Form 3 English Language

Chapter 6: The Fateful Day

---

6.1. Introduction
6.2. Dictation and spelling
6.3. Preparing for a debate
6.4. The fateful day
6.5. Formal letter writing
6.6. Prepositions
6.7. Summary
6.8. Expected/Possible answers

---

6.1. Introduction

Did you find the exercises in the previous chapters difficult, easy or manageable? We hope you have been revisiting areas that gave you problems. In this chapter we have something new prepared for you. Have you done debate so far? No! So, you shall learn about debate principles and practise debating. You also shall read an interesting story about a fateful day in a certain girl’s life. Did you have any problems with spelling in your written work? Your worries about your problems in spelling shall soon disappear because we have different approaches suggested for you to overcome spelling problems. The written work in the chapter will sharpen your skills in letter writing and other areas. Let us get started!

Objectives

After going through this chapter, you should be able to

• take dictation accurately.
• debate on selected cross- cutting issues that affect everyone your community.
• express opinions fluently and coherently in a debate.
• draw inferences from written texts to show a deeper understanding of the passages.
• make notes on read texts for use in other exercises.
• write formal letters to communicate different professional issues.
• use the correct preposition in sentences to achieve grammatical accuracy.

Key terms

Debate – A formal discussion on a particular topic where opposing views are put forward to argue and win against a real opponent or imagined opponent.
Dictation – The act of saying or reading aloud for someone to write. In this chapter you have to read words and sentences.

Time

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

Study skills

Make use of the following skills for this chapter.

• Concentration – Keeping focused so that you don’t miss any details
• Fluency – Speak effortlessly and correctly to convey meaning.
• Note-making – Write down notes through each exercise to record what you learnt.
• Pronounciation – Say the words correctly so as to master them.

6.2. Dictation and spelling

Have you been practising spelling ever since you started level 1? Which words have been giving you problems with spelling? In this section we want you to practice spelling and find ways in which you can improve your spelling.

How can you improve your spelling? There are different ways which we suggested below for you to improve your spelling. You may do each exercise repetitively until your spelling improves. Proofread all your writing.

Renowned writers always make mistakes and they may write “here” instead of “hear” or “disappeared” for “disappeared”. After writing your first draft you should read through and check for errors – in fact these are not errors but mistakes that are as a result of carelessness or hurried writing.

Exercise 6.1.

Read the following sentences and then ask a friend or anyone you can find who can dictate them to you. If it is difficult to find someone to do this for you, try to get a phone or any other gadget that can record your voice as you read. Then play the audio and write down the sentences as you listen. Make sure you pause the audio after each segment of a sentence so that you don’t forget what you heard. Each sentence must be listened to not more than two times.

1. Lovemore was not condemned for stealing the book.
2. Mother usually disapproves of cheese snacks because they are not good for health.
3. Writing in English is quite interesting but if students do not exercise caution they definitely make spelling errors. Therefore, it is necessary that students practise spelling to reduce cases of misspelling words.
4. “Where is Chipo and Sam?” asked the teacher. “Were they not supposed to be here by now?”
5. A burglar climbed down the chimney of the house. It was dark outside and no one could recognise whether it was a person or some animal. I pulled the curtain slightly to one side and peeped through the window but all the figure remained stationary for about a minute. The moment I let the curtain fall I heard a sound something falling onto the car outside. I knew that my eyes had not deceived me. What I had seen was a thief.

Exercise 6.2.

Record frequently misspelled words

In your book, make it a habit to record any words that you always misspell. Identify in each word the part which usually gives you problems for example confusion of vowel sounds ei in words such as perceive and deceive. Continue to add to this list all the words you will encounter which are difficult to spell. You may also find misspelt words from all your English exercises. Whether they were marked by your tutor or they are yet to be marked, you can read through and identify misspelled words. Also, revisit the list regularly to read and write the words in them on a separate paper as practice work. You may use the following table: continue in your book.

Exercise 6.3.

Listen to parts in a word as someone reads to you or play a recorded voice audio and listen just like you did in exercise 1. Also, learn to look at letters that compose a word. Have you ever given yourself time to look at the letters that make up a word? In words such as ‘disappoint’, ‘annual’ and others which have double letters, it will help you to look closely at each part and memorise it.

In the following list of commonly misspelt words we split the first three into parts for you to recognise the different parts of the word. Continue and divide each word into recognisable parts. Read each word aloud and listen to yourself. Then write down the parts.

