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Form 3 latest Exam Papers and Answers Term 1 to 3 Free Downloads

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Set 1 question papers

565 F3 BUSINESS QS.docx
451 F3 COMPUTER QS.doc
443 F3 AGRICULTURE QS.docx
441 F3 HOMESCIENCE QS.docx
313 F3 CRE QS.docx
312 F3 GEOGRAPHY QS.docx
311 F3 HISTORY QS.docx
233 F3 CHEMISTRY QS.docx
232 F3 PHYSICS QS.docx
231 F3 BIOLOGY QS.docx
121 F3 MATHEMATICS QS.docx
102 F3 KISWAHILI QS.docx
101 F3 ENGLISH QS.docx

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565 F3 BUSINESS MS.docx
451 F3 COMPUTER MS.doc
443 F3 AGRICULTURE MS.docx
441 F3 HOMESCIENCE MS.docx
313 F3 CRE MS.docx
312 F3 GEOGRAPHY MS.docx
311 F3 HISTORY MS.docx
233 F3 CHEMISTRY MS.docx
232 F3 PHYSICS MS.docx
231 F3 BIOLOGY MS.docx
121 F3 MATHEMATICS MS.docx
102 F3 KISWAHILI MS.docx
101 F3 ENGLISH MS.docx

 

KCPE 2023 English Commonly Tested Questions

COMMONLY KCPE TESTED QUESTIONS

ENGLISH

200 PREDICTION QUESTIONS

                                              Time: 2 Hours 30 Mins

 

 

Fill in the blank spaces numbered 1 to 15.

______1______ years of public awareness campaigns, speed _______2______ the biggest killer on our roads. When you are ______3______, it is not easy to stop your vehicle or

______4______ it in case of an emergency. ______5______, it is not easy to respond swiftly to

______6______ conditions or situations. The mobile phone is another contributor

______7______ road accident. Not only is using your mobile phone while driving illegal

______8______ it is also dangerous.  The use of a mobile phone while behind the wheels ______9______ distraction among the motorists.______10______, some motorists still enjoy chatting different social media platforms while driving. If only they ______12______ what dangers they are exposing themselves ______13______.

Drunk driving often ______14______ in accidents. A motorist who drives under the influence of alcohol ______15______ to make good judgment on the road.

Questions 16 to 30

Read the passage below. It contains blank spaces numbered 16 to 30. For each blank spaces

For me the actual writing of a composition seems fairly easy. I sit down     16     my desk and write. It is the      17     up of the story that is     18    difficult. Most of my compositions are done early in the morning     19 . I find myself fresh. the process of writing     20     compositions is clear. After I have drafted the composition says exactly what I    21      to put across. I used to     22     this important step, but I have slowly come to realize that it may be      23    most important part of writing. Besides, correcting    24 . I cross out unnecessary words, and I    25     find myself adding o0ther words. Depending on the    26      of my composition, I may do this three or four times. I guess that I only spend about 30 percent of any    27     time actually writing the composition. another 40 percent or     28      is used in thinking and coming up with a story, with the   29     used in doing revision. I don’t think I will ever be able to just sit down and start writing without   30    planning.

(Adapted from English and Communication (6th ed.) by Stewart Zimmer Clark, Me graw Hill:

USA, 1961)

Read the passage below. It contains blank spaces numbered 31 to 45. For each blank space.

People usually feel like taking some time    31     to sit alone and   32     some personal decisions. This requires a quiet place without any noise.    33    the background. Such places     34    have become very      35    due to urbanization and industrialization. Even if     36     was to get into a    37     forest, far away from the road, he    38     only succeed in keeping off noise from machine-related sources as there are animals and birds which     39    in the forest and communicate to one another by the noises they make. A monkey, for example, will    40   to pass information to other monkeys.    41    at night, complete silence is impossible to achieve as there are some birds, insects     42   wild animals which hunt at night. They make noise to tell the others     43      where they are or where danger they should avoid has been  44  . It is therefore only    45      to achieve some reasonable amount of silence but almost impossible to achieve complete silence.

 

Fill the gaps in the passage below

Have you ever seen a vehicle     46    gases      47 .Vehicle    48     fuels such as petrol     49    diesel to power their engines. The combustion of     50      fuels in the engines of vehicles     51     harmful gases such as carbon dioxide    52      carbon monoxide and other gases. The exhaust gases produced by vehicles     53     poisonous which    54      the air.

Read the passage below. It contains blank spaces numbered 55 to 60. For each blank space.

The    55      of global warming    56      already causing havoc     57     the world. Floods are causing untold suffering to communities; famine and food    58      associated    59      the effects of climate change is hounding the region. Kenya and    60       government must adapt to changes happening.

For questions 61 to 63, choose the alternative that best completes the sentence.

  1. The new mobile l bought last week _____________________
  2. Neither my younger brother nor I ________________ planning to travel during the holidays.
  3. It was not until he looked outside the house _______________ he realized darkness had crept in.

Choose the alternative that means the same as the underlined words in questions 64-66.

  1. The meeting was put off
    1. postponed
    2. cancelled
    3. stopped
    4. delayed
  2. The boy regained consciousness after a few hours.
    1. came off
    2. came about
    3. came on
    4. came to
  3. It is cruel to look down on other people
    1. hate
    2. despise
    3. mistreat
    4. ignore

In questions 67 and 68, choose the correct question tag.

  1. The boy claimed that he had left his book at home, ___________________?
  2. George hardly ever arrives at school late, _____________________ ?

 

For questions 69 and 70, select the word that least fits in the group.

69.

  1. stationary
  2. jewellery
  3. crockery D.equipment

70.

  1. boar
  2. buck
  3. bitch
  4. stallion

For questions 71 and 72, choose the option which means the same as the underlined word.

  1. The robber surrenderedafter a long chase by the police.
  2. The girl disclosed her elder brother’s plan to marry her off.

For questions 73 and 75 , choose the alternative that best fills the blank space

  1. Neither of my parents ________  at home now.
  2. She has been ______ in the field for the last twenty minutes.
  3. We are three girls in our family and Jane is the _______ .

For each of questions 76 to 78, choose the best sentence that means the same as theunderlined one.

  1. If it had not rained, we would have done enough practice We did enough practice because it had rained.
    1. It did not rain, so we did enough practice
    2. The rain did not stop us from doing enough practice.
    3. We did not do enough practice because it had rained.
  2. It hardly rains in the Sahara desert.
    1. It never rains in the Sahara desert.
    2. It often rains in the Sahara desert.
    3. It rarely rains in the Sahara desert.
    4. It heavily rains in the Sahara desert.
  3. “Mutai won the 1000 metres race in Tanzania,” Kogo said.
    1. Kogo said that Mutai will win they 1000 metres race.
    2. Kogo said that Mutai had won the 1000 metres race in Tanzania.
    3. Kogo said that Mutai wins the 1000 metres race in Tanzania.
    4. Kogo said that Mutai would win the 1000 metres race.

 

For questions 79 and 80, choose the sentence which is correctly punctuated.

79.

  1. Did you watch news yesterday? asked Tony.
  2. “Did you watch news yesterday?” Asked Tony.
  3. “Did you watch news yesterday?” asked Tony.
  4. Did you watch news yesterday? Asked Tony.

80.

i.As soon as it rains we will plant maize. ii.       As soon as, it rains we will plant maize. iii.      As soon, as it rains we will plant maize.

  1. As soon as it rains, we will plant maize.

For questions 81 to 83 choose the alternative That means the SAME AS the underlinedword

  1. The hardworking teacher was promoted
  2. You will finally get your destination if the vehicle does not break down.
  3. You have to be smart in your work to achieve your aim

For each of the questions 84 to 86, choose from the alternative given the statement whichwhen combined with the phrase makes a complete and sensible sentence

  1. Susana will only be treated
    1. because she reaches the hospital on time.
    2. as she reaches the hospital on time.
    3. after she reaches the hospital on time.
    4. if she reaches the hospital on time.
  2. If I had time, I
    1. should visit my grandmother
    2. could visit my grandmother.
    3. would visit my grandmother,
    4. might visit my grandmother.
  3. It was until the rains started
    1. that the farmers started planting their crops.
    2. when the farmers started planting their crops.
    3. as the farmers started planting their crops.
    4. before the farmers started planting their crops.

For questions 87 and 88, choose the BEST arrangement of the given sentences to makesensible paragraphs

 

  1. Use of written or oral language should be effective ii. it is importance to communicate in order to be understood iii. The response too will help you know whether you communicated or not  iv. If the language is too high or too low, you may not achieve your aim

 

  1. However, the water has to be clean to keep you healthy.

ii.Water is essential for life.

iii.This could change depending on the type of food eaten and the day’s weather  iv.You need to drink an average of eight glasses of water per day:

In questions 89 and 90, choose the correct alternative that means the SAME AS the givensentence.

  1. Hardly had the cock crowed than we woke up. A.We woke up when the cock crowed.
  2. The cock crowed and immediately we woke up. C. The cock crowed as soon as we woke up

D.mWe woke up then the cock crowed.

  1. “What have you been doing since morning?” her mother asked.
    1. Her mother asked if she had been doing anything since morning.
    2. Her mother asked her what she was doing since morning.
    3. Her mother asked her what she had done since morning
    4. Her mother asked her what she had been doing since morning

Answer the following question 91 according to the instructions given.

  1. Write in direct speech

My elder brother said that he didn’t understand why people smoke In questions 92 and 93 choose the best question tag.

  1. Dan pays school fees for his daughters, _____? A. doesn’t he
    1. did he
    2. does he
    3. didn’t he
  2. The guests have not gone home, ________?
    1. is it
    2. haven’t they
    3. isn’t it
    4. have they

 

 

For question 94 choose the alternative that means the same as the given sentence.

  1. Neither Mary nor his best friend attended the prize giving.
    1. Both of them attended the prize giving
    2. Mary attended the prize giving
    3. None of them attended the prize giving
    4. His best friend attended the prize giving

 

Choose the correct alternative to complete the sentence 95 and 96 below.

  1. Cate bought a _______ skirt.
    1. circular, silk, short
    2. short, circular, silk
    3. silk, short, circular
    4. circular, short, silk
  2. Mary, ____ house collapsed was not hurt.
    1. who
    2. who’s
    3. whose
    4. which

 

For questions 97 to 99, select the alternative that best completes the sentences

  1. I don’t think I can tolerate his behavior much longer
    1. put up with
    2. put out with
    3. put down with
    4. put off with
  2. He is as tall as ____
    1. me
    2. I am
  • I
  1. am I
  1. Dan chose to play football ___ he is good at it.
    1. though
    2. and
    3. but
    4. because

 

  1. Choose the correct sentence
    1. Don’t come late; if you do, you will miss the fun
    2. Mary bought apples, oranges and pears. C.Ken gave us chocolates; buns; sweets

D.Dan made, the cake, we decorated.

Read the passage below and answer questions 101 to 113

I had heard a great deal about Miss Beam’s school. It was the talk of the town. Many parents wished they could secure a slot there for their children. However, it was not everyone who applied got the nod. I had a burning desire to visit the school and see for myself what happened there. It was not until last week that the chance to visit it came. I was full of mirth as I readied myself for the visit.

When I arrived, there was no one in sight but a girl of about twelve. Her eyes were covered with a bandage and she was being led carefully between the flower-beds by a little boy who was about four years younger. Suddenly, the girl stopped and it appeared as she had asked the boy who had come. He seemed to be describing me to her. Then they passed on.

Miss Beam was all that I had expected – middle-aged, full of authority, yet kindly and understanding. Her hair was beginning to turn grey and she had the kind of plump figure that is likely to be comforting to a homesick child. She received me with open arms as soon as I had introduced myself. Of course she had been expecting me. I asked her some questions about her teaching methods which I had heard were both unique and exciting.

She briefly explained how the school started and what prompted her to employ practical methods of teaching. “Our principal goal is to equip learners with special skills that will enable them demonstrate kindness to others and to be responsible citizens. Take a minute and look out of the window.” I went to the window which overlooked a large garden and a playground at the back. “What do you see?” Miss Beam asked.

“I see some very beautiful grounds,” I said, “and a lot of jolly children. It pains me, though, to see that they are not all so healthy and active-looking. When I came in, I saw one poor little girl being led about. She has some trouble with her eyes. Now I can see two more with the same difficulty. And there’s a girl with a crutch watching the others at play. She seems to be a hopeless cripple.

Miss Beam laughed. “Oh, no!” she said. “She’s not really lame. This is only her lame day. The others are not blind either. It is only their blind day.” I must have looked very surprised, for she laughed again.

“This is a very important part of our system. To make our children appreciate and understand misfortune, we make them share in misfortune too. Luckily, they are always eager to take part in the activities. Each ter1n every child has one blind day, one lame day, one deaf day, one injured day and one dumb day. During the blind day, their eyes are bandaged absolutely and they are on their honor not to peep. The bandage is put on overnight so they wake blind. This means that they need help with everything. Other children are given the duty of helping them and leading them about. They all learn so much this way -both the blind and the helpers. There is no misery about it. Everyone is very kind and it is really something of a game. Before the day is over, though, even the most thoughtless child realizes what misfortune is. The blind day is, of course, really the worst, but some of the children tell me that the dumb day is the most difficult. We cannot bandage the children’s mouths, so they really have to exercise their will-power. Come into the garden and see for yourself how the children feel about it.”

Miss Beam led me to one of the bandaged girls. I spent some time talking to them as well as the other children who appeared to have different forms of disabilities. I enjoyed interacting with them and even offered to play the role of a helper whenever necessary.

When I finally had to leave, I told Miss Beam that I was very sorry to go. I wished I had spent the entire term there to learn more essential life skills. As I left Miss Beam’s School, I was a changed man. Now I understood why many adults wished to enroll their children there.

101.Which statement is true about Miss Beam’s School according to the first school  paragraph?

  1. lt was the best school in the neighbourhood.
  2. lt was popular with people.
  3. It admitted learners from humble background.
  4. lt had very creative teachers.
  5. The parents who sought admission for their children to Miss Beam’s School: A.had to visit the school prior.
    1. had limited chances of success
    2. were expected to pay a lot of school fees.
    3. were not guaranteed a slot.
  6. The phrase I was full of mirth as used in the passage shows that the writer: A.was very happy.
    1. had been looking forward to the visit.
    2. hoped to have a successful day.
    3. was rather anxious.
  7. Why did the ‘blind’ and her guide stop suddenly? A.They had both seen the visitor.
    1. They had been interrupted.
    2. They wanted to have a conversation.
    3. Their attention was probably drawn to the 105. How best can we describe Miss Beam?
    4. Impatient but kind
    5. Authoritative but warm
    6. Understanding but authoritarian
    7. Fair and effective
  8. Which statement is true about the meeting between Miss Beam and the writer? A.It was coincidental.
    1. The duo had been eagerly awaiting it.
    2. It was meant to help the school.
    3. It had been preplanned.
  9. The word principal has been used in the passage to mean the same as:
    1. important
    2. insignificant
    3. main
    4. serious
  10. The methods of teaching used in Miss Beamare aimed at: A.making the school famous.
    1. helping learners to discover their hidden talents
    2. promoting key virtues among the learners.
    3. helping learners to be social.
  11. When the writer saw the children demonstrating different kinds of disability, he: A.probably sympathised with them.
    1. understood why they were in Miss Beam’s school
    2. knew they were acting.
    3. wished to offer them assistance.
  12. Why did Miss Beam laugh when she heard the writer’s opinion of her school?
    1. The writer had a sense of humour
    2. The writer was ignorant of what was actually happening in the school.
    3. She was trying to be friendly
    4. The writer had thought of her as cruel.
  13. When a child had a blind day, he or she was expected to: A.limit the movement around the school.
    1. spend more time on their own.
    2. undergo a moment of misery in life.
    3. learn to be kind and helpful to the visually impaired.
  14. What shows that the learners approved of the practical methods of teaching used in the school?
    1. They knew they would always have a helper.
    2. They did not experience discomfort of any kind.
    3. They were always ready to play the roles
    4. The methods were very important for the
  15. Why was the writer a changed man as he left Miss Beam’s School? A.He had a day full of fun.
    1. He had learnt very important skills.
    2. He now understood why parents took their children to that school.
    3. He liked what Miss Beam had told him about the school.

Read the passage below and answer questions 114 to 125.

Thanks to scientific advances over the last several decades, we human beings are able to lead healthier lives than ever before. We know how important it is to exercise regularly. We know which foods are the best for our bodies. And we certainly know one habit that we shouldn’t pick up, because it’s unhealthy and can even be fatal. What are we talking about? Smoking, of course! Have you ever read the Warning labels on a pack of cigarettes? Laws now require cigarette packages to contain warnings about the many bad side effects that can be experienced as a result of smoking.

If you look around you, though, you still see people smoking cigarettes. In many areas, it’ s no longer lawful for people to smoke cigarettes in restaurants and other public places. These laws help protect non-smokers from the dangers of secondhand smoke.

If you stand in line at a convenience of store, you’re also likely to see several people purchase packs cigarettes. Although the number of people who smoke is on the decline, there are still millions of people around the world who smoke cigarettes, despite the obvious health risks. Why do they do that? One of the main reasons people still smoke today is that they started smoking in the first place. People start smoking for many reasons: advertisements, easy availability of other reasons. And cigarettes, peer pressure, among as most smokers already know, once you start smoking, it can be very, very hard to stop

The fact that smoking is dangerous to your health is well-known today. Smoking has been linked to an increased likelihood to develop cancer and heart disease. Some studies show that your smoking can decrease lifespan by a decade or more. Smoking can also be a huge financial burden, costing thousands of shillings per year.

So why do people continue to smoke despite these negative effects? The answer is addiction. One of the primary ingredients of cigarette tobacco is nicotine, which is highly addictive. Like many addictive illegal drugs, nicotine makes a smoker continue to crave cigarettes if they try to smokers who are stop smoking. Even highly-motivated to stop smoking can have a difficult time withdrawal kicking the habit. Nicotine symptoms can make a smoker feel sick and lead to continuing to smoke despite a desire to quit.

The best way to quit smoking is never to start in the first place! Of course, that advice only helps those who have never smoked before or tried cigarettes. For those who have smoked for some time, it is possible to quit, but it can be a tougher battle than many people realize.

There are many products and strategies available today to help smokers kick the habit. For example, nicotine gum and patches can be used to slowly wean smokers off of the addictive substance. Many smokers, however, find that quitting “cold turkey” is the only way to go. That means that they simply stop smoking cigarettes one day and never smoke again. For people who try to quit smoking in this way, it is often helpful to rely on support groups, such as family, friends, or local groups of former smokers.

If you have someone in your life who smokes, you can help them quit by providing the support and encouragement they need. The first few days are always the hardest, and relapses are common. But, with support, many people are able to break the bonds of nicotine addiction to become smoke-free. When they do, they feel better and can begin to reverse some of the damage done by smoking.

  1. According to the first paragraph, it is true to say that:
    1. there are uncountable effects of scientific advances.r
    2. regular exercise leads to good health.
    3. all types of foods are suitable for our bodies.
    4. it is everybody’s desire to stop smoking
  2. Why do cigarette packages have warning labels? To reduce the dangers of smoking.
    1. To discourage people from buying cigarettes.
    2. To educate the potential smokers on the best brands of cigarettes.
    3. To sensitize the public on the dangers of smoking. 116. The word fatal has been used in the passage to mean:
  3. dangerous
  4. hazardous
  5. deadly
  6. disastrous
  7. Why is it unlawful to smoke in public?
    1. To avoid air pollution
    2. To reduce the effect of smoke on the non-smokers.
    3. To promote good behaviouramongsmokers
    4. To ensure non smokers get more licensed information about smoking.

smokers.

  1. From the passage, it ís true to say that:
    1. the number of smokers is negligible.
    2. few people buy cigarette in public places C.some laws on smoking are nof effective

D.there are fewer smokers nowadays. 119.         People start smoking due to: A.influence from friends.

  1. advertisements of cigarettes.
  2. the fact that cigarettes are easily available.
  3. different reasons.
  1. It is true to say that smokers:
    1. know the dangers of smoking
    2. cannot stop the habit at all.
    3. regret starting the habit.
    4. have little information about the dangers of smoking.
  2. Which one is not a problem associated with smking? It leads to:
    1. ill health
    2. negative economic impacts
    3. shorter lifespan
    4. arrogance among smokers.
  3. It is not easy for smokers to stop the habit mostly because of:

A.lack of commitment B.the withdrawal symptoms.

  1. the addictive substance in cigarettes
  2. cigarettes are readily available
  1. In order to avoid the effects of smoking, a person should: A.smoke less often.
    1. avoid starting the habit.
    2. smoke in private.
    3. buy cigarettes from the licensed dealers. 124. People who manage to quit smoking:
      1. require some support
      2. often pick up the habit again
      3. find it hard to fit in the society.
      4. do not show withdrawal syptoms.
    4. The best title for the above passage is: Dangers of smoking.
      1. How to avoid smoking.
      2. Effects of smoking.
      3. Facts about smoking.

Read the passage below and then answer questions 126 to 138.

I soon learned that life for a growing boy was not all play; at least not for boys with parents like mine. Although my mother had never had the benefit of formal education herself, she was determined that I should be sent to school at the earliest opportunity. My father, due to my mother’s persuasive power, was strongly in favour of this also. Even though I could often get round my father, I knew that once my mother’s mind had been made up, there was nothing I could do about it.

I found my first day at school so disappointing that I ran away, determined never to return. But my mother turned a deaf ear to my protests and firmly dragged me by the arm every morning and deposited me in the school. Eventually, I realised that I had lost the battle. I decided that since I was going to   forced to stay in school, I might as well get to like it and do what I could to learn something. To my surprise, I soon found that I enjoyed my lessons and looked forward to going to school. However, we lived in fear of the teacher because of his firm belief in the old adage: ‘Spare the rod and spoil the child’. I disliked being forced to do things against my will because I was not used to it. I used to think what a paradise school would be if we were left in peace to do our studies without the presence of a master.

All the various grades occupied one room, and the teacher used to teach a class at a time. It must have been a hard job for him, and we did not do much to make it easy for him. Luckily, I was keen on learning. In fact, I was so keen that my only dread was that my father might one day be unable to afford the school fees which at that time amounted to ten shillings a term. Because of this, I began rearing chickens which I sold for fifty cents each. By this means, I could not only help to meet my school fees, but I had money to buy books as well.

One thing in particular stands out in my mind during my early school days, probably because it was my first lesson in discipline. We were not fond of the teacher because of his frequent use of the bark stick, often without a good reason. One day we learnt that an inspector was coming to the school and immediately saw our chance to get our revenge on the teacher. We got together and decided to stay away from school the whole day during the inspector’s visit. My one regret was that I was not able to see the expression on the inspector’s face when he found an empty classroom or, better still, the look of horror and amazement on the face of the teacher. It certainly must have caused him a lot of embarrassment but the following morning he got the last laugh. As soon as we showed our faces, he had his stick ready. We were each given twenty-four lashes on our bare bottoms. This hurt so much that for the next three days, I was unable to sit down at my desk. But I knew I deserved it. From that day, I have learnt to accept punishment that I feel I have justly earned.

 

(Adapted from Ghana by Kwame Nkurumah)

  1. Why did the writer’s father support his going to school? He knew his son would be successful.
    1. The writer’s mother convinced him.
    2. His love for education was great.
    3. He had to agree with the writer’s mother.
  2. The writer says he was often able to ‘get round’ his father. This means that he could
    1. influence his father to do what he wanted.
    2. walk together with his father.
    3. ask his father difficult questions.
    4. make his father like him much more.
  3. ‘But my mother turned a deaf ear….’ This means that the writer’s mother did not hear everything he said.
    1. did nothing to help him.
    2. did not listen to him.
    3. did not understand him at all.
  4. What battle is the writer referring to in the second paragraph? A.The harassment by the teacher at school.
    1. The great disappointment suffered at school.
    2. The way his mother dragged him to school.
    3. The struggle to avoid going to school.
  5. Why was the writer surprised to find out that he soon enjoyed going to school? A.He had known that schooling was the hardest thing to do.
    1. He had not expected he would ever like going to school.
    2. He still believed that school was not for boys like him.
    3. He had not thought school would become a paradise.
  6. The writer’s teacher believed that A.children need to be disciplined.
    1. children are naturally lazy.
    2. children should respect visitors.
    3. children require a lot of care.
  7. How many classrooms did the writer’s s school have?
    1. Many
    2. Two
    3. One
    4. None
  8. The word ‘dread’ as used in the passage or means A. trouble.
  9. The writer started rearing chickens in order to A.help his father feed the family.
    1. have something to do after school.
    2. practise what he had learnt at school.
    3. take care of the cost of his education.
  10. The writer’s mother can be described as
    1. harsh
  11. Why did the pupils decide to stay away from school? A.To avoid the teacher’s punishment.
    1. To make the teacher feel ashamed.
    2. To shock the school inspector.
    3. To have a whole day to themselves.
  12. What lesson did the writer learn about discipline in school? A.That one should be in school when inspectors visit.
    1. That one should accept punishment if it is justly given.
    2. That one should avoid taking revenge when punished.
    3. That one should keep away from bad company.
  13. Which of the following would be the most suitable title for this passage?
    1. My early school years
    2. My day of punishment
    3. My day of revenge
    4. My love for school

Read the following passage and then answer questions 139 to 150

One day, Hare met Elephant on the way to the forest. As Hare is a cunning and clever animal, he wanted to fool Elephant. He started talking to Elephant,” Elephant my brother, good morning. What is the matter? Why are you walking all alone like that, my friend? Why don’t you ask me to walk along with you through the forest?”

After they had walked “Elephant my brother, I want to go on a rope-pulling contest with you. I know that I can defeat you miserably, for I am stringer than you’, Elephant replied, “You are too small to contest with me. You are playing about, my brother, think twice.”

They then planned to go on a contest the next day in the forest. Elephant went away laughing, thinking that Hare could do nothing to him.

The same day, Hare met Hippo and started talking to him saying, “Hippo my brother, I want you to contest with me one of these fine days. We shall pull a rope across the forest and see who the winner will be.” Hippo said, ‘ Don’t play with me, brother. You are just too tiny to contest with me.” He made the same plan, just as he had done with Elephant.

The next morning, Hippo and Elephant went to the opposite sides of the forest thinking that he was going to contest Hare. They started pulling the rope. Meanwhile, Hare was sitting on a high hill looking at what was happpening below. he sang a song to taunt Elephant and Hippo. As he sang, Hippo and elephant6 pulled harder. They pulled and pulled and got very weary. At dusk, they almost fainted and stopped pulling.

Hare immediately went ot the elephant and asked, “Am I not great?”

Elephant replied, “Oh, Hare, mr brother, I agree that you are really great. I’ve has it tough the whole day.”

Hare then ran to Hippo and told him the same thing he had told Elephant. Hippo wondered at the strength of Hare and said, “Hare my brother, I’ve just realised that you are very strong. In fact, you should be made King of the jungle!” Hare went away merrily playing his flute.

  1. The word “cunning” as used in the first paragraph can best be replaced by A.tricky.
    1. brave
  2. Hare asked Elephant questions in order to A.praise Elephant.
    1. test Elephant’s courage.
    2. attract Elephant’s attention.
    3. tease Elephant
  3. The word “defeat” as used in the story has the same meaning as A.win.
  4. Which one of the following can best replace “think twice” as used in the story? A.Think carefully
    1. Think aloud.
    2. Think big.
    3. Think two times.
  5. What brought the contest between Elephant and Hippo to an end? A.Darkness set in.
    1. Hare stopped it.
    2. They became tired.
    3. They lost breath.
  6. Why was Hare singing during the contest? A.To make Elephant and Hippo strong.
    1. To entertain Elephant and Hippo.
    2. To mock Elephant and Hippo.
    3. To cheer on Elephant and Hippo.
  7. I have had it tough the whole day” means A.Elephant felt angry.
    1. Elephant got ashamed.
    2. Elephant had struggled.
    3. Elephant was strong.
  8. Why did Hare organize the contest between Elephant and Hippo? A.To test if Elephant and Hippo were obedient to him.
    1. To make them believe that he was the strongest.
    2. To find out who was stronger between Elephant and Hippox
    3. To be declared the king of the jungle by Hippo.
  9. Which of the following words best describes Elephant and Hippo? A.Foolish.
  10. Which one of the following statements is true according to the passage? A.We should not trust friends too much.
    1. We should not compete with our friends.
    2. We should not take part in contests.
    3. We should not sing as we work.
  11. What do you think was in the minds of Elephant and Hippo as they started pulling the rope?
    1. They would have a tough contest.
    2. The competition would be easy.
    3. They feared losing the contest.
    4. The winner would be Hare.
  12. What lesson do we learn from the story? A.Small animals are cunning.
    1. Wisdom is strength.
    2. Determination is success.
    3. Big animals are weak

Read the passage below and then answer questions 151 to 163.

When Tolo arrived back, he was not in a talking mood. He looked tired, worn out, hungry and moody. His clothes too, looked torn, dirty and it was obvious wherever he had been to was hell on carth. It took a few days then he gathered courage to take a few trusted friends who remained glued next to him, especially in the evenings.

Tolo was at home and like other hunters, he decided to go and inspect his traps. The first two had caught nothing and so he proceeded to the third one which was located near the riverbank. It was a forested area and thus, having a panga in the hand was essential.

He was lucky! A deer had been trapped and it looked either dead or dying from a distance. However, when he moved closer, he realized its eyes were wide open although it made no attempt to Ilee. lle knew it was just waiting to be carried away but how wrong it was! The poor creature had been struggling for hours and hours and upon realizing it couldn’t flee itself, decided to save the little energy left for any opportunity of escape ifit ever came. So when Tolo cut off the rope it had entangled itself in. the deer made a leap into the air and its first landing was four metres away

Tolo was shocked and surprised but he picked his panga and went after the creature. Due to his speed and undergrowth, he lost it. Knowing that it couldn’t cross he adjacent river that fast, he decided to keep going after it; sooner or later, he would get it.

It was not long when he reached it but what he saw almost made him faint. The deer was in the claws of a ferocious-looking leopard, with teeth dripping fresh blood, glared and glow led at him, he found himself climbing the closest tree. It was the safest thing he could do but it was the gravest mistake that landed him in trouble.

The went up the tree with the heart beating fast but hopeful to get the safety he was very much wanted. For some time, it remained so but at around eight o oclock, he heard some noise and looked down. Tulis utter surprise, the Icopard, with the deer’s neck in the jaws, was struggling up the tree! This shocked him and made him climb to even higher branches. It was then that he realized that he was 100, was trapped! The leopard settled on a thick branch, just below him and started eating its meal probably aware of his presence.

It’s this meal that lasted a whole two days and within those two days. lolo learnt that one can actually stay for two days and nights without food, drink and very little sleep lle vowed to abandon trapping animals and ventured into crop cultivation.

  1. Tolo was not in a talking mood because
    1. he had just arrived back
    2. many people had talked ill about him.
    3. what he had undergone was still tormenting him.
    4. he did not find the right people to address
  2. From the way Tolo looked, it is possible to suggest that he
    1. knew little about good grooming,
    2. decided to change his appearance completely
    3. he intended to attract the villages attention.
    4. he had not had time for good grooming.
  3. What does the writer mean by describing where Tolo had been as hell on earth? A.The conditions there were undesirable.
    1. No one else had been there
    2. He had been to hell and saw for himself
    3. lt took him a long time to return. 154. When Tolo left home that evening.
  4. he was accompanied by other hunters.
  5. it was a routine he always did.
  6. he expected to catch a trapped animal
  7. he was in too much of a hurry
  8. The item Tolo carried as he inspected his traps can BEST be described as
    1. Weapon
    2. equipment
    3. instrument
    4. tool
  9. As soon as Tolo saw the trapped deer, he A.became curious to ascertain its state.
    1. wondered how to carry it away.
    2. suspected it would cause trouble
    3. doubted if he was truly lucky
  10. The MAIN reason why the deer leap into the air is A.it was alarmed by Tolo’s arrival. B.it had been resting all along
    1. its life depended on it.
    2. it had just opened its eyes.
  11. Which of the four words below describe what made Tolo to follow the fleeing deer?
    1. concentration
    2. determination
    3. curiosity
    4. anxiety
  12. What made Tolo realise that the deer wouldn’t go far? A.Knowledge of how deer behave.
    1. The speed at which it had left.
    2. This experience as a hunter
    3. The time the deur had taken in the trap
  13. By climbing the nearest tree, Tolo wanted to A.frighten the leopard off its prey.
    1. see if the antelope was actually dead.
    2. hide from the leopard then take the antelope
    3. save himself from danger.
  14. Why does the writer describe climbing the true the gravest mistake? A.it almost made him lose his life.
    1. the tree was not strong enough for him and the leopard.
    2. leopards normally hunt their prey up the tree
    3. he should have climbed a different tree
  15. The leopard settled only two branches away from Tolo because A.it had no business following Tolo.
    1. it felt comfortable there.
    2. the upper branches were weak
    3. it was tired because of the load it had.
  16. The BEST summary for this passage would A.it’s unwise to venture out alone.
    1. We have to be selective on where to go.
    2. you can lead yourself into serious trouble
    3. your company can discourage you from talking.

Read the passage below and then answer questions 164 to 175

Speaking up is important, especially when addressing people who are senior to you. It is the best ever thing to do as it leaves no doubt to your listener that you know what you are saying and are confident. Mental toughness sometimes requires you to say ‘No’ even when given a command. In the Special Forces, it is called ‘Chinese Parliament’. This is where all of us are able to talk very leely with one another, with complete disregard to positions others hold. It’s common to hear one say, ‘I’m going to be part of the mission and I’m not going to lose my life’ If such a person thinks it is dangerous, it’s wise for him to say so at once without mincing his words.

In the forces, it’s difficult to go direct to the commander and tell him that the plan can’t work and it’s loaded with big risks. This, however, should be acceptable especially when one has read intelligence reports on the possible danger. It could make the commander think of a different way, of attacking the enemy. Options are usually many, not one. This only happens when you don’t have mental toughness to question things or give suggestions.

If you fail to talk to your seniors and instead have the Big Boss mentality, with an assumption that the commander knows it all, you may die alongside the same commander or he might live after you’re gone. This only happens when you don’t have mental toughness to question things or give suggestions

In the army, however much you have trained and have expertise in a certain area, it is necessary to be flexible. This means that although rules are laid down to be followed, at times, they could be bent”. It doesn’t make sense to stick to laid down procedures when it looks obvious that it’s leading you into a disaster. Sadly, at times, such actions end up affecting a specific individual who then is blamed for it.

If you are not flexible, you could end up generating lower results. This is because it kills creativity and innovation. Conditions and situations keep changing and this should make every single and individual by shifting the mindset. Creativity is vital for the growth and development because things, people, time and circumstances change.

  1. What does the writer mean by saying speaking up is importance?
    1. It shows the speaker a lot of respect
    2. Speaking up makes it easy to identify seniors from juniors.
    3. It makes one develop confidence when talking.
    4. It ensures the communication is effective.
  2. By saying ‘No’ When given a command, it shows that A.your state of mind is acceptable.
    1. you don’t easily take in instructions.
    2. you think faster than others.
    3. no one is clever as you are.
  3. For your listeners to confirm that he had been paying attention,

A.only your seniors should get you B.statements said should be repeated.

  1. you should be loud enough.
  2. there must be many questions asked.
  1. In a Chinese parliament, one is expected to
    1. pay attention when being spoken to
    2. speaking loudly and clearly C.remember the positions people hold.

D.express himself freely to all others.

  1. How do people in the forces pass information to their seniors?

A.After getting intelligence reports, B.By talking politely to their commanders.

  1. If everybody is aware of the danger.
  2. By asking their seniors for solution problems
  1. The MAIN use of the intelligence is that A.his commander uses it to win the war
    1. it could safeguard the soldiers
    2. No soldier can go to fight without it
    3. Identifying the soldier to be promoted becomes easy.
  2. The Big Boss mentality is discouraged because A.both soldiers and the commander are at risk
    1. the commanders do not like it.
    2. only the commaders give orders to soldiers.
    3. it relies on a lot of assumption
  3. What is the opposite of the word flexible as used in the fourth paragraph?
    1. Tough
    2. Rigid
    3. Brave
    4. Strong
  4. By bending rules, the writer means that A.doing the opposite of what the rule says.
    1. there are rules to be followed.
    2. not following the rules exactly as expected
    3. the decision to follow the rules or not to is optional 173. Some people are blamed for causing disasters
      1. as they obviously caused them.
      2. since they have got injured in the accidents
      3. as someone has to take the blame anyway.
      4. they had the capacity to avert it.
      5. Why would people be flexible in decision making? A.Many decisions are erratic.
      6. Situations are not static
      7. No one knows everything
      8. Many decisions are not popular
      9. The BEST title for this passage would be A.Communication within the armed forces
      10. How commanders intimidate their juniors
      11. The operation of the Chinese Parliament
      12. The blame game within the armed forces

 

 

 

Read the following passage carefully and then answer questions 176-187.

I started school late, at the age of eight years because my father was not keen on taking me to school. My mother was very keen on insisting that little education did no harm. By then I was ten years old. I was the last born in a family of four children; two boys and two girls. My brothers had finished their secondary education and were now working in the capital city. My sister got married at the age of eleven. From the time she married, I never saw her happy. Her face always looked sad and weary but not once did I hear her complain.

The journey to and from school took two hours. At 3.30pm the lower classes were released while the rest of the school stayed on until 4.30pm. We sat on tree trunks for we did not have desks. Two of the classrooms’ walls had gaping holes. The roof of the classroom was no more than thatch grass that was laid over rafters. It was badly built. On this particular day, Naitula’s book was missing and I found her searching for it everywhere. Then she found one of our classmates under a tree copying notes from it. Without uttering a single word, she forcefully snatched the book from him and after staring at him with a stern face, she waved at me to join her and we left for home. This caught the boy by surprise and he was left staring at us.

It was a rainy season and various wild flowers had bloomed. There were blue, yellow, red and white flowers. Wild fruits had ripened and birds feasted on them. One of my favorite fruits was the wild berry and these two were in plenty. We always spent some time on the way home picking them and also playing with the butterflies that had invaded the country. The path we took every day was so muddy that we kept wiping our feet on the wet grass. From where we were, we could see herds of cattle grazing on the plains in the distance. My father’s herd was grazing near our home.

Cows and goats are our main source of livelihood and a man’s worth is judged by the number of livestock one has. Women, children and animals are a man’s property. Woman’s work is to take care of the man, his children and his animals. My friend Naitula and I parted at the spot where the road branches to our different Manyattas.

On arriving home, I found my father with visitors and they were drinking a traditional brew from horns. Four were seated on his left side while one was on his right. I entered the hut and found a strange woman seated there so I greeted her. My mother, without looking at me asked, “Are you hungry?” “Yes, I have taken nothing the whole day.” She pointed to where a guard of milk was kept. She seemed to be avoiding my eyes and I asked her, “Why do you look sad today mother?” The visitor smiled exposing her white teeth. She did not answer but said,” Go out and check on the goats and at dusk bring them home.

  1. Why was the writer late to start school?
    1. He was too old to start school
    2. The school was far from their home
    3. His father wasn’t keen on taking him to school
    4. He was too young to start school.
  2. Which of these sentences is false?
    1. The writer hadn’t started school at the age of eight
    2. The writer’s mother was keen on education
    3. The writer was the last born of his family
    4. The writer’s brothers were illiterate
  3. Where were the writer’s siblings A.In the village
    1. In school too
    2. Away in town
    3. In different cities
  4. The word weary as used in the passage means:- A.very thin
    1. well dressed
    2. poorly dressed
    3. very tired
  5. Which of these sentences best describes the writer’s school?
    1. Logs for desks, mud walls, thatched roof
    2. Logs for walls, thatched roof, wooden desks
    3. Thatched roof, mud walls, wooden desks D. Mud walls, logs for desks and logs for walls 181. What was Naitula looking for?
    4. Her classmates
    5. A place to sit
    6. Her note book
    7. Her brother
  6. Why was the boy surprised?
    1. He had been talked to harshly.
    2. When Naitula forcefully snatched the book from him.
    3. He had taken his friends book.
    4. He was copying notes.
  7. Which of the following did not happen when the rainy season came? A.Plants germinated.
    1. Fruits ripened.
    2. Birds had enough to feed on.
    3. Flowers blossomed.
  8. From the passage we learn that the writer :- A.disliked wild berries
    1. never wore shoes
    2. had never seen butterflies
    3. hardly stopped on the way
  9. What could the writer see at a distance?
    1. Goats and cows grazing
    2. his father grazing
    3. herds of cattle grazing
    4. his father driving cattle home
  10. Which of the following shows a man’s worth? Number of
    1. manyatta
    2. children
    3. women
    4. livestock
  11. According to the passage
    1. Four visitors were seated to the right side
    2. the writer had had nothing all day
    3. there were some strange women seated
    4. writer’s mother looked happy that day

Read the following passage carefully and then answer question 188-200.

The old man found the children gathered at the same place. As soon as they saw him they asked him to tell them another story. The children were becoming a regular part of the old man’s daily life.

Without them in the evening he felt lonely. The evenings seemed long and boring. It is funny how habits develop, he thought. At first he could easily pass an evening all by himself and feel quite happy. Now he needed the company of the children for the evening to feel complete.

Funny, he thought to himself as he sat down on his favorite chair. It is just like that nasty habit of taking snuff that he had developed. At first he did it as a joke, just for fun. He felt he could stop the habit if and when he wanted to, but in time he found he had to have some snuff every few hours. If he did not, he would get all nervous and shaky. Now he was getting hooked on to being with the children.

“Oh well,” he said to himself, “at least that is a good habit to catch. It cannot make you lose your senses like Mzee Okong’o did”. He had spoken aloud without realizing it. “What happened to Mzee Okongo?” The children asked, all together. The old man let out a short laugh. He had been caught off guard by the children and he knew he had to tell them the story of Mzee Okong’o.

For Mzee Okong’o it had all started like a joke. It was during the wedding of his daughter many years before. During such ceremonies, the bride was required to give her father a horn of beer in front of friends and relatives. Having given her father the beer, the father would ask; “My daughter, are you asking me to drink this beer brought by these people? Are you telling me before,this crowd, that you will never ask me to vomit it”? This was meant to confirm in public whether the girl had completely made up her mind to marry the man. As her sign of agreeing to get married to the man whose family had brought the beer the girl would answer: “Yes, my father. I am asking you to drink it and I will never ask you to vomit it.”

If the father drank the beer, it showed he had agreed that his daughter could get married to the man who asked for her hand in marriage. Mzee Okong’o had thus made his first contact with alcohol after a very long time. He felt good and light headed after the first horn full and he asked for another second horn full more than the first.

In time, he was into his fifth and sixth horn of beer. Thereafter, he had lost count and slipped into a coma. He did not know when and how his guests had gone home. He could not remember what happened or what he might have said or done. Did he behave well? Did he abuse people in his speech? Did he pass urine in public? Did he fall or break wind loudly?

  1. From the first paragraph, we can tell that the old man
    1. found the children playing
    2. never needed the children’s presence
    3. hardly felt lonely at all
    4. enjoyed narrating stories now and then.
  2. Without them in the evening he felt lonely…..”them” refers to
    1. his daughters
    2. the children
    3. his family
    4. the villagers
  3. What made the old man’s evening complete? A.the long and boring evenings
    1. the practice he had started
    2. the gathering of children
    3. the funny habits he had developed
  4. “Snuff” is an example of
    1. clinical medicine
    2. herbal medicine
    3. hard drug
    4. traditional medicine
  5. The old man felt nervous and shaky before taking snuff. This means
    1. he was sick
    2. he felt cold
    3. he was excited
    4. he was an addict
  6. The old man started the nasty habit………
    1. as a way of letting out his anger
    2. to attract more customers
    3. as a way of passing time
    4. to impress the children 194. Why did the old man chuckle? A.He knew he had to narrate a story
    5. He had been day-dreaming
    6. The children had made a joke
    7. He had taken too much snuff
  7. During the wedding the bride was supposed to do all the following except?
    1. She had to give her father a horn of beer
    2. The giving out of beer was witnessed by relatives
    3. Issuing of beer was in front of neighbors and relatives
    4. The horn of beer was given infront of friends
  8. What did Mzee Okong’o do during his daughter’s wedding?
    1. He vomited the beer he had taken
    2. He gave his daughter a hornfull of beer C.He narrated a story to his guest

D.He took six hornfills of beer.

  1. By vomiting the beer this meant that A.the girl had agreed partially to wed the man
    1. the father didn’t want the girl wed
    2. the girl had not agreed to become a wife
    3. the man had sensed that was not well
  2. The beer had been brought by the man’s family, this can be compared to A.wealth
    1. dowry
    2. poverty
    3. thanks-giving
  3. How many horn-fills of beer did Okong’o have? A.Two
    1. six
    2. uncountable
    3. seven
  4. The last paragraph tells us that the old man slipped into a “coma” this means? A.He became unconscious.
    1. He fell into deep sleep.
    2. He was conscious.
    3. He was completely drank.

 

 

 

 

 

 

 

 

 

EXPECTED QUESTIONS IN KCPE 2023

ENGLISH: SECTION B

COMPOSITION

Candidates have 40 minutes each question to write the compositions. Make them as interesting as possible!

