthe General Certificate of Education in the Competency Based Curriculum. The Issue contains question papers and suggested answers for past examinations. In addition, there are notes that give clarification on the possible answers provided. Hopefully, both teachers and leamers will find the material contained herein helpful in their preparation for examinations. 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Examinations Council (ZIMSEC) Anists + Acknowledgement of use of ontine imagesTABLE OF CONTENTS CONTENTS PREAMBLE COMPOSITION MARKING GUIDELINES COMPREHENSION SKILLS NOVEMBER 2018 PAPER | NOVEMBER 2018 PAPER ] MARKING GUIDE. NOVEMBER 2018 PAPER 2 INSERT NOVEMBER 2018 PAPER 2 QUESTION PAPER NOVEMBER 2018 PAPER 2 MARKING GUIDE JUNE 2019 PAPER | JUNE 2019 PAPER | MARKING GUIDE JUNE 2019 PAPER 2 INSERT JUNE 2019 PAPER 2 QUESTION PAPER. JUNE 2019 PAPER 2 MARKING GUIDE NOVEMBER 2019 PAPER 1 NOVEMBER 2019 PAPER 1 MARKING GUIDE NOVEMBER 2019 PAPER 2 INSERT NOVEMBER 2019 PAPER 2 QUESTION PAPER NOVEMBER 2019 PAPER 2 MARKING GUIDE 12-14 15-16 17-20 21-28 29-41 42-44 47-50 48-51 51-58 59-68 69-72 73-74 15-79 80-87 88-95Preamble This Question and Answer Booklet has been designed to equip candidates and facilitators with the skills required for them to tackle the English Language (4005) examinations. It is the First Edition in the new curriculum, covering the period November 2018 to November 2019. Questions in this English Revision Guide are based on the following Syllabus and Assessment Objectives: Syllabus Objectives By the end of Form Four, leamers should be able to: 4.1 construct correct English sentences orally and in writing/braille 42 use appropriate language (registers) in different situations 43 read a variety of texts for knowledge and recreation 44 make appropriate use of cyberspace (social networks) 4.5. evaluate information given orally or in writing/signing 4.6 listen to and understand texts or any form of communication in English 4.7 use writing conventions correctly 4.8 express themselves using appropriate non-verbal communication skills 4.9 write meaningfully on a variety of topics 4.10. use skills acquired for creative writing or career identification Assessment Objectives wri During and at the end of the four-year programme, candidates should be able to: © write continuous narratives, detailed descriptions, persuasive/argumentative, informative ‘ions or expository compos ‘© write formal and informal letters, speeches, reports, articles, memos, based on: notes, diagrams, statistical data, graphs and pictures ‘© write with grammatical accuracy; spell and punctuate their work correctly use different supporting language structures in context write ina style and register appropriate to the subject matter + construct a variety of sentence structures 6 |‘* use a wide range of vocabulary and idioms appropriate to the subject matter * organise their work satisfactorily into paragraphs * use discourse markers correctly to show a sense of cohesion and coherence within paragraphs * show originality and creativity in their writing Reading During and at the end of the four-year programme, candidates should be able to: ‘© answer recall questions ‘© follow the sequence of events in a narrative or descriptive text follow the development of an argument or discussion ‘recognise how language is used in a text to indicate relationships of ideas ‘* distinguish main propositions from exemplifying or qualifying details ‘infer information that is indirectly stated ‘© work out the contextual meanings of words and phrases ‘© paraphrase ideas from a text identify the tone and mood of a text # identify the writer's attitude(s) towards his/her subject ‘summarise specific aspects of a textMARKING OF COMPOSITIONS Compositions for both Sections A and B may be marked according to the guide given below: A CLASS SECTION A SECTION B (25-30) (17-19) + | for correct format/layout Ample material, fully relevant, high interest value/persuasiveness; originality; merit of form and arrangemenv/paragraphing: unity of tone/approach; fluency; very good to excellent linguistic ability. Wide variety of apt vocabulary, sentence structure and linking devices. VERY FEW (LESS THAN SIX) GROSS/MAJOR ERRORS; very few slips or minor errors; NB: All the following are gross/major errors; (a) Errors of agreement, number. (b) Serious tense errors, wrong verb form. (©) Elementary errors of sentence construction. (@)_— Misuse or confusion of simple words e.g. they, their, there (©) Spelling errors. (0) Punctuation causing serious lack of balance or misunderstanding or affecting sentence boundaries. (g) Ridiculous idiom. (h) Misuse of pronouns, prepositions, articles. (i) Confusion of key parts of speech. Descriptive essays have atmosphere, observation, and sensitivity. Discussions present complex, cogent argument with force and economy. Narratives, where appropriate, show merits of structure, characterisation, description, suspense, and pace. All work in this class must show awareness of significant detail, wide information or apt illustration. BCLASS SECTION A SECTION B (21-24) (15—16)+1 Ample