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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2- 2017

MARKING SCHEME

QUESTION 1 STRUCTURE [20 MARKS]

Section 1 Lexis [½ Mark Each]

1. turned up 6. contaminated 11. word for word 16. corpse

2. synthetic 7. variety 12. support 17. puts out
3. erratic 8. appropriate 13. provisional 18. worsened
4. frank 9. came across 14. shallow 19. healer
5. wealthy 10. visited 15. Failed 20. serious

Section 2 Rewrites [1 Mark Each]

1. B At the far end, ……the pool is not so deep as here.
B At the far end,……..the pool is shallower than here.
B At the far end,……..the pool is not as deep as it is here.
2. B Mr. Banda commanded………Mumba to give that receipt to his/her teacher the following day/the next
day/the coming day.
3. B Not until…………you are sixteen will you qualify to enter college.
B Not until……….. you turn sixteen will you qualify to enter college.
4. B In spite …………of the heavy storm, the little girl walked to school.
B In spite …………of the storm being heavy, the little girl walked to school.
B In spite………….of the fact that the storm was heavy, the little girl walked to school.
5. B However………..much you can scream, she will not hear you.
6. B So ……………….good was the book that it was published right away.
7. B Scarcely…………had Mary left the room when the baby started crying.
B Scarcely…………did Mary leave the room when the baby started crying.
8. B The goods ………were stolen because the building lacked ……………security.
9. B Picking mushrooms………. in the bush, Monde was bitten by a snake.
10. B Cassava………….was being roasted and given to their parents by the children.
B Cassava …………was being roasted by the children and given to their parents.

QUESTION 2 COMPREHENSION [20 MARKS]

1. A 6. A 10. (a) Exposed

2. D 7.C (b) Damage
3. C 8.D (c) Increased
4. B 9. A (d) Released
5. C

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QUESTION 3 SUMMMARY [20 MARKS]

NOTES ON MARKING
1 The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick
after each point should be accompanied by an appropriate mark, not necessarily the maximum. A
mark of 1 to ½ should accompany each tick. These ticks must be placed in the body of the script, at
the end of each point rewarded. The assessment of a point covers the fact and the clarity of its
expression. The addition of the marks awarded to each point will act as a guide to an impression
mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
2 Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3 Length. The rubric warns the candidate to use no more than 110 words. Count and ignore anything
more than 115 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4 Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5 Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS

1. be competent.
2. provides unproblematic service to the complainant
3. must be punctual when responding to calls for assistance from members of the public.
4. must be educated
5. and well-trained.
6. Must be friendly

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7. approachable and
8. patient with people.
9. Must be respectful of civilians
10. and should not use gratuitous violence
11. be exemplary in his or her actions.
12. Should be objective
13. committed and
14. passionate about his or her work.
15. Must be physically fit,
16. honest and
17. trustworthy.
18. apply the law that he or she was trained to do
19. must be flexible and
20. radiate a humane face when dealing with both witnesses and suspects.

MODEL SUMMARY
An ideal police officer should……..be competent. He/she provides unproblematic service to the
complainant. Must be punctual when responding to calls for assistance from members of the public. Must
be educated and well-trained. Must be friendly, approachable and patient with people. Must be respectful
of civilians and should not use gratuitous violence. Must be exemplary in his or her actions. Should be
objective, committed and passionate about his or her work. Must be physically fit, honest and trustworthy.
Must apply the law that he or she was trained to do. Must be flexible and radiate a humane face when
dealing with both witnesses and suspects

[½ Mark for each correct point]

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2- 2016

MARKING SCHEME

QUESTION 1 STRUCTURE [20 MARKS]

Section 1 Lexis [½ Mark Each]]

1. grew 6 scolded 11 accomplished 16 died

2. forefathers 7 regarded 12 defeat 17 increased quickly
3 miserly 8 overturned 13 genuine 18 predicted
4. sufficient 9 dealt with 14 strong 19 escalated
5. trait 10 established 15 cleverness 20 a little

Section 2 Rewrites [1 Mark Each]

1B: The teacher, in collaboration with… her learners, is working hard towards the attainment of good
results.
2B: This woman … is surprisingly patient.
3B: She was … reported to have died of cerebral malaria.
4B: Not until … next Thursday will you manage to find him.
5B: The goalkeeper said that … he was not responsible for that loss in any way.
6B: Unless … you remain focused, you will not emerge victorious.
7B: It is high time … we met and discussed this issue.
8B: It takes … courage and determination to succeed in life.
9B: No sooner had … Andy won the race than he fainted.
10B: In spite of…being very tall, Betty is not good at long jump.
10B: In spite of… the fact that Betty is very tall, she is not good at long jump.

QUESTION 2 COMPREHENSION [20 MARKS]

1. D 8. C
2. A 9. C
3. A 10. (i) Ideagraphic
4. B (ii) Phonetic language
5. C
6. A
7. D

QUESTION 3 SUMMMARY 20 MARKS

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
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(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These ticks must be placed in the body
of the script, at the end of each point rewarded. The assessment of a point covers the fact and
the clarity of its expression. The addition of the marks awarded to each point will act as a guide
to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3. Length. The rubric warns the candidate to use no more than 130 words. Count and ignore anything
more than 135 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS

1. …serve their children with more fruit and vegetables

2. and limit soft drinks, sweetened beverages
3. and high-fat sugary snacks
4. but give them mainly water or low fat milk
5. and baked,
6. boiled
7. or steamed foods.
8. Children should be given smaller food portions
9. and not be given food as a reward or „bribe‟.
10. They should not be allowed to skip breakfast
11. or be permitted to eat while watching television or using the computer

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12. Parents should limit the time children spend watching television or using computer
13. and playing video games.
14. Parents should assign active chores to their children
15. and encourage physical activity
16. in form of riding bikes,
17. playing ball games and jumping rope.
18. Parents should promote active family outings
19. through visiting the zoo,
20. swimming or playing in the park. [½ Mark for each correct
point]

MODEL SUMMARY
In order to curb childhood obesity, parents should……Serve their children with more fruit and
vegetables and limit soft drinks, sweetened beverages and high-fat sugary snacks but give them mainly
water or low fat milk and baked, boiled or steamed foods. Children should be given smaller food portions
and not be given food as a reward or „bribe‟. They should not be allowed to skip breakfast or be permitted
to eat while watching television or using the computer. Parents should limit the time children spend
watching television or using the computer and playing video games. Parents should assign active chores
to their children and encourage physical activity in form of riding bikes, playing ball games and jumping
rope. Parents should promote active family outings through visiting the zoo, swimming or playing in the
park.

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2- 2015

MARKING SCHEME

QUESTION 1 SUMMMARY [20 MARKS]

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
2. Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick
after each point should be accompanied by an appropriate mark, not necessarily the maximum. A
mark of 1 to ½ should accompany each tick. These ticks must be placed in the body of the script, at
the end of each point rewarded. The assessment of a point covers the fact and the clarity of its
expression. The addition of the marks awarded to each point will act as a guide to an impression mark
for the whole summary.
3. Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
4. If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
5. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
6. Length. The rubric warns the candidate to use no more than 135 words. Count and ignore anything
more than 140 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
7. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
8. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS

A cell phone is important today in many ways. It……………

1. is a perfect way to stay connected with others
2. and provide the user with a sense of security.
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3. In an emergency you can get help quickly

4. and could save lives.
5. It can be used for internet access,
6. and sending
7. and receiving photos
8. and files.
9. Some phones can be used in most locations around the world.
10. They can be found if lost
11. and allow the user to be located in case of emergency.
12. You can send data to the office
13. or home.
14. You can check for important email,
15. use it as a Personal Assistant
16. or calendar,
17. and store photos which can be transferred to the personal computer or laptop.
18. The competition in the wireless service provider industry has made cell phones affordable
19. and easy to use.
20. It has become a status symbol.