Q1. I hurried back home and went straight to the house. I was about to enter my room when I realized something very unusual in the sitting room………………………….              (40 marks)

 

Q2. We were quietly reading our books in class when suddenly………………….        (40 marks)

 

Q3. The function was supposed to begin at 11 o’clock. However, by 1 o’clock the guest of honor

had not yet arrived…………………..(40 marks)

 

Q5. It was very rare to see our class teacher coming to school late. On that particular day, we were all……………………                                                                                             (40 marks)

 

Q6. As I walked along the lonely path, I was attracted to the noises from a nearby bush. I decided to go and find what was happening……………………                                                  (40 marks)

 

Q7. It was the morning we had all been looking forward to. The bus arrived on time and soon, we were all on board with all our teachers……………….                                              (40 marks)

 

Q8. The members of the Environmental Club woke up early that Friday morning to go to their

long-awaited trip.                                                                                                             (40 marks)

 

Q9. The stadium was packed to capacity. People had come from far wide to watch what promised to be an entertaining football match………………..(40 marks)

 

Q10. I was woken up by screams that rent the air. I………                                            (40 marks) ………………………………………………………………………………………………………

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PRINT ATLEAST 3 PAGES OF WRITING SPACE FOR EACH COMPOSITION QUESTION.

EXPECTED QUESTIONS IN KCPE 2023

ENGLISH: SECTION B

COMPOSITION

Candidates have 40 minutes each question to write the compositions. Make them as interesting as possible!

Q1. I hurried back home and went straight to the house. I was about to enter my room when I realized something very unusual in the sitting room………………………….              (40 marks)

 

Q2. We were quietly reading our books in class when suddenly………………….        (40 marks)

 

Q3. The function was supposed to begin at 11 o’clock. However, by 1 o’clock the guest of honor

had not yet arrived…………………..(40 marks)

 

Q5. It was very rare to see our class teacher coming to school late. On that particular day, we were all……………………                                                                                             (40 marks)

 

Q6. As I walked along the lonely path, I was attracted to the noises from a nearby bush. I decided to go and find what was happening……………………                                                  (40 marks)

 

Q7. It was the morning we had all been looking forward to. The bus arrived on time and soon, we were all on board with all our teachers……………….                                              (40 marks)

 

Q8. The members of the Environmental Club woke up early that Friday morning to go to their

long-awaited trip.                                                                                                             (40 marks)

 

Q9. The stadium was packed to capacity. People had come from far wide to watch what promised to be an entertaining football match………………..(40 marks)

 

Q10. I was woken up by screams that rent the air. I………                                            (40 marks) ………………………………………………………………………………………………………

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PRINT ATLEAST 3 PAGES OF WRITING SPACE FOR EACH COMPOSITION QUESTION.

Full list of teachers who have not filled 2019 Wealth Declaration form online- Kajiado County

Close to 46,000 teachers are yet to declare their wealth online ahead of the deadline slated for 31/12/2019. All teachers in employment under TSC are required to declare their Income, Assets and Liabilities

The online portal has been open since 1st November 2019.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

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The Kenyan law requires all public officers to declare their wealth; periodically. This declaration is made online and there are hefty penalties for officers who fail to declare their income, assets and liabilities within the stipulated time. According to the Public Ethics Act of 2003, It is mandatory for all public officers to declare their income, assets and liabilities once in every two years.

Any teacher in TSC employment who fails to submit a Declaration or gives false or misleading information is liable to a fine of Kshs. 1,000,000 or imprisonment for a term not exceeding (1) one year or both upon conviction.

Here is the list of non-compliant teachers in this county:

COUNTY SUB COUNTY SCHOOL NAME FIRST NAME MIDDLE NAME LAST NAME
ISIOLO Tsc Unit -Merti Steve Lekimenju Roble
KAJIADO ISINYA ATHI RIVER PRISON PRI Faith Wairimu Ng’ang’a
KAJIADO ISINYA ATHI RIVER PRISON PRI Mary Wangechi Nyaga
KAJIADO ISINYA ATHI RIVER PRISON PRI Pascalia Asuru Omusugu
KAJIADO ISINYA ATHI RIVER PRISON PRI Teresia Semeyian Kinyanjui
KAJIADO ISINYA EMAKOKO PRI SCH(TIPATET) Gladys Serem
KAJIADO ISINYA EMAKOKO PRI SCH(TIPATET) Henry Seki Ngugi
KAJIADO ISINYA EMAMPARISWA PR Tiapashina Parkanta
KAJIADO ISINYA EMAMPARISWA PR Wilfred Tunayo Leparakuo
KAJIADO ISINYA EMPAKASI PRI SCH Grace Angwenyi Omari
KAJIADO ISINYA ENKASITI PRI SCH Christine Ndinda Mutundu
KAJIADO ISINYA ENKASITI PRI SCH Florence Mateu Matayen
KAJIADO ISINYA ENKASITI PRI SCH Kevin Ombaso Mayora
KAJIADO ISINYA ENKASITI PRI SCH Margaret Sisian Keponyi
KAJIADO ISINYA ENKASITI PRI SCH Mary Wangui Parsaloi
KAJIADO ISINYA ENKASITI PRI SCH Millicent Akello Anyango
KAJIADO ISINYA ENKASITI PRI SCH Mondester Mogoi Motari
KAJIADO ISINYA ENKASITI PRI SCH Rachael Partapipi Ntuyoto
KAJIADO ISINYA ENKASITI PRI SCH Ruth Kaate Ramaita
KAJIADO ISINYA ENKASITI PRI SCH Saadia Mohamed Noor
KAJIADO ISINYA Enkilele Primary School Cyrus Salaash Kosencha
KAJIADO ISINYA Enkilele Primary School Lesiyia Limpaso John
KAJIADO ISINYA ENKIRR GIRRI PRI SCH Lorna Kasikua Katampoi
KAJIADO ISINYA ENKIRR GIRRI PRI SCH Rachael Njeri Mburu
KAJIADO ISINYA ERETETI PRIMARY SCHOOL Elizabeth Achieng Ochanda
KAJIADO ISINYA ERETETI PRIMARY SCHOOL Gladys Chepkorir
KAJIADO ISINYA ERETETI PRIMARY SCHOOL Jane Ogweri
KAJIADO ISINYA ERETETI PRIMARY SCHOOL Peter Kiptoo Gunn
KAJIADO ISINYA ILPOLOSAT PRIMARY SCHOOL Daniel Leshao Soliyo
KAJIADO ISINYA ILPOLOSAT PRIMARY SCHOOL Elizabeth Kaurrai Mutunkei
KAJIADO ISINYA Ilpolosat Secondary School Isaka Josiah Koike
KAJIADO ISINYA ISINYA BOYS Nicoodemus Nyagaka Basweti
KAJIADO ISINYA ISINYA BOYS Robert Mose Mokamba
KAJIADO ISINYA ISINYA PRI SCH Consolata Muzalali Khagali
KAJIADO ISINYA Isinya Township Primary School Duncan Tetu Koila
KAJIADO ISINYA Isinya Township Primary School Mirriam Mwikali Ngumbi
KAJIADO ISINYA Isinya Township Primary School Sarah Wanjiru Kariuki
KAJIADO ISINYA Kaputiei Primary School Leakey Sempele
KAJIADO ISINYA Kaputiei Primary School Rosaline Wanjiku Muchemi
KAJIADO ISINYA Kaputiei Primary School Rosemary Igoki Ndaru
KAJIADO ISINYA Kaputiei Secondary School Charles Okong Nyabayo
KAJIADO ISINYA Kaputiei Secondary School Simon Maina Wathubio
KAJIADO ISINYA KEPIRO PRIMARY SCHOOL Alice Moragwa Manguti
KAJIADO ISINYA KEPIRO PRIMARY SCHOOL Christopher Ndua Njongoro
KAJIADO ISINYA KEPIRO PRIMARY SCHOOL Hannah Nduta Mucene
KAJIADO ISINYA KEPIRO PRIMARY SCHOOL James Njogu Karanja
KAJIADO ISINYA KEPIRO PRIMARY SCHOOL Margaret Waigwe Karigi
KAJIADO ISINYA KEPIRO PRIMARY SCHOOL Veronica Naiyanoi Koikai
KAJIADO ISINYA KIKAYAYA PRIMARY SCHOOL Joseph Mugo Mwangi
KAJIADO ISINYA KITENGELA BOARDING PRIMARY Cherop Jeruto
KAJIADO ISINYA KITENGELA BOARDING PRIMARY Grace Wilson Oduori
KAJIADO ISINYA KITENGELA BOARDING PRIMARY Roselyne Atieno Juma
KAJIADO ISINYA KORROMPOI PRI SCH Obadiah Karung’o Kariuki
KAJIADO ISINYA LENCHANI PRIMARY SCHOOL Jacinta Marakwet Lemoshira
KAJIADO ISINYA MOI GIRLS ISINYA Anne Waithera Mugucia
KAJIADO ISINYA MOI GIRLS ISINYA Jacqueline Mwende Musili
KAJIADO ISINYA MOI GIRLS ISINYA Jerusha Wairimu Ngaca
KAJIADO ISINYA MOI GIRLS ISINYA Mary “Ndunge Muinde” Ndiku
KAJIADO ISINYA MOI GIRLS ISINYA Naomi Ahono Kiraka
KAJIADO ISINYA MOI GIRLS ISINYA Timon Kipngetich Tormoi
KAJIADO ISINYA MUSA PRY SCH Dorothy Ithiru Gichunge
KAJIADO ISINYA MUSA PRY SCH Elizabeth Achelat
KAJIADO ISINYA MUSA PRY SCH Esther Wanjiru Kariuki
KAJIADO ISINYA MUSA PRY SCH Gladys Naserian Lemiso
KAJIADO ISINYA Namunyak Primary School Amos Waile Kimiriny
KAJIADO ISINYA Namunyak Primary School Kones Kiplangat Daniel
KAJIADO ISINYA Noompopong Nakuoh Primary School Dorca Brenda Nyabera
KAJIADO ISINYA Noompopong Nakuoh Primary School Jane Wangari Ntang’iru
KAJIADO ISINYA NOONKOPIR   S.S. Defroza Malemba Tole
KAJIADO ISINYA NOONKOPIR   S.S. Eunice “Norah Achieng” Odhiambo
KAJIADO ISINYA NOONKOPIR   S.S. Karoki Emaitta Murugu
KAJIADO ISINYA NOONKOPIR   S.S. Lilian Nyawira Muriithi
KAJIADO ISINYA NOONKOPIR   S.S. Nancy Anyango Were
KAJIADO ISINYA NOONKOPIR   S.S. Wincate Mukami Nyaga
KAJIADO ISINYA Noonkopir township pry school Beatrice Chepngeno
KAJIADO ISINYA Noonkopir township pry school Josephine Isele Kelel
KAJIADO ISINYA Noonkopir township pry school Lorna Naisenge Soittara
KAJIADO ISINYA OLOOLTEPES PRI SCH William Josiah Tajeu
KAJIADO ISINYA OLOOLTEPES SEC S Weddy _ Kagendo
KAJIADO ISINYA OLOOSIRKON PRY SCHOOL Alice Wambui Kapowondo
KAJIADO ISINYA OLOOSIRKON PRY SCHOOL Alice Nzanzai Mulwa
KAJIADO ISINYA OLOOSIRKON PRY SCHOOL Esther Muniko Ghati
KAJIADO ISINYA OLOOSIRKON PRY SCHOOL John Sankaile Maina
KAJIADO ISINYA OLOOSIRKON PRY SCHOOL Paul Maseri Nonkimojik
KAJIADO ISINYA Oloosirkon Secondary School Judith Kagwiria Kirimi
KAJIADO ISINYA Olturoto Mixed Secondary School John Lukeine Ntitika
KAJIADO ISINYA Olturoto Mixed Secondary School Pauline Seteiyo Kupere
KAJIADO ISINYA OLTUROTO PRI SCH Beatrice Mampei Nkirimpai
KAJIADO ISINYA OLTUROTO PRI SCH Evaline Nataari Sironka
KAJIADO ISINYA OLTUROTO PRI SCH Josephine Tumate Parantai
KAJIADO ISINYA Senior Chief Mutunkei Primary School Emily Sianoi Parmutia
KAJIADO ISINYA Senior Chief Mutunkei Primary School Hellen Anyango Okango
KAJIADO ISINYA Senior Chief Mutunkei Primary School Hellen Wanjiku Ndungu
KAJIADO ISINYA SHOLINKE PRI SCH Jackson Shapara Matanta
KAJIADO ISINYA St. Mark Enkutoto Primary School Johnbosco Kyalo Paul
KAJIADO ISINYA St. Mark Enkutoto Primary School Sein Oloisorua
KAJIADO ISINYA UTUMISHI PRY Caroline Njoki Chege
KAJIADO KAJIADO CENTRAL A.I.C NAMANGA PRI SCH Ziporah Njeri Gacheru
KAJIADO KAJIADO CENTRAL AL-HUDA MUSLIM PRI SCH Dorothy Nzilani Mwaniki
KAJIADO KAJIADO CENTRAL AL-HUDA MUSLIM PRI SCH Faith Wairimu Wanjohi
KAJIADO KAJIADO CENTRAL AL-HUDA MUSLIM PRI SCH Halima Adan Ibrahim
KAJIADO KAJIADO CENTRAL AL-HUDA MUSLIM PRI SCH Jael Kulola Osunga
KAJIADO KAJIADO CENTRAL AL-HUDA MUSLIM PRI SCH Judith Loyet Kuntai
KAJIADO KAJIADO CENTRAL AL-HUDA MUSLIM PRI SCH Sarah Abdullah Yusuf
KAJIADO KAJIADO CENTRAL EARC – Kajiado Virginia Wangari Gacheru
KAJIADO KAJIADO CENTRAL EITI PRI SCH Joseph “Ole Koyiet” Kuaya
KAJIADO KAJIADO CENTRAL ELANGATA WUAS Margaret Wanjiru Kamau
KAJIADO KAJIADO CENTRAL ELUANATA PRIMARY SCHOOL Nelly Cherotich Mutai
KAJIADO KAJIADO CENTRAL ELUANATA PRIMARY SCHOOL Peter Njoroge Muthiga
KAJIADO KAJIADO CENTRAL EMARTI PRI SCH Peter Wang’ondu Mwangi
KAJIADO KAJIADO CENTRAL EMURKEYA  PRY SCH Emma Sein Mooke
KAJIADO KAJIADO CENTRAL EMURKEYA  PRY SCH Faith Pilale Shangwa
KAJIADO KAJIADO CENTRAL EMURKEYA  PRY SCH Simon Angwenyi Manyisa
KAJIADO KAJIADO CENTRAL EMURKEYA  PRY SCH Simon Ngatia Njoroge
KAJIADO KAJIADO CENTRAL ENCHORO- SENTEU PRI SCH Lucas Ouma Oluoch
KAJIADO KAJIADO CENTRAL ENCHORO- SENTEU PRI SCH Moses Muchina Wanjiru
KAJIADO KAJIADO CENTRAL Endonyo Enkampi Primary School Francis Mbuvi Muteti
KAJIADO KAJIADO CENTRAL ENKARONI Benson Saitabao Sekento
KAJIADO KAJIADO CENTRAL ENKARONI Esther Seleyian Kimiti
KAJIADO KAJIADO CENTRAL Enkeju Erap Primary School Eric Machoka Gesaka
KAJIADO KAJIADO CENTRAL Enkeresuna Primry School Lakaai Masikonte
KAJIADO KAJIADO CENTRAL ENKORIKA SEC  SCHOOL James Muriithi Njeru
KAJIADO KAJIADO CENTRAL Enoosampurrumpurr Primary School Henry Irungu Gichuhi
KAJIADO KAJIADO CENTRAL ENTUKAI PRY Ephantus Tompoi Metian
KAJIADO KAJIADO CENTRAL ENTUKAI PRY John Nepatao Mainka
KAJIADO KAJIADO CENTRAL ESILALEI PRY SCH Perpetual Nyambura Ndungu
KAJIADO KAJIADO CENTRAL ESOIT PRIMARY Priscah Mwikali Munyithya
KAJIADO KAJIADO CENTRAL ESOKOTA PRI SCH Appofia Sulaek Saisa
KAJIADO KAJIADO CENTRAL ESOKOTA PRI SCH Hellen Sompet Sapong’u
KAJIADO KAJIADO CENTRAL ESOKOTA PRI SCH Kariuki Stephen Chege
KAJIADO KAJIADO CENTRAL ILBISSIL BOARDING PRI SCH Isaac Gitau Waruiru
KAJIADO KAJIADO CENTRAL ILBISSIL BOARDING PRI SCH Jackline Nkamalo Koin
KAJIADO KAJIADO CENTRAL ILBISSIL BOARDING PRI SCH James Kibet
KAJIADO KAJIADO CENTRAL ILBISSIL BOARDING PRI SCH John Tonkei Sakok
KAJIADO KAJIADO CENTRAL ILBISSIL BOARDING PRI SCH Pamela Nerima Wanyama
KAJIADO KAJIADO CENTRAL ILBISSIL GIRLS SECONDAR SCHOOL Dominic Mtuta Machani
KAJIADO KAJIADO CENTRAL ILBISSIL GIRLS SECONDAR SCHOOL Francis Nthiwa Kiamba
KAJIADO KAJIADO CENTRAL ILBISSIL GIRLS SECONDAR SCHOOL Jackson Odiyo Obeko
KAJIADO KAJIADO CENTRAL ILBISSIL GIRLS SECONDAR SCHOOL Jackson Bosire Mayaka
KAJIADO KAJIADO CENTRAL ILBISSIL GIRLS SECONDAR SCHOOL John Gisore Morwabe
KAJIADO KAJIADO CENTRAL ILBISSIL TOWNSHIP PRY Jared Letura
KAJIADO KAJIADO CENTRAL ILBISSIL TOWNSHIP PRY Medrick Nguka Ater
KAJIADO KAJIADO CENTRAL ILBISSIL TOWNSHIP PRY Peter Olodidio Lupempe
KAJIADO KAJIADO CENTRAL ILBISSIL TOWNSHIP PRY Yussuf Farah Fozia
KAJIADO KAJIADO CENTRAL ILMARBA PRI SCH Phoebe Nyokabi Kigo
KAJIADO KAJIADO CENTRAL ILMARBA SEC SCH Ben Nyakongo Nyangau
KAJIADO KAJIADO CENTRAL ILMOTIO PRI SCH John Kores Kereto
KAJIADO KAJIADO CENTRAL ILOODOKILANI SEC Jane Wayua Mutiso
KAJIADO KAJIADO CENTRAL ILPARRUA Esther Njambi Ndung’u
KAJIADO KAJIADO CENTRAL ILPARRUA Mercy Waria Munyita
KAJIADO KAJIADO CENTRAL ILTARETO  PRI SCH John Mututo Gakinya
KAJIADO KAJIADO CENTRAL ILTARETO  PRI SCH Lillian Silanga Timayio
KAJIADO KAJIADO CENTRAL ILTARETO  PRI SCH Rahab Senewa Katepi
KAJIADO KAJIADO CENTRAL ILTRIPEN PRY Lamet Naisankau
KAJIADO KAJIADO CENTRAL IMPIRO PRI SCH Abdullahi Omar Ahmed
KAJIADO KAJIADO CENTRAL IMPIRO PRI SCH Mary Syombua Mutua
KAJIADO KAJIADO CENTRAL INAAROOKLUKUNY PRI SCH Esther Njeri Mutahi
KAJIADO KAJIADO CENTRAL INAUDOT PRI William Tentei Masenge
KAJIADO KAJIADO CENTRAL INDONYIO OLMOTI PRY Anthony Musyoki Kyengo
KAJIADO KAJIADO CENTRAL INDONYIO OLMOTI PRY Josephine Nasieku Otui
KAJIADO KAJIADO CENTRAL INDUPA  PRY Esther Santei Saisa
KAJIADO KAJIADO CENTRAL INDUPA  PRY Timothy Tupenet Tajeu
KAJIADO KAJIADO CENTRAL INKINYIE PRIMARY SCHOOL Janefrances Syokau Masila
KAJIADO KAJIADO CENTRAL INKINYIE PRIMARY SCHOOL Peter Namasaka Wanjala
KAJIADO KAJIADO CENTRAL ISEURI PRI SCH Esther Rayon Meipaku
KAJIADO KAJIADO CENTRAL ISEURI PRI SCH John Mayiani Kilole
KAJIADO KAJIADO CENTRAL ISEURI PRI SCH Susan Akeyo Auma
KAJIADO KAJIADO CENTRAL ISILALE PRI SCH Peter Kanini Kanyingi
KAJIADO KAJIADO CENTRAL K.M.Q. PRI SCH Pauline Njoki Njihia
KAJIADO KAJIADO CENTRAL KAJIADO T S PRI SCH Joseph “Robert Oyolo” Agina
KAJIADO KAJIADO CENTRAL KAJIADO TOWNSHIP MIXED SEC Elizabeth Mwongeli Musyoki
KAJIADO KAJIADO CENTRAL Karero Primary School Meirrriabie Kaika Lenkishon
KAJIADO KAJIADO CENTRAL KISAPUK PRY Mary Silantoi Kanchori
KAJIADO KAJIADO CENTRAL KUMPA HOLY MOTHERS PRI Margaret Naisiae Koshooi
KAJIADO KAJIADO CENTRAL KUMPA HOLY MOTHERS PRI Penninah Lynnate Kobai
KAJIADO KAJIADO CENTRAL Kurket Primary School Giusto Kirimi Michubu
KAJIADO KAJIADO CENTRAL LEBOO PRY SCH Grace Murungi Njoroge
KAJIADO KAJIADO CENTRAL LEBOO PRY SCH Herbert Mwangi Karocho
KAJIADO KAJIADO CENTRAL LEBOO PRY SCH Jeremiah Kotikash Kimer
KAJIADO KAJIADO CENTRAL LEBOO PRY SCH Martin Nyaga Nthia
KAJIADO KAJIADO CENTRAL LEBOO PRY SCH Noah Kisio Lemomo
KAJIADO KAJIADO CENTRAL LELE PRIMARY SCHOOL Dorothy Koress Panin
KAJIADO KAJIADO CENTRAL LELE PRIMARY SCHOOL Naomi Wambui
KAJIADO KAJIADO CENTRAL LEMPALAKAE PRI.SCH. Daniel Moyiae
KAJIADO KAJIADO CENTRAL LEMPALAKAE PRI.SCH. Richard Kukat Nkaru
KAJIADO KAJIADO CENTRAL LENKISHON PRIMARY Caroline Jebet Cherutich
KAJIADO KAJIADO CENTRAL LENKISHON PRIMARY Frankline Mary Odebero
KAJIADO KAJIADO CENTRAL LENKISHON PRIMARY Margaret Wanjiru Kimiti
KAJIADO KAJIADO CENTRAL LENKISHON PRIMARY Naomi Wangechi Njine
KAJIADO KAJIADO CENTRAL Letoire Primary School Mary Wanjiku Migichi
KAJIADO KAJIADO CENTRAL LORNGOSUA PRI SCH Agnes Nzunga Raphael
KAJIADO KAJIADO CENTRAL LORNGOSUA PRI SCH Ezekiel Kaluu Murithi
KAJIADO KAJIADO CENTRAL Lositeti Primary School Felix Kibira Karoki
KAJIADO KAJIADO CENTRAL MAILWA PRI SCH Emily Nyamui Kariuki
KAJIADO KAJIADO CENTRAL MAISIKIRIA PRY SCH Joseph Mbogo Wanjiru
KAJIADO KAJIADO CENTRAL MAISIKIRIA PRY SCH Joseph Ntoipo Saidimu
KAJIADO KAJIADO CENTRAL MAISIKIRIA PRY SCH Seth Ochieng Odipo
KAJIADO KAJIADO CENTRAL MAPARASHA PRI SCH Chichi Musokoto Naisankau
KAJIADO KAJIADO CENTRAL MAPARASHA PRI SCH Jackson Robert Makori
KAJIADO KAJIADO CENTRAL MAPARASHA PRI SCH Robert Nderitu Kabachia
KAJIADO KAJIADO CENTRAL MAPARASHA PRI SCH Samuel Parmuat
KAJIADO KAJIADO CENTRAL Maparasha Secondary School Jeremiah Parkerua Ncharo
KAJIADO KAJIADO CENTRAL MARANTAWUA Elijah Kibachia Kuria
KAJIADO KAJIADO CENTRAL Masai Technical Institute Alfred Kagoro Mwatha
KAJIADO KAJIADO CENTRAL Masai Technical Institute Freda Murugi Kibata
KAJIADO KAJIADO CENTRAL Masai Technical Institute Geetha Muthyala Kiliru
KAJIADO KAJIADO CENTRAL Masai Technical Institute George K Kingoo
KAJIADO KAJIADO CENTRAL Masai Technical Institute Ishmail Musyoki
KAJIADO KAJIADO CENTRAL Masai Technical Institute James Ndotono Nganga
KAJIADO KAJIADO CENTRAL Masai Technical Institute Loice Victorine Atieno
KAJIADO KAJIADO CENTRAL Masai Technical Institute Morris Muturi Mwangi
KAJIADO KAJIADO CENTRAL Masai Technical Institute Osborn _ Asunda
KAJIADO KAJIADO CENTRAL Masai Technical Institute Reginah Brenda Wahome
KAJIADO KAJIADO CENTRAL METO PRI SCH Emmanuel Kasaine Lenkishon
KAJIADO KAJIADO CENTRAL METO PRI SCH Samuel Matura Mpaayo
KAJIADO KAJIADO CENTRAL METO SEC SCH Nicholas Kariuki
KAJIADO KAJIADO CENTRAL MITON PRI SCH Eliud Njoroge Mbuthia
KAJIADO KAJIADO CENTRAL MOIPEI PRI SCH Dickson Nepatao Nakole
KAJIADO KAJIADO CENTRAL MOIPEI PRI SCH Ene Katimwa Kisipan
KAJIADO KAJIADO CENTRAL MOIPEI PRI SCH Wezily Kipngeno
KAJIADO KAJIADO CENTRAL Mopia Primary School Cecilia Nyambura Mutura
KAJIADO KAJIADO CENTRAL Mopia Primary School Josphine Waithira Ngugi
KAJIADO KAJIADO CENTRAL Mopia Primary School Peter Nkukeke Narok
KAJIADO KAJIADO CENTRAL Mopia Primary School Purity Seela Mparru
KAJIADO KAJIADO CENTRAL NAIRRABALA PRY SCH Ezekiel Miliari Sinko
KAJIADO KAJIADO CENTRAL NALALA PRY Philomena Nyawira Njeri
KAJIADO KAJIADO CENTRAL NALEPO  PR Dinar Joslete Khakasa
KAJIADO KAJIADO CENTRAL NALEPO  PR Silas Kaburuh Kithinji
KAJIADO KAJIADO CENTRAL NAMANGA MIXED DAY Jonathan Nditu Mulewa
KAJIADO KAJIADO CENTRAL NAMANGA MIXED DAY Teresa Wambui Baru
KAJIADO KAJIADO CENTRAL NAMANGA PRI SCH Lorna Nakaya Shani
KAJIADO KAJIADO CENTRAL Nasaru Primary School Dahn Leteipa Kasura
KAJIADO KAJIADO CENTRAL Ngatataek Mixed Boarding Secondary School Nkunja Everlyn Kendi
KAJIADO KAJIADO CENTRAL Ngatataek Mixed Boarding Secondary School Patrick Mwenda Marangu
KAJIADO KAJIADO CENTRAL NGATATAEK PRI SCH Evanson Parsaloi Suakei
KAJIADO KAJIADO CENTRAL NGATATAEK PRI SCH Judith Chepngetich
KAJIADO KAJIADO CENTRAL NGATATAEK PRI SCH Monicah Nyaruai
KAJIADO KAJIADO CENTRAL NGATATAEK PRI SCH Serah Nampaso Pertet
KAJIADO KAJIADO CENTRAL NGATATAEK PRI SCH Sylvia Naisiae Ntasikoi
KAJIADO KAJIADO CENTRAL NKOILE Amos Sokoine Muteri
KAJIADO KAJIADO CENTRAL NKOILE Michael Kavishe Angela
KAJIADO KAJIADO CENTRAL NKOILE Njiru Winfred Karimi
KAJIADO KAJIADO CENTRAL NKOILE Sammy “Lekenke Sankau” Saigilu
KAJIADO KAJIADO CENTRAL NKOILE BOYS SECONDARY Peter Mwangi Mwaniki
KAJIADO KAJIADO CENTRAL NKUSERON PRI Moses Mwelesa Mativo
KAJIADO KAJIADO CENTRAL Noosikitok Primary School Antony Kimani Kiarie
KAJIADO KAJIADO CENTRAL Oiti Glory Primary School Benard Lemomo Teto
KAJIADO KAJIADO CENTRAL Oiti Glory Primary School Francis Munyua Nai
KAJIADO KAJIADO CENTRAL Oiti Glory Primary School Langat Hillary Kipkemoi
KAJIADO KAJIADO CENTRAL OL – KEJUADO  S.S. Anne Ndunge Nzioka
KAJIADO KAJIADO CENTRAL OL – KEJUADO  S.S. Charles Wanjuki Wahome
KAJIADO KAJIADO CENTRAL OL – KEJUADO  S.S. Damaria Nyaboke Zachariah
KAJIADO KAJIADO CENTRAL OL – KEJUADO  S.S. Edna “Phoebe Akinyi” Ouko
KAJIADO KAJIADO CENTRAL OL – KEJUADO  S.S. Stephen Matu Riunga
KAJIADO KAJIADO CENTRAL OLCHORRO-OIBOR PRY Daniel Lesancho Karkures
KAJIADO KAJIADO CENTRAL Oldoinyo  Sampu Primary School Sinaret Sein Elizabeth
KAJIADO KAJIADO CENTRAL OLGOS PRI SCH Zipporah Wangeci Kabuthi
KAJIADO KAJIADO CENTRAL OLIORUM LUTHERAN PRY Jackson Melami Muteri
KAJIADO KAJIADO CENTRAL OLKEJUADO P.B.B. PRI SCH Faith Gakii Kaburu
KAJIADO KAJIADO CENTRAL OLKEJUADO P.B.B. PRI SCH Ruth Sapinget Chesang
KAJIADO KAJIADO CENTRAL Olkiu Olooserian Pry Sch Robert Mutende Martapit
KAJIADO KAJIADO CENTRAL OLMOTIANY PRY Christine Silau Nchekere
KAJIADO KAJIADO CENTRAL OLMOTIANY PRY Geoffrey Kapaito Tantaine
KAJIADO KAJIADO CENTRAL Olobelibel Secondary School Rhoda Soila Ranka
KAJIADO KAJIADO CENTRAL OLOIBOR- SOIT SEC David Kipino Nkalo
KAJIADO KAJIADO CENTRAL OLOILALEI PRY SCH Beth Nyambura Maina
KAJIADO KAJIADO CENTRAL OLOILALEI PRY SCH Mary Gathoni Njoroge
KAJIADO KAJIADO CENTRAL OLOILALEI PRY SCH Zipporah Kwamboka Mokua
KAJIADO KAJIADO CENTRAL OLOOMUNYI  PRI SCHOOL Floridah Iveria Shikutwa
KAJIADO KAJIADO CENTRAL Olosiura primary school Ezekiel “Ole Terta” Nkanoni
KAJIADO KAJIADO CENTRAL Olosiura primary school Joyce Siana Nkeyasha
KAJIADO KAJIADO CENTRAL P.C.E.A Grace Girls’ High Sch – Letoire Jane Nantoyie Mpusia
KAJIADO KAJIADO CENTRAL PILIWA PRIMARY SCHOOL Alex Tiampati Kadidi
KAJIADO KAJIADO CENTRAL SAINA Agnes Marion Solitei
KAJIADO KAJIADO CENTRAL SAINA Lilian Wanjiku Ndenderu
KAJIADO KAJIADO CENTRAL Sajiloni Girls Secondary School Philip Letoluo Kesier
KAJIADO KAJIADO CENTRAL SAJILONI PRY SCHOOL Agnes Sinty Musyimi
KAJIADO KAJIADO CENTRAL SAJILONI PRY SCHOOL Sophia Nasieku Kulale
KAJIADO KAJIADO CENTRAL Sere Primary School Calvin Mutinda Mutuku
KAJIADO KAJIADO CENTRAL SINGIRAINE PRI SCH Stephen Wainaina Wathara
KAJIADO KAJIADO CENTRAL SNR CHIEF RISA OLOOSUYIAN SEC Eunice Nuuna Ntakuka
KAJIADO KAJIADO CENTRAL TOROSEI PRI SCH Daniel Lolari Saitoti
KAJIADO KAJIADO CENTRAL TOROSEI PRI SCH Merashie Kipiroi
KAJIADO KAJIADO CENTRAL TOROSEI PRI SCH Peter Njoroge
KAJIADO KAJIADO CENTRAL TOROSEI PRI SCH Peter Noonchokuti Koiket
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Cecilia Wanjiru Njenga
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Esther Bosibori Bosire
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH George L Thamutai
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Grace Wanjiru Kamindo
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Henry Michael Gitonga
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Josphine Mugure Thuku
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Loyce Jebet Samoei
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Mildred Emily Ouma
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Nancy Susan Wacici
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Naomi “Njeri Karimi” Mwaura
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Pamela Monyenche Oonge
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Rachael Waithira Mburu
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Rahama Nasieku Leresh
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Stephen Kuria Mwaura
KAJIADO KAJIADO NORTH ARAP MOI PRI SCH Susan Njambi Gachiri
KAJIADO KAJIADO NORTH BARAKA  OONTOYIE Elizabeth Yego
KAJIADO KAJIADO NORTH BARAKA  OONTOYIE Grace Wangui Kiambati
KAJIADO KAJIADO NORTH BARAKA  OONTOYIE Jacinta Mutindi Mutua
KAJIADO KAJIADO NORTH BARAKA  OONTOYIE Jane Wambui Kinuthia
KAJIADO KAJIADO NORTH BARAKA  OONTOYIE Jemima Wanjiku Kiboro
KAJIADO KAJIADO NORTH Catholic Diocese Ngong Township Sec Sch Immaculate Jepkemei Kibet
KAJIADO KAJIADO NORTH Catholic Diocese Ngong Township Sec Sch Joyce Kwamboka Nyakundi
KAJIADO KAJIADO NORTH Catholic Diocese Ngong Township Sec Sch Mary Wanjiru Mwangi
KAJIADO KAJIADO NORTH ELANGATA OLOMAYIAT PRY SCH Temut Santito
KAJIADO KAJIADO NORTH EMBOLIEI PRIMARY James Nkoitiko Pariken
KAJIADO KAJIADO NORTH EMBUL-BUL MIXED DAY SEC Betsy “C.K. Ochieng” Mitema
KAJIADO KAJIADO NORTH EMBUL-BUL MIXED DAY SEC Stanley Macharia Gakuru
KAJIADO KAJIADO NORTH EMBUL-BUL PRI Abdulhamid Babu Jafar
KAJIADO KAJIADO NORTH EMBUL-BUL PRI Caroline Mwendwa Oloanyuni
KAJIADO KAJIADO NORTH EMBUL-BUL PRI Charity Saisa Mankuleiyio
KAJIADO KAJIADO NORTH EMBUL-BUL PRI Eric Murithi Njiru
KAJIADO KAJIADO NORTH EMBUL-BUL PRI Florence Onyambu
KAJIADO KAJIADO NORTH EMBUL-BUL PRI Hellen K Nyakundi
KAJIADO KAJIADO NORTH EMPAKASI SEC. SCH Rahma Ibrahim Noor
KAJIADO KAJIADO NORTH EMPAKASI SEC. SCH Samson Wasike Odero
KAJIADO KAJIADO NORTH Enarau Primary School Caroline Ngendo Ruthari
KAJIADO KAJIADO NORTH Enarau Primary School David Kailongo
KAJIADO KAJIADO NORTH Enarau Primary School Elizabeth Naneu Kuntai
KAJIADO KAJIADO NORTH Enarau Primary School John Matepe Nkiyiaa
KAJIADO KAJIADO NORTH Enarau Primary School Maronga James Mogendi
KAJIADO KAJIADO NORTH Enarau Primary School Purity Salau Kadonyo
KAJIADO KAJIADO NORTH ENDOINYO-OLASHO PRIMARY Dickson Wanjau Maina
KAJIADO KAJIADO NORTH ENDOINYO-OLASHO PRIMARY Emmanuel Martine Pilale
KAJIADO KAJIADO NORTH Enkusero – Sampu Primary School Duke Ogonyo Abuga
KAJIADO KAJIADO NORTH Enkusero – Sampu Primary School Elizabeth Silantoi Tanyai
KAJIADO KAJIADO NORTH Enkusero – Sampu Primary School John Njuhi Lasiti
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Alice “Nelima Mwita” Nambafu
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Beatrice Osebe Okindo
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Caroline “Amolo Owino” Gilo
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Denis Otieno Okumu
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Dority Kageni Bogonko
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Hellen Njoki Ndambiri
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Jane Nyangau Wamunyi
KAJIADO KAJIADO NORTH ENOOMATASIANI GIRLS S.S Margaret Wanjiru Muriithi
KAJIADO KAJIADO NORTH ENOOMATASIANI PRI SCH Cecilia Naisiae Karbolo
KAJIADO KAJIADO NORTH ENOOMATASIANI PRI SCH Charles Gitau Runye
KAJIADO KAJIADO NORTH ENOOMATASIANI PRI SCH Enid Mugure Murungi
KAJIADO KAJIADO NORTH ENOOMATASIANI PRI SCH Jane Waithera Lesaloi
KAJIADO KAJIADO NORTH ENOOMATASIANI PRI SCH Joyce Naimutie Laitete
KAJIADO KAJIADO NORTH ENOOMATASIANI PRI SCH Onesmus Cherere Mwaura
KAJIADO KAJIADO NORTH ENTASOPIA PRI SCH Alex Kukat Nkoyo
KAJIADO KAJIADO NORTH ENTASOPIA PRI SCH Felista Kukuya Kimeshua
KAJIADO KAJIADO NORTH EREMIT PRI SCH Joel Lerionka Kiok
KAJIADO KAJIADO NORTH ERORET PRI SCH Robert Semengur Sakaya
KAJIADO KAJIADO NORTH ESILANKE PRI SCH Jackson Tipaya Odungo
KAJIADO KAJIADO NORTH ESONORUA PRIMARY Hellen Kerubo Ogembo
KAJIADO KAJIADO NORTH EWUASO GIRLS SEC SCH Esther Sointa Maronah
KAJIADO KAJIADO NORTH EWUASO GIRLS SEC SCH Joy Waithera Muthama
KAJIADO KAJIADO NORTH EWUASO GIRLS SEC SCH Rosemary Makena Ireri
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Agnes Katatei Simon
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Doris Namunyak Dikirr
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Doris Wanjiru Muthama
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Geoffrey Oimeru Ndilai
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Gladys Chebet
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Joseph Letuya Siampala
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Joyce Njeri Ngige
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Peris Kinoria Moiko
KAJIADO KAJIADO NORTH EWUASO ONKIDONGI PRI Viona Naleng’oi Masikonte
KAJIADO KAJIADO NORTH ILKILORIT PRIMARY Meseno Ole Liarrash
KAJIADO KAJIADO NORTH ILMASIN PRI SCH Esther Naikoi Musei
KAJIADO KAJIADO NORTH ILMASIN PRI SCH Janet Mokeira Mbera
KAJIADO KAJIADO NORTH ILMASIN PRI SCH Mary G Chege
KAJIADO KAJIADO NORTH ILMASIN PRI SCH Reuben Githiria Kinuthia
KAJIADO KAJIADO NORTH ILMASIN PRI SCH Stephani Saetua Risah
KAJIADO KAJIADO NORTH ILMASIN PRI SCH Susan Wangui Kashonga
KAJIADO KAJIADO NORTH ILNGAROOJ PRI SCH Ann Njeri Kariuki
KAJIADO KAJIADO NORTH ILNGAROOJ PRI SCH Nelson Kintale Kapande
KAJIADO KAJIADO NORTH ILOODARIAK  SEC SCH Michael Tuwei Korir
KAJIADO KAJIADO NORTH ILPARAKUO PRI SCH Francis Tomboi Metian
KAJIADO KAJIADO NORTH ILPARAKUO PRI SCH Vivian Niini Sosoika
KAJIADO KAJIADO NORTH INKIITO Emily Sereti Mukare
KAJIADO KAJIADO NORTH INKIITO Joel Pailon Panai
KAJIADO KAJIADO NORTH INKIITO Joshua Kimathi Mutea
KAJIADO KAJIADO NORTH Iyarat Primary School Alice Simaton Paita
KAJIADO KAJIADO NORTH KERARAPON PRI SCH Emmah Achieng Omondi
KAJIADO KAJIADO NORTH KERARAPON PRI SCH Loyce “Auma Mwai” Wasonga
KAJIADO KAJIADO NORTH KERARAPON SEC SCH Agnes Musira
KAJIADO KAJIADO NORTH KERARAPON SEC SCH Annie Muthoni Kihonge
KAJIADO KAJIADO NORTH KIBIKO   S.S. Clement “Argwins Anyango” Otiende
KAJIADO KAJIADO NORTH KIBIKO   S.S. Emily Kagwiria
KAJIADO KAJIADO NORTH KIBIKO   S.S. Gaceri Mwari Mbaabu
KAJIADO KAJIADO NORTH KIBIKO   S.S. Martha Sabina Mkaiwawi
KAJIADO KAJIADO NORTH KIBIKO   S.S. Paul Musyoka Kaula
KAJIADO KAJIADO NORTH KIBIKO   S.S. Pollyanne Nkatha Gitonga
KAJIADO KAJIADO NORTH KIBIKO PRI SCH Elizabeth Wacuka Maina
KAJIADO KAJIADO NORTH KIBIKO PRI SCH Esther Wambui Maina
KAJIADO KAJIADO NORTH KIBIKO PRI SCH James Kamau Njuguna
KAJIADO KAJIADO NORTH KIBIKO PRI SCH Lola Aoko Okeyo
KAJIADO KAJIADO NORTH KIBIKO PRI SCH Mercy Kathure Gatobu
KAJIADO KAJIADO NORTH KIBIKO PRI SCH Silvia Naisenya Nairesiae
KAJIADO KAJIADO NORTH KIBIKO PRI SCH Teresia Njeri Warugu
KAJIADO KAJIADO NORTH KIMUKA PRI SCH Everlyne Moraa Ongeni
KAJIADO KAJIADO NORTH KIMUKA PRI SCH Matheka Patrick Muema
KAJIADO KAJIADO NORTH KIMUKA PRI SCH Peter Kamau Ndungu
KAJIADO KAJIADO NORTH KIPETO PRI SCH Kekunda Sankaire
KAJIADO KAJIADO NORTH KIPETO PRI SCH Keziah Wangeci Njoroge
KAJIADO KAJIADO NORTH Kirkuria Primary School Joseph Karanja Muchai
KAJIADO KAJIADO NORTH Kirkuria Primary School Kereto Simel Kilelu
KAJIADO KAJIADO NORTH Kisaju Mixed Secondary School James Koitatoi Olokuala
KAJIADO KAJIADO NORTH Kisaju Mixed Secondary School Joseph Magilu Nkasikasi
KAJIADO KAJIADO NORTH KISAJU PRI SCH Godfrey Sane Korio
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Ann Nankini Marias
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Anne Nasieku Kimamu
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Beatrice Wanjiku Ndung’u
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Elizabeth Wanjiru Ngaruiya
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Esther Wangari Kamau
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Gollo Huka Saadia
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Hannah Muthoni Njoroge
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Norah Resiato Sinkira
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Paul Kuria Sankale
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Regina Wanjiru Gichiriri
KAJIADO KAJIADO NORTH KISERIAN PRI SCH Susan Nairuku Njoroge
KAJIADO KAJIADO NORTH KISERIAN SEC SCHOOL Catherine Wawira Muturi
KAJIADO KAJIADO NORTH KISERIAN SEC SCHOOL Harrison Muruthi Njuguna
KAJIADO KAJIADO NORTH KISERIAN SEC SCHOOL Isaac Kaberia Mutia
KAJIADO KAJIADO NORTH KISERIAN SEC SCHOOL Rose Adhiambo Ogoda
KAJIADO KAJIADO NORTH KISHARU PRY SCH Jane Mununga Kidiis
KAJIADO KAJIADO NORTH KOMIYA PRY SCH Stephen Kitewa Nkoitiko
KAJIADO KAJIADO NORTH LESHUTA  PRY  SCH Jacob Ochieng Ngicho
KAJIADO KAJIADO NORTH LOODARIAK PRI SCH Alfred Kirimi Kiaira
KAJIADO KAJIADO NORTH LOODARIAK PRI SCH Jane Rinkaso Nasieku
KAJIADO KAJIADO NORTH MAGADI PRI SCH Caroline Gatakaa Njagi
KAJIADO KAJIADO NORTH MAGADI PRI SCH Elizabeth Naimutie Nairaba
KAJIADO KAJIADO NORTH MAGADI PRI SCH Georgine Amondi Kisa
KAJIADO KAJIADO NORTH MAGADI PRI SCH Stephen Kimendere Andrea
KAJIADO KAJIADO NORTH MAGADI SECONDARY SCHOOL Elias Jared Ogonji
KAJIADO KAJIADO NORTH MAGADI SECONDARY SCHOOL John Kariuki Njuguna
KAJIADO KAJIADO NORTH MURANTAWUA PRY Clement Ndungwa Simon
KAJIADO KAJIADO NORTH MURANTAWUA PRY Geoffrey Wanyonyi Silikhe
KAJIADO KAJIADO NORTH MUSENKE PRY SCH Martin Ndirangu Wanyoike
KAJIADO KAJIADO NORTH MUSENKE PRY SCH Moses Tenke Karino
KAJIADO KAJIADO NORTH Nadoenterit Primary School Ann Tikuyiai Kosencha
KAJIADO KAJIADO NORTH Nadoenterit Primary School Elizabeth Kutale Leeyia
KAJIADO KAJIADO NORTH NAJILE  HIGH  SCH. Dennis Onsongo Mayaka
KAJIADO KAJIADO NORTH NAJILE  HIGH  SCH. Joy _ Nashipe
KAJIADO KAJIADO NORTH NAJILE PRI SCH Alex Seur
KAJIADO KAJIADO NORTH NAJILE PRI SCH David Surum Leshinka
KAJIADO KAJIADO NORTH NAJILE PRI SCH Joseph Keton Sintei
KAJIADO KAJIADO NORTH NAJILE PRI SCH Timothy Tome Ntulenyi
KAJIADO KAJIADO NORTH NAKEEL PRI SCH Beatrice Adina
KAJIADO KAJIADO NORTH NAKEEL PRI SCH Catherine Sarah Lesimito
KAJIADO KAJIADO NORTH NAKEEL PRI SCH David Kabiru Kigarde
KAJIADO KAJIADO NORTH NAKEEL PRI SCH Elizabeth Kwamboka Mayaka
KAJIADO KAJIADO NORTH NAKEEL PRI SCH Florence Moraa Omwenga
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL George Nganga Ndungu
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL Isaiah Kamunya Kibui
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL Joyce Mboto Ongwae
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL Mary Bochaberi Mose
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL Samuel Muchiri Kibuku
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL Sarah Chepngetich Langat
KAJIADO KAJIADO NORTH NAKEEL SEC SCHOOL Walter Riana Mayaka
KAJIADO KAJIADO NORTH Nalepo Primary School Grace Bosibori Momanyi
KAJIADO KAJIADO NORTH Namunyak Primary School Simon “Naiyo Koruta” Koite
KAJIADO KAJIADO NORTH Naning’oi Girls Secondary School Joyce Kirsimoi Koress
KAJIADO KAJIADO NORTH Naning’oi Girls Secondary School Susan Nduta Kamau
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Caroline Jepngetich
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Grace Muthoni Mbugua
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Lucy Waithira Njoroge
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Mercy Kabiri Karanja
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Mercy Wambui Ngugi
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Rahab Wangari Mungai
KAJIADO KAJIADO NORTH NAROMORU PRI SCH Stella Alivitsa Kibiyi
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Alexander Langat Buta
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Carolyne Andisi Olado
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Grace Wanjiku Mumbi
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Joyce Kerubo Nyasani
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Mary Muthoni Kiama
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Monicah Atieno Kiwa
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Salome Wamaitha Ndungu
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Susie Aukah Amunga
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Tina Naeku Sintio
KAJIADO KAJIADO NORTH NGONG TOWNSHIP PRI SCH Washington Mugo Mwangi
KAJIADO KAJIADO NORTH NKAIMURUNYA PRY SCHOOL Joseph Kambi Motari
KAJIADO KAJIADO NORTH NKAIMURUNYA PRY SCHOOL Lorna Barongo Nyagitari
KAJIADO KAJIADO NORTH NKAIMURUNYA PRY SCHOOL Lucy Akinyi Owino
KAJIADO KAJIADO NORTH NKAIMURUNYA SEC Alice Chepkosgei Ng’etich
KAJIADO KAJIADO NORTH NKAIMURUNYA SEC Phylis Jebet Barkutwa
KAJIADO KAJIADO NORTH Nkuyan Adams Primary School Moses Kotikash Mututua
KAJIADO KAJIADO NORTH Nkuyan Adams Primary School Timothy Thronkei Shurake
KAJIADO KAJIADO NORTH OLCHORO -NYORI SCH Hellen “Okore Kennedy” Siambe
KAJIADO KAJIADO NORTH OLCHORO -NYORI SCH Maria Wanjiku Ndichu
KAJIADO KAJIADO NORTH OLDEPE PRY Daisy Chebet Marindany
KAJIADO KAJIADO NORTH OLDEPE PRY Jackline Jepkemboi Tuwei
KAJIADO KAJIADO NORTH OLDONYIO ONYOKIE PRI SCH Stephen Mukundi Sananka
KAJIADO KAJIADO NORTH OLDORKO PRI SCH Alex Mbuvi Muisyo
KAJIADO KAJIADO NORTH OLDORKO PRI SCH Hassan Ali Robow
KAJIADO KAJIADO NORTH OLDORKO PRI SCH Midow Shetishoi
KAJIADO KAJIADO NORTH OLDORKO PRI SCH Robert Komoi Metekai
KAJIADO KAJIADO NORTH OLEKASASI MIXED DAY SEC Eunice Achieng Abade
KAJIADO KAJIADO NORTH OLEKASASI MIXED DAY SEC Nelson Mungai Karanja
KAJIADO KAJIADO NORTH OLEKASASI MIXED DAY SEC Peter Ngari Njuki
KAJIADO KAJIADO NORTH OLEKASASI MIXED DAY SEC Sheillah Nyangi Marwa
KAJIADO KAJIADO NORTH OLEKASASI PRY SCH Elizabeth Kendagor
KAJIADO KAJIADO NORTH OLEKASASI PRY SCH Fancy Chepkirui
KAJIADO KAJIADO NORTH OLEKASASI PRY SCH Janet Awenda Evayo
KAJIADO KAJIADO NORTH OLEKASASI PRY SCH Teresia Mwonjiru Mugambi
KAJIADO KAJIADO NORTH Olekimunke Primary School James Moonka Olelolokuso
KAJIADO KAJIADO NORTH Olekimunke Primary School Mary Wangari Nginyo
KAJIADO KAJIADO NORTH Olekimunke Primary School Moses Melita Keruri
KAJIADO KAJIADO NORTH OLENTOKO PRIMARY SCHOOL Joyce Kosiom Kironua
KAJIADO KAJIADO NORTH OLENTOKO PRIMARY SCHOOL Kosiom Leisanka
KAJIADO KAJIADO NORTH OLEPOLOS PRI SCH Hyline Kerubo Omosa
KAJIADO KAJIADO NORTH OLEPOLOS PRI SCH Lucy Wanja Mbugua
KAJIADO KAJIADO NORTH OLGUMI PRI SCH Gerald Meikan Nairraba
KAJIADO KAJIADO NORTH OLKERI PRI SCH Amos Lemeita Rapasi
KAJIADO KAJIADO NORTH OLKERI SECONDARY SCHOOL Annah Moraa Kerandi
KAJIADO KAJIADO NORTH OLKERI SECONDARY SCHOOL Michael Gitau Gathere
KAJIADO KAJIADO NORTH OLKERI SECONDARY SCHOOL Peterson Wangai Nderi
KAJIADO KAJIADO NORTH OLKERI SECONDARY SCHOOL Simon Kangara Ndungu
KAJIADO KAJIADO NORTH OLMAROROI PRY SCHOOL Mary Linkoy Koikai
KAJIADO KAJIADO NORTH OLMAROROI PRY SCHOOL Stephen Ries Lenkaine
KAJIADO KAJIADO NORTH OLMAROROI PRY SCHOOL Tipanko Koisenke
KAJIADO KAJIADO NORTH Olmeroi Primary School Leonard Cheruiyot Ronoh
KAJIADO KAJIADO NORTH OLODUNG’ORO PRY SCH Diana Wanjiru Lemaiyian
KAJIADO KAJIADO NORTH OLOIBORTOTO PRY SCH Nathaniel Meitamei Mepukori
KAJIADO KAJIADO NORTH OLOIBORTOTO PRY SCH Sylvia Chematui Shetishoi
KAJIADO KAJIADO NORTH OLOIRIEN PRI SCH Gladys Moraa Bosire
KAJIADO KAJIADO NORTH OLOIRIEN PRI SCH Joseph Kirrau Olenkaiwuatei
KAJIADO KAJIADO NORTH Olokirding’ai Primary School Dorcus Ketukei Nchoki
KAJIADO KAJIADO NORTH Olokirding’ai Primary School Meshack “Parsapiyio N” Ndilai
KAJIADO KAJIADO NORTH OLOOLAISER  S.S. Jane Wanjiku Maina
KAJIADO KAJIADO NORTH OLOOLAISER  S.S. Jane Waitherero Muriithi
KAJIADO KAJIADO NORTH OLOOLAISER  S.S. Peninah Lilan Jebet
KAJIADO KAJIADO NORTH OLOOLAISER  S.S. Rosemary Kathambi Marangu
KAJIADO KAJIADO NORTH OLOOLAISER  S.S. Rukia Wario Boru
KAJIADO KAJIADO NORTH OLOOLAISER  S.S. Susan Wamaitha Siole
KAJIADO KAJIADO NORTH Olooloitikoshi Primary School Jecintah Letuwono Parken
KAJIADO KAJIADO NORTH Olooloitikoshi Primary School Victor Kamandi Mwende
KAJIADO KAJIADO NORTH OLOOLUA  S.S. Alice Catherine Wambui
KAJIADO KAJIADO NORTH OLOOLUA  S.S. Dinah Kemunto Mayaka
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Beatrice Oduong Achola
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Edgar Omondi Onyango
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Esther Muthoni Kibunja
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Irene Wambui Kimani
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Ivvy Kanini Muli
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Jemimah Kinanga Orutwa
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Saupa Nafuna Juma
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Selly Chebon
KAJIADO KAJIADO NORTH OLOOLUA PRI SCH Victoria Mwende Odanga
KAJIADO KAJIADO NORTH Oloonkurman Primary School Alexander Kalingicia Ntomariu
KAJIADO KAJIADO NORTH OLOOSEOS   S.S. Humphrey Vuyala Odali
KAJIADO KAJIADO NORTH OLOOSEOS   S.S. Mellen Bwari Nuguti
KAJIADO KAJIADO NORTH OLOOSEOS   S.S. Tabitha Muthoni Mwangi
KAJIADO KAJIADO NORTH Olooseos Mixed Day Seconday School Duncan Sawe Nyakundi
KAJIADO KAJIADO NORTH Olooseos Mixed Day Seconday School Gibson Juma Nyakundi
KAJIADO KAJIADO NORTH Olooseos Mixed Day Seconday School Joshua Ombati Onsongo
KAJIADO KAJIADO NORTH Olooseos Mixed Day Seconday School Joyce Wanjiru Pere
KAJIADO KAJIADO NORTH Olooseos Mixed Day Seconday School Martha Nailoj Njumato
KAJIADO KAJIADO NORTH OLOOSURUTIA PRY SCHOOL Jacinta Wambugi Njeruh
KAJIADO KAJIADO NORTH OLOOSURUTIA PRY SCHOOL Martin Adera Otanga
KAJIADO KAJIADO NORTH OLOOSURUTIA PRY SCHOOL Mosabi Mokami Mwita
KAJIADO KAJIADO NORTH Oloropil Primary School Samwel Raphael Sampeke
KAJIADO KAJIADO NORTH OLOSHO -OIBOR PRI SCH Beatrice _ Chelangat
KAJIADO KAJIADO NORTH OLOSHO -OIBOR PRI SCH Paul Kenaye Sakuda
KAJIADO KAJIADO NORTH OLOSHO -OIBOR PRI SCH Peninah Naisinkoi Kenaye
KAJIADO KAJIADO NORTH OLOYIANKALANI M DAY SEC Evalyne Naisenya Parmaut
KAJIADO KAJIADO NORTH OLOYIANKALANI M DAY SEC Johnson Nyabengi Maumba
KAJIADO KAJIADO NORTH OLTEPESI PRI SCH Esther Kashonga Simaloi
KAJIADO KAJIADO NORTH OLTEPESI PRI SCH Sarah Magoma Moseti
KAJIADO KAJIADO NORTH OLTEYANI PRI SCH Bernard N Kullet
KAJIADO KAJIADO NORTH OLTEYANI PRI SCH Lennah Simaloi Nchao
KAJIADO KAJIADO NORTH OLTEYANI PRI SCH Mercy Ayiro Luyali
KAJIADO KAJIADO NORTH OLTEYANI PRI SCH Wilfred K Lenana
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Agata Gakii Cosmas
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Alice Kemunto Mogire
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Annah Onchwati Mogusu
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Anne Wangeci Nduhiu
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Caroline Nyambura Gathuku
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Dianah Ruguru Mwangi
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Irenne Gesare Omundi
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Joshiline Okworo
KAJIADO KAJIADO NORTH ONGATA RONKAI PRI SCH Sarah Wanjiru Ngige
KAJIADO KAJIADO NORTH OSUPUKO PRY SCH Shadrac Onyango Jura
KAJIADO KAJIADO NORTH P C E A NGONG HILLS   SEC Faith Wanjiku Macharia
KAJIADO KAJIADO NORTH P C E A NGONG HILLS   SEC Macdonald Zablon Kingoina
KAJIADO KAJIADO NORTH P C E A NGONG HILLS   SEC Ruth Moraa Nyandika
KAJIADO KAJIADO NORTH P.C.E.A Enoomatasian Mixed Day Sec Sch Elly Mulupi Khayisie
KAJIADO KAJIADO NORTH P.C.E.A Enoomatasian Mixed Day Sec Sch John Kipkemboi Tororey
KAJIADO KAJIADO NORTH P.C.E.A Enoomatasian Mixed Day Sec Sch Nancy Akinyi Opiyo
KAJIADO KAJIADO NORTH P.C.E.A Enoomatasian Mixed Day Sec Sch Ruth Nyakara Nyakwara
KAJIADO KAJIADO NORTH P.C.E.A. Ilng’arooj Boys Sec.School Rebecca Njeri Maina
KAJIADO KAJIADO NORTH PATTERSON MEMORIAL SEC SCHOOL Hezron Ombasa Ombiro
KAJIADO KAJIADO NORTH PATTERSON MEMORIAL SEC SCHOOL Paul Lendonyo
KAJIADO KAJIADO NORTH PATTERSON MEMORIAL SEC SCHOOL Rumpe Nchosia Kiok
KAJIADO KAJIADO NORTH PCEA KIMUKA GIRLS SEC SCHOOL Elvis _ Langat
KAJIADO KAJIADO NORTH PCEA UPPER MATASIA SEC SCH Elizabeth Nkirote Mugambi
KAJIADO KAJIADO NORTH SAIKERI PRI SCH Anthony Njeru Miriti
KAJIADO KAJIADO NORTH SAIKERI PRI SCH Emmanuel Nkere Parsitau
KAJIADO KAJIADO NORTH Sairashie Primary School Janet Seyio Yenko
KAJIADO KAJIADO NORTH UPPER MATASIA PRI SCH Gladys Alema Andambi
KAJIADO KAJIADO NORTH UPPER MATASIA PRI SCH Margaret Wangari Looremeta
KAJIADO LOITOKITOK A.I.C Secondary School Loitokitok Martin Parletuan Koikai
KAJIADO LOITOKITOK A.I.C Secondary School Loitokitok Priscah Wanjiru Tarithu
KAJIADO LOITOKITOK A.I.C Secondary School Loitokitok Stellamaris Mbinya Musau
KAJIADO LOITOKITOK AIC LOITOKITOK PRIMARY Ann Seliin Tekan
KAJIADO LOITOKITOK AIC LOITOKITOK PRIMARY Mary Gesare Waweru
KAJIADO LOITOKITOK AIC LOITOKITOK PRIMARY Rahab Somoina Sirinketi
KAJIADO LOITOKITOK AMBOSELI PRI SCH James Paiyai Musikeni
KAJIADO LOITOKITOK AMBOSELI PRI SCH Leah “Simayo Munkesia” Somoire
KAJIADO LOITOKITOK AMBOSELI PRI SCH Peter Ng’unya Kipitai
KAJIADO LOITOKITOK BELGROVE LEMONGO PRY Hesbon Ngumbi Muthengi
KAJIADO LOITOKITOK BISHOP COLIN DAVIES  SEC SCH Emma Chemutai Rono
KAJIADO LOITOKITOK BISHOP COLIN DAVIES  SEC SCH Paul Ntikoisa Sunde
KAJIADO LOITOKITOK CHIEF OLE MUTURY George Kamuhu Ndegwa
KAJIADO LOITOKITOK CHIEF OLE MUTURY Lucy Wangari Maina
KAJIADO LOITOKITOK CHIEF OLE MUTURY Mary Wanjiru Wachira
KAJIADO LOITOKITOK D.E.B LOITOKTOK PRI SCH Beatrice Naishinta Tilikia
KAJIADO LOITOKITOK D.E.B LOITOKTOK PRI SCH Grace Kemunto Benson
KAJIADO LOITOKITOK D.E.B LOITOKTOK PRI SCH Irene Semeyian Simiyu
KAJIADO LOITOKITOK ELANGATA -ENKIMA PRI SCH Daniel Kimotho Njuguna
KAJIADO LOITOKITOK ELERAI PRY SCH Dorcus Munanie Musyoka
KAJIADO LOITOKITOK ELERAI PRY SCH Esther Mwongeli Kimweli
KAJIADO LOITOKITOK Emukutan Primary School Margaret Mitau Parmuat
KAJIADO LOITOKITOK Emukutan Primary School Micheal Njoroge Ndung’u
KAJIADO LOITOKITOK Emukutan Primary School Nehemiah Lesiamon Mepukori
KAJIADO LOITOKITOK ENCHORRO ENKAI PRY Lynden Siamanta Saitabau
KAJIADO LOITOKITOK ENCHORRO ENKAI PRY Mercy Muthoka Tuta
KAJIADO LOITOKITOK ENCHURRAI PRI SCH Jane Wanjeri Muchai
KAJIADO LOITOKITOK ENCHURRAI PRI SCH Robert Kiserian Lempira
KAJIADO LOITOKITOK Enkaji Naibor Primary School Florah Ndulo
KAJIADO LOITOKITOK Enkaji Naibor Primary School Lenanu Sarbabi
KAJIADO LOITOKITOK Enkaji Naibor Primary School Rubia Karuga
KAJIADO LOITOKITOK Enkii Boys Boarding Secondary School Nelson Kitiyia Ngira
KAJIADO LOITOKITOK Enkii Boys Boarding Secondary School Samuel Mpaa Mengoriki
KAJIADO LOITOKITOK ENKII PRI SCH Boniface Lankas Semperia
KAJIADO LOITOKITOK ENKIJAPE PRI SCH Clare Gitonga
KAJIADO LOITOKITOK ENKIJAPE PRI SCH Martha Mosoni Lemetei
KAJIADO LOITOKITOK Enkongu Primary School Wellington Mwanza Mbithi
KAJIADO LOITOKITOK Enkongu-Narok Pri Sch John Leparakuo Seleka
KAJIADO LOITOKITOK Enkongu-Narok Pri Sch Joshua Mukari Yiankaso
KAJIADO LOITOKITOK Enkongu-Narok Pri Sch Oloijie Karsalei
KAJIADO LOITOKITOK Entarara Mixed Secondary School Milicent Auma Mukhwana
KAJIADO LOITOKITOK Entarara Mixed Secondary School Onsarigo Dennis Kamanyi
KAJIADO LOITOKITOK ENTARARA PRI SCH Margaret Somoina Keko
KAJIADO LOITOKITOK ENTARARA PRI SCH Ndungu Waigwa
KAJIADO LOITOKITOK ENTARARA PRI SCH Timothy Mutinda Mwau
KAJIADO LOITOKITOK ENTONET PRI SCH Koimerek Ole Miaron
KAJIADO LOITOKITOK ENTONET PRI SCH Lazarus Ndambuki Mutiso
KAJIADO LOITOKITOK ENTONET PRI SCH Patrick Nzova Ndululu
KAJIADO LOITOKITOK ESOSIANI PRI SCH Beatrice Njeri Kamau
KAJIADO LOITOKITOK ESOSIANI PRI SCH Emmah Wairimu Mwaura
KAJIADO LOITOKITOK ESUKUTA PRY John Naija Maiyiani
KAJIADO LOITOKITOK ESUKUTA PRY Narola Judy Titoyai
KAJIADO LOITOKITOK Ilchalai Primary School Anthony Moyantet Kimiti
KAJIADO LOITOKITOK Ilchalai Primary School Gideon Karanja Ndungu
KAJIADO LOITOKITOK Ilchalai Primary School Njoroge Kimina
KAJIADO LOITOKITOK Ilchalai Primary School Parmitoro Ming’ati Njamaa
KAJIADO LOITOKITOK Ilkisonko  S.s. Gerald Mutiso Mutuku
KAJIADO LOITOKITOK ILLASIT PRI SCH Beatrice Wambui
KAJIADO LOITOKITOK ILLASIT PRI SCH Francis Orumoi Kimaren
KAJIADO LOITOKITOK ILLASIT PRI SCH Veronica Toti Suiyianka
KAJIADO LOITOKITOK ILLASIT PRI SCH Virginia Muthoni Ndegwa
KAJIADO LOITOKITOK ILLASIT S.S Patrick Mwaura Kinuthia
KAJIADO LOITOKITOK ILLASIT S.S Zakayo Kalist Oilepo
KAJIADO LOITOKITOK ILOIRERO Christine Komeyian Lekanayia
KAJIADO LOITOKITOK IMISIGIYIO PRY SCH Isaac Saitabau Sintako
KAJIADO LOITOKITOK IMISIGIYIO PRY SCH Jackson Sikorei Alais
KAJIADO LOITOKITOK IMISIGIYIO PRY SCH John Saitoti Tumaiper
KAJIADO LOITOKITOK IMPIRON SHAPASHINA PRI SC John Kiano Mwangi
KAJIADO LOITOKITOK IMPIRON SHAPASHINA PRI SC Kennedy Mujumbe Orechi
KAJIADO LOITOKITOK IMPIRON SHAPASHINA PRI SC PHILLIP SHAKUTIT NTAWUASA
KAJIADO LOITOKITOK IMURTOT PRI SCH Cecilia Muthoni Runye
KAJIADO LOITOKITOK IMURTOT PRI SCH Daniel Ntoyiai Katitia
KAJIADO LOITOKITOK IMURTOT PRI SCH James Muinde Mbova
KAJIADO LOITOKITOK IMURTOT PRI SCH Nicodemus Mweu Mutingau
KAJIADO LOITOKITOK INKARIAK-RONKENA PRI SCH Edwin Nyakwara Kaneba
KAJIADO LOITOKITOK INKARIAK-RONKENA PRI SCH Rose Mosoi Gitau
KAJIADO LOITOKITOK INKISANJANI PRI SCH Angela Wavinya Musyoki
KAJIADO LOITOKITOK INKISANJANI PRI SCH Rose Wangare Naserian
KAJIADO LOITOKITOK ISINET PRI SCH Felista Mutheu Musyimi
KAJIADO LOITOKITOK ISINET PRI SCH John Kamotho Wamunye
KAJIADO LOITOKITOK KALESIRUA PR Stephen Maina Mwaniki
KAJIADO LOITOKITOK KIKELELWA PRI SCH Njeri Wangui Maryanne
KAJIADO LOITOKITOK Kikelelwa Secondary School Benson Nyaboga Korori
KAJIADO LOITOKITOK Kikelelwa Secondary School Francis Njuguna Mbugua
KAJIADO LOITOKITOK Kikelelwa Secondary School Hellen Mwania Mwongeli
KAJIADO LOITOKITOK Kikelelwa Secondary School Miriam Mueni Mutua
KAJIADO LOITOKITOK Kikelelwa Secondary School Richard Leyian Kaina
KAJIADO LOITOKITOK KIMANA  GIRLS SEC John Saidimu Runyei
KAJIADO LOITOKITOK KIMANA  GIRLS SEC Lucy Chelang’At Chepoton
KAJIADO LOITOKITOK KIMANA MIXED DAY SEC. Julius Parsanka Kindi
KAJIADO LOITOKITOK KIMANA MIXED DAY SEC. Norah Wambua
KAJIADO LOITOKITOK KIMANA PRI SCH Julius Meidimi Kisai
KAJIADO LOITOKITOK KIMANA PRI SCH Vincent Kanyi Mwangi
KAJIADO LOITOKITOK KUKU PRI SCH Damaris Mwende Muthoka
KAJIADO LOITOKITOK Kuku Secondary School – Loitokitok FRANCIS OMUKHULU MUMALI
KAJIADO LOITOKITOK Kuku Secondary School – Loitokitok Jane Wambui Wagura
KAJIADO LOITOKITOK Lenkisem Mixed Secondary School Daniel Sadera Simanta
KAJIADO LOITOKITOK Lenkisem Mixed Secondary School Fredrick Ayua Oyuga
KAJIADO LOITOKITOK Lenkisem Mixed Secondary School Regina Syontheke Mutinda
KAJIADO LOITOKITOK Loormeuti Primary School Monicah “Njeri Peter” Saitoti
KAJIADO LOITOKITOK MAISUYATI  PRY SCH Onesmus Muli Kiseku
KAJIADO LOITOKITOK Matepes Pri Sch Bonface Koyiet Peter
KAJIADO LOITOKITOK Matepes Pri Sch Charles Mwangi Mwendia
KAJIADO LOITOKITOK MESHANANI  PRY SCH Samuel Mbitu Karanja
KAJIADO LOITOKITOK MUNNYURA PRI SCH Polycap “Simon Alhamis” Muchori
KAJIADO LOITOKITOK NAMELOK PRI SCH Simon Mwangi Njoroge
KAJIADO LOITOKITOK Namelok Secondary School Susan Jemeli Kimakal
KAJIADO LOITOKITOK NASIPA PRY Metito Mayiani Lenchang’ua
KAJIADO LOITOKITOK NASIPA PRY Peter Njoroge Gitau
KAJIADO LOITOKITOK NKAMA PRI SCH Joyce Nasieku Muriuki
KAJIADO LOITOKITOK NKAMA PRI SCH Rose Nyiva Makunu
KAJIADO LOITOKITOK OLANTI PRI SCH Kaboi Ngatia Kabubua
KAJIADO LOITOKITOK OLBILI PR Onesmus Silas Muya
KAJIADO LOITOKITOK OLCHORRO PRI SCH Peter Mbugua Muchiri
KAJIADO LOITOKITOK OLCHORRO PRI SCH Pouline Nabulu Suiyanka
KAJIADO LOITOKITOK OLCHORRO PRI SCH Samuel Kungu Chege
KAJIADO LOITOKITOK OLCHORRO PRI SCH Simon Mpute Oloitiptip
KAJIADO LOITOKITOK Olchorro Secondary School Emmanuel Mutuku Somba
KAJIADO LOITOKITOK Olchorro Secondary School John Kariuki Njoki
KAJIADO LOITOKITOK Olchorro Secondary School Mark Muthenya Matolo
KAJIADO LOITOKITOK Olchorro Secondary School Pius Kaura Kimitta
KAJIADO LOITOKITOK OLGIRA PRI SCH Jane Sein Saruni
KAJIADO LOITOKITOK OLGIRA PRI SCH Magdaline Raphael Ntile
KAJIADO LOITOKITOK OLGULULUI PRIMARY SCHOOL Joel Shokore Oloitiptip
KAJIADO LOITOKITOK OLKARIA PRI SCH Justus Kuya Nkadayo
KAJIADO LOITOKITOK OLKARIA PRI SCH Leonard Kamau Karanja
KAJIADO LOITOKITOK OLKARIA PRI SCH Martha Namukwe Leina
KAJIADO LOITOKITOK OLKILORITI PRY SCH Raphael Ntawuasa Kasaine
KAJIADO LOITOKITOK OLKILORITI PRY SCH Ruth Wairimu Nkumama
KAJIADO LOITOKITOK OLMAPINU PRI SCH Lomunyak Lekool
KAJIADO LOITOKITOK OLMAROROI PRY SCH Francis “Saibulu Kasaine” Keko
KAJIADO LOITOKITOK OLMAROROI PRY SCH Josephine Talash Oloibor
KAJIADO LOITOKITOK OLMAROROI PRY SCH Maurice Ndungu Njenga
KAJIADO LOITOKITOK OLMAROROI PRY SCH Paul Ngotho Kimani
KAJIADO LOITOKITOK OLOIBORR  SOIT Peter Kamau Mwangi
KAJIADO LOITOKITOK Oloilalei Primary School Rawlinson Ngau Ivulila
KAJIADO LOITOKITOK OLOITOKITOK  S.S. Edith Naserian Sarinke
KAJIADO LOITOKITOK OLOITOKITOK  S.S. Hellen Ndunge Mutunga
KAJIADO LOITOKITOK OLOITOKITOK  S.S. Jane Thaara Njagi
KAJIADO LOITOKITOK Ormapitet manhae Secondary School Dalmas Ogingo Wanyamba
KAJIADO LOITOKITOK Ormapitet manhae Secondary School Samuel Karanja Wainaina
KAJIADO LOITOKITOK OSOIT PRY SCH Magdalyne Kalekye Muthama
KAJIADO LOITOKITOK Paranai  Primary School Miaron “Ole Nkarrashi” Parkepu
KAJIADO LOITOKITOK ROMBO BOYS PRI SCH Erick Kiok Musyimi
KAJIADO LOITOKITOK ROMBO GILRS PRI SCH Consolata Kamene Waema
KAJIADO LOITOKITOK ROMBO GILRS PRI SCH Sarah Wangui Ngugi
KAJIADO LOITOKITOK Rombo Girls Secondary School Damaris Mbaika Mbiti
KAJIADO LOITOKITOK Rombo Girls Secondary School Duke Atanasi Otieno
KAJIADO LOITOKITOK SAMAI PRY George Saruni Kamau
KAJIADO LOITOKITOK SHOKUT PRI SCH Aaron Ntapayia Salaash
KAJIADO LOITOKITOK SHOKUT PRI SCH Stonic Mtungei Mpopoi
KAJIADO MASHUURU ARROI PRI SCH Purity Kosencha Parsaloi
KAJIADO MASHUURU ELERAI MCK GIRLS Charles Kulundu Omweba
KAJIADO MASHUURU ELERAI MCK GIRLS Eunice Njeri Simon
KAJIADO MASHUURU EMARORO PRI SCH Phelly Laban Shichenga
KAJIADO MASHUURU Endoinyio Enkerr Primary Kelvin Senteu Poreka
KAJIADO MASHUURU Endoinyo Wuas Primary School Fredrick Mutiso Kimaili
KAJIADO MASHUURU ENOORERET PRI SCH Josephine Kisiambei James
KAJIADO MASHUURU ENOORERET PRI SCH Josfina Ngusye Sakat
KAJIADO MASHUURU ENOORERET PRI SCH Peninah Ntitiyai Muterian
KAJIADO MASHUURU Erankau Secondary School Alice Nanyama Chwala
KAJIADO MASHUURU Erankau Secondary School James Komoi Nkirimpa
KAJIADO MASHUURU ESARUNOTO PRY Ntidai “Rangot Shoop” Tompo
KAJIADO MASHUURU ESELENKEI PRI SCH Elizabeth Tipira Mutunkei
KAJIADO MASHUURU ESELENKEI PRI SCH Faith Nairesiai Kulale
KAJIADO MASHUURU ESELENKEI PRI SCH Florence Mbithe Munuve
KAJIADO MASHUURU ESELENKEI PRI SCH James Lekishon Seketian
KAJIADO MASHUURU ESELENKEI PRI SCH Risper Moraa Ondari
KAJIADO MASHUURU ESELENKEI PRI SCH Teresiah Silantoi Josphat
KAJIADO MASHUURU Ewangan – Emaa Primary School Alfred Lihanda Luvisia
KAJIADO MASHUURU EWANGAN PRIMARY SCHOOL Emily Katitia
KAJIADO MASHUURU F.P.F.K  Lesoit Primary School Daniel Kamala Mutevu
KAJIADO MASHUURU F.P.F.K  Lesoit Primary School Geoffrey Mokoi Makau
KAJIADO MASHUURU F.P.F.K  Lesoit Primary School Timothy Ngui Musyoka
KAJIADO MASHUURU F.P.F.K  Lesoit Primary School William Ntimama Karasinka
KAJIADO MASHUURU ILKIREMISHO PRIMARY SCHOOL Aggrey Mutio Ndambuki
KAJIADO MASHUURU ILKIREMISHO PRIMARY SCHOOL Onesmus Mulili Kasuni
KAJIADO MASHUURU ILKIREMISHO PRIMARY SCHOOL Salim Kerema Ikayo
KAJIADO MASHUURU ILKISHUMU PRI SCH Elizabeth Maria Timpaine
KAJIADO MASHUURU ILKISHUMU PRI SCH Priscillah Katano Tonken
KAJIADO MASHUURU ILkiushin Primary School Joseph “Letuya  K” Parsaoti
KAJIADO MASHUURU ILkiushin Primary School Josiah Nkali Manina
KAJIADO MASHUURU ILMAO PRIMARY SCHOOL Louis Mumbe Musembi
KAJIADO MASHUURU Ilmunkush A.I.C Primary School Mulinge Beatrice Ndunge
KAJIADO MASHUURU Ilmunkush A.I.C Primary School Reuben Mutuku Maundu
KAJIADO MASHUURU IMEJOOLE PRI SCH Catherine Seleyian Konchella
KAJIADO MASHUURU IMEJOOLE PRI SCH Julius Saitoti Santamu
KAJIADO MASHUURU ISARA PRI Joseph “Mutui Kipainoi” Saisa
KAJIADO MASHUURU ISARA PRI Peter Ngumo Kahindi
KAJIADO MASHUURU ISARA PRI Stephen Muthama Mutua
KAJIADO MASHUURU KALEMBWANI PRI SCH Anne Wangui Wainaina
KAJIADO MASHUURU KALEMBWANI PRI SCH Peter Kyevu Kasila
KAJIADO MASHUURU KALEMBWANI PRI SCH Simon Kabucho Ndichu
KAJIADO MASHUURU KILO PRI SCH Daniel Soitara Ntutuk
KAJIADO MASHUURU KILO PRI SCH Gladys Topisa Ntoikai
KAJIADO MASHUURU KILO PRI SCH Peris Pilale Parkironga
KAJIADO MASHUURU KUNCHU PRIMARY SCHOOL Alex Kursai Matayian
KAJIADO MASHUURU LESONKOYO PRI SCH Rosalia Mutheu Saitoti
KAJIADO MASHUURU MALILIMA PRY Faith Lapot Kinoya
KAJIADO MASHUURU MALILIMA PRY Paul Kinayia Ketorah
KAJIADO MASHUURU MALILIMA PRY Robert Musyoki Kangutu
KAJIADO MASHUURU MASHURU PRI SCH Edward Tentuan Korinko
KAJIADO MASHUURU MASHUURU  S.S. Adriano Sayo Tiriakong
KAJIADO MASHUURU MASHUURU  S.S. Charity Saruni
KAJIADO MASHUURU MASHUURU  S.S. Nyareru Tom Mosigisi
KAJIADO MASHUURU MASHUURU  S.S. Wilfred Mwangi Mbira
KAJIADO MASHUURU Masimba Secondary School Joy Kuresoi Sankau
KAJIADO MASHUURU MCK KIBOKO PRIMARY SCHOOL Kasaine Tenkes
KAJIADO MASHUURU MCK KIBOKO PRIMARY SCHOOL Lekadad Kampaine
KAJIADO MASHUURU MCK KIBOKO PRIMARY SCHOOL Richard Kamueti Lampa
KAJIADO MASHUURU MEGUNI OSILALEI PRIMARY SCHOOL John “Philip Ngahu” Karanja
KAJIADO MASHUURU MERRUESHI MAASAI SEC SCH Raphael Sipoi Kasanga
KAJIADO MASHUURU NAIKA PRY Esther Vaati Mwinzi
KAJIADO MASHUURU NAIKA PRY Mirriam Museng’ya Kimeu
KAJIADO MASHUURU NAILUMPE Benson Kodidio Karino
KAJIADO MASHUURU NAILUMPE David Mpata Tukuyoi
KAJIADO MASHUURU NAILUMPE Johnson “Nkisung Ole” Munyere
KAJIADO MASHUURU Naretoi pri sch Stanley Supeyo Kaipei
KAJIADO MASHUURU NOONGABOLO  PRIMARY SCHOOL Simon Tome Kamakei
KAJIADO MASHUURU Oldarpoi Primary School Andrew Kakayon Mooke
KAJIADO MASHUURU Oldupai Primary School DANIEL NZIOKI NDANGILI
KAJIADO MASHUURU Oldupai Primary School David Mako Kadiko
KAJIADO MASHUURU Oldupai Primary School George Kanyongo Burugu
KAJIADO MASHUURU Oldupai Primary School Stanley Nkooma King’amu
KAJIADO MASHUURU OLKATETEMAI PRIMARY Anna Mbithe Mwau
KAJIADO MASHUURU OLKATETEMAI PRIMARY Patricia Motikai Tokoin
KAJIADO MASHUURU OLOIBOR AJIJIK Daniel Ouko Ondeng
KAJIADO MASHUURU OLOIBOR AJIJIK James Lodidio Malit
KAJIADO MASHUURU OLOIBOR AJIJIK Solomon Tereu Tukuyoi
KAJIADO MASHUURU Oloikarra Primary School Celestine Kaluki Mule
KAJIADO MASHUURU OLOITIKO PRY Alexander Ntiyeki Kiminta
KAJIADO MASHUURU OLOMAYIANA PR Irene Syombua Mulalya
KAJIADO MASHUURU OLOMAYIANA PR Jeremia Mukare
KAJIADO MASHUURU OLOMAYIANA PR Jonathan Kisiren Serina
KAJIADO MASHUURU OLOMAYIANA PR Jonathan Ivui Katunga
KAJIADO MASHUURU OLOMAYIANA PR Samuel Ntosho Shamburi
KAJIADO MASHUURU OLOONKAI PRY SCH Silvia Narindi Pasha
KAJIADO MASHUURU OLOONTULUGUM PRI SCH Gibson Simitia Kirisuah
KAJIADO MASHUURU OLOONTULUGUM PRI SCH Ruth Nasieku Ndisya
KAJIADO MASHUURU OLOONTULUGUM PRI SCH Veronicah Mwongeli Munyao
KAJIADO MASHUURU Olperrelungu  Pr Eliza Mueni Kyalo
KAJIADO MASHUURU Olperrelungu  Pr Jemimah Saiton Lankeu
KAJIADO MASHUURU Olperrelungu  Pr Joseph Saidimu
KAJIADO MASHUURU Olperrelungu  Pr Mary Mwende Keli
KAJIADO MASHUURU OLTUKAI PRY SCH Elizabeth Wausi Kisilu
KAJIADO MASHUURU OLTUKAI PRY SCH Felista Mutindi Kimeu
KAJIADO MASHUURU OLTUKAI PRY SCH Paul Mutangili Kyule
KAJIADO MASHUURU OSARAI PRIMARY SCHOOL David Karino Mukare
KAJIADO MASHUURU OSARAI PRIMARY SCHOOL Jacqueline Sammy Shanka
KAJIADO MASHUURU PARSINTI PRIMARY Kisemei Mark James
KAJIADO MASHUURU PARSINTI PRIMARY Paul Pasua Saitoti
KAJIADO MASHUURU SAMULI PRI SCH Judith Mbinya Benson
KAJIADO MASHUURU SAMULI PRI SCH Rosemary Masenoi Tonkei
KAJIADO MASHUURU SANARE PRY James Muanka Nkounto
KAJIADO MASHUURU simba Primary School Justinah Muluko Mulili
KAJIADO MASHUURU simba Primary School Michael Maundu Wambua
KAJIADO MASHUURU SULTAN HAMUD PRI SCH Joyce Nalang’u Miaron
KAJIADO MASHUURU Thomas Fish Mixed Secondary School Elijah Murre Ntiyieine
KAJIADO TSC County Office – Kajiado TSC County Office – Kajiado Steve Chitai Lyuva
KAJIADO Olteyani Mixed Day Secondary School Samuel Kimani Gachuki
KAJIADO TSC  Unit – Isinya David Kiplangat Chepkwony
KAJIADO TSC County Office – Kajiado Daniel Kiptum Cherutoi
KAJIADO TSC County Office – Kajiado Irene Wanjiku Njogu
KAJIADO TSC Unit – Kajiado North Sammy Lesanton Lekampule
KAJIADO Tsc Unit-Mashuuru Jackline Njeri Ndirangu