material, fully relevant, interesting and sustained theme/approach; well- arranged and paragraphed; very good linguistic ability: vocabulary and sentence structure varied and appropriate; few gross/major errors; some slips and minor errors. Some essays may be long, well arranged, but without much originality; others will be original, but not so well sustained/balanced as A Class scripts.C-CLASS SECTION A SECTION B UPPER. C (18-20) (13-14)#1 Ample and competent subject matter; less originality than in B Class, quite well arranged, properly paragraphed; good linguistic ability, varied vocabulary and sentence structure; free from monotonous repetition; more major/gross errors than in B Class; some slips and errors. LOWER C SECTION A SECTION B (15-17) (10-12)+1 The language for these scripts is fairly correct; rambling and rather repetitive. Compositions in this class may have the following characteristics: flat content, proper arrangement of ideas and few gross elementary errors, Though the composition may be shortish, with limited vocabulary, the meaning must not be in doubt. Sentences may be short and stereotyped, but there must be some complex sentences. Sentences should be correctly separated, except for occasional slips. UPPER D CLASS SECTION A SECTION B (22-14) (8-9) +1 Dull but sensible content not explored in depth, some repetition; ideas fragmentary or vague, lack of sustained development, some attempt to arrange; clear evidence of relevance but perhaps occasional short digressions; expression flat, limited, uncertain; some serious faults of sentence construction, punctuation, vocabulary and tense; paragraphs short or run together; sentence and paragraph linking inappropriate or haphazard. These types will fall into this classification: (a) __ scripts with enough competence for a limited range of simple points to be expressed unambiguously, with fair clarity, but with little vocabulary and few, if any, complex sentences. (b) short, tite/ordinary content: mainly correct language because no risks are taken. (©) long, racy scripts with interesting content but so much carelessness and inaccuracy that the writer cannot be employed even in simple clerical tasks: inability to punctuate consistently, especially in the separation of sentences.LOWER D SECTION B 6-71 Compositions in this class show clear limitations of content and arrangement; digressions; confused thought; flimsy development, poor links, repetitive ideas and constructions; many errors of all kinds. Despite the obvious failings, scripts here have something relevant to say and manage to communicate without too much effort on the part of the reader. ECLASS SECTION A SECTION B (0-8) (O-5)+1 Throughout the class, we find the following: Vague, confused ideas, with little sense of development. Communication impeded by heavy error incidence. Errors in basic vocabulary and simple idiom. Gross errors of all kinds. UPPER E SECTION A SECTION A (6-8) G-5)+1 Countless grammatical and syntactical errors, fair spelling, sense mostly decipherable bbut some passages necessitating re-reading and the exercise of the reader's deductive powers. Content flimsy, ideas disconnected. LOWER E SECTION A SECTION B (0-5) (O-2)+1 ‘Multiple gross errors’, i.e mistakes not easily definable or separable, whole passages not making sense; chaotic word order; gross mis-spelling of basic words.(COMPREHENSION SKILLS In paper 2, questions are set to test a number of skills as guided by the Boom’s Taxonomy: Level 1: Knowledge Questions at this level are usually simple recall. The answers to these questions are generally clearly stated in the text. The O Level paper 2, which is marked out of SO marks, only has 6 marks (12%) assigned to this skill. Level 2: Comprehension/Understanding At O Level, this is where the bulk (80%) of the questions are set. Questions at this level tests whether the candidates have understood the facts and can interpret them. Candidates should be able to: * follow the sequence of events in a narrative/descriptive text © follow the development of an argument or discussion * recognise how language is used in a text to indicate relationships of ideas © distinguish main propositions from exemplifying or qualifying details © infer information that is indirectly stated © work out the contextual meanings of words and phrases © paraphrase ideas from a text * summarise specific aspects of a text Level 3: Analysis, synthesis and evaluation Questions at this level (which constitute 8%), test higher order skills. At this level, candidates attempt to answer questions using previously learned facts in a different way. The tasks require candidates to compile information together in a different way. They give opinions, judgements about texts and evaluate the work of an author. Among other higher order skills, candidates should be able to: © identify the writer's attitude(s) towards his/her subject * identify the tone and mood of a text WZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/1 PAPER | NOVEMBER 2018 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. It 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 12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 $0 minutes on this section 1. Describe the changes that have taken place at your school since the introduction of the new curriculum, [30] 2 Write a story based on one of the following statements: (a) Her contribution will always be remembered by everyone in the community. [30] (b) When he saw his mother in the Head’s office, he ran away. [30] 3. What, in your opinion, should be done to fight the abuse of children in your area? [30] 4, Describe an incident when peace was restored in your family. [30] 5. ‘The land reform programme has improved the lives of the people in Zimbabwe.’ Discuss. [30] 6. ‘Drivers are the major cause of accidents on our roads.” Do you agree? [30] 7. Revenge. (30) 051 N2018 13,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 [20] 40051 N2018 14 De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 method 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’ office. [30] A factual/expository topic. Candidates should bring out different measures that may be taken to prevent child abuse. For example, compositions may address the following: child protection policies, awareness campaigns on children’s rights, legal measures against abusers, rehabilitation of street children, children’s homes, 15‘* reporting cases of child abuse, * formation of committees. 3] 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. Bo] Appropriateness of response is an important clement 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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 7SECTION A (40 MARKS) Read the following passage very carefully before you attempt any questions. Answer alll 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 8.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 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. 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 concerned, this task rests squarely on 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-clite, 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 40572 N201810. te 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, I 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 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. 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 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 Ce S.V Muzenda and Cde D. Mutumbuka. 4005/2 N2018 20Sumame Forename(s) Centre Number Candidate Number Ca ZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/2 PAPER 2 NOVEMBER 2018 SESSION 2hours ‘Additional materials: No additional materials Candidates should answer on the question paper. ‘Allow candidates 5 minutes to count pages before the exami 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 Schoo! Examinations Council, N2018. 2SECTION A (40 MARKS) Answer all questions in the spaces provided. ‘You are advised to answer them in the order set. Fom 1 According to the speaker, what does government regard as Major role in education? [1] Gi) Whatis the nation’s greatest resource? U1) (b)— @_—_Inyour own words, explain the phrase ‘man all sectors” -2 (ii) Why do most of the youths end up unemployed after graduation? 400572 N2018 22From paragraph 4 (©) @_—_ Whatis the difference between political and economi independence? [2] (ii) According to the speaker, what should be done to prepare our youths adequately for life? From paragraph § (d) “Those who have a practical bias require the essential theory and practice that go with it.’ What does ‘it’ refer to? U1 From paragraph 6 2. (a) _ How best can learners be assisted to make informed choices on areas of specialisation? From paragraph 7 (6) ()__ Which current group of people is being referred to as the future adults of our society? 40572 N2018(i) According to government, who among the following, should play the greatest role in educating the nation: teachers, government, parents and learners? From paragraph 10 (©) @_ Whatare 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. -2I (d) From the whole passage Choose five of the following words or phrases. For cach 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(paragraph!). thrust (paragraph3).. expertise (paragraph 3).... integrate (paragraph 4).. do without (paragraph 5). 2. 3 4 5. dignity (paragraph 5). 6 7. gratifying (paragraph 6)... 8. consistent (paragraph 10). 24‘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] 40872 N2018 25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SECTION B (10 MARKS) Answer all the following questions. ‘You are advised to spend not more than 30 minutes on this section. 4, (a)__ Fill in the blank spaces with appropriate prepositions. Write the prepositions only in the answer spaces provided below each sentence. @ 1 go along the Minister on the issue of making Zimbabwe a nation, of thinkers and doers. I (ii) Itis important for learners to go the experience of industry and commerce before making a decision to specialise. seseeeee ) (b) Choose the correct word to complete each of the following sentences. Write the correct word only in the answer spaces provided. @ —Sheis a highly (intellect/intellectual) learner. fl) Gi) The country has a large (number/quantity) of skilled personnel. fi) (©) Re-write the following sentence starting with: The govemment’s ... () The leamers were motivated by the government's new educational policy. (ii) Re-write the following statement starting with: There is a possibility Itis possible for us to achieve our national goals. 