[½ Mark for ach correct point]

QUESTION 2 COMPREHENSION [20 MARKS]

1C [2 Marks]
2B “
3A “
4C “
5B “
6C “
7C “
8D “
9 (ii) Barons [½ Mark]
(iii) Devout “
(v) Exasperate “
(vii) Dumbfounded “
(viii) Halt “
(ix) Adage “
(x) Custodian “
(xi) Kerfuffle “

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QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Lexis [½ Mark Each]

1 twinkle 6 slithering 11 emphasised 16 curiosity

2 bleating 7 rumbled 12 wailed 17 nonsense
3 seldom 8 dusk 13 treated 18 stealthily
4 screeching 9 stitch 14 from 19 patiently
5 fiddle 10 running 15 basket 20 nail

Section 2 Rewrites [1 Mark Each]

1B: Misozi asked Ben…..if he would take her out for dinner the following day/the coming day.
2B: Despite…. being hungry, Chola did not eat at the wedding.
3B: If …Peter had ridden the bicycle carefully, how wouldn‟t have fallen and broken his leg.
4B: All…..the boys in my class did not play soccer.
5B: Scarcely…..did Mwape get home/had Mwape got home when he started feeling sick.
6B: The suggestion…..that women could not make good presidents upset her.
7B: The…..old woman‟s chitenge was too old to be…… mended.
8B: Coming…out of the house, Mary was dragged into a car by a strange man and drove off.
9B: Take that bucket away, ….will you?
10B:The school debate club, as well as five other teams, is contesting in the inter-schools
competition.

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2- 2014

MARKING SHEME

QUESTION 1 SUMMMARY [20 MARKS]

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These ticks must be placed in the body
of the script, at the end of each point rewarded. The assessment of a point covers the fact and
the clarity of its expression. The addition of the marks awarded to each point will act as a guide
to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your
considered opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3. Length. The rubric warns the candidate to use no more than 110 words. Count and ignore anything
more than 115 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS
There are many causes of high blood pressure. Among them are……………

1. increase in the rate of flow of blood,

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2. decrease in the caliber of the blood vessel

3. due to the cholesterol deposits on the internal walls of the blood vessels.
4. Heredity and being a black male,
5. increase with age,.
6. excess salt intake
7. can boost blood pressure especially to people with diabetes.
8. Obesity and smoking,
9. caffeine, emotional
10. and physical stress may also aggravate high blood pressure.
11. Intensive
12. or chronic consumption of alcohol
13. and lack of physical activity also lead to hypertension.
Control measures include:
14. living a healthy lifestyle,
15. having a balanced low-calorie diet,
16. avoid fast and „miracle‟ diets,
17. moderate physical exercise,
18. reduction in salt intake,
19. increase in potassium
20. and calcium intake [½ Mark each]

MODEL SUMMARY

There are many causes of high blood pressure. Among them are……increase in the rate of flow of
blood, decrease in the caliber of the blood vessel due to the cholesterol deposits on the internal walls of
the blood vessels. Heredity and being a black male, increase with age, excess salt intake can boost blood
pressure especially to people with diabetes. Obesity and smoking, caffeine, emotional and physical stress
may also aggravate high blood pressure. Intensive or chronic consumption of alcohol and lack of physical
activity also lead to hypertension. Control measures include: living a healthy lifestyle, having a balanced
low-calorie diet, avoid fast and „miracle‟ diets, moderate physical exercise, reduction in salt intake,
increase in potassium and calcium intake

QUESTION 2 COMPREHENSION [20 MARKS]

1. B 6. D 10. (i) Stunned ---------- (d) Example

2. D 7. A (ii) Splendor -------- (e)
3. B 8. C (iii) Stiletto ---------- (a)
4. B 9. A (iv) Extravagance -- (c)
5. A (v) Plume ------------ (b)

QUESTION 3 STRUCTURE 20 MARKS

Section 1 Rewrites [1 Mark Each]
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1B: It hardly rains in the desert…….does it?

2B: Aunt Linda noted…..that Chanda had a health problem and (that) she needed specialist
attention.
3B: Owing ……to the drought the area experiences, crop yields are often poor.
4B: Having …been convinced that his learners had understood the lesson, Mr Phiri left the class.
5B: None ……...of the girls is ugly.
6B: He was so skillful ……..that he scored three goals in one match.
7B: To……Mr Mubita‟s surprise, his sister visited him at a time he least expected her.
8B: Provided (that)…..John helps me, I will do the work.
8B Provided……. you ask John to help me, I will do the work.
9B: Learners …….are blamed by the teachers for the poor results at Grade Twelve.
10B: That …..sugar prices

Section 2 Lexis [½ Mark each]

1. lend 6. descent 11. overtaken 16. wonder

2. compliment 7. dress up 12. quiet 17. currant
3. peel 8. heroine 13. principal 18. lightning
4. careers‟ 9. moral 14. practice 19. altogether
5. Councillor 10. royal 15. stationery 20. sale

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 – 2013

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These ticks must be placed in the body
of the script, at the end of each point rewarded. The assessment of a point covers the fact and
the clarity of its expression. The addition of the marks awarded to each point will act as a guide
to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3. Length. The rubric warns the candidate to use no more than 120 words. Count and ignore anything
more than 125 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS
The effects of corruption in a country are that

1. It increases the cost of goods

2. And services
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3. The national economy suffers unjustified surcharge

4. The decision maker may accept a substandard quality of service
5. To increase his personal profit
6. Complicity between government departments
7. And contractors may result in corner-cutting
8. With regard to agreed standards of quality
9. Corruption determines the conception and choice of a project
10. And priorities of a project
11. Real development priorities of a country are neglected
12. In favour of operations which generate the greatest personal gain
13. For the decision makers
14. It is the cause and consequence of underdevelopment
15. It discourages potential foreign investors
16. And public donors
17. Entrepreneurs can withdraw
18. Because of the constraints imposed on a country
19. Public donors become reluctant
20. To offer financial aid to a country

QUESTION 2 (COMPREHENSION) 20 MARKS

1. C [2]
2. A [2]
3. D [2]
4. D [2]
5. A [2]
6. A [2]
7. D
8. However, concern remains that this “free education” exists only on paper and in reality remains
unaffordable to poorer households. [2]
9. A catering [ ½]
B mimick [ ½]
C fundamental [½ ]
D moderate [½ ]
10. A vulnerable [½ ]
B access [½ ]
C affordable [½ ]
D Dramatic [½ ]

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrites [1 Mark Each]

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1. On no account should pupils be allowed free access to the staffroom.

2. He neither understands nor sympathises with anyone .
3. Man, unfortunately, is naturally selfish and possessive. (without commas award ½mark)
4. Lit at 18:00 hours, the lamp burnt until midnight.(Comma is obligatory. Omission of comma award ½
mark)
5. You have to do it again.
6. Neither Peter nor John is dull.
7. Mr. Chama reminded his son to wake up early the following/next morning.
8. The girls have arranged the venue for the party.
9. Because Francis always tells lies, no one believes him. (Comma is obligatory. Omission of comma
award ½ mark)
10. You are coming with us, aren‟t you?