 

FREE FORM 2 AGRICULTURE NOTES

 AGRICULTURE FORM 2

Soil Fertility II

(Inorganic Fertilizers)

Introduction

  • Plant nutrients occur in the soil in form of soluble substances.
  • These substances are taken in by the plants in different quantities depending on their roles in the plant tissues.

Essential Elements

  • These are nutrients needed by plants for various uses.
  • They are divided into two broad categories namely:
  • Macronutrients
  • micronutrients.

Macro-nutrients

  • These are also referred to as major nutrients.
  • They are required by the plant in large quantities.

They include;

  • carbon,
  • hydrogen,
  • oxygen,
  • nitrogen,
  • phophorus,
  • potassium,
  • sulphur,
  • calcium
  •  magnesium.

 

  • Nitrogen, phosphorus and potassium are referred to as fertilizer elements,
  • Calcium, magnesium and sulphur, are referred to as liming elements.

Role of Macronutrients in Plants

 Nitrogen (NO3,NH4++)

 

Sources:

  • Artificial fertilizers
  • Organic matter
  • Atmospheric fixation by lightning
  • Nitrogen fixing bacteria.

Role of Nitrogen in Plants

  • Vegetative growth
  • Chlorophyll formation
  • Build up of protoplasm.
  • Improves leaf quality in leafy crops such as tea and cabbages.

 

Deficiency Symptoms

  • Yellowing of the leaves/chlorosis.
  • Stunted growth.
  • Premature ripening.
  • Premature shedding of the leaves.
  • Light seeds.

Effect of Excess Nitrogen

  • Scorching of the leaves.
  • Delayed maturity.

Loss of Nitrogen From the Soil:

  • Soil erosion.
  • Leaching.
  • Volatilization.
  • Crop removal.
  • Used by microorganisms.

Phosphorus (H2 P04, HPO2-4 P2O5)

      Sources:

  • Organic manures
  • Commercial fertilizers
  • Phosphate rocks

Role of Phosphorus

  • Encourages fast growth of the roots.
  • Improves the quality of the plant.
  • Hastens maturity of the crops.
  • Influences cell division.
  • Stimulates nodule formation in legumes.

Deficiency symptoms

  • Growth of the plant is slow.
  •  Maturity is delayed.
  • Leaves become grey, purple in colour.
  • Yield of grains, fruits and seed is lowered.

 

Loss of Phosphorus From the Soil

  • Soil erosion.
  • Leaching
  • Crop removal
  • Fixation by iron and aluminium oxide.

 

Potasium (K+, K2O)

Sources;

  • Crop residue and organic manures.
  • Commercial fertilizers
  • Potassium bearing minerals e.g. feldspar and mica.

Role of Potassium in Plants

  • Increases plant vigour and disease resistance.
  • Increases the size of grains and seeds.
  • Reduces the ill-effects due to excess nitrogen.
  • Prevents too rapid maturation due to phosphorus.

Deficiency Symptoms

  • Plants have short joints and poor growth.
  • Plants lodge before maturing.
  • Leaves develop a burnt appearance on the margin.
  • Leaves at the lower end of the plant become mottled, spotted or streaked.
  • In maize, grains and grasses firing starts at the tip of the leaf and proceeds from the edge usually leaving the midrib green.

Loss of Potassium From the Soil

  • Crop removal.
  • Leaching.
  • Soil erosion.
  • Fixation in the soil.

 Calcium (Ca2+)

Source:

  • Crop residues and organic manures.
  • Commercial fertilizers.
  • weathering of soil minerals.
  • Agricultural limes for example dolomite, limestone.

Role of Calcium in Plants

  • Improves the vigour and stiffness of straw.
  • Neutralizes the poisonous secretions of the plants.
  • Helps in grain and seed formation.
  • Improves the soil structure.
  • Promotes bacterial activity in the soil.
  • Corrects the soil acidity.

Deficiency symptoms

  • Young leaves remain closed.
  • There are light green bands along the margins of the leaves.
  • Leaves in the terminal bud become hooked in appearance there is a die-­back at the tip and along the margins.

Loss of Calcium

  • Crop removal
  • Leaching
  • Soil erosion

Magnesium (Mg2+)

Sources:

  • Crop residues and organic manures
  • Commercial fertilizers
  • Weathering of soil minerals.
  • Agricultural limes.

Role of Magnesium in Plants

  • Forms part of chlorophyll.
  • Promotes the growth of the soil bacteria and enhances the nitrogen fixing power of the legumes.
  • Activates the production and transport of carbohydrates and proteins in the growing plant.

Deficiency symptoms

  • Loss in green colour which starts from the bottom leaves and gradually moves upwards.
  • The veins remain green.
  • Leaves curve upwards along the margins.
  • Stalks become weak and the plant develops long branched roots.
  • The leaves become streaked.

 

Sulphur (S04 2- ,SO2)

 

 Sources:

  • Commercial fertilizers.
  • Soil mineral containing sulphides
  • Atmospheric sulphur from industries.
  • Rain water

Role of Sulphur in Plants

  • Formation and activation of coenzyme-A.
  • Sulphur is a constituent of amino acids.
  • Influence plant physiological processes.

Deficiency Symptoms

  • Small plants/stunted growth.
  • Poor nodulation in legumes.
  • Light green to yellowish leaves/ chlorosis.
  • Delayed maturity.

 Micro-nutrients

  • Also referred to as trace or minor nutrients.
  • They are required in small quantities/traces.
  • They are essential for proper growth and development of plants.

They include;

  • Iron,
  •  Manganese,
  • Copper,
  • Boron,
  • Molybdenum
  • Chlorine.