002 2008 27 [reams© (a) @ Gi) 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- ine. My teacher and mentor, Mr Moyo, arrived. Re-write the following sentences, changing them to reported speech. @ Gi “There is a serious situation now, where the youths focus on seeking employment abroad,” the speaker lamented. ~{l “For the past ten years, we have witnessed a massive expansion in education,” said the Minister. 400572 N2008 28 [eeeN2018 400502 SUGGESTED ANSWERS SECTION A (40 Marks) Question 1: (1+1+2+1+2+1+1 = 9) From paragraph 1 (a) @ According to the speaker, what does government regard as its major role in ‘education? 0) Additional guidance/notes 1. The key words in the question are ‘major role’/ “main role.” 2. This isa simple recall question that demands candidates to lift the answer from the passage. 3. Candidates should read closely the first sentence from the words *..that has at it core... educational provision’ and track the meaning of this sentence in order to score on this first question. 4, It is also important to interrogate what the word ‘its’ in line I refers to for one not to lose track of the flow of ideas in this sentence. 5. Candidates should also realise that the word “core” means almost the same as ‘major/main /central point, Answer: (Quantitative and qualitative) improvement in the provision of education, OR Improving/improvement of the provision of education/improving ‘educational provision o Both improvement and provision required for answer to score (ii) Whatis the nation’s greatest resource? fo) Additional guidance/notes Another simple recall question whose ans Even the question wording reflects what er is clearly stated in the passage. the passage Answer: Its human element//Human beings//People/Humans m4 NB: Inthe case of a simple recall question whose answer is clearly stated in the passage like this, candidates are advised to lift the answer as it is from the text, From paragraph 3 (b) — @__Inyour own words, explain the phrase ‘man all sectors" RQ) Additional guidance/notes 1. This is a level 2 question 2. Level 2 questions test one’s comprehension/understanding, 3. Inthis question, the mark allocation is 2 29 |di) 4, The two words in the phrase, ‘man all sectors’, should be recast/paraphrased. 5. The first stage is to idemtify where the words are in the text. The second stage is to work out the meaning of the words according to the context Answer: work in/take charge of! be in charge of/ manage//take control of’service/ provide labour in/be responsible for/manage/run// uy branches/areas /parts/spheres/sections/divisions/departments/fields 0) NB: any one answer for ‘man’ and “sectors” scores one mark Why do most of the youths end up unemployed after graduation? iin) Additional guidance/notes 1. This is a simple recall question 2. A sensitive reader should naturally expect a reason for the graduates” joblessness afier the sentence that ends as: *...but the majority have ended up jobless and even helpless after graduating at various exit points.” 3. Itis, therefore, not surprising that the answer is found in the next sentence. Answer: They have irrelevant academic knowledge //They lack expertise (in technical, vocational and scientific fields) a From paragraph 4 © @ NB (i) What is the difference between political and economic independence? m Additional guidance/notes ‘A question that tests understanding of the meaning of political, economic and independence. Answer: political independence — freedom/right of governance/concemning public affairs/organisation of governmenti/freedom/right to choose leaders to govern you in the country//sovercigmty//self rule//being a sovereign state 0 ‘economic independence ~ freedom to control commercial/financial/produetive affairs// freedom/tight to control the means of production/own resources/own wealth/commercial/financial/productive/industrial affairs io) oR Political independence is when one has freedom/the right of governance/choosing leaders, whereas/but whilst/while economic independence has to do with controlling ‘own resources/means of production/commercial/financial/productive/industrial affairs. fea ‘The words in bold show that we are expressing a contrastdifference. Do not use the word “and” when expressing a contrast. According to the speaker, what should be done to prepare our youths adequately for life? fo) 30jonal guidance/notes 1, Another comprehension question that tests candidates” ability to infer/deduce the answer from the facts given in the passage. 2. This is an inferential/deductive question. 3. The passage reads: “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.” 