Section 2 Lexis [ ½ Mark Each]

1. Were
2. Further
3. Vain
4. Whose
5. Whether
6. Their
7. Later
8. Grocery
9. Definitely
10. Guerilla
11. Profession
12. Stationary
13. Preferred
14. Borne
15. Hoarse
16. Skilful
17. Laid
18. Denied
19. Welfare
20. Cost

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 - 2012

MARKING SCHEME

QUESTION 1 SUMMMARY 20 MARKS

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
2. Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick
after each point should be accompanied by an appropriate mark, not necessarily the maximum. A
mark of 1 to ½ should accompany each tick. These ticks must be placed in the body of the script, at
the end of each point rewarded. The assessment of a point covers the fact and the clarity of its
expression. The addition of the marks awarded to each point will act as a guide to an impression mark
for the whole summary.
3. Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
4. If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
5. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
6. Length. The rubric warns the candidate to use no more than 125 words. Count and ignore anything
more than 130 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
7. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
8. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

SUMMARY
Main Points
Should……………..

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1. Prevent entry of diseases on the farm

2. Buy animals of known health status
3. Quarantine those of unknown status
4. Record introduced animals
5. Ensure that cattle transportation does not introduce diseases
6. Remove or bury dead animals appropriately
7. Secure boundaries or
8 Limit people and wildlife‟s access to the farm
9. Keep record of visitors
10. Use protective clothing and footwear
11. Clear faecal material from vehicle tracks
12. Control disease spreading vermin
13. Detect animal disease early/ Screen animals for diseases
14. Have a permanent identification system
15. Develop an effective herd management programme me on prevention in consultation with a
veterinarian
16 Attend to sick animals quickly, isolate them
17. Milk them last, separate the milk to avoid transmission of diseases to people
18. Keep written treatment records
19. Always use chemicals according to directions and observe appropriate withholding periods
20. Train farm workers to follow procedures

QUESTION 2 (COMPREHENSION) 20 MARKS

THE MARIBOU

1. B [ 2 marks]
2. D [ 2 marks]
3. A [ 2 marks]
4. A [ 2 marks]
5. C [ 2 marks]
6. B [ 2 marks]
7. D [ 2 marks]
8. A [ 2 marks]
9. A [ 2 marks]
10. No marks for wrong spellings.
(i) Rummaging [ ½ mark]
(ii) Disdained [ ½ mark]
(iii) Maligned [ ½ mark]
(iv) Regurgitate [ ½ mark]

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QUESTION 3 STRUCTURE 20 MARKS

Section 1 Rewrites: [1 Mark Each] (No mark for spelling errors)

1. Jane is the laziest and most ridiculous child in the family. Or Jane is the most ridiculous and
laziest child in the family.
2. So angry was the Headteacher with the noisy class that he punished them.
3. That she insulted her mother-in-law was so shocking.
4. Neither George nor Judith greets me. Or Neither George nor does Judith greet me.
5. “Where is your younger sister?” asked Michael. Or „Namakau, where is your younger sister?’
asked Michael. (Punctuation is obligatory. Any omission of punctuation zero should be awarded)
6. I prefer drinking water to beer. ½ mark for omission of „drinking‟.
7. Being bad, the milk was thrown away.
Or Being bad, the milk was thrown away by John. (Omission of comma award ½ mark.)
8. At no time have I (ever) thought of that.
9. I bought an attractive, high heeled, red, leather pair of shoes.
Omission of commas award ½ mark. Omission of the article „an‟ ½ mark.
10. You needn’t come tomorrow.

SECTION 2 [½ Mark Each] 10 marks)

1. Far
2. These
3. Causes
4. Especially/particularly
5. That
6. Present
7. With
8. Loss
9. Admissions
10. Among
11. If
12. Being
13. Treat
14. Bitten
15. Has
16. In
17. There
18. Remained/been
19. Cause
20. Provided

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2-2011

MARKING SCHEME

QUESTION 1 (SUMMARY) 20 MARKS

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
2. Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick
after each point should be accompanied by an appropriate mark, not necessarily the maximum. A
mark of 1 to ½ should accompany each tick. These ticks must be placed in the body of the script, at
the end of each point rewarded. The assessment of a point covers the fact and the clarity of its
expression. The addition of the marks awarded to each point will act as a guide to an impression mark
for the whole summary.
3. Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
4. If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
5. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
6. Length. The rubric warns the candidate to use no more than 140 words. Count and ignore anything
more than 145 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
7. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
8. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

SUMMARY
Main Points
1. the high acidity level in carbonated drinks creates an imbalance in the body

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2. as it leads to acidosis
3. too much acid creates a digestion problem in the system
4. carbonated drinks have carbonic acid that inhibits the use of calcium in the body
5. thereby adversely affecting bone formation
6. this causes osteoporosis (softening of the teeth (½) and bones (½)
7. consuming carbonated drinks excessively (½) forces the body to harbor carbon dioxide resulting
in more distention of the stomach (½)
8. and more acid reflux
9. carbonated drinks result in loss of appetite if taken shortly after meals
10 some carbonated drinks contain caffeine, which causes addiction
11. when carbonated drinks are not taken by addicts (people not used to them), unexplained tiredness
12. and headaches result
13. carbonated drinks that are caffeinated lead to jitters
14. Insomnia
15 irregular heartbeats
16. vitamin
17. and mineral depletion
18. and breast lumps
19. the sugar added to carbonated drinks increases insulin levels
20. and excessive weight gain
(½ mark for omission of underlined words)

QUESTION 2 (COMPREHENSION) 20 MARKS

1. C 6. D
2. D 7. B
3. D 8. A
4. B 9. D
5. C
10. (½ mark each)

(a) captivity
(b) predecessor
(c) remarkable
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(d) flexibility (No mark for wrong spellings)

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrites [1 Mark each] No mark for wrong spellings)

1. B If I were you /in your place/situation/shoes, I would ask for a transfer to another school. (½ mark
for no comma)
2. B Chatting under a tree by the roadside, we were nearly hit by a car. (½ mark for no comma)
Ensure the correct article is used‟ a‟ car NOT „the‟ car.
3. B Now that you have completed Grade 12, you can go the game park for a holiday. [½ mark for no
comma]
4. B . My parents made - me go to school
5. B John wondered - if/whether his friends would come the next day/following day.
6. B Not only - is he a cousin, he is also a good friend of mine. (½ mark for no comma)
7. B He - is alleged to have stolen from his neighbour/allegedly stole from his neighbour.
8. B Neither the Biology - text book nor the history text book was in good shape.
9. B If - I knew the answer, she would not be doubting/doubtful/would not doubt. [½ mark for no
comma]
10. B It appears - (that) the building is on fire.

Section 2 Cloze [½ mark for each correct word] Spellings must be correct.

