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REPUBLIC OF ZAMBIA
MINISTRY OF EDUCATION
SEnior SECONDARY SCHOOL

PROGRAMME
GRADE 11 ENGLISH LANGUAGE

MODULE 1
ZAMBIA COLLEGE OF DISTANCE EDUCATION
Directorate of open and distance education

Alternative High School Programme
Module 1 English
Programme coordinator: Precious K. Vwaali
Course coordinator: Linda Ngelashi
Authors : Linda Ngelashi

Sanji Songa
Brian Banda
Peer reviewer: Linda Ngelashi
Layout: E. Zimbuni
Illustrator: E. Zimbuni
© No part of this publication may be reproduced, stored in retrieval system or transmitted

in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the Ministry of Education.
Module Grade 11 English
1
Welcome to Module 1 of Grade 11 English!
In Grade 10, you learnt a number of structures in English. You
learnt about punctuation, tenses, direct and indirect speeches, parts
of speech, composition, summary and many other aspects of
language. We hope you are able to remember most of these lessons.
Like Grade 10 work, Grade 11 English course consists of three
Modules: Module 1, Module 2 and Module 3. This module is the first
of the three modules. Each module is divided into units and each
unit is further divided into sections. This is the first of the three
modules in grade 11.
The General Aim

The main aim of this course is to enable you to:
1. Use English effectively in social communication
2. Use English language skills needed in other subjects
3. Use English effectively in the world of work
4. Use English effectively in tertiary education
5. Use English effectively in any examination
What is in this Module?

There are 6 units in this module as follows:
Unit 1 Diseases and Health
Unit 2 Africa and her riches
Unit 3 The food we eat
Unit 4 Gender
Unit 5 Entrepreneurship
Unit 6 Financial Management
How to use this study Material

The purpose of this study material is to provide you with the necessary
knowledge and practice to help you understand and use English
correctly in written and spoken texts. For this reason, we are strongly
advising you to:
 Read and do all the activities given in this Module.
 Make sure you understand every unit before going on to new units.
 Check whether you have achieved the objectives set for each unit.
 Be as practical as possible as you study and go through this module by:
(i) Writing your own notes
(ii) Making your own comments
(iii) Answering all self-marked activities
(iv) Submitting all tutor marked activities in time for marking
Icons used
There are three main Icons used in this course. They are designed to sign post
important areas clearly, so that you may know where you are. These are
below:
This means a point. This reminds you that what you
 are about to read is a very import question-or-point
This means activity. All units are frequently

 punctuated with short activities designed to give you
the opportunity to practice and test yourself.
This means answers. This reminds you that what
 you are about to read are answers to the activities
written in that unit
Contents
Unit 1 Diseases and Health
Section 1 Comprehension
Section 2 Miscellaneous exercises
Section 3 Structure
Section 4 Summary
Section 5 Descriptive Composition
Unit 2 Africa and its Riches

Section 1 Comprehensive passage
Section 2 Structure: Using the Present Participle to
introduce an idea.
Section 3 Summary – using notes from Unit 1 to write a
prose summary.
Section 4 Composition
Section 5 Miscellaneous
Unit 3 The Food We Eat

Section 1 Comprehension – The food we eat
Section 2 Structure – Relative Clauses and Irregular Plurals
Section 3 Summary
Section 4 Composition – Describing Situations
Unit 4 Gender
Section 1 Comprehension Passage
Section 3 Rewrites
Section 4 Summary
Unit 5 The Entrepreneurship
Section 2 Structure using prepositions and relative clauses without using a
comma.
Section 3 Summary
Section 5 Miscellaneous: reference signal
Unit 6 Financial Management

Section 1 The Balance Sheet
Section 2 Structure – using Present Participle
Section 3 Summary
Section 5 Miscellaneous – Cloze
Unit Diseases and Health
1
Welcome to Unit 1 of Module 1 in Grade 11! I hope you will find
this unit interesting. What you will learn in this unit include the
following:
What is in this Unit?

This unit is in 5 sections:
Section 2 Miscellaneous exercises
Section 3 Structure
Section 4 Summary
Section 5 Discriptive Composition
Learning Outcomes
By the end of this unit, you should:
 Answer comprehension questions correctly
 Summarise the passage with minimum mistakes.
 Write the composition correctly.
Study Time
You will require 4 hours to spend on this unit. This means you
will spend at least six (6) periods of 40 minutes each to
understand and do all the exercises given.
1
Section 1: Comprehension
You will read the passage and answer questions in this section. Before you
read the passage try to answer the following general questions:
Introducing the passage
 What do you think are the problems brought about by HIV/AIDS?
 People who suffer from HIV related diseases go through many bad
experiences. What are some of the experiences?
 How best can you look after AIDS patients?
 People who look after the patients of AIDS must be encouraged to
continue their noble job. How can you encourage such people.
 What in your opinion are the problems which people who care for the
patients of AIDS go through?
Try to think about the answers to these questions before you read the passage.
Caring for carers
Latisa, manager of an AIDS care programme in Soweto, South Africa, tells a
story that haunts her about her work in the township. She had gone to the
home of a single mother with three boys aged 10, 7 and 5. “The mother was
terribly ill. She had sores all over her body that were oozing pus,” recalls
Latisa. “The woman had nobody to care for her but the boys, and they were
bathing their mother and trying to cope with everything themselves. The 10
year-old asked Latisa: how do I cook for my mother? He was trying to do all
that needed doing, but he didn’t know how. When I left that home I was
crying; I couldn’t keep my mind on the road ahead.”
Gladys a volunteer in a rural area of South Africa, says she was unprepared for
all the social problems she finds in the homes she visits: “I thought I was going
to give health care, but then you find there’s no food in the house, the whole
family is hungry, there’s no money coming in, and you feel you can do so little.”
And in Uganda, Christine, a counsellor on the staff of an AIDS organisation
who is herself HIV-positive, tells of her anxiety at being unable to reach her
targets, as she is often too weak to handle the scooter she has been given to
visit her clients. She feels guilty at having to lean on her colleagues, but
cannot face the idea of retirement: “I have children to support – who will pay
their school fees if I give up? And how will I manage without medical care?”
She asks.
The strains on those caring for people with HIV infection and AIDS are
enormous and wide ranging. And as the epidemic spreads and matures,
overwhelming the capacity of the health and social services in many countries
to cope, they are being borne increasingly by lay carers within families and
communities. These people – pioneers of the home care movement, front-line
workers in the efforts to stop AIDS and to contain the damage it does to their
societies – are a precious resource. The quality of care they provide and their
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ability to do so over a sustained period depend on the protection of their own
well-being and morale.
The purpose of this report is to draw attention to the needs of carers and to
what can be done to support them more effectively. It will focus on those
involved in home and community-level care. And it will draw on the first-hand
experience of individuals and AIDS organisations in Uganda, (which was one of
the earliest countries to be affected by AIDS and to respond with imagination)
and South Africa, where the virus is spreading faster than almost anywhere
else on earth. The report is intended for all those with an interest in the care of
people with HIV and AIDS, but especially for those with direct responsibility for
providing care or managing carers, for policy-making in this field, or for
supporting AIDS programmes.
You have come to the end of the passage. Do the following activity to assess
your understanding of the lesson.
3
Activity 1 
Choose the correct answer for each of the following questions based on
the passage above.
1. Who is Latisa?
A. A patient of AIDS
B. A manager of AIDS
C. A manager of AIDS Care Programme
D. A women who visits the sick.
2. “The mother was terribly ill.” Whose mother was she?

A. Latisa’s mother
B. The three boys’ mother
C. Not mentioned in the passage
D. Gladys’ mother
3. Why was Latisa crying when she left the home of the patient of
AIDS.
A. She felt pity for the boys

B. She felt pity for the sick woman
C. Both A and B above
D. It is not clear why she was crying
4. Why was Gladys not prepared for the problems she found in the
homes she visited?
A. Because of shortage of food

B. Because of lack of money
C. Because some patients were terribly sick
D. Because the problems found were too many.
5. Why 5. Why is Christine unable to reach her targets?

6.
A. She is too tired because of work
B. She is herself a patient and is too weak to visit other patients
C. She is too weak to handle the scooter
D. She feels guilty at having to lean on her colleagues.
6. Why can’t Christine stop working since she does not visit the sick
people anymore?
A. Because she is one of the counsellors

B. 4
She supports her family through this work
C. She feels guilty about having to retire
D. She likes the job though she cannot carry it out
Activity 1 Cont……….
Choose the correct answer for each of the following questions based on
the passage above.
7. What happens when a country fails to cope with the needs of its
AIDS patients?
A. Families and communities take over the job.

B. The disease spreads even more.
C. More care givers take up the job.
D. People die in great numbers
8. Pioneers of home care movement are referred to as a ‘precious

resource’ why?
A. Because they are doing a precious job.
B. Because they are front-line workers.
C. Because they try to stop AIDS in society.
D. Not many people can willingly do what these people do.
9. How can the people who care for the patients of AIDS be made to
continue with their good job?
A. By paying them good salaries

B. By supporting them and caring for their needs
C. By teaching them on how to care for the sick.
D. By encouraging them always
10. This passage is about

A. The effects of HIV and AIDS
B. AIDS related diseases and problems
C. How to care for the AIDS patients
D. How to care for the care givers
Compare your answers with those at the end of the module.
5
Feedback
You should get at least 7 answers out of 10 correct for you to proceed to the next
section. If such achievement is not made, you should revise the section.
The next section gives you more practice on cloze and rewrite activities
6
Section 2: Miscellaneous –Cloze/Rewrites
Cloze
Provide the missing words in the following passage. Only one word should be
written in each blank space.
Tuberculosis HIV/AIDS
The organism (1) ………… tuberculosis (2) …………first recognized in (3)
…………year 1882 but some of the diseases caused by this organism (4)
…………recognised as entities long before. We say “diseases” because various
organs or system of the body can be (5) ……………with very different symptoms
and consequences. Tuberculosis disease occurs most commonly (6) ………. the
lungs and this type of illness is still the (7) ……….commonly in the lungs and
this type of illness is still the (8) ……….common in Zambia. A person may have
been infected with TB long ago and overcome the infection as it were,
imprisoning the organisms without killing them. They are trapped in scar
tissue deep inside the (9) ……………A later HIV infection will (10) …………them
to escape from prison and lead to active disease. Thus until the advent of HIV
infection, the rate of occurrence of new TB cases was falling. Although the
tubercle bacillus (the germ that (11) ………… TB) is much more infectious, than
HIV. It is much more likely to establish itself in the body when the immune
system is weakened in the way caused by HIV infection. Hence there (12)
..………been a marked increased in the amount of tuberculosis infection in
Zambia as many HIV infected persons have become ill with TB. However it is
(13) ……………to keep in mind that (14) ………… everyone with
tuberculosis is (15) ……….. with HIV.
Tuberculosis infection (16) ………… be treated whether the individual is

infected with HIV or not and the response to (17) …………is usually good. But
if the course of treatment (which lasts usually for a minimum of eight months)
is interrupted, those organisms which are most resistant to the drug will
multiply in the (18) …………and the infection will (19) ………………much more
difficult to (20)………... Although TB is usually curable, individuals do die from
it and it can on occasion advance very rapidly throughout the body. A
continuum of care of clients with TB and AIDS at community level should
include a combination of multiple interventions and services. Some of these
are illustrated in the diagram.
7
Some possible model answers are
1. causing 11. causes
2. was 12. has
3. the 13. important
4. were 14. not
5. infected 15. infected
6. in 16. can
7. most 17. treatment
8. them 18. body
9. body 19. become
10. allow 20. Cure
Can you find some other possible ones? It is possible to find others.
Do the following activity to assess your understanding of the lesson.
8
Activity 2
Rewrite
Rewrite the following sentences according to the instruction given.
1. The mother was terribly ill.
Begin: Terribly ill……………………………………………
2. The woman had no body to care for her, but the boys.
Begin: The only………………………………………………
3. I couldn’t keep my mind on the road ahead.
Begin: Hardly…………………………………………………
4. Gladys was not prepared for all the social problems she found in
the homes she visited.
Begin: Scarcely…………………………………………………
5. She is often too weak to handle the scooter.
Begin: She is often………………………………………………
6. Christine feels guilty at having to lean on her colleagues.
Begin: Having to…………………………………………………
7. Pioneers of the home care movement are a precious resource.
Begin: What a……………………………………………………
8. The purpose of this report is to draw attention to the needs of the
carers.
Begin: Drawing ………………………………………………...
9. The report is intended for all those with an interest in the care of
people with HIV.
End……………………………………………………… interested for.
10. Few people can whole heartedly care for the sick in the society.
Begin: Many………………………………………………………
9
Check your answers with those at the end of the module.
Feedback
Did you get 70% of the answers right? Proceed to the next sectioin if you did,
otherwise revise the work if you didn’t .
Section Summary
This was rather an all activity section where you practised working on a cloze
and some rewrites. We feel that you had a busy and useful study.
Prepare yourself more for a study in section 3.
10
Section 3: Structure – Instead - Besides
Welcome to the third section of the first unit in this module. This section
deals, with the use of:-
- instead of
- besides
Look at the following examples.
Example 1: Instead
(To say something should replace another)
 If you can’t attend conventional schooling, you may try distance
education instead.
 Peter has withdrawn from a conventional school Instead he is studying
through distance education.
 Chalwe has decided to enter the school of law instead of the school of
medicine at the university.
 My brother is marrying Jane instead of Mary, the long time girlfriend.
 Zambia is rich in natural resources, but is referred to as a poor nation
instead.
Example 2: Besides
(As a preposition followed by a noun)
 You cannot send any other person to school besides me.
 ‘No one else can do such a thing besides John’, said mother.
 Which other country is peaceful in Africa besides Zambia?
(As an adverb without a noun)
 Esther Phiri has won a number of international boxing bouts and a few
local one besides.
 My father had many animals and fish ponds besides.
(Starting a new statement and connecting it to previous statement)
 I don’t want to cook now. Besides there is no charcoal
(In addition)
 Many students nowadays go for extra lessons besides attending classes.
 Many wise people have other sources of income besides their regular
one.
11
Now do the following activity to assess your understanding of the lesson.
Activity 3
Do the rewrites below.
1. Initially Peter wanted to train as a doctor, but he studied as a
teacher.
(Rewrite beginning)
Instead………………………………………………………
2. It is not only copper which is mined here. There are other
minerals.
((Join the two sentences into one using besides as follows)
…………………………………..besides ………………………
3. Cibemba and many other vernacular languages are spoken
throughout the country.
……………………………………………………besides
4. The woman had nobody else to care for her as a patient but
her own sons.
(Rewrite the sentence ending with instead).
……………………………………………………instead
5. The boys were bathing their mother and trying to cope
everything themselves.
Besides………………………………………………………
6. The overwhelming widespread of HIV AIDS infection results
into the increasing number of lay carers to help the trained
officers.
Begin with because to end with instead
Because …………………………………….instead
7. The quality of care providers and the ability to do so over a
period depends on the protection of heir own well being and
morals.
Besides ……………………………………………………
8. Christine is given a scooter to visit her clients but is most of
the time walking.
Rewrite using instead as follows
12
…………………………instead……………………………
Feedback
You should get at least 5 answers out of 8 correct to prceed to othe next section.
Otherwise revise the section.
Section Summary
In this section, you studied the use of the two conjunctions, instead and
besides. It is our hope that you did not have difficulties mastering the
concepts.
In the next section, we shall look at summary.
13
Section 4: Summary
Read the following passage and answer the question that follows.
Lead poisoning
1. Lead is a common metal present in most of our household items but the
grisly facts scientists have recently revealed about its danger to human
life especially in children are so horrifying that it seems impossible to
reverse the “slow death” situation at hand.
2. Lead poisoning causes high blood pressure, strokes, heart attacks and
kidney diseases. The most unfortunate target is the children whom it
attacks silently and slowly without bringing out any obvious symptoms
until it is too late. Researchers have found that in Africa, Asia and the
Middle East, lead is sometimes used as a medicine to relief constipation
and prevent infection of the umbilical cord and even as a teething
substance for babies. Children whose brains are heavily laden with lead
find it difficult to do analytical work or even to respond to simple routine
procedures. Other symptoms include irritability, insomnia by chronic
restlessness.
3. It takes strictly little lead to cause poisoning. A child can become
severely poisoned by eating one milligram of lead – paint dust. Equivalent
to about three granules of sugar each day during childhood. Because of
their behaviour and activity, children are more likely to pick up lead from
their environment. Smooth painted surfaces may not pose any danger
but as paint ages, it begins to crack and peel. Since lead has a sweet
taste, children are likely to eat the paint chips from toy, floors and
carpeting. Moreover a child may become ill merely by touching the dust
on the window sill and sucking his thumb.
4. Women who work in lead factories suffer high rates of sterility,
miscarriage, premature birth and birth defects. If a pregnant woman
ingests even a small amount of lead, it can pass through her placenta to
the foetus. Fathers too are affected with malformed and sluggish sperm,
causing deformity in the foetus or preventing conception.
5. Apart from paint, the other primary source of lead toxicity is water. Lead
pipes and even copper or steel pipes joined with lead solder can
contaminate water. Health officials advise allowing cold water from a tap
to run for a minute or two before drawing, especially if the tap had been
turned off for more than six hours. This will help flush out any
contaminated water. Hot tap water from the geyser is likely to contain a
lot of lead; it should not be used for drinking or cooking.
6. lead crystal ware that are used to store foods and beverages for extended
periods of tine, especially acidic foods such as tomato sauce, fruit juices,
14
wine and vinegar, are quite dangerous, and so are lead crystal baby
bottles. Researchers have also detected high levels of lead in the ink
used to print plastic bread bags. If the consumer turns the bag inside
out, the lead ink causes contamination when it leaks on to the foods.
(Adapted form Wendy Mwachilinga’s article in the Sunday times of Zambia of
17, 1993).
You have read the passage. Now do the following activity.
Activity 4
You are interested in the causes or sources of lead poisoning; you are
not interested in the symptoms or in the precautions to be taken to
avoid lead poisoning or indeed in the consequences of lead poisoning.
Write a connected (prose) summary of these causes. You may use
your own words or those of the passage to express some or all of your
points, but you should not exceed 145 words.
Check for model points (notes) at the end of the module.
Feedback
Does your answer contain similar points as the ones given? Check if your points
and the number of words used are the same and within range.
Section Summary
This section was about summary writing. You can only do a good summary
work if you have read and understood the passage and the question at the end
very well. These are the preliminary factors in summary work.
Now prepare yourself for Section 5 which is a composition.
15
Section 5: Composition (Descriptive)
A descriptive composition describes “what it is or what it looks like” as it
discuses a person, an animal, place, scene, event or a ceremony.
To be able to describe properly or successfully there is need for the writer to
observe or know exactly what is being described.
Use metaphors, contracts, adjectives and adverbs; a variety of words that have
an impression upon senses, feelings smelling, hearing and even upon size,
length, movement and taste vividly, taking, the general to particular or
particular to general approach. The use of smile is very common in a
description.
Look at these examples
He is a lion – (metaphor)
He is as tall as a palm tree – (smile)
She is fatter than a hippo – (contrast)
She fell like thunder – (metaphor)
These and many other simile descriptions make the work interesting and
enjoyable.
Now do the following activity.
Activity 5
Describe any patient of AIDS whom you have ever met anywhere.
Use the following points. You may add your own too.
- The name (fictitious) false name
- Whether you are related or not
- Sex
- Age
- Status e.g pupil, teacher, miner etc
- Appearance (face, body)
- What you noted about his health
- What you feel like doing about it to help
- Your advice to fellow youths (adults) to avoid the
infection. etc.
16
Compare your answers with ours at the end of the module.
Feedback
Be open to allow other people read your work before you conclude your work.
Section Summary
Did you enjoy the section? We hope you enjoyed using the skill of describing
though the situation you described was a sad one.
On a happy note though, we have come to the end of the unit. The next unit
will be entitled Africa and its Riches.
17
Unit Africa and its Riches
2
Welcome yet to another unit. In Unit 1 you had Diseases and Health
as a theme. In this unit, the theme is Africa and its Riches. You will
have comprehension, structure, summary, composition and
miscellaneous.