Exercise 6.4.

Have you ever heard of the common saying which says practise makes perfect? Spelling is one aspect of grammar which needs repeated practise. If you stay for a long time without practising spelling words, especially those that have been giving you problems, you may find yourself still failing to spell them.

Let us play the following game as part of spelling practice.

Flask spelling game

Find cards that you can write on either using a pen or mighty mark. You may as well use any paper if you can have access to it especially plain paper. Write problem words in large letters and cut out the paper or card separating each word from the rest. Make sure the letters are large enough that you can see them at a distance. Put the cards inside a flask or container. Pick one card at a time, look at the word and pronounce the different parts of the word separately and look at the letters then put the card upside down. Write the word on a piece of paper. Turn the card again and compare what you have written with the correct spelling. Note: Do not return the card inside the container. Repeat the game with one card until you get all your spelling right. Keep adding new words to your flask.

Exercise 6.5.

Now that you have done a lot of practise, write the following exercises.

In each list, identify the correct spelling of each word and put a tick on that corect answer. tick only the word that is correctly spelt. If you make a mistake, erase neatly and clearly.

1. separate   seperate   suparate
2. mishief   mischief   mischeif
3. perceive   percieve   peceive
4. agument   arguement   argument
5. guarantee   gurantee   guarante
6. volunter   volunterr   volunteer
7. ocurrence   occurrence   occurence
8. accidentally   acidentally   accidentaly
9. mantanance   maintenance   mantainance
10. acommodate   accomodate   accommodate
11. in fact   infact   in-fact
12. extraordinary   extra-ordinary   extra ordinary
13. priviledge   privilege   privelege
14. govenment   government   gorvernment
15. entertainment   entertainment   entertanment

As soon as you finish this exercise, mark your work. Refer to the end of this chapter for answers on this exercise. How did you perform? Are you satisfied with your mark? If your mark is below ten then you must revisit this section and redo the exercises. Try to use the exercises to identify your exact problems in spelling. Were you omitting letters? Did your words sound the same? If you have identifued your main cause of failure then refer to an exercise that can help you improve on that. You may introduce new words if you think you have mastered the ones we gave you in the exercises. Take a breather before you do the next exercise.

Exercise 6.6.

Find mispelt words in the following sentences and spell them correctly. Write your answers just below each sentence.

1. There has been a noticable improvement in the Zimbabwean economy.
2. The statement by Oscar Pictorius’s witnes was false.
3. When one is lonly, she/he is bound to spend the whole day sleeping.
4. We climbed clumsyly up the walls of the old fortifycations.
5. Tabitha’s dissappearance came as a suprise to many people in the village.
6. The Barak family has five atheletes who competed in the olympics last year.
7. We recommend that after your ordinary level you open a restuarant in your local area.
8. The peice in the Chronicle newspaper about Prince Edward was very breif.
9. I was their on time.
10. The whether in August is hot and humid.

6.3. Preparing for a debate

Think of a debate you were once involved in with your friends. What was the cause of the argument? How did it end?

In this section we shall look at a debate procedure. Refer back to the key words in this section for the definition of the word debate. Try to analyse this definition, what do you think are the important aspects of a debate?

In a debate we have two major sides. These are the affirmative and non-affirmative sides. The affirmative side comprise of speakers who concur with the motion. They say ‘yes’ to whatever the topic advances. The non-affirmative is the side that negates the motion. It does not concur with the motion. Those who speak from this side of the topic disagree with what the topic states.

For example, in a debate with the following topic; The high HIV/AIDS prevalence in Zimbabwe can only be reduced by educating the people. Do you agree?

If you are affirming the topic, you agree that the prevalence of HIV/AIDS in Zimbabwe can only be reduced by educating people. What points can you gather to support this view?

From the non-affirmative side, you are disagreeing with the view that educating people is the only measure that can be taken to reduce HIV/AIDS prevalence. This means that you must suggest other ways which you think can help Zimbabwe overcome this problem than merely educating people. Can you think of any ideas quickly?

Exercise 6.7.

Carry out a research in your local community on the following sides of the topic.

1. How educating people will help reduce the prevalence of HIV/AIDS
2. Other ways besides education of people that can help reduce prevalence of HIV/AIDS

Write all your findings in your separate book. Make sure you understand each point clearly.