1. among 11. of
2. on 12. of
3. above 13. to
4. nor 14. from
5. to 15. towards
6. with 16. beside
7. away 17. at/by
8. for 18. means
9. will 19. would
10. under 20. With

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 - 2010

MARKING SCHEME

QUESTION 1 SUMMARY [[20 MARKS]

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These ticks must be placed in the body
of the script, at the end of each point rewarded. The assessment of a point covers the fact and
the clarity of its expression. The addition of the marks awarded to each point will act as a guide
to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3. Length. The rubric warns the candidate to use no more than 125 words. Count and ignore anything
more than 130 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.
MAIN POINTS
1. produces vitamin A (½) and C (½)
2. vitamin A is good for eyesight
3. and prevents blindness

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4. vitamin A boosts the immune system of the sick

5. and healthy people
6. vitamin C helps in having a good skin
7. it prevents oxidative reactions / acts as an oxidant
8. that can damage or kill cells
9. and prevents scurvy
10 omega-3 may reduce the risk of coronary heart disease / or blood circulatory problems
11. it has anti-cancer effects
12. guava seeds contain dietary fibre / roughage that helps in bowel movement
13. sand dietary minerals
14. they have potassium
15. it is important for the balance of pressure in cells
16. guavas produce magnesium
17. which helps in the functioning of enzymes in the body
18. it also contains carotenoids
19. which enhance the immune system
20. polyphenols found in guavas may have antioxidant properties
(1 mark each point)

QUESTION 2 COMPREHENSION [20 MARKS]

1. D 6. A
2. D 7. C
3. B 8. D
4. C 9. B
5. B
10. (½ mark each)
(a) surmountable
(b) enthusiasm
(c) inevitable
(d) guarantee
(No mark for wrong spellings)

QUESTION 3 STRUCTURE [10 MARKS]

Section 1 Rewrites [1 ark each] (No mark for spelling errors)
1.B Crossing the road, the snake was killed by Peter. no mark for omission of ‘Peter’)

2.B But for the bad road, we would have visited you.
Or the road being bad, we would have visited you. (½ mark for no comma, no mark for ‘failed to
visit you’)

3.B The President, as well as ten other government officials, is touring our village. (½ mark for
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omission of commas).

4.B With anger and pride, Joseph resolved to fight back. (½ mark for omission of comma, ½
mark for small ‘j’)

5.B His friend lent him the money last week. Or ….lent the money to him last week. (½ mark for
omission of ‘the’)

6.B Only after meeting the man did I realize how dangerous he was
Or Only after I met the man……..
Or Only after meeting him did I realize……….

7.B She is too intelligent not to be selected for Grade Ten. (accept small ‘g’ and ‘t’ for grade ten)

8.B Rarely does he go to the village.

9.B Jane survived her brother.

10.B He passed (much) better than they thought (he would).

Section 2 Lexis [½ Mark each]

Spellings must be correct

1 what 11 wagged
2 are 12 sheep
3 weed 13 aching
4 anybody/anyone (one word) 14 fleet
5 up 15 claws/talons
6 most 16 seated
7 with 17 void
8 would 18 clients
9 beat 19 voyage
10 bunch/bouquet 20 mourning

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EXAMINATIONS COUNCIL OF ZAMBIA .

ENGLISH LANGUAGE PAPER 2 - 2009

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING

1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
2. Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick
after each point should be accompanied by an appropriate mark, not necessarily the maximum. A
mark of 1 to ½ should accompany each tick. These ticks must be placed in the body of the script, at
the end of each point rewarded. The assessment of a point covers the fact and the clarity of its
expression. The addition of the marks awarded to each point will act as a guide to an impression mark
for the whole summary.
3. Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
4. If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
5. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
6. Length. The rubric warns the candidate to use no more than 120 words. Count and ignore anything
more than 125 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
7. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
8. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS
1. he chased and locked her out of the house. (chase or lock – 1 mark)
2. waited for Mwiza to open the door.
3. when he didn‟t, she knocked on the bedroom window.
4. fourth knock Mwiza opened the window
5. spat into her face
6. vowed never to return
7. she walked away
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8. she took her luggage to the road / collected her bags and walked towards the road.
9. hardly a month after their (expensive) wedding.
10 Towera was emotionally disturbed at the thought / tears rolled down her cheeks / she cried
11. not knowing where to go / she wondered where to go.
12. so late in the night.
13. she hired / took / got into a taxi / a taxi stopped, entered and sat in the passenger‟s seat
14. asked for Big Ben‟s / Benson‟s place / home / house
15. after a while she arrived
16. Ben paid the taxi driver
17. carried the luggage in/into the house / assisted Towera to carry the luggage into the house
18. Towera narrated/explained that her husband had seen them at the market.
19. Ben sympathized with her and comforted her / don‟t cry, leave everything in my hands
20. he welcomed her and showed her the house (led her around the room, eat anything you want
(1 mark each point)
QUESTION 2 COMPREHENSION [ 20 MARKS]
1. C 6. C
2. B 7. A
3. B 8. A
4. C 9. B
5. B 10. (½ mark each)
(a) deserted
(b) swarms
(c) linked
(d) exterminate (No mark for wrong spellings)

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrite [ ½ mark Each] (No mark for spelling errors)
1.B None of the cattle is (not in / out of / outside) the kraal.

2.B Football, together with basketball, is a popular game in Zambia. (½ mark for no comma)

3.B Not until somebody helps you will you be able to solve this problem
Or you are helped will you (ever) solve this problem.

4.B Football is considered the most important sport in the world (by most people.)
Or is considered by most people the most interesting sport in the world.

5.B I would rather go the cinema than watch television.

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6.B Galloping across the road, the horse narrowly missed the car. (½ mark for no comma)

7.B Unless you go for Voluntary Counseling and Testing / V.C.T., you will not know your
HIV status. (½ mark for no comma)

8.B The teacher said, “I want you to tell me the truth or (else) I (will) slap you.”

9.B So bewildered was my mother that she could not/was unable to/was not able to/failed to talk.

10.B No matter how hard I train, my performance does not improve. (½ mark for no comma)

Section 2 Prepositions [½ Mark Each]

Spellings must be correct
1 to 11 over
2 for 12 up
3 through 13 up
4 off 14 out
5 on 15 across
6 to 16 through
7 along 17 on
8 out 18 with
9 into 19 over
10 on 20 by

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EXAMINATIONS COUNCIL OF ZAMBIA

ENGLISH LANGUAGE PAPER 2 - 2008

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These ticks must be placed in the body
of the script, at the end of each point rewarded. The assessment of a point covers the fact and
the clarity of its expression. The addition of the marks awarded to each point will act as a guide
to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3. Length. The rubric warns the candidate to use no more than 115 words. Count and ignore anything
more than 120 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS
1. the amount of pressure that exceeds our ability to cope / when body performs beyond normal
range of capabilities
2. and when we have many problems and little support from colleagues and family (½ mark for no
‘family’)
3. and feeling trapped in an unhappy marriage or hated career
4. or from a childhood trauma
5. it may lead to suicide,
6. violence,
7. death through stroke or heart attack (no mark for omission of death)
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8. stress drives us to excel in projects, competitions and art (full mark for any two, ½
mark for one)
9. motivates us to accomplish tasks within a tight deadline
10 may help us work quickly with increased focus
11. the heart pumps faster / breathing accelerates to take in extra oxygen (½ mark for omission of
‘extra’)
12. your muscles tense up,
13. your senses feel sharpened,
14. your blood clots faster,
15. contributing to heart problems (½), high blood pressure (½)
16. ulcers
17. and mental effects.
18. stress prevents body from resting (½), which can decrease productivity at work(½) ,
19. affects concentration
20. and adds to laziness (½) and clumsiness (½)

QUESTION 2 COMPREHENSION [20 MARKS]

1. B 6. B
2. C 7. D
3. C 8. A
4. D 9. B
5. B
10. (½ mark each)
(a) deterrent
(b) peculiar
(c) devastated / devastate
(d) convictions / convicted
(No mark for wrong spellings)

QUESTION 3 (STRUCTURE)
Section 1 Rewrites [1 Mark each] (No mark for major spelling errors)

1.B My book is twice as thick as yours.

2.B This woman is younger than she looks.

2 B This woman is young in spite of / despite her old looks.

3.B The teacher commanded John to put down his pen. / his pen down.

4.B Sitting on the beach, we were chased by a large hippo.

5.B However much you struggle, you will never escape the trap.

6.B Not until you change your drinking habits will you convince her to marry you.

