Form 3 English Language

Chapter 4: The HIV Preventive Education Programmes

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4.1. Introduction
4.2. Broadcasts and interviews
4.3. Description of processes and events
4.4. Summary writing
4.5. Report based on statistical information
4.6. Possessive and reflexive pronouns
4.7. Summary
4.8. Expected/Possible answers

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4.1. Introduction

Sometime when you were in Level 1, you learnt how to listen. This skill was also developed in earlier chapters of this Module. In chapter 3 of this Level 2 Module, we discussed interviews which we are going to emphasise on and link with broadcasts. The learning of interviews and broadcasts will equip you with skills of listening without interruption and listening attentively to get important information. Descriptive language is also very critical when speaking. This means that you are going to be equipped with descriptive language that appeals to senses of touch, feeling, taste hearing and smelling. The descriptive language creates vivid pictures of what you are describing. Comprehension skills where focus will be on simple recall, inferential, evaluative and vocabulary questions will also be covered in this chapter. Summary writing skills will not be left out as part of comprehension work. On language structures, possessive and reflective pronouns which are critical in the learning of English Language both spoken and written are also going to be covered in this chapter.

Objectives

After going through this chapter, you should be able to

• report on a broadcast listened to.
• conduct an interview in the appropriate register.
• describe processes and scenes in their environments.
• answer comprehension questions.
• summarise a text.
• write a report from statistical information.
• use possessive and reflective pronouns in sentences.

Key terms

Broadcast – Message that is transmitted by radio or television.
Interview – To discuss formally with somebody for the purpose of an evaluation.
Pronoun – A word which stands for a noun.

Time

You should not spend more than 8 hours in this chapter.

Study skills

Make use of the following skills for this chapter.

• Attentive listening – Pay attention to every detail you read so that you understand everything.
• Summarize – You should be able to pick main points to give a brief account.

4.2. Broadcasts and interviews

Broadcasts

In chapter 3, you listened to dialogues and interviews. You should realise that each day, you listen to the radio and other forms of media. Whatever you listen to might excite, sadden or inform you of what is happening around you. We hope you still remember the news or information you heard today. Tell your friend what you still remember. Being attentive is a skill required when you are listening to a broadcast or a conversation.

Exercise 4.1.

In this exercise, I want you to record any news bulletin of your choice. I hope you have a mobile phone where you can record the news or any other gadget that can record. If you do not have a phone you can ask your friends or any of your relatives to assist you. After recording the audio, listen to it twice and then answer the following questions.

1. List any three headlines from the news bulletin you were listening to.   [3]
2. For each headline that you have mentioned above write down two main points that you have captured.   [6]

Well, it is not surprising that for question number 1 you have picked a headline such as ‘Civil servants get a salary increment’.
I also guess that for question number two on main points, you have written points such as:

• Civil servants have been given a salary increment of forty per cent.
• The least paid civil servant will have a take home of one thousand dollars.

We hope you are excited to note that one of the reasons for listening is to get information.

Interviews

In exercise 1 of this chapter, you listened to a broadcast that you recorded. Now the focus is on an interview which you were introduced to in chapter 3. We hope you still remember that an interview is a speech between two people where the one asking questions is called the interviewer and the one responding to the questions is called the interviewee. Also, you should know that an interview is carried out in order to get important information as you are going to demonstrate in the next exercise.

Exercise 4.2.

In this exercise, we want you to find time for yourself and visit your school. When you get to the school ask to have an interview with the Head or any Teacher-in-charge of the school. You know that these days we are living in the days of HIV and AIDS and you have discovered that your local school is being affected by the problem of high HIV and AIDS prevalence. In fact, the students are failing to change their behavior and there are many cases of sexually transmitted diseases being reported at the school. You must kindly ask the person what he or she thinks are the causes of such behavior and probably measures being taken to reduce the high rate of sexually transmitted diseases and infections at the school.

Note: Be polite when approaching the members of administration at the school and clearly point out the purpose of your visit so that you are helped to complete the task that you have been assigned in english language.

Take your mobile phone and record the interview that you will be carrying out. After the interview send the audio to your tutor through Whatsapp or any other means possible. You must ask the following questions during your interview.