Role of Micronutrients and Their Deficiency Symptoms

  • Copper
  • Role in oxidation-reduction reactions.
  • Respiration and utilization of iron
  • Deficiency symptoms-yellowing of young leaves.
  • Iron
  • Synthesis of proteins.
  • Takes part in oxidation-­reduction reactions.
  • Deficiency symptoms – leaf chlorosis
  • Molybdenum
  • Nitrogen transformation in plants.
  • Metabolization of nitrates to amino acids and proteins
  • Deficiency symptoms –leaf curl and scathing.
  • Manganese – Same as molybdenum.
  • Zinc
  • Formation of growth hormone.
  • Reproduction process
  • Deficiency symptoms – white bud formation.
  • Boron –
  • Absorption of water.
  • Translocation of sugar

Inorganic Fertilizers

  • These are chemically produced substances added to the soil to improve fertility.

Classification According to:

  • Nutrients contained
  • Straight contain only one macronutrient.
  • Compound fertilizers – contain more than one macronutrient
  • Time of application
  • Some applied when planting.
  • Top dressing after crop emergence
  • Effects on the soil pH.
  • Acidic fertilizers.
  • Neutral fertilizers.
  • Basic fertilizers.

 

 

Properties and Identification of Fertilizers

Nitrogenous Fertilizers

Characteristics

  • Highly soluble in water.
  • Highly mobile in the soil hence it is applied as a top dress.
  • Easily leached because of the high solubility hence does not have residual effect on the soil.
  • Has scorching effect on young crops during wet seasons.
  • Easy to volatilize during hot season.
  • They have a tendency to cake under moist conditions.
  • They are hygroscopic hence should be stored in dry conditions.

Examples:

  • Sulphate of Ammonia (NH4) 2 SO4·

Physical appearance:

  • white crystals,
  • Has acidic effect,
  • Contains 20% N.
  • Ammonium Sulphate Nitrate [(NH4)2 SO4+ NH4 NO3]
  • Colour: granules which appear yellow orange,
  • less acidic,
  • contains 26% N.
  • Calcium Ammonium Nitrate (CAN)
  • Colour: greyish granules,
  • neutral in nature,
  • contains 21 % N.
  • Urea
  • Colour: small whitish granules
  • Easily leached or volatilized,
  • contains 45- 46%N.

 

Phosphate Fertilizers

  • Has low solubility and immobile.
  • Non-scorching.
  • Has a high residual effect hence benefit the next season’s crop.
  • Easy to store because they are not hygroscopic.

Examples;

  • Single super-phosphate
  • Appearance: whitish, creamy white granules,
  • contains 20-21 % P2O5
  • Double super-phosphate
  • Appearance: dark greyish granules,
  • Contains 40-42% P2O5
  • Triple super-phosphate
  • Appearance: small greyish granules,
  • Contain 44-48% P2O5

 

 

Potassic Fertilizers

Characteristics:

  • Has moderate scorching effect.
  • Moderately soluble in water.
  • Most Kenyan soils have sufficient potassium.

Examples;

  • Muriate of Potash (KCl)
  • Contain 60 – 62% K2O
  • Slightly hygroscopic.
  • Appearance amorphous white.
  • Sulphate of Potash (50% K2O)

 

Compound or Mixed Fertilizers

  • These are fertilizers which supply 2 or more of the macronutrients.

Examples;

  • Mono ammonium phosphate.
  • Di-ammonium phosphate
  • 20:20:20, 23:23:23

Advantages of application of compound fertilizers

  • Saves time and money.
  • Mixture gives improved storage properties and better handling.

Disadvantages of compound fertilizers application

  • Expensive.
  • Wasteful.
  • Mixing may not be thorough.
  • Incompatibility of the individual fertilizers.

Methods of fertilizer application

  • Broadcasting – random scattering of the fertilizers on the ground.
  • Placement method – application of fertilizers in the planting holes.
  • Side dressing – fertilizer is placed at the side of the plant within the root zone, in bands or spot-rings.
  • Foliar spraying – specially formulated fertilizer solution applied on the foliage in spray form.
  • Drip method – applied through irrigation water.

 

 

 

Determination of Fertilizer Rates

Contents of fertilizers are expressed as fertilizer grade or fertilizer analysis.

  • Fertilizer grade indicate the guaranteed minimum of the active ingredients (N, P2O5, K 2O) in the mixture.
  • It is expressed as a percentage on a weight to weight basis or percentage by weigh

Example 10:20:0 means for every 10kg of the mixture there are 10kg of nitrogen, 20kg of P2O 5 and 0kg of K2O.

Example

A farmer was asked to apply fertilizers as follows:

  • 60 kg/ha nitrogen (top dressing)
  • 60 kg/ha P2O5 (in planting hole).
  • 60 kg/ha K2O.

How much sulphate of ammonia (20%) would be required per hectare?

How much double super-phosphate (40%) P2O5would be required per hectare?

How much muriate of potash (50% K2O) would be required per hectare?

Answer/Solution

  • Sulphate of ammonia (SA) which gives 60kg/ha N

= 60

20x 100 =300kg SA

  • Double super phosphate (40%  P2O5)which gives 60kg/ha P2O5

60

= 40x 100 =150kg DSP

  • Muriate of potash (60% K2O) which gives 60kg/hK2O

= 60 x 100=100kg muriate of potash

                 60

 

 

Example

A farmer was asked to apply fertilizers as follows:

  • 200kg/ha of DSP (40% P2O5
  • 150kg/ha of muriate of potash (60% K2O)
  • 150kg/ha of sulphate of ammonia (20% N)

How much P2O5 did the farmer apply per acre?

How much K2O did the farmer apply per hectare?

How much N did the farmer apply per hectare?

Solution/Answer

  • P2O5  applied per hectare from 200kg of DSP

40                            

= 100x 200= 80kg/ha P2O 5

  • K2O5   applied per hectare from 150kg of muriate of potash

60

= 100×150=90kg/ha    K2O

  • N  applied per hectare from 150kg/ha sulphate of ammonia

20

= 100 x 150= 30kg/ha N

Soil Sampling

  • Refers to obtaining of small quantity of soil that is representative in all aspects of the entire farm.

Soil Sampling Procedures

  • Clear the vegetation over the site.
  • Dig out soil at depths of 15-25cm.
  • Place the dug out soil in a clean container.
  • Mix thoroughly the soil in the container.
  • Take a sample and send it to National Agricultural Laboratory for analysis.
  • The container carrying the sample should be properly labeled as follows:
  • Name of the farmer,
  • Location,
  • District
  • Address of the farmer.

Sites to Avoid

  • Dead furrows, ditches.
  • Swamps
  • Near manure heaps.
  • Recently fertilized fields
  • Ant hills.
  • Under big trees.
  • Near fence lines or foot paths.
  • Do not put them in containers which are contaminated with fertilizers or other chemical containers.

Methods Of Soil Sampling:

  • Zigzag method
  • Traverse method

Soil Testing

  • Soil testing is the analyzing of the soil sample to determine certain qualities of the soil.

Importance of Soil testing:

  • To determine the value of the soil hence determine the crop to grow.
  • To determine the nutrient content hence find out the type of fertilizer to apply.
  • To determine whether it is necessary to modify the soil pH for a crop.

How Soil pH affects Crop Production

  • Influences the physical and chemical properties of the soil.
  • Affects the availability of nutrients.
  • Influences the incidences of soil borne diseases.
  • Determine the type of crop to be grown at a given area.

 

 

Methods of pH Testing

  • Universal indicator solution
  • pH meter

 

  • Know the course of action to be taken in the event of a disease and maintenance of good health.
  • Know the prevalent diseases.
  • Calculate the cost of treatment.
  • Marketing Records show commodities sold, quantities and value of all the sales.

Labour Records – show labour utilization and labour costs.

 

Crop production II (Planting)

 

  • Planting is the placement of the planting material in the soil for the purpose of regeneration in order to produce more of the plant species.

Types of planting materials

Seeds

  • Seeds are produced by flowering after pollination and fertilization. They contain the part of the plant that germinates and subsequently grows in to new plants.

Advantages of using seeds as planting materials.

  • Seeds are easily treated against soil borne pests and diseases.
  • They are not bulky therefore storage is easy.
  • They are easy to handle during planting making operation easy.
  • When planting seeds, it is easy to use machines like seed planters and drillers.
  • It is easy to apply manures and fertilizers together with seeds during planting.
  • Fertilizers and manures application can be easily mechanized.
  • It is possible to develop new crop varieties due to cross pollination.

 

 

Disantivantages of using seeds as planting materials.

  •  Some seeds have long dormancy and they may need special treatment in order to germinate.
  • Plants raised from seeds have variations from the mother plant due to cross pollination, This may introduce undesirable characteristics.
  • Soil borne pests may damage seeds if left for sometime in the soil before rain falls.
  • Some seeds may lose viability if stored for a long time. This leads to gaps in the farm.

  1. Vegetative materials.
    • These are plant parts which have the ability to produce roots, they grow and develop in to new plants.
    • Plant parts such as leaves, roots or stems can be used for planting as long as they are capable of rooting.

 Advantages of using vegetative materials for planting.

  • Crops originating from vegetative materials matures faster than those from seeds.
  • The crops shows uniformity in such qualities as disease resistance, seed size, colour, keeping or storing quality and chemical composition.
  • It is possible to produce many varieties of compatible crops on the same root stock.
  • Use of the vegetative materials is easier and faster, especially where seeds show prolonged dormancy.
  • The resulting plant has desired shape and size for ease of harvesting and spraying.
  • It facilitates the propagation of crops which are seedless or those that produce seeds which are not viable or have a long dormancy period.
  • Such crops include sugar-cane, bananas, Napier grass and others.

Disadvantages.

  • Vegetative propagation does not result in new crop varieties.
  • Keeping the materials free of diseases is difficult.
  • Materials cannot be stored for long.
  • The materials are bulky and there fore difficult to store and transport.

      Plant parts used for vegetative propagation.

    • These are tiny sisal plants produced in the inflorescence almost at the end of the plant growth cycle.
    • They resemble the mother plant except that they are smaller in size.
    • They are produced by the branches of the sisal pole.
    • When manure they mature they develop rudimentary roots and fall off to the ground just below the pole.
    • They are the collected and raised in the nurseries before they are transplanted t\o the main field.
    • One sisal pole may produce as many as 3,000 bulbils. They are usually 10cm long. They make good planting materials and are better than sucke
  1. Splits
  • These are plantlets divided from the existing mother plant with complete with complete leaves and rooting system.
  • They are used to propagate most pasture grasses and pyrethrum.
  • Pyrethrum splits are raised first in nursery and then transplanted to the field.
  • Crowns and slips
  • These are materials used to propagate pineapples
  • Crowns are born on top of the fruits and are broken off and prepared for planting.
  • They are more preferred to suckers because they give uniform growth and take two years to reach maturity.
  • Slips are borne to the base of the pineapple fruits.
  • They are cut and prepared for plantings.
  • Their growth rate is faster than for crowns giving average uniformity.
  • They take 22 months from planting to maturity.
  • Crowns and slips are planted in the nurseries first before transplanting to the main seed bed.

 

  1. Suckers
  • These are small plants that grow from the base of the main stem.
  • They have adventitious roots which grow quickly when planted to form a new plant.
  • They are used to propagate bananas, sisal, and pineapples.
  • When planted, suckers give uneven growth leading to maturity at different times. T
  • hey should be planted when they are young.

 

  1. Tubers
  • These are underground food storage organs which are short and thick.
  • They are used as vegetative propagation materials because they sprout and produce roots for growth.
  • There are mainly two types of tubers, the stem and root tubers.
  • Root tubers develop from the thickening of the adventitious roots.
  • Root tubers are not commonly used for propagation since they produce weak stems.
  • A good example of a root tuber is the sweet potato.
  • On the other hand stem tubers have some auxiliary buds which are sometimes referred to as ‘eyes’.
  • These eyes sprout to produce stems which grow into plants. Stem tubers are therefore swollen stems with scales leaves.
  • A good example of a stem tuber is Irish potato.
  • These are soft wood cuttings which produce roots easily upon planting to give rise to new plants.
  • They are cut from the mother plants and planted directly into the field.
  • Soft wood cuttings (vines) are taken from rapidly growing shoots.
  • The soft upper parts of the shoots are preferred.
  • When preparing the cuttings, some leaves and nodes are included.
  • Roots are produced from the nodes.

 

  • Cuttings and setts
    • Cuttings are portion of plants parts which are cut and then planted.
    • They may be from stems, roots or leaves.
    • A stem cutting must have a bud which develops into shoot.
    • The root cutting must have an eye. Cutting must have an eye.
    • Cuttings must produce leaves as soon as possible so that they can start making their own food.
    • Sometimes cuttings are induced to produce roots by use of rooting hormones.
    • Once the cuttings have developed roots, they give rise to new plants.
    • In some crops, the cuttings are big enough to be planted directly to the main seedbed whereas there are some plants whose cuttings are first raised in special nurseries before they are transplanted to the seedbed.
    • The cuttings of Napier grass and sugar-cane are planted directly on the seedbed but those of tea; have to be raised in special nursery before they are transferred to the seed bed.
    • Examples of crops which are propagated by use of stem cuttings include: tea, cassava, and sugar-cane and Napier grass.
    • The stem cuttings used to propagate sugar-cane are known as ‘setts’. Setts are stem cuttings which have 3-5 nodes are usually 30-45 cm long.

 

 

Factors affecting rooting of cuttings.

  • Temperature: for the cuttings to produce roots warm temperatures are required around the root zone while cool temperatures are important for the aerial part of the cuttings. For most species optimum day and light temperatures for rooting are 22 -27°c and 15-21° c respectively.
  1. Relative humidity: Proper rooting of cuttings requires high humidity which lower the transpiration rate. It also increases and maintains leaf turgidity all the time. As such, cuttings should be rooted in green houses or under shady conditions, where relative humidity can be regulated. Sometimes the propagation area can be sprayed with water to keep it moist.
  2. Light intensity: soft wood cuttings need high intensity light to produce roots. This is because light promotes the production of roots since it affects the rate of photosynthesis. Hard wood cuttings do well in dark conditions since they have high amount of stored carbohydrates and therefore rooting is excellent in darkness.
  3. Oxygen supply: plentiful supply of oxygen is required for root formation. The rooting medium used must therefore be capable of allowing proper aeration.
  4. Chemical treatment: these rooting hormones which promote the production of roots in cuttings. The common ones include IAA (Indoleacetic acid).
  5. Leaf area: Soft woods cuttings require a lot of leaves for photosynthesis while hardwood cuttings will produce roots better without leaves.

Selection of planting materials

When selecting materials for planting the following factors must be considered:

  • Suitability to the ecological conditions – the selected planting materials should be well adapted to the soil conditions, temperatures and amount of rainfall in the area. There are many varieties of maize, for example, which are suitable to different ecological conditions. Hybrid 622f or example is mainly for the high altitudes areas of Kenya 513 for the medium altitudes and the Katumani composites for the low rainfall areas while the coast composites are suitable for the coastal conditions each     variety will grow well and produce high yields if grown under the correct conditions
  • Purity of the materials – planting materials should be pure and not mixed with other off types the percentage purity of planting materials will affect the seed while higher seeds rates are used for impure seeds.
  • Germination percentage – This is a measure of the germination potential of seeds it is expressed as a percentage for example a germination percentage of 80 means that for every 10 seeds planted 80 of them are expected to germinate. Germination percentage helps to determine    the seed rates of crops lower seed rates are used for crops with higher germination percentage while higher seed rates are used for those with lower germination percentage.
  • Certified seeds –  These are seeds which have been tested and proven to have 100 germination potential  and free from diseases and pests they give high yields after the first planting but the subsequent yields decline if replaced therefore in this case it is always advisable to buy new seeds which are certified every time planting is done

In Kenya certified seeds are produced by the Kenya seed company (KSC) and distributed by Kenya Farmers Association (KFA) and other agents.

PREPARATION OF PLANTING MATERIALS.

After the planting materials are selected they are prepared in different ways before they are planted. Some of the methods used to prepare planting materials include the following:

 

       (a)Breaking the seed dormancy.

Some seeds undergo a dormancy period between maturity and the time they sprout. The dormancy period is the stage                 whereby a seed cannot germinate, the stage of inhibited growth of seed. It should be broken before the seed is planted.

Methods of breaking seed dormancy.

The following methods are used to break seed dormancy:

   (I) Mechanical method:  This is a method which aims at scratching the seed coat to make it permeable to water. Scarification is done by rubbing small sized seeds against hard surface such as sand paper, while filling or nicking the seed coat with a knife is done to large sized seeds such as croton seeds.

(ii) Heat treatment: this involves the use of hot water or burning the seeds lightly. It softens the seed coat making it permeable to water and thus is able to germinate. The seeds are soaked in hot water about 80’c for 3-4 minutes after which the water is allowed to drain off. Example of seeds treated in this way include:  leucean  calliadra and acacia.

Light burning also serves the same purpose as hot water treatment. In this case trash is spread over the seeds which are already covered with a thin layer of soil. The trash is burned, after which the seeds are retrieved and planted. Examples include acacia and wattle tree seeds. Overheating should be avoided as this will cook the seeds.

(iii)Chemical treatment: seeds are dipped in specific chemicals such as concentrated sulphuric acid, for two minutes and then removed. The chemical wears off the seed coat making it permeable to water. Care should be taken not to leave the seeds in the chemicals for too long as this will kill the embryo. Cotton seeds are normally treated with chemicals to remove the lint or fibres.

  1. iv) Soaking in water: seeds are soaked in water for a period of between 24 – 48 hours until they swell. They are then removed and planted immediately. The seeds treated thus germinate very fast. Pre-germinated seeds are used when raising rice in the nurseries.
  2. b) Seed dressing

This is the coating of seeds with fungicides or an insecticide or a combination of the two chemicals. This is particularly common with cereals, sugar-cane and legumes.

The chemicals protect the seedlings from soil-borne diseases and pests. Certified seeds which are sold by seed merchants in Kenya have been dressed with these chemicals. Farmers can also buy the chemicals and dress their own seeds.

  1. C) Seed inoculation

In areas where soils are deficient in nitrogen, legumes such as beans, clovers and peas should be coated with an inoculant. An innoculant is a preparation which contains the right strain of Rhizobium depending on the type of legume and encourages nodulation, hence nitrogen fixation. Below is a table showing different legume crops and their right strain of Rhizobium.

Crop inoculation group Rhizobium Species
Lucerne R. melioti
Clover R. trifoli
Pea R. leguminosarum
Bean R. phaseoli
Lupin R. lupini
soyabean R. japonicum

 

When handling inoculated seeds, care should be taken to prevent them from coming in contact with chemicals. This means that inoculated seeds should not be dressed with chemicals as these will kill the bacterium. They should also be planted when the soil is moist to avoid dehydration which kills the bacterium.

 

 

 

 

 

  1. d) Chitting

This practice is also referred to as sprouting. The selected seed potatoes ‘setts’ which are used as planting materials are sprouted before planting to break their dormancy. The setts of about 3-6 cm in diameter are arranged in layers of 2 or 3 tubers deep in a partially

 

 

 

 

 

darkened room. The setts should be arranged with the rose- end facing upwards and the heel-end downwards. Diffused light encourages the production of short, green and healthy sprouts. If Chitting is done in complete darkness, long, pale thin sprouts develop which break easily during planting. During Chitting potato aphids and tuber months should be controlled by dusting or spraying the sett with dimethoate. Sometimes a chemical known as Rendite is used to break dormancy, thus inducing sprouting. Chitting is done mainly to make sure that growth commences immediately the seed is planted so as to make maximum use of rains for high yields.

Time of planting

The timing of planting or sowing is influenced by the type of crop to be planted and the environmental conditions of the area.

Factors to consider in timing planting.

  • The rainfall pattern/moisture condition of the soil.
  • Type of crop to be planted.
  • Soil type.
  • Market demand.
  • Prevalence of pests and diseases.
  • Weed control.

Timely planting is necessary and should be done at the onset of rains. In some areas where rainfall is scare dry planting is recommended.

Advantages of timely planting.

  • Crops make maximum use of rainfall and suitable soil temperature, leading to vigorous growth.
  • Crops usually escape serious pests and diseases attack.
  • Crops benefit from nitrogen flush which is available at the beginning of the rain.
  • For horticultural crops, proper timing ensures that the produce is marketed when prices are high.
  • Crops establish earlier than the weeds, hence smothering them.

Methods of planting.

There are two main methods of planting :-

  • Row planting.

Broadcasting.

This method involves scattering the seeds all over the field in a random manner. It is commonly adapted for light tiny seeds such as those of pasture grasses. It is easier, quicker and cheaper than row planting. However, it uses more seeds than row planting and the seeds are spread unevenly leading to crowding of plants in some places. This results in poor performance due to competition. Broadcasting gives a good ground cover, but weeding cannot be mechanized. For good results, the seedbed should be weed-free, firm and have a fine tilth.

Row planting.

The seeds or other planting materials are placed in holes, drills or furrows in rows. The distance between one row to the other and from one hole to the other is known. In Kenya, both large and small – scale farmers practice row planting. It is practiced when planting many types of crops, especially perennial, annual and root crops.

Advantages of row planting.

  • Machines can be used easily between the rows.
  • It is easy to establish the correct plant population.
  • Lower seed rate is used than if broadcasting is adopted.
  • It is easy to carry out cultural practices such as weeding, spraying and harvesting.

Disadvantages of row planting.

  • It does not provide an ample foliage cover. Thus the soil is liable to being eroded by wind and water.
  • It is more expensive than broadcasting because of consuming a lot of labour and time.
  • It requires some skill in measuring the distances between and within the rows.

Seeds can also be planted by dibbling where the planting holes are dug by use of pangas or jembe, or by a dibbling stick (dibbler). Most of the dibbling is done randomly although  rows can also be used when using a planting line. Random dibbling is not popular in commercial farming due to low levels of production. It is only common among conservative farmers in planting of legumes such as beans, pigeon peas and cow peas.

Over-sowing.

This is the introduction of a pasture legume such as desmodium in an existing grass pasture. Some form of growth suppression of existing grass such as burning, slashing or hard grazing plus slight soil disturbance is recommended before over sowing. A heavy dose of superphosphate, preferably single supers at a rate of 200-400 kg/ha is applied. The grass must be kept short until the legume is fully established. Regardless of the method of establishment, the pastures and fodder stands should be ready for light grazing 4-5 months after planting if rainfall and soil fertility are not limiting.

Under-sowing.

This refers to the establishment of pasture under a cover crop, usually maize. Maize is planted as recommended and weeded 2-3 weeks after the onset of rains. Pasture seeds are then broadcasted with half the recommended basal fertilizer. No further weeding should be done and maize should be harvested early to expose the young pasture seedlings to sunlight. The benefits of under sowing include facilitating more intensive land utilization and encouraging an early establishment of pastures.

Fodder crops and vegetetively propagated pasture species may also be under sown as long as rainfall is adequate for their establishment. Timing is not very crucial in this case and planting can be done as late as 6-8 weeks after the onset of rains.

Plant population

This refers to the ideal number of plants that can be comfortably accommodated in any given area, without overcrowding or too few to waste space. Agricultural research has arrived at the optimum number of various crop plants to be recommended to farmers. Plant population is determined by dividing the planting area by spacing of the crop. This may be simplified thus:

Area of land

Plant population =

Pacing of crop

 

Example

 

Given that maize is planted at a spacing of 75 x25 cm, calculate the plant population in a plot of land measuring 4×3 m.

 

Working

Area of land

Plant population =

Pacing of crop

 

Area of land                                   =  400cm x 300 cm

 

Spacing of maize                        = 75 cm x 25 cm

 

Therefore, plant population    = 400 cm x 300 cm

75 cm x 25 cm

 

=   64 plants.

 

Spacing

It is the distance of plants between and within the rows. Correct spacing for each crop has been established as shown in table below.

 

 

 

 

 

 

crop spacing
Maize

(Kitale)

hybrids

75 – 90 cm x 23 – 30 cm
Coffee

(Arabica) tall varieties

2.75 cm x 2.75m
Tea 1.5 m by 0.75 m
Beans (erect type) 45 -60 m by 25 cm
Bananas 3.6 – 6.0 m by 3.6 – 4.5 m
Coconut 9 m x 9 m
Tomatoes (Money maker) 100 x 50 cm
kales 60 x 60 cm

 

Spacing determines plant population and the main aim of correct spacing is to obtain maximum number of plants per unit area which will make maximum use of environmental factors. Wider spacing leads to a reduced plant population which means lower yields, whereas closer spacing could lead to overcrowding of plants and competition for nutrients and other resources would occur. Correctly spaced crops produce yield of high quality that are acceptable in the market.

 

 

 

Spacing is determined by the following factors:

  • The type of machinery to be used.

The space between the rows should allow free passage of the machinery which can be used in the field. For example, the spacing between rows of coffee is supposed to allow movement of tractor drawn implements.

  • Soil fertility

A fertile soil can support high plant population. Therefore closer spacing is possible.

  • The size of plant

Tall crop varieties require wider spacing while short varieties require closer spacing, for example, Kitale hybrid maize is widely spaced than Katumani maize.

  • Moisture availability.

Areas with higher rainfall are capable of supporting a large number of plants hence closer spacing than areas of low rainfall.

  • Use of crop.

Crop grown for the supply of forage or silage material is planted at a closer spacing than for grain production.

  • Pest and diseases control.

When crops are properly spaced, pests might find it difficult to move from one place to the other, for example, aphids in groundnuts.

  • Growth habit.

Spreading and tillering crop varieties require wider spacing than erect type.

 

 

Seed rate.

Seed rate is the amount of seeds to be planted in a given unit area governed by ultimate crop stand which is desired. The objective of correct spacing of crop is to obtain the maximum yields from a unit area without sacrificing quality. Most crops are seeded at lighter rates under drier conditions than under wet or irrigated conditions. Seeds with low germination percentage are planted at higher rates than those which have about 100% germination percentage. There is an optimal seed rate for various crops. For example, the seed rate for maize is 22 kg per hectare, wheat is 110 kg per hectare and cotton is between 17 to 45 kg per hectare.

 

Factors to consider in choosing seed rates.

  • Seed purity.

When planting seed which is pure or with a high germination percentage, less seed is required. On the contrary, more seeds are required when using impure or mixed seeds.

  • Germination percentage.

Less seed is used when its germination percentage is higher. Seed of lower germination percentage is required in large amounts.

At closer spacing, more seeds are used than in a wider spacing.

  • Number of seeds per hole.

When two or more seeds are planted per hole, higher seed rate is required than when only one seed is planted per hole.

 

 

  • The purpose of the crop.

A crop to be used for silage making is spaced more closely than one meant for grain production. This would require use of more seeds. Maize to be used for silage making, for example, requires more seeds than that meant for production of grain.

 

Depth of planting.

This is the distance from the soil surface to where the seed is placed. The correct depth of planting is determined by:

  • Soil type: seeds will emerge from grater depths in sandy soil that are lighter than in clay soils.
  • Soil moisture content: It is recommended that one plants deep in dry soils in order to place the seeds in a zone with moist soil.
  • Size of the seed: Larger seeds are planted deeper in the soil because they have enough food reserves to make them shoot and emerge through the soil to the surface.
  • Type of germination: seeds with epigeal type of germination (carry cotyledons above the soil surface) such as beans, should be planted shallower than those with hypogeal type of germination (leave cotyledons under the soil) such as maize.

 

 

Suggested Activities.

  1. Learners to carry out planting using broadcasting method and planting rows.
  2. Learners to identify different vegetative propagation materials displayed by the teacher.
  3. Learners to determine the correct plant population for a given area by mathematical calculations.
  4. Learners to collect samples of different tree seeds and prepare them for planting by various methods of breaking seed dormancy.
  5. Learners to determine the germination percentage of different samples of cereals and legume seeds.

 

 

 

 

 

Crop Production III

(Nursery Practices)

 

Introduction

  • Planting materials are either planted directly in a seedbed or indirectly through a nursery bed.
  • A seedbed is a piece of land which could be small or large and prepared to receive planting materials.
  • A nursery bed on the other hand is a small plot of land specially prepared for raising seedlings or planting materials before transplanting.
  • It is usually 1m wide and any convenient length depending on the quantity of seedlings to be raised.
  • A seedling bed is a special type of nursery bed used for raising seedlings pricked out from the nursery bed due to overcrowding before they are ready for transplanting.
  • Pricking out refers to the removal of seedlings from a nursery bed to a seedling bed.
  • Nursery practices refer to all the activities carried out throughout a nursery life to raise seedlings. .

 

Importance of Nursery Bed in Crop Production

  • To facilitate the production of many seedlings in a small area.
  • It is easy to carry out management practices in a nursery than in the seedbed.
  • It facilitates the planting of small seeds which develop into strong seedlings that are easily transplanted.
  • It ensures transplanting of only healthy and vigorous growing seedlings.
  • It reduces the period taken by the crop in the field.
  • Excess seedlings from the nursery may be sold to earn income.

 

Selection of a Nursery Site

Factors to consider;

  • Nearness to the water source.
  • Type of soil.-should be well drained, deep and fertile, preferably loam soil.
  • Topography.-it should be situated on a gentle slope to prevent flooding and erosion through surface run-off.
  • Previous cropping.-to avoid build up of pests and diseases associated with particular plant families, consider the preceding crops.
  • Security.-select a site that is protected from theft and destruction by animals.
  • Protection against strong winds and heat of the sun.-select a sheltered place. i.e. to avoid excessive evapotranspiration and uprooting seedlings.

 

Types of Nurseries

Categories of nurseries:

  • Vegetable Nursery:
  • They are used for raising the seedlings of vegetable crops.
  • Tomatoes, cabbages, kale, onions, brinjals and peppers.
  • Vegetable Propagation Nurseries:
  • They are used for inducing root production in cuttings before they are transplanted,
  • The cuttings can be planted directly in the soil and hence called bare root nurseries.
  • Or planted into containers such as pots, polythene bags and others, hence called containerized nurseries.
  • Tree Nurseries:
  • These are used for raising tree seedlings.
  • The seedlings can be raised in bare root nurseries or in containerized nurseries.

Nursery Management Practices:

  • These are the practices carried out in the nursery while the planting materials are growing.

They include:

  • Mulching. –light mulch should be applied on thenursery bed.It be  should be removed on the 4th day
  • Weed control.
  • Shading.
  • Pricking out.
  • Pests and disease control.
  • Hardening off
  • Watering.

 

Preparation of vegetative materials for planting:

  • Cuttings -These are plant parts such as stems, leaves and roots induced to produce roots and used as planting materials.
  • Grafting
  • It is the practice of uniting two separate woody stems.
  • The part bearing the roots is referred to as root stock while the part which is grafted onto the rootstock is known as
  • The scion has buds which develop into the future plant.
  • The ability of the rootstock and the scion to form a successful union is termed as

Methods of Grafting

  • Whip or tongue grafting:
  • In this case the diameter of the rootstock and the scion are the same.
  • It is carried out when the diameter of the scion and the rootstock is ‘pencil’ thick.
  • Side grafting: In this case the diameter of the rootstock is bigger than that

                              of  the scion.

Other types of grafting include ;

  • Approach grafting,
  • Notch grafting
  • Bark grafting.

 

Budding:

  • It is the practice of uniting a vegetative bud to a seedling of another plant.
  • The scion has only one bud and some bark with or without wood.
  • The bud is inserted in a slit made on the bark of the stock.
  • It is held tightly on the stock by tying with a budding tape until it produces a shoot.

Methods of Budding:

  • T-budding
  • Top budding
  • Patch budding.

Importance of Budding and Grafting:

  • Plants with desirable root characteristics but with undesirable products may be used to produce desirable products for example lemon­-orange graft.
  • They facilitate the changing of the top of the tree from being undesirable to desirable
  • They make it possible to grow more than one type of fruit or flower on the same plant.
  • They help to propagate clones that cannot be propagated in any other way.
  • They help to shorten the maturity period.

Layering

  • It is the process by which a part of a plant is induced to produce roots while still attached to the mother plant.
  • Once the roots have been produced, the stem is then cut off and planted.

Types of layering;

  • Marcotting or aerial layering.
  • Tip layering.
  • Trench layering.
  • Compound or serpentine.

 

Tissue Culture for Crop Propagation

  • Tissue culture is a biotechnology used in cloning vegetatively propagated plants.
  • It is based on the ability of plant tissue (or cells) to regenerate other parts of the plant.
  • The tissues are derived from shoot tips where cells are undergoing rapid cell division and are not differentiated.
  • The cells are then provided with the right conditions which enable them to multiply and develop roots.

 

   

 

 The Right Conditions  for tissue culture:

  • Culture medium.
  • Correct temperature.
  • Correct light intensity and
  • Correct relative humidity.

Importance of Tissue Culture in Crop Propagation

  • It is used to recover and establish pathogen-free plants especially in the control of viral diseases.
  • It is used in mass production of plantlets or propagules.
  • It is fast and requires less space than the cultural methods of using cutting which requires a bigger space.

Transplanting Seedlings

  • Transplanting of vegetable and tree seedlings are generally the same.
  • Generally, vegetable seedlings are ready for transplanting when they are one month old or have 4 -6 leaves or are about 10-15cm in height.
  • Before transplanting, the nursery bed is adequately watered 3 – 4 hours before lifting the seedlings.
  • This ensures the seedlings are lifted easily with a ball of earth around the roots to minimize root damage.
  • Tree seedlings take a little longer to reach transplanting age compared to vegetable crop seedlings.
  • The roots are trimmed before lifting the seedlings.
  • Transplanting should be done at the onset of the long rains to give the young trees a good start.
  • After transplanting the young trees should be protected from damage by animals for a period of about one year.

 

 

 

 

 

 

 

Crop production IV (Field Practices I)

 

Introduction

  • Field practices are activities carried out on the field to facilitate proper growth and maximum yield of the various crops grown.

They include the following:

  • Crop Rotation
  • Mulching
  • R0uting field practices
  • Crop protection
  • Harvesting

 

Crop Rotation

  • This is the growing of different types on the same piece of land in different seasons, in an orderly sequence.

Importance of Crop Rotation

  • Maximizes use of nutrients and moisture.
  • Breaks the life cycle of pests and disease agents.
  • Maintains good soil structure.
  • Reduces soil erosion due to adequate soil cover.
  • Controls weeds that are specific to certain crops e.g. striga on cereals
  • Improves soil fertility when legumes are included in crop rotation.

Factors Influencing Rotational Programme

  • Growth habits and nutrient req uirements.
  • Liability to soil erosion.
  • Crops attacked by the same pests and diseases should not follow one another in the programme.
  • Availability of capital and market for example beans or peas in legumes.

Mulching

  • This is the placement of materials such as banana leaves or polythene sheets on the ground next to the growing crop.
  • These materials should not come into contact with the base of the crop as they may encourage pest attack.

Importance of Mulching

  • Reduction of evaporation rate.
  • Smothers weeds.
  • Moderation of soil temperature.
  • Reduction of speed of run offs.

Types of Mulching Materials

  • Organic mulching materials such as;
  • Sawdust, wood shavings, coffee pulps, rice husks,
  • Dry grass, banana leaves, dry maize stalk, napier grass.
  • Inorganic or synthetic materials commonly used are either black or transparent polythene sheets.

Advantages of Mulching

  • Prevents water evaporation thus maintaining moisture in the soil for crop use.
  • Acts as an insulator thus modifying the soil temperature.
  • It helps to control soil erosion.
  • It controls weeds by suppressing them.
  • After decomposition organic mulch add nutrients to the soil thus improving its fertility.
  • Humus produced after the decomposition of organic mulch improves soil structure and the water holding capacity of the soil.

Disadvantages of Mulching

  • It is a fire risk.
  • Provides a breeding ground as well as a hiding place for pests that finally may attack the crops.
  • Traps the light showers of rainfall thus lowering the chances of rain drops reaching the soil.
  • It is expensive to acquire, transport and apply.

 

Routine Field Practices

Thinning

  • Removal of excess, weak, damaged or diseased seedlings.
  • Allows the remaining seedlings to get enough nutrients and moisture.
  • It is aimed at obtaining optimum plant population.

Gapping

  • Filling the gaps so as to maintain proper plant population.
  • Gaps occur as a result of failure of seeds to germinate or dying of seedlings.
  • It should be done early enough for the seedlings to catch up with the other plants

Rogueing

  • This is the removal and destruction of a diseased part of a plant or the whole plant.
  • The destruction can be achieved through burning of the uprooted plant.

Pruning

  • Removal of extra unwanted parts of the plant.

Reasons for pruning are:

  • To remove old, unproductive or diseased, damaged parts of the plant.
  • To train plants to take a desirable shape for example formative pruning in tea.
  • To control crop leave ratio hence avoiding overbearing.
  • To control diseases and pests for example antestia bugs in coffee.
  • To facilitate other operations such as spraying, picking and seeding.
  • To reduce wastage of chemicals applied on the crop.
  • To remove branches that  interfere with traffic, telephone lines and view.
  • Open up the plant to allow free air circulation and exposure of leaves to sunlight.

       Note: Tools used are secateur, pruning saw and pruning knife.

Earthing-up

  • This is the placement of soil in form of a heap around the base of the plant.
  • It is mostly carried out in tuber crops such as Irish and sweet potatoes to improve tuber formation.
  • It is also carried out in groundnuts and maize.
  • In groundnuts it promotes production of pods while in maize it provides support to prevent lodging.

Crop Protection

Weed Control

  • Weeds are plants growing where they are not wanted, that is a plant out of place.
  • Such plants include blackjack, couch grass, thorn apple and Mcdonald’s eye.
  • Such plants should be eradicated or controlled using recommended methods.

Pest Control

  • Crop pests are living organisms that are harmful to the crops.
  • They include; insects, nematodes, rodents, thrips and mites.
  • They cause great damage to crops in the field and stored produce.

Control of Crop Diseases

  • A disease is any alteration in the state of an organism and functions of a plant or its parts.
  • Disease causing organisms are known as pathogens.
  • They include fungi, viruses and bacteria.
  • Diseases caused by fungi are referred to as fungal diseases while those caused by viruses and bacteria are referred to as viral and bacterial respectively.

Harvesting

  • It is the gathering or of the farm produce after maturity.

    Time of harvesting depends on:

  • Stage of maturity of the crops.
  • Use of the crop.
  • Tastes and preferences of consumers.
  • Weather conditions, hence liability to spoilage.
  • Moisture.

Methods of harvesting is determined by:

  • Scale of farming for example large scale farming machines are used.
  • Type of crop for example pyrethrum is harvested by hand.
  • Uniformity in ripening of the crop for example wheat is harvested by use of combined harvester while coffee is harvested by hand.
  • Uniformity in height of the crop and size of seed, fruits and flowers.
  • Financial status of the farmer.
  • Part of the plant to be harvested.

Post-Harvest Practices

  • These are the preparations carried out on crop produce before it gets to the consumer.  They include;
  • Threshing/shelling.
  • Drying.
  • Cleaning.
  • Sorting and grading.
  • Dusting.
  • Processing.
  • Packaging.

Storage

     Purpose of storage is to;

  • Prevent spoilage
  • Make the produce available for future use
  • To await good market prices.

Requirements for proper store are:

  • It should be clean.
  • It should be well ventilated.
  • It should be raised from the ground to prevent damp conditions.
  • It should be dry.
  • It should be strong to hold crop produce.
  • It should be easy to clean.
  • It should be vermin-proof.
  • It should be secure from theft.
  • It should be treated against pests such as weevils.

 

Types of Storage

  • Traditional storage structures.
  • Modern storage structures.

Preparation of the Store

  • Cleaning the store.
  • Maintenance
  • Dusting the store with appropriate chemicals.
  • Clearing the vegetation around the store to keep off vermin.

 

Crop Production V: (Vegetables)

 

Introduction

  • A vegetable is any crop that is grown and eaten fresh.
  • Vegetables are important both for nutritional and commercial reasons.
  • They are categorized on the basis of the part used as food.
  • Such parts include;
  • Leaves,
  • Stems,
  • Roots,
  • Fruits,
  • Flowers,
  • Pods

Vegetables are grouped into the following categories:

  • Leaf vegetables for example kales and cabbages.
  • Root vegetables for example carrots, beets, radishes and turnips.
  • Fruit vegetables for example French beans and okra.
  • Stem vegetables for example asparagus, leeks and spring onions.
  • Bulb vegetables for example bulbed onions and garlic.

 

Tomatoes (Lycopersicon esculentum)

  • Tomatoes are fruit vegetables widely grown in Kenya.
  • The ripe fruit may be eaten raw cooked or processed to make tomato sauces, juices and pastes.

  Ecological Requirements

  • Altitude: 0-2100m above sea level.
  • Rainfall: 7S0-1300mm per annum.
  • Soils: deep, fertile and well drained.

Varieties

  • Fresh market varieties:
  • Money maker,
  • Marglobe, hundred fold,
  • Beef eater,
  • Hot set,
  • Super marmande
  • Processing varieties:
  • Kenya beauty,
  • San -marzano,
  • Roma,
  • Heinz 13S0,
  • Primabel,
  • Rutgers hybrid
  • Cal- J.

Nursery Practices

  • Choose a site which has not been grown Solanaceae crop in the last three years.
  • Nursery beds are raised about 15cm above the ground level.
  • Make drills of 20cm apart and 1cm deep drill and cover the seeds.
  • Provide shade or mulch material.
  • Water twice a day.
  • Apply phosphatic fertilizers during planting.

Seedbed Preparation

  • The land should be dug deeply to control weeds.

 

Transplanting

  • Seedlings are ready for transplanting when they are 10-15cmhigh after about one month.
  • Holes are made at a spacing of 60cm x 90cm.
  • Apply 20gm of DSP in the planting hole.
  • Transplant with a ball of soil around the roots.
  • Apply mulch around each seedling.
  • Transplanting is normally in the evening or on a cloudy day.

Field Maintenance

  • Early control of weeds is necessary.
  • Top dressing is done after crop establishes.
  • Pruning and staking are done to train the plants to grow vertically.

Pests Controls

  • American Bollworm
  • Nature of damage: boring holes on the fruits.
  • Control: spraying insecticides.
  • Tobacco White Fly
  • Nature of damage: suck plant sap from the underside of the leaf, hence may transmit viral diseases.
  • Control: Destroy infected plant and spray insecticides.

Disease Control

  • Late Blight
  • Cause: Fungus
  • Symptoms: dry patches on the leaves and fruits.
  • Control: use of fungicides, crop rotation and destruction of affected materials.
  • Blossom-end Rot

Caused by;

  • Too much nitrogen in early stages.
  • Irregular or infrequent watering.
  • Calcium deficiency.
  • Control: Apply calcium ammonium nitrate and correction of the above problems.

Harvesting

  • For canning, fruits should be fully ripe.
  • For fresh market, fruits should be partially ripe and packed in crates to avoid damage.
  • The fruits should be graded according to;
  • Size,
  • Colour,
  • Ripeness
  • Freedom from blemishes.

 

Cabbage

  • It is a leaf vegetable related to other brassica crops such as kales, cauliflower, Chinese cabbage and Brussels sprouts.
  • Cabbage leaves may be eaten raw in salads, steamed, boiled or cooked in a variety of ways.
  • The leaves can also be fed to livestock.

Ecological Requirements

  • Altitude:
  • Those with small heads: 900-1500m above sea level
  • Those with Large heads: 1800-2700m above sea level.
  • Temperature: require cool condition.
  • Rainfall:
  • 750-2000mm per annum.
  • Should be well distributed throughout the growing period.
  • Soils:
  • Deep,
  • Fertile
  • Well drained.

 

Varieties

  • Early maturing:
  • Brunswick,
  • Sugar loaf,
  • Early jersey,
  • Copenhagen market,
  • Chinese cabbage,
  • Celery cabbage,
  • Cafe splits kool
  • Gloria, mukuki,
  • Golden acre .
  • Late maturing:
  • Drumhead,
  • Savoy,
  • Perfection,

Nursery Practices

  • The beds should be raised, dimension 1 m wide and any convenient length (usually 2-3m in length).
  • Make drills of 15-20cm apart.
  • Sow seeds by drilling and cover to a depth of 1 cm.
  • Provide shade or mulch material.
  • Apply phosphatic fertilizers and mix thoroughly with soil during planting.
  •  Water twice a day.

Seedbed Preparation

  • Cultivation should be done during the dry season so that all the weeds are killed.
  • Dig holes at the spacing of 60cm x 60cm.
  • Incorporate farm yard manure in the soil.

Transplanting

  • Water the seedlings before uprooting.
  • Seedlings are ready for transplanting after one month that is when they are 1O-15cm in height.
  • Select healthy and vigorous seedlings.
  • Transplant the seedlings with balls of soil to prevent root damage.
  • Plant to the same depth as they were in the nursery.

Field Maintenance

  • Apply fertilizers during planting and top dress later.
  • Control weeds to reduce competition.

Pest Control

  • Diamond Black Moth
  • Damage: Eats the underside of the leaf making windows or holes in the leaf.
  • Control: Spray recommended insecticides.
  • Cutworms
  • Damage: Attacks the stem at the ground level causing he plant to fall.
  • Control: Spray recommended insecticides.

Disease Control

  • Black Rot
  • Cause: Bacteria
  • Symptoms: Leaves turn yellow and rotting of the stem giving an offensive odour,
  • Control: Closed season, crop rotation, use certified seeds and spray appropriate chemicals.
  • Black Leg
  • Cause: Fungus
  • Symptoms: Brown to black spots on seedlings and dark canker on the stem.
  • Control: crop rotation, destroy infected materials.

Harvesting

  • Cabbages are ready for harvesting 3-4 months after transplanting.
  • The heads are cut when they are solid and compact.
  • Harvested cabbages are sold immediately.

 

Carrots (Daucus carota)

  • It is a root vegetable grown in the cool areas of Kenya.
  • It is commonly eaten raw in salads but can also be cooked.