Section 1 Comprehension passage
Section 2 Structure: Using the Present Participle to introduce an additional
idea.
Section 3 Summary – using notes from Unit 1 to write a
prose summary.
Section 4 Composition – Descriptive writing
Learning Resources
To further your understanding of this unit, we would recommend that you read
the following book:
1. English 10 BK 2 by B. Haangala et al
Estimated Study Time

You will need at least 5 hours of study time to complete this unit. Please note
that this is just a guide. Depending on your own speed, you may take more or
less time than this.
Learning Outcomes
 Answer comprehension questions.
 Use the present participle to introduce an additional idea.
 Practise and therefore become more proficient in writing a prose
summary.
 Broaden your variety of structures.
 Practise punctuation exercises.
18
The Plunder of the Congo
The recently issued report by the UN’s “Panel of Experts” on the illegal
exploitation of the DRC’s natural resources – mainly, of course minerals –
makes for interesting reading. The report identifies a range of companies,
organisations and individuals which it considers to be involved in the rape of
the Congo. All the usual suspects are there, as well as a few “unusual “ ones.
For example, highly reputable mining organisations with global reputations are
named by the UN panel and placed in the dock alongside companies and
individuals notorious for their lack of ethical standards.
The indiscriminate accusations have had the effect of undermining the
credibility of the report and the temptation is to reject its findings out of hand –
which would be a pity, as it would be equivalent to throwing the proverbial
baby out with the bath water. There is in fact much of value in the UN
document and many of the allegations it contains are clearly well researched.
The report also makes sobering reading for anyone who loves mining since the
type of “mining” that is being conducted in the Congo is, for the most part
unacceptable. It is carried out without regard for the environment and with
little, if any, benefit to the long-suffering Congolese people and is the very
antithesis of what responsible mining should be. There are mining projects in
the DRC which are above-board, Didulushi (see photo) and Lonshi are two that
spring to mind – but they seem to be the exceptions that prove the rule.
The main conclusion of the report is that while the conflict in the DRC has
diminished in intensity, the “overlapping micro conflicts” that is provoked
continue unabated. “These conflicts are fought over minerals, farm produce,
land and even tax revenues.” say the UN panel. Criminal groups linked to the
armies of Rwanda. Uganda and Zimbabwe and the Government of the
Democratic Republic of the Congo have benefited from the micro conflicts.
Those groups will not disband voluntarily even as the foreign military forces
continue their withdrawals. They have built up a self-financing war economy
centred on mineral exploitation”.
The panel refers to these groupings as “elite net works” and says they are active
throughout the Congo, in areas controlled both by the DRC Government and
its opponents. In the case of the government controlled areas, the panel says
that the “elite network of Congolese and Zimbabwean political, military and
commercial interests” seeks to maintain its grip on the main mineral resources,
which it lists as diamonds, cobalt, copper and germanium. “This network has
transferred ownership of at least US$5 billion of assets from the State mining
sector to private companies under its control in the past three years with no
compensation or benefit for the state treasury of the Democratic Republic of
Congo,” the UN report states.
19
According to the report, this asset stripping of state mining companies a key
strategy of the elite network in the government controlled area. As it points
out: “These transactions, which are controlled through secret contracts and
off-shore private companies, amount to a multi-billion-dollar corporate theft of
the country’s mineral assets. Some 30 businessmen, politicians and military
officers are the main beneficiaries of the arrangements. The elite network has
been trying to legitimate international mining companies.”
One of the effects of the diversion of funds from state companies and public
coffers has been a break down in the DRC’s public sector. “The public sector
in the two Kasai Provinces has effectively disappeared,” says the report. “Of
the five water production plants in Kasai Oriental, four plants no longer
function and the fifth, in the city of Mbuji Mayi, is said to function at less than
20% capacity. Of the six water production plants in Kasai Occidental, five no
longer function, the sixth, in the city of Kananga, operates at best at 10%
capacity.”
The behaviour of the “elite network” in the Government-controlled area of the
country is matched by that of various similar groups in the areas controlled by
Rwanda and Uganda. The UN panel estimates, for example, that the bulk of
the coltan exported from the eastern DRC has been mined under the direct
surveillance of RPA (Rwandan Patriotic Army) mining detaches and evacuated
by aircraft from airstrips near mining sites directly to Kigali or Cyangugu. “No
taxes are paid... A variety of forced labour regimes are found at sites that have
been managed by RPA mining detaches. Some for coltan collection, some for
transport, others for domestic services. Many accounts report the widespread
use of prisoners imported from Rwanda who work as indentured labour.” says
the report.
The passage ends here. Have you enjoyed your reading?

You can now do the following activity before we proceed.
20
Activity 1 
You can now answer the following questions.
1. In paragraph 1, the writer says that:
A. Many highly reputable mining companies are named in
the report.
B. Many highly reputable mining companies are involved in
the rape of the Congo.
C. Many highly reputable mining companies which are
involved in the rape of the Congo are named in the
report.
D. Few highly reputable mining companies are also named
in the report.
2. “All the usual suspects are there, as well as a few unusual
ones,” means:
A. All the suspects are named in the report
B. All the mining companies are named in the report, as
well as a few non-mining companies.
C. None of the suspects named in the report are guilty.
D. All the suspects are named in the report, together with
their unusual activities.
3. To reject something out of hand means
A. To reject something that you have;
B. To reject something without any consideration:
C. To reject something out of anger
D. To reject something after much thought.
4. The UN Report is on:
A. Mineral only
B. Mineral resources
C. Natural resources
D. Natural resources and other minerals
5. ……………… the rape of the Congo refers to:
A. Raping Congolese women;
B. Child defilement
C. Plundering minerals 21
D. The plunder of natural resources
6.
7. Give at least 3 purposes of advertising. (3
Cont...
Activity 1
6. Asset transfer has occurred
A. In the Congo
B. In government controlled areas
C. In rebel held areas
D. In both government and rebel controlled areas
7. Fund diversion from state companies
A. Has adversely affected the public sector
B. Has had little effect on the public sector
C. Has affected only water production plants
D. Has not affected the public sector at all
8. The behavior of the “elite network” in the government
controlled areas…
A. is different from that of the “elite networks” in rebel
controlled areas;
B. is the same as that of the “elite networks” in rebel
controlled area;
C. is worse than that of the “elite networks” in rebel
controlled areas;
D. is better than that of the “elite networks” in rebel
controlled areas.
9. Coltan in the eastern DRC is mined…
A. By the R.P.A
B. By prisoners from Rwanda
C. Under the surveillance of RPA
D. By forced labourers
10. Find the words in the passage which mean the same as:
A. haphazard
B. Concentration
C. privileged
D. reparation
22
You will find the answers to these questions at the end of this module.
Feedback
After checking and comparing your answers, rate yourself out of 20 marks. You
should get at least 15 questions right for you to proceed. If not, revise the work.
Section Summary
In this section, you had a comprehension passage. The passage carries a story
on the exploitation of minerals in the Democratic Republic of Congo by various
groups, organisations and individuals. The passage is rich in the variety of
English language structure. We hope you enjoyed it.
23
Section 2: Structure – the use of present participle to introduce an
additional idea.
In the English language structure, there are words which are used to show an
additional idea. Some of these words can also be used with a present
participle. Examples of such words are: apart from, besides being, in addition,
as well as.
For example;
1. Apart from drawing water each morning, I disinfect the latrine.
2. Besides being a teacher, Father Joe Hays, is a priest.
3. In addition to defiling the girl, the wicked man infected her with the HIV
virus.
4. The students were taking notes as well as listening to the radio.
Now we are sure you are ready to do an exercise using these four present
participles. Try these six sentences.
Activity 2
1. Mwenya cooked jungle oats for breakfast. She also boiled
the eggs. (use in addition to)
2. Namasiku is a nurse. Namasiku is a mother. (use apart
from)
3. He is a herbalist. He is also a medical Doctor. (use besides)
4. Namweemba was peeling potatoes. She was also listening
to the news on the radio. (use as well as)
5. That small boy insulted my sister. He also tore up her floral
dress. (use in addition to)
6. Msozi obtained the best grades in her class. Misozi won the
best student award (use besides)
Our sentences are at the end of this module. Compare them to yours.
Feedback
You should get 4 or more questions right in this activity or else, revise the work.
24
Section Summary
We have learnt a structure in English called the Present Participle which is
used to say one thing, (Milika was taking notes) and then adding another idea,
(Milika was listening to the radio). We put the ideas together, using a present
participle (as well as), so that we now have one single sentence.... Milika was
taking notes as well as listening to the radio.
Let us now move on to the next section, which is about summary.
25
Section 3: Summary
What is a summary? The Collins Dictionary of the English Language defines
summary as a short written or spoken account of something which gives the
important points but not the details.
In Unit 1 you made notes based on a passage. We want you now to write a
prose summary since you now know how to. Please remember that the
summary should contain only the important points. No details whatsoever
should be included in your summary.
You will find the model summary at the end of this module. Please compare
the model answers to your summary and take note of where you differed.
Passage
Information about breeds, production methods and diseases have been part of
the daily routine for centuries. It is this local knowledge that must be
harnessed when designing livestock health and production strategies. This is
more desirable now when diseases have seriously ravaged the livestock
population in the country and veterinary service delivery has been privatised,
making it unaffordable to rural farmers.
Indigenous livestock owners often detect disease problems long before and
more frequently than veterinaries. In addition, they may perceive certain
diseases differently from trained professional. This knowledge, that has largely
been ignored in to – down extension system, may be vital to the formulation of
sustainable livestock health programmes. There are diverse reasons for
variation in livestock wellbeing and so blanket policies would only exacerbate
instead of improving them. In order for these diagnostic disparities to be
adequately addressed, input from the whole social spectrum is required. If
they are to become mainstream practice, they will need to feed into national
level processes and be linked to wider policy change.
The use of participatory research methods in livestock disease investigations
can be a means of comprehensively documenting local farmers knowledge.
This can give insights into what they perceive to be the most important priority
diseases in the animals and what they understand to be the factors influencing
the occurrence of these diseases, the common clinical signs, local treatment
options and control strategies available to them. This information can then be
used to develop control measures and extension option based on community
defined priorities, needs and competencies with a view of integrating this
information on the formulation of cost effective and sustainable disease control
and livestock production regiments.
Since participatory methods are interactive processes, ultimately a better
understanding of livestock disease will be gained within rural communities and
among professionals involved in the process. As the concept of community
livestock workers begins to gain acceptance in the small – scale sector and the
26
need for national disease intelligence remains important, the use of these
techniques can serve to strengthen veterinary surveillance networks and
veterinary service delivery. Other benefits include the improvement of national
livestock disease database and reconciliation of scientific and indigenous
knowledge to prove productivity of small-scale agriculture sector.
The ministry held an orientation meeting at the Mulungushi Conference Center
on 20th May 2006 at which all members of staff at the Ministry headquarters
and support service units attended. The purpose of the meeting was to
sensitize all members of staff on the mandate of the Ministry and to facilitate
informal interaction of staff at all levels.
During the official opening the Science, Technology and Vocational Training
Minister, Honourable Judith K. Kapijimpanga thanked all members of staff for
attending the meeting.
“I am really happy to see that the whole Ministry can meet together in this very
interactive manner. Indeed such meetings should be encouraged.” The
Minister said.
She had expected that by the end of the meeting everyone regardless of the
position they occupy in the Ministry, should be able to appreciate their role in
the Ministry.
“We need to understand that all the Ministries that the President has created
do not work in isolation, the y all work towards the implementation of policies
of he Zambian government,” the Minister stated.
She said that in order for the Ministry to implement government policies, the
ministry developed its Strategic Plan of 2003 to 2007
The plan defines what we wanted to achieve in five years. The plan also has
put structure in place, which we operate towards achieving our objectives.” she
said.
The ministry department namely Planning and Development Science and
Technology; Vocational Education had Training; and Human Resource and
Administration and their respective directors presenting their departmental
functions.
Do the following activity.
Activity 3
Make a summary of the passage in 120 words stating why
integrating participatory research methodology into rural livestock
development programmes has become necessary, defining the
participatory research methods and its advantages and application
27
Compare points with those given at the end of the module.
Feedback
Your performance at this activity will depend on how well you have understood
the passage to pick out the correct points.
Section Summary
In this section you had a passage to read and summarise according to the
requirements of the question. The passage was discussing the breeds,
production methods and diseases in livestock farming.
28
Section 4: Composition
Please notice that your sections now contain more and more practice materials
rather than teaching.
In this section, we again refer you back to Grade 10 Module 1, Unit 7 where we
discussed writing descriptions in great detail.
Activity 4 
Choose and write only on any one of the following, in about 250
or 350 words
1. Your pen – pal wants to come and attend one of the local
traditional ceremonies.
2. Describe the ceremony to him/her.
3. Imagine that you stayed at a farm or in a rural area town
for your holiday. Describe it to your friend on your return.
4. Either (a) Describe a forest fire
or
(b) A haunted house
5. Write a story entitled “My Parents or Parent”
Check for the answers at the end of the module
Feedback
Composition carries 20 marks. Is your work closer to that mark? Show it to a
friend.
Section Summary
Composition work is very important in English please take it seriously.
29
Section 5: Miscellaneous- Punctuation
Look at the following two sentences:
1. I tell you, today you will be with me in heaven.
2. I tell you today, you will be with me in heaven.
You probably have heard or read these two sentences before from the Bible.
They are found in Luke 22 :43.
One translation punctuates it …………I tell you, today …………..and the
other………..I tell you today, you will……….
The question is does it make any difference? The answer is: yes, it does make
a difference. A very important difference.
“I tell you, today you will be with me in heaven” means that you will be with me
in heaven today.
“I tell you today, you will be with me in heaven”
Means………I tell you today that one day in the future you will be with me in
heaven.
Do you now see the difference?
That difference in meaning has been caused by a shift in the position of the
comma! Just that!
It is for this reason that you must learn to punctuate sentences correctly.
Now we invite you to punctuate the following passage that we have taken from
the Bible. Please make sure you do the exercise first and check out your
passage by comparing it to the original in “the New English Bible” published by
the Bible Societies in Association with Oxford University Press and Cambridge
University Press.
30
Activity 5
Two bandits were crucified with him one on his right and the
other on his left the passers by hurled abuse at him they wagged
their heads and cried you would pull the temple down would you
and build it in three days come down from the cross and save
yourself if you are indeed the son of God so too the chief priest
with the lawyers and elders mocked at him he saved others they
said but he cannot save himself king of Israel indeed let him
come down now from the cross and then we will believe in him id
he trust in God let God rescue him if he wants him for he said he
was Gods son even the bandits who were crucified with him
taunted him in the same way.
Now compare your passage with that in the Bible. It is Mathew
27:38 – 44
Compare your answer with that at the end of this module.
Feedback
You should have done very well in this activity.
There are 20 marks for this activity. Compare yours with ours at the end of the
module, you can tell how much you have scored. At least 15 marks would be a
fair performance.
Section Summary
In this section we discussed punctuation. Punctuation is covered or practised
in every piece of writing, especially in direct speech.
31
Unit Summary
In this unit we had a comprehension passage on the plunder of the Congo, we
had structure present participle to introduce an additional idea. In Section 3,
we had to summarise a passage based on a story about breading, production
method and diseases in livestock farming. We did a composition and lastly
miscellaneous work.
32
Unit The Food We Eat From Africa and Its
Riches
3 We wish to welcome you to Unit 3. In this unit you will learn about a
number of things.