You have been chosen by the Minister of Health in your province to speak in a debate entitled, “Educating people will not help much in reducing HIV/AIDS prevalence in Zimbabwe.” Using the ideas you gathered from your research, write down your presentation in essay form. Each point must have its own paragraph.

Important tips to remember when a preparing for a debate:

• Clearly establish your position towards the topic from the beginning and continue emphasising it in a skilful way. Are you agreeing or disagreeing with the topic.
• Select valid and relevant ideas to use in your argument.
• Who are you talking to? Know your audience. Is it a colleague? A Group of officials? This shall help you direct your ideas to in an appropriate way.
• Use effective linking words to establish unity and a continuous flow in your paragraphs. Remember in chapter 1 you were exposed to linking words.
• Identify and include the weaknesses of your supposed opponent so that you water down his/her argument.
• Use quotations that you have gathered from extensive reading.
• You may as well create some interesting questions to capture the attention of your audience. Remember they are not totally blank! They know something about your topic so allow them to think deeply by asking questions.

Exercise 6.8.

Are you ready to speak before the government officials who have come with the minister of health? Are you confident that what you have written is convincing and clear? Now, find a few people you can speak to presenting your ideas fluently up to the end. If you fail to find any people who can listen to your presentation, speak to an imagined audience with your phone recording your presentation. After the delivery allow your audience to comment on the presentation. If you were using your phone, listen to the presentation and take note of areas which you need to improve on. These may include content of your presentation, use of effective links, pronunciation, pace, fluency and flow among other aspects.

Further research

The following are some topics for debates which you can be researching on. Write the points in your research book.

1. Unemployment is the cause of immorality in Africa. How far true is this statement?
2. If a person accesses education, then success is automatic. Discuss.
3. There is nothing that the youth can do to relieve people who were affected by Cyclone Idai. Do you agree?

6.4. The fateful day

You have been skimming and scanning stories ever since you started studying chapter 1. Has your reading speed improved now? How many words do you read in a minute? Find a stopwatch and test yourself. An average reader should read not less than 150 words per minute yet good readers read between 200 to 250 per minute. So, if you are still below this standard try to practise reading more often. In this section, we want you to read closely the following story then do the exercises that follow.

Have you ever witnessed or read about an incident where a girl was given away in marriage? We remember in chapter 1 you encountered such a story. What were the reasons of marrying her off to an old man?

The following passage is a development of the theme introduced in the first passage in chapter 1. As you read closely, think of solutions that you can suggest to get rid of child marriages in Zimbabwe. You will use the points you gathered later in the chapter.

Let us read.

Intensive reading

Did you find the story interesting? Is it too emotional? Ponder on these questions before you do the next exercise.

Exercise 6.9.

Let us check whether you understood the passage you were reading. The following are questions that we shall use for comprehension. Attempt all these questions because they prepare you for the next exercise. Write the answer only.

From paragraph 1

1. 1. 1. Identify the two actions by Linda and her mother from paragraph 1 which show that both were very anxious.   [2]
      2. “...set my nerves on fire...” Explain in your own words the meaning of this statement.   [2]
      3. Which one word from paragraph 1 means the same as anxious?   [1]
   
   

   From paragraph 3

   2. 1. Suggest a reason why Linda was uncomfortable when she heard the sound of the cowbell.   [1]
      2. “I slumped on my bed and reminisced...” Explain the meaning of the statement in your own words. Pay attention to the underlined words.   [2]



From paragraph 5

2. 1. 1. “...opening the floodgates.” What does the underlined word refer to?   [1]
      2. Suggest a reason that would probably lead to this.   [1]
   2. State two things that shocked Linda when she was in the living room.   [2]
   
   

   From paragraph 6

   3. What description, of the new husband, is given by Linda to show that she does not like this man?   [1]
   
   

   From paragraph 7

   4. “Something foul and putrid and decayed.” Suggest two possible feelings evoked in Linda when she saw her husband.   [2]
   
   

   From the whole passage

   5. Linda says she was caught in this predicament which her schoolmates had also been caught in. What do you think could be done to avoid such predicaments?   [1]

Exercise 6.10: Word and phrase study

We can use the context to explain meanings of words and phrases. Remember that most words in English have more than one meaning thus it is important for you to read closely and check how the word was used and what exactly it was used to mean in that passage. Bear in mind that each word will not always be used in the same way throughout all passages where you find it. Each writer uses a word with reference to one of its meanings. Therefore, read the each part of the passage closely to understand every word and phrase.