7.B What reason do you have for doing that? / What is your reason for your doing that?

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8.B It is our duty to respect our parents.

9.B I will neither speak to Mwaka nor greet her husband.

10.B Needn’t the teacher speak up.

Section 2 Lexis [½ Mark each]

Spellings must be correct

1 pouring 11 however
2 soaked 12 since
3 into 13 making
4 destination 14 easily
5 close 15 out
6 with 16 have
7 through 17 the
8 off 18 down
9 by 19 one
10 supposed 20 been

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EXAMINATIONS COUNCIL OF ZAMBIA

ENGLISH LANGUAGE PAPER 2 - 2007

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING
1. The mark you award to the summary should represent your final impression of its value as whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These ticks must be placed in the body
of the script, at the end of each point rewarded. The assessment of a point covers the fact and
the clarity of its expression. The addition of the marks awarded to each point will act as a guide
to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is
probably most useful to grade a summary on impression after the first reading, before it has been
marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
If your impression grade and „points‟ total do not agree, award a mark that represents your considered
opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note form answers. An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary. An answer that is not in sentences
should be penalized for expression in the normal way.
3. Length. The rubric warns the candidate to use no more than 130 words. Count and ignore anything
more than 135 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the rubric strictly.
4. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner
applies (3) strictly.
5. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that
is being made.

MAIN POINTS
1. very expensive to buy (½ mark for omission of ‘very’)
2. get out of date
3. need to be replaced with better inventions (½ for omission of ‘better’)
4. and not easily replaced (½ for omission of ‘easily’)
5. can go wrong (½ for omission of ‘can’)
6. not always easy to repair them quickly (½ for omission of ‘always’)
7. may take some time before error is discovered
8. cannot think for themselves (½ for ‘do not’ instead of ‘cannot’) or difficult to find a machine that
can think for itself
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9. not flexible
10 depends on human wisdom
11. usually performs one type of function at a time (½ for omission of ‘usually’ & ‘at a time)
12. can create unemployment
13. opening new courses
14. in colleges and universities
15. to teach people how to work with machines
16. which would be expensive
17. new machines would be expensive to install
18. can encourage laziness among most human beings (½ for omission of ‘most human beings’)
19. work would become dull
20. and boring

QUESTION 2 COMPREHENSION 20 MARKS

1. B 6. C
2. C 7. C
3. D 8. D
4. A 9. D
5. D
10. (½ mark each)
(a) reciprocate(s)
(b) recognize (accept recognise)
(c) ferment(ing)
(d) exceptional
(No mark for wrong spellings)

QUESTION 3 STRUCTURE 20 MARKS

Section 1 Rewrites [1 Mark Each] (No mark for major spelling errors)

1.B The older he grew, the more intelligent he became.

2.B The nuts are too hard to be chewed by the old man.
(or) for the old man to chew.
3.B It’s time we started working hard for the good of our country.

4.B What a clever girl you are!) (½ mark for no exclamation mark.

5.B The story of Jesus and Judas Iscariot shocked the man.

6.B Her performance is not as bad as I thought (it would be.)

7.B This winter has not been very cold, has it?

8.B Joseph asked Mary how much that dress cost her. (½ for ‘the’ dress instead of ‘that’ dress)

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9.B Little did I think (that) you would betray me.

10.B Having performed very well in a competition, the pupils were congratulated by the
teacher. (½ for ‘their’ teacher instead of ‘the’ teacher)

Section 2 Prepositions [½ Mark each]

Spellings must be correct

1 from 11 with
2 to 12 for
3 to 13 for
4 of 14 in
5 off 15 into
6 for 16 on
7 on 17 up
8 with 18 from
9 over 19 to
10 at 20 from

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EXAMINATIONS COUNCIL OF ZAMBIA

ENGLISH LANGUAGE PAPER 2 - 2006

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING
1 The mark you award to the summary should represent your final impression of its value as whole. Two methods should be
used in the forming of this impression:
6. Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick after each point
should be accompanied by an appropriate mark, not necessarily the maximum. A mark of 1 to ½ should accompany each
tick. These ticks must be placed in the body of the script, at the end of each point rewarded. The assessment of a point
covers the fact and the clarity of its expression. The addition of the marks awarded to each point will act as a guide to an
impression mark for the whole summary.
7. Grades. The following grades will act as an additional guide to the value of each summary. It is probably most useful to
grade a summary on impression after the first reading, before it has been marked by „points‟.
A 17 - 20 Very good
B 13 -16 Above average; good
C 8 -12 Average
D 4 -7 Weak
E 0 -3 (Almost worthless)
8. If your impression grade and „points‟ total do not agree, award a mark that represents your considered opinion. Remember
that a summary may be better or worse than the sum of its parts.
9. Note form answers. An answer that lists the relevant points, but is in good sentences should be penalized only slightly on
impression at the end of the summary. An answer that is not in sentences should be penalized for expression in the normal
way.
10. Length. The rubric warns the candidate to use no more than 150 words. Count and ignore anything more than 155 words.
The candidate who is allowed to use more will be given an unfair advantage over those who observe the rubric strictly.
11. Irrelevance. No specific penalty should be imposed on this. It penalizes itself as long as the examiner applies (3) strictly.
12. Own words. Do not penalize quotation from the original - the rubric permits this. Unintelligent „lifting‟ of phrases or
incomplete sentences will be penalized in the mark you award to each point that is being made.

MAIN POINTS
1. Lack of schools in isolated places.
2. Unsuitable curriculum/urban education model used in farming communities.
3. Many children lack full primary education/20% of rural schools fail to offer all six grades required
to complete primary schools.
4. Very few go on to secondary schools.
5. Late alone pass secondary schools.
6. Because these do not exist in rural areas.
7. Girls from rural districts occupy the lowest rung in the education ladder.
8. They spend 3.7 years in school (compared to 8.3 in urban areas).
9. Only 25% of rural indigenous children between 6 and 11 attend school.
10 The children cannot understand the Spanish speaking mestizo teachers.
11. and are bored
12. Attendance is lowest among girls.
13. Girls are (apt to suffer low-esteem since they are) considered inferior in both their families
14. and in the classroom
15. There is also much sexual discrimination at home

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16. and in school

17. Girls are more likely to be kept at home for household chores (or domestic work)
18. and farm work
19. Girls are known to be busier than boys.
20. Because their responsibilities are permanent and year-round.

QUESTION 2 COMPREHENSION 20 MARKS

1. B 6. C
2. C 7. C
3. C 8. C
4. B 9. C
5. B
10. (a) hobbled
(b) sauntered
(c) billowing
(d) stealthily
(No mark for wrong spellings)

QUESTION 3 STRUCTURE 20 MARKS

Section 1 Rewrites [1 Mark Each] (No mark for major spelling errors)

1B. Had - the house collapsed when the family was(in, there, around, present) they would have been
killed
1B. Had - the family been(in, there, around, present) when the house collapse, they would have been
killed.
1.B Had - the family not been away when the house collapsed, they would have been killed.
2.B To - the nation‟s relief no-one died in the accident.
2B. To - the relief of the nation, no one died in the accident.
3.B The injury was too - minor for him not to play.
3.B The injury was too - minor to stop him from playing. (Free mark-question distorted.)
4.B He said that-his daughter would join her brother in Kasama the following year.
5.B What- a wonderful time we had at the party! (1/2 mark for no exclamation mark)
6.B All - the workers (disagreed, did not agree, refused) to work.
7.B Aren‟t there? (no mark for no apostrophe)
8.B That - John came is a fact.
9.B Unless - you come to school I will not (won‟t) give you money.
10.B Not only - is/are mice a local delicacy in Eastern (province) but also in Luapula province.
10.B Not only - in Eastern is mice a local delicacy, but also in Luapula province.
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Section 2 Lexis [½ Mark Each]