This unit has five sections:
Section 1: Comprehension – The food we eat
Section 2: Structure – Relative Clauses and Irregular Plurals
Section 3: Summary
Section 4: Composition – Describing Situations
Section 5: Miscellaneous

You can finish studying this unit in 4 hours 30 minutes, less or slightly more.
Should you go beyond this time, you need not worry. This is just a guide to
help you adjust your time and discipline yourself.
Learning Objectives
 Answer all of the comprehension questions
 Identify irregular plurals
 Use the ‘who’ and the ‘which’ relative clauses correctly
 Complete a fill – in table with less problems
 Describe a given direction
33
Section 1: How safe is the food we eat?
Here is the passage for you to read. After you have read the story using skills
you learnt in Grade 10 modules, answer the questions that follow as carefully
as you possibly can.
Comprehension
The Food we eat
Consumers worldwide have become more informed about the health issues
related to the consumption of animal products. Consequently, producers,
processors and food safety standard authorities are operating in an ever
changing and increasingly demanding environment. Risk analysis is now
becoming the preferred methods of determining and mitigating risks within the
food production sector. The applications of risk analysis methodology are
numerous, including the facilitation of import and export of animals and
animal products. Risk analysis is performed to understand the nature of
unwanted, negative consequences to human and animal health, that is the
environment. The process has three components: risk assessment, risk
management and risk communication.
Risk analysis is widely recognized as the main method of developing food safety
standards. The process allows for the identification of hazards or “dangers” in
food and determination of their immediate, short term and long-term effects on
human health (risk assessment); the appropriate measures of control to
prevent, reduce or minimize the risks (risk management); and the best way to
communicate this information to the affected population (risk communication)
including consumers.
Transboundary animal diseases (TADs) have hindered the process of
globalization of trade in livestock and livestock products. Based on the
continued threat of TADs, the application of non-tariff trade barriers such as
embargoes and sanitary standards has severely restricted access of developing
nations to lucrative international markers. Usually non-tariff barriers are
applied to protect domestic markets under the pretext of animal disease and
food safety concerns. However, given the number and the magnitude of animal
epidemics that have occurred in developed countries, it is now obvious that
trade with countries believed to be free from TADs is still not risk-free and
developing countries need also be wary.
The world trade organization’s (WTO) Sanitary and Phytosanitary (SPS)
agreement is a technical barrier designed for the protection of human health
and the control of animal and plant pests and diseases under the Uruguay
Round Agreements Act on the application of SPS measures, WTO member
countries agreed to base any SPS measures on an assessment of risks posed by
the import in question and to use scientific methods in assessing the risk. Due
to a gap in technical capacity between developed and less developed nations,
34
generic standards for scientific assessment of risk in foods of animal origin can
only be problematic.
The basis of risk analysis is data. However, the acquisition of data and its
efficient application in risk analysis is a challenge particularly for resources-
poor countries that are tasked with achieving high targets with limited means.
The impact of this restriction on data collection and indeed, research in these
nations has become apparent. A developing country’s dependence on foreign
aid to support focused animal disease control programmes while
simultaneously addressing a range of TADs impedes focus on technical
considerations. The multi-factorial nature of any disease also makes
prescriptive control solutions challenging. Within the food processing industry
as well, prescriptive methods of risk analysis would be problematic if no effort
were made to understand the process that constitute risk within a particular
environment and for a particular commodity within that environment.
A risk assessment should ideally be based on the best information available.
Sources can include, but are not limited to, international agencies, national
agencies, retailers, farmers, consumers, process control within the food
industry (based on defined regulatory standards), documented scientific
evidence, on-site observation and management, expert opinion from relevant
research bodies, surveys, studies, reputable internet sources, and documented
trials. It is not possible to find all the information required, so there is always
an element of uncertainty. The type of data required depends on the risk
assessment which depends on the risk assessment which also defines the
relevant data sources. Experts from many fields are needed to supply different
types of data and knowledge for all but the simplest risk assessments. It is a
continuous process. During the gathering of information, important data on
the possible hazards arise and sometimes it can be discovered that the
question asked (the risk question) is not the most important, necessitating the
modification of the assessment accordingly.
In recognition of the restricted technical capacity of less developed countries, a
product-based approach has been suggested to be an equitable alternative to
applying risk analysis in the food industry, both for foods meant for local
consumption and international trade. On this understanding, even a country
such as Zambia which has multiple animal diseases, depending on the
processing and handling, it is still possible for the products from such animals
to pose little risk once they arrive on the consumer’s table. The nature of the
commodity defines the risk and the management of risk depends on the
commodity.
The process of risk analysis is not only a tool that can be used to determine the
presence of a disease risk but also a means of identifying what the threats are,
their extent and, most importantly, how they can be controlled. It can be used
to formulate relevant food safety standards to safeguard human health and
argue the safety of food products meant for human consumption or even
export.
35
Activity 1 
1. Give a word or phrase of equivalent meaning for each of the
following 10 words as used in the passage:
(a) risk analysis
(b) mitigating
(c) facilitation
(d) consequences
(e) hindered
(f) lucrative
(g) transboundary
(h) simultaneous
(i) impedes
(j) reputable
2. What do you understand by the phrase an ever-changing and

increasingly demanding environment (Par. 1)
A. The environment is getting bigger.
B. The environment is changing into a different form.
C. The consumer’s demands are changing or growing
frequently.
D. The environment demands are changing frequently.
3. When the passage says that the risk analysis is now becoming
the preferred method, it implies that:
A. there has never been any other method before.
B. this method is currently the most useful.
C. This method is simpler.
D. The method is rarely used.
36
Activity 1 
4. According to paragraph 2, what do the following two terms mean?
(i) risk assessment
(ii) risk management
5. Explain in your own words the implication of the statement,

Transboundary animal diseases have hindered the progress of
globalization of trade in livestock and livestock products, as it is
used in the passage.
6. According to paragraph 5, which of these statements is not true
about a developing country?
A. Faces problems in acquiring data.
B. Abundant dependence on foreign support.
C. Lacks focus on technical consideration.
D. Depends on owner’s risk analysis in development process.
7. What do you understand by the statement – Sources can include
but are not limited to __________?
A. Sources should be restricted to the stated organisations.
B. Sources should not be restricted to the stated organisations.
C. Sources should be reputable.
D. Sources should be based on scientific evidence.
8. Experts from many fields are needed to supply different types of data
and knowledge for all but the simplest risk assessments. What do
you understand by this statement?
A. Different types of data and knowledge for all except for simpler
risk assessment are supplied.
B. Different types of data and knowledge for all risk assessments
only are not supplied.
C. Only different types of data and knowledge for simplest risk is
supplied
D. Different types of data and knowledge for all, more especially
the simplest risk assessments are supplied.
37
Activity 1 
9. Paragraph 6 mentions one problem arising from the gathering of
information. What is it?
A. The hazardous arrival at important data.
B. The rise of new data necessitating the modification of
assessment
C. The realisation/discovery that the risk question is not
important necessitating the modification of the assessment.
D. The discovery of a new risk question.
10. We are told in paragraph 7 that a product – based approach has been
suggested as an equitable alternative to applying risk analysis in food
industry. What is meant by the phrase “equitable alternative” as it
is used in the passage?
A. Similar choice
B. Suitable choice
C. Unmatched choice
D. Fair and reasonable choice
Model answers are at the end of the module.
Feedback
If you got 8 out of 10 go straight to the next section. It means you are doing very
well. If you got less than 5 you need a revision of the whole section.
Section Summary
You have done Comprehension in this section. We believe you have found it
interesting. The next section is on Structure. Study hard.
38
Section 2: The Structure: Who, Which
In this section we shall discuss the use of relative pronouns. First, the
defining and second, the non-defining relative clauses as follows:
 who (or that) with subjects that are people
 which (or that) with subjects that are things
 Who (or that) with subjects that are people
 In a defining relative clause, clauses describe exactly the person or

thing talked about without a comma to mark them off.
Examples:
 The pupil who won the prize is now in America.
 The pupil that won the prize is now in America.
 The teacher who went to University has finally come back.

 The teacher that went to University has finally come back.
 The students who were expelled have been reinstated.

 The students that were expelled have been reinstated.
You can see that there are no commas used in the sentences above.
 Non-defining relative clauses are marked by a comma or commas.

Clauses, in such cases, give extra information about the subject.
A relative clause should be marked off with two commas if it occurs in the
middle of a sentence.
Examples:
 The policeman, who killed the bandit, has been promoted.
 The policeman, that killed the bandit, has been promoted.
 A leader, who has no love for his people, should not be elected
president.
 A leader, that has no love for his people, should not be elected
president.
39
 A pupil, who does not work hard, should not expect to pass an
examination.
 A pupil, that does not work hard, should not expect to pass an
examination.
 A relative clause, that occurs at the end of a sentence, should be
marked with one comma.
Look at these examples:
 The prisoner who escaped from prison, has been re-arrested.
 The prisoner that escaped from prison, has been rearrested.
 The women who live in rural areas, work harder than men.
 Politicians who move from one party to another, are not patriotic.
 Politicians that move from one party to another, are not patriotic.
Which (or that) with subjects that are things.
Equally like in a defining relative clause in the (who or that) pattern, clauses
describe exactly the thing talked about without a comma to mark them off in
the (which or that) pattern too.
Examples:
 The rhino which had been brought from South Africa has been
killed.
 The rhino that had been brought from South Africa has been
killed.
 The fire which destroyed his crop was ignited by a smouldering
butt
 The fire that destroyed his crop was ignited by a smouldering
butt.
 The story which she narrated to me was unbelievable.
 The story that she narrated to me was unbelievable.
Like in the (who or that) pattern, the (which or that) pattern in non-defining
clauses, are marked off by a comma or commas.
A relative clause that occurs in the middle of a sentence should be marked off
by two commas.
40
Examples:
 The bible, which all Christians use, was originally written in
Hebrews and Greek.
 The bible, that all Christians use, was originally written in
Hebrews and Greek.
 Rice, which we bought, is the staple food of south-east Asia.
 The dead bird, which he picked by the roadside, was killed by the
storm.
 The dead bird, that he picked by the roadside, was killed by the
storm.
 A relative clause that occurs at the end of a sentence should be
marked off by one comma.
More Examples:
 The Food Reserve Agency refused to buy the maize, which had
been damaged by rain.
 The Food Reserve Agency refused to buy the maize, that had
been damaged by rain.
 Girls wore beautiful dresses, which the boys admired.
 Girls wore beautiful dresses, that the boys admired.
 Chililabombwe is the only town in Zambia, which has a modern
stadium.
 Chililabombwe is the only town in Zambia, that has a modern
stadium.
We have come to the end of the section. Do the following activity now before
going to the next section.
41
Activity 2 
Join each one of the following pairs of sentences into one using either a
defining relative clause or a non-defining relative clause.
Example
The man had been held in high esteem.
The man was a human trafficker.
Ans. The man who had been held in high esteem was discovered to be
a human trafficker.
Now do the rest.
Activity 2
1. There is no more fish in the lake.
We used to catch a lot of fish.
2. Mr Phiri is now a Dr of History
Mr Phiri taught Social Studies in primary school.
3. The girl is nicknamed Parrot
She likes talking a lot.
4. Josephine’s spoken English is very good.
Josephine is training to be a journalist.
5. That nurse is very friendly.
I met the nurse at the hospital yesterday.
6. All the bridges have been swept away.
The government is sending a team of engineers to inspect the
bridges.
7. The time is shown on the cards.
The reception begins exactly at that time.
8. The president has postponed his visit indefinitely.
The president is going to visit Luanshya
42 on Saturday.
Answers are at end of the module. Compare yours with them.
Feedback
Do the activity as steadly as possible bearing in mind the necessary
requirements to do the work well. If you get 6 out of 8 questions correct you may
proceed to the next section. If you get less than this., we advise you to study the
section again.
Section Summary
In this section, we looked at the use of pronouns who (or that) with subjects
that are people and which (or that) with subjects that are things, first in
defining and second in the non-defining relative clauses. We are sure that you
did not face problems in doing the activity at the end of the section.
The next section is based on summary work. Are you ready for it? Did you
say, “Yes?” Good.
43
Section 3: Summary
Read the following passage using the skills you have learnt in the previous
modules to answer the question at the end of the passage.
Cholesterol
“Cholesterol Free”, “Eat a low-fat, low cholesterol diet.” These are the new
terms seen on packing materials for margarines and vegetable cooking oil and
conclusively, we have termed Cholesterol a villain to be avoided. These
messages are touted as a way to lose weight and prevent cancer and heart
disease.
But what is Cholesterol? Cholesterol is a wax-like substance. Cholesterol is
made in the body by the liver. Some cholesterol also comes into the body
through foods – this is called “dietary” cholesterol. The liver makes it and links
it to carrier proteins called lipoproteins that let it dissolve in blood and be
transported to all parts of the body. Cholesterol plays important functions as it
is involves in the formation of cell (plasma) membranes, synthesis of steroid
hormones (e.g. sex hormones), synthesis of bile acids (helps in digestion) and
vitamin D.
Cholesterol on its own can not get into the blood, so it has to be transformed
into a form that can dissolve in the blood and be carried to sites to play its
functions. It is carried by two proteins. Low Density Lipoprotein (LDL) and
High Density Lipoproteins (HDL). These two types of lipoproteins basically
work in opposite directions. Low density lipoproteins (LDL) carry cholesterol
from the liver to the rest of the body whilst the High density lipoproteins (HDL)
carry cholesterol from the blood back to the liver, which processes the
cholesterol for elimination from the body.
When there is too much LDL cholesterol in the blood it can be deposited on the
walls of the coronary arteries. Because of this, LDL cholesterol is often referred
to as the ‘bad’ cholesterol. HDL makes it less likely that excess cholesterol in
the blood will be deposited in the coronary arteries, which is why HDL
cholesterol is often referred as the “good” cholesterol. In general, the higher
your LDL and the lower your HDL, the greater your risk for atherosclerosis
and heart disease.
Deposits of cholesterol can build up inside arteries. These deposits, called
plaque, can narrow an artery enough to low or block blood flow. This
narrowing process, called atherosclerosis, commonly occurs in arteries that
nourish the heart (the coronary arteries). When one or more sections of heart
muscle fail to get enough blood, and eventually the oxygen and nutrients they
need, the result may be the chest pain known as angina. In addition, plaque
can rupture, causing blood clots that may lead to heart attack, stroke, or
sudden death. Therefore, cholesterol-carrying lipoprotein play central roles in
the development of atherosclerotic plaque and cardiovascular disease.
44
Fortunately, the build-up of cholesterol can be slowed, stopped, and even
reversed.
Although it is still important to limit the amount of cholesterol you eat,
especially if one has diabetes, dietary cholesterol isn’t nearly the villain it’s
been portrayed to be. Cholesterol in the bloodstream is what is most
important. High blood cholesterol levels greatly increase the risk for heart
disease. But the average person makes about 75% of blood cholesterol in his
or her liver, while only about 25% is absorbed from food.
The biggest influence on blood cholesterol level is the mix of fats in the diet.
One of the most important determinants of blood cholesterol level is fat in the
diet – not total fat, as mentioned already, but specific types of fat. Some types
of fat are clearly good for cholesterol levels and others are clearly bad for them.
Saturated fats are mainly animal fats. They are found in meat, seafood, whole-
milk, dairy products (cheese, milk, and ice cream), poultry skin, and egg yolks.
Some plant foods are also high in saturated fats, including coconut and
coconut oil, palm oil, and palm kernel oil. Saturated fats raise total blood
cholesterol level more than dietary cholesterol because they tend to boost both
good HDL and bad LDL cholesterol. The net effect is negative, meaning it is
important to limit saturated fats.
Trans fatty acids are fats produced by heating liquid vegetable oils in the
presence of hydrogen. This process is known as hydrogenation. The more
hydrogenated an oil is, the harder it will be at room temperature. Most of the
trans fatty acids are found in commercially prepared baked goods, margarines,
snack foods, and processed foods. Trans fats are even worse for cholesterol
levels than saturated fats because they raise bad LDL and lower good HDL. On
most labels for foods nowadays, especially vegetable oils and margarines, there
is a declaration that they do not contain trans fats.
45
Activity 3 
Question - Study the chart below carefully. The chart is a summary
of important terms and explanations on the passage -
‘Cholesterol.’
The chart has two columns a and b and fifteen rows.