In the previous chapters you wrote exercises on meanings of words. In the following exercise, try to substitute the underlined word with another that means the same as that word. Read and understand the sentences given here, and the paragraphs from where they were extracted in the passage. This will help you to get a grammatically correct answer that fits perfectly into the sentence.

1. The door was pushed ajar as mother barged into the bedroom without knocking.
2. Linda leaped out of her bed, her heart racing at the speed of lightning.
3. Mother exclaimed, her face masked in shock.
4. I was sweating and dizzy all at once.
5. I saw fate standing boldly mocking my education.
6. It dawned on me that what mother had told me was true.
7. I thought about the fun filled days that I had spent with my friends, siblings and other relatives.
8. A hesitant knock reminded me of where I was.
9. Tears had now formed little rivulets along the edges of my face.
10. I gasped for air as I suddenly felt out of breath.

Exercise 6.11.

What did you notice about the form of the words that you used to substitute the original word in each sentence? Look at the answers you gave; perhaps you had a wrong answer? Is the form of the word similar to the original or it is the idea that is similar? For your answer to be correct, the answer must be in the same form as the original word. What do we mean by this?

Refer to the following example.

The two lovers strolled across the park.

The word which means the same as the underlined word is walked. ‘Walked and strolled’ are verbs in the past tense. The verb form and idea matches perfectly hence the answer is correct.

If the original word was ‘stroll’ what would be the answer? The correct answer would be walk. Why? Refer to the example above if you have a difficulty in explaining the reason.

Exercise 6.12.

The following are words and phrases from the passage you read. Give the meaning of each word as it is used in the passage. Make sure you understand the idea and then when you write your answer it should be in the correct form of the original word or phrase.

1. Crumbled
2. Crystal clear truth
3. Choked
4. Cramped
5. Bulged out
6. Sea of faces
7. Predicament
8. Shuddered
9. Intently
10. Ordeal
11. Blur
12. Shrunken
13. Hushed
14. Sobbing
15. Scurrying

Exercise 6.13.

It is always good to demonstrate your knowledge to show that you have learned and understood something. Now that you have worked out the meanings of the words given above, can you use them in sentences of your own which show that you understand their meanings? Choose any ten and construct meaningful sentences. We did the first one for you:

• It was such a frightening scene to watch as the Tallest flat in Harare was bombed and it crumbled down within a minute.

Exercise 6.14.

Now that you have read about child marriages, we want you to research marriages, we want you to research further on other causes and solutions that could be suggested to try and eliminate them in Zimbabwe. Fill in the following table using notes gathered from your research. This information shall assist you in the next exercise in this chapter. So, do not continue to the next exercise before you gather information on causes of child marriages and solutions to reduce them.

6.5. Formal letter writing

You have been writing letters from level one. How many types of letters do you know? In this part we want to look at formal letter writing. What do you understand by the word formal? Formal letters are written to people you only know in a professional capacity. These may include letters written to national figures, a newspaper, government or business officials. As the word formal suggests, there are rules that should be followed when writing a formal letter. Let us look at the following traditional layout of a formal letter. Study it carefully then look at the following explanations.

Layout of a formal letter

Let us look at each of the labelled parts together. Perhaps you have written an application letter before? Did it have the same details as this layout? Definitely it should have all these. Compare what you thought about these parts with what we have given you here.

1. At the top left hand corner of your page. This where you write your address. The blocked format is used.
2. After omitting a line you write the date. The month should be written in full and in words.
3. Receiver’s address. It should be written on the left hand side of the page after omitting a space of one line from the date. This is the address of the person or organisation that is to receive the letter.
4. This is the salutation. You use Dear Sir/Madam if you do not know the name of the person you are writing to. If you know the name, use his/her title. For example, Mr, Mrs, Ms, Dr, and so forth.
5. The Re is the main purpose of the letter in brief. It is a snapshot of what your letter is about. If your Re is in capital letters, do not underline but if it is written in small letters then you must underline it.
6. The introduction is the opening paragraph. In this paragraph you should state the purpose of the letter for example if you wrote to make request, apply for a vacancy, or something g else. You are simply making clear the focus of your letter. This is the only material needed in the introduction and nothing else.
7. The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long. So, keep the information to the essentials and concentrate on organising it in a clear and logical manner rather than expanding too much.
8. This is closing remark. It ends your letter on a good note and establishes a connection with the recipient. These remarks vary depending on the purpose of a letter. Examples include, “looking forward to your reply”, “I hope my apology shall be accepted” and so forth.
9. This is the ending of the letter. There are two types of endings. Use Yours faithfully if you do not know the name of the person you are writing to. This means if you used Dear Sir/Madam in your salutation, you shall use Yours faithfully in the ending. Secondly, use Yours sincerely if your salutation has a specific name of the person you are writing to for example, Dear Mr Jason.
10. Put your signature then write your name in full underneath your signature. You may put your title if the person does not know you.