1 Rented 11 too
2 to 12 Will I
3 Suspension 13 among
4 Three-week 14 stirred
5 They are 15 up
6 loss 16 into
7 unless 17 Put on
8 moving 18 to
9 anybody 19 pride
10 any 20 took

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 – 2005

MARKING SCHEME
QUESTION 1 SUMMARY [20 MARKS]
NOTES ON MARKING SUMMARY

1. The mark you award to the summary should represent your final impression of its value as a whole. Two methods
should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick after each
point should be accompanied by an appropriate mark, not necessarily the maximum. A mark of 1 to ½ should
accompany each tick. These marks must be placed in the body of the script , at the end of each point awarded.
The assessment of a point covers the fact and the clarity of its expression. The addition of the marks
awarded to each point will act as a guide to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is probably
most useful to grade a summary on impression after the first reading, before it is marked by „points‟.
A 17 – 20 Very good
B 13 – 16 Above average; good
C 8 - 12 Average
D 4 - 7 Weak
E 0 - 3 (Almost) worthless
If your impression grade and „points‟ total do not agree, award a mark that represents your considered opinion.
Remember that a summary may be better or worse than the sum of its parts.
2. Note-form answers: An answer that lists the relevant points, but is in good sentences should be penalized only
slightly on impression at the end of the summary.( deduct two(2)marks) An answer that is not in sentences should
be penalized for expression in the normal way.
3. Length: If the rubrics warns the candidate to use no more than 140 words, count and ignore anything more than
145 words. The candidate who is allowed to use more will be given an unfair advantage over those who observe
the Rubric strictly.
4. Irrelevance: No specific penalty should be imposed for this. It penalizes itself as long as the examiner applies (3)
strictly.
5. Own words: Do not penalize quotations from the original – the rubric permits this. However, unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that is being
made.

MAIN POINTS
1. act as catalyst for changes in values
2. and behaviour
3. it may make people receptive to new ideas
4. and more willing to take risks
5. more/most educated women have higher rates of family planning use
6. smaller families/total family size declines as education increases
7. and healthier children/better child health (than other women in society)
8. they are more likely to postpone marriage / they marry later (where education levels are high – likely to
postpone marriage)
9. until they complete secondary school or college (their studies- ½, higher education- ½ )
10. education (usually) expands employment options
11. and may make them delay marriage

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12. and childbearing (childbirth – ½ )

13. to earn money /income
14. school introduces young women to new ideas or values
15. causing educated women to have higher status within their families
16. and communities (which)
17. makes them more effective at negotiating for better care system.
18. They are likely to obtain care during pregnancy,
19. immunize their children / have their children immunized
20. and take appropriate action when a child falls sick / becomes ill / is unwell

MODEL SUMMARY
Education is important as it would act as a catalyst for changes in values and behaviour. It may make people
more receptive to new ideas and more willing to take risks. Educated women have higher rates of family planning
use and tend to have smaller families. They also may have healthier children. Women are more likely to postpone
marriage until they complete school or college. Education tends to expand employment options and employed
educated women may earn an income. Educated women may delay marriage and childbearing. School also
introduces young women to new ideas and values making them have higher status within their families and
communities. Education makes them more effective at negotiating for better care system and are more likely to
obtain care during pregnancy and have their children immunized. Finally, educated women may take appropriate
action when a child falls sick.

QUESTION 2 COMPREHENSION [20 MARKS]

1. C 8. D
2. C 9. B
3. C 10. (i) Pivotal
4. B (ii) Refurbish (not underlined – ½ mark across the board)
5. D (iii)Relevance
6. D (iv) Versatile
7. B

QUESTION 3 SECTION [20 MARKS]

Section 1 Rewrites [1 Mark Each]

1. It is believed that man is what he eats. (don’t accept ‘a man’)

2. The headmaster would rather meet your parents than receive the fees.
3. The teacher ordered that (we/he/she/they/pupils/children/the class/I/you) should pack
(our/his/her/their/my/your) books and go home.
4. A wooden bed is not as/so strong as an iron one (bed).
5. John is the boy who/that broke the window last week.
6. A cousin of hers has been offered a place at the college.
7. Besides being a gifted hunter, the village headman is (also) a strict ruler. (no mark for omission of ‘village
headman’)
8. No sooner had we finished planting than the rain began to fall./No sooner did we finish planting than the rain
began to fall.

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9. The giraffe is the most beautiful and tallest animal in Zambia.

10. The man had an unfortunate death.

Section 2 prepositions [ ½ Mark Each]

1. to 6. on 11. out 16. under

2. up 7. as 12. over 17. into
3. at 8. with 13. against 18. among
4. at 9. for 14. through 19. off
5. about 10. of 15. from 20. by

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 – 2004

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING SUMMARY
1. The mark you award to the summary should represent your final impression of its value as a whole. Two methods
should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick after each
point should be accompanied by an appropriate mark, not necessarily the maximum. A mark of 1 to ½ should
accompany each tick. These marks must be placed in the body of the script , at the end of each point awarded.
The assessment of a point covers the fact and the clarity of its expression. The addition of the marks
awarded to each point will act as a guide to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is probably
most useful to grade a summary on impression after the first reading, before it is marked by „points‟.
A 17 – 20 Very good
B 13 – 16 Above average; good
C 8 - 12 Average
D 4 - 7 Weak
E 0 - 3 (Almost) worthless
If your impression grade and „points‟ total do not agree, award a mark that represents your considered opinion.
Remember that a summary may be better or worse than the sum of its parts.
2. Note-form answers: An answer that lists the relevant points, but is in good sentences should be penalized only
slightly on impression at the end of the summary.( deduct two(2)marks) An answer that is not in sentences should
be penalized for expression in the normal way.
3. Length: If the rubric warns the candidate to use no more than 145 words, count and ignore anything more than
150 words. The candidate who is allowed to use more will be given an unfair advantage over those who observe
the Rubric strictly.
4. Irrelevance: No specific penalty should be imposed for this. It penalizes itself as long as the examiner applies (3)
strictly.
5. Own words: Do not penalize quotations from the original – the rubric permits this. However, unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that is being
made.

MAIN POINTS
1. …of independence.
2. Recognizing that primary education would be terminal
3. brought into focus issues of relevance of the education received
4. and allegations that it tended to alienate primary school-leavers from their communities
5. and rural life.
6. Rapid expansion at all levels,
7. especially at secondary,
8. led to the concern that quality was neglected.
9. Concern was also expressed about the whole nature of the education system.
10. Awareness was growing about the disparities within the system.
11. Government assumed an entire responsibility of financing education
12. which increased its burden
13. in meeting many of the students‟ personal costs at all levels.
14. Education had not yet been brought to every eligible child
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15. and the growing uneasiness that it might obstruct development.

16. Administrative
17. and managerial difficulties were worsened
18. by the fairly rapid turnover of staff
19. due to the desire by education managers to move to other fields
20. and political decisions to move people around. (145 words)

MODEL SUMMARY
The problems that beset education today go back to the first decade….of independence. Recognizing that
primary education would be terminal brought into focus issues of relevance of the education received and
allegations that it tended to alienate primary school-leavers from their communities and rural life. Rapid expansion
at all levels, especially at secondary, led to the concern that quality was neglected. Concern was also expressed
about the whole nature of the education system. Awareness was growing about the disparities within the system.
Government assumed an entire responsibility of financing education which increased its burden in meeting many of
the students‟ personal costs at all levels. Education had not yet been brought to every eligible child and the growing
uneasiness that it might obstruct development. Administrative and managerial difficulties were worsened by the
fairly rapid turnover of staff due to the desire by education managers to move to other fields and political decisions
to move people around. (145 words)

QUESTION 2 COMPREHENSION [20 MARKS]

1. 8.
2. 9.
3. 10. (i)
4. (ii)
5. (iii)
6. (iv)
7.