Find an appropriate term of explanation from the list given below that
explains or is as closer to the meaning as the one given in each row
according to the passage and insert it against or beside the
corresponding word in the chart. Three have been done for you as
examples.
(Insert these words/phrases in appropriate boxes or spaces)
 They work in opposite directions
 Saturated fats
 Messages touted as a way of losing weight and present cancer
 HDL
 2 proteins cholesterol dissolved and carried in blood
 Angina
 Trans fats
 Hydrogenation
 Diatary
 LDL
 Lipoproteins
 Cholesterols important functions
 Plaque
 The result of plaque rupture and blood clothing
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Activity 3 (cont.)
A Chart B
1. Message touted as a way of “Cholesterol Free”, “Eat a low fat.
losing weight and prevent Low cholesterol.
cancer
2. Wax-like substance made by liver Cholesterol

in the body
3. Diatary cholesterol Cholesterol obtained through food
4. Deposits of cholesterol capable of

causing atherosclerosis
5. Process in which trans-fatty

acids are produced by heating
liquid
6. Allows diatary cholesterol to dissolve

in blood and be transported to all
parts of the body
7. Plasma synthesis of bile acids

and synthesis of steroid
hormones formation
8. Low Density Lipoproteins

High Density Lipoproteins
9. Low Density Lipoproteins

High Density Lipoproteins
10. Deposits cholesterol on walls

coronary artery
11. Reduces (controls) depositing of

cholesterol in coronary artery
12. The result of heart failing to get

enough blood, oxygen,
nutrients needed
13. Heart attach, stroke, sudden

death
14. They tend to boost both LDL

and HDL cholesterol
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15. Worse than saturated fats because
they raise bad LDL and lower good
HDL
Feedback
If you have scored all of them or at least more than three quarters, then you are
doing fine. However,if you have not reached this mark, you must read the
passage again until you are able to do the activity correctly.
Section Summary
This section was on Summary work. You can see that this type of summary
work is quite different from the type of
summaries you might have done before but the objective is the same. If ever
you experienced unusual problems, you should not worry, but just keep on
practising it.
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Section 4: Describing a Direction
Composition
This section deals with the skill of giving direction to other people, normally
strangers, in a new place. Giving directions is an important skill that we all
need to acquire. It is not always easy to give a direction to another person
especially if the route to be taken involves turning right and left many times
before reaching the destination.
In giving directions, it is required also that the person receiving instructions,
pays particular attention to the explanation.
Study the following street map. Identify names of institutions, routes and
installations along the way before you answer questions that come after the
examples given.
49
Examples:
Question 1. Describe the shortest route to take from Chengu to Old
man’s Home.
Answer: Join the Main Street by passing through Mushandirapamwe Hotel

which is behind Chengu School. Turn left on the Main Street and
walk along this road past Government Offices on your right. Use
the first turning to your right after Government Stores. Few
metres from the Main Street is the old man’s Home you want.
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Question 2. A stranger meets you at the market. He asks you to show
him the way to the shops. How would you describe the
route?
Answer: Go down this road between Chipembele School on your left and
Government Offices on your right. The road makes a sharp corner at the end
of the offices to join the Main Street. Follow it up and as you join the Main
Street turn left and walk down this road. After a short distance is Burombo
Road to your left. Turn onto this road. You will see the Police Station on your
right. Go past the Police Station. Next are the shops that you want on your
right.
Now do the following activity. Consider the use of campus instructions; North,
South, East and West as well as left and right, up and down.
Activity 2 
Give clear direction on how to get to:
1. Dutch Reformed from St. Peter’s Kabatana School.
2. Government Offices from Mahizha School.
3. Clinic from Residential Area.
4. Handy Craft School from Mutasa School
5. Post Office from Regina Monde Convent
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Compare your answers with those at the end of the module
Feedback
How did you enjoy this section? Did you get more than half the answers right? If
not please revise the unit.
Section Summary
This section discussed the description of a direction or route. That is, how to
help a person a reach their destination with the help of another person’s
accurate explanation.
The next section, Section 5, discusses Miscellaneous work, particulary
irregular Plural Nouns.
52
Section 5: Miscellaneous – Irregular Plurals
In this section we shall discuss irregular plural nouns. Irregular plurals nouns
are words which do not carry an s for plural.
For example:
Nucleus for singular
Nuclei for plural
Others carry s and es with a change in spelling of the last consonant.
For example:
Some of the words, however, such as, belief and roof may either carry an
s without a change in spelling or may carry es with a change in spelling.
For example:
Belief – believes – beliefs
Roof rooves – roofs.
And others like, man (singular) and men (plural) do not carry either s or es at
the end but only change the spelling as shown.
 Please remember that the examples we have given you are just a “drop in
the ocean.” Look out for more of such words in English.
Other examples:
Singular Plural
Nucleus - Nuclei
Life - Lives
Louse - lice
Hoof - Hoofs, Hooves.
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Do the following activity.
Activity 5 
Study the following irregular nouns below which are in singular
and plural. List them under their appropriate columns as
shown and find its plural or singular whatever the case.
There must be at least 12 rows. Three have been done for you.
Sheep, halves, knife, fish, fungi, abacus, medium, fishes,
roof, algae, locus, virus, syllabus, teeth, belief, selves, half,
shelves, leaf, leaves, shelf, halves, self, tooth.
Singular Plural
Knife Knives
Child Children
loaf loaves
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Check for answers at the end of the module.
Feedback
The activity you have just done may look unchallenging because many words
may be very familiar to you. However, we can only prove by assessing your
performance.If you got 12 out of 16, you are doing fine, otherwise you need to
revise the work.
Section Summary
In this section, you have studied the irregular nouns – nouns that change
spelling when they are used in plural. Please look out for more of such words
as you read various books.
Unit Summary
In this unit we had five sections. In Section 1, we discussed Comprehension
where you had a passage to read and answer questions. In Section 2 we had
Structure specifically we studied Relative pronouns who with subjects that are
people and which with subject that are things. In Section 3 we had a
summary, summarising a passage on cholesterol by matching words phrases
and terms in a chart. For Composition in Section 4, we looked at describing
direction and in the last section – Section 5, we discussed Irregular nouns.
This is a mouthful of work and I believe that you had good time studying the
unit.
In Unit 4 that you are about to embark on, we shall have Gender as theme.
Gender, an interesting topic indeed.
55
Unit Gender
4
Welcome to unit 4. We are going to discuss Gender. Gender has been
always misunderstood, misused and not applied appropriately. This
unit will help you understand what Gender entails.
Let us invite you now to an overview of what you are going to study in
this unit which is segmented into sections.

This section comprises 4 sections.
Section 1: Comprehension Passage
Section 2: Miscellaneous – matching
Section 3: Rewrites
Section 4: Summary
Learning Resources
You can read Grade 11 Civic Education (chapter 6) and Grade 8 Civics book.
We would also encourage you to extensively read other related materials and to
get in touch with government and non-government organisations dealing with
gender.
Learning Outcomes
 Define Gender
 List down Gender roles
 Match words with given sentences
 Summarise a given passage by picking particular information from the
passage.

You are expected to spend 4 – 5 hours to study this unit. However, your
reading speed and understanding of the material may reduce or increase time
to spend on this unit.
Can you now read the passage and be ready for the questions that follows.
56
Gender is socially constructed and is about varying roles that men and women
play in their daily lives. It is a cultural concept used to classify and categorise
the differences between women (female) and men (males) and the respective
roles that they play in society. Gender, unlike sex, does not refer to the
biological difference between women and men or boys and girls but rather
refers to the social cultural, economic and political relationships, at tributes
and opportunities associated with being male or female. By contrast, sex is a
physical or biological concept which determines the state of being female or
male.
Gender equity is a process by which women and men are treated fairly in
accordance to their respective needs in society. Equity programmes, therefore,
favour treating women and men differently in order to achieve their equal
status.
A policy that has been used to promote fairness and foster equal opportunities
is called an Affirmative Action, sometimes called positive discrimination,
Positive Discrimination is a policy with special measures which are aimed at
creating a state of equality between females and males through the
implementation of polices and programmes aimed at elevating the status of the
disadvantaged. For example, the Ministry of Education has been following a
policy of affirmative action to maintain the promotion of girls at the grade
seventy (7) and Nine (9) levels of education. The selection pass mark for girls is
relatively lower than that of boys. This is a done in order to encourage and
retain female participation in the school system.
Gender Equality is a concept which states that all human beings, girls and
boys women and men are free to develop their personal abilities without
limitations set by stereo – typed rigid gender roles and prejudices. It means
that the different behaviours and aspirations of all human beings are
considered, valued and favoured equally. This does not mean that women and
men have to become the same, but rather that their rights responsibilities and
opportunities will not depend on whether they are female or male. E.g. job
offers in the employment sector should be done on merit as all human beings
must enjoy the same rights and opportunities.
The background to gender. The need for gender equity and equality is a
direct result of the critical areas that concern women and the girl child. The
areas of concern on one hand are a result of the biological difference between
women and men, while on the other hand are issues of women’s social –
economic situations. Arising from their biological differences are women’s
need for ante – natal clinics. Equally important is the family planning advice
and methods since there are more important for the person who bears children
In 1967, a declaration was made on the elimination of all forms of
discrimination against women. However, this declaration did not effectively
57
address the problems of female discrimination in the world hence the legally
binding Convention on the Elimination of all of Discrimination Against forms of
Women (CEDAW) was adopted in 1979, and is described as the International
Bill of Rights for women. Zambia signed (CEDAW) in 1980 and ratified it on
21st June, 1985.
Socialisation in relation to gender roles
This is a process through which females and males are assigned certain roles
and responsibilities based on the values of particular society. Though not in a
written form, socialisation is a process that everybody in a given society is
expected to undergo. The beliefs and values enshrined in the socialisation
process are passed on from one generation to another. In addition,
socialisation is based on patriarchal beliefs of the male dominance over women.
This is particularly seen through agents of socialisation such as the family,
school, media and religious groups.
Gender roles are prescribed activities, tasks and responsibilities which are
assigned as female or male by society. They are influenced by cultural,
political, economic religious, age, class and racial factors.
In most African societies, some roles are played by both women and men, while
other are specifically conducted by a particular sex. The following are some of
the examples of common gender roles:
I. Common gender roles
The roles are played by both women and men
- Business enterprise
- Farming
- Gathering
- Craft work
- Water resource Management.
- Environmental Management etc
The following are perceived to be performed by women only.
II. Woman gender roles
- Health care provision
- Food preparation
- Pottery making
- Crop harvesting
- Mat and basket making
- Cutting grass for thatching
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III. Men gender roles
- Bread winners and family defender
- Attending of social and political meetings
- Cattle heading
- Hunting
- Bush clearing and felling trees
- Decision making an important issue in a home
In modern societies, the above roles are performed by both men and women.
This is because gender roles are not fixed but constantly change due to the
dynamic nature of society. Girls, boys women and men in society operate
within specific gender relations which are a reflection of a particular society.
Sex roles
Sex is a biological term which refers to the exclusive physiological differences
between females and males. Sex roles are, therefore, roles which female and
male perform on the basis of their productive physiological or biological make
up. Sex roles are generally the same in all societies because they are
biologically determined. e.g. Sex roles for women may include child bearing
and feeding, while those of men include siring (fathering)
Sex roles stereotype

This is a belief that male and females, by virtue of their sex, perform certain
roles. It is a belief or myth (not necessarily factual) that associates certain
traits of behaviour or acts with different sexes.
Agents of socialization
- The family – From which a child receives first education. He or she
sees treatment, roles are carried out by different sexes.
- The school – which seems to offer difficulty subjects to girls lowering of
marks.
- The media – the attitude and publicity done by the media depicting
women as inferior. Women are stereo – typed.
- Religious Institutions - teach submissiveness of women and leadership
where women are not allowed to lead.
You can find the above information in Civic Education, Grade 11 Chapter 6,
Grade 8 civics, pupil’s book and by getting in contact with government and
non – governmental organization dealing with gender issues.
59
Activity 1 
1. According to paragraph 1, Gender is built by:
A. People
B. Society
C. Social
D. God
2. Positive discrimination mainly aims to promote
A. Women and their roles
B. Men and their roles
C. Status of the disadvantaged
D. Girls in school
3. Gender equity aims at making sure that.
A. Women are treated fairly
B. Women are treated as men
C. Women and men are treated fairly according to their
needs in society
D. Women and men are slightly different
4. The idea of treating human beings as free to develop their
personal abilities is
A. Positive Discrimination
B. Affirmative Action
C. Gender Equality
D. Gender
5. According to the whole passage, the writer seems to promote
the
A. Disadvantaged
B. Women
C. Girls
D. Men
6.
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Activity 1  Cont…………
6. Write any three agents of socialization
1. ……………………
2. ……………………
3. ……………………
7. What do you think influence Gender roles in society? Name ` 5
1. ……………………………………
2. ……………………………………
3. ……………………………………
5. ……………………………………
8. Pick three from the following list of gender roles and fill in the
blank spaces. That is pick three for each heading appropriately.
The first one has been done for you.
List of Gender roles:
- gathering
- farming
- food preparation
- crafts
- environment management
- cattle heading
- pottery making
- mat and basketry
- business enterprises
- attending of social and political meetings
- decision making and important maters
- health care provision
- crop harvesting
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Activity 1  Cont…………..
Common Gender Women Gender roles Men Gender roles
roles
Health Hunting
Farming
………………………… …………………………
1. ………………
………………………… …………………………
2. ………………
………………………… …………………………
3. ……………….
Compare your answer with those provided at the end of the module.
Feedback
Well done if you have scored 5 and above marks. If not don’t proceed to another
section but study again the same unit.
Section Summary
The section enlightened you and gave you knowledge about Gender which you
might have had problems to understand. You have also been exposed to the
skill of selecting best answers from any given passage.
Continue studying hard.
62
Section 2: Matching
Since you have read the passage and understood it, we presume you have done
well in the comprehension activity. For further self-testing, we would like you
now to match the listed words on the left with the sentences on the right.
Make sure you use the passage to get the best answers.
We think you are more than ready. Come on, try this simple activity.
Activity 2 
Complete the matching.
Number 3 has been done for you
Words Sentences
1. Classify To improve the status or importance
of something/someone
2. Role Doing something intentionally and
not by chance
3. Enshrine The fact of being male or female girl
or boy.
4. Retain To officially record something such as
an idea or principle so that it cannot
be ignored
5. Deliberate Putting things into particular groups
6. Gender The purpose of influencing some one
or something in a particular situation
7. Responsibility The sate or job of being in charge of
someone or something
8. Elevate To keep someone or something
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Feedback
We hope your matching was so perfect. If so proceed to the next section.
Section Summary
It is a short summary, but it gives you a guide on how some words should be
understood without using a dictionary. (contextual understanding)
If you develop such a skill, you will be able to even understand and know
words that you have not met before even in the absence of a dictionary,
because you will understand them as they are used in the passage.
64
Section 3: Rewrites
Welcome to yet, another short but important section in this unit.
In grade 10, module 3, section 2, you did the rewrites and we know at this
stage you have met a lot of exercises on the same. Rewrites are some times
known as transformations. They are a very important component in English
language. They will enable you express your ideas or feelings in a different way,
but not changing the meaning of the original sentence given.
Therefore it is vital (important) to understand the meaning of a given sentence,
so that when you come to say or write the same sentence in a different way,
you maintain the meaning of the first sentence. It is also important to take
note of the form (tense) of the sentence and pay particular attention to the
instructions given before you restate the sentence.
Having studied the way rewrites can be tackled, we now invite you to study the
following examples:
1. Everyone thought the beggar was blind.
Begin the beggar...............................................
Answer: The beggar was thought to be blind by everyone.
2. Kaweche tried harder and harder but achieved less and less.
Begin: The harder
Answer: The harder Kaweche tried the less he /she achieved
3. The police came so quickly that they caught the thief.
Rewrite using ……………….enough…………………
Answer The police were quick enough to catch the thief.
If you have studied the above sentences well and thoughtfully, you will
notice that the answers are not contradicting, neither are the meanings
changed from those expressed by the first sentences.
Remember, getting good marks in rewrite exercises depends solely on your
comprehension and interpretation of the meaning given in the first sentence.
Now do the following activity, but remember to follow the instructions given
and make sure the meaning (s) is / are maintained.
65
Activity 3
1. Sharon is very careless in everything that she does.
Begin: Whatever…………………………………………………………
2. As Mwansa was crossing the road, a motor cycle hit her.
Begin Crossing the road………………………………………
3. Justine’s arm was broken in a fight.
Use the expression “his arm broken” anywhere in a sentence.
4. We didn’t get off there. Nobody else got off there either.
Begin We didn’t …………………………………………………
5. It is not necessary for you to be there.
Begin There is……………………………………………………
6. It is certain that he will pass the examination.
No doubt …………………………………………………………
7. “I am sorry” said Luke, “but I cannot answer the questions.
Begin Luke apologised…………………………………………
8. She cannot do better than that.
Begin That is ………………………………………………………
9. I like fanta more than I like coke.
Begin I prefer ……………………………………………………
10. Would you like to have a cup of tea with me?
Begin: Would you mind……………………………………
Compare your answer with those at the end of the module.
Feedback
If you have scored 8 out 10, proceed to the next section
66
Section Summary
This section provokes your mind and takes you to critical thinking because you
have to get the bottom of every sentence, analyse it and get the true meaning
before you restate it.
67
Section 4: Summary
In the past units and modules, we are sure you were exposed to the concept of
summary and types of summary. This section will need you to recall what you
learnt about summary.
In this unit you read the comprehension passage which was about Gender.
Therefore you will be required to summarise the passage in a special way. It is
special in sense that you are going to expand particular points taken from the
passage into a well summarised, short passage.
We know the work may be simple since the points have been provided, but be
careful because they need ordering them logically and later be joined well in
full sentences to make a meaningful short passage.
Here is now a question for you, study it and use points to write a summary.