4. The statement is in the negative, that is, the author tells us what we should not do but the question is in the positive. It demands candidates to state what should be done, hence candidates should deduce the answer. Answer: Avoid/stop educating them through a one sided emphasis on intellectual skills//Avoid giving them intellectual skills only. 0 OR Provide them an education which integrates/balances/gives both intellectual and practical skills/ideas and action/makes them think and do/acUmakes them thinkers and doers, a) From paragraph 5 (@) “Those who have a practical bias require the essential theory and practice that go with it” What does ‘it’ refer to? o Additional guidance/notes 2. 3 ‘A question that tests candidates’ ability to identify the reference of a pronoun in a text. When reading for comprehension, always pause to ask oneself what certain words such as: ‘this’, ‘that’, “it, ‘he’, “she*, ‘they’, ‘them’, “we" ete stand for. It is imperative that learners understand what these common words represent in a discourse. Answer: Practical bias/flair/orientation/inclination 31QUESTION 2: (14141414245 = 11) From paragraph 6 {a) How best can learners be assisted to make informed eh specialisation? a Additional guidance/notes 1. A simple recall question. 2. Candidates need to take note of punctuation marks; the colon (:) and semi- colon (;) which are used to bring more meaning to what comes before them. 3. In this question, therefore, candidates may choose to give “They must be... of production’ as a complete answer or list all the examples of the processes highlighted after the semi-colon. Answer: They must be exposed to the processes of production //They must learn, the basics of production//They must go through the mill of planting, growing and producing//They must go through the mill of making, buying and selling. (AIL3 aspects needed for answer to score) ro) oR ‘They must be exposed to a wide range of choices/alternatives. i 1 From paragraph 7 ») @ Which current group of people is being referred to as the future adults of our society? uy Additional guidance/notes ‘An inferential question, Answer: learners/youths/children/students‘pupils/young people/the young/young [1] «i According to government, who among the following, should play the greatest role in educating the nation: teachers, government, parents and learners ii) jonal guidance/notes 1 An evaluation question that tests candidates” analytical skills of how meaning is conveyed in the following two sentences: ‘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 ...” 2. The answer can also be deduced from the sentence: “As far as the government is concerned, this task rests squarely on the shoulders of parents, teachers, government and learners themselves.” This sentence gives parents, government, teachers and learners equal status in educating the nation Fi3. The key words in the two sentences are: ‘squarely’ and ‘in unison’ Answer: All of them//They should (all) play an equal role/government, teachers, ‘om paragraph 10, © parents and leamners/ They complement each other. m (What are the two major educational activities that take place at a school” 2] Additional guidance/notes 1, A simple recall question. 2. Given that there are a number of activities mentioned in this paragraph, candidates should closely note that the focus of the question is “educational activities” not just any activity. Answer: Teaching and learning i} Without referring to an example, explain in your own words, what the speaker considers to be the major obstacle to effective teaching and leam 2 Additional guidance/notes 1. This is a question that tests candidates’ ability to paraphrase. 2, The question demands the candidates to identify the correct answer from the passage then paraphrase that answer. 3. Without paraphrasing, the correct answer from the passage to this question is: immoral inclinations’. 4, The focus of the question is, therefore, on paraphrasing the phrase: immoral_ inclinations’ where candidates score 2 marks for correctly paraphrasing ‘immoral’ and “inclinations.” Answer: immoral - unacceptable/unethical/unprincipled/indecent/wrong/disgraceful/ dirty bad/wicked/sinful/evil/sinister/vile/ungodly/unbecoming [1] inclinations-tendencies/likings’dispositions’propensities/affections/Ieanings/ a) weaknesses(@) From the whole passage Choose five of the following words or phrases which are in bold print in the passage. 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. | hamess (paragraph 1) 2. thrust (paragraph 3) 3. expertise (paragraph 3) 4. integrate (paragraph 4) 5. dignity (paragraph 3) 6. do without (paragraph 5) 7. gratifying (paragraph 6) 8. consistent (paragraph 10) [5] 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 words 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 the 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. 