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrites [ ½ Mark Each]

1B: Unless -the transportation is well co-ordinated, a physical distribution system will not be effective.
2B: For - students to pass the examinations they should not only be interested in sports.
3B: Seeing - that the issue was critical, they invited the minister to the meeting.
4B: So - loudly did he weep (had he wept) that he attracted people‟s attention.
5B: Such - a good footballer was the girl that every club wanted to hire her.
6B: Suffering - as/though the children are their parent‟s don‟t care.
7B: The Princess‟ excessive - sympathy with the children in distress embarrassed us.
8B: Jane did - not pass/perform better than I expected.
9B: However - late the Headteacher arrived no one seemed to mind.
10B: If I - were a pilot, I would be very excited.

Section 2 Cloze [ ½ Mark Each]

1. the 6. could 11. came 16. songs

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2. about/her 7. between 12. as 17. book

3. is 8. voyage 13. about/almost/nearly 18. few
4. enjoyed 9. had 14. 19. never
5. went 10. quite/very 15. a 20. will

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 – 2002

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING SUMMARY
1. The mark you award to the summary should represent your final impression of its value as a whole.
Two methods should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the
tick after each point should be accompanied by an appropriate mark, not necessarily the
maximum. A mark of 1 to ½ should accompany each tick. These marks must be placed in the
body of the script , at the end of each point awarded. The assessment of a point covers the fact
and the clarity of its expression. The addition of the marks awarded to each point will act as a
guide to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. Ii
Probably most useful to grade a summary on impression after the first reading, before it is marked
by „points‟.
A 17 – 20 Very good
B 13 – 16 Above average; good
C 8 - 12 Average
D 4 - 7 Weak
E 0 - 3 (Almost) worthless
If your impression grade and „points‟ total do not agree, award a mark that represents your
considered opinion. Remember that a summary may be better or worse than the sum of its parts.
2. Note-form answers: An answer that lists the relevant points, but is in good sentences should be
penalized only slightly on impression at the end of the summary.( deduct two(2)marks) An answer
that is not in sentences should be penalized for expression in the normal way.
3. Length: If the rubrics warns the candidate to use no more than 135 words, count and ignore anything
more than140 words. The candidate who is allowed to use more will be given an unfair advantage
over those who observe the Rubric strictly.
4. Irrelevance: No specific penalty should be imposed for this. It penalizes itself as long as the
examiner applies (3) strictly.
5. Own words: Do not penalize quotations from the original – the rubric permits this. However,
unintelligent „lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to
each point that is being made.

MAIN POINTS
1. …as they flee into the jungle, boat
2. or plane.
3. Many are either maimed or killed.
4. Many more die by the wayside,
5. are devoured by serpents
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6. or wild animals,
7. or killed by currents of deep rivers,
8. or by pneumonia caused by numbing colds.
9. They leave or lose most of their possessions,
10. and their families shattered through death
11. or scattering of individual family members.
12. Most countries treat them with suspicion bordering on xenophobia.
13. They are subjected to stringent security
14. and are strictly monitored.
15. Those allowed to live in towns must show proof that they possess employment skills
16. or are seeking specialised medical care.
17. They are obliged to carry some identity.
18. This curtails their freedom of movement
19. and erodes their dignity
20. and sense of pride. (122 words)

MODEL SUMMARY
Refugees undergo many distressing experiences …as they flee into the jungle, boat or plane. Many are
either maimed or killed. Many more die by the wayside, are devoured by serpents or wild animals, or killed by
currents of deep rivers, or by pneumonia caused by numbing colds. They have left or lost most of their possessions,
and their families shattered through death or scattering of individual family members. Most countries treat them
with suspicion bordering on xenophobia. They are subjected to stringent security and are strictly monitored. Those
allowed to live in towns must show proof that they possess employment skills or are seeking specialised medical
care. They are obliged to carry some identity. This curtails their freedom of movement, and erodes their dignity and
sense of pride. (126 words)

QUESTION 2 COMPREHENSION [20 MARKS]

1. A 8. B 10. (i) Emerged

2. B 9. A New men (ii) Promiscuous
3. C B Beauty (iii) Consternation
4. B C Muchape/Ng‟anga/ Witchfinder – any of these (iv) Decade
5. B D Teeth/Lives/Money Any of these (iii)
6. C (iv)
7. A

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrites [1 Mark each]

1B: Going into the shop, - John had his wallet stolen by a thief.
1B: Going into the shop, - John was robbed of his wallet.
2B: The old man complained that - he had broken his walking stick.
3B: If he had - gone to school he would have written the test.
4B: The Professor discussed - the need to preserve the ozone layer.
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5B: The guest of honour preferred - taking vodka to whisky.

6B: The Headteacher put - emphasis on the dangers of HIV/AIDS.
7B: Our school performed - (the) better than any other school in the district.
8B: Arnold is too – sick not to see the doctor.
9B: Had I met him, he would have given me the money.
10B: Hardly - had the lion roared (did the lion roar) when people took their heels.

Section 2 Lexis [ ½ Mark Each]

1. so 6. cost 11. with 16. what
2. wasn‟t 7. to 12. toes 17. salon
3. more 8. with 13. on 18. which
4. into 9. singing/ chirping 14. pride 19. have
5. on 10. one‟s 15. fare 20. resort

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 – 2001

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING SUMMARY

1. The mark you award to the summary should represent your final impression of its value as a whole. Two methods
should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick after each
point should be accompanied by an appropriate mark, not necessarily the maximum. A mark of 1 to ½ should
accompany each tick. These marks must be placed in the body of the script , at the end of each point awarded.
The assessment of a point covers the fact and the clarity of its expression. The addition of the marks
awarded to each point will act as a guide to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is probably
most useful to grade a summary on impression after the first reading, before it is marked by „points‟.
A 17 – 20 Very good
B 13 – 16 Above average; good
C 8 - 12 Average
D 4 - 7 Weak
E 0 - 3 (Almost) worthless
If your impression grade and „points‟ total do not agree, award a mark that represents your considered opinion.
Remember that a summary may be better or worse than the sum of its parts.
2. Note-form answers: An answer that lists the relevant points, but is in good sentences should be penalized only
slightly on impression at the end of the summary.( deduct two(2)marks) An answer that is not in sentences should
be penalized for expression in the normal way.
3. Length: If the rubrics warns the candidate to use no more than 145 words, count and ignore anything more than
150 words. The candidate who is allowed to use more will be given an unfair advantage over those who observe
the Rubric strictly.
4. Irrelevance: No specific penalty should be imposed for this. It penalizes itself as long as the examiner applies (3)
strictly.
5. Own words: Do not penalize quotations from the original – the rubric permits this. However, unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that is being
made.