Activity 4
You have studied Gender, and it is widely spoken about world wide,
on TVs, radios, and many publications Magazines, books,
Newspapers etc. Why do you think Gender must be promoted and
embraced (accepted) by everyone?
Points for Summary
- tires to clear the particular concept of stereo – type
- both men and women live in the same societies
- created as equal partners
- stops or discouraged discrimination
- same human rights
- promotes the underprivileged who are partners in national
development
- stops or discouraged discrimination
- same human rights
- promotes the underprivileged who are partners in national
development
- it does not limit one’s capabilities
- Being born female or male does not stop one from doing
certain kinds of work/job
You are free to add points which you fill have been left out, from
the passage.
68
Feedback
How is your work after comparing with ours at the end of the module? If not
very good, study the work again.
Section Summary
It is a short section, but needs your concentration and effort. It has helped you
to have the knowledge of getting only specific or particular information from the
passage given. It has also made you aware that summaries are written as you
are requested by the question and not in the same way.
Unit Summary
The Unit was commenced or opened by a passage about Gender, in which you
learnt alot of points on why it is good to be promoted. Comprehension
questions made us understand it even more.
In Section 2 we matched words with meanings that were provided. This
concept helped you on how to understand words as they are used in a given
passage. We proceeded to Section 3 where we studied rewrites, opening up our
minds on how to restate a sentence or express a meaning in a different way but
keeping (preserving) the same meaning and we closed or concluded the unit
with summary section. We discovered that when dealing with summaries,
sometimes you would only be requested to go for specific point/information.
69
The Entreprenuership
Unit
After completing this unit you will have only 1 unit to go before
5
completing module 1 of Grade 11 work. Congratulations for
your diligence.
We have more practice material for you to work through. This
unit deals with the subject of entrepreneurship. You will also
have a lot of work such as comprehension, structure, summary,
composition, and miscellaneous.

There are 5 sections in this unit. They are as follows:
Section 2: Structure using prepositions and relative clauses without using a
comma.
Section 3: Summary
Section 5: Miscellaneous: reference signal
Learning Resources
You may need the following books as supplementary if you chance, them. If
not, don’t worry, this module is sufficient for you.
1. English 12 by B Haangala et al ZEPH
2. Junior Writing by M. Manda
Study Time
You will need about six hours of study altogether to complete this unit.
Learning Objectives
By the end of this unit, you should be:
 Use reference signals such as the former, the later predecessor etc.
 Use prepositions and relative clauses without using commas.
 Summarise individual paragraphs in a given passage.
 Write a narrative essay.
70
Read the following passage and then answer the questions that follow.
Starting a New Business

1. It is generally accepted that a person who works for a salary only will
never amass a fortune. Every position even one of high standing,
coupled to a salary, has its financial limitations. Working for oneself has
no such limitation, at least in theory.
2. The private business offers you the opportunity of accomplishing
something of which you can be proud of. The satisfaction that comes
from being free and independent is often greater than the financial gain.
3. Private business does, however have its own demands, the greatest of
which is the risk factor: which means losing the security of a permanent
job and regular income and may entail working long hours. Similarly,
the risk of the failure of a business places the burden directly and
squarely on the owner.
4. There are, of course, no short – cuts to a successful business. Hard
work, self – discipline and a conscious business application of the rule of
the game are Ps required. Always remember the “5 Ps of marketing.”
Product – the goods or service you offer must meet the needs of the
people or market you serve.
Price – must be competitive and acceptable to your customers.
Place – the location you choose for your business must meet the needs of
your customers
Promotion - you must let your potential customers know what you are
offering for sale.
Public – the customer who will support your business.
5. The business we see today, grew out of the ideas of one person or group
of people. They have grown, using the biblical parallels from small acorn
seeds of ideas into big oak business trees. They are the results of right
investment of talents for profit. There are key fundamental
considerations to take into account when starting a new business,
namely:
6. Business viability is usually the only one reason for engaging in business
in the first place and then staying in it. Business viability can be
determined by pricing the potential yield of a product or serve (income)
and comparing this with the coast.
71
7. Practically, the act of determining business viability is not as easy as that
and invariably requires a survey of market place for more helpful
information.
8. Before starting on your new venture, give serious thought to the following
questions:
a) Do you have enough money to go ahead?
b) What demand exists for your product(s) or service?
c) Is yours a new idea and what demand for the product or service
can be created?
d) Do you have good reasons to believe that the consumer will buy
your products or services?
9. Your products or service is the concrete form of the original idea but it
is most important to bear in mind that it is easier to adopt and adapt
what product or service already exists than introduce an entirely new
product or service into the market. You have thus to ponder the
following:
a) Does the need for the product service exist?
b) Precisely in which area or locality is this need identifiable?
c) Have you made a study of the people with whom you wish to do
business?
d) Which buyer, of what age and sex, income group and taste will be
interested in doing business with you and what are his spending
habits and patterns?
e) Can you determine the size and demand of your potential market
or clientele?
10. For example, it would be of no use to you to base your income
expectations on the sale of furniture in a particular area without
determining the income potential in that area.
11. The nature of a business concern is that it usually is expected to
have a perpetual life. That is to say, it is always treated as a going
concern. In the circumstances, the business potential viability
should be assessed on a short – medium - and long – term basis
according to an understanding of the future situation based on
information available today. The following points should be
considered:
a) History patterns in the product or service market.
b) Expected future development.
c) Planning by state local and community authorities.
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c) Political, social and economical factors, local and sometimes
external.
12. Competition is the actual or potential existence of a choice or alternative
product or service. In the case of the existence of actual competition,
research can provide facts and figures to assist in planning your
business. In the case of potential competition, this can largely be
determined on suppositions but, here too, professional bodies, ministries
and specialised departments can provide information useful in assessing
potential competition for future competition.
Adapted from A Guide for Small Business Development by Standard
Chartered Bank (Z) Limited, Lusaka 1987)
Activity 1 
Answer the following questions, by ticking the best answer from the
four given options.
1. According to paragraph 1, it is generally accepted that working
for oneself.
A. is more profitable than being on a salary.
B. is as profitable as being on a salary.
C. has financial limitations just like being on a salary.
D. has financial limitations.
2. In paragraph 2, we are told that……………………………
A. it is more satisfying to be free and independent
B. financial gain is greater than anything else
C. Private business gives you more time to complete work.
D. There is no pride in financial gain.
3. The private business
A. offers you pride
B. offers you satisfaction
C. offers you the opportunity of accomplishing something
which you can be proud of.
D. offers you freedom, independence and financial gain.
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Activity 1 Cont…………
4. According to paragraph 4 the demands placed on a person in
private business are
A. no regular income
B. hardwork and long working hours
C. risk of failure and the 5 Ps of marketing
D. a conscious application of the rules of the game, hard work
and self – discipline.
5. According to paragraph 3, there are:

A. Two risks one takes when one goes into private business.
B. three risks one takes when one goes into private business.
C. no risks that one takes when one goes into private business.
D. four risks one takes when one goes into private business.
6. Paragraph 5 “they have grown using the biblical parallels, from

acorn seed of ideas into big oak business tree,” means:-
A. the businesses are biblical.

B. the businesses have grown from small to big businesses.
C. the businesses are run by bible believers..
D. the businesses deal in oak trees.
7. What, according to paragraph 6, is business viability?

A. cost
B. price
C. interest
D. profit
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Cont…………….
Activity 1
8. According to paragraph 8, before you start a business

A. you must plan
B. you have to acquire enough money to start.
C. You must believe that the consumer will buy your
product
D. You must know that the demand exists for your product
9. Complete the following statement according to paragraph 12:
A prolification of similar businesses provides choice which in
turn leads to ……………………
10. find the words in the passage which have the same or nearly
the same meanings as:
A. restrictions
B. equivalents
C. everlasting
D. dedicated
Compare your answers with those provided
Feedback
You should get at least 7 or more answers right in this activity to proceed. Your
performance depends on your understanding of the passage.
Section Summary
This section dealt with a comprehension passage which was based on
information required to start a business. It compares advantages of remaining
on a salary and those for running a business.
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Section 2: Structure, using Prepositions and Relative
Clauses without using a Comma.
A preposition, is a word used with a noun or a pronoun to show time, place,
position or even manner. We will not go into any details here as this section is
only going to show you that prepositions such as from, on in at, etc, can be
used with relative clauses without using a comma.
Here are some examples:
1. The family from which he comes is very poor.
OR The family which he comes from is very poor.
OR The family which he comes from is very poor
OR The family he comes from is very poor.
2. The chair on which he is sitting is dirty.
OR The chair which he is sitting on is dirty.
OR The chair that he is sitting on is dirty.
OR The chair he is sitting on is dirty.
In example number 1, we are using the relative clause from which he comes.
We could have chosen to write:
The family, from which he comes, is very poor but we have decided to leave
out the two commas in the sentence and our sentence still retains the same
meaning as the one with the commas.
Similarly, we could have written:
 The chair, on which he is sitting, is dirty.
However, we have opted to leave out the commas.
The commas may be used for one or two reasons
 To show emphasis on a particular group of words.
 To create the intended meaning.
Some sentences/words would mean differently if punctuated in a certain way
or if not punctuated.
For example in
1. John, Mwila is late (Mwila is late, John is not) and John Mwila is late.
(one person John Mwila is late)
2. Taken from his parents, at an early age he had a very difficult life.
(taken much younger/earlier)
3. Taken from his parents at an early age, he had a very difficulty life
(taken at early age with environmental awareness)
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Activity 2 
Now we want you to rewrite each of the following sentences using a suitable
preposition + relative pronoun.
For example
The man you borrowed a book from is looking for you.
The man from whom you borrowed a book is looking for you.
1. The pen he writes with is very expensive.
2. The man I bought this car from is your uncle.
3. The team Mbesuma plays for has won a trophy.
4. The committee he sits on is very influential.
5. The room he slept in was very dirty.
6. Those people she is talking to look very suspicious.
7. The lady you were talking about has arrived.
8. The school Robert works for pays him very well.
9. The village Ngoyi will be going to is near the Boma.
10. The picture you were looking at was drawn by my cousin.
You will find the answers to this activity at the end of this Module.
Feedback
How do you evaluate yourself in this activity? I presume you have done very
well. If you got 6 and above answers right you have perfomed well.
Section Summary
We have learnt in this section that we can omit the use of the commas in
sentences were we use the preposition and Relative clause structure.
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Section 3: Summary
Summary skills are very important if you want to advance to high academic
levels. You need them in everyday life as well. So you need to practice
summarising whatever materials you have read.
Here is a passage that we want you to summarise. Please read it carefully and
then answer the question that follows.
Why does Entrepreneurship matter in economic development

The causes of economic development have been much debated. This dominant
view, propounded by neo – classical economists, is that economic development
is largely a functional of capital and labour. To increase development, an
economy must invest in capital and labour (financial and physical
infrastructure, health education, skills and training). In this view, the economy
is seen to be generally balanced (in equilibrium) changing slowly and at the
relatively constant rate as investment in capital and labour improves. For
countries starting at a low level of development, a great deal of investment is
needed before a country can “take off” and become a fully – fledged mature
capitalist economy. This is likely to take a very long time.
The limitations of this traditional view of economic development have been
exposed since the 1990s, when major changes occurred in domains (political,
social, economic and technology). Countries who relied on steady state growth
(including the US and the UK) ran into economic difficulties as conditions
changed. The multinational corporations, the traditional sources of jobs and
wealth, were not continued into the 1990s as large state or parastatal
organisations in former communist countries were exposed to competitive
market forces.
The realisation that small or new firms were an important ingredient in
economic development was realised in the 1070s. At that time the small firms
sector was the only one contributing significantly to the creation of new jobs,
and even today all economies contain a significant small firms sector in which
small firms are proportionally the great majority of all businesses. The special
importance of small firms to developing countries was recognized a early as the
late 1940s, when India invested heavily in promoting smaller firms. Developing
countries have few indigenous corporation, and multinationals as a source of
jobs have proved to be unreliable, as a peripheral multinational branches tend
to be and early candidate for closure when times get hard. The protection and
development of small firms have come to be regarded as especially vital. Small
or new firms are started by entrepreneurs, not systems or governments. To
have a healthy small firms sector, therefore, you need a plentiful supply of
entrepreneurs to create them.
Entrepreneurs are thus vital to economic development.
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Perhaps the dominant reason why entrepreneurs are important for economic
development, however, is their role in the commercialisation of new knowledge.
Most of the world’s great and small inventions have been commercialised not
by innovation units in large companies, but by entrepreneurs. The “Biro” pen,
for example, transformed the way we write, but “Biro” was real inventor
entrepreneur. The light bulb was not developed by a committee, the quango or
innovation unit, but by Thomas Edison, an inventor entrepreneur. The list of
inventors/entrepreneurs is very long, and all have radically transformed
economy and society. Most invention have led to significant new multiplier.
For example how many applications and services have arisen from the PC?
Baumol (2003) attributed most of the spectacular rise in economic development
in the last fifty years to the partnership between inventors/entrepreneurs and
capital, chiefly in the form of corporate organisation and finance.
People in developing countries, such as Uganda, can become disheartened that
all the innovations seem to come from abroad. In terms of development,
however, entrepreneurs also play an important role in transferring and
diffusing the benefits of innovation to their home countries. Most of the
benefits from new innovations, even in developed countries, are ‘transfer’
developments from the source of original innovation. This process is simply
more obvious in developing countries. Finally there are indications that
inventions are beginning to take off in developing countries where a science
and technology base has been developed. The lack of effective partnerships
between inventors, entrepreneurs and capital, however, is impending their
commercial development.
Although the neo-classical model of economic development is still dominant,
and the important of entrepreneurship is often overlooked in this model,
research has now established that entrepreneurship may not just be a factor in
the equation, but a major driver of economic development. If this is true,
entrepreneurship and its link to economic development needs serious study
and research.
Uganda participated in the Global Entrepreneurship Monitor (GEM) for the first
time in 2003. The aim of the GEM is to create an annual assessment of
entrepreneurial activity across countries as well as explore factors, which are
responsible for differences in entrepreneurial rates. A great understanding of
these factors is essential in order to develop policies that can enhance
entrepreneur activities and economic growth.
The Global entrepreneurship Monitor (GEM) originated in September 1997 as
research programme run jointly by London Business School in the U.K. and
Babson College in the USA. Teams who from each country who participate in
GEM programme undertake entrepreneurship research based on a core set of
standardised measuring instruments and methodologies. Teams can
supplement this core research with more customised agendas. They each
produce an independent report (GEM Uganda USA, etc.) that explores in detail
the nature, extent and effects of entrepreneurs within their country, and
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includes comparisons with other nations. Additionally, one international
document (GEM Executive Report was produced which summarizes findings
across all the participating countries. GEM enables countries, for the first
time, to compare themselves not just in terms of conventional OEDC indicators
of economic growth, but also in terms of entrepreneurial performance. It is this
that makes GEM such an exciting new set of indicators of economic
development planners and policy makers.
The first GEM report in 1999 only encompassed the G7 countries. Since then,
the number of countries participating in GEM grew year on year and has
increased to over 30 in 2003. The increasing participation of developing
countries has widened the scope of GEM considerably, and has introduced new
problems of comparability and interpretation of the core data. At the same
time, as new countries are added, opportunities are increased or fresh insight
into global entrepreneurship processes.
The GEM study focussed on answering three fundamental questions:
 Does the level of entrepreneurship activity vary between countries (and
regions within countries) and if so, how much?
 Does the level of entrepreneurial activity affect national or local rates of
economic growth?
 What factors (economic, cultural) make a more or less entrepreneurial?
Activity 3 
1 Summarise, in not more than 150 words, why
entrepreneurship is important to development.
Feedback
Compare your summary with the one provided at the end of this module. Make
sure your points are within the word limit.
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Now here is another summary practice passage for you.
What to look for when Buying or starting a restaurant