   

Ecological Requirements

  • Altitude: 0-2,900m above sea level.
  • Rainfall:
  • 750 – 1,000mm.
  • Well distributed throughout the growing period.
  • Soils:
  • It requires deep,
  • Fine tilth
  • Well drained soils that are free from obstacles to allow for root expansion.
  • Temperatures: it requires cool to warm temperatures as very high temperatures result in the production of pale and short roots.

Varieties

  • Fresh market varieties for example Chantenay and Nantes.
  • Canning varieties for example Nantes
  • Fodder varieties for example Oxhast.

Land Preparation

  • The field should be well dug to a depth of about 20cm.
  • The soil clods should be broken to give a fine tilth before planting.
  • Manure should not be applied as it induces forking which reduces the crop quality.

Planting

  • Carrots are planted directly into the main seedbed.
  • Seeds are drilled into rows made 20-30cm apart.
  • The seeds are then covered lightly and the soil pressed down.
  • 90kg/ha of DSP should be applied at planting time in the drills.
  • It should be mixed well with the soils before placing the seeds.

 

Field Practice

  • Thinning — it is done 2 weeks after germination.
  • Weed control– the field should be kept weed free.
  • Earthing up should be done while weeding to encourage root expansion ..
  • Topdressing: after weeding 60kg of nitrogen per hectare should be applied as top dress.
  • Irrigation – this should be carried out where or when there is not enough rainfall.

Pest Control

  • Carrots do not have many field pests except the green aphids.
  • These can be controlled by use of the appropriate pesticides.

Disease Control

  • Occasionally attached by the mildews especially in wet and humid environment.
  • Thinning can be done to reduce humid conditions.

Harvesting and Marketing

  • Carrots are ready for harvesting 3-5 months after planting depending on the variety.
  • They are lifted from the soil and sold fresh or canned.

 

Onions (Allium cepa)

  • Onions are bulb vegetables grown in the warm areas of Kenya.
  • They are used as a vegetable in salads and for flavouring foods, soups and stews.

    Ecological Requirements

  • Altitude: 0-2, 100m above sea level.
  • Rainfall:
  • 1,000mm of rain per year
  • Irrigation in dry areas .
  • Soils:
  • Requires well drained fertile soils
  • pH of 6.0 – 7.0 .
  • Temperatures:
  • Onions are a warm climate crops.
  • However, some varieties prefer cool conditions.
  • They require a fairly long dry period for ripening.

Varieties

  • Red creole,
  • Tropicana hybrid
  • White creole.

Land Preparation

  • The land should be well prepared leaving a fine tilth.
  • Farm yard manure at 40 – 50 tonnes per hectare should be applied and mixed well with the soil.

Planting

  • Direct: Seeds are drilled in rows 30cm apart and 8cm within the rows. 20kg/ha of DSP fertilizer is used.
  • Indirect: Seeds are established in the nurseries before transplanting them in rows 30cm apart and 8 cm within the rows.
  • Shallow planting is recommended for bulb expansion.

Field Management Practices

Thinning

  • It is carried out only in the crop that has been directly planted so as to achieve spacing of 8cm between two plants within the row.
  • The thinned plants referred to as spring onions are used as vegetables in salads.

 

Topdressing

  • Calcium ammonium nitrate at the rate of 250kg per hectare is recommended for topdressing onions.
  • This is done 3 months after planting.

Pest Control

Onion Thrips:

  • These cause silvering and withering of leaves from the tips downwards.
  • They are controlled by spraying with appropriate insecticides such as Diazinon or fenthion.

Disease Control

Purple Blotch and Downey Mildew

  • Purple blotch;
  • Characterized by oval greyish lesions with purple centres on leaves.
  • This causes leaf curling and die back.
  • Downey mildew;
  • Characterized by brown spores covering the leaves leading to death of the whole plant.
  • The two diseases are effectively controlled by crop rotation and application of appropriate fungicides.

Harvesting and Marketing

  • Onions are ready for harvesting 5 months after planting.
  • When leaves start drying the tops are broken or bent at the neck.
  • This hastens the withering of the stems.
  • The bulbs are then dug out and left to dry in a shade for a few days.
  • Onions are graded according to size and marketed in nets of about 14 -16kgs.

 

 

 

 

 

 

 

 

Livestock Health  I

(Introduction to Livestock Health)

 

Introduction

  • Health is the state of the body in which all the organs and systems are normal and functioning normally.
  • Disease is any deviation from the normal health of the animal.

 

Importance of Keeping Livestock Healthy:

  • Healthy animals give high income due to low treatment
  • The productive life span of a healthy animal is longer.
  • High production.
  • Healthy animals can multiply regularly.
  • Healthy animals give high quality products for example eggs.
  • Safety of consumers of livestock products.

Predisposing Factors to Livestock Diseases

  • These are conditions within or around the animal that make it easy for an animal to contract a disease.

 They include:

  • Animal factors such as;
  • species,
  • breed,
  • age,
  • sex
  • colour of the animal.
  • Environmental factors such as;
  • chilling,
  • being rained on,
  • exposure to hot sun
  • dampne
  • Management factors such as;
  • poor feeding,
  • housing,
  • handling
  • hygiene,
  • overcrowding .

Signs of ILL-Health in Livestock

  • Abnormal behaviour for example separation from the rest of the herd and restle
  • Abnormal posture for example limping and lameness.
  • Alimentary canal disfunction such as blood stained faeces and abnormal defecation, diarrhoea and dysentery.
  • Urination: high frequency or too low and having strange colour.
  • Skin: rough with scaly skin, blisters on the skin and hair loss.

Causes of Diseases

  • Pathogenic causes ;
  • viruses,
  • rickettsia,
  • bacteria,
  • protozoa
  • fungi.
  • Physical causes;
  • fractures,
  • dislocation,
  • sprains .
  • Nutritional disorders for example milk fever.
  • Chemical causes for example poisoning by agrochemicals.

Categories of Diseases

  • Notifiable diseases ;
  • These are diseases which cause high economic losses.
  • Any case should be reported to the Chiefs, D.O.s, veterinary officers or the police.
  • Tick-borne diseases – Transmitted by ticks.
  • Breeding diseases – Transmitted through mating.
  • Nutritional diseases for example milk fever and bloat.
  • Parasitic diseases for example ascariosis.

General Methods of Disease Control

  • Quarantine.
  • Vaccination.
  • Control of vectors by use of acaricides and rotational grazing.
  • Disinfecting the equipment and buildings.
  • Use of preventive drugs.
  • Proper feeding of livestock.
  • Culling of the animals which are carriers/slaughtering the affected animals.
  • Use of artificial insemination to control breeding diseases.
  • Proper selection and breeding of animals.
  • Proper housing and hygiene,
  • Isolating sick animals.

Appropriate Methods of Handling Livestock

    Animals are handled for the following reasons:

  • When inspecting the animal to ascertain any abnormality or signs of diseases.
  • When administering any form of treatment such as drenching, injection and mastitis control.
  • When spraying or hand dressing the animal with chemicals to control external parasites.
  • When milking the animal.
  • When performing some of the management practices such as dehorning, disbudding, castration, hoof trimming .

When carrying out these activities animals should be restrained in a crush.

Other methods of restraining animals include the use of;

  • halters,
  • ropes,
  • bull ring
  • lead stick.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Livestock Health II (Parasites)

 

Introduction

  • A parasite is an organism which obtains its livelihood from another organism (host) which suffers damage.
  • Parasitism is the association between a parasite and a host.

 

The effects of parasite on the host animal are:

  • Depriving the host of its food.
  • Sucking blood.
  • Damaging the organs of the host.
  • Cause irritation on the skin of the host.
  • Destruction of hides and skins.
  • Transmission of diseases.
  • Cause obstruction in body passages.

General Symptoms of Parasites Infestation:

  • Ema
  • Pot bellied condition.
  • Swellings in the jaw or other areas.
  • Rough hair or rough coat.
  • Anaemia.
  • Diarrhoea.
  • Presence of worm segments and blood stains in the defecat

Types of Parasites

There are two types of parasites:

  • External (ecto-parasites)
  • Internal (endo-parasites)

External parasites are;

  • ticks,
  • tsetse flies,
  • mites,
  • lice,
  • fleas
  • keds

Life Cycle of ticks

  • Eggs are laid in cracks on the grou
  • They hatch in 4-6 weeks into larvae which climb on the grass waiting for a passing animal.

 OneHost Tick

  • This requires one host to complete its life cycle.
  • Example: blue tick (Boophilus decoloratus).
  • Preferred sites: face, neck, dewlap and side of the body.
  • Disease transmitted: Redwater and anapl

Two-Host Tick

  • This requires two different hosts to complete its life cycl
  • Example: The red legged tick (Rhipicephalus everts)
  • Preferred sites: Ears, anus, udder and the tail.
  • Disease transmitted: Redwater and east coast fever.
  • Example: Bont legged tick (amblyomma spp.)
  • Preferred sites: Udder, scrotum and tail switch.
  • Disease transmitted: Sweating sickn

 Three-Host Tick

  • This requires three hosts to complete its life cycl
  • Example: The brown ear tick (Rhipicephalus appendiculatus)
  • Preferred sites: Ears, tail switch and around the eyes.
  • Disease transmitted: East coast fever and redwater.
  • Bont tick transmit heartwater (amblyomma spp.)

Control of Ticks

  • Dipping/spraying/hand dressing with acaricides.
  • Rotational grazing.
  • Ploughing the land to break the life cycle.
  • Hand picking and killing.
  • Fencing of the grazing fields to keep off other animals including wild game.
  • Burning of grass to kill them in various stages.

Endo-parasites (internal Parasites)

  • Endoparasites are helminths.

    They can be divided into:

  • Platyhelminthes/flatworms which include;
  • Trematodes (flukes)
  • Cestodes (tapeworms).
  • Nemato-helminthes/nematodes. E.g Roundworms.

 

General Symptoms of Helminthiasis

  • Diarrhoea which foul the anal and tail region.
  • Dullness.
  • Anaemia.
  • Big stomach (pot bellied condition).
  • Presence of worm segments in faeces.
  • Coughing.

Trematodes (Liver Fluke)

  • There are two species of flukes:
  • Fasciola gigantica
  • Fasciola hepatica.
  • Fasciola hepatica  is more common.
  • It is commonly found in the liver and bile duct of cattle, sheep and goats.
  • Liver fluke is a problem in marshy and low lying wet areas.

 

Life Cycle of the Liver Fluke

  • Adult fluke in the liver of the primary host lays eggs.
  • Eggs pass through the bile duct into the small intestines and are passed out in faeces onto the pasture.
  • Under moist conditions, they hatch into a miracidium larva which swims about in search of a secondary host (fresh water snails).
  • In the snail, it develops through sporocyst, redia and cercaria.
  • When it leaves the snail, the cercaria gets encysted on vegetation and becomes metacercari
  • This is swallowed by the primary host with grass.
  • The young fluke migrates into the liver through blood vessels when it matures.

Control of Liver Fluke

  • Keep livestock off marshy areas near the rivers/streams/lakes and dams.
  • Drench affected animals.
  • Drainage of swampy areas.
  • Eradicate the intermediate host by use of molluscicides.
  • Provide water to livestock in elevated troughs.

Tapeworms

  • There are many species of tapeworms

Eexample;

  • Taenia solium
  • Taenia saginata.

The adults live in the small intestines of man (the primary host).

  • The intermediate host of Taenia solium is pig .
  • The intermediate host of Taenia saginata is cattle.

Life Cycle of Tapeworm

  • Adult tapeworms live in man’s intestines where it lays eggs.
  • Eggs are passed out with faeces,
  • Then they develop an outer covering known as onchosphere.
  • The eggs are swallowed by intermediate host.
  • The outer covering is digested and the young worm emerges.
  • This bores into the blood vessels and is carried to specific muscles such as the tongue, heart, thigh muscles.
  • It develops into an encysted form called bladderworm.
  • When the animal is killed and meat is eaten raw or in an inadequately cooked form, man gets infected by the bladder­-worm.
  • In man, the bladder-worm evaginates and attaches itself onto the intestinal wall where it develops into an adult.

Control of Tapeworms

  • Meat should be well cooked before eating.
  • Use of drugs in primary host.
  • Meat inspection by meat inspectors/ veterinary officers.
  • Use of pit latrines by man.

 

Nematodes (Roundworms)

Common ones are;

  • Ascaris suum (pig roundworms),
  • Ascaris lumbricoides found in man and sheep
  • Haemonchus contortus found in sheep, cattle and goats.
  • Roundworms are common in warm areas especially in areas where the standards of hygiene and sanitation are low.

     Nature of Damage

  • Damage is done to the liver and lung tissues as they migrate in the body.
  • Suck out blood.
  • Deprive the host of food.

Control of Roundworms

  • Use of drugs.
  • Rotational grazing.
  • Use of proper stocking rates to avoid overgrazing.
  • Practicing high standards of cleanliness and hygiene such as use of latrines.

 

 

 

 

 

 

 

 

 

 

 

 

Livestock Production II (Nutrition)

 

Introduction

  • Animals are fed for the purpose of production and body maintenance.
  • The edible material given to animals is called food.
  • It is digested, absorbed and· utilized in the body.
  • Nutrients are organic and inorganic substances contained in the food materials.

Components of Food material

  • water,
  • protein,
  • carbohydrates,
  • fats and oils,
  • vitamins
  • mineral salts.

Water

Sources

  • Free water (through drinking)
  • Bound water (contained in feeds).
  • Metabolic water (obtained from oxidation of food).

Functions

  • Regulates body temperature.
  • Transport agent in the body.
  •  Universal solvent in the body.
  • Gives shape to the cells (turgidity).
  • Acts as a lubricant.
  • Acts as constituent of body fluids.

Factors Determining the Requirements of Water by Livestock

  • Production level.
  • Amount of dry matter eaten.
  • Temperature of the surrounding area.
  • Type of animal.
  • Type of food eaten.

Protein

Sources:

  • Groundnut cakes,
  • cotton seed cakes,
  • fish meal,
  • meat meal.

Functions:

  • Growth of new tissues.
  • Repair of worn out tissues (body building).
  • Synthesis of antibodies.
  • Synthesis of hormones and enzymes.
  • Production of energy during starvation.

Digestion of Proteins

In non-ruminants, protein digestion takes placed in the stomach.

  • Food is subjected to mechanical breakdown through chewing into small particles.
  • Protein is acted on by enzymes to turn into amino acid which is assimilated into the bloodstream.

In ruminants, protein digestion initially takes place in the rumen.

  • Food is acted on by micro-organisms into microbial protein.
  • Later, enzymatic action takes place in the “true stomach” or abomasum where proteins are broken down into amino acids which are then assimilated into the bloodstream.

Carbohydrates

Sources:

  • Cereals,
  • tubers
  • commercially mixed feeds.

Functions:

  • Supply energy and heat to the body.
  • Excess is stored in form of fat for insulation of the body.

Digestion of Carbohydrates

  • In non-ruminants;
  • carbohydrate feeds are broken down by chewing into small particles.
  • Then enzymatic action further breaks down carbohydrates into glucose, fructose and galactose which are then assimilated into the bloodstrea
  • In ruminants;
  • mechanical breakdown of carbohydrate feeds is followed by microbial activities which break down cellulose into volatile fatty acids.
  • These are absorbed through the rumen walls.
  • Some carbohydrates are broken down by enzymatic action in the “true stomach” or abomasum.

 

 

Fats and Oils

Sources:

  • Cotton seeds,
  • soya beans
  • groundnuts.

Functions:

  • Supply energy and heat to the body.
  • Excess is stored as fat adipose tissues.
  • Source of metabolic water in the body.
  • Required for the development of neural system.
  • Insulator in the body.

Digestion  of lipids in Ruminants

  • Fats are hydrolysed in the rumen into fatty acids and glycerol.
  • Others are fermented into propionic acid,
  • The shorter chains are passed to the true stomach where enzymatic action takes place.

Vitamins

Sources:

  • Green materials,
  • dried grass
  • fish liver oil.

Functions:

  • Protects the body against diseases.
  • Regulate the functions of all parts of the body.
  • It acts as a co-enzyme in the body.

Examples:

  • Vitamin A,
  • vitamin B2
  • vitamin C,
  • vitamin E
  • vitamin K.

 Minerals

Sources:

  • Salt licks,
  • bone meal,
  • legumes
  • cerea

Functions:

  • Form part of the tissues such as bones and teeth.
  • Work together with the enzymes.
  •  Act as acid -base balances.
  • Act as electrolyte in the body.
  • Regulate osmotic balance in the body.

Examples:

  • Calcium,
  • phosphorus,
  • magnesium,
  • iron,
  • iodine,
  • sodium
  • chlorine.

 

  • Calcium and phosphorus –
    • Needed for teeth and bone formation.
    • Lack of these minerals leads to rickets, osteomalacia.
      • Lack of iron leads to anaemia.

Classification of Animal Feeds

This is based on nutrient composition:

  • Roughages.
  • Concentrates.
  • Feed additives.

Roughages

  • Are feeds of low available nutrients per unit weight and high fibre content.

     Examples:

  • Dry roughages,
  • succulent roughages,
  • residues from agricultural by products and conserved materials.

Characteristics

  • Low level of available nutrients.
  • Have high level of calcium especially legumes.
  • Good source of vitamin A.
  • Have high fibre content.

Concentrates

  • Are feeds of high available nutrients per unit weight.

      Examples:

  • Maize germ and bran,
  • malt extract,
  • milk products,
  • soyabeans,
  • oil seed cakes,
  • meat meal,
  • bonemeal
  • bloodmeal.

Characteristics

  • Low fibre content.
  • Feed content is consistently high.
  • High digestibility of the feed.
  • High in nutrient content.

Feed Additives

    These are substances added to the feed to increase;

  • palatability,
  • medication
  • or hormones to make animals produce more.

There are two types:

  • Nutritive additives, such as mineral licks (maclick).
  • Non-nutritives additives, such as;
    • medicants (coccidiostats),
    • Stilboestrol (used in beef animals)
    • oxytocin (to increase milk let down).

Functions

  • Stimulate growth and production.
  •  Improve feed efficiency.
  • Prevent disease causing organisms.

Compounded Feeds

  • These are the feeds prepared and mixed by use of machines.
  • These feeds can be round, pelleted, pencils, cubes or mash.

Poultry feeds can be categorized as:

  • Chick mash having 20% D.C. given to chicks.
  • Growers mash having 16% D.C. given to growers.
  • Layers mash having 12-15% D.C.P. given to layers.

Meaning of terms used to express feed values

  • Nutritive ratio (NR):
  • Is the proportion of protein to carbohydrates and fats.
  • In young animals 1:3:6
  • In old animals 1:8.
  • Crude protein (C.P): Is the total amount of protein contained in a feed.
  • Digestible Crude Protein (D.C.P): Is the portion of crude protein which an animal is capable of digesting.
  • Crude Fibre (C.F.):
  • Is the total amount of fibre contained in a feed.
  • It is mainly lignin and cellulose.
  • Digestible Fibre (D.F.): Is the portion of the total fibre contained in a feed which an animal is capable of digesting.
  • Dry Matter (D.M.): Is the material left in a feed after water has been removed.
  • Starch equivalent (S.E.): Is the amount of pure starch which has the same energy as 100kg of that feed.
  • Total Digestible Nutrients (T.D.N.): Is the sum of all the digestible organic nutrients such as fats, proteins, carbohydrates and fibre.

Computation of Livestock Rations

  • Ration:
  • Is the amount of food that will provide essential nutrients to an animal in a 24 hour period
  • to enable that animal to meet its maintenance and production requirements.
  • Balanced ration:
  • Is the ration that contains all the essential nutrients in required amounts and in the right proportion.
  • Maintenance ration:
  • is the portion of a feed required by an animal to continue with the vital body processes with no loss or gain in weight.
  • Production ration:
  • Is the feed required by animals over and above maintenance ration to enable the animal to produce;
  • for example; milk, eggs, wool, grow in size, perform work, reproduce and fatten.

 

Steps in ration formulation

  • Finding out the animal’s feed requirement based on body weight.
  • List all the available feeds, with their nutrient composition and their prices.
  • Calculate the amount of ingredients required in the ration to meet the animals needs.

 

   Methods used in ration formulation

  • Trial and error method
  • Pearson’s square method
  • Graphical method
  • Linear programming(use of computers)

Examples;

Mix a Pigs ration 22% protein using soya bean meal 40% DCP and maize meal containing 8%DCP.

Soya bean meal     (14 *100)=43.75kg

                                32

 

Maize meal   (18*100=56.25kg

                           32

 

Digestion and digestive systems

  • Digestion is the process through which food is broken down into small particles in the alimentary canal ready for absorption into the blood stream.

 

Digestion of food in livestock takes place in three stages;

  • Mechanical breakdown and chewing
  • Microbial breakdown by bacteria and protozoa in the rumen of ruminants
  • Chemical breakdown by enzymes.

 

 

 

 

 

Rumen-

  • Breakdown of food by micro-organisms and also stores food.
  • Synthesis of vitamin B-complex.
  • Synthesis of amino acids from ammonia gas.
  • Proteins are broken to peptides and amino acids.
  • Carbohydrates are broken to volatile fatty acids.

   Reticulum:

  • Separates large food particles from the small particles.
  • Retains foreign materials such as stones, hard wood and sand.

   Omasum:

  • Breaks up food by grindin
  • Reduction of water content from the feed stuff.

   Abomasum:

  • Enzymatic digestion takes place here ..
  • Contains some microbes which digest cellulose.
  • Breaks up food by grinding.
  • It is also found in non­-ruminants.

 

 

Comparison Between Digestion in Ruminant and Nonruminants

  • Differences

 

Ruminants Non ruminants
  • ,
 
  • l.
  • Chew the cud.
  • l.
  • Do not chew the cud.
 
  • 2.
  • Have four stomach chambers-thus
  • 2.
  • Have one stomach chamber
 
      polygastric.
           – thus monogastric.
 
  • 3.
  • Regurgitate food.
  • 3.
  • Cannot regurgitate food once
 
  • 4.
  • Can digest cellulose. Have
                swallowed.
 
  • micro-organisms in the rumen
  • 4.
  • Have no micro-organisms
 
  • that digest cellulose.
     in the stomach hence cannot
 
  • 5. Have no Ptyalin in saliva hence
  • digest cellulose except those
  • no enzymatic digestion in the mouth.
  • animals with micro-organisms
 
  • 6.
  • Most digestion and absorption takes
       in the caecum.
 
  • place in the rumen.
  • 5.
  • Have Ptyalin in the saliva hence
 
  • 7.
  • Have alkaline saliva due to presence
   enzymatic digestion starts in the mouth  
  • of ammonia.
  • 6.
  • Most digestion and absorption takes place
 
       in the small intestines.
 
  • 7.
  • The saliva is neutral pH.
 

 

 

 

 

 

 

Functions of the Parts of Poultry

 

  • Crop:     
  • Storage of food.
  • Softening of food by secretions from small glands in the walls.
  • Proventriculus: Enzymes start the breakdown of food.
  • Gizzard:-Crushes and grinds the coarse food (has small grit and gravel).

 

Comparison Between Digestion In Ruminants and NonRuminants

 

Similarities Between Digestion In Ruminants and NonRuminants  

 

  • Digestion in young ruminants is similar to that in non-ruminants as they do not have a developed rumen-reticulum complex.
  • Final protein digestion takes place in the small intestines in both cases.

 

  • Water absorption takes place in the colon in both ruminants and non­ ruminants

Physical Education, PE, Notes

Physical Education Revision Guide

PHYSICAL EDUCATION

This is a phase of general education system that aims through physical activities/experiences such as games, dances, athletics and gymnastics e.t.c to the growth and development of an individual.

Qualities of a good P.E. TEACHER

Should posses the following components of physical fitness:

  • Endurance
  • Speed – Co-ordination
  • Flexibility – Power
  • Strength – Reaction time
  • Agility – Balance
  • Should be knowledgeable with the subject
  • Should be cheerful
  • Should be confident
  • Should be sympathetic
  • Should be understanding
  • Should have good communication skills
  • Should be approachable
  • Should be organized

Duties/responsibilities of a P.E teacher

  • Instructor – Team Manager/Chaperon
  • Counselor – Demonstrator
  • Dietician – Administrator
  • Coach – First aider
  • Trainer – Referee/umpire
  • Evaluator – Disciplinarian

Problems encountered when teaching P.E

  1. Lack of role models
  2. Lack of resource materials e.g. books
  3. Lack of proper facilities e.g. fields, gymnasiums
  4. Lack of equipment e.g. balls
  5. Lack of proper game uniforms
  6. Competition from examinable subjects
  7. Negative attitude by pupils, fellow teachers and parents
  8. Conflict with religion
  9. Conflict with tradition and cultural beliefs

Sources of information to a P.E teacher

  •  Reading from newspapers, books and other sports journals
  •  Listening to radio programs
  • Viewing T.V and video cassettes
  • Officiating in sports
  • Active participation in sports
  • Coaching and training
  • Active and intellectual spectating
  • Participating in sports debates or lectures.

Purpose of P.E to early man

For physical fitness to enable them during hunting
and gathering
For recreation/entertainment
For surviving through gathering and hunting
expeditions
For defence mechanism against wild animals and
enemies
Settling disputes among clans
Choosing for marriage partners
For communication purposes.
Specific objectives of P.E
Physical fitness
Social development
Emotional development
Movement skills development
Aesthetic/beauty development
Mental/intellectual development.
How P.E tries to meet national goals of
education
1. National unity
a) Through national sporting competition
b) P.E curriculum in schools, colleges and
universities is the same.
c) Use of national anthem during sports
2. National development
a) P.E provides job opportunities
b) Income through cash rewards, trophies
acquired by players
c) Development of sporting industries to
provide sporting equipment for the
growing demand.
d) Fitness, Strength and health from
regular exercise leads to increased out
put.
e) Acquisition of skills, expertise and
personal qualities so vital for growing
economy.
3. Social equality
a) Rules encourage social relationship
which equal opportunity for all.
4. Respect for and development of cultural
heritage.
a) Through cultural dance and games
competition
b) Interaction with international culture
1
5. International consciousness
a) Through international sports e.g. all
African games
b) Hosting games in all countries
c) Drawing officials from all countries
6. Individual fulfilment
a) Opportunities for development of
physical talents.
b) Personal income
c) Personal esteem from successful
performance
Purpose of P.E. to the nation
 Enables people to perform skilful and
efficient movement through use of physical
and mental power.
 People use movement as a means of
communication, expression etc
 People use leisure time well in creating,
performing and appreciating physical
activities e.g. games, dance e.t.c
 Promotion, preservation and appreciation
of national and international culture.
 Self discipline through rules and regulation
 Learning and participating in P.E creates
awareness of natural resources and
environment.
 People learn to improvise and use
equipment in various activities.
 Maintenance of high standard of body
health, strength, fitness and general body
development.
OBJECTIVES OF P.E
P.E activities are conducive to growth and
development.
P.E contributes to constructive use of leisure time
P.E provides for leadership
P.E provides opportunity for expression and
creativity.
P.E provides for personality and character
development
P.E provides for neuromuscular skills
P.E develops habit of health and safety
P.E develops mental capabilities and knowledge
P.E has biological, psychological and sociological
function.
P.E provides for cultural development
Playing is an instinctive drive that has educational
potentials.
SPORTS ORGANIZATION
This deal with the way various sporting
activities/competitions is organized. It also
discusses how points are awarded and recorded ,
filling score sheet and arranging how teams are
going to play.
1. A LEAGUE (ROUND ROBIN)
This is a competition where each team will have a
chance to meet every team in the other group
either once or twice. The possible outcome during
league competition is a win, loss or a tie/draw.
Merits
Give satisfaction to the players
A weak team will have a chance to meet a strong
team.
Weak team improves as the league progresses
The winner is clearly determined
Players get a lot of exposure
Provide fair judgement.
Demerits
Take too long to be completed
Very expensive to organize in terms of transport
and accommodation
Require very many officials
Require very many facilities
Require very many equipment
Expose players to very many injuries
Tiresome on the side of players
Very difficult to organize especially the league
table.
Determining number of matches per team to play
T (T-1)
T
T = Number of teams
Minus (-) 1 because a team cannot play against
itself.
Determining the total number of matches in a
league.
T(T-1)
2
T = Number of teams
Minus (-) 1 because a team cannot play against
itself and divide by two (2) because it takes two
teams to play a match.
2. KNOCK OUT
A competition where once a team is defeated, it is
eliminated. The possible outcomes are (i) win
(ii) loss
2
Types of knock out
I. Single elimination
II. Double elimination
III. Consolation elimination
Merits of knock out
Takes short time to complete
Require few officials
Requires less equipment
Requires few facilities
Easy to organize
Has clear climax
Demerits of knock out
Does not give suggestion for the players
Players are not given time to improve on their
skills
Teams are not given chance to realize their
mistakes and correct.
A weak team can eliminate a strong team
The winner is not outly determined
Not the best way of judging a strong team.
A BYE
This is when a team is allowed to proceed to the
next stage without touching or playing the ball
Rules for a bye
a) Given during preliminary stages of competition
b) Give the bye when the teams cannot be paired
“through” to avoid odd numbers at the last stage.
Entering league score sheet
Egoji Vs.
Kigari 2:3
Egoji Vs
Meru 3:3
Egoji Vs
Rubate 3:2
Egoji Vs
Augustine 4:2
Kigari Vs
Meru 3:3
Kigari Vs
Rubate 1:1
Kigari Vs
Augustine 3:2
Meru Vs
Rubate 2:2
Rubate Vs
Augustine 0:1
Meru Vs Augustine 1:
How to give a bye
a) By considering the previous performance
b) By random draw
When giving byes pick on a magic number, which
is slightly higher than the number of teams. Magic
numbers include: 2,4,8,16,32,64,128 e.t.c
3. LEAGUE CUM KNOCK OUT
Takes the advantage of both league and knock out.
Neither too short nor too long
Provide a well – matched competition
Doesn’t exclude a team from a competition after a
game.
Organization of league cum Knock out
Teams are divided in to pools where each team is
expected to play all others in the same pool.
(Preliminary round league).
Winners meet runners up in the next pool.
After the preliminary round the competition
changes to knockout.
Only the winners and runners up from each group
proceed to quarterfinals.
Merits
Correct the mistakes of league and knock out
Has very clear climax of competition
Saves time
Allows the defending champion to participate
Problem of an even do not occur
Neither too long nor too short
No team plays greater or minimal game than the
other
P – Matches played
W- Matches won
D – Matches drawn
L – Matches lost
F – Goals scored by the team
A – Goals the team was scored
Pts – Points
Ps – Position
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Enter the above information in a score sheet
Teams Egoji Kigari Meru Augustine Rubate P W D L F A
Pts
Ps
Egoji 2:3 3:3 4:2 3:2 4 2 1 1 12 10 7 2
Kigari 3:2 3:3 3:2 1:1 4 2 2 0 10 8 8 1
Meru 3:3 3:3 1:0 2:2 4 1 3 0 9 8 6 3
Augst 2:4 2:3 1:0 1:0 4 1 0 3 5 8 3 4
Rubate 1:3 1:1 2:2 0:1 4 0 2 2 4 7 2 5
ROUNDERS
B 2nd Post
13m 13m

DF
2.5m DF
2.5m
3
rd Post Bowlers
Umpire 1ST Post
B
7m
13m
7.5m
2m
B 13m
4
th Post
XXXXXXX
Waiting batsmen
B Substitute runner
Backstop

4
Batting
Square X
Bowling
Square B
This is a game played by 2 teams each having 9
player and 2 substitutes
The two teams are:
I. Bowling/fielding/out team:
Consists of:
a) Backstop; position at the back of the bating
square to collect backward hit
b) Bowler in bowling square
c) Bowlers at each post (4)
d) Deep fielders (3)
II. Batting/Inning team
Members are known as batsmen. One batman is
inside the bating square and the rest line up next to
the bating square.
Duration of game:
This is known as inning and normally given to
batting team. Should not take more than 15
minutes.
Basic skills
– Passing – Catching
– Bowling – Running
– Stumping – Batting
Basic equipment
Rounders ball
Rounders bat
4post (not > 1.5m high).
Officials
Batsman umpire
Bowlers umpire
Duties
Inspecting facilities and equipment before the start
of the game
Awarding the scores
 Signing score sheet after the game
 Declaring the ball as no ball
 Declares when a batsman is taken out
 Ensuring rules and regulations are
followed.
When a batsman can be taken out:
If a batsman misses a good ball unless he is the
last batsman who is entitled to 3 good balls.
If a batsman overtakes a teammate
If a batsman is found in a post by a teammate
If the ball is grounded in the bowling square when
the batsman is in between the posts.
When the batsman runs inside the track
Failure to touch 4th post on completion
Batsman foot protruding outside batting square.
When the ball is caught in air unless it is no ball
When a batsman obstructs a fielder
When the post a head is stumped with a ball.
NO BALL
This is a ball that cannot be batted due to the
mistake of the bowler.
Ball either too high or too low i.e above the head
and below the knees.
When the ball is outside the batting square
When the feet of the bowler are protruding outside
the bowling square.
When the ball is not thrown in a smooth
continuous motion.
SCORING
1. Full rounder:
Awarded when the batsman hits the ball
successfully in a forward direction and manages to
hit round the track from outside touching the 4th
post before the ball is grounded in the bowling
square.
2. Half rounder:
Awarded in case of a backward hits and the
batsman run in the normal way.
3. Penalty half rounder
a) Awarded incase of 3 consecutive no balls
b) A bowler or fielder obstructs a batsman.
Ha Full rounder –
Why rounder is famous in primary schools:
 Equipment’s cheap to attain
 Skills easy to master
 Rules easy to understand
 Take short time
 Use limited space
 Can be played by all ages
 Can be played by both sexes
 Not tiresome
 Limited chances of injuries
Improving accuracy when batting
 Should have good stance
 Should have good eye contact
 Should have good co-ordination between
the hands and the ball.
 Good reaction time
 Enough power/strength
 Good bowling ball.
5
OLYMPIC EDUCATION
Ancient games
The first ancient games were held in 776BC in
Olympia Athens in Greece. The games were
meant to commemorate burial of a prominent
personality and as a way of worship.
The major events were gymnastics and athletics,
which were specifically by the Greeks. It was
done by men only and during night.
The game was held after every four years
(Olympiad) and truce period was maintained.
Amateurism dominated the game. The price give
to the winner was the olive wreath.
Philosophy of olympism
 Was based on;
 Games free from corruption
 Games free from discrimination
 Promote the spirit of brotherhood
Modern Olympic games
The first modern Olympic was held in Athens
Greece in 1896A.D. The games are held after
every four years (Olympiad).
Was revived by a French scholar by the name
Baron Pierre with an intention to unify the whole
world by opening the game to the rest of the
world.
The modern games are hosted by the city and the
city is selected six years before the game.
i) International Olympic Committee (IOC)
This is a world governing body with the
headquarter Geneva in Switzerland.
Former President was Juan Antonic Samaranch
Current President is Jacques Rogge.
Tripartite commission is made up of:
(ii) International sports federation (I.S.F)
I.S.F deals with the laws of the game and
officiating e.g IAAF (Atheletics), FIFA (Football)
FIVB (Volleyball)
(iii) National Olympic Committee (NOC)
Made up of all the countries that are members of
the Olympic committee e.g. National Olympic of
Kenya (NOCK)
(iv) International Olympic Academy (IOA)
Deals with principles and philosophies of Olympic
(Olympism)
(v) Olympic Solidarity (O.S)
Trustee, which handles IOC funds for, sports
development.
Olympic logo
This has five interlaced rings, which represent the
solidarity of five continents e.g.
Red ———————– America
Green ——————– Australia
Yellow —————— Asia
White ——————- Europe
Black ——————- Africans
Opening ceremony
Singing of the Olympic anthem and hosting of
Olympic flag
Putting up Olympic torch flame.
Three gunshots associated with the Olympic motto
– which reads higher, faster and stronger.
Releasing of doves and pigeons.
Order of Olympic games
Year City Country
1968 Mexico America
1972 Munich Germany
1976 Mautical Canada
1980 Moscow Russia
1984 Los Angeles U.S.A
1988 Seoul S. Korea
1992 Barcelona Spain
1996 Atlanta U.S.A
2000 Sydney Australia
2004 Athens Greece
a
Conditions for awarding medals
A competitor must be nationality of a given
country and must have a national flag.
Athletes must pass the drug test.
The result must be verified to find out whether it
was accurate.
Why some countries don’t participate in
Olympic games
If they are not members of International Olympic
Committee (I.O.C)
Lack of finance/funds
Failure to meet the required qualifying standards
Political ideologies e.g. capitalization, socialism,
apartheid e.t.c
Political instability e.g. civil wars
Lack of qualified coaches and trainers
Lack of equipment
Lack of standard facilities
6
Similarities between ancient and modern
Olympic games
 Both are held after every 4 years i.e.
Olympic
 In both the games are hosted by cities
 Both propagate the spirit of brotherhood
 In both Olympic flames is put up during
the opening ceremony
 Both emphasize on peace/truce
Difference between ancient and modern
Olympic games
 In ancient the games were held at night
while modern the games are held during
daytime.
 In ancient only men participated while in
modern both sexes participate.
 In ancient winners were awarded olive
wreath while in modern winners are
awarded medals
 In ancient the games were specifically for
the Greeks while in modern the games are
open for all races
 The ancient Olympic games were
dominated by amateurism while in modern
both professionalism and amateurism
dominates the games.
 In ancient only two events were
participated in i.e. athletics and gymnastics
while in modern many games are
participated in.
NETBALL
HISTORICAL BACKGROUND
This game was invented in America in 1891.
Originally, the method of playing was similar to
that of basketball. Two baskets were placed at the
end of the gymnasium and two opposing teams
passed the ball to score in the baskets. In 1895
Dr. Tole an American introduced it in England and
the game spread by word of mouth because there
were no printed rules.
Some of the changes that have taken place in the
development of netball include:
a) In 1897 rings were introduced instead of baskets
b) Rules were published for the first time in 1901.
c) In 1924 the netball federation was formed
d) In 1926 all England netball association was
formed in England
e) The game was introduced in Kenya in 1920s by
the missionaries and was mainly played by the
Europeans.
f) In 1968 Kenya netball association was formed
under the chairmanship of British lady who was a
physical education lecture at the Kenyatta College.
g) In 1960 the International Federation of Women
Netball Association was formed and new rules
were published.
Members of the I.F.W.N.A meets after every 8
years to review and change the rules if need arise.
Kenya is a member through the affiliation of
Kenya netball association.
Team size
A team is made up of 12 players i.e. 7 in the court
and 5 substitutes. A game cannot be played if a
team has less that 5 players. If a team is
incomplete they loose the game by default and if
the team refuses to play then they loose the game
by forfeit.
PLAYERS
The seven players include:
1. Goal keeper (G.K)
2. Goal defence (G.D)
3. Wing defence (W.D)
4. Centre (C)
5. Goal shooter (G.S)
6. Goal attack (G.A)
7. Wing attack (W.A)
7
Side line (30 ½ m)
Goal third
WA
WD