1. What do you think are the causes of high rate of sexually transmitted diseases in the school community?
2. Which group of students is mostly affected by the spread of the sexually transmitted diseases?
3. What measures are you taking to reduce the spread of sexually transmitted diseases?
4. So far, have you received any help from stakeholders such as the community and donors?

You must record the answers you get from the person you are interviewing in your workbook for further reference.

Having gone through the above two exercises, you can see that one of the critical roles of listening is to get important information like what you been doing in two previous exercises on broadcasts and interviews.

4.3. Description of processes and events

From the previous chapter on descriptive composition, you still remember that descriptive language includes adverbs, adjectives and figurative language. We hope you can still recall how you used the same language structures in composition writing. Also remember that descriptive language helps to create some mental pictures or images in the mind of the reader. Hence, it appeals to the senses such as sight, feeling, taste, hearing and smell. In this exercise, you are going to use the same language in speaking so that the people you are speaking to will get a clear picture of what you are saying or telling them.

We hope at one point in your life you went through all the stages of preparing your favorite indigenous dish. Can you tell me what you did when you were preparing the meal? Following a process in writing is when you explain something following its stages. In your description you have the words and phrases such as delicious, aroma, mouth-watering, crumbs, salty and many others. Think of any other process you can remember in your life such as how to bake a cake and describe it. Make sure you use the language given earlier in this exercise and the one you learnt in Level 1 and the previous chapters of Level 2. We hope you have come up with a process such as how to make fire or an incident such as the day you got very frightened.

In this exercise, you can see that the language used in the description of processes and events is the same. An event can be real or imagined. So, think of any such occasions.

Note: When describing you are painting your presentation with language that appeals to all your senses so, keep in mind about the importance of the descriptive language as we go through this exercise.

Exercise 4.3.

Now, in the exercise below, choose one question from the ones given and record yourself speaking loudly using descriptive language as much as you can. You can record the audio on the disc or on WhatsApp platform. If you find it difficult to do on your own, you can ask for assistance from other people such as friends and relatives to record the audio. Here are the questions from which you must choose:

1. Describe a project which made you win a prize.
2. Describe the process of making any food stuff of your choice.
3. Describe an event you wished you were your friend.
4. Describe an occasion when you thought your life was in danger.

We hope you had an exciting experience when you were carrying out your description of either a process or an event depending on the question you have chosen. This shows that you have mastered speaking skills.

If you don’t have an audio recorder or cell-phone, you can write down your description and ask a friend or tutor to listen as you read your description.

4.4. Summary writing

You can still remember well that in the previous chapter you were introduced to comprehension questions and summary writing. You were told how to answer questions and also taken through all the stages of summary writing. In this chapter you are now going to show that you are able to read a comprehension passage and show your understanding by answering comprehension questions and the summary question given below. This exercise is going to improve your summary writing skills. You must know that there are misunderstandings about summary writing. Take note of these important things:

• Cohesive devices which include furthermore, moreover and so on are not important in summary writing because they increase your number of words.
• Make sure you concentrate on the selection of summary points and avoid writing the points in your own words.

In chapter 3, we discussed what summary writing entails but now we are still emphasising some of the important points:

• Get the questions very clear by carefully interpreting the question underlining the key parts of the question?
• For a Level 2 standard summary writing question, you are supposed to come up with a maximum of fifteen points to be awarded fifteen marks.
• Synthesise the points into one continuous paragraph.

Note: Edit the text because a half mark is subtracted for every grammatical mistake up to a maximum of ten errors.

If you have forgotten some of these points, go back to chapter 2. Now, we are going to build on what you already know about summary writing in order for you to effectively handle standard level two summary questions.

Note: You can easily score high marks on the summary question if you follow the instructions.

Now, let us also talk about how a summary is marked, that is, 15 marks for 15 points and 5 marks for grammatical accuracy. If you write a summary which is shorter than the expected length of 160 words including the ten given words, the following formula is applied.

Now that we have gone through the process of summary writing highlighting important things. Read the passage below and answer the questions that follow.

Exercise 4.4.

Read the following passage very carefully before you attempt any questions. Answer all the questions. You are advised to answer them in the order set. Mistakes in spelling, punctuation and grammar may be penalised.

The passage explains how HIV preventative programmes may be implemented in secondary schools in order to educate teenagers about HIV.