1. You have decided the restaurant business is for you, and have chosen
the type of restaurant you wish to operate. But now, you must look at
what to consider when buying or starting a restaurant. This means
planning is done carefully and thoughtfully, your entire operation will go
more smoothly. What may seem like a waste of time in analysing and
agreeing on details will often turn out to be your most productive time.
With good planning, you will better your chances of coming up with the
right plan and the right design when starting a restaurant. Do not make
the mistake of thinking that your restaurant is not large enough to need
planning. Planning that saves time and money translates itself into
profits.
2. Before you begin, it would be wise to visit several sucessful
establishements of the type you want to buy or start. Go inside, have a
cup of coffee or a meal and observe the operation.
3. One of the biggest advantages of buying an exisiting restaurant is that
you are in business right away. Your location, menu, and clientele are
established. You will likely have experienced staff who are familiar with
the operation. Because you are purchasing the total business, you must
analyse and understand all aspects of the operation. It is important to
find out the owner’s reputation as a business person; was he or she a
good credit risk? Know the value of everything you have purchased from
the inventory to the equipment.
4. There may be things you do not like about buying a restaurant. The
décor may be old – fashoshed, and a poorly – designed layout may be the
cause of employees constantly getting in each other’s way. Décor and
layout problems can be solved, but it will involve the cost of renovation.
Obtaining financing for work such as renovations may be easier for the
buyer of an established restaurant because assessment can be based on
proven past performance of the business. Buying a restaurant with a
poor reputation requires some caution. Lending institutions may not
look favourable upon the purchase of such a restaurant. It may take
years before you can establish a new reputation for the business and
bring back customers, even with a carefully planned effort.
5. Starting a restaurant, on the other hand, means beginning from scratch.
You will plan the entire operation, open it up, and still not be assured of
success. No one can guarattee that you will get the required volume.
Good planning and preparation can lessen the uncertainty involved in
opening a new restaurant. You will need to study the restaurant market
and to carefully choose a location where you will reach the right kind of
customers.
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6. Whether you choose a menu of easy – to prepare, small meals or
grourmet meals, dpends upon your type of restaurant. Decor is also
determined by the type of restaurant and your budget. Obtaining
financing when starting a new restaurant can be difficulty. The
advantages is that you can develop your restaurant into the kind of
operation you want.
7. Buying or starting a restaurant involves research into the business
beforehand. You will want to know exactly what you are getting into.
(From Minding Your Own Bisiness Vol. 3 by the Federal Business Development
Bank 1982).
Activity 4 
1. write a paragraph of not more than 80 words on what to
do when buying an existing restaurant
You will find the model answers at the end of this module
Feedback
Make a comparison of your summary and the model, noting where you have
differences and where you have similarities, see that you are within the word
limit by counting EVERY SINGLE WORD in your summary.
Section Summary
In this section we had a passage on invention to summarise. Summarising is
an important skill for our every day use in the community.
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We return to writing narratives.
We said a narrative is a well-developed, true or fictional story about characters
resolving a conflict or problem. Whenever you tell a story, you are in fact,
telling a narrative.
All narratives have three main parts; prologue, climax and epilogue.
The beginning of the narrative, the prologue or introduction, introduces the
characters, the location or setting of the story, the time of story, and lastly, the
problem or conflict.
The middle of the story, climax, tells the events in the order in which they
happened.
The epilogue, or ending of the story, shows how the problem was finally
resolved.
The first step before finally writing your narrative is listing all the events that
make up the story. However, remember that when listing the events you need
to use certain guidelines. These guidelines are in form of questions.
Your list must also be in chronological order, that is, the order in which the
events took place. This order is important because it will help your readers
follow the story as it unfolds.
Here is the list of questions that your events should be based on:
1. What happened to start the story rolling?
2. What happened next? And next? And next?
3. What is the climax of the story?
4. What finally happened to resolve the conflict?
5. How does the story end?
By simply answering these questions, you will have written the outline for your
narrative. The rest of the writing will be easy. Try it.
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Activity 4
Choose one of the following topics listed below. Then, use the
questions above to list the events that make up each question.
1. A time you won [or lost] something
2. The day everything went wrong.
3. A surprising painless visit to the dentist.
Check for the answers at the end of the module.
Feedback
How does your composition compare with the model? Is it as close to the model
as possible? Please continue practising.
Section Summary
In this section we had composition on narrative. We learnt that a narrative
was a true or fiction story. We learnt that a story followed a sequence of events
starting with a problem; how it grows to reach a climax and how finally it was
resolved and solved the problem.
The next section is on miscellaneous, specifically about reference signals.
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Section 5: Miscellaneous – Reference Signals
In this section, we shall explore what are known as reference signals together.
When someone speaks to you about two things, he needs not repeat those
things that he has already mentioned. He may now use a reference signal to
inform you which one he is now referring to between the two things. In this
case, he may use the reference signals former and latter.
For example
 Dr. Kaunda and DR. Chiluba have both ruled this country before.
The former was the first President and the latter was the second.
Now let us break up the sentence a little.
Dr. Kaunda and Dr. Chiluba have been presidents before.
Former latter
Here you can see that the former refers to the first of the two people previously
mentioned. The latter refers to the second of the two previously mentioned.
Here is another example
 Two tigers and a lion are sleeping in that cage.
The former belong to Mrs Shawa and the latter to Kankuni Hotel.
Here you can see the people that are being talked about. The subjects are
animals.
So, it does not matter whether it is people or things that are being discussed.
The reference signals will still refer to the first and second.
Here are more examples
 The Headmaster said I had to go on leave? June or August, so I choose
the former.
In which month will the speaker go on leave? – June.
Good
 Mrs Clinton and Mr. Obama are both favourites to win the Democratic
Party nominations. Many support the former but I personally favour the
latter.
Can you name the candidate the speaker favours?
………………………………………………………………………………
Remember that the latter is always the second of the two mentioned or named.
Now let us complicate things a little. Look at this sentence.
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 There were three young men in the room, and two young women. The
latter were Mutinta‘s friends. They were eating scones and tasty
doughnuts. (The former obtained from Mrs. Mbangweta’s bakery).
Now complete these sentences
1. the …………………………were Mutinta’s friends
2. the …………………………were obtained from Mrs Mbangweta’s bakery.
Predecessor:
Another reference signal in common use is the noun predecessor, whom the
Collins Cobuild Dictionary defines as a person who had your job before you
started doing it.
Even objects, things etc can have predecessors. Toyota Corollas have
predecessors, which we know as old models.
The latest cell phones are much more sophisticated than their predecessors.
Here is another complication:
 Mr. Mwanawasa is Dr. Chiluba’s successor while the latter is the
predecessor of the former.
We are sure you will enjoy this one!

Activity 5
Fill the blank spaces with the appropriate word from the list given
below.
Predecessor incumbent
Former successor
Latter
1. The month of July is a total contrast to October in terms of
weather in Zambia. The ……………………is the coldest and
the …………………is the warmest.
2. The Bembas and Ngonis are tribal cousins. The
…………………live in the eastern part of Zambia and the
………………in the northern part.
3. Zambia has had four Presidents so far, Dr. Kaunda, Dr.
Chiluba, Dr. Mwanawasa and the ……………is Mr. Banda.
4. Dr. Kaunda’s …………………was DR. Chiluba and Mr.
Banda’s ………………was Dr. Mwanawasa.
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Check for the model answers at the end of the module.
Feedback
This has been an interesting activity at which you should have done very well.
There are 7 questions in this activity. You should get at least 4 or better.
Section Summary
In this section we were dealing with reference signals, and we know that
signals are things intended to give a message to someone. Therefore, our
reference signals here intended to give us a message or meaning of who or what
we were talking about. We hope you enjoyed studying the section as much as
we enjoyed writing it.
We are sure you are now ready to go to the last unit in this module. However,
before you do that, please check the answers and models of the various
activities you carried out in this unit at the end of the module.
Unit Summary
In this unit, we had comprehension on entrepreneurship. We did structure
based on preposition and relative clauses without a comma. We did summary
work composition on narratives and lastly we studied reference signals under
miscellaneous. It is our hope that you have benefited from this unit.
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Unit Financial Management
6
This is the last Unit in this module. We suppose that you have
enjoyed studying all the proceeding units. Please continue
studying hard.
We promise that you will enjoy studying this unit as much as
you have enjoyed the previous ones.

This unit is in five sections:
Section 1: The Balance Sheet
Section 2: Structure – using Present Participle
Section 3: Summary
Section 5: Miscellaneous – Cloze
Learning Resources
 A Practical English Grammar by A J Thomson et al
 Gramma Practice – by Elaine Walker
Learning Outcomes
 Read a passage and answer questions based on the same passage
 Use the Present Participle in writing, as well as in speech.
 Summarise a given passage and come up with the required information
correctly.
 Compose a story on financial matters
 Correctly and carefully fill spaces in a cloze with appropriate words
Study Time
You need 5 hours study time altogether to finish this unit. You may use less or
more time than this depending on your speed and understanding. This is
normal.
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Section 1: The Balance Sheet – A Comprehension
Passage
In this section, you will do comprehension. You will read a passage following
all the techniques or methods that were introduced to you in Grade 10.
Do you remember them all? Here are some of them.
 Getting rid of bad reading habits
 Surveying the text – skimming and scanning
 Using elimination method
If you cannot remember all the details, we suggest that you read Grade 10
Module 1 in Unit 5.
The Balance Sheet

Financial statements are necessary sources of information about organizations
for wide variety of users. Financial statements provide information to many
users such as organization management teams, investors, creditors,
governmental oversight agencies and many other stakeholders. Users of
financial statements information do not necessarily need to know everything
about accounting to use the information contained in these statements.
However, to effectively use financial statement information, it is helpful to know
a few simple concepts and to be familiar with some of the fundamental
characteristics of the basic financial statements.
Financial statements comprise the balance sheet and income statement. These
are the basic statements of any business or organizations. The balance sheet
and income statement are very important in that they show you where the
organization’s money came from, where it went, and where it is now. The
balance sheet shows what an organization owns and what it is owed at a fixed
point in time. Income statements show how much money an organization
made and spent over a period of time.
In this article, we shall focus on the balance sheet in more detail to help us
fully understand what the balance sheet really is.
A balance sheet provides detailed information about an organization’s assets,
liabilities and shareholders’ equity at a particular point in time.
Assets are things that a company owns that have value. This typically means
they can either be sold or used by the company to make products or provide
services that can be sold. Assets include physical property, such as plants,
trucks, equipment and inventory. It also includes things that can’t be touched
but nevertheless exist and have value, such as trademarks and patents. And
cash itself is an asset. So are investments an organization makes.
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Liabilities are amounts of money that a company owes to others. This can
include all kinds of obligations, like money borrowed from a bank, rent for use
of a building, money owed to suppliers for materials, payroll a company owes to
its employees, environmental clean up costs, or taxes owed to the government.
Liabilities also include obligations to provide goods or services to customers in
the future.
Shareholders’ equity is sometimes called capital or net worth. It’s the money
that would be left if a company sold all of its assets and paid off all of its
liabilities. This leftover money belongs to the shareholders, or the owners, of
the company.
The following formula summarizes what a balance sheet shows:
Assets =Liabilities+Shareholders’ Equity
A company’s assets have to equal, or "balance," the sum of its liabilities and
shareholders’ equity.
An organization’s balance sheet is set up like the basic accounting equation
shown above. On the left side of the balance sheet, organizations list their
assets. On the right side, they list their liabilities and shareholders’ equity.
Sometimes balance sheets show assets at the top, followed by liabilities, with
shareholders’ equity at the bottom.
Assets are generally listed based on how quickly they will be converted into
cash. Current assets are things an organisation expects to convert to cash
within one year. A good example is inventory. Most companies expect to sell
their inventory for cash within one year. Non-current assts are things an
organisation does not expect to convert to cash within one year or that would
take longer than one year to sell. Non-current assets include fixed assets.
Fixed assets are those assets used to operate the business but that are not
available for sale, such as trucks, office furniture and other property.
Liabilities are generally listed based on their due dates. Liabilities are said to
be either current or long-term. Current liabilities are obligations a company
expects to pay off within the year such as bank overdrafts. Long-term
liabilities are obligations due more than one year away such as staff retirement
benefits.
Shareholders’ equity is the amount owners invested in the company’s stock
plus or minus the company’s earnings or losses since inception. Sometimes
companies distribute earnings, instead of retaining them. These distributions
are called dividends.
A balance sheet shows a snapshot of a company’s assets, liabilities and
shareholders’ equity at the end of the reporting period. It does not show the
flows into and out of the accounts during the period.
I hope that after reading the above article, we as managers of our organisations
will now be placed to understand what “the balance sheet” is and what we
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should expect to see and seek clarity if possible in the balance sheet when it is
presented to us by our Accountants.
Extracted from: GRZ Magazine – The Technologist – a newsletter for Ministry
of Science Technology and Vocational Training 2006.
Now you can do the following activity.
Activity 1 
Now answer the following questions based on the passage above.
1. In the passage we are told that organisations depend on – (Para.
1).
(a) financial statements for sources of information
(b) sources of information for financial statements
(c) financial statement
(d) sources [1 mark]
2. Some of the users of such information according to the passage
are:
(i) ________________________________
(ii) ________________________________
(iii) ________________________________
(iv) ________________________________ [4 marks]
3. According to paragraph 2 the use of financial statements
information is not necessarily designed for people with
(a) financial skills fully.
(b) accounting skills fully.
(c) management skills fully.
(d) all the above mentioned skills only.
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Activity 1 Cont……
4. Paragraph 1 however emphasises knowledge of simple concepts
of:-
(a) basic financial statements
(b) fundamental characteristics
(c) accounting
(d) all of the above
5. According to paragraph 2, important in business are:
(a) balance sheet and financial statements
(b) balance sheet and income statement.
(c) income statement and financial statement
(d) all the above [3 marks]
6. According to paragraphs 5, 6 and 7 –
(a) Assets are defined as ……………………………….
……………………………………………………………
(b) Liabilities are defined as …………………………..
……………………………………………………………
(c) Shareholders’ equity can be said to be …………
…………………………………………………………… [3 marks]
7. A balance sheet may be described as:-
(a) a basic accounting equation
(b) assets and liabilities
(c) a detailed information about assets, liabilities and
shareholders’ equity.
(d) a sum of liabilities and shareholders’ equity.
8. Assets or goods a company expects to sell within one year are
referred to as:
(a) liabilities
(b) current
(c) non-current
(d) fixed
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Activity 1 cont…..
9. A company’s staff retirement benefits fall under a category known as:
(a) current liabilities
(b) long term liabilities
(c) fixed liabilities
(d) current assets
10. What do you understand by the term ‘dividends’, (Par. 12).
(a) money earned by individual shareholders
(b) money spent to buy extra goods.
(c) money given to government as levy.
(d) profits made by company.
Check and compare your answers with those provided at the end of the
module.
Feedback
Getting 7 out of 10 questions right would show that you have done very well, if
not you need to study the section again.
Section Summary
This section has concentrated on Comprehension. Comprehension is a very
important skill and involves developing many other skils, among them word
building, structure and use of words in different forms. Always take this topic
seriously.
The next Section, Section 2, is structure and deals with the Present Participle.
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Section 2: Structure – The Present Participle
This is one of the most interesting sections where we are looking at the use of a
pattern known as “Present Participle”.
The dictionary meaning of the word present is existing or happening now.
Participle, linguistically, is the form of a verb ending in__+ing, in the present
participle and ending ___ed in the past participle.
A sentence is in the present when its verb ends in the ___+ing to indicate an
action happening now or continuously like in:
 I am counting the money now
 She is buying shares in the company now
 You are working now
 He is smiling now
 They boy is crying now
Or when a verb remains unchanged when it is used with a plural pronoun.
Study this.
 We count money in the bank.
 They come here every day to withdraw this money.
 You must always do your budgeting.
Or it inflects (changes form) from, say, work to works; cry to cries and do to
does when a singular pronoun (he, she, it) is used as in;
 She works in the bank
 It cries for food
 He does the work alone
 She eats well
 She cooks meat everyday
Uses
There are other ways in which the present participle is used. Study the
following carefully.
As an adjective
- The present participle may also be used as an adjective placing it in front
of a noun as in the following.
 Banking systems
 Liquidating company
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 Financing institutions
 Accounting units
 Budgeting strategies
After have + object
The participle may also be used with have + object as in –
 I have my brother standing in for me.
 She had her husband cooking for a week.
 We won’t have them disturbing the whole community.
 We had our clients borrowing for good reasons.
Replacing a relative pronoun (he, who, that, which) + verb