Goal area
GK 1
GS 4.9
2
GD
GA
Center third
0.9m

3
Center circle
Goal third
GA
GD
Goal area
5
4 GS
GK

PLAYING AREAS
GK – 1,2 GD – 1,2,3 WD – 2,3 C- 2,3,4
WA – 3,4 GA – 3,4,5 GS – 4,5
Substitution
There is no limit to the number of substitutes a
team can use provided they were all registered at
the beginning of the play. A player comes in and
out as many times as possible and this is referred
to as revolving substitution.
Game duration
In a match:
There are 4 quarters of 15 minutes each with
resting interval of 3 minutes between first and
second quarters and between third and fourth
quarters. There is a resting interval of 15 minutes
during half time.
In tournament:
There are 2 halves of 20 minutes each with a
resting interval of 5 minutes during half time. The
teams change sides at the end of every quarter or
half.
Breaking a tie:
If a tie occurs it is broken by adding an extra
period of 5 minutes. If still occurs similar periods
are added till it is broken.
BASIC EQUIPMENT
1. Ball
Size number 5
Spherical
Circumference 27-28
Weight 400gms – 450gms
Color – white
2. Goal post
3.05m tall (10ft)
Ring diameter 380mm
3. Players equipment
Sports shoe and stockings
Skirts/shorts/bloomers/wrappers
Jersey/T-shirts
Playing bibs.
STARTING THE GAME
Procedure
Umpire tosses a coin for the 2 captains and the
winning captain has two options i.e.
i) Choice of the side
ii) The 1st centre pass
The team starting with centre pass is known as
even team while the other is known as odd team.
8
CC
Conditions during centre pass
 The centre with the ball should be within
the centre circle.
 All other players except opponent of the
centre should be in their respective goal
thirds.
 After the umpires whistle, the ball must be
released within 3 seconds.
 The centre pass must be received within
the same third (centre third)
 The centre with the ball must obey the
footwork rule.
 A goal cannot be scored directly from the
centre pass.
Occasions when centre pass are administered
 Start of the game
 After the score
 After the score
 After every quarter or half
 Start of 2nd half
 Start extra time.
NB/ Incase of any infringement during centre
pass, the centre pas is referred to as faulty centre
pass.
CONTROL OF CENTRE PASS
i) When the whistle is blown the centre in
possession of the ball shall play within three
seconds and obey the footwork rule.
ii) The centre pass should be caught or touched by
a member of the attacking team who is
standing/lands within the centre third.
iii) A player who lands with one foot or both feet
simultaneously within the centre third is judged to
have received the ball in that third.
iv) A player who lands with both feet
simultaneously with one foot within the centre
third and the other on goal third is judged to have
received the ball in that goal third.
v) If a member of a team taking the centre pass,
catches the ball in the centre third without crossing
the line, a free pass is a warded the opposing team
to be taken at the goal third close to the point
where the ball crosses the line.
vi) If a member of opposing team touches or
catches the ball on the centre third or goal third,
with a stride along a transverse line, then the
advantage rule is applied.
vii) If a ball from centre pass goes untouched over
the sideline boundary or the centre third, a throw
in is awarded to the opposing team where the ball
crosses the line.
PLAYING THE BALL
A player may:
i) Catch in one or both hands
ii) Gain or regain possession of the ball if it
re-bounces on the goal post.
iii) Bounce the ball to another player
iv) Tip the ball in uncontrollable manner once or
more than once, hit the ball to another player or
catch the ball.
v) Bat the ball once, catch or direct to another
player
vi) Fall while holding the ball but must regain
footing and throw the ball within three seconds.
A player may not.
i) Kick the ball deliberately
ii) Strike the ball with the wrist
iii) Deliberately fall on the ball to get it
iv) Attempt to regain possession of the ball while
lying, sitting or kneeling on the ground
v) Use goal post as a support in recovering the ball
going out the court
vi) Use the goal post as a means of regaining
balance/ any other way or purpose.
LATE ARRIVALS
A late comer can only replace a player who filled
her position only after notifying the umpire.
She takes to the court:
a) After a goal has been scored
b) After stoppage for injuries or illness
c) Immediately following an interval
The penalty for breaking the rule is a free pass to
the opposing team where the infringer is standing
and she leaves the court until the next goal is
scored or next interval.
Stoppages, injuries or illness
When a player is injured or ill a stoppage of up to
3 minutes is allowed from when team manager is
called to decide whether the player is fit to
continue with the play.
Umpire may stop play for emergency related to:
i) Equipment, court interference by
outsiders, weather conditions
ii) Players clothing.
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OFFICIALS
Team officials – Game officials
Coach – Umpire
Team manager – Timekeeper
Captain – Scorer
1. UMPIRE
 They put on costumes distinct from that of
players
 Should have control over the game and
make decisions
 Should officiate according to the rules
 Each umpire should control and give
decisions only in one half of the court
unless appealed to by other umpires for
decision on her behalf.
 The umpire whistle starts and stops the
game after an interval.
 After the players have taken their positions
in the court, the umpire tosses a coin for
the start.
 Each umpire restarts the game after all the
goals scored in the half he or she is
controlling.
 Keeps outside the court except when it is
necessary to enter in to secure a clear view
of a player or to indicate the point of which
the penalty must be taken or to take a toss
up.
 Move along the sideline and behind the
goal line to see play and make decision.
 An umpire may call on an advantage to
indicate an infringement has been observed
and not penalized.
 Not criticize or coach any team when the
game is in progress.
 Check that during the stoppage, injuries,
other players remain in the court and there
is no coaching going on.
 On seeing an infringement blow whistle,
state the infringement and the penalty and
indicate the place on which the penalty is
to be taken.
2. SCORERS
There are two scorers and their duty include:
a) Keep a written record of the scores
together with the record of the centre pass
and the record of all the successful scores
shot.
b) Record each goal as it’s scored unless
notified contrary by the umpire.
c) Call centre pass if applicable to.
d) Notify the umpire immediately if the
incorrect centre pass is given.
3. TIME KEEPERS
Their duties include:
a) Toss off for the choice of goal side or first
centre pass and notify the umpire of the
result.
b) Take note of time during an interval,
stoppage or illness.
c) During the above occasions notify the
umpire and the other captain that they have
changed the positions whether or not
substitute is involved or not.
Over third
a) The ball cannot be thrown over a complete
third without being touched or caught by a
player who is at the time touching or
catching the ball is fully within the third or
lands within that third.
b) The player, who lands first with one foot in
the correct third, is judged to have received
the ball I that third.
c) The player who lands on both feet
simultaneously with one foot within the
correct third and the other one in incorrect
third is penalized.
FOOTWORK RULE
A player may receive a ball with one foot or both
feet grounded or jump to catch and land on one or
both feet and then:
a) Step with one or both feet in one direction, any
number of times pivoting on the landing foot. The
pivoting foot may be lifted but the player must
throw or shoot before grounding.
b) Jump from the landing foot or both feet on the
other foot or either foot but must throw or shoot
the ball before re-grounding foot.
A player in possession of the ball may not:
Drag or slide the landing foot
Hop on either foot
Jump from either both feet unless the ball has been
released before landing.
DEFENCE
This is mounting around of the player who is in
the guard position. Its duty is to capture from the
opponent and bring it up court to start her team’s
attack. She is also supposed to draw the defence
onto herself and then pass the ball to her team
mate in her position.
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Player’s responsibilities in defence against an
opponent include:
Anticipating an opponents moves so as to
discourage him from moving past for a shot near a
goal area.
Discouraging the opponent from reaching the high
percentage scoring area.
Making it difficult for the opponent to pass
accurately.
Making it difficult for the opponent to run fast and
receive a pass or collect a reground.
Types of defence
1. Man to man defence – A player marks her
opponent wherever she goes in the court.
2. Zone defence- court player guards one section
at all times no matter which attacker comes into
the area.
PENALTIES IN NETBALL
These are awarded when infringement occurs i.e.
offences or breaking of rules.
1. THROW IN
This is an act of putting the ball back into play
when the whole ball is out the court.
Occasions when the ball is considered out:
When it touches the ground outside the court.
When the player steps outside the court while
holding the ball.
When the ball comes in contact with a person or
an object outside the court.
Conditions to observe:
Should be thrown at the exact point where it went
out.
Throw at the nearest third.
Release the ball in three seconds.
At least one foot should be close to the line but not
stepping on it.
Footwork rules should be obeyed i.e. the foot
should be in contact with the ground.
Opponents should be 0.9m away from the ball.
A goal cannot be scored directly from the throw
in.
The player cannot pass the ball to herself.
A player should not enter the court before
releasing the ball.
2. TOSS-UP/THROW-UP
This is awarded incase of:
1. Simultaneous infringements – 2 opposing
players committing same offence.
2. Simultaneous offside – when one player
interferes with the ball.
3. When two opposing players claim possession
of the ball – holding the ball at the same time and
struggling for it.
4. Incase of serious injuries or illness (stoppages)
5. When the umpire cannot tell who has
committed the offence.
6. Incase of external interference.
7. Technical problems e.g. ball bursting
Conditions to be observed
1. Two opposing players stand at a distance of 1m
facing each other and their own goal line.
2. Their hands should be straight and alongside
their body.
3. The ball should be tossed at a height not more
than two feet.
4. The shoulder of the shorter player should be
considered when tossing the ball.
5. The players can bat or catch the ball only when
it is coming down.
3. FREE PASS
Awarded incase of infringement occurring within
the court – except with simultaneous offside
Examples of infringement include:
Over third
Offside
Internationally kicking the ball
Repossessing the ball i.e. double catch
Faulty centre passes.
Scoring from outside goal area
Rolling the ball to a team mate.
Conditions to observe
i. The umpire blows the whistle and indicates kind
of infringement.
ii. Opponent should be 0.9m away from
iii. Play the ball after the umpire’s signal within
three seconds.
iv. Obey the footwork rule
v. Any other player allowed playing in that area
can take a free pass.
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4. PENALTY PASS/PENALTY SHOT
This is awarded incase of:
1. Obstruction – A player defending the ball at a
distance of less that 0.9m.
2. Contacts – Body contacts: charging, stripping,
pushing, holding and blocking e.t.c
– Ball contacts – a player contacting the opponent
with the ball
3. Intimidation – This is when the player uses
threatening gestures against the opponent.
4. Interfering with the goal post – G.K shaking the
goal post when G.S is set to shoot.
SKILLS
A. THROWING
1. Chest Pass
Teaching points
 Both hand at a chest height level
supporting the ball. Thumbs pointing each
other and the rest of the fingers spread
behind the ball, elbows points outwards.
 Pass the ball as you push by the use of both
hands.
 Follow though by a step forward and by
lifting the body weight in the direction of
the throw.
2. Overhead pass
Teaching points
Ball is held in two hands either
i. Directly above the head
ii. Slightly forward of the head
iii. At rear of the head
Ball propelled with a forceful flexing and weight
placed over the front foot.
Teaching points
Used in a congested space to at full defence.
May be passed with one or two hands, grip same
as chest pass.
Ball directed towards the floor either:
i. Just behind the feet of the tight defence
ii. Approximately two thirds of the way between
the sender and receiver.
TYPES OF PASSES
1. One handed straight shoulder pass
Teaching points
 Hands spread evenly behind the ball
 Body turned sideways
 Weigh the body on the back foot.
 Palm cupped and the thumb spread to
support the ball.
 Throwing arm is thrust from the shoulder
with follow through of body weight.
 Both hip and shoulder should rotate to the
side and forward during the throwing.
 A flick of the wrist will give speed to flight
of the ball.
2. One handed high shoulder pass
Teaching points
 Same as straight shoulder pass but:
 Weight should be behind, fingers spread
out behind the ball.
 Throwing arm thrust forward from the
elbow and shoulder.
 Direct the ball in upward direction over the
head of an opponent
 Follow through.
3. Chest pass
Teaching points
 Ball held in hands closer to chest
 Weight behind the foot. (See chest and
bounce pass)
4. Overhead bounce pass
 Same as overhead and bounce pass except
the bounce come from a different angle.
5. Underarm (sling) pass
 Like shovelling
 Flight the ball in wrist height high or lower
and direct.
 Used for short passes
 Ball travels fast
 Follow through.
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B. CATCHING
1. Two handed catch
Teaching points
Hands firm and stretched towards the ball.
Fingers opened and relaxed
Arms recoiled to pull the hands
The whole arm and body side give the direction of
the flight of the ball so that catch is ‘soft’ and
almost noiseless. If hands and arms are rigid,
fingers can be damaged.
GYMNASTICS
This is a systematized forms of exercise designed
to produce particular effect to the body.
Skilful performance of the basic human movement
e.g walking, rolling, vaulting, springing e.t.c
Qualities of a good gymnast
Should be physically fit
Disciplined
Committed/dedicated
Interested
Knowledgeable/conversant
Willing to learn
Sympathetic
Possessing sportsmanship attributes
Aims of gymnastics
 To exploit human potential talents
 To develop physical fitness for individual
 To make proper use of leisure time
 To make proper use of locally available
materials
 Help to correct body defects e.g. lard Isis,
scoliosis e.t.c.
 To promote emotional development
 To promote sportsmanship spirits e.g.
co-operation, discipline, sharing.
 Improves body system e.g. circulatory,
respiratory, digestive e.t.c
 Helps form career opportunity
 It lays foundation for other sporting
activities.
Problems encountered while teaching gymnastics
Lack of equipment/facilities
Negative attitudes by pupils, parents, fellow
teachers, society e.t.c
 Lack of sufficient time for practice
 Lack of role models in the society.
BRANCHES OF GYMNASTICS
There are three branches of gymnastics. These
include:
1. Traditional/informal
2. Modern/formal
3. Olympic/Acrobatic
1. TRADITIONAL / INFORMAL
This branch deals with the skills as performed by
the gymnast. It is categorized into two:
a) Balance
b) Agilities
a) Balance
This is the ability to hold the body still or
stationery without any movement. It is the state of
body equilibrium.
i) Static/non – locomotor
No movement once the body is balanced
Examples include:
 Head stand
 Hand stand
 Crouch balance
 V balance
 Crab stand
 Elbow plant
 Swan/plane balance
ii) Dynamic/locomotor
In this case once you the balance you can make
some movement.
Examples include:
Crab walk
Tiger/fore arm balance
Hand walking
Counter balance
This is a kind of a balance where an individual
require a partner or group of partners to support.
Examples include:
 Should balance
 Knee balance
 Pyramid
13
Pyramid
This is a grouped balance having a triangular or
colonial shape.
Conditions for a good pyramid
 Should have a strong, broad base and a
sharp apex.
 Should be composed of 16 participants
with varied body sizes, heaviest at the
bottom and lightest at the apex.
 The service of the spotter is highly
required when building and breaking the
pyramid
 Hips and shoulders give the strongest
support when building the pyramid.
 The taller the pyramid the higher the marks
scored.
Pyramids form the climax of the gymnastic
competition.
Gymnastic movements that can be used to
disembark the pyramid are:
 Backward or forward roll
 Headspring or neck spring
 Cat wheel
 Summersaults
b) Agilities
These are fast moving gymnastic activities or
skills that are done with a lot of ease.
Categories of agilities
1. Rolls
 Forward roll
 Dive forward roll
 Tank roll
 Backward roll
 Judo roll
 Side roll
2. Vaults
 This is a movement of going over or
jumping over an obstacle or an object.
 Through vault
 Fence vault
 Astride vault/leap frog
 Side vault
 Overswing vault
 Gate vault
 Thief vault/ window
Progressive stages of performing vaults
 Approach ——- short run
 Take off —– breaking contact with the
ground
 Flight —– being in air
 Landing —- making contact with the
ground
3. Springs
These are movements of turning the body part
from one point to another either in the air or over
an obstacle.
 Headspring
 Neck spring
 Cat spring
 Hand spring
 Arab spring
4. Tumblings
 Cartwheel
 Forward somersault/ flick flack
 Backward somersault/ flack flick
 Arab spring
 Round off
 Up start
2. MODERN / FORMAL GYMNASTICS
This branch deals with the themes of educational
gymnastics and factors of movements
A. Themes of educational gymnastics
i) Weight transfer
This is shifting or transferring of the body weight
from one body part to another.
Examples
Walking – from one leg to the other
Cat wheels – Leg to hand and to other leg
Hoping – from leg to the same.
ii) Resilience
This is the amount of spring, bounce or elasticity
of the body when landing or taking off.
Importance
To avoid body shock thus preventing body
injuries.
To create beauty in the movements
Good landing
Landing with balls of the foot
Land with feet apart
Land on a stable and even ground
Hands stretched out for balance
Knees slightly bend
14
iii) Space awareness
Personal space – space occupied by the body
cylinder.
General space – Unoccupied space where the body
can move.
iv) Balance and counter balance. (Refer to types
of balance – page 13)
v) Twisting and turning:
Turning
This is when the whole body including the feet
moves round as one.
Twisting
This is when at least one part of the body is fixed
on the ground while the remaining parts rotate/
move around.
B. FACTORS OF MOVEMENTS
1. Weight
The body weight determines the quality of the
movement. Can be described as heavy, medium
and light. The heavier the body the clumsy the
movement.
2. Space
(Ref. to themes of education – page 13)
3. Time/flow
Time is used to measure the speed of movement.
Movement can be described as either very fast,
moderate and very slow. Flow of movement can
be described as:
Free flow: Movements that cannot be stopped or
held at one point once they start.
Bound flow: Movements that can be held at one
point once they are start.
Other terms of movements
1) Level:
Can be described as high, medium or low
2) Direction
Can be described as forward, upward, sideways,
Backwards and downwards.
3) Progression
This is how work is build up
4) Movement sequence
This is comparatively complete movement
Made up by combining small short movements
In a sequence manner, e.g.
 Head springs
 Through vaults
 Astride vaults
5) Curling
Body parts being taken or brought to the centre of
the body.
6) Stretching
When the body parts are taken away from the
body centre i.e. legs and hands
7) Symmetrical movement
This is when the corresponding parts of the body
i.e. hand and legs are used to do the same thing at
the same time.
8) Asymmetrical movement
Corresponding parts of the body are not used to do
the same thing at the same time.
SAFETY PRECAUTION WHEN TEACHING
GYMNASTICS
 Ensure adequate and appropriate warm up
before starting the activity.
 Demonstration should be very clear.
 Instructions/explanations should be very
clear.
 Maintain discipline of the highest order.
 Provide adequate space.
 Ensure pupils have appropriate uniform
 Avoid using faulty apparatus
 Proper timing of the activities i.e. avoid
activities when it is extremely too hot or
slippery
 Avoid using faulty facilities e.g. grounds
with stones
 Avoid involving sing pupils
 Activities should be related to pupils’ age
APPARATUS USED IN GYMNASTICS
 The horse
 Bars
 Ropes
 Tables
 Vaulting boxes
 Spring board/take off board
 Chairs and stools
 Old tyres
 The hoops
Adjusting gymnastics competitions
Points to look at:
Entry in the arena. The entry should be in
gymnastic movement or skills.
Teacher and the leaders’ appearance. They should
have uniforms, which looks a bit confident,
knowledgeable e.t.c
Table interpretation.
Continuity and progression i.e. does one part
follow another (sequence) in mount
15
Teacher’s creativity
Improvisation and use of apparatus.
Skill mastery
Timing – for the timing you are given 10 min to
complete.
Exit from arena.
ATHLETICS
16
STRUCTURE OF ATHLETICS

 

 

 

 

 

 

 

 

 

 

 

TRACK EVENTS FIELF EVENTS ROAD RACES COMBINE EVENTS OFFICIALS
SPRINTS
MIDDLE
DISTANCE
LONG
DISTANCE
Walk
races
JUMPS
High
Jump
Pole
vault
Throws
Discuss
Shot put
Tripple
jump
Javelin
Harmmer
Marathaon
Cross
Country
Pentathlon
Heptathlon
Decathlon
Marksman
Announcers
Lap scorers
Walk judges
Chairman
Org. Secretary
Referee
Guest steward
Technical manager
Chief timekeeper
Chief track judge
Chief field judge
Chief recorder
Umpires
Marshals
Statler
Blackboard officials
ATHLETICS TRACK
Home straight Lane 1.22m( width)
Common finishing line
HISTORY OF ATHLETICS
Started in Greece as a funeral site or religious
ceremony and later became part of life the Greeks.
During these festivals the sacrifices to heroes and
lesser gods were followed by feasting, dancing
songs and exhibitions of agilities of strength and
skills in the form of competition.
The important festival was held in Olympia in 776
B.C. which was known as Olympic games.
ATHELETICS TRACK
The length of the track is 84.39m and the width is
73m. Have two parallel lines and two curved
bends. The shape of the track is elliptical.
PARTS OF THE TRACK
1. Kerb line
The innermost line if the athletics track.
2. Kerb distance
This is the distance measured following the Kerb
line.
3. Track distance
This is the distance across the lane. The first lane
is measured 30cm from the kerb line and the rest
are measured 20cm from every line.
4. Home straight
This is the final stretch towards the finishing line.
5. Lane
This space in between consecutive lines and the
distance is 1.22m.
6. Change over box
This is a 20m zone along the lane with which the
batons should be changed.
7. Acceleration zone
A 10m zone just before the nearer boundary of the
change over box where the competitor receiving
the baton can move to gather momentum before
receiving the baton.
Formula for kerb distance
Kerb distance = 2L + ПD
17
Kerbline
84.39 m
73m

Factors to consider when selecting site for
athletics track.
Level/flatness of the ground
Adequate space where the track can fit all the
lanes.
Free from obstacles e.g. stumps
Avoid waterlogged areas (swampy areas)
Direction of both sun and wind.
The area should be accessible.
Standard track has 8 lanes measured from inside.
TRACK EVENTS
These are running events done on the athletic
track. They include:
1. Sprints races
2. Middle distance races
3. Long distance races
4. Walk races.
SPRINTS
These are short races normally referred to as
explosive events. They take short time to
complete. Also referred to as anaerobic in nature
because they require little oxygen for producing
energy.
The events include:
100m
 110m hurdles
 200m
 400m
 4 x 100m
 4 x 400m
Characteristics of sprint events
 They take very short time to perform.
 They involve strength, power and speed.
 They are anaerobic in nature. Less
oxygen and energy
 They result to oxygen debt. Twice as more
oxygen than supply.
TYPES OF STRAT IN TRACK EVENTS
1. Crouch start
The body assumes crouch position or shape. Used
in starting all the sprint events.
There are three types of crouch start.
(a) Elongated
The knee of the rear foot is opposite the ankle of
the leading foot.
(b) Medium/bullet start
The knee of the rear foot is opposite the toe of the
leading foot.
(c) Bunch start
The toe of the leading foot and the toe of the rear
are 12 inches apart. The competitor looks as if he
is seated down.
2) Straight start
This is whereby the competitors are on a straight
line e.g. 100m, 110m hurdles, for men and
women.
3) Curve start
This is whereby the competitor assumes a curve
formation when starting the competition e.g. all
long distance races.
4) Staggered start
This is where each competitor starts from a stagger
on his/her lane. It is used in all events where the
competitor is required to keep his/her lane
throughout the race. Also where the competitors
are going round the curve.
5) Standing start
Competitors start the race on standing position.
This is used in long distance events and road races.
PROCEDURE FOR THE CROUCH START
1) The starters command
The starter gives the command “on your marks”.
The competitors take their positions on their lanes.
The rear foot kneels down depending on the
crouch start. The hands are stretched alongside
the body. Eyes focused forward so that they are
not caught unaware.
2) Second command “set”
The rear foot is straightened and the weight is
transferred to the leading foot. Eyes focused
forward.
3) Third command “go”
The starter starts the race when the competitors are
motionless.
Rules governing the start of the track events
Assuming full or final set position on the
command “on your marks/set.”
Not disturbing a fellow competitor by sound or
any other means after the command “on your
marks”
A competitor should not leave his mark with hands
or foot after the command “on your marks”.
For all short races up to and including 400m,
starting blocks should be used.
NB/ If a competitor commits two consecutive
faults, he is warned for the first one and
disqualified for the second one.
18
RELAY RACES
1) Shuttle relay
This is where a competitor runs from one straight
to another and back before he passes the baton to
another.
A
2) Medley relay
This involves different competitors in a team
covering different distances. It’s mainly for
enjoyment and for both genders e.g. 100m >>>>
200m>>>>400m e.t.c
3) Circuit relay
This is where the competitors run round track and
each member of the team covers the same
distance. We have two types of circuit relay:
(1) 4 x 100m
(2) 4 x 400m
Rules governing relay races
1. The baton shall be carried by the hand
throughout the race.
2. The baton shall be passed literally to next.
Should not be hurled or thrown.
3. The passing of the baton shall take place
within the change over box.
4. A competitor after passing the baton shall
not escort the fellow competitor but waits
for the area to clear and then leave the
track.
5. In 4 x 100m and 4 x 400m, first round the
competitor shall maintain his/her lane
throughout.
6. Each team shall have 4 competitors and
shall wear identical uniforms.
7. For a team to win, the last competitor must
have a baton with him/her.
8. The competitor receiving the baton is
allowed to move within the change over
box but beyond the acceleration zone. i.e
10m.
Anchor leg
This is the member in the relay team who covers
the last stretch or the final round in the relay.
 Characteristics of anchor leg
 Must be very fast runner
 Good at receiving the baton.
 Good at finishing.
MIDDLE AND LONG DISTANCE EVENTS
They include:
 800m
 1500m
 3000m steeple chase
 5000m
 10000m
 Walk races
Characteristics of middle and long distance
events.
They take longer time to perform.
They involve both cardio-vascular and muscular
endurance.
They are aerobic in nature.
Sometimes may result to fatigue ( accumulation of
lactic acid along the muscles).
General rules governing the track events
A competitor shall maintain his/her lane when the
track evens demands so e.g. 200m, 400m e.t.c
A competitor shall not obstruct his or her opponent
e.g. pushing, blocking the way e.t.c.
A competitor shall not run inside the track or
move out of the track and come back again to
resume the race.
A competitor shall overtake to the right of the
opponent unless there is enough space to the left.
Each competitor shall wear a number and color
allocated to his/her team. At the end, points shall
be awarded as follows:
Position Points
1 7
2 5
3 4
4 3
5 2
6 1
7 0
All competitors shall be registered by the recorder.
Running shall be done anticlockwise. This is
because it is easier to negotiate curves on the left
as opposed to right.
Timing of the events.
This is taken from the smoke on the flash of the
pistol or any approved starting apparatus to the
moment any point of the torso comes over the
flashing line.
19
Every competitor shall be timed by three time
takers and in the event of the times disagreeing the
middle time taken.
HURDLING EVENTS
These are events where the competitor runs over
an obstacle placed along the course e.g.
100m/110m hurdles.
Rules governing hurdling events
A competitor shall only clear those hurdles that are
on his lane.
A competitor shall not trail his leg around the
hurdles.
A competitor shall not deliberately knock down
the hurdles.
When sub standard hurdles are being used, a
competitor shall only be allowed to knock down a
maximum of three hurdles. When standard
hurdles are being used then there is no limit to be
knocked down.
Do not avoid any hurdle.
Specification for a hurdle
Overall width 120 cm
Length of the base 70 cm
Depth of the top bar 70 mm
Thickness of the top bar 10-25mm
Minimum total weight 10 kg
Distance specifications SEX
RACE Height
Of
Hurdles
From
Start
to
1
st
hurdle
Distance
Between
Hurdles
From
Last
hurdle
To
finish
MEN
110m 1.67m 13.72 9.14 14.02m
400m 0.914m 45m 35m 40m
WOMEN
100m 0.84m 13m 8.5m 10.5m
400m 0.762m 45m 35m 40m
Steeplechase
Ways of clearing steeplechase hurdles include:
Step over – Jump over
Vault over – Climb over
Run over
Types of hurdles to be cleared are:
i. Dry hurdle
ii. Wet hurdle
Getting number of hurdles cleared
Dry hurdles = No. of lapse x 4
Wet hurdles = No. of lapse
FIELD EVENTS
JUMPS
1. Horizontal jumps
In a situation where there are more than 8
competitors, each competitor shall be given three
chances after which the best 8 shall proceed to the
next round. This first round is call preliminaries.
The competitor with the best jump shall be
declared the winner. In championship meetings a
qualifying competition of three trials is held
preceding competition.
Rules governing horizontal jumps
A competitor shall take off from a single foot.
A competitor shall not apply any form of
summersault.
After landing a competitor shall not leave the
landing pit from the runaway.
The jump shall not count if the competitor takes
from beyond the take off point.
After commencing the jump, a competitor shall
have no contact between his body and the ground
outside the runway.
A competitor shall not place any checkmarks on
the runway.
Do not touch the ground outside the area nearest
the take off.
A competitor shall not use hand weights or grips
of any sort.
How to take measurement
The tape measure shall be perpendicular to the
take off point.
The zero (0) mark of the tape measure shall be at
the nearest point of contact with the landing area.
The reading shall be taken from the inner edge of
the take off board.
20
Breaking a tie
Incase of two competitors tying, the competitor
with the second best jump shall be declared the
winner. If the tie remains then the competitor with
the third best jump shall be declared the winner. If
the tie remains then each of them is given three
more chances.
5.5m
40.45M
13m RUNWAY
1.22m
Take off board
(1.22m x 20cm)
Specification for triple jump
5.5m
40.45M
1m RUNWAY
1.22m
10m
Take off board
(1.22m x 20cm)
Specifications for long jump
Progressive stages
i. Approach
This is a short run before take off to gain
momentum
Errors during approach
Contact with the ground outside the runway
Taking off before gathering full momentum
Inconsistent pace of strides.
Take off
This should be single foot take off.
Errors during take off
Stepping beyond the take off board
Taking off far much behind the take board.
Stepping on the take off board using the wrong
foot
Not balancing the vertical or horizontal motion
during take off.
Take off foot is the foot that remains longer in
contact with the ground. The other foot is known
as the power foot.
ii. Flight
This is when the body is in air.
Errors during flight
Somersaulting
Assuming an upright shape while in air
iii. Landing
This is making contact with the ground from air.
Errors during landing
Contact with the ground outside the pit.
Touching behind the area of contact during
landing.
Styles of jumping
1. Hitch kick
During the flight he makes a scissor like
movement.
2. Float/sail
During the jump the legs and the hands are
stretched a head of the body.
3. Hung
The legs are folded backwards as arms cycle in air.
The triple jump has three distinct phases i.e. the
hop, step and jump.
A competitor is allowed to land between the take
off board and the landing area without penalty
provided that he:
i. Lands first on his take off foot.
ii. Lands secondly on the opposite foot.
iii. Does not permit the sleeping leg to touch the
ground during any phase the jump before the final
landing.
All other aspects same as long jump.
Equipment
1. Tape measure
2. Pegs
3. Scorecards
4. Flags – Red for no jump
– White for jump accepted
5. Rake/Jembe
2. VERTICAL JUMPS
Rules governing vertical jumps
1) Failure is recorded if the athlete
Dislodges the bar, directly or indirectly
Touches the ground including the landing area
Beyond the plane of the uprights without first
Clearing the bar.
21

Landing
Pit
2) A competitor shall not be permitted to use the
runway or take off area for practice purposes once
competition begins.
3) The bar shall never be raised by less than 2cm
unless there is a tie or one competitor only
remaining.
4) A competitor may commence jumping at any
given height above the minimum height.
5) 3 consecutive failures disqualify a competitor
regardless of the height at which they occur.
6) A competitor is permitted to place checkmarks
on the runway, takeoff and use handkerchief at the
poles for sighting.
7) A competitor shall take off from both of his foot
and shall not apply any form of somersaulting.
8) The competitor shall complete the event in one
and half minutes.
Breaking a tie in vertical jumps
Consider the competitor with the least jump at the
height where they tie.
Consider the competitor with the least total
failures.
If the tie remains consider the competitor with the
least total jumps.
If the tie still remains then a jump off is awarded
i.e. the bar is lowered or raised by less than 2cm
and the tying competitors given chance to jump.
Taking measurement
The distance between the ground and the upper
most part of the cross bar at its lowest point is
measured with a steel tape.
a) High Jump
The competitor lower there centre of gravity their
bodies over the cross bar in order to reach
optimum height.
Styles of high jump
i) Orthodox/scissors
Weight above the bar
ii) Western roll
Take off foot is the landing foot
iii) Straddle
Landing is on the back or the shoulder and
upper back.
iv) Fosbury/flop
Landing is on the back or the shoulder and
upper back.
v) Eastern cut off
vi) Straight jump/direct jump
Equipment
Tow upright post
Crossbar
Pegs
Steel tape measure
Progressive stages/techniques
Approach from 350
– 400
or from a curve.
Take off – trunk upright at the bar level
Good flight
Proper landing.
Physical components of a good high jumper.
 Good height
 Good speed
 Strength
 Flexibility/agility
Specifications for high jump
i. Landing area
 Measure 5m x 4m
 Filled with sand.
ii. Take off area
 Should be levelled, well watered and
free from Pitting.
iii. Runway
 Should permit an approach run of 18m
at any angle on the take off side of
the pit.
iv. Uprights
 Must be rigid and placed at least 4m
apart.
 Supporting pegs 4cm wide and 6cm
extension in the direction of the
opposite upright.
v. Crossbar
May be triangular or circular in section.
Diameter 30mm and should be slightly longer
than 4m.
b) Pole vault
The competitor can forego a trial at certain
Right.
They are allowed to move uprights, forward
Or backward in preparation for the jump.
The competitor is not allowed to place the
Lower hand above the upper hand after the
Take off.
A pole may be touched by someone else other
Than the competitor when:
i) It is released and happens to fall away
from the bar.
ii) It lands outside the landing zone.
It is not a failure for a pole to fall underneath.
22
Why aluminium poles are preferred to fibreglass
poles.
 Aluminium poles do not bend
 Aluminium poles are made of metals
 Aluminium poles are safer in terms of
accidents
Physical components of a good pole-vaulter.
 Co-ordination
 Courage
 Speed
 Flexibility
Specification for pole vault
i. Landing area
Should be 5m2
filled with sand
ii. Take off
This is from specially constructed box
measuring 100cm x 60 cm (take of box). It is
sunken in the runway so that the upper edge is in
level with the surface of the runway.
iii. Runway
Should be between 40m and 45m long.
iv. Uprights
Be placed at least 4m apart.
v. Cross bar
Should be between 4.5m and 5.0m.
Differences between vertical and horizontal
jump.
Horizontal jumps Vertical jumps
Athletes compete for
distance
Athletes compete for
height
No obstacle to be
jumped over
There is an obstacle to
be jumped over
Preliminaries are held
then the best 8 proceed
to the next round
Once a competitor
commences the jump he
will continue up to the
point where he fails
THROWS
1. DISCUSS (Refer to figure 1 page 23)
Weight
For men —— 2kg
For women —– 1kg
Throwing styles
i. Standing style
ii. 1 ½ turns
Teaching points
Place discuss on the palm with the finger well
spread.
Grip the rim of the discuss with the fingertips
Support the discuss with the thumb.
Do the preliminary swings.
Release.
Rules for discuss
A competitor must complete the throw in 1 ½
minutes time.
The competitor should not leave the circle before
the implement lands.
Exit should be from the rear part of the circle
The discuss must land within the sector
The discuss must be thrown while within the
circle.
Competitor should not touch or step to the ground
outside the circle (should not step on the arc).
Materials for discuss
Tape measure – Pegs
Discuss – Stop watch
Score sheet – Flags (red and white)
Measurement:
The zero (0) mark is placed on the point of landing
then stretched up to the center of the circle. The
reading is taken at the outer edge of the scratch
line.
Breaking a tie.
Consider the second best throw.
If still remains consider the third best throw.
If the tie remains, competitors are given another
trial.
Factors contributing to good throw.
 The speed of the release
 The angle of the release
 The strength of the release
 Method of grip. Poor grip results into
wobbling.
2. SHOT PUT(Figure 2 page 23)
Weight
Men ———–4 kg
Women——– 2kg
Throwing styles
i. Standing styles
ii. Obrien style (gliding/sliding).
23
Rules
Same as discuss
Similarities between shot put and discuss
Both have sector of 400
In both exists is from the rear circle
Measurement taken the same way.
Breaking the tie same procedure
Duration for performance is the same i.e. 1 ½ mins
Differences
Shot heavier than discuss
Diameter longer than in shot put
In discuss we have 1 ½ turn method of throwing
while in shot put we have obrien method of
throwing.
In short put we have stop board while in discuss
we have metal rim.
In discuss we throw the discuss while in shot put
we put the shot.
3. JAVELIN (Figure 3 page 24)
Weight
Men —————- 800 gms
Women ————- 600gms
Rules for javelin
A competitor is not permitted to step on the curved
scratch line during, or after the throw.
A competitor must approach within the runway.
He must remain within the confines of the run way
and behind the scratch line until the implement has
landed.
Javelin should not land on the tail first.
Javelin must land within the sector (landing
sector)
The competitor must complete the throwing within
1 ½ minutes.
The competitor must retire from behind the scratch
line. Front Circle
Scratch arc
Metal rim
Rear
Circle Landing
sector
Extension
0.75m
Figure 1: Specification for discuss

Javelin must not be hurled or slung
Javelin must be held at the grip with one hand
Progressive stages
1. Grip
Cord of the javelin is placed on the open palm
Fingers wrapped around the cord.
Thumb parallel to the javelin shaft.
2. Carriage
Javelin placed parallel to the ear and above the
shoulder with the head slightly higher than the tail.
Hand and arm should be relaxed
3. Approach
Approach at a run to gain momentum
4. Release/recovery
Safety precautions
Should be thrown in one direction
Throwing should be done in order
Javelin to be thrown towards the wind
Spectators away from the throwing area
Should be carried from the landing area to the
throwing circle i.e. should not be thrown.
Should be carried in upward direction with head
pointing upwards.
4. HAMMER (Figure 4 page 24)
Weight —————- 7.26 kg
Overall length ———- 116 – 117cm
In a competition of more than 8 competitors,
preliminaries are organized where they select the
best 8 to proceed to next final round.
Incase of a tie, both preliminaries and final rounds
are considered.
The throwing should be done in a cage for the
purpose of safe.
. Front Circle
Stop board
Rear
Circle Landing
sector
Extension
0.75m
Figure 2. Specification for shot put
24

2.5m
400
2.25m
400

8m
Landing area
4m Runway – 40m
Arc – 34.950

Extension 0.75m
Figure 3: Specifications for javelin
Handle
Chain
Head
Figure 4: Specifications for hammer
ROAD RACES
Cross country
This is a team event where the team runs on the
countryside on different land terrain.
Distance in cross-country is determined by age
and sex.
It is determined as follows:
Senior men———- 12km
Junior men———– 6km
Senior women——- 8 km
Junior women —— 4 km
 For women you register between 6 & 8 out
of which only 4 scores for the team.
 For men you register between 7&9 out of
which only 6 scores for the team.
 The team with the lowest or the lest points
emerges the winner.
 To break tie consider the position of the
last competitor of each team and one who
is placed in a better position helps to break
the tie.
 Trophies awarded are individual trophies
and team’s trophy.
 The cross-country event usually ends in a
funnel placed in the athletics track. At the
funnel we have funnel judge.
 We have points men at various points to
show direction flags. Red indicates right
direction while white indicates left
direction.
2. Marathon
 Individual events done on the city streets.
We have two types of marathon i.e.
i. Full marathon ——- 42 km
ii. Half marathon——- 21 km
 After 15km you get refreshment points.
Water points are also placed after every
5km.
 Sponging is allowed in marathon
 Sponging and water points helps in
preventing dehydration.
 Differences between cross country and
marathon
Cross country Marathon
A team event Individual event
Individual and teams
trophy awarded
Individual and trophy
awarded
Distance vary with sex
and age
Is either full half distance
Is done in country side Is done in city streets
Finishing is done in a
funnel
Finishing is done on open
Refreshment and water
points not allowed
Refreshments, sponging
and water points are
allowed
A bit shorter distance i.e.
12,8,6,4
A bit longer distance i.e.
42,21
COMBINED EVENTS
1) Pentathlon
These are 5 events done by junior men and women
in one day.
Order of events
i. Long jump
ii. Javelin
iii. 200m
iv. Discuss
v. 1500m
2. Heptathlon
These are 7 events done by women in two
consecutive days
25
Order of events
Day 1.
 100m hurdles
 High jump
 Shot put
 200m
Day 2
 Long jump
 Javelin
 800m
Decathlon
These are 10 events done by men in two
consecutive days
Day 1
 100m
 Long jump
 Shot put
 High jump
 400m
Day 2
 110m hurdles
 Discuss
 Pole vault
 Javelin
 1500m
ORGANIZING MEETINGS AND THE
OFFICIALS IN ATHLETICS
 How to organize a meeting
 Set the date considering the season, time of
the year.
 Consider and arrange the venue.
 Consider the participation level i.e. junior
or senior.
 Types of events to be considered according
to the participants.
 Draw a list of officials needed during the
meeting.
Programme
 A programme must be drafted including
the number of events, competitor’s names,
times e.t.c
 Heats, quarters, semis and finals are to be
included in the programme.
 Indicate times when the events shall take
place.
Day of meeting.
 Officials should be there before the start of
the events.
 It should be known the times the events are
to take place.
 The clerk of the course to address the
officials before the start of the meeting.
 Evaluation of the meeting is done at the
end of the meeting.
 Send letters of acknowledgement to
officials and other helpers.
 Ensure safety of the apparatus and the
score sheet.
 Close and balance the accounts of the
meeting.
DUTIES OF THE OFFICIALS
1. Chairman (normally head of the institution)
 In charge of the meeting
 Sees the smooth running of the programme
 Checks on the officials and substitution
 Settles disputes.
2. Guest steward (normally deputy principal)
 Welcoming guests of honor and other
guest.
 Minds about there sitting and feeding
arrangements.
3. Organizing secretary
 Correspondence to other team officials
 Responsible for programmes
 Certification
 Invitation cards.
4. Technical manager
 Clerk of the course
 Ensure that lines, landing areas, runways
etc are marked.
 Ensure that stationery and equipment are
available.
 Check if the weights of the implements are
appropriate.
5. Referee
 Settle any dispute
 Decides when judges fail to agree
 Makes final decision
 Ensures that rules are followed
 Can disqualify competitors.
6. Chief timekeeper
 Assigns duties to other timekeepers
 Give signal to the starter when other
timekeepers are ready.
 Control other timekeepers and checks final
time.
26
Instruct other timekeepers to clear the watches
Fills in the scores card.
Checks the scores card before it goes to the
records.
Chief track judge
Assigns other track judges into different duties.
Control his officials
Signals the starter when judges are ready.
Check scores card before it goes to the records.
Makes final decisions on placing particular
competitors when watches have same reading or
disagree.
Helps to run the programme. He can change the
position of the event/track programme.
Consults the clerk of the course.
Ensure that the track is properly marked.
Ensure that there are record papers and other
stationery.
Ensure that all the equipment are available and are
in good order.
Chief field judge
Controls other field officials
Checks final judgement
Checks score card before it goes to the records
Ensures that all field areas are properly marked.
Ensure that all equipment are ready in good
condition.
Issues all forms for events.
He counter sign the forms and send them to the
chief recorder.
Overall authority in all field events.
Chief recorder
Record the results
Awards points
Position finalist.
Guides his assistants
Sports the broken records
Consults with the black board officials.
Umpires
Stay at all 4 truck corners
Check on the change over boxes of the baton
exchange in relay races.
Ensure athletes follow their lanes.
Check on the hurdles according to the rules
Communicate by use of flags once they notice any
infringements.
11. Starter
Start the track events
Signals to the chief track judge
Completely controls the track
Keeps programme running to the schedule
Records false by call alone but not by name.
Give the starting command.
12. Marksman/starter assistant
Assembles the athlete in their correct lanes
Assist the starter
Signal the starter when all are “on your marks”
Indicate false start and who is offender.
13. Marshals
Assembling the athletes to the starting point
Assist lane manager
Give competitors notice to prepare
14. Announcers
Calls athletes to start the events
Announce results
Announce new records set
Helps keep programme running
Silence spectators at the start of the race
Keep public informed of what is going on in the
field.
15. Lap Scorer
Minimum of two in the race
One shows the competitors how many laps to go.
The other shows the competitors laps gone.
16. Walk judges
Ensures that the athletes follow the walk rules
Chief walk judge disqualify the participants.
17. Prize and certificate steward
Ensure that certificates are awarded to the winners
after each event.
Makes proper arrangements for the trophies to be
awarded at the end of the day by the guest of
honor.
27
Refreshment steward assistant.
Provides drink during the meeting
Feed guests and officials after the meeting
First aider
Gives the competitors the necessary first aid.
Blackboard official
Continuous record of results on the blackboard for
guests and competitors to be kept informed.
Typist
Types the certificates as events are done.
JURY OF APPEAL COMPOSITION
Referee or chairman of the meeting
Chief track judge
Chief field judge
Clerk of the course or secretary
Overall man e.g. churchman.
The above group is formed when disputes that are
beyond the referee arises.
How a protest is lodged
It has to be in writing to the secretary or
organizing committee.
Should be made not more than 30 minutes after
the official announcing of the result.

THE COURT

Sideline (18m)

3m
There is non-refundable fee paid to the organizer.
The chairman calls the members of the jury for
final decision.
VOLLEYBALL
Historical background
The game was started by William Morgan, a
physical education specialist and director at Young
Men Christian Association (YMCA) in 1895 in
U.S.A. He first called this game Mintonette.
Latter the Y.M.C.A directors suggested that the
game should be called “Volley ball” because the
ball was volleyed back and forth across the net.
In the early stages of development 9 players on
each side were playing volley ball. The YMCA
drew the first formal rules in 1897.
During the First World War the American troops
introduced the game in Europe. U.S.A formed
amateur volleyball association in 1928 while the
Great Britain did the same in 1955. In 1946
volleyball was introduced in Olympic games both
for men and women.
In 1947 the international volleyball federation was
formed with its headquarters in Paris. In Kenya
we have Kenya Volleyball Association (K.V.A)

End line
28
5 4 2 1
6 Attack line 3 Centerline 3 Attack line 6
1 2 4 5
Sideline
Length of the court (18m)
Substitution takes place along this line
Team bench is located along this line.
End line
Width of the court (9m)
Service takes place along this line.
Center line
Subdivide the court into two equal parts
Net is fixed along this line
The two referees stand along and opposite this
line.
Prevents the player from entering the opponents
half.
Attack line
Subdivide one of the half of the court into two
parts i.e. front and back row. Front is marked 3m
from the centreline.
Playing positions
1. Right back player
2. Right front player
3. Center front player
4. Left front player
5. Left back player
6. Centre back player
Rules governing back players
They cannot participate in the block
They can spike provided they take off from the
back row plane.
Principle of rotation
Once the team gains the service the players move
one position in clockwise direction.
TEAM SIZE
A team is made up of 12 –layers, 6 main players
and 6 substitutes.
A team may register among the top players a
specialized defensive player known as libero
A team must have a captain.
The maximum number a team can substitute is 6.
Rules governing libero player.
(i) He shall wear a different color from the rest.
(ii) Shall be registered with the scorer.
(iii) Shall only replace the back court player.
(iv) Shall enter the court on the area between the
attack line and the base line.
(v) Shall not serve the ball at any given time
(vi) Shall not block the ball or play any ball above
the net
(vii) Can substitute the back court player as many
times as possible.
(viii) Shall only be substituted by a player who he
substituted.
(ix) Can not complete rotation
Qualities of a good libero player
(i) Very good in receiving the ball
especially the spiked balls.
(ii) Enduring/withstanding for long
(iii) Very fast in reaction.
BASIC EQUIPMENT
The ball
Spherical in shape
Circumference 65-67cm
Weather/synthetic casing with bladder inside
Weight 260-280 grams
The Net
Length 9.5m
Depth 1m
Should have a band with a cable inside to help in
tightening the net.
Heights – Men – 2.43m
Women – 2.24m
The Antennae
Measure 1.8m
Used to show aerial dimension of the volleyball
court.
The Post
Measure 2.55m
Fixed at 0.5m from the sideline.
When the ball is considered dead
(a) After the referees whistle
(b) Faulty service
(c) Ball lands out of the court
(d) Ball touching an object outside the court
(e) If a team makes more than three contacts
with ball before it crosses the net except
the block.
(f) When the ball is hand faulty
(g) If the ball touches the ground inside the
court during the play.
29
START OF THE GAME
The first time referee tosses a coin between two
captains and the winning captain has two options
to choose:
I. Choice of side
II. The first service
The other captain takes the remaining option.
SERVICE
The act of putting the ball into play by the right back
player anywhere along and outside the sideline.
TYPES OF SERVICE
1. Underarm (sling) service
Teaching points
Stand facing the net
Legs a stride with leg opposite the serving arm in
front.
Trunk and the knees slightly bent with more weight
on the rear leg.
Ball held at about knees level and slightly above.
The opposite arm with closed fingers swing
backwards and forward to hit the ball as you toss.
The opposite arm should be straight and make
contact with the inner part of the wrist.
Follow through as you transfer the weight from the
rear foot to the front foot.
Maintain the eye level coordination and aim at the
large position or position you want to serve the ball
to.
Overhead/tennis service
Teaching points
Stand same as underarm service
Ball held with straight-arm just above the knee of
the front foot.
Bring the ball up above and in front of the head. At
the same time swing the opposite arm upwards and
backward with the elbow facing forward.
With the trunk arched and more weight on the rear
foot, release the ball at maximum height of your
arm.
The opposite arm with fixed wrist and fingers
spread; hit the ball with heel of the palm for the ball
to make topspin.
Contact should be made at the back of the ball with
the arm making a follow through.
The whole trunk makes a follow through.
Windmill/Hook/Round house service.
Teaching points
The same as over arm except that the body makes an
anti-clockwise rotation of 180 degrees and face
backward making the right foot in front instead of
the left foot.
More weight in the front foot(right) with knees
slightly bent, release the ball at arm height and hit it
from the back.
Good service
This is when the ball is within the court.
Faulty service.
When the service is not acceptable or when the
player has committed a service fault.
Examples of faulty services
 Ball hitting the post
 B passing under the net
 Ball failing to reach opponents court.
 Ball touching a teammate before crossing the
net
 Failure to toss the ball
 Ball hitting the antennae
 Serving the ball when standing on the end
line or inside the court.
 Ball landing outside the court
 Exceeding three seconds with the ball after
the referee’s whistle.
Ace service
This is a very hard or difficult service that the
opponents cannot receive easily.
How to make ace service
1. Spinning the ball
Hitting the ball by side so that it comes rotating
2. Spike service
Jumping up high and hitting the ball with a lot of
force.
SUBSTITUTION
This is replacement of players. It is requested when
the ball is dead either by coach or the captain.
Rules governing substitution
a) The player must have registered in the line up
b) Done when the bail is dead
c) Done on the line of the first referee
d) The player to be replaced gets out first before the
substitute goes
e) Requested for either by the coach or captain.
30
i) Maximum of 6 substitutes is allowed per set.
ii) Must be conducted within the substitution zone.
b) Should not exceed 30 sec.
TYPES OF SUBSTITUTION
1. Legal substitution
This is when the team is utilizing the 6 registered
substitutes.
2. Illegal substitution
When the team has exhausted the 6 substitutes but
continue substituting.
It is when the team utilizes the unregistered player.
3. Compulsory/exceptional substitution
This is when substitutes have been exhausted yet
another player gets injuries. The referee may
authorize the coach to substitute another player.
TIME OUT
This is a brief interruption of the game or pause
requested by coach or captain for a technical talk.
Duration for time out is 30sec. Each team is
entitled to 2 time outs per set. It is requested when
the ball is dead.
During time out the coach is not allowed to enter
the court neither the players allowed to leave the
court.
TYPES OF TIME OUT
a) Teams time out
Requested by the coach or the captain
b) Official time out
When referee stops the game incase of:
1. Technical problems e.g.
Ball bursting
Loosening of the net
Breaking of the post.
2. External interference e.g.
Spectator invading the court
Bad weather – heavy rainfall
When lowering national flag
Disagreement between officials
c) Technical time out
This is given when playing the deciding set and
the first team reaches 8 points. The duration of
this time out is 1 minute.
THE PLAYING FORMAT
To win a point
A team wins a point when the opponents make a
playing fault.
Examples of playing fault
Double hit by individual player unless there is a
block.
Four hit by a team unless there is a block.
Positional fault (When the players are not in their
playing position when the ball is being served)
Rotational fault.
A player touching the net with or without another
opponent player
Front court player crossing the centreline
Ball landing inside or outside the court
Faulty service
Wrong substitution
Breaking time out rules
Back court player participating in block or spiking
while in the frontcourt.
Ball passing under the net.
Consequences of playing fault.
The serving team looses the point and chance to
serve.
Receiving team gains a point and chance to serve.
The receiving team looses a point when they make
a play fault thereby serving team continues to
serve.
How to win a set.
In a volleyball 5 sets are played. To win a set the
1
st team to reach 25 points with a leading margin
of a minimum of two points takes the set. Eg 25-
23, 25-21.
At the end of every set, teams changes sides.
Incase of deciding (5th) set, the first team to reach
15 points with a leading margin of a minimum of
two points takes the set. Team changes sides
when the first team reaches 8 points.
How to win a march
The team which wins more sets emerges the
winner.
OFFICIALS OF THE GAME
1. First named referee
He has the absolute authority over the game and
other officials.
His decision is final
He uses whistle to signify the beginning and end
of the game, a point, change of service e.t.c.
Awarding points and services gained
In charge of disqualification.
31
2. 2
nd named referee
Supervises control of substitution on the side of
lines
He takes note of the following:
Net faults
Crossing the centreline
Illegally crossing the attack line by backcourt
players.
Reaching over the net (over reaching)
Draws the attention of the first named referee of any
unsporting behaviour.
Notes players position at the start if the game.
Keeps check on all time outs.
Authorizes all substitutions.
3. The scorer
Positions himself opposite the first named referee.
Take note of all scores.
He notes all time outs, substitutions and any other
interruptions.
Before the sets, he takes names of all the players,
substitutes, captain, coaches.
Take care of the positions of players in the court and
ensure that the rotation order of the court is kept.
He supplies the referee with relevant information at
all times.
Referee assistants
They are four and they sit at each corner of the
court.
They note the serving faults.
Note the ball, which passes outside the net vertical
markers during the service.
Note the ball falling out of the court.
BASIC SKILLS IN VOLLEYBALL
1. Volley
This is the act of setting or passing the ball over
the net using two – handed overhead pass.
Teaching points
Wide base with legs comfortably apart to maintain
the balance.
Knees slightly bent with the body position under the
and eyes on the ball.
Arms almost stretched, fingers spread, palm facing
upwards with thumbs and first fingers almost
meeting.
The elbow bends as you receive the ball.
Flex your wrist and bend your knees as you receive
the ball in order to be able to accommodate the ball
comfortably.
Use your fingers mainly those of the thumb and the
two fingers.
The body almost immediately straightens after
receiving the ball on legs, fingers, arms and toes
thus putting the ball into play.
The body makes a pumping action by moving down
and up with the wrist flicking to make the ball move
fast.
2. Serving
The act of putting the ball into play from the serving
area of the court.
Teaching points
(Refer to types of services)
3. Spiking/smashing
This is the act of jumping in the air besides the net
and forcibly hitting the ball down into the
opponents’ side. The hands must not touch or pass
over the net.
Teaching points
 Take two running steps
 Jump of from both feet
 Take ensuring both hands backwards and
upwards to propel your body off the ground.
Factors contributing to good spiking
The take off should be with knee bent and trunk bent
The contact with the ball should be made at the
highest point of the jump with the trunk arched
backwards.
With fingers spread, wrist flexed, contact the ball
with the heel of the palm first and close with fingers
as in the case of the tennis service.
The ball should be hit with a maximum force to
make it move to the opponent court at a sharp angle.
4. Block
This is the wall of hands put by the opponents’ side
during the smashing of the ball.
Styles of blocks
i) Umbrella block
ii) Pun block
Types of blocks
a) One man block
b) Two men block
c) Three men block
Teaching points
Double feet take off at about two feet from the net.
32
 Arms fully stretched upwards and toss with
fingers.
 Knees slightly bend with fingers spread at
ear level.
 As the ball hits your hands, flick the wrist
downwards.
HANDBALL
THE COURT

 

 

This is a game played by two teams where a team
consists of 12 players with 7 players in the court
any one time and 5 players remaining substitutes.
One of the 7 players in the court is designed to be
the goalkeeper.
For a player or team to be allowed to participate.
i. He must have his/her name entered in the score
sheet.
ii. Should be present at the start of the game incase
of lateness of a player or official, he should notify
the table officials and his name is entered into the
score sheet.
The minimum number of players to start the game
is 5 and it can go down as the game progress.
Substitution
A substitute becomes a court player when the
player he is substituting leaves and he in turn
enters the court. A substitute can enter the court
as many times as possible (revolving substitution)
Rules governing substitution.
5. Dig
The method of retaining the ball when it comes
below the level of the waist of the player.
6. Set-up
This is the situation where the ball is volleyed for
smashing or spiking.