MAIN POINTS
1. …in Africa, Asia and the Middle east, lead is used as medicine,
2. to relieve constipation,
3. prevent infection of the umbilical cord
4. and as a teething substance for babies.
5. A child may eat lead paint dust from the environment
6. or paint chips from toys,
7. floors and
8. carpets
9. or may touch dust on the window sill
10. and suck his/her thumb.
11. Men and women in lead factories may ingest lead

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12. and contaminate the sperms

13. and the foetus.
14. Lead pipes, may contaminate water
15. and so would copper or steel pipes joined with lead soda.
16. Hot water from geysers is unsafe when used for drinking
17. or cooking.
18. Lead crystal ware used to store foods and beverages, especially acidic foods
19. and crystal baby bottles, are dangerous,
20. and so is ink used to print plastic bread bags if turned outside and the ink leaks onto the foods.

MODEL SUMMARY
Lead poisoning may be caused by a variety of factors ……in Africa, Asia and the Middle east, lead is
used as medicine, to relieve constipation, prevent infection of the umbilical cord and as a teething substance for
babies. A child may eat lead paint dust from the environment or paint chips from toys, floors and carpets or may
touch dust on the window sill and suck his/her thumb. Men and women in lead factories may ingest lead and
contaminate the sperms and the foetus. Lead pipes, may contaminate water and so would copper or steel pipes
joined with lead soda. Hot water from geysers is unsafe when used for drinking or cooking. Lead crystal ware used
to store foods and beverages, especially acidic foods and crystal baby bottles, are dangerous, and so is ink used to
print plastic bread bags if turned outside and the ink leaks onto the foods. (137 words)

QUESTION 2 COMPREHENSION [ 20 MARKS]

1. D 8. D
2. B 9.
3. D 10. (i)
4. C (ii)
5. C (iii)
6. D (iv)
7. B

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrites [1 Mark each]

1B:The examiner believes that no one has tampered with - the question paper.
2B: What - man knows about the universe is still scanty.
3B: I prefer - starving to eating worms.
4B: Unless - you give me some of your bananas, I will not show you the way.
5B: We - can do without your help.
6B: Dull - as/though Josephat is, he managed to pass the examination.
7B: What - a wonderful animal the Giraffe is to watch!
7B: What - a wonderful animal to watch a Giraffe is!
8B: We - were late (to arrive) and that angered our class teacher.
9B: I shall have - this house painted tomorrow.
9B: I shall have - someone paint this house tomorrow.
10B: To - the team‟s dismay, it lost again.

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10B: To - its dismay, the team lost again.

Section 2 Prepositions [ ½ Mark Each ]

1. of 6. to 11. off 16. off

2. with 7. with 12. from 17. within
3. with 8. to 13. up 18. at
4. in 9. from 14. over 19. to
5. for 10. on 15. up 20. with

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EXAMINATIONS COUNCIL OF ZAMBIA

GRADE 12 ENGLISH LANGUAGE PAPER 2 – 2000

MARKING SCHEME

QUESTION 1 SUMMARY [20 MARKS]

NOTES ON MARKING SUMMARY

1. The mark you award to the summary should represent your final impression of its value as a whole. Two methods
should be used in the forming of this impression:
(a) Marks awarded to each point made. Not all points are clearly and convincingly made, and the tick after each
point should be accompanied by an appropriate mark, not necessarily the maximum. A mark of 1 to ½ should
accompany each tick. These marks must be placed in the body of the script , at the end of each point awarded.
The assessment of a point covers the fact and the clarity of its expression. The addition of the marks
awarded to each point will act as a guide to an impression mark for the whole summary.
(b) Grades. The following grades will act as an additional guide to the value of each summary. It is probably
most useful to grade a summary on impression after the first reading, before it is marked by „points‟.
A 17 – 20 Very good
B 13 – 16 Above average; good
C 8 - 12 Average
D 4 - 7 Weak
E 0 - 3 (Almost) worthless
If your impression grade and „points‟ total do not agree, award a mark that represents your considered opinion.
Remember that a summary may be better or worse than the sum of its parts.
2. Note-form answers: An answer that lists the relevant points, but is in good sentences should be penalized only
slightly on impression at the end of the summary.( deduct two(2)marks) An answer that is not in sentences should
be penalized for expression in the normal way.
3. Length: If the rubrics warns the candidate to use no more than 165 words, count and ignore anything more than
170 words. The candidate who is allowed to use more will be given an unfair advantage over those who observe
the Rubric strictly.
4. Irrelevance: No specific penalty should be imposed for this. It penalizes itself as long as the examiner applies (3)
strictly.
5. Own words: Do not penalize quotations from the original – the rubric permits this. However, unintelligent
„lifting‟ of phrases or incomplete sentences will be penalized in the mark you award to each point that is being
made.

MAIN POINTS
1. …men want impress their friends and workmates.
2. They have an in-born desire to impress ladies.
3. They are sensitive to applause
4. or scorn.
5. It is largely a matter of pride,
6. of an inward fear of failing to compete with friends, colleagues
7. and members of society;
8. of a natural satisfaction that calls for admiration
9. and envy of natural joy in possessing the best.
10. It offers opportunity to improve one‟s position.
11. They get tired and

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12. bored with the same type of fashion.

13. It provides an interesting and lively existence,
14. of the desire to be trend setters so that others follow and imitate.
15. A new gadget is better and easier to use.
16. They prefer wasting their money on fashions.
17. Others have inferiority complex.
18. They try to boost themselves up by having the latest fashion.
19. Others think they look better in the latest fashion.
20. They avoid unfair advantage scored over them if they lag behind.

MODEL SUMMARY
People are such slaves of fashion because…men want impress their friends and workmates. They have an
in-born desire to impress ladies. They are sensitive to applause or scorn. It is largely a matter of pride, of an inward
fear of failing to compete with friends, colleagues and members of society; of a natural satisfaction that calls for
admiration and envy of natural joy in possessing the best. It offers opportunity to improve one‟s position. They get
tired and bored with the same type of fashion. It provides an interesting and lively existence, of the desire to be
trend setters so that others follow and imitate. A new gadget is better and easier to use. They prefer wasting their
money on fashions. Others have inferiority complex. They try to boost themselves up by having the latest fashion.
Others think they look better in the latest fashion. They avoid unfair advantage scored over them if they lag behind.
(150 words)

QUESTION 2 COMPREHENSION [20MARKS]

1. C 8. C
2. A 9. D
3. D 10. (i) Serene
4. D (ii) Sanctuary
5. C (iii) Reminisced
6. B (iv) Distorted
7. B

QUESTION 3 STRUCTURE [20 MARKS]

Section 1 Rewrites [1 Mark Each]

1B: He told his teacher that - he would have done that exercise by the following day.
2B: If she had - apologized, Jane would have been excused by her father.
3B: Zambia, as well - as other countries of the world, is fighting against HIV/AIDS.
4B: John is the - fattest and the most careless pupil in the school.
5B: It was such - a good film that I went to see it again the following night.
6B: So angry - did the Headteacher feel at being let down by his pupils that he punished them.
7B: Having - come first in the competition, the workers were given a reward by their Manager.
8B: Neither - my brother nor my sister knows how to cook nshima.

Compiled By Mwelwa K. English Paper One Examiner/H.O.D - Chingola Secondary School

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9B: A team - of inspectors regularly visits the school.

10B: Despite - being useful, the telephone directory has its limitations.
10B: Despite - the fact that the telephone directory is useful, it has limitations.
10B: Despite - its usefulness, the telephone directory has its limitations.

Section 2 Cloze [ ½ Mark Each]

1. born 6. however/nevertheless 11. in/during 16. surprise

2. itself 7. much 12. specific/precise 17. flying
3. in 8. set 13. from 18. ahead
4. which 9. in 14. with 19. top
5. on 10. with 15. so/such 20. when/before

Compiled By Mwelwa K. English Paper One Examiner/H.O.D - Chingola Secondary School