Examples
 This is the only bank that loans/money to low income clients.
 This is the only bank loaning money to low income clients.
 That is a financial institution that pays/ its workers well
 That is a financial institution paying its workers well.
 People who wish to keep money at the bank.
 People wishing to keep money at the bank
 A river that marks/ a boundary
 A river marking a boundary.
Introducing statements in indirect speech by using phrases such as

adding, pointing out, reminding, warning.
Examples
 Banks are clouded, reminding us that it is a pay-day.
 Clouds are heavy warning us that it is about to rain.
 My teacher praised me for the hard work adding that I would be
successful in life.
 The Chief meteorologist has announced the weather forecast pointing
out that there would be a long drought this year.
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After verbs of sensation – see hear, feel, smell and verbs listen (to), notice
and watch in the object +present participle
For example:
 I saw him withdrawing yesterday
 I heard the sound of water falling.
 I noticed an unpleasant smell blocking my nostrils.
 We have noticed standards falling in our financial institutions.
Also study these – catch, find, leave + object + present participle
For example:
 We caught him breaking the bank.
 They found him preparing a balance sheet.
 He found a log lying across the river.
 They left me almost dying
And these words too – go, come, spend, waste, be busy
Example:
 They are going out lending money to peasant farmers.
 I am going shopping tomorrow.
 She spends one hour jogging everyday.
 I came all the way running.
 We wasted our time listening to him.
 She is always busy making money.
Joining two actions by the same subject.
 He picked a stone. He threw it at a bird.
 Picking a stone, he threw it at a bird.
 He passed with flying colours. He went to University.
 Passing with flying colours, he went to University.
 He won Pick-A-Lot. He bought a house.
 Winning Pick-A-Lot, he bought a house.
 He got a loan from a bank. He bought a farm.
 Getting a loan from a bank, he bought a farm.
 She wore a traditional attire. She went onto a stage.
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 Wearing a traditional attire, she went onto a stage.
 It rained heavily. It destroyed crops.
 It rained heavily destroying crops.
Two or more actions in one sentence.
 Coming to Zambia he married a second wife.
 I drank finishing all the money, forgetting that my family had
no food at home.
 Having many houses and surrendering some of them to his
children, the man is now being appreciated.
 Having abundant mineral resources, Zambia is developing
very fast.
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Activity 2 
Do the activity according to the instructions given at the beginning of each
part.
1. Change the verb highlighted into present participle
He speaks to the pupils
We weed the fields
They travel outside the country.
We count money in the bank
2. Use the words highlighted in brackets below as adjectives in present
participle.
a. (Lose) candidate conceded defeat.
b. (Sing lady) entertained the audience throughout the night.
c. (Chang) climate is affecting the yield seriously.
d. (Whistle) bird woke me up early in the morning.
e. (Cry) baby kept the thief a way.
3. Rearrange each sentence so that it begins with the present participle
of the first highlighted word.
a. They picked up their pens and began to write.
b. He saw that there was no bank near by, so he invested his
money in business.
c. He received his money and went home immediately.
d. The bank was closed. I could not withdraw my money.
e. I withdrew my money. My son went to University.
4. Join the following pairs of sentences using present participle at the
beginning and proper noun half way the second half of the
sentence.
(a) Chola put his hand into his pocket. He pulled out a twenty
kwacha note.
(b) Exildah gave the shopkeeper fifty thousand kwacha. She
waited for her change
(c) Jones entered a bank. He immediately opened an account.
(d) Samuel looked at the clock. He saw it was running out.
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(e) Sarah searched for the missing money. She found it at last
hidden under a pillow.
Answers are at the end of the module
Feedback
You must get more than half the number of answers right otherwise you will
need to read again.
Section Summary
In this section we looked at the use of the present participle in various ways
such as: an adjective in jumping castle; after have + object in “we have all
the banks working over the week-end; replacing a relative pronoun (he, who,
that, which)+ ve in “This is the bank opening this month and many other
uses.
Read the section again if you have not learnt the patterns well.
The next section is Summary work. Please proceed.
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Section 3: Summary
Read the following passage on essentials of Websites and then answer the
question that follows.
The Essentials of Websites

In today’s Internet-oriented world, a website is essential for business,
organization and individuals to optimise their impact on the world; to reach
more people, be more efficient, learn more and achieve goals.
A website can simply be defined as a collection of information stored on a
computer and seen on the World Wide Web. The website can be viewed locally
and internationally. The question that people many ask would be “should your
business have a website even if your business is small and sells products or
services you don’t think can be sold online? My answer is definite yes.
Internet marketing research firms predict that the number of online consumers
will grow at a rate of 30 to 50 percent over the next few years. These numbers
alone should be enough to persuade your organization or business to start
thinking of having a website.
One of the great things about the internet is that it has levelled the playing field
when it comes to competing with the big boys. It is therefore important to bear
in mind during design that since many consumers now search for information
online prior to making a purchase of a product or service at a brick-and-mortar
stone, your site should therefore be the first chance you have at making a
good impression on a potential customer. If your site is poorly designed, your
chance at making a good impression maybe lost.
However, here’s the exception to my rule: It’s actually better to have no website
at all than to have one that makes your organization or business look bad.
Your site speaks volumes about your organization or business. It either says,
“Hey. Look, we take our business so seriously that we have created this
wonderful site for our consumers!” or it screams, “Hey, look, I let my 14-year-
old nephew design my site. Good luck finding anything.”
A website enables you to communicate your message to the world cheaply and
effectively.
Whether your consumers be in your town or on another continent, a website
enables you to provide more information in a more relaxed environment than a
traditional advertisement or visit to your place of business.
If in your organization knowledge is produced daily, you, your co-workers,
employees, suppliers and customers discover new challenges and new
solutions. This knowledge is a strategic asset that a website will enable you to
record, organize and harvest when needed.
Your website is available 24 hours a day around the world and new customers
will find it through their favourite search engine or index. In this same way
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your website also attracts new investors or supporters, who can contribute to
the growth of your business or organization.
A community website can serve as a virtual meeting place for people all over
the world with an interest on a given topic.
In today’s career environment, everyone is an independent professional sooner
or later. As such you need a web presence where prospective clients and
employers can learn more about your experience and qualifications see
samples of previous work, contact you and where you can keep in contact with
them.
Web presence is changing the way learning is conducted with increased
electronic learning (e-learning) websites. E-learning is empowering the
individual learners so that the teacher is no longer a gatekeeper of knowledge.
Practically everyone on the internet trying to explain what makes a good site
will say to you, ‘Content is King’ and ‘you need good content’, but I believe that
this is still not taken seriously enough by the majority of webmasters.
I took time to visit most of the Zambian websites and my discovery was that
most of the sites are static. Although there seems to be a reasonable number
of sites, many of them have no real content, incomplete, or are just plain
boring. What many people don’t realize is that good content does more than
just keep your visitors interested and give you a good site. It can also help you
to promote your website. Increasingly search engines are ignoring the
traditional method of reading of META tags for keywords and descriptions, as
these are often abused by users. Instead, search engines like Google now read
the whole web page and use it to generate matches. It stands to reason that,
the more pages and words you have, the more chance you have or being
returned as a search result.
Similarly, if you have good content; other websites may link to your content
and this will bring in even more visitors to your site. Links to your pages will
also boost your ranking on Google, which counts links to your site.
There is an adage that a picture is worth a thousand words? On the web, this
is a definite no. Pictures add to the richness of the information, but without the
words the information would be hidden. People go to the web usually to look
for information, hence my elevating priority of words on the web.
Extracted from: GRZ Magazine – The Technologist – a newsletter for
Ministry of Science Technology and Vocational Training
2006.
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Activity 3
A. In not more than 110 words summarise the importance of having a
Websdite even if the business is small.
[20 marks]
B. Research to find the meaning of each of the following words (terms)
found in the passage. Write the meaning against each word (term)
according to the context in which it is used.
Online ____________________________
Website ____________________________
Internet ____________________________
Big boys ____________________________
Design ____________________________
Brick-and-mortar store _________________
META tags _____________________________
Google _____________________________
1
[2 mark each]
2
Answers are at the end of the Module.
Feedback
You are expected to get at least 75% or more of the marks, should you perform
less than this, please go through the work again.
Section Summary
In this section we had a passage on computers; a Website in particular, to read
and summarize. The passage discusses the importance of a Website in
business.
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Section 4: Composition - Descriptive
You were introduced to different types of compositions in Grade 10 Module 1.
You were also told what compositions are, their purpose and how best to write
a composition. There are quite many different types of compositions for
different purposes and reasons as we discussed in the module we have just
referred you to. For now let us look at a descriptive composition.
A descriptive composition as the name suggests, describes. It can describe
anything; a person, an animal, a place, scene, event or a ceremony. The
writer’s preoccupation is to say what it is or what it looks like in order to
bring out a clear picture of what is being discussed.
Descriptives can either be subjective or objective. Objective compositions
give clear, factual observations without personal reactions.’ Subjective
compositions are based on writer’s own personal imaginations, feelings and
opinions.
To effectively bring out a vivid picture of what you are writing about, in both
cases, the writer’s ability at the use of lexical items such as metaphors, similes,
adverbs, and adjectives is essential (see Grade 10, Module 2, Unit 2).
Look at the folowing description of Zambia as a country.
Zambia is a good country. Tourists that visit us are pleased with the
natural resources and the kind of weather that they find.
What is your perception of the description above? It is flat, isn’t it? It does not
tell you anything more than ordinarily.
Look at the same description below again; this time with additional words –
adverbs and adjectives.
Zambia, what a beautiful and rich country! Her visitors, overwhelmed

with pride talk highly of this country’s abundant natural resources
and cool weather that they find.
What is your opinion of this description now? Highly motivational, isn’t it?
Why?
The use of additional words – adverbs and adjectives has added more emphasis
in the description so as to bring out the writer’s feelings and opinion of what is
being talked about more clearly and vividly. You too can manage to do this.
Study the following description entitled ‘My First Day at School.’
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My First Day at School
At last it was Monday 2nd November 2009. After a night spent waking up every
half – hour thinking it was morning already, I was finally up before the rest of
family. Bupe my eldest sister, scrubbed me as if she was trying to skin me
alive. Normally I washed myself and had never been too liberal with the soap.
That morning I discovered that I had really been dirty all the time and when
Bupe had finished with me, I was one tone lighter in colour and my skin was
sleek and shiny. Where upon I decided to take a bit more trouble over my body
in future. Bupe dried me sprinkled me with talcum powder, and rubbed
scented Karite butter into m y hands till they shone. Then I put on an
everyday dress for prayers and breakfast.
Meanwhile Mame, who was to take me to school, was getting ready too, she put
on a light - blue dress with a dark – blue boarder over her pagne, her
glistening hour was arranged in fine plaits on each side of her head, and kept
in place by a colourful head scarf. Ear – rings dangled from her ears and her
best purse rested on her shoulder. She was scented with her famous kiki. She
sat on her bed like a queen, waiting for me.
‘Hurry up and eat’
I left most of my breakfast and went to get dressed. Bupe tied my pegne round
my waist; then I put on a camisole that was starched so stiff that it scratched
me. Finally, on went my dress with my satchel in my hand I went to greet my
father and grandmother and receive their blessings.
My girl cousins, green with envy could not let me pass. I could understand
their feelings. I was the first girl in the family that grandpa in his old age had
finally allowed to go to school. They whispered loud enough for me to hear,
‘look who’s here! The princes herself! Have you seen her new dress? Have you
seen her new hair style? Just look at her neck she looks as if she’s swallowed
a poker.
That day I didn’t take any notice of anything they said. The school that had
been chosen for me did not enrol in advance, so, that day there was such a
long queue of prospective pupils that Mame thought there was a risk of all the
places being filled before it was our turn , so we decided to try another school.
We made our way to the school near Golf Course where the Headmaster, who
was a friend of Papa’s, enrolled me straight away in the first class and showed
me to my classroom. I had to let go of Mame.
We were both in tears. She gave me some last words of advice and returned
home after slipping some pocket money into my hand.
My first teacher
was…………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………
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It was easy to distinguish the new pupils from the old ones. The new ones
………………………………………
………………………………………………………………………………………………………
………………………………………………………
The old ones
………………………………………………………………………………………………………
………………………………………………………
The day ended without a hitch ………………………………………
………………………………………………………………………………
This is the story which you should complete in your own words as per
instruction in the activity below.
Activity 4
Complete the last 3 paragraph in the story above. Imagine you
are the writer.
In the first paragraph, describe your first teacher that you found
in class. It has been started for you
In the second paragraph, describe the differences that you see in
behaviour of the new and old pupils. The last paragraph is a
conclusion.
Compare your answer to the model given at the end of the module
Feedback
It is our hope that you have enyoyed doing this activity – completing a story
about your first day at school. We know each one of us is able to remember the
first day at school to make an interesting story.
Section Summary
This has been about writing a descriptive composition. Once you master doing
a descriptive composition you will find other types of compositions easy.
Section 5 is a miscellaneous work on a cloze.
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Section 5: Miscellaneous – Cloze
A cloze is a word (vocabulary) building lesson designed to develop a learner’s
ability to choose a suitable word for a particular expression.
A passage is given with missing words in spaces. A leaner reads the passage
as he/she fills spaces with guessed out words that complete the meaning of the
intended expression in a passage.
For example.
Fill in the blank spaces with suitable word.
At the time when the (1)………………of the three cities was at The height of its
power, it scrupulously (2)……………complex rules before entering into a war.
The idea that underlay (3)......……… approach was that the city which was
intended to be (4)……………… into the empire really already belonged to it by a
(5)……………… kind of right, this was official the theory (6)………………earlier
on and if the city accepted this, if it agreed without a (7)………………, then it
was not even required to pay tribute, a voluntary gift would be
(8).........………and the Mexican state would not even(9) ……………an official to
collect it. Everything would be based upon a friendly (10)…………….
The following are the correct words for each of the spaces.
1. alliance 6. mentioned
2. observed 7. struggle
3. their 8. enough
4. incorporated 9. send
5. certain 10. agreement
Fill them now and read the passage again to see how they fit in. It may not be
surprising if you felt that there are two or more possible words for one blank
space. Some English words are synonymous but you should use only the most
appropriate one.
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You should now do the following activity alone.

Activity 5
Health Education
Find the missing words to complete the following passage.
When Christopher Columbus returned (1) ………………….. his

voyage of discovery to the New World, an epidemic of syphilis
swept Europe. Ever since, historians have debated (2)…………..
or not Columbus and his sailors were to (3)……………….. One
thing that is certain, (4)…………………. Is that today’s traveler is
at as great risk as (5)…………………. Of acquiring a sexually
transmitted disease.
A sexually transmitted disease (STD),* still popularly known as
VD (venereal disease), (6)……………….. reached epidemic
proportions in many countries (7)…………………….is a major
problem worldwide, encompassing a wide rage (8)………………
infections. Everyone (9)………………..heard of gonorrhea and
syphilis, but a more recently recognized disease (10)……………..
as Chlamydia-often harder to document-may be twice
(11)…………… common. Herpes, recently the subject of
(12)…………… public interest, has not been eclipsed (13)………..
the spectre of AIDS; although AIDS may be transmitted by
contaminated needles, blood products, and from mother
(14)……………. Foetus, it is still above all else (15)…………………
sexually transmitted disease. Changing attitudes to sexual
behaviuor, as well promiscuity, prostitution (16),………………..
homosexual practices, have each (17)……………to he present
pattern of sexually transmitted disease.
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
Activity 5
As far as the individual traveler is (18).…………, however, the

public health aspects of sexually transmitted infections are less
important than (19)……………immediate implications. All STD
risk factors depend on individual behaviuor. The only absolute
ways of avoiding STD are abstinence, or sexual intercourse
(20)………………a partner who is known to be disease free and
is completely faithful. Any (21)……………type of behaviour will
place you at a risk of infection.
People behave differently when (22)…………………..travel.
Tourists travel to seek adventure and new experiences, and to
make new friends. Sex is certainly part of the attraction. Sex is
sometimes even the sole (23)…………of travel, (24) …..……………
evidenced by the growth of (25) ..…………’sex tourism’ industry
to certain parts of Asia. The usual norms of the home
environment (26) ………………longer control behaviour.
Travelers separated from their families, for example business
travelers, the military sea - farers and immigrants, are all
(27)..……………particular risk.
The (28)…………………sexual partners a person has, the greater
the risk of acquiring – and passing on (29) ……………STD. rates
of infection (30) ….……………very high in promiscuous
homosexuals. Prostitutes in some Asian cities have infection
rates reaching 100 per cent.
*STD are also known as STIs Sexually transmitted infections
Check your answers with those at the end of the module
Feedback
You should get at least 20 answers correct in this activity.
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Section Summary
In this miscellaneous section you had a cloze activity the fill – in activity to
develop your knowledge of words and improve understanding of a written text.
Unit Summary
As we come to the end of the unit, let us remind you of the work we did. In
section 1 we had a comprehension passage based on a balance sheet. The
second section was structure dealing with the present participle structures.
The third was summary work and composition was done in section 4. The last
section – miscellaneous was about a cloze. My trust is that you have enjoyed
your study.
We have come to the end of Module 1 and you should now prepare yourself for
Module 2 work.
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Model Answers
Unit 1
Activity 1
1. C. a manager of AIDS care Programme
2. B. the three boys’ mother
3. C. both A and B above
4. D. because the problems found were too many
5. B. she is herself a patient and is too weak to visit other patients
6. B. she supports her family through this work.
7. A. families and communities take over the job
8. D. not many people can willingly do what these people do
9. B. by supporting them and caring for their needs
10. B. AIDS related diseases and problems.
Activity 2
(a) 1. causing 6. in 11. causes

2. was 7. most 12. has
3. the 8. them 13. important
4. various 9. body 14. not
5. infected 10. allow 15. infected
16. can
17. treatment
18. body
19. become
20. cure
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(b) 1. Terribly ill was their mother.
2. The only people who cared for the woman were her sons.
3. Hardly could I keep my mind on the road ahead.
4. Scarcely prepared for all the social problems she found in the
homes she visited was Gladys.
5. She is often so weak that she can’t handle the scooter.
6. Having to lean on her colleagues makes Christine feel guilty.
7. What a precious resources are pioneers of he home care movement.
8. Drawing attention to the needs of the carers and people with HIV and
AIDS is the purpose of this report.
9. Those with an interest in the care of people with HIV and AIDS are the
ones who report this is intended for.
10. Many people fail to whole heatedly care for the sick in the society.
Activity 3
1. Instead of training as a doctor, Peter studied as a teacher