5. Candidates should take note of the following: @ Ifcandidates attempt more than five words, only the first five are marked. (ii) For each word attempted, only the first answer is marked when more than one answer is offered. (iii) A comma, a stroke or the word ‘or’ indicates a second attempt, (iv) For two answers joined by ‘and’, one correct answer is allowed if the other answer is not wholly wrong but neutval, e.g. ‘wildly and foolishly’ for ‘blindly’. Candidates are advised 10 always give one answer and not let examiners decide for them (0) Ifcandidates give answers in form of phrases, only the first seven words of the phrase are considered. (i) Do not use the negative ‘not for answers that come in the negative form. For example, for the word ‘consistent’ which has possible answers such as: unchanging, unswerving and undeviating, the answer should not be given as: not changing, not swerving, not deviating, For all such answers, which are negative, use appropriate prefixes such as: un-, ine, diss, ir 34Answers: Word Possible answer Mark T” framess (para 1) lutilise//make use off/control 1 fhnsst (para 3) lasive//force/urge//push/emphasis//direction trajectory//focus [kill//knowhow//mastery/iproficiency// lexcellence//special ability//special 1 knowledge’ 4g. [integrate (para 4) [eombine//put together/“blend/fuse’! 1 |consolidate//merge//amalgamate//link//unify 3 [expertise (para 3) Iworthiness//excellence//honour// ldignity (para 5) high regard//nobility//pride//stateliness! 5 espectability//value ' succeed in the absence off/Survive in the 6 40 without (para S)fabsence of/Yorego/idispense withi/manage 1 in the absence ofi/ thrive in the absence lofv/exist independent of satistying//delighting//thrilling//fulfilling/” 17 [eratifying (para 6) jrewarding//enjoyable//pleasurable//favourable// pleasing//desirable ldependable//reliable//constant/steady// lunchanging//unswerving//undeviatingy/ continuous consistent (para 8 10) (31 QUESTION 3: 20 MARKS (15 +5) Additional guidance/notes 1, The summary question tests comprehension, in particular, selection skills. 2, The key words in this question are: “describe, desired type of education and its role” 3. The passage is discursive, therefore a lot of points are repeated for emphasis eg. {@) The point: education must be mass-oriented is also expressed as education must cease to be a privilege for a few (b) The point: each learner should be educated according to his or her potential is also expressed as according to his or her academic or practical bent. 4, This summary has four agents of action: parents, government, teachers, learners. Candidates should relate each role to the correct agent(s) e.g. “We, as parents, teachers and government, should invariably act together to produce intellectually sound and inventive members...” In this example, omission of any one of the agents denies a mark. 35THE SUMMARY IS MARKED TO A MAXIMUM OFIS OUT OF 25 POINTS. EACH POINT SCORES 1 MARK. ‘THE MECHANICAL ACCURACY MARK IS ALLOCATED TO A MAXIMUM OF 5 (10 x3) See Note 5 below, ‘Standard Deductions" NOTES 1. 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, or 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 use 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. 5, STANDARD DEDUCTIONS } mark is deducted for each error listed, up to ten errors, 6. If you write fewer words in your summary, you risk loosing the marks for mechanical accuracy before any error is identi 7. The following maxima for the Mechanical Accuracy mark is applied: 0-25 words (0); 26-50 words (1); 51-75 words (2); 76-100 words (3); 101 — 125 words (4); 126-150 words (5). A. Candidates are penalised every time, — mark for the following: i all spelling errors ~ but only once for each mis-spelt word i all apostrophe errors, except error in the same word. use 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 = I live at Bulawayo. superfluous prep = He could not cope up with the work, vi use of wrong word for context (e.g. who for which) = The boys (which) were making noise. vii comma for full stop or semi-colon (or vice-versa) ~ She ran into the room, she saw a snake on the table. viii single comma at the beginning or end of a phrase or clause where there should be a pair = These men Lester and Frank, deserve praise. ix wrongly completed parenthesis, e.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. 36 EE |omission of a comma afier an initial adverb or adverb clause (e.g. However) = However I 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 penetrating enveloping,Question 3 (20 Marks) 15+5 Summary Points Zimbabwe needs both academic and practical skills therefore, its education .. 1. Must be mass-orientedi/cease to be a privilege for a few. 0 2, Each learner should be educated according to his or her potential/his or her academic or practical bent fo] 3. Education should create workers who will be useful citizens/who contribute to our national development. a 4. Itshould change the negative attitudes to work/ereate workers with a positive attitude to work a) 5, It must help them appreciate the importance of both academic and practical work, 0) 6. Itshould help them appreciate the dignity of labour. a) 7. Our youths must lear the basics of production. uy) 8 They should go through the mill of growing, planting, producing/making, buying and selling fo) 9. They should be able to identify the field in which they will contribute as productive citizens. i) NB Lift of “In the past ... alternatives 10. Specialisation should be based on informed judgement, ro] 11. Government, parents, teachers and learners should work in unison. io] 12. They should/This will ensure that the education system does not lead to the creation of new social classes. i) 13, Education should produce thoughtful and creative citizens//intellectually sound and inventive people. i) 14, Each citizen must relate/apply his or her academic achievements to problems of society at large. fa] 15, Education should produce learners who do not focus mainly on personal financial gain and social status. a NB: Lift of “It would be pointless ... status.’ = 0 16, They should be ready to face the challenge of the growing socio-economic! intricacies. i 17. There has to be national uniformity fa] 18, Parents should participate fully in the affairs of their local schools. fo NB: Lift of ‘Nevertheless, ... schools.” 19, Government should formulate a comprehensive national education policy. fo] 20, All stakeholders/all parties/all groups/parents, teachers, government and leamers should participate in the policy implementation. m 21. Government should build more facilities/infrastructure y 22. There must be self-discipline among leamers and teachers i 23. Leamers and teachers must be committed to achieving the set national goals/ have total devotion to teaching and learning. ro) 24, Teachers and learners must remove immoral inclinations/exhibit exemplary behaviours. (1) 2. They should consistently improve performance fo] B: Any 15 of the above points score 15 marks 384 @ (b) © SECTION B: SUPPORTING LANGUAGE STRUCTURES (10 MARKS) SECTION B (10 MARKS) Answer all the following questions. ‘Yow 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. Additional guidance/notes 1, This question is testing the use of prepositions. 2. The idea is to have grammatically correct sentences though the meanings of the sentences may be different. @ —— Lgoalong the Minister on the issue of making Zimbabwe a nation of thinkers and doers. a) Answer: with fo) Gi) Iris important for leamers to go the experience of industry and commerce before making a decision to specialise. a Answer: through//over//for//beyondiiby a Choose the correct word to complete each of the following sentences. Write the correct word only in the answer spaces provided. Additional guidance/notes Testing word choice (@ She is a highly (intellecvintellectual) learner. u Answer: intellectual io) (ii) The country has a large (number/quantity) of skilled personnel. a Answer: number ia] (i) Re-write the following sentence starting with: The government's ... The learmers were motivated by the government's new educational policy. a 39SECTION B: SUPPORTING LANGUAGE STRUCTURES (10 MARKS) SECTION B (10 MARKS) Answer all the following questions.Additional guidance/notes 1. Testing candidates’ sentence construction skills. 2. Any omission and/or spelling error denies the mark. Answer: The government's new educational policy motivated the leamners.//The government's new policy of/on education motivated the learners. am Re-write the following statement starting with: There is a possibility . Its possible for us to achieve our national goals. m0 Additional guidance/notes 1. Testing candidates’ sentence construction skills. 2. Any omission and/or spelling error denies the mark. Answer: There is a possibility of us achieving our national goals. OR There is a possibility that we will achieve our national goals. OR ‘There is a possibility for us to achieve our national goals. OR ‘There is a possibility that we can achieve our national goals. [1]ai Answer: The speaker lamented (that) there was a serious situation then/at that time where the youths focused/focussed on seeking employment abroad.// The speaker lamented then/at that time/that there was a serious situation where the youths focused/focussed on secking employment abroad. mM “For the past ten years, we have witnessed a massive expansion in education,” said the Minister fa) ‘Answer: The Minister said (that) for/over/in/during the previous/past ten years they had witnessed a massive expansion in education, oR The Minister said (that) they had witnessed a massive expansion on education for/over/in/during the previous/past ten years. a 4lZIMBABWE SCHOOL EXAMINATIONS COUNCIL General Certificate of Education Ordinary Level ENGLISH LANGUAGE 4005/1 PAPER 1 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 pro 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, J2019, ©ZIMSEC 32019 42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 follox g statements: (a) He sighed with relief and realised that his life would never be the same ags (b) The priest had no option but to cancel the wedding. 3. ‘Most splits among church members are caused by greed.” Discuss. 4. Write an account of yourself in ten years’ time. ‘5. What can be done to stop the taking of bribes? 6. ‘Parents should play a role in the choice of their children’s friends. Do you agree? 