I hope you now understand how to write a formal letter. What you need to do now is to practise letter writing. If there are any parts that you failed to understand refer back to the notes above. You may also refer to English textbooks that you can access they can be of much help.

Attempt the following exercise. First carry out a thorough research recording all your findings then you can write your letter using your findings.

Exercise 6.15.

Research has shown that Zimbabwe has the highest number of children who drop out of school especially at grade seven. As the child President of the Junior Members of Parliament you have been tasked to write a letter to the Minister of Primary and Secondary education outlining the reasons why children drop out of school at an early age. In your letter which is supposed to range between 150-200 words, suggest any solutions where possible.

Below is a model answer to this question. Read and understand the question. Underline key parts of the question. We wrote the opening sentence for you in the first paragraph. The layout is also incomplete, finish it up. Where there is space provided, fill in with relevant points you can raise.

Exercise: You are the only person who can read and write in English in your local community. The Chief has tasked you to write a letter to the Environmental Management Agency (EMA) expressing his concern on deforestation happening in this local area. Write out the letter.

6.6. Prepositions

What is a preposition? What is its main use? Words in the english language are joined in a variety of ways. One way of linking words in sentences is using prepositions. These are words that relate one word to another that appears with it in a sentence. For example, in the following picture given, the position of the cat in relation to the log is shown by the different prepositions written inside the picture.

For example:

• The cat is on the log.
• The cat is in the log.
• The cat is below the log.

We hope you have looked at the picture several times now and you understand the prepositions given here.

Exercise 6.16.

The following is another picture with balls and small boxes. Write your own sentences describing the position of the ball in each part. Refer to the picture you studied above for correct prepositions in each case. You must have seven sentences in this exercise.

Exercise 6.17.

Fill in the blank spaces with the correct preposition.

1. We arrived .......... the hotel very late. My daughter Destiny was not satisfied .......... the living conditions .......... Palace hotel.
2. Bokani is so good .......... soccer. Last year she was voted the best player .......... the province.
3. The teacher told Hilda to speak .......... so that all could hear.
4. The headmaster came in first, followed .......... Mr Matemera. .......... him was a student who was carrying a cigarette.
5. All the officials attended the sports event .......... Dr Kujeke who was attending a church conference. He had sent his apology .......... his secretary.
6. My girls’ soccer team was badly let .......... by the weak goalkeeper.
7. The new president was sworn .......... last week.
8. Masimba went home .......... Friday.
9. Rufaro stared .......... them.
10. At half time a band marched .......... the field.

Here is a list of some common prepositions in English. Continue familiarising yourself with these prepositions and using them in sentences to improve your grammar. You may also create sentences like we did for you in exercise 6.17 above.

Reflection

Finally! Our chapter work ends here. What do you remember about spelling? Any ideas that can help you improve your spelling? I hope they are working well for you.

How was the debate session? Take a moment and think about what you learnt and what you need to improve.

Have you done the chief’s task? Did the people give you valid information? Revisit your notes and check. Any invalid notes must be left out.

What did you do under supporting language structures in this chapter? Do you think these prepositions will help you improve your grammar? How?

6.7. Summary

We hope you did not just read the questions in the reflection but you attempted to answer them all patiently at ease because it was not a test but we want to make sure that you remember what you learnt.

In this chapter you were introduced to various ways in which you can improve your spelling. If you have forgotten them refer to the listening section. You also learnt about how to conduct a debate which prepares you for argumentative composition writing in chapters to come.

Formal letter writing and demonstrations were given you. Refer to these as you do your writing task. You read a very interesting passage which is very rich in descriptive vocabulary. we hope you have also mastered some for use in compositions. If not, then try to do so before you move to the next chapter. We finally looked at prepositions and we also gave you a detailed list of these. Continue using them in sentences and referring to the section to improve your grammar. We hope you are better off now than when you started this chapter? Now proceed to the next chapter after your rest. Please, do not forget what you learnt from chapter 1 because we will keep referring to these chapters as we continue together.