2. There are other minerals mined here besides copper.
3. Cibemba is not the only vernacular spoken through out the country,
there are many others besides.
4. Having no other relative to care for her as a patient, her own sons did the
work instead.
5. Besides bathing their mother, the boys were trying to cope with
everything themselves.
6. Because of overwhelming widespread of HIV /AIDS infection, lay carers
are coming in to help instead.
7. Besides the quality of care provides, the ability to do so over a period
depends on the protection of their own well being and morals.
8. Christine is given a scooter to visit her clients but is instead walking.
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Activity 4
Causes of lead poisoning (model points)
- eating lead paint dust
- paint ages
- eating paint chips
- lead factories
- lead taps (water)
- hot water from geysers
- in ink
- lead crystal ware
- lead crystal baby bottle
Activity 5
Notes given in question
Unit 2
Activity 1 Comprehension
1. D 6. D
2. A 7. A
3. B 8.
4. C 9. C
5. D
10. A. indiscriminate
B. Intensity
C. Elite
D. Comprehension
Activity 2
1. in addition to cooking jungle oats for breakfast, Mwenya also boiled
the eggs
2. Apart from being a nurse, Namasiku is also a mother
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3. Besides being a herbalist, he is also a medical doctor.
4. Namweemba was peeling potatoes as well as listening to the radio.
5. In addition to insulting my sister, that boy also tore up her floral
dress.
6. Besides obtaining the best grades in her class, Misozi won the Best
Student Award.
Activity 3
Summary notes
- Information about breeds production methods and diseases been part of
daily routine for a long time.
- All this local knowledge must now be used in livestock issues
- Because diseases in livestock have increased
- Local livestock owners detect diseases earlier and frequently.
- May have different experiences.
Activity 4
Composition
Activity 5
Two bandits were crucified with him, one on his right and the other on his left.
The passers – by hurled abuse at him: they wagged their heads and cried,
“you would pull the temple down, would you, and build it in three days? Come
down from the cross and save yourself, if you are indeed the son of God.” So
too the chief priests with the lawyers and elders mocked at him: “He saved
others,” they said, “but he cannot save himself. King of Israel, indeed! Let him
come down now from the cross, and then we will believe him. Did he trust in
God? Let God rescue him, if he wants him – for he said he was God’s son.”
Even the bandits who were crucified with him taunted him in the same way.
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Unit 3
Activity 1
1.
A process of examining in
detail in order to understand
(a) Risk analysis
it so as to be able to avoid
danger.
(b) Mitigation Facts capable of reducing
harm.
(c) Facilitating Making it easier or possible to
happen
(d) Consequences The result of effect of…………
(e) Hindered Stopped something from
making progress.
(f) lucrative Profitable
(g) Transboundary across borders
(h) Simultaneously Happening or done at the
same time
(i) Impedes makes it difficult (to focus on
technical consideration)
(j) reputable Honest and reliable
2. (C) The consumer‘s demand are changing or growing

frequently.
3 (B) this method is currently the most useful.
(i) risk assessment – process of making a judgement on risk.
(ii) risk management – ability to control risks
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5. It means that international trade in livestock ands livestock products is
hampered by the spread of animal disease
6. (C) Lacks focus on technical consideration
7. (B) source should not be restricted to the stated organisation
8. (A) Different Types of data and knowledge for all excepts for simplest
risk assessment are supplied.
9. (c) The realisation that the risk question is not important.
10. (D) fair and reasonable choice.
Activity 2
1. The lake which used to have a lot of fish, has nothing now.
2. Mr. Phiri, who taught me Social Studies in primary school, is now a Dr.
of History.
3. The girl who talks a lot, is nicknamed a parrot.
4. Josephine who speaks very good English, is training to be a journalist.
5. The nurse who I met at the hospital yesterday, is very friendly.
6. The government is sending a team of engineers to inspect the bridges
which have been swept away.
7. The reception begins exactly at that time which is shown on the cards.
8. The president who was going to visit Luanshya on Saturday, has
postponed his visit indefinitely.
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Activity 3
A B
1. Messages touted as away of
losing weight and prevent
cancer.
2. Cholesterol
3. Diatary cholesterol
4. Plague
5. Hydrogenation
6. lipoproteins
7. Cholesterols important
function
8. 2 cholesterols dissolved and
carried in blood
9. They work in opposite
direction
10. LDL
11. HDL
12. Angina
13. The result of plague rupture
and blood clotting
14. Saturated fats
15. Trans fats
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Activity 4
1. Get onto the main street. Move up along this road past Mutasa
School on your right and just before you have completely by past High
Secondary School and the Police Station on the right, is Jabavu Drive
on your left. Follow this road up until you reach the place, the Dutch
Reformed on your right.
2. Join the Twende Drive West and move down towards East until you
are on the Main Street. Turn to the left and move up along the main
Street past school and Police station on your right, Jabavu Drive on
your left and Bulongo Road on your right. Continue moving past left.
Next on the same side are the Community Centre and Handy craft
School. The next place from here is the clinic on the left.
3. Move up along the Jabavu Drive northwards past Mnota School and
Regina Mandi Convent. Continue moving north – eastwards Cyril
Jennings Hall and another school, all on your left hand side. The
next place from here is the clinic on the left.
4. Get into the Main street and move up along the same road. Go
straight until you get to a Community centre on your left and
Government Offices on your right. The next building to the
Community Centre on the left is the Handy Craft School
5. Join Jabavu Drive move down eastwards to join the main street. Turn
left along the Main Street past Burombo Road on the right. The next
building on your left is the Post office.
117
Activity 5
Singular Plural
Knife Knives
Child Children
loaf loaves
Medium Media
Roof Roofs, roves
Locus Loci
Syllabus Syllabi, syllabuses

Belief Beliefs
Half Halves
Leaf Leaves
Sheep Sheep
Shelf Shelves
Self Selves
Tooth Teeth
Virus Virus, viruses
Algae Algae
Abacus Abacus, abacuses
Fungus Fungi, funguses
Fish Fish, fishes
118
Unit 4
Activity 1
1. B. Society
2. C. Status of the disadvantaged
3. C. Women and men are treated fairly according to
their needs in society
4. C. Gender Equity
5. A. the disadvantaged
6. 1 School
2 Family
3 Media
4 Religion institutions
7. Age, cultural, political economic, religion, class racial
Common Gender Women Gender Men Gender

roles roles roles
Farming Health care Hunting
food preparation
Business enterprise Bread winners
Pottery making and family
Gathering
defenders
Crop harvesting
Craft work
mat and basket Cattle herding
Environmental making. Bush clearing
management.
and felling of
trees
Decision making
on important
issues in a home
Attending
political
meetings.
119
Activity 2
Words Sentences
1. Classify To improve the status or importance
of something/someone
2. Role Doing something intentionally and
not by chance
3. Enshrine The fact of being male or female girl
or boy.
4. Retain To officially record something such as
an idea or principle so that it can not
be ignored
5. Deliberate Putting things into particular groups
6. Gender The purpose of influencing some one
or something in a particular situation
7. Responsibility The sate or job of being in charge of
someone or something
8. Elevate To keep someone or something
120
Activity 3
1. What ever Sharon does, she does it carelessly.

2. Crossing the road, Mwansa was hit by a Motor cycle.
3. Justin had his arm broken in a fight
4. We didn’t get off there and neither did anybody else.
5. There is no need for you to be there
6. No doubt, he would pass the examination
7. Luke apologised for not being able to answer the questions.
8. That is the best she can do.
9. I prefer fanta to coke
10. Would you mind having a cup of tea with me?
Activity 4
Gender as we have seen in the passage only defines one’s sex belonging. I
therefore support its promotion because both male and female were created as
human beings, given same communities to live in and were created as equal
partners.
Being born male or female does not, in anyway, limit someone’s capabilities,
both sexes can achieve or attain certain endeavours when given same
opportunities.
Gender should be promoted because it tries to clear the patriarchal concept of
stereo – type and it forgets that both sexes working together can bring
development in society. It stops or discourages discrimination and promotes
the underprivileged who are partners in national development. Gender does
not mean “sameness” but equity and equality. Equity in the sense that each
sex should be treated according to its needs in society without discrimination
and Equality is being given same opportunities to develop capabilities and
121
talents one has. Gender is therefore a concept to be supported and be
preached by every one.
Unit 5
Activity 1
1. A 2. A. 3. C. 4. D. 5. A
6. B 7. D. 8. A. 9. Competition
10. A
B
C
D
Activity 2
1. The pen with which he writes is very expensive
The pen which he writes with is very expensive
2. The man from whom I bought this car is your uncle
The man whom I bought this car from is your uncle.
3. The team for which Mbesuma plays has won a trophy
The team which Mbesuma plays has won a trophy
4. The committee on which he sits is very influential.
The committee which he sits on is very influential
5. The room which he slept was very dirty
The room in which he slept in was very dirty
6. Those people to whom she is talking look very suspicious.
Those people whom she is talking to look very suspicious.
7. The lady whom you were talking about has arrived.
The lady about whom you were talking has arrived.
8. The school for which Robert works pays very well.
The school which Robert works for pays very well.
9. The village to which Ngoyi is going to is near the Boma.
The village which Ngoyi is going to is near the Boma.
10. The picture which you were looking at was drawn by my cousin
122
The picture at which you were looking was drawn by my cousin.
Activity 3
There are several reasons why entrepreneurship is important in economic
development. Firstly, it is now realised that small or new firms are important
to economic development because they significantly contribute to job creation.
Secondly, all economies today contain a significant small firm sector in which
small firms are proportionally the greater majority of all businesses. Another
reason why entrepreneurship is important is that these small firms are
indigenous and therefore more reliable than multinationals which tend to close
foreign branches in times of financial difficulties, thus creating unemployment.
Yet another reason why entrepreneurship in important is that it plays the role
of commercialising knowledge. A further reason for its importance is its role in
transferring and diffusing the benefits on innovation to their home countries.
Finally, developing countries are beginning to develop science and technology
bases which are the foundation of inventions, which lead to entrepreneurship.
Activity 4
When buying an existing restaurant, you need to plan carefully and thoughtful.
You need to visit several successful establishments, observing and asking
questions to find out such things as the owner’s and restaurant’s reputation,
and the experience of the staff. You need to analyse aspects of the restaurant’s
and to evaluate everything purchased. You also need to consider your finances
and ability to get loans. Finally, you need to take into account décor layout
and cost of changing them.
Activity 5
Your own Composition
Activity 6
1. The month of July is a total contrast to October in terms of weather in
Zambia. The former is the coldest and the latter is the warmest.
2. The Bembas and the Ngonis are tribal cousins. The latter live in the
eastern part of Zambia and the former in the northern part.
3. Zambia has had four Presidents so far, Dr Kaunda, Dr Chiluba, Dr.
Mwanawasa and the incumbant is Mr. Banda.
4. Dr. Kaunda’s successor was Dr. Chiluba and Mr. Banda’s predecessor
was Dr. Mwanawasa.
Unit 6
Activity 1
1. A Financial statements for sources of information
123
2. (a) investors
(b) Creditors.
(c) Government agencies
(d) Management teams
3. B Accounting Skills fully
4. A Basic financial statements
5. B Balance Sheet and income statement
6. (a) Assets are things a company owns
(b) Liabilities are mounts of money that a company owes to others
(c) Share holders equity is sometimes called capital
7. A a basic accounting equation
8. B current
9. B long term liabilities
10. A Money earned by individual shareholders
Activity 2
1. (a) he is speaking to the pupils.

(b) we are weeding the field
(c) They are travelling outside the country
(d) We are counting the money in the bank
2. (a) The losing candidate concerned defeat

(b) The singing lady entertained the audience through the night.
(c) The changing climate is affecting the yield seriously.
(d) The whistling bird woke me up early in the morning.
(e) The crying bind kept the thief away.
3. (a) Picking up their pens, they began to write.
(b) Seeing that there was no bank nearby, he invested his money in
business.
(c) Receiving his money, he went home immediately.
(d) Closing the bank, I could not withdraw my money.
(e) Withdrawing my money, my son went to University.
124
4. (a) Putting his hand into the pocket, Chola pulled out a twenty-
kwacha note.
(b) Giving the shopkeeper fifty thousand kwach, Exildah waited for
her change.
(c) Entering a bank, James immediately opened an account.
(d) Looking at the clock, Samuel saw time was running out.
(e) Searching for the missing money, Sarah found it at last hidden
under a pillow.
Activity 3 notes
A. to optimise impact on the world
to reach more people online consumers growing
be more efficient online has levelled playing
to learn more but site should always be good
to achieve more
B. Online - connected or available through computer

Website – collection of importance stored and seen on www
Internet – computer system that allows people to exchange
information .
big boys – Well organised companies
design – decide how something will be made and work.
Brick and mortar stone – business outside internet
E – learning - learning through electronic media.
Activity 4
My first teacher (Mrs Ndeya). She was pretty with deep blank skin and often
wore her hair in four plaits that came down to her shoulders. I can still see her
in her white blouse and blue flared European – style skirt that came down to
mid – half. She welcomed me with a smile and asked for my name in a friendly
melodious voice before asking the class to welcome me with a corus
It was easy to distinguish the new pupils from the old ones. The new ones
were intimidated and looked completely lost. The old ones were full of and
ready to show off in front of us new comers, calling to each to each other
ostentatiously, pushing and jostling on purpose as they played pretending
nothing was happening.
125
The first day went off without a hitch except that a few girls were so lost. They
just put their heads down on their desks and went to sleep. A bit later we went
into the headmaster’s study and were given all our books and stationery.
Parents didn’t have to buy anything when I had filled my sachet, I went home.
Activity 5
1. from 11. as
2. whether 12. attracting
3. blame 13. as
4. however 14. to
5. others 15 a
6. has 16. and
7. and 17. led
8. of 18. concerned
9. has 19. some
10. known 20. with
21. Sexually
22. they
23. cause
24. as
25. the
26. no
27. at
28. more
29. the
30. are
126
Glossary
Haunt A thought or an experience haunts you when it keeps
on coming to your mind.
Terribly seriously
Ooze flow out slowly (of a liquid)
Pus thick yellow liquid that form in flesh that has an
infection.
Volunteer someone who is willing to work without being paid.
Counsellor someone whose job it is to give advice and help people
in problems.
Anxiety worried feeling that something bad will happen.
Scooter child’s vehicle that looks like a small motor cycle
Enormous big
Overwhelming to affect someone or something in a very powerful way.
Pioneer one of the first people to do something which is later
continued by other people.
Precious of high value
Sustained continuing at the same level for a long time.
Morale the amount of happiness that someone feels when
something good has happened or is expected to
happen.
Virus very small living thing that can enter your body and
make you ill.
127

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REPUBLIC OF ZAMBIA

SEnior SECONDARY SCHOOL

GRADE 11 ENGLISH LANGUAGE

ZAMBIA COLLEGE OF DISTANCE EDUCATION

Directorate of open and distance education

Programme coordinator: Precious K. Vwaali

Course coordinator: Linda Ngelashi

Authors : Linda Ngelashi

Peer reviewer: Linda Ngelashi

© No part of this publication may be reproduced, stored in retrieval system or transmitted

The General Aim

What is in this Module?

How to use this study Material

This means activity. All units are frequently

Unit 2 Africa and its Riches

Unit 3 The Food We Eat

Unit 6 Financial Management

What is in this Unit?

2. “The mother was terribly ill.” Whose mother was she?

A. She felt pity for the boys

A. Because of shortage of food

5. Why 5. Why is Christine unable to reach her targets?

A. Because she is one of the counsellors

A. Families and communities take over the job.

8. Pioneers of home care movement are referred to as a ‘precious

A. By paying them good salaries

10. This passage is about

Compare your answers with those at the end of the module.

Tuberculosis infection (16) ………… be treated whether the individual is

Check for model points (notes) at the end of the module.

What is in this Unit?

Estimated Study Time

The passage ends here. Have you enjoyed your reading?

Check for the answers at the end of the module

Compare your answer with that at the end of this module.

What is in this Unit?

Estimated Study Time

2. What do you understand by the phrase an ever-changing and

5. Explain in your own words the implication of the statement,

Model answers are at the end of the module.

 In a defining relative clause, clauses describe exactly the person or

 The teacher who went to University has finally come back.

 The students who were expelled have been reinstated.

 Non-defining relative clauses are marked by a comma or commas.

The chart has two columns a and b and fifteen rows.

2. Wax-like substance made by liver Cholesterol

3. Diatary cholesterol Cholesterol obtained through food

4. Deposits of cholesterol capable of

5. Process in which trans-fatty

6. Allows diatary cholesterol to dissolve

7. Plasma synthesis of bile acids

8. Low Density Lipoproteins

9. Low Density Lipoproteins

10. Deposits cholesterol on walls

11. Reduces (controls) depositing of

12. The result of heart failing to get

13. Heart attach, stroke, sudden

14. They tend to boost both LDL

Answer: Join the Main Street by passing through Mushandirapamwe Hotel

1. Dutch Reformed from St. Peter’s Kabatana School.