1. Can be done without the notification of
the referee provided a player is
registered.
2. Substitute should enter the court when
the player he is substituting has left the
court.
3. A player entering/leaving the court
should do so from within his team
substitution area. But this does apply
incase of injury.
4. The game cannot be stopped for
substitution to be done.
Duration of the game
For players 16 years and above, the game consists
of 2 halves of 30 minutes each and break of 10
minutes in between.
30 30

10
Timing starts at the referee signal for the initial
throw off and ends when the timekeeper’s signal is
released.
33
Side line

 

Goal
Line
(20m)

Goal lin e
Goal Free throw

4m line
goal keepers 9m
line/free throw line
centre line
7 line/penalty
mark
6m line/goal arc line

 

I
I
I
If the referee is not satisfied he retains the players
in the court and if there was an error the game
continues.
Breaking a tie
Incase of a tie an extra time is added 2 halves of 5
minutes each with break of 1 minute in between.
If it still stands duration of the same is added. If it
continues the tie is broken in accordance to the
rules of that particular game.
Time out
This is a temporary stoppage of the game
requested either by the captain or the coach
Obligatories
i. When a player is injured
ii. When coach has requested teams time
out.
iii. A stoppage for penalty throws
iv. When player is given suspension
Rates governing time out
A team is entitled to one time out each half.
Shall be requested by either by coach or captain.
Shall be requested by placing a green card on the
official table.
Pieces of equipment used in the game of handball
 Ball
 Upright posts
 Cross bar
 Net
Score sheet
The following information are entered in the score
Sheet
a) Name of players and team officials
b) Chronological order of the scores made by
each team.
c) Punishment given to each player e.g.
suspension, disqualification or exclusion.
d) Time at the start of the game
e) Name of the teams
Uniforms
 A pair of sports shoes
 Socks
 Shorts
Tshirts
Goalkeeper always should wear uniforms different
from other playmates and opponents.
Tshirts shall have conspicuous numbers both back
and front ranging from 1-20.
Numbers 1,12,16 are reserved for the goalkeeper.
Captain ear an armlet on the arm.
1. Goal line
 Measures 20m
 Forms width of the court
 Where the goal posts are fixed
 Confirms the score
2. 4m line.
 Also known as goalkeeper’s line.
Goalkeeper shall not go beyond this line
during penalty throw until the thrower shall
have released the ball.
3. 6m line
 Goal area line
 Marks the extent of the goal area
 Goalkeeper shall not move or cross the line
with the ball under his control.
 Goalkeeper shall not collect the ball
outside this line and comes back with it
inside the are.
 Goalkeeper shall not collect the ball lying
outside 6m line while he himself he is
within the area.
 Penalty is awarded to the attacking team if
a defender enters his goal area and by so
doing gains an advantage over the
opponent.
 Free throw is given to the defending team
if an attacker enters opponent’s goal area
with or without the ball.
 Goal shall not count if an attacker makes a
score while in contact with the ground
inside the 6m line.
 During free throw by the attacking team,
the defenders position themselves along
the 6m line.
5. 7m line
 Penalty mark
 During the penalty throw the thrower shall
not step on or over this line before
releasing the ball. Incase of infringement
by the thrower, a free throw is awarded to
the opponents at the 7m line.
6. 9m line
Free throw lineA long where all the free throws
shall be taken for infringements on the defenders
along the free throw zone.
34
During the penalty throw all the players apart from
the thrower and the goalkeeper shall be outside the
9m line.
7. Center line
Divides the court into 2 equal halves
Along where throw off is taken
All the players of the team taking the throw off
shall be along this line.
Along where substitution takes place.
8. Side line
40m long
Forms length of the court
Confirms a ball out of A ball is out of bound
when:
Comes into contact with the ground outside the
sideline.
Comes into contact with an object in contact with
the ground outside the sideline.
Along where substitution takes place next to the
centreline.
Along where substitution takes place next to the
centreline.
Along where the officials table and the
substitution bench are placed.
THROWS IN HANDBALL
1. Throw in
Awarded when the whole ball completely passes
over the sideline.
Conditions to be observed
Throw at the exact point where it went out.
Atleast one foot should step on the sideline.
Opponents 3m away from the ball.
Must be released within three seconds.
A player cannot pass the ball to himself.
No blowing of the whistle.
2. Penalty throw
Awarded when:
Goalkeeper enters his goal area with the ball or
takes it from the court to the goal area.
A court player internationally gives a back pass to
his G.K in the goal area.
A court player enters his goal area to gain
advantage of the ball.
When a clear chance of scoring has been spoiled.
Dangerous play.
Unwarranted whistle signal at the time when a
team had a clear chance of scoring.
Conditions to be observed.
Must be done 3 sec. after the referee’s whistle
Shot must be directed to the goal
The penalty thrower must not touch on or cross the
penalty throw line before the ball leaves his hand.
Other players to be beyond 9m line.
The G.K. should not move the 4m line till the ball
is released.
3. Free throw
Awarded incase of minor infringements of the
rules within the court e.g. illegal substitution,
double dribbling e.t.c
Conditions to be observed
Taken at the exact point where the infringement
occurred.
Ball must be released with 3 sec.
Opponents be 3m away from the ball
4. Goalkeepers throw
Awarded when the goalkeeper gains control of the
ball within the goal area.
A player throws the ball over the opponent’s own
goal line.
The ball is considered to be in play when it passes
over the goal area line.
No whistle for the throw.
5. Throw off
At the start of the game
Begin of the 2nd half
If a whole ball passes in between the upright posts
under the cross bar joining them (score).
6. Referee throw
Awarded when:
i. There is a simultaneous infraction
ii. When the referee is not sure of the
player who has committed the offence
iii. Technical problem e.g. basting of the
ball external interference e.t.c
iv. When lowering national flag
Conditions to be observed
Two opposing players stand facing each other,
hands alongside their body
Referee tosses the ball between the two opposing
players.
7. Corner throws
35
Awarded when the whole ball completely crosses
over the goal line having lastly been touched by
the defender (But not in between the two upright
posts) It is taken at the edge of the court where the
sideline meets the goal line. Conditions similar to
throw in.
Passive play
This is when a team keeps the ball in their
possession without making any recognizable
attempt to attack or to shoot on the goal.
Penalty for this is free throw.
PUNISHMENTS IN HANDBALL
1) Warning/Caution
Can be given verbally or through us of yellow
card. It is given when.
i) Time wasting
ii) Wrong approach to an opponent
iii) A persistent infringement.
2. Suspension
This is 2 minutes compulsory break given to
player due to:
a) repeat/persistent infringement concerning an
approach to an opponent
b) when a player is disqualified, he shall be
accompanied by 2 minutes suspension.
c) Infringement of the substitution rule.
d) Failure to release the ball or throw the ball
way after being penalized.
e) Rough play – directed to an opponent using
unnecessary force.
3. Disqualification
This is where a player is supposed to live the
court or the remaining period part of the game.
However one shall substitute after two minutes.
Occasions
At the third suspension.
Endangering the life of an opponent e.g. pushing
an opponent who is in air.
Unsportsman – like language.
Unregistered player entering the court/playing.
It is indicated by read card
Expulsion
This is where a player is supposed to leave court
for the rest of the game and shall not be
substituted. An expelled player shall be required
to leave the team bench and vicinity of the game.
It is indicated with 2 hands crossed above the
head.
Occasions
Assaulting a fellow player or an official
Spitting to a fellow player.
OFFICIALS IN HANDBALL
1. Court referee
 Shall start the game by blowing the whistle
during the throw off.
 Shall raise his hand to confirm a score
when a goal has been made.
 He shall penalize any infringement within
the court and incase of any disapproval
with the other referee, his decision shall be
final.
 During a penalty throw, he shall ensure
that the thrower does not step on the line.
Goal line referee
 Confirm the score by blowing two sharp
whistles when a goal is scored.
 Shall penalize any infringement along the
6m line.
Combined duties of the referees
 They shall run the game according to the
laid down rules and regulations.
 They shall inspect the facilities equipment
and players before the start of the game.
 They sign the score sheet at the end of the
game.
 They shall inspect the score at the end of
each half or any other time one feels like.
 They shall make the final decision in case
of any disapproval between the table
officials.
 They shall penalize the players according
to the laid down rules and regulations.
 They shall keep a record of scores and
shall confirm the score before approving
the score in the score sheet.
 One of them shall minister the toss-up of
the coin at the start of the game.
3. Time keeper
Shall take note of the time at the start of the game.
Shall make a signal at the expiration of the game.
He shall alert the court referee two minutes to the
end of a half of the game.
Shall time the two minutes suspension.
Shall stop the game clock as instructed by the
referee during time out:
Shall take note of any time wasted e.g. in case of
injuries or any other interruption and shall add that
time at the end of the particular half.
36
BASIC SKILLS
1. Passes
Similar to those used in net ball apart from over
arm pass which is only used in hand ball.
2. Shots
These includes dive shot, jump shot, set shot,
sling/under arm shot, standing shot, hook shot.
3. Dribbling
Constant bouncing of the ball on the ground by
use of one hand.
4. Dodging/faking/feinting.
This is provoking the opponent to go in the wrong
direction.
5. Blocking
Restricting movement of the opponent by using
various body parts e.g. chest (frontal blocking)
back (rear blocking) side (linear blocking)
6. Catching
Single and double hand catching
Qualities of a good keeper
 Courageous
 Flexible
 Good reaction time
 Very fast/swift
 Reasonably tall
 Disciplined
 Conversant with the rules and regulations
of the games
 Dedicated/committed.
 Strong
 Good grip of the ball.
 Good co-ordination.
SYSTEMS OF PLAY
Defence system
1. Man to man
A player is given a specific opponent to mark or
guard.
2. Zonal guard
Each player is given a specific area or region in
the court to guard.
3. Combined cover
This is the combination of both man to man and
zonal defence.
Attacking tactics
1. Simple first break
Only one player sprints forward to make a score
2. Complex first break.

More than one rushes forward to make attack.
3. Figure 8
This is an attack made by three players with the
ball at any given time. A player follows his or her
pass.
4. Posting
The use of a very tall player against short player.
He is given high pass that the other players cannot
touch then he scores
5. Screening
6. Overloading/piston movement.
Playing systems
i. 6:0 ii. 5:1 iii. 4:2 iv. 3:3 v. 3:2:1 vi. 2:3:1
METHODOLOGY
This is the scientific study of various teaching
approaches/methods done systematically.
Factors to consider while choosing teaching
method.
 Age of the learners
 Previous experience
 Equipment available
 Facilities available
 Nature of the skill or activity
 Time available
 Safety precautions
 Mental ability
 Physical ability
 Sporting season
 Weather
 Size of the class
 Class discipline.
METHODS OF TEACHING
1. Direct/formal method
Teacher dominates the class/teaching and
determines the activities to be done and the
apparatus to be used.
Merits
A lot of work is covered
It saves time
Discipline is maintained in the class
Teaching/learning is systematic
Avoids a lot of repetition
Class coaching is possible
Appropriate when dealing with young pupils who
have no previous experience.

37
Appropriate when dealing with large class but
apparatus are limited.
Apparatus not familiar with the pupils are not
neglected.
Injuries are minimized.
Demerits
 Activities/apparatus not familiar with the
teacher are neglected.
 Pupils do not progress at there own pace.
 Do not cater for individual difference e.g
physical and mental abilities.
 Pupils are passive and bored throughout.
 Pupils’ creativity/discovery are hindered
because they are not given the freedom.
 Does not promote self-confidence in
pupils.
 Does not express self-expression and
satisfaction.
2. Indirect/informal method
Pupils are given the freedom to select the
apparatus/activities of their choice. Role of the
teacher is supervise and provide apparatus.
Merits
 Enhances pupils’ maximum participation.
 Pupils progress at their own pace.
 Promote self confidence in pupils.
 Promote self-expression and satisfaction
 Caters for individual differences
 Promotes pupils discovery/creativity.
Demerits
 Class coaching not possible because pupils
are doing different activities
 Require more space/facilities
 Apparatus not familiar with pupils are
neglected.
 Take a lot of time
 A lot of apparatus/equipment is required.
 There is a lot of repetition.
 Class control discipline is not possible.
 Very little is covered.
 More injuries.
3. Limitation of on line method
Borrows advantages of both direct and indirect
methods of teaching.
4. Part method
This is when the whole skill is divided into various
components and each part is taught at a time.
Appropriate when dealing with complex skills e.g.
when teaching pole vault we have;
Grip>carriage>approach>plant>take off
flight>release>landing.
5. Whole method
This is applicable when whole skill cannot be
broken into parts e.g. fly spring, cartwheel e.t.c
6. Task method
This is when pupils are given assignment by the
teacher to accomplish within a given period of
time e.g. 10 press-ups within 5 seconds.
7. Discovery method
This is when the teacher presents a problem to the
pupils and gives them a chance to look for the
solution e.g. stopping the ball using the chest. The
problem will be to find other parts of the body that
can be used to stop the ball.
8. Reciprocal method
This is done in pairs. One performs the other
observes and later gives comments.
SCHEMES OF WORK
This is the break down of syllabus into smaller
teachable units done systematically spread over a
given period of time e.g. week, month, term or
year.
Purpose of scheme of work.
 Make teaching become systematic to avoid
repetition and lesson oversight.
 To consult various references in advance.
 To gather the lesson requirements in good
time
 To budget time properly.
 Professional requirement for inspection
and administrative purposes.
 Assist teachers during evaluation e.g.
pupils and self-evaluation.
Incase of new teacher he can comfortably fit into
the class (doesn’t break the continuity)
Types of schemes of work
1) General scheme of work
The contents of class activity and group activities
are taken from different topics e.g. gymnastics,
netball, athletics e.t.c
2) Specify topic based scheme of work
The contents of the class activity and group
activities are taken from same topic.
3) Theory scheme of work
This is when topics such as exercise and nutrition,
sports injuries, first aid, rules of the game,
Olympic education are taught in class.
PARTS OF THE SCHEME OF WORK
(The description is as per the new syllabus)
It has 9 columns.
i. Week
This is the week of the term
ii. Lesson
38
This is the lesson number for the specific week.
iii. Topic
The area where you derive the content e.g. net ball
gymnastics e.t.c.
iv. Content
This is the subtopic or the specific skill you are
dealing with e.g. in gymnastics we may have swan
balance.
v. Objectives
The behaviour change you expect from the
learners by the end of the stated duration i.e. a
period of about 30 or 35 minutes.
A good objective should have the following
characteristics:
 Should be specific
 Should be measurable
 Should be achievable
 Should be behavioural.
vi. Teaching/learning activities
Teaching activities are those that shall be
performed by the teacher during the learning
process while learning activities are those that
shall be performed by the learners during the
learning process.
vii. Resources
This shows the apparatus and the equipment that
will be used during the learning process.
viii. Reference
This shows materials used by the teacher as his
sources of information. They may include books,
magazines, newspaper e.t.c.
ix. Remarks
This column is filled after teaching. It shows
whether the lesson was taught or not and if not
taught must show the reasons as to why it was not
taught. If it was taught then must show whether
the objectives were achieved or not.
LESSON PLAN (New Syllabus)
This is a work schedule guiding the teacher on
what is to be taught at a given stage of the lesson
and the allocation of each stage. It guides the
teacher so that he does not go a stray.
Parts of the lesson plan.
A. Row headers
1. Introduction
This comprises of both introductory and
compensatory activities. It has 2 introductory and
3 compensatory activities.
Introductory activities
These are activities or exercises involving the
whole body. They should lively, motivating and
stimulating.
Purpose
 To give general warm up to the body
 For psychological/mental preparation
 Creation of interest/motivation
 Changes pupils mood from classroom to
field.
Compensatory activities
These are activities or exercise meant for specific
parts of the body to be used in a given skill. They
are supposed to be vigorous and lively.
Purposes
 To give further general warm up of the
body
 To give specific warm up of the body parts
that will be used in the skill to be learnt.
 To mobilize body joints and strengthen the
muscles.
To facilitate steepness in flexibility of the body
thereby reducing chances of injuries.
2. Development
This is where the teacher explains and
demonstrates the skill that appears in the content
column of the scheme of work.
3. Application
This is the practical stage where the pupils are
divided into group and are given chance to
practice the skill for proper mastery. The
teacher’s role is to supervise and to correct
mistakes.
Purpose of grouping.
 For practice of the new skill.
 Where rules and regulations of the game
are emphasized.
 Promotes spirit of sportsmanship.
 Promotes the spirit of sharing apparatus.
 Promote the spirit of co-operation.
 Promotes socialization.
 Give time for a teacher to attend
individual/group.
 Promote self-center of belonging.
Factors to consider when grouping pupils
 Nature of the skill
 Size of the class
 Apparatus available
 Space or facilities available
 Body size of the pupils i.e. height and
weight
 Physical abilities of the learners
 Mental abilities of the learners.
39
 Age of the pupils
 Past experience
 Gender/sex
4) Conclusion
This is the stage where pupils are involved in less
vigorous and less strenuous activities to cool the
body system.
Purpose
 For relaxation
 For cooling down the body system
 Changing pupils mind from the field to
classroom
 Psychological preparation for other
activities in the school.
 Where the teacher gives instruction for the
next lesson.
B. Column headers
i. Content
This shows activity/activities you will be doing in
that part.
ii. Objectives
This shows the reason why you are doing the
activity.
iii. Teaching/learning activities
This will show the teaching point of what you will
be doing in that part.
iv. Organization
This will show formation that you will use while
performing activity in that part.
v. Resources
This will show the apparatus and equipment that
will be used in that particular part.
vi. References
These are the sources of information to be taught.
vii. Resources
Comments on how activities were performed.
STEPS/STAGES OF TEACHING
PSYCHOMOTOR
1. Explanation
Factors to be considered
Good formation that the teacher and pupils can
easily see each other.
Explain only when pupils are attentive.
Explain systematically to avoid repetition
Explanation should be brief and precise
Use the language that pupils understand.
 Introduction of all vocabularies should be
done during the explanation stage.
 Teacher should be conversant with the
content.
 Pupils should not face direction of the sun.
2. Demonstration
 The skill is demonstrated by the teacher for
the pupils to have a mental picture of the
skill
Importance
 It enhances the comprehension of the skill
being taught i.e. what is seen is retained for
along time.
 Takes short time.
 Some skills can’t be taught without
demonstration.
 Can be used to compare different
movement.
 Help form good teacher/pupil relationship.
Instances when pupil demonstration is
preferred
 When the pupil is well conversant with the
skill than the teacher.
 When the teacher cannot perform the skill
because he or she might be unwell or not
changed.
 When the skill involved needs paring.
 When the pupils involved are too young to
pair with the teacher.
 When the teacher wants to pin point key
point key areas of demonstration.
Factors to be considered during demonstration
 Provide adequate space
 Good formation/organization.
 Adequate time.
 Avoid prolonged demonstration.
 Avoid wrong demonstration.
 Avoid using one pupil all the times.
3. Practical/participation
 Factors to consider
 Adequate apparatus.
 Adequate space.
 Adequate time.
 Close supervision of the pupils’ work.
 Correction from poor performance.
 Teacher to ensure maximum participation
by all pupils.
4. Exploration/discovery
This gives pupils opportunity to experiment with
the skill.
Purpose
Allows for self – satisfaction
Gives pupils self – confidence.
40
 Gives pupils freedom to handle and
manipulate the apparatus.
 Gives pupils sense of achievement
5. Evaluation
Meant to assess pupils’ acquisition of the skill
Methods of evaluation.
 Ask them to demonstrate.
 Let them explain oral questions or written
quizzes.
 Observe them during game situation.
 Project.
Ways of motivating children during the lesson
 Teacher must be interested/cheerful.
 Teacher must be actively involved.
 Teacher must be in correct P.E. uniforms.
 Supervise pupils.
 Praise for the correct performance.
 Teacher to give clear instructions.
 Good pupil/teacher relationship.
 Teacher to be confident.
Class control
 Pupils have freedom but to a limit.
 Use field markers to mark enough space.
 Use of voice i.e. clear, loud and
commanding.
 Teacher should have a good mastery of the
skill.
 Use appropriate language.
 Be firm in decision making/authoritative.
 Making trouble shooters group leaders by
giving them some responsibilities.
 Have a good working relationship with the
pupils.
IMPROVISATION
 The act of making or preparing an article
for use in learning process by use of locally
available materials to replace the real
article.
 Factors to consider when improvising
 Number or pupils in the class.
 The materials available.
 The cost involved.
 Durability of the item.
 The safety of the equipment.
 The functional utility of the item.
 The relevance of the apparatus involved.
 Importance of the apparatus.
 Makes the lesson formal.
 Ensure proper learning of the subject.
 Helps to maintain the interest.
 Trains co-ordination
 Improves quality of teaching
 Children master skill well by doing
 Children naturally enjoy playing with the
apparatus.
 Makes class control easier.
 Help prevent injuries.
Qualities of a good improvised item.
 Should resemble real object in shape size
weight and appearance.
 Should be safe to use and have no sharp
edges.
 Should be durable and avoid fragile ones.
 Should be pleasing to the eye.
 Should have proper gravity.
 Should suit the age of the pupils.
 Should be functional i.e. relevance to the
skill being taught.
Dangers of improvised items
 Are not durable
 Can cause injuries to the user
 They don’t motivate the learners as the real
ones.
 May not resemble the real one hence the
function may not be effective.
Care and storage of apparatus.
 P.E apparatus should be well looked after.
 Point pupils to carry them to and from the
field.
 Ones used for a particular activity should
be moved from the areas of operation to
save them from being stepped on.
 Apparatus should be well set so that pupils
can reach them so easily.
Factors influencing the occurrence of injuries
1. Old age due to less flexibility, elasticity,
strength, endurance, speed e.t.c
2. Insufficient warm up. This is concerned with
Raising body temperature with 20
c.
 Mobilizing joints and strengthening
muscles
 Mobilizing substances to be used in
production of energy.
 Prepare body tissue for proper ventilation.
 To stimulate hormone e.g. adrenaline and
non-adrenaline which help to suppress the
onset of fatigue.
 Prepare one psychologically and level of
conditioning.
3. Lack of adequate rest and pause. This makes
the glycogen depot to get exhausted and therefore
one suffers due to lack of metabolism or
accumulation of lactic acid.
4. Lack of balanced diet.
41
5. Nature of the game
6. Over dressing and under dressing
7. Experience on the sport
8. Sports specific techniques
9. Health status of the subject
10. Play grounds
11. Faulty apparatus
12. Poor demonstration/instructions.
Role of the teacher in prevention of injuries
 Group learners according to age and
learning
 ability.
 Teaching of correct technique.
 Ensure proper clothing.
 Always give ample time for
acclimatization to avoid heat stroke, heat
exhaustion e.t.c
 Should have knowledge of student medical
record, health status for him to have knowhow on how to treat them.
 Provide strict and proper supervision
during physical exercise activities.
 Ensure safe warm environment.
 Should have general knowledge on health
education.
 Educate pupils so that they can be able to
recognize dangers in equipment and
facilities.
Reasons for encouraging pupils to sit upright.
 To ensure that pupils are attentive.
 So that pupils can have very good view of
the teacher.
 To facilitate good blood circulation in the
body
 To avoid day dreaming/fantasy.
 Help in maintaining good class control.
 To facilitate good air circulation in the
body.
Importance of teacher’s self-evaluation.
(i) To check whether the method was appropriate
(ii) To find out whether the time was appropriately
used.
(iii) To check the effectiveness of the apparatus
used.
(iv) Help the teacher to prepare for remedial work
for the pupils.
(v) To check the safety of the apparatus used.
(vi) To find out how much the pupils have
mastered.
How to occupy sick pupils or disabled in your
class.
 You can use them as judges during
competition in the class.
 Use them to take care of the apparatus and
also distributing them.
 Use them to maintain discipline in the class
by helping you to identify those who are
misbehaving.
 Involve in some very light activities.
 Use them as group leaders to give
instruction to other pupils.
Factors considered when evaluating P.E.
program for a whole year.
1. Time
 Whether it was enough/was there any
wastage/was it used well.
 Time allocation for various topics.
2. Apparatus
 Were the apparatus enough?
 Were they appropriate for the level of the
learners?
 Were they bought or improvised?
 Did they cause injury?
3. Space
 Were the learners organized?
 Were the apparatus well spaced?
 Was there enough space between the
pupils?
4. Safety
Did the teacher ensure that the facilities and
equipment are safe for the pupils?
Is the teacher conversant with the first aid
knowledge.
Was there adequate teacher’s supervision?

42
BASKET BALL
The court
Sideline (28m)

Back
(Base)
line
(15 m)

Team’s bench Officials’ bench

Parts of the court
Centerline
 Subdivide the court into two equal halves
 The game starts along this line with jump
ball.
 Substitution takes place along this line.
Side line
 Length of the court (28 meters)
 Throw in takes place along this line
 Used for the purposes of substitution
 Team’s bench and official table located
along this line.
 It is the referee’s operation area
Base line
 Form width of the court (15m)
 Throw in can be taken along this line
 Its where back board is fixed
 Start of the game after score.
Center circle
Radius 1.9m
Where the game starts with the jump ball.

Restricted area

Team’s bench
 Used for penalizing common infringement
with jump ball.
Free throw line
 Where free throws are taken from
3 point line
It helps in demarcating 3 point and 2 point areas.
Restricted area
 No player is supposed to be in this area
during free throw.
 Unguarded attacking player is not
supposed to remain in the opponents’
restricted area without a ball for a period
exceeding three seconds.
Field goal area (2 point)
 Indicates when two points are awarded
when basket is scored.
3 point area
 Indicates when 3 point is awarded
Team’s bench
43
3 point line Field goal area Free throw lane
(2 point)
Centerline
Free throw
Line
Restraining of circles
R – 1.9 m 3 point field area
———–
——————