(Adapted from A practical Approach to English Form 3 by Varaidzo Makopa and Wishes Mututwa. Secondary Book Press.)

Answer all the questions. You are advised to answer them in their order set.

Exercise 4.5.

1. From Paragraph 1

   1. What needs to be done to make preventive education programmes efficient?   [1]
   2. Name the three areas mentioned in the passage that need more attention when conducting these education programmes.   [3]
   
   

   From Paragraph 2

   3. “The school may well be the antithesis of a health-affirming environment.” Write the phrase in your own words particularly paying attention to the words in bold.   [2]
   4. The school should provide a health-affirming and safe environment. Give evidence from the passage that shows that a school may fail to provide
      1. a health-affirming environment   [1]
      2. a safe environment   [1]
   5. Name two real conditions from the paragraph that learners in some schools experience.   [2]



From Paragraph 3

2. “Bridging this gap can be crucial...” Write the phrase in your own words paying attention to the words in bold.   [2]

Exercise 4.6.

The passage recounts how HIV preventive education programmes may be successful in schools. Write a summary bringing out how poverty increases vulnerability to HIV infection on young people and suggested considerations that have to be adopted for HIV preventive education programmes to be successful.

Use material from paragraph 5 up to the end of the passage

Your summary should be in continuous writing and must not be longer than 160 words, including the ten words given below. Hyphenated words are counted as one. Begin your summary as follows:

Poverty, with its concomitance of inadequate employment opportunities creates...

4.5. Report based on statistical information

You have already been introduced to report writing in level one and chapter 1. In this chapter, you are going to look at report writing in greater detail. It is now clear from what you have learnt so far that a report is not the same as creative composition in the sense that a report is always based on what would have happened in the past. Now you are going to write a guided composition using statistical information in a table. In order for you to easily write a good report using statistical data, you must know the following:

• Your introduction must state what the report is about.
• Interpret the pattern shown giving reasons if possible to explain the pattern.
• Make sure you use words and figures should be used only on special cases such as dates.

Use discourse markers or linking devices to connect your ideas smoothly.

Are you aware that a report is a formal document which is written for an office? So, it has a special layout which must be followed strictly.

Here is the format of a report:

• Topic: What the report is about.
• To: The person receiving the report.
• From: The person who wrote the report.
• Date: When the report was written.

Exercise 4.7.

Now look at the example below which shows cases of road accidents in your ward over a period of 5 years. As the Councillor of your ward write a report to the Officer-in-charge of police in your area highlighting the pattern of road accidents shown in table and possibly giving reasons for the trends and measures that can be taken to reduce cases of road accidents.

Here is an example of the report based on statistical information above. You must follow closely noting how amplification is carried out.

Now continue this own your own following the example we have gone through together.

Hint: Below is a report that has been done for you.

Our wish is to continue working hard with the police checking on those who do not have licences and also monitoring reckless driving. This will go an extra mile in reducing the cases of road accidents in the ward.

In conclusion, as the Councillor of Paida Ward, our area has a serious problem of road accidents, but as the person responsible for the area, I will not rest until we attain at least ten cases or below of road accidents.

You also should take note that the report has been finished for you as shown in the last two paragraphs.

Having gone through all this together, I think you can now see that writing a report is very simple. Make sure you complete the task above.

4.6. Possessive and reflexive pronouns

As you were reading the comprehension passage and writing a report, you have discovered that possessive and reflexive pronouns play an integral role in making communication very clear to the listener. You have realised that if you use these structures of language wrongly, intended meaning may be distorted. So, you must know what these aspects of language are and how they are used when speaking and writing. We are going to explain these one by one.

Possessive pronouns

These are pronouns which express ownership, for example:

• The computer is his not mine.
• That textbook is hers.His is under the table.

Note: Possessive pronouns do not require an apostrophe, for example:

• The textbook is her’s; his is under the table.

Having explained this, can you list more examples of these possessive pronouns?

We hope you have come up with pronouns such as my, your, their and others.

Reflexive pronouns

These are pronouns which are formed by adding –self if singular or –selves if plural to either the object or the possessive form of the personal pronoun, for example:

• yourself
• themselves
• ourselves

Again, can you give more examples of reflexive pronouns? I hope you have written reflective pronouns such as:

• myself
• herself
• himself

Now, do the following exercise on your own to show understanding of possessive and reflective pronouns.