7. Commitment, 400571 2019 4B (30) Bo) Bo) (30) (30) 30] Bo) 0)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. Youare 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 Commit = building bridges at all crossing points — relocation of people to safer areas Ro} 4005/1 2019ADDITIONAL GUIDANCE/ NOTES- JUNE 2019 400501 1. A descriptive topic. Focus is on the description of the invention and its importance. Accept unexpected interpretations of invention. (30) 2. 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. Look for and reward originality. Candidates should create original responses. Accounts should have a link with the given statement (a) Focus is on the sense of achievement/ burden lifted/change of fortunes and a painful past relived. Accounts should display hope for a better future. [30] (b) Focus is on the circumstances that made it inevitable for the priest to cancel the wedding. Both metaphorical and literal interpretations of the topic may be acceptable. [30] 3. A discursive topic. Candidates are expected to examine different reasons for splits in churches. Accept a non-committal middle-of-the-road approach, where one takes a neutral position (30) 4. A descriptive and imaginative topic. Focus is on hopes and aspirations of one’s life in ten years” time. (30) N.B: Candidates are expected to write about their future not in retrospect. 5, An expository topic. Candidates are expected to look at the different ways that can be adopted to stop people from taking bribes such as: -maintaining law and order -awareness campaigns/educational programmes -exchange programmes with other communities -improving the standard of living Bo] 6. An argumentative/discursive topic. Candidates may examine both sides of the topic, while some may take a firm position and argue strongly either for or against the asse (30) 7. An open ended topic. Candidates may write stories in which commitment is evident or they may define and illustrate what commitment is, i. write a factual essay on the topic. 30) N.B: Candidates should not treat the topic as a name of a person. 45 nl8. Appropriateness of response is an important element in this type of question, Candidates’ responses should demonstrate the following: amplification of notes — variety of sentences constructed — effective use of links so that the given points are neatly linked in paragraphs — logical arrangement of ideas: this entails, in some cases, reorganisation of the points = inclusion of candidates’ own relevant material Candidates must present answers in report format as follows: To: From/Compiled by: Title/Heading/Topic: Date: | mark is awarded to candidates who observe the correct report format. 46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. \. ezimsec 32019 47| es SECTION A (40 MARKS) Read the following passage very carefully before you attempt any questions. Answer alll 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 Thomas 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, 1 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. Iwas drenched with sweat, more from sheer terror, I think, than from the heat, but was alive and miraculously unhurt except for a couple of bruises | 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 tumed 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. I searched for old friends, looking for fresh faces 1 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 aftemoon 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 n 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 schoo! children, including my two younger sisters, they had been evacuated from London the previous summer as war threatened and, like countless others, they had returned to the city as months 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.” “We sat in the school all night and heard the bombs. In the moming, 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 Crownfield 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. 2 2. 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 eame 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 morning, 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 going. However, there were no buses. I remember being mad that my party was spoiled, so on the way out, 1 crammed my pockets full of cake.” “It 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 Adon matrias: 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 | 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. Zimbabwe School Examinations Council, J2019, Copyright ©zIMSEC 2019 SLAnswer all questions in the spaces provided. You are advised to answer them in the order set. From paragraph | 1a) (i) Give the name of the person telling the story. 1 Gi) What lifted the writer from the stool? tl From paragraph 2 (b) (i) Give the main reason why the author sweated. (ii) Which one word shows that the author was surprised that he was alive and had no injuries? ul From paragraph 4 (©) @) Who do you think was firing the guns? ir} 40087212019 52Gi) Write a phrase of three words, from this paragraph, which shows that there was total destruction. 1) From paragraph 5 (d) (i) Why was Lotta singing? a Gi) Using your own words, explain the meaning of ‘captive audience.” 21 From paragraph 7 (©) 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? i 4005/2 2019 53 Fc