6.8. Expected/Possible answers

Exercise 6.5.

1. separate
2. mischief
3. perceive
4. argument
5. guarantee
6. volunteer
7. occurrence
8. accidentally
9. maintenance
10. accommodate
11. in fact
12. extraordinary
13. privilege
14. government
15. entertainment

Exercise 6.6.

1. There has been a noticable improvement in the Zimbabwean economy. (noticeable)
2. The statement by Oscar Pictorius’s witnes was false. (witness)
3. When one is lonly, she/he is bound to spend the whole day sleeping. (lonely)
4. We climbed clumsyly up the walls of the old fortifycations. (clumsily)
5. Tabitha’s dissappearance came as a suprise to many people in the village. (disappearance)
6. The Barak family has five atheletes who competed in the olympics last year. (athletes)
7. We recommend that after your ordinary level you open a restuarant in your local area. (restaurant)
8. The peice in the Chronicle newspaper about Prince Edward was very breif. (piece   brief)
9. I was their on time. (there)
10. The whether in August is hot and humid. (weather)

Exercise 6.9.

1. 1. 1. Linda leaped out of bed
         Mother barged into the bedroom. (Correctly identify the character in each answer).   [2]
      2. She was intensely filled with fear.   [2]
      3. Curiosity   [1]
   2. 1. She knew that they were coming to pay lobola for her.   [1]
      2. Slumped means collapsed or fell or dropped onto reminisced means recalled or thought or recollected.   [2]
2. 1. 1. Tears flowing in large quantities from her eyes meaning she would be crying most of the time.   [1]
      2. She thinks she was yet to suffer in her marriage/she was yet to cry more because of the pain of being married to the old man/Her dreams had been shattered.   [1]
   2. The smiles of people in the room.   [1]
      Presence of church elders whom she respected and thought they would not support child marriages.   [1]
   3. His face was expressionless, his eyes completely empty.   [1]
   4. anger/hate/resentment/disappointment/hurt   [2]
   5. Take legal action against perpetrators of child marriages.   [1]

Exercise 6.10.

1. Ajar – open, Barged – rushed/pushed/stormed
2. Leaped – jumped/dived, Racing – besting/pumping
3. Masked – covered/camouflaged
4. Dizzy –giddy/lightheaded
5. Mocking – laughing at/scorning
6. Dawned – crossed my mind/ was clear to me/became clear to me.
7. Siblings – brothers/sisters/relatives/family members
8. Hesitant – cautious/faint
9. Rivulets – streams/brook
10. Gasped – inhaled/gulped

Exercise 6.12.

1. Crumbled - smashed/was destroyed
2. Crystal clear truth – plain truth/obvious truth
3. Choked – stopped breathing/clogged
4. Cramped – overcrowded/jammed
5. Bulged out – stuck out
6. Sea of faces – a lot of faces/many faces/many people
7. Predicament – difficulty/dilemma
8. Shuddered – trembled/shivered
9. Intently – fixedly/closely
10. Ordeal – frightening incident/scaring event
11. Blur - haze
12. Shrunken – withered/dried up
13. Hushed – quietened/silent
14. Sobbing – crying/weeping
15. Scurrying - scampering/dashing/hurrying

Exercise 6.16.

1. The ball is inside/in the box.
2. The ball is on the box.
3. The ball is under the box.
4. Then ball is beside the box.
5. The ball is behind the box.
6. The ball is in front of the box.
7. The ball is between the two boxes.

Exercise 6.17.

1. We arrived at the hotel very late. My daughter Destiny was not satisfied with the living conditions at Palace hotel.
2. Bokani is so good at soccer. Last year she was voted the best player in the province.
3. The teacher told Hilda to speak up so that all could hear.
4. The headmaster came in first, followed by Mr Matemera behind/after him was a student who was carrying a cigarette.
5. All the officials attended the sports event except Doctor Kujeke who was attending a church conference. He had sent his apology through his secretary.
6. My girls’ soccer team was badly let down by the weak goalkeeper.
7. The new president was sworn in last week.
8. Masimba went home on Friday.
9. Rufaro stared at them.
10. At half time a band marched into the field.