Exercise 4.8: Possesive and reflexive pronouns

Write the missing pronouns in the blank spaces to complete the following sentences.

1. Can we borrow your colouring pens? We’ve lost ..........
2. David can swim all by ..........
3. This light is automatic. It switches ..........
4. Sally is looking for her gloves. Are these gloves ..........
5. Tom got the books mixed up. He thought mine was .......... and his was ..........
6. Nestlings are too young to look after ..........
7. Come in children and find .......... seats.
8. Mr Moyo goes to work by bus, .......... car broke down.
9. They like playing at their friend’s house, .......... has a lot of stones.
10. Your ball is big, .......... is smaller.

It is now clear to you that Possessive and Reflexive pronouns are very critical in making communication very clear.

Reflection

Now, we have come to the end of chapter 4. I hope you are very happy to have mastered listening skills when you were able to record and respond to questions on broadcasts and interviews. You should also be proud of yourself because you can now describe processes and events using striking descriptive language. You were very successful in completing the task on comprehension and summary skills. Your communication has been greatly enhanced by your understanding of possessive and reflexive pronouns as well as on language structures.

4.7. Summary

The learning of interviews and broadcasts has equipped you with skills of listening without interruption and listening attentively to get important information. Descriptive language is also very critical when speaking. This implies that you have been equipped with striking descriptive language that appeals to senses of touch, feeling, taste, hearing and smelling. The same language has helped you to give a clear picture of what you were describing. Comprehension skills focused on simple recall, inferential, evaluative and vocabulary questions and these have been covered in detail in this chapter. Summary writing skills were also looked at as part of comprehension work. On language structures, Possessive and reflexive pronouns which are critical in the learning of both spoken and written English Language have also been covered in this chapter.

4.8. Expected/Possible answers

Exercise 4.5.

1. 1. it must be rooted in the context of lives and circumstances of the target audience.
   2. 1. school situation
      2. the culture of the home and community
      3. poverty and gender
   3. “antithesis of a health-affirming environment” which is recast of
      1. antithesis - opposite/in contrast
      2. health-affirming - sustaining/confirming/supporting
   4. 1. with no assured source of water/overcrowded/inadequately furnished/poorly lit
      2. boys and girls may find themselves coerced into sex, by teachers or by fellow learners
   5. 1. lassitude
      2. pressures
      3. fear
      4. abuse
      Any two can score.
2. bridging means closing/covering/reducing
   crucial means vital/important/significant

Exercise 4.6.

Summary points:

1. a fertile ground for activities conducive to HIV transmission
2. the poor do not appreciate the consequences of their current actions
3. the poor may adopt a fatalistic attitude towards infection
4. they may also believe that HIV care and treatment will not be for them and may not seek such help as might be available
5. poverty issues may be addressed in other school disciplines or out of school programmes
6. the prevention programme should also take special note of their significance across the entire prevention to care spectrum
7. many women and young girls cannot negotiate sexual encounters because of their lower social and economic status
8. knowledge and understanding of HIV/AIDS
9. popular misconceptions, errors and myths relating to HIV/AIDS
10. knowledge and understanding of how to manage and protect one’s reproductive health
11. the role and value of abstinence
12. the meaning of protected sex
13. the desirability of voluntary counselling and testing
14. the importance of early presentation of potential sexually transmitted diseases
15. learners should be introduced to comprehension programme while they are still very young
16. HIV/AIDS related forms of education should start as early as possible with younger children, and certainly well before they enter the period of puberty
17. there is need to remain sensitive to the concerns of parents, community and community leaders
18. they need to be reassured that the overwhelming weight of evidence is that this form of education does not lead to an explosion in sexual activity
19. open discussion with representatives of parents, and with cultural, traditional and religious leaders
20. education about HIV and AIDS and related areas is not an optional extra
21. it must engage the whole person, but going beyond academic, intellectual knowledge to the spheres of action and behaviour

Exercise 4.8.

1. ours
2. himself
3. itself
4. hers
5. his/mine
6. themselves
7. yourselves
8. his
9. theirs
10. mine