 This is where the substitute and the team
officials sit.
 Officials table
 This where the scorer timekeeper and 24
second operator sits.
 Marks
 Indicates line up when free throw is being
taken.
TEAM SIZE
A team is made up of 5 players.
The players should wear jerseys containing
numbers 4 – 15
DURATION
4 quarters of ten minutes each with a resting
period of 5 minutes. Incase of a tie, a period of 5
minutes is added.
ART OF TE GAME
It starts with jump ball at the center circle.
Procedure for jump ball.
Two opposing players at the center circle, each on
his side of the court. The rest of the players to be
outside the center circle.
Referee tosses the ball between the two and then
they jump to tap the ball outside the circle.
If one of the players commits a violation, the
opponent is given the ball for throw in on the
sideline.
Occasions when jump ball is administered
 Start of every quarter.
 Start of second half
 Start of extra period.
 Incase of common ball where it is
administered in any of the restraining
circles.
TECHNICAL EQUIPMENT
 Stop watch
 24 second operating device
 Score board
 Foul markers – numbers ranging 1-5
 Game clock
 Score sheet.
BASIC SKILLS
Catching
Passing
Shooting e.g. set shot, jump shot, stay up hook
shot.
Dribbling: This can be either low or high dribble.
Reasons for dribbling
 To beat an opponent
 To cover the space
 To create a good scoring chance when a
teammate is marked.
Faulty dribbling
 Double dribbling
 Dribbling using both hands simultaneously
carrying/lifting the ball.
 Pivoting
 Dodging/feinting/faking
SCORING
A score in basketball is called a basket.
A basket is considered to have been scored when a
live ball completely passes through the ring from
above.
A dead ball
After the score
Expiry of the time
Ball out of the court
When referee blows a whistle incase of a foul or
violation.
A live ball
When a ball is tapped outside the center circle
during a jump ball.
During free throw when the ball is disposed to the
player by the referee.
When the referee touches the ball during the throw
in.
Value of a basket
1 point – awarded during free throw
2 poins – awarded when score was made from
within goal area.
3 points – awarded when the score was made from
within the 3 point area.
Held ball
When two opposing players claim possession of
the ball at the same time and are struggling for it.
When the player holds the ball without dribbling,
passing or shooting for a period exceeding 5
seconds.
When the ball hangs between back board and the
ring.
44
TIME RULES
3seconds:
Unguarded player without a ball should not remain
in the opponents’ restricted area for a period
exceeding 3 seconds.
5 seconds:
A player should not exceed 5 seconds during
throw in when the ball has been touched by the
referee.
A player should not hold the ball without passing,
dribbling or shooting for a period exceeding 5
seconds.
A player should not exceed 5 seconds during free
throw when the referee has disposed the ball.
8 seconds
A team in control of the ball should make sure that
the ball moves from the backcourt to frontcourt
within 8 seconds.
24 seconds
A team should make an attempt to score at the
opponents’ basket within a period of 24 seconds.
30 seconds
A disqualified player must be substituted within
this time.
20 seconds
This is time for substitution.
1 minute
This is duration for time out.
Playing zones
G G
F F
C —— Center
G——- Guards
F——- Forwards
Playing systems
2:1:2
3:2
2:3
Attacking systems
Simple fast break
Complex fast break
Screening
Posting
Overloading
Disqualification
A player is disqualified after committing 5
personal fouls.
Must be substituted within 30 seconds.
Defence system
Man to man defence
Zonal defence
Combined cover
SUBSTITUTION
A team can substitute the whole team.
Substitution is effected when court player leaves
the court and the substitute enters
Must be done within 20 seconds
A disqualified player must be substituted within
30 seconds.
Substitution cannot be done during free throw
unless serious injury.
Procedure
The substitute reports to the official table and
gives signal for substitution.
The substitute then sits at the substitution bench.
When the ball is dead the scorer or timekeeper
signals the referee who authorizes substitution.
The substitute enters the court when the player
leaves the court.
TIME OUT
This is a period of interception of the game
requested by the coach or assistant coach for
technical talk.
Requested when the ball is dead.
Each team is entitled to one time out of minute
between 1st , 2nd , 3rd and extra time periods.
During the 4th period 2 time outs can be given to
each team.
Substitution can also take place during this time.
45
C
1. Violations
2. Fouls
1. VIOLATIONS
This is breaking of the rules when a players is
progressing with the ball i.e. offence committed
when a player is with the ball. They include:
 Breaking of time regulations.
 Back court play.
 Taking more than 2 steps with the ball i.e.
walking/travelling.
 Kicking the ball intentionally.
 Breaking the rules during jump ball.
 Throwing the ball out of the court.
 Breaking the free throw rule.
 Illegal dribble e.g. using two hands to
dribble simultaneously
 Lifting, carrying the ball.
 Double catch/repossessing.
Penalty for the violations
A throw in either from the back line or sideline is
awarded.
2. FOULS
This is the breaking of the rules concerning the
physical contact with an opponent or displaying
unsportsmanlike behaviours.
 Physical contacts
 Pushing
 Blocking
 Charging
 Holding
 Tripping.
Types of fouls
1. Technical fouls
These are fouls that are against the spirit of
games/unsportsmanlike behaviours.
They include:
 Changing the jersey number without
informing the referee.
 Entering as a substitute without referee’s
permission.
 Hanging on the ring.
 Failure to lift up hands when the foul has
been called upon you.
 Delaying the ball to be played e.g. during
throw in.
 Intimidating the opponent.
2. Personal fouls
Occur when a player intentionally contact an
opponent physically. 3 personal fouls lead to
disqualification and substitution.
Examples of personal fouls
1. Normal personal foul
When the player contact with an opponent
intentionally due to inexperience/poor skill
mastery.
2. Intentional foul
When a player deliberately contact the opponent
or when the player didn’t make any attempt to
prevent the contact.
3. Double foul
When two opposing players contact one another.
4. Multiple foul
When two or more teammates contact one another.
5. Disqualifying foul
Very dangerous foul/very serious unbearing
contact.
Penalty
Incase a player was in act of shooting and he
happens to be fouled and the score was successful
he is given points (2 or 3) and one free throw.
If the basket was not successful he is given 2 or 3
shots/throws.
Other personal fouls (not shooting foul) are
penalized with a throw in from the side or base
line.
Procedure for calling a foul.
 Referee blows the whistle.
 Give signal for the clock to be stopped.
 Indicate by raising his hand up that a foul
has been committed.
 Point at the player who has committed the
foul.
 The player acknowledges by raising his
hands up.
 Referee turns to the official table and
shows the number of the player who has
committed the offence.
 Indicate the kind of offence and the penalty
to be given.
 The penalty is taken.
SPORTS INJURIES
NEURO INJURIES (C.N.S & BRAIN)
1. UNCONSCIOUSNESS
46
The state of not being able to respond to a given
stimuli i.e. casualty is not aware or alert of what is
happening.
Causes
 Head knock
 Shock
 Heart attack
 Poison
 Drunkard ness
 Diseases of brain
 Shortage of blood in brain
 Lack of oxygen and blood supply
Stages of consciousness to unconsciousness
i) Full consciousness – The casualty is not to
respond to the stimuli e.g. feeling the paid when
touched.
ii) Drowsiness – The casualty is easily aroused but
relapses to unconsciousness.
iii) Stupor – Casualty aroused by a lot of
difficulties and information given is not reliable.
iv) Coma – The casualty cannot be aroused at all
Treatment
Place the casualty in a comfortable position i.e.
recovery/ coma position
Open the airway
Loosen the tight clothing
Resume artificial resuscitation (mouth to mouth,
mouth to nose, or chest compression e.t.c)
Treat for wounds
Dispose the casualty to the hospital.
2. STROKE
Caused by blood clot blocking the blood vessels to
the brain. Very common with people having high
blood pressure.
Signs and symptoms
Internal bleeding shown by
Blood shot eyes
Skin becomes pale
Blood coming out through the body openings
Stool/urine contains blood stain
Blurred speech
Loss of power on sensations in arms and legs
(paralyzed)
Treatment
Same as unconsciousness
3. HYSTERIA
This is caused by anxiety or too much worry
Treatment
Reassure the casualty
4. CONCLUSION
Caused by shaking up of the brain as a result of
falling or direct blow.
Signs and symptoms
 Unconsciousness
 Dizziness
 Headache
 Loss of memory
 Vomiting
 Nausea
 Weak pulse
Treatment
 Place the casualty in a comfortable position
 Keep the casualty awake
 Provide a fresh air
 Give adequate rest
 Give a lot of fluids to prevent vomiting
Dispose the casualty to the hospital.
5. COMPRESSION
Caused by pressure in the brain from the fracture
on the skull with the bone depressed or bleeding
and swelling within the brain.
Signs and symptoms
 Confusion
 Intense headache
 Slow noisy breathing
 Paralysis on one side of the body
 Unconsciousness
 Slow strong pulse
 Unequal pupils
 Dry and flushed face
 Twitching of the limbs
 Convulsion
Treatment
 Place the casualty in a recovery position
 Stop further bleeding
 Immobilize the broken bone
 Give the casualty cool fluids, adequate rest
 Dispose the casualty to the hospital.
6. SHOCK
This is when the blood pressure is very low
leading to collapsing of the body system.
47
Causes
 Good or bad news
 Stress
 Injuries
 Severe pain
 Nerve stimulation
 Severe illness
 Loss of the body fluids (bleeding or over
sweating)
 Dehydration
 Acute abdominal emergencies e.g.
 Rapture of appendix
 Heart attack
Signs and symptoms
 Cold dumpy skin
 Sweating
 Shivering
 Confusion
 Skin becomes pale
 Fast but weak pulse rate
 Shallow breathing
 Nausea
 Vision is blurred
 Restlessness
 Coma
 Stunned attitude leading to anxiousness
Treatment
 Remove the cause of the shock
 Rest the casualty either by sitting or lying
him with the legs higher than the head.
 Cover him but don’t make him feel too
warm
 Reassure the casualty by being calm and
confident.
 For minor shock give casualty warm drinks
 Provide room for breathing and fresh air.
 Loosen tight clothing
 Dispose the casualty to the hospital.
7. FAINTING (SYNCOPE)
This is a complete loss of consciousness due to
lack of oxygen in the brain.
Causes
– Injuries – Severe pain
– Lack of food – fatigue
– Horrifying sites – Illness
– Bad or good news
– Lack of enough oxygen in the brain
Signs and symptoms
Dumpy and cold skin – Dry lips
Face becomes pale – Sweating
Shallow breathing – Yawning
 Gradual unconsciousness
Treatment
 Rest the casualty on his back with the feet
slightly higher than the head to allow blood
flow from the brain
 Loosen tight clothing
 Keep away the crowd
 Sit the casualty on the chair and put his
head between the knees
 Hold his jaws and talk to him
 Fan the casualty to supply fresh air
 Place the casualty in a recovery position
 Dispose the casualty to the hospital
8. ASPHYXIA (SUFFOCATION)
This is a condition that a person suffer due to
inadequate supply of oxygen in the blood (brain
and tissue)
Causes
 Choking (obstruction of the airway)
 Strangulation
 Chest compression
 Electrical injury
 Poisoning
 Paralysis incases of a stroke
 Air pollution
 Drowning
 Carbon monoxide.
Signs and symptoms
 Rate and depth of breathing is rapid and
noisy
 Shallow breathing with froth
 Congestion around the neck
 Fits may occur
 Restlessness
 Unconsciousness
 Pale lips
 Increased heart rate
 Dizziness
 Casualty points at the mouth and the throat.
Treatment
 Remove the casualty from the cause
 Open the airway
 Loosen tight clothing
 Reassure the casualty
 Raise legs higher than the head
 Dispose the casualty to the hospital.
Methods of emergency resuscitation
1. Mouth to mouth resuscitation (Kiss of life)
Lie the casualty facing up
Tilt the head backwards
48
 Hold the jaws
 Breath to the mouth several times until you
see movement of the chest. The exercise
to continue up to a period of 10 minutes.
Why mouth to mouth may not be possible
Sometimes
 Incase the casualty is producing body
fluids through the mouth e.g. vomit blood.
 Incase there is serious injuries around in
the mouth.
 Incase the casualty is suffering from
contagious disease.
 Incase the casualty is facing downwards
2. Mouth to nose
3. Cardiac massage (Heart compression)
4. Nielsen Holger
ENVIROMENTAL INJURIES
High temperature
(a) Heat exhaustion
This condition occurs due to abnormal loss of salt
and water in the body in a very humid
environment. Water and salt is lost during
vomiting and diahroearing.
Signs and symptoms
 Moist skin
 Fatigue
 Dizziness
 Pulse faster but weak
 Muscle cramp
 Pale skin.
Treatment
 Place the casualty in cool area.
 Loosen tight clothing
 Place feet slightly higher than the head.
 Treat for shock
 Dispose to the hospital.
(b) Heat stroke
This is when the body is not able to loose excess
heat.
Causes
Exposure to very high temperatures
Signs and symptoms
 Restlessness
 Unconsciousness
 Flushed skin, dry and burning
 Pulse is faster and strong
 Temperature extremely high.
 Fits/convulsions may occur.
Treatment
 Place in cool area
 Apply cold applications
 Fan the casualty
 Raise the legs slightly higher than the head
 Loosen tight clothing.
(c) Sun burn
This caused by severe burn of the sun
Signs and symptoms
Skin is red, hot, tender, swollen and blistering
Treatment
 Sponging
 Sips of cold water
 Place the casualty in a cold area.
Low temperature
(a) Frost bite
 Damage to the body tissue caused by
exposure to extreme/severe cold. Blood
vessels contract reducing the blood supply.
 Signs and symptoms
 Skin becomes extremely cold
 Skin becomes numb
 Skin change colour to grayish
 Skin feels hard and stiff
 Loss of function.
Treatment
 Remove all cold and wet cloths
 Place the body in warm place
 Remove tight items e.g. rings, belts e.t.c
 Give hot fluids
 Dispose the casualty to the hospitals
(b) Hypothermia
This is dangerous lowering of the body
temperature caused by prolonged immersion in
cold water and general exposure to extreme cold.
Signs and symptoms
 Dizziness
 Severe headache
 Impair ness of muscular co-ordination
 Speech becomes blurred.
Treatment
Rap the casualty in a warm dry environment
Keep the victim a wake
Dispose the casualty to the hospital.
(c) Heat cramp
Caused by diminishing level of minerals in the
body
Signs and symptoms
Painful muscles
49
 Nausea
 Diarrhea
 Severe headache
Treatment
 Rest the casualty in a comfortable position
 Massage the muscles
 Place the casualty in a cool area
 Replace the fluid in the area.
BONE INJURIES
1. Fracture
This is cracking or breaking of the bone
 Causes
 Direct force
 Indirect force
 Muscular contraction/action.
Description of fractures
(a) Green stick
This is cracking of the bone due to body weight
Mostly common with children.
(b) Cross fracture
The bone is cut across
(c) Oblique fracture
The angle of breakage is 450
(d) Spiral fracture
The line of breakage has spiral shape
(e) Quashed fracture
The bone is severely damaged
(f) Avulsion
The bone moves out of its position
Types of fractures
1. Simple/closed
This is when the bone is injured and the
surrounding tissue is not interfered with i.e. no
would occurs.
2. Open/compound complicated
This is where the broken bon penetrates through
the skin injuring other body tissues e.g. muscles
and blood vessels
3. Multiple fracture
This is when body suffers more than one fracture.
Bone is broken at more than one point.
Signs and symptoms
Swelling and bruises
Pain
Tenderness
Deformity.
 Lose of movement and co-ordination
 Shock
 Bleeding
 Pale skin
 Temperature rises
Treatment
 Treat for shock
 Stop bleeding
 Treat for wounds
 Put the affected part on the splinters
 Immobilize the affected part
 Dispose the casualty to the hospital
JOINT INJURIES
1. Sprain
This is when the tendons and ligaments at the
joints are torn or twisted due to sudden turning of
the joint in a natural movement.
Signs and symptoms
 Tenderness
 Loss of movement
 Severe pain
 Change in skin colour
 Rise in temperature
 Treatment
 Support the joint in a comfortable position
 Treat for shock
 Elevate injured part
 Apply cold ice to control swelling, reduce
pain e.t.c
 Apply firm bandage at the joint
 Rest the joint with no active movement
 Dispose the casualty to the hospital
2. Dislocation/luxation
Displacement of one or more bones at the joint i.e
bones out of the alignment.
Causes
 Direct force
 Indirect force
 Muscular contraction/action
Signs and symptoms
 Bones not in the right place (deformity)
 Pain over the joint
 Bleeding due to tear of the muscles
 Swelling
 Affected part sensitive pressure and pain
 Tenderness
 Loss of movement
 Pale skin
50
SKIN/MUSCLES INJURIES
1. Wound
This is a break in continuity of the body tissue e.g.
skin.
Classification of wounds
(a) Open wounds: this is when there is a break in
the skin.
(b) Closed wound: this is when there is injury on
the underlying tissue.
Types of open wounds
(i) Abrasion
Caused by friction on the surface of the body.
Skin may be removed discoloration of the area and
bleeding e.g. sliding and tackling in soccer.
(ii) Incision/clear cut
The line of the cut is straight. Produced by sharp
cutting objects like knife, razor e.t.c
(iii) Laceration/torn
This is irregular breaking or tearing of the tissue
caused by a great force exerted on the body e.g. by
barbed wire.
(iv) Puncture/stabs
Caused by sharp objects piercing the skin creating
a hole in the tissue e.g. stepping on a thorn or nail,
being stabbed with a knife.
(v) Avulsions
This occurs when a tissue is forcibly separated or
torn from the victim’s body. There is a lot of
bleeding.
(vi) Contusions/bruises
This capillary bleeding beneath the unbroken skin.
This is caused by a knock or a blow by blunt
instrument. The blood vessels are torn and the
tissues are damaged.
Signs and symptoms
 Severe pain
 Swelling
 Rise in temperature
 Discoloration
 Skin becomes pale
 Treatment
 Rest in a comfortable position
 Cold application
(vii) Burns and scalds
Burns are caused by a dry fire or heat.
Scalds are caused by moist heat.
General treatment for all wounds
Remove all the impurities.
Wash the wound with warm soapy water
(should be running water).
Cover the wound with dressing e.g. cotton or
gauze
Place the bandage on the dressing
Immobilize the affected part.
Stop any bleeding
Treat for shock
Dispose the casualty to the hospital.
2. Bleeding
This is oozing of the blood from the wound or
injury.
Types of bleeding
i. External bleeding
a) Arterial bleeding
The blood spurts out and is bright red color due to
plenty of oxygen.
b) Venous bleeding
The blood flows out smoothly and is dark red in
colour due to less oxygen.
c) Capillary bleeding
The blood oozes out and is bright red in colour.
Pressure points
These are where arteries near the bone and can be
pressed to stop bleeding e.g. wrist/radial; base of
the neck/carotid, temple, elbow/radial vein, base
of the thigh/groin.
Signs and symptoms of external bleeding
 Face/lips become pale
 Skin cold and dumpy
 Casualty feels fainty/dizziness
 The pulse is rapidly becoming weaker
 Restlessness
 Shallow breathing
 Yawning
 Thirsty
Treatment
 Direct pressure on the affected part
 Indirect pressure on the affected part
 Cold applications e.g. ice cubes, cold spray
 Elevation of the affected part to reduce the
blood flow to the affected part.
 Cover the wound with sterilized dressings
 Immobilize the affected part
 Dispose the casualty to the hospital.
ii)internal bleeding
This is oozing of blood from internal body
organs/tissues without break of the skin.
51
Signs and symptoms
 Swelling on the affected part.
 Blood coming out from nose, ears and
other openings.
 Pain
 Blood shot eyes
 Skin is dark in colour
 Urine/stool containing blood.
 How the body naturally stops bleeding
 Lowering of the body temperature
 Blood pressure decreases
 Heart rate decreases
 Vasco constriction of the blood vessels
 Reduced supply of the blood to the
affected area.
Artificial treatment
 Elevation of the bleeding part to reduce the
blood flow to the wound
 Direct pressure on the affected part.
 Indirect
 Cold applications e.g. ice cubes
 Cover the would with sterilized dressings
 Immobilize the affected part.
 Dispose the casualty to the hospital.
3. Muscle cramp/muscle pull
Muscle cramp is sudden contraction of the muscle
fibres due to insufficient ions (salt) in the body.
Muscle pull is sudden overstretching of the muscle
fibres.
Causes
 Lack of enough salt intake
 Excessive sweating
 Improper training
 Overhauling if muscles i.e. warming and
cooling effect.
 Fatigue
 External forces e.g. knock, blow
 Inability to relax tight muscles
 Loose of function
 Swelling
Treatment
 Extend the affected muscles, pull both
muscle to allow contraction
 Encourage adequate fluids and salt intake
 Rest the muscles in a comfortable position
 Apply cold application
 Massage the affected area
4. Muscle tear
This can either be complete tear or partial tear
Causes
 Direct force on the muscle
 Indirect force (tension force)
 A cut by sharp object
Signs and symptoms
 Pain
 Cramp
 Swelling
 Depression
 Loss of function of the affected part
 Discoloration: due to internal bleeding
Treatment
 Apply ice to reduce pain
 Immobilize the affected part
 Secure the affected part with bandage
 Dispose the casualty to the hospital
5. Muscle soreness
This is pain along the muscles due to accumulation
of lactic acid.
6. Muscle strain
This is overstretching of a muscle beyond its limit.
7. Blisters
This is caused by rough surface/wearing of very
tight shoes
Treatment
 Cold application
 Never peel the blisters
FIRST AID
This is the first medical treatment given to the
casualty before disposing to hospital.
It is a skilled application of treatment given on the
occurance of injuries or sudden illness suing the
locally available materials and facilities.
First aid terminologies
a) Signs
This is what a first aider can be able to observe or
feel.
b) Symptoms
These are sensations/feelings experienced by the
casualty
c) Diagnosis
This is medical method of identifying a given
injury
d) Prognosis
This is the chance of survival
e) Treatment
These are the efforts and measures taken to cure
an illness/injury
f) Rehabilitation
52
This is the effect aimed at restoring the person to
his normal place/restoring the injury part to its
normal position.
Objectives of first aid
 To sustain or save life
 To prevent the condition from worsening
 To promote recovery
 Relieve pain
Qualities of a good first aider
 Should be in a position to use common
sense
 Should be observant i.e. can be able to
detect the signs and symptoms.
 Should be gentle i.e. avoid rough handling
of the casualty.
 Should be resourceful i.e. should use
locally available materials
 Should be tactful i.e. should be calm to
avoid alarming the casualty.
 Should be explicit i.e. clear in the
instructions giving.
 Should be confident
 Should be sympathetic
 Should be perseverance i.e. continue with
the treatment to the end.
 Discriminative i.e. should be able to give
priorities.
The scope of first aide
1. Assessing the situation
Find out:
 The cause of the injury
 The dangers around
 Safety of both casualty and first aider.
2. Diagnosis
This involves identifying the injury
Methods of medical diagnosis
a) Inspection (observation)
Check for:
Bleeding, swelling, change of skin color, vomiting
and tenderness.
Auscultation (listening)
Listen to:
Heartbeat, breathing
(c) Palpation (touching)
You tough to feel:
Swellings, broken bones, rise in temperature,
tenderness e.t.c
d) Tapping
You tap the chest to find out whether there is
internal bleeding/water in the chest.
(e) Medical history of the casualty
You can check the available document; listen to
the story narrated by the conscious casualty or
story given by the people around.
Contents of first aid box
– Safety pins – Scissors
– Dressings – Methylated spirit
– Bandages – Clinical thermometer
– Pain killers – Disinfectant/antiseptic
– Glucose/dextrosal – Jelly
– Ice cubes – First aid book
– Tweezers – Ointments
Dressings
This is the immediate protective cover placed over
the wound e.g. cotton wool and gauze
Uses of dressings
 To protect the wound
 To prevent germs from entering the wound
 To absorb discharge e.g. pus/blood
 Protect further swelling
 Stop bleeding.
Bandages
These are thin woven materials used to hold the
dressings in place /putting the splints in position.
Examples include: gauze, elastic, adhesive, binder
of muslin, emergency bandages e.g. string,
triangular bandages.
Uses of bandages
 Used to hold dressings in position
 To support splints
 To stop further bleeding
 To carry the casualty
 To support the body part
 To immobilize the affected part.
NOSE BLEEDING
This is the loss blood from the body through the
nose due to internal injury.
Causes
 High blood pressure
 Internal injuries to the head
 Sharp objects entering the nose
 Change in altitude
 Sneezing (forceful blowing of nose)
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TRAINING
This is improving of components of physical
fitness.
Physical fitness components
Strength: force applied
Power: rate or speed of the force.
Agility: Ability to chance direction
Flexibility: rate of movement around the joint
Co-ordination: working together of the body
systems.
Speed: quickness to perform given task
Balance: ability to maintain body stability
Endurance: ability to work for long time without
being tired.
 Reaction time
 Methods of training
 Circuit training
 Internal training
 Fatleck training
 Cross country training
 Jogging
 Swimming
 Cycling
Benefits of training
For feeling better (well being)
Maintenance of the body weight
For health benefits (prevent psychosomatic)
Diseases e.g. stress, depression, hysteria e.t.c
Enhancement of physical capability
For relaxation
For enjoyment
Slowing down of the aging process
Correction of some body defects
Negative effects of over-training
Reduction of reaction time due to fatigue.
Muscles become hypertrophy (increase in size)
May bring some injuries e.g. wearing of bones due
to friction
The player become very aggressive (irritable)
Muscles become stale due to accumulation of
excess lactic acid.
Depletion of stored glycogen.
Fatigue (tiredness)
Decreasing of cognitive abilities
Reasons for having a rest/recovery period
To heal the injuries
So that the depleted glycogen in the muscles can
be restored.
Components of warm up program
Stretching and curling of the body parts
Specific activities related to the specific body parts
to be used.
Callisthenics – Exercise involving major body
muscles.
Merits of warm up
Increase body temperature by 20
c
Increase flexibility of the muscles
For proper distribution of blood in the body
Improve flexibility around the joints.
Prevention of injuries by warming up the muscles.
Improve co-ordination and accuracy.
Merits of cool down process
To bring the body to the resting state
To bring circulation to the normal
To improve elimination of lactic acid
For psychological preparation for other activities
To normalize respiratory systems.
Environmental factors affecting performance
Air pollution
Speed of wind
Altitude (shortage of oxygen)
Humidity
Atmospheric pressure
Factors influencing performance of an
individual
 Age – Drugs
 Physical fitness – Diet
 Heredity/genetics
 Facilities/equipment
 Climatic conditions
 Environmental factors (mentioned above)
 Psychological factor (motivation)
High altitude training
At higher altitude there is less oxygen as compared
to the lower altitudes. Athletes respond to this by
their bodies producing more red blood cells that
are consequently used in transporting oxygen to
the body parts. In this way they are capable of
running long distance events due to high amount
of oxygen carried in the tissues involved.
Atmospheric pressure is also limited at high
altitude. This explains why explosive events
(anaerobic) are
54
Performed better in high altitude (low air
resistance)
Why athletes move to high altitude for training.
To enhance proper transportation of oxygen to the
muscles.
To increase the RBC in the blood this helps in the
absorption of oxygen.
Increase total volume blood circulation in the
body.
Acclimatization – This is when a player moves to a
given climatic to get used to the condition of that
place (physiological adaptation).
Effects of training in high altitude areas
Breathing becomes deeper.
Volume of blood in circulation increases
The number of RBC increases thus improvement
of oxygen in the blood.
Increase in pulmonary ventilation, which help to
burn out of lactic acid.
Increase the muscles tissue.
Why Kenyans are so good in long distance
races
 Physique (body structure)
 Presence of role models
 Good climate
 Culture / tradition
 Serious training
 Improved training personnel
 Self motivation
 Diet
 Genetic inheritance
Phases of training
(i) Macro-cycle
This is entire training season form on-season to
off-season.
(ii) Meso-cycle
This is a training unit within a meso-cycle e.g. a
lay, a month or a week.
Training principles
(a) Specificity
The training is aimed at specific part of the body
to be used in the activity.
(b) Principle of reversibility
Re-training occurs rapidly when one stops
training.
(c) Principle of interference
Training of one component of fitness might
interfere with another component of fitness e.g.
training for endurance might interfere with
training for strength.
(d) Principle of cross transfer
An example of this is where running to develop
cardio-vascular endurance may also develop
muscular endurance.
(e) Principle of over load
This when the part of the body is worked beyond
normal (physiological stress).
(f) Principle of progression
This requires the over load or physiological stress
to be increased gradually or progressively in
stages.
Training pyramid
Off – season
Pre-season
On-season
Off-season
This period is normally called recovery/rest
period.
It is characterized by:
 Limited participation in specific sport
 Low intensity exercise.
During this season the participants are given
time to:
 Replace the energy consumed during the
competition time and also to allow for the
healing process to take place
 To break the monotony of the game
 To avoid effects of training.
Diet for off-season
 Carbohydrate to replace consumed energy
 Proteins and vitamins to repair worn out
tissues and healing injuries.
Pre-season
This is the season just before the competition.
The trainer should emphasize on physical
conditioning.
55
of the body i.e develop component physical fitness
and skill development sports.
Diet
Carbohydrates, proteins, vitamins
On-season
This is the competition time where emphasis is
laid on quality performance. There is also
building of energy capacity and fine skill
development. It also involves psychological
preparation for events to come. The presence of
the coach is highly required.
Diet.
Foods containing all food nutrients.
EXERCISE PHYSIOLOGY
 Effects of training/exercise to the growth
and development of all child.
 Improves physical fitness.
 Improve body posture
 Helps to correct defects at an early stage
before they become pronounced e.g.
lordiosis, kyophosis, knock-knee
 Help fasten growth of new body cells so
that the child grows up faster/increase of
red blood cells.
 Improves the character of the growing
child i.e. positive attitudes.
 Relaxation of the child’s mind, which
helps to reduce tensions, which can result
from psychological illness e.g. hysteria,
stress.
 Improves proper functioning of all the
body organs and systems.
 Progressively gain body co-ordination,
balance strength and control in movement.
 Getting rid of excess fat in the body.
Effects of training to human muscles
 Help to eliminate lactic acid
 Make the muscles to increase in size
(hypertrophy)
 Reduce stress within the muscles
 Muscles are able to operate for a longer
period of time without getting fatigue.
 Increases muscles strength.
 Muscles become tough and firm.
 Improves metabolism.
 Reduces muscles injuries.
 Dilation of blood vessels hence better
blood supply to muscles.
 Improve supply of nutrients to the muscles
Effects of training/exercise to human heart
 Increase in cardiac out put
 Decreases heart related diseases e.g.
hypertension, blood pressure.
 Cardiac reserves increases.
 Reduces heart rate, which is a good
indicator of cardio-vascular endurance.
 Increases stroke volume i.e. volume of
blood pumped per beat.
 Increase oxygen intake
 Strengthen heart muscles
 Reduces cholesterol in the heart.
 Improves functioning of the heart.
Effects of training in human lungs
 Proper ventilation of air within the lung
cavity i.e. gaseous exchange is improved.
 Respiratory muscles are strengthened e.g.
diaphragm, internal and external
intercostals muscles.
 Internal capacity improves
 Increase in volume of oxygen absorption in
the blood stream (total lung cavity)
 Minimizes respiratory diseases e.g. T.B,
Cold, Asthma.
 Improves residual volume i.e. the amount
of air remaining in the lungs after
breathing out.
 Breathing system becomes effective and
efficient.
Effects of training to human posture
 Improves postural defects e.g. cardiosis
 Maintains good posture
 Good postural appearance.
Factors affecting human posture
 Fitness level/conditioning
 Disease/illness
 Injuries
 Disability
 Bone structure
 Muscles structure
 Gender/sex.
BODY ANATOMY
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This is the study of body parts or organs e.g. skin,
bones, blood, joints, muscles etc.
BONES
These are the framework or structure of the body
Functions of the bone
 Gives the shape to the body
 Enables movement of the body
 Provide support to the muscles
 Manufacturing of red blood cells (in the
marrow)
 Protect delicate body organs e.g. skull
protect brain, ribcage protect lung and
heart.
 Act as shock absorber.
Types of bones
 Long bones
 Flat bones
 Irregular bones
 Short bones
SKIN
 This is the outer covering of the body.
 Functions of the skin
 Prevents micro-organism from entering the
body
 Protects delicate body parts
 Store excess fats in adipose tissue
 Absorb vitamin D, which is responsible for
the formation of the strong bones and teeth.
 Helps in regulation of body temperature.
 Protects the body from harmful ultra-violet
ray from the sun.
 Acts as excretory organ by removing waste
like sweat from the body.
 Acts as a sensory organ.
MUSCLES
These are the connective tissues in the body that
controls body movement through the process of
contraction and relaxation. They are made up of
fibres (elongated cells).
TYPES OF MUSCLES
(i) Stripped/skeletal/voluntary
Characteristics
They are und the control of will (CNS)
They are responsible for the co-ordinated
movement e.g. jumping, eating etc.
They have liberal capillary network.
Some of them are antagonistic in nature.
What determines the strength of a muscle
The strength of a muscle is determined by the
number of motor fibres activated at any one given
time.
Reciprocal enervation
This is where one group of muscles are relaxing
and the other group are contracting.
Muscular tone.
This is a case where voluntary muscle is
maintained in a state of tension to allow quick
response to the stimulus.
(ii) Unstripped/smooth/visceral/involuntary
Characteristics
 They are not under the control of CNS
 They are unstripped
 They are very sensitive to mechanical
stimulation.
 They work slowly over a long period of
time
 They are found in internal organs
 They don’t get tired easily.
 Examples include:
 Muscle of the alimentary canal, the eye,
blood vessels.
(iii) Cardiac muscles
These are muscles that make up heart.
Characteristics
 They are not under the control of will.
 Found in the walls of the heart.
 Can work on their own.
 Can maintain 2nd alternate relaxation
without nervous stimulation.
 They are capable of continuing to beat
even when taken out of the body.
Injuries occurring to muscles
-Muscles pull – Muscles strain
-Muscles cramp – Muscles soreness
-Muscles tear
BLOOD
Components of blood
(i) Plasma
(ii) Platelets
(iii) Blood cells
(iv) Fibrins
Functions of blood
Transportation of oxygen in the form of
oxyhaemoglobin.
Transportation of Co2 in the form of
carboxyhaemoglobin.
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 Contains white blood cells, which helps in
fighting infections.
 Transportation of food nutrients.
 It also transports enzymes and hormones to
parts where they are needed.
 Cools the body temperature due to heat
produced during the exercise.
 It has platelets, which helps in blood
clotting.
 Transports waste products.
JOINTS
This is where two or more bones meet.
Functions of the joint.
 Helps in body movement
 Helps in maintaining body balance
 Absorption of shock
Types of joints
a) Fixed/fibrous joints: these are
immovable joints e.g. skull, teeth.
SOCCER
THE FIELD PLAY
Touch line (110m)
Penalty area
16.5m Penalty arc

7.32m Goal Area
I
Penalty spot
Corner arc R-1m
1. Touch line/side line (110m)
Forms the length of the field
b) Slightly movable/cartilaginous e.g. the
vertebrae column
c) Freely movable joints/synovial joints are joints
which can move freely.
Types of synovial joints
(v) Ball and socket e.g. knee joint,
shoulder
(ii) Hinge joint: e.g elbow
(iii) Gliding joint: vertebral column
(iv) Pivot joint: at the neck, ulna and radius
(vi) saddle joint: lower jaw
Possible movement along the synovial joint
 Bending and flexion (reducing the angle
and the joint)
 Extension (increasing the angle along the
joint)
 Abduction – moving parts of the body
away from the body
 Rotation – movement around the axis
 Circumduction – combination of both
internal and external movement.
16.5m
5.5m

11m
Center circle 5.5m
R – 9.15m
Goal line
(75m)

Substitution takes place along this line
Used during throw in.
58
Where the reams bench and officials bench is
located.
Where the referee assistants operate from.
Center line
Subdivides the field into 2 equal halves.
Substitution takes place along this line.
Place kick takes place along this line
Indicates when the player is offside.
Center circle
Where the players are supposed to be during the
penalty shots.
Where place kick is taken
Goal line (75m)
Forms width of the field
Confirms the score
Where the goal post is fixed.
Indicates when a corner kick is to be awarded.
Goal area/box (5.5m x 18.32m)
This where the goalkeeper can’t be charged while
handling the ball.
Penalty area (40.32 x 16.5m)
Where the goalkeeper enjoys privileges e.g.
handling the ball.
The opponents should be outside this area during
goal kick.
The ball is considered to be in play once it moves
out of this area during foal kick.
If a player commits any of the ten penal offences
within this area then penalty kick is awarded to the
opponents.
Penalty are (R – 9.15m)
Helps to maintain the opponents away from the
goal at a distance of 9.15m during penalty kick.
Penalty spot
11m from the goal line where the ball is placed
during penalty kick.
MAIN LAWS OF THE GAME
LAW 1.
The ball
Spherical and made if leather or other suitable
materials.
Circumference between 68cm – 70cm
Weight between 410g – 450g.
2. Flag posts
Placed in all the 4 corners
Should be 1.5m high
3. Goal posts
Two upright posts measuring 2.44m
Cross bar measuring 7.32m. All the posts should
be painted black and white.
Net should be fixed for the purpose of:
(i) Confirming the score
(ii) Avoid a lot of disputes
(iii) Avoid wastage of time be preventing the ball
from going far.
LAW: 2
Players’ equipment
A player should not use any equipment or wear
anything that is dangerous to himself or another
player. Basic/compulsory equipment include
Jersey/shirt
Shorts
Stockings
Shin guards
Foot wear
Goalkeeper’s gloves
Each goalkeeper wears a colour that distinguishes
him from other players and the referee.
LAW 3
Number of players
A match is played with two teams each consisting
of players not exceeding 11 of whom one is
designed to be a goalkeeper. A match may not
start if either of the teams is having less than 7
players. Between 3 & 5 substitutions may be
made depending on the competition. The names
prior to the start of the game.
Any other player may change place with the
goalkeeper provided that:
The referee is informed the change is made
The change is made during a stoppage.
LAW 4:
Officials
Referee
Enforces the laws of the game
Ensures that the ball meets the requirement.
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Controls the match with the assistant referees:
Ensures that the players equipment meet the
requirement.
Acts as a timekeeper and keeps the records of the
match.
Stops, suspends or terminate the match, at his
discretion for any infringement of the law.
Stops, suspends or terminate the match at his
discretions because of outside interference of any
kind.
Stops the match if a player is seriously injured and
ensures that he is removed from the field.
Allow the play to continue until the ball is out of
play of if a player is slightly injured.
Punishes more serious offences if a player
commits more than one offence at a time.
Takes disciplinary actions against a player guilty
of caution able and sending off offences.
Acts on the advice of assistant referee on the
incidents that he has not seen.
Restarts the match after if had been stopped.
NB/ Decisions of the referee regarding facts
concerned with the play are final.
Assistant referees
Two assistant referees are appointed whose duties
include indication of the following:
When the ball is out of the field of play, which
side is entitled to corner kick, goal kick and throw
in.
When a player may be penalized for being offside.
When substitution is requested.
When misconduct or any other incidence has
occurred out of the view of the referee.
(c) Match commission
He is the representative of the
federation/organization organizing the tournament.
He writes the report on how the game progressed
and incase of any incident he reports to the
federation.
(d) Fourth official (substitution referee)
Assist referee in general administrative duties e.g.
inspecting players’ equipment, facilities and
registering players.
He helps to enforce substitution.
Incase the center referee is incapacitated he can
take the whistle.
Qualities of a good referee
Physical fit
Conversant with the latest rules of the game
Good eye sight
Sympathetic
Friendly and cheerful
Firm in decision making
Should not be biased.
LAW 5
Duration of the match
The match lasts two equal periods lasting 45
minutes each.
Players are entitled to a resting interval of 15
minutes during half time. Allowances for time
lost is made in either period for all time lost
through:
Substitution
Assessment of injuries
Removal of injured players
Wasting time
During penalty kick.
LAW 6:
Start and restart of the play
A coin is tossed and the team that wins decides on
which goal it will attack in the 1st half. The other
team takes the kick off (place kick). The team
wins the coin takes the kick off in the 2nd half.
Place kick (kick off)
It is administered in the following instances:
At the start of the match
After a goal has been scored.
At the start of each period of the extra time where
applicable.
A goal may be scored directly from a place kick.
After a team scores a goal the other team takes the
kick off.
Procedure
All players at there respective halves of the field
of play.
Ball at the center spot.
The team starting lines up along the center b
within the center circle.
Opponents outside the center circle and must
maintain a distance of 9.15m from the ball.
Ball considered being in play once it moves
forward.
A player cannot pass the ball to himself.
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Drop ball
This is a way of restarting the match after a
temporary stoppage. The referee drops the ball at
the point where it was located.
Cases when awarded.
 When there is simultaneous offence.
 When there is technical problem e.g.
basting of the ball
 External interference e.g. spectator
invading the court.
 When referee is uncertain of the player
who has committed the offence.
 When the game was stopped due to bad
weather.
 When the game was stopped when
lowering national flag.
 Stoppage in case of injuries.
Procedures
Done at the point where the incident occurred.
Two opposing players stand facing each other and
hands straight along side their body.
Referee drops the ball down considering the waist
of the shorter player.
The ball is considered to be in play once it touches
the ground.
LAW 7
Ball in and out of play
Ball out of play
If it has wholly crossed the goal line or touchline
whether in air or on ground.
When play has been stopped by referee.
Bal in play
The moment referee blows the whistle for the
game to commence during place kick and throw
in.
When the ball hits the ground during drop ball.
When the ball moves forward during corner kick.
When ball hits goal post, corner flag, referee or
referee assistant who is standing in the field.
When the ball moves out of the penalty area
during goal kick.
LAW 8:
Method of scoring
A goal is scored when the whole ball passes over
the goal line in between the upright post and under
the cross bar. If both teams score equal
Number of goals or no goals scored, the match is
drawn.
For matches ending in a draw, competition rules
may state provisions involving extra time or other
procedure to determine the winner.
LAW 9:
OFFSIDE
Offside position
It is not an offence in itself to be in an offside
position.
A player is in offside position if he is nearer to his
opponents’ goal line than the ball and the 2nd last
opponent.
A player is not offside position if:
 He is in his own half of the field of play
 He is in level with the 2nd last opponent
 He is in level with the last 2 opponents.
Offences
A player in offside position is only penalized if , at
the moment the ball touches or is played by one of
his team mate, he is in the opinion of the referee
involved in active play by:
 Interfering with the play
 Interfering with the opponent
 Gaining an advantage by being in that
position.
No offences
There is no offside offence if a player receives a
ball directly from:
 Goal kick
 Corner kick
 Throw in
For any offside offence the referee awards an
indirect free kick at the place where the
infringement occurred.
LAW 10:
Fouls and misconducts
Fouls —these are offences due to a player
breaking the law of the game.
Misconduct – these are offences due to a player
displaying unsportsman like behaviour or playing
contrary to the game to the spirit of the game.
They are penalized as follows:
a) Direct free kick
Awarded to opposing team if a player commits
any of the following offences (ten penal offences)
 Kicking or attempt to kick an opponent.
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 Tripping or attempt to trip an opponent.
 Jumping at an opponent
 Charges at an opponent
 Strike or attempt to strike an opponent.
 Pushes an opponent
 Tackles an opponent making contact with
the opponent first before touching the ball.
 Holds an opponent.
 Spits at an opponent.
 Handles the ball deliberately (except
goalkeeper)
Penalty Kick
This awarded if any of the above offences are
committed inside a player’s penalty area
intentionally.
Procedure
 Ball is placed at the penalty spot.
 All other players outside the penalty are
except the kicker.
 Goalkeeper to remain stationary along the
goal line until the kick is taken.
 The ball should be kicked once and in
forward direction.
c) Indirect kick
This is awarded to the opposing team if a player,
in the opinion of the referee, commits any of the
following offences.
 Plays in dangerous manner.
 Impedes the progress of an opponent.
 Prevents the goalkeeper form releasing the
ball from his hands.
It is also awarded to the opposing team, if a
goalkeeper inside his own penalty area commits
any of the following offences:
 Takes more than 4 steps or 6 seconds while
controlling the ball with his hands before
releasing it from his possession.
 Touches the ball again with his hands after
it has been released from his possession
and has not been touched by any other
player.
 Touches the ball with his hands after it has
been deliberately kicked to him by a
teammate.
 Wastes time.
d) Disciplinary sanctions
Yellow card
This is shown when a player commits any of the
following offences.
Is guilty of unsporting behaviour.
 Shows dissent by word or action
 Persistently infringes the law of the game
 Delays the restart of the play
 Fails to respect the distance required when
play is restarted a corner kick or free kick.
 Enters or re-enters the field or play without
referee’s permission.
 Deliberately leaves the field of play
without referee’s permission.
e) Sending – off offences
Red-card
 This is shown to a player who commits any
of the following offences:
 Is guilty of serious foul play
 Is guilt of violent conduct.
 Spits at an opponent or any other person.
 Denies an opponent a goal or an obvious
scoring opportunity by deliberately
handling the ball (this does not apply to
goal keeper within his own penalty area.)
 Denies an obvious goal scoring
opportunity to an opponent moving
towards the player’s goal by an offence
punishable by free kick or penalty kick.
 Uses offensive, insulting or abusive
language
 Receive a second caution (yellow card) in
the same match.
LAW 11
Throw in
This method of restarting a play awarded when a
whole ball passes over the touchline either on the
ground or in the air. It is awarded to opponent of
the player who lastly touched the ball.
A goal cannot be scored directly from throwin.
Conditions to be observed:
 Should be taken at the point where it
crossed the touchline.
 Opponents should be 9.15m away from the
ball.
 The player cannot pas the ball to himself.
 Ball must be delivered from behind and
overhead.
 The thrower should note the field of play
before releasing the ball.
LAW 12
Goal kick
This is a method of restarting a play.
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It is awarded when the whole ball, having lastly
been touched by a player of the attacking team and
passes over the goal line either on the ground or in
air and the goal is not scored as per law 8.
Procedure
 The ball is placed on top of the goal area
line.
 All the opponents outside the penalty area.
 A goal may be scored directly from the
goal kick.
LAW 13
Corner kick
This is a method of restarting a play
It is awarded when the whole ball having last been
touched by a player of the defending team passes
over the goal line and a goal is not scored in
accordance with law 8.
A goal may be scored from corner kick.
Procedure
 The ball is placed at the corner arc.
 Opponents 9.15m away from the ball.
 Flag should not be removed.
 A player can’t be offside during corner
kick.
 A player cannot pass a ball to himself.
LAW 14.
Kicks from penalty mark (penalty shoot out).
Taking kicks from a penalty mark is a method of
determining a winning team where the competition
requires a winning team after the match have been
drawn.
Procedure
 Referee chooses the goal at which the
kicks shall be taken.
 Referee tosses a coin and the team for the
winning captain takes the first kick.
 Referee keeps a record of kicks taken.
 Each team takes 5 kicks alternatively.
 If both teams have taken 5 kicks and one
has scored more goals than the other could
score, even if it were to complete 5 kicks
no more kicks are taken.
 If after both teams have taken 5 kicks, both
have scored same number of goal, kick
continue until one team has scored a goal
more than the other from the same number
of kicks.
 Each kick is taken by a different player and
all eligible players must take a kick before
a player takes a second kick.
 All players except the player taking the
kick and the two goalkeepers must remain
within the center circle.
BASIC SKILLS OF THE GAME
1. GOALKEEPING
A good goalkeeper should have knowledge on the
following:
Panting: this when a goalkeeper catches the ball
and does not take 4 steps of 6 seconds before
tossing the ball in air and kicking it.
Narrowing the angle: this is moving from the goal
line towards the attacker with the ball.
Other skills require of a goalkeeper are diving and
grip.
2. HEADING
Heading skills that can be used by a player
include:
Side head
Forward head
Back head.
Reasons for heading
To score
To give a pass
To control the ball
3. PASSING
This is the application of small amount of force on
the ball in order to reach the other teammate. Part
of the foot used in passing include:
 Inside of the foot.
 Instep
 Toe
 Heel
 Outside of the foot.
Types of passes
 Wall pass
 Through pass
 Square pass
 Diagonal pass
 Inter pass
4. KICKING
This is the application of great force on the ball
using your foot to go up the field or to shoot.
Types of passes
a) Banana/curve/swerve.
b) Scissors/orthodox
c) Volley kick
Half — ball lands first, bounce and then hit.
Full—ball is hit before it lands
d) Chip/loft: raising over the goalkeeper.
63
5. TACKLING
This involves getting the ball away from an
opponent.
 Styles of tackling
 Linear tackling
 Sliding
 Frontal
 Heading
 Rear.
6. DRIBBLING
This is moving with the ball under control by short
controlled taps.
Types of dribbling
Single leg/open
Double leg/closed
Reasons for dribbling
To advance with the ball
To give teammate room to open
To beat an opponent
To create a clear chance of scoring
To cover the distance.
7. SHIELDING/SCREENING

1. Goal keeper 7. Outside right
2. Right full back 8. Inside right
3. Left full back 9. Center forward
4. Left half back 10. Inside left
5. Center back 11. Outside left
6. Right half back
Formations (playing systems)
(i) Classic formation: 2-3-5
(ii) WM formation: 3-2-2-3
(iii) 4-2-4
(iv) Sweeper system: 1-4-3-2
(v) 5-3-2
(vi) 4-4-2
This is putting the ball away from the opponent by
leaning on the ball without causing obstruction.
8. BALL CONTROL
(a) Trapping
This is applied when controlling aerial balls
though the ball is not completely controlled. Parts
used in trapping the ball include: Head, shoulder,
thigh, heel, instep and sole.
(b) Stopping
Used to control the ball completely dead. Parts
used include; shoulder, instep, inside of the foot
and outside of the foot.
9. JUGGLING
Tapping the ball in air using several parts of the
body.
10. DODGING/FEINTING/FAKING
This is anticipating the opponent to go in the
wrong direction.
PLAY POSITIONS
Qualities of a good goalkeeper
 Reasonably tall
 Good reaction to time
 Courageous
 Swift
 Good grip
 Good eye sight
 Strong
Qualities of mid fielders
 Good ball dribbling
 Good ball distribution/passing
 Should be swift.
Qualities of full back
 Good timing/reaction time
 Enduring
 Good tackling technique
 Strong shots/kicks
Qualities of forward players
 Very fast
 Good accurate shots
 Good reaction time
 Good ball control.

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SCHEME  OF  WORK                    FORM FOUR C.R.E.                    TERM   ONE  20……………

WK

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF. REM.
1

1

INTRODUCTION TO  CHRISTIAN ETHICS

 

 

The meaning and importance of Christian ethics.

By the end of the lesson, the learner should be able to:

 

Define ethics.

Define Christian ethics.

 

 

 

 

Brain storming;

Probing questions;

Exposition;

discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KLB  BOOK IV

Pgs 1-2

 

 

 

 

2

Principles of Christian ethics.

– Internal guides.

 

Discuss internal guides as  basis of Christian ethics. Narrations;

Probing questions;

Exposition;

Discussion.

  KLB  BOOK IV

Pgs 3-4

 

 

3

Principles of  Christian ethics.

– External guides.

 

Discuss external guides as  basis of Christian ethics. Narrations;

Probing questions;

Exposition;

Giving relevant examples;

Discussion.

  KLB  BOOK IV

Pgs 4-5

 

 

4

Principles of  Christian ethics.

– The Bible

 

Highlight biblical teachings of the bible on Christian ethics. Scripture reading;

Narrations;

Giving relevant examples;

Discussion.

The Bible. KLB  BOOK IV

Pgs 6-7

 

 

2

1

Principles of  Christian ethics.

The Christian community.

 

Cite roles of Christian community in shaping morality. Probing questions;

Detailed discussion.

  KLB  BOOK IV

Pgs 7-8

 

 

2

Principles of  Christian ethics.

The natural law and situational ethics.

 

Discuss natural law and situational ethics as bases of Christian ethics.

 

Narrations;

Probing questions;

Exposition;

Giving relevant examples;

Discussion.

  KLB  BOOK IV

Pgs 8-9

 

 

3

Christian values that enhance justice.

love, honesty, justice.

Highlight  and discuss some Christian values that enhance creation of a just society. Exposition;

Probing questions;

Giving relevant examples;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 9-12

 

 

4

Christian values that enhance justice.

respect, humility, persistence, chastity.

Discuss some Christian values that enhance creation of a just society. Exposition;

Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 12-13

 

3

1

Life skills.

– critical thinking.

– creative thinking

 

Discuss critical thinking and creative thinking as life skills. Real life narrations;

Exposition;

Probing questions;

Discussion.

 

  KLB  BOOK IV

Pgs 14-15

 

2

Life skills.

decision making.

– self esteem & assertiveness.

 

 

Discuss decision making, assertiveness and self esteem as life skills. Q/A and detailed discussion;

Topic review.

  KLB  BOOK IV

Pgs 16-17

 

3

3

HUMAN SEXUALITY

Definition of human sexuality.

Define human sexuality.

Discuss sexuality as an integral part of human personality.

Brain storming;

Probing questions;

Exposition;

Discussion.

  KLB  BOOK IV

Pgs 21-22

 

4

Traditional African understanding of human sexuality. Discuss traditional African understanding of human sexuality. Probing questions;

Exposition;

Discussion.

  KLB  BOOK IV

Pgs 22-24

 

4

1

Christian teaching on human sexuality. Highlight some Christian teachings on human sexuality. Bible reading;

Q/A and discussion.

The Bible. KLB  BOOK IV

Pg 24

 

2

Male-female relationships in traditional African practice.

Discuss male-female relationships in traditional African practice.

Probing questions;

Open discussion.

 

  KLB  BOOK IV

Pgs 24-24

 

3

Christian teaching on male-female relationships. Highlight some Christian teachings on male-female relationships. Bible reading;

Q/A and discussion;

Real life narrations;

Written exercise.

 

The Bible. KLB  BOOK IV

Pgs 26-27

 

4

RESPONSIBLE SEXUAL BEHAVIOUR

 

Christian teaching on responsible sexual behaviour.

 

 

 

 

 

 

Highlight some Christian teachings on responsible sexual behaviour.

 

 

 

 

 

Bible reading;

Q/A and discussion;

Real life narrations.

 

 

 

 

 

 

The Bible.

 

 

 

 

 

KLB  BOOK IV

Pgs 26-27

 

5

1

Christian teaching on irresponsible sexual behaviour.

-incest.

-rape.

 

Highlight some Christian teachings on incest and rape.

State effects of incest and rape.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

Newspaper extracts.

KLB  BOOK IV

Pgs 30-36

 

2

Christian teaching on fornication.

 

 

Highlight some Christian teachings on fornication.

State effects of fornication.

 

Bible reading;

Narrations;

Q/A and discussion.

 

The Bible. KLB  BOOK IV

Pgs 336-38

 

3

Christian teaching on adultery.

 

 

Highlight some Christian teachings on adultery.

State effects of adultery.

 

Bible reading;

Narrations;

Q/A and discussion.

 

The Bible. KLB  BOOK IV

Pgs 38-40

 

4

Christian teaching on prostitution.

 

 

Highlight some Christian teachings on prostitution.

State effects of prostitution

 

Bible reading;

Narrations;

Open discussion.

The Bible. KLB  BOOK IV

Pgs 40-42

 

6

1

Christian teaching on homosexuality and lesbianism.

 

Highlight some Christian teachings on homosexuality and lesbianism.

State effects of  homosexuality and lesbianism.

 

Bible reading;

Narrations;

Probing questions;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 42-44

 

6

2

Christian teaching on divorce and abortion. Highlight some Christian teachings on divorce and abortion.

List some effects of  divorce and abortion.

 

Bible reading;

Narrations;

Q/A and discussion.

 

The Bible.

Relevant print media extracts.

KLB  BOOK IV

Pgs 44-46

 

3

STIs

Identify common STIs.

State symptoms and effects of STIs.

 

Open discussion. Resource person. KLB  BOOK IV

Pgs 46-47

 

4

HIV and AIDS.

Identify methods of HIV spread.

Discuss the impact of AIDS.

Explain the role of the church in combating AIDS.

Brain storming;

Open discussion.

Resource person. KLB  BOOK IV

Pgs 47-51

 

7

1

MARRIAGE

 

The meaning of marriage.

 

 

Define marriage.

Identify forms of marriage.

 

Q/A and brief discussion.

  KLB  BOOK IV

Pg 53

 

2

Traditional African understanding of marriage.

Discuss traditional African understanding of marriage. Exposition;

Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 53-57

 

3,4

C. A.T.  & MID-TERM BREAK        

 

8

1

Christian teaching on marriage. Highlight some Christian teachings on marriage.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

Relevant print media extracts.

KLB  BOOK IV

Pgs 57-60

 

2

Secular approach to marriage. Discuss secular approach to marriage.

Compare and contrast secular and Christian views.

Exposition;

Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 60-61

 

3,4

Preparation for marriage in an African view.

Describe preparation for marriage in an African view. Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 61-66

 

9

1,2

Preparation for marriage in a Christian view.

Describe preparation for marriage in a Christian context. Bible reading;

Narrations;

Probing questions;

Discussion.

 

  KLB  BOOK IV

Pgs 66-70

 

3,4

Celibacy.

State advantages of celibacy.

Cite reasons for observing celibacy.

Give a biblical account on celibacy.

Bible reading;

Narrations;

Probing questions;

Open discussion;

Topic review.

The bible. KLB  BOOK IV

Pgs 71-72

 

10

1

THE FAMILY

 

Definition of the family.

Types of families.

 

 

Define a family.

 

List types of families.

 

 

Q/A and brief discussion.

   

 

KLB  BOOK IV

Pgs 74-76

 

10

2

Traditional African understanding of the family.

Discuss traditional African understanding of the family. Exposition;

Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 76-77

 

3

Christian understanding of the family. Highlight some Christian teachings on marriage.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

KLB  BOOK IV

Pgs 77-79

 

4

Responsible parenthood.

Highlight qualities of responsible parents. Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 79-81

 

11

1

Contraception. Discuss natural and artificial methods of contraception.

 

Probing questions;

Discussion.

 

Artificial contraceptives. KLB  BOOK IV

Pgs 81-84

 

2

Traditional African responses to problems related to families.

Discuss some traditional African responses to problems related to families.

Suggest possible solutions to these problems.

Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 84-90

 

3,4

Christian responses to problems related to families today.

Discuss some Christian  responses to problems related to families today.

Suggest possible solutions to these problems.

Probing questions;

Giving relevant examples;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 84-90

 

12-13

END OF TERM ONE EXAMS

 

SCHEME  OF  WORK                    FORM FOUR C.R.E.                    TERM   TWO  20……………  

WK

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF. REM.
1

1

CHRISTIAN APPROACH TO WORK

 

The meaning of work and vocation.

Reasons for engaging in work.

By the end of the lesson, the learner should be able to:

 

Define work and vocation.

 

Cite reasons why people work

 

 

 

 

Brain storming;

Probing questions;

Exposition;

discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KLB  BOOK IV

Pgs 92-93, 96

 

 

 

 

2

Types of work. Describe various types of work. Probing questions;

Exposition;

Discussion.

  KLB  BOOK IV

Pgs 93-96

 

 

3

Traditional African attitude to work. Highlight some traditional African attributes to work. Probing questions;

Discussion.

  KLB  BOOK IV

Pgs 96-98

 

 

4

Secular attitude to work. Discuss secular attitude to work. Probing questions;

Discussion.

  KLB  BOOK IV

Pgs 99-100

 

 

2

1

Christian teaching on work. Highlight some Christian teachings on work.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

KLB  BOOK IV

Pgs 100-1

 

2

Virtues related to work. Identify virtues related to work.

 

Narrations;

Exposition;

Giving relevant examples;

Discussion.

  KLB  BOOK IV

Pgs 101-3

 

 

3

Professional ethics, ethos and codes. Define professional ethics, ethos and codes.

Explain the role of professional ethics, ethos and codes.

Exposition;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 103-4

 

 

4

Rights of employers and employees. State rights of employers and employees Exposition;

Probing questions;

Discussion.

 

  KLB  BOOK IV

Pgs 104-6

 

3

1

Christian approaches to employment. Describe Christian approaches to employment. Bible reading;

Probing questions;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 10106-7

 

2

Christian approaches to wage and labour contracts. Describe Christian approaches to wage and labour contracts. Bible reading;

Probing questions;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 107-8

 

3

Christian approaches to industrial actions. Describe Christian approaches to industrial actions. Bible reading;

Probing questions;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 108-9

 

4

Christian approaches to child labour. Describe Christian approaches to child labour. Bible reading;

Probing questions;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 109-111

 

4

1

Self employment and unemployment. Describe Christian approaches to self employment and unemployment. Bible reading;

Probing questions;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 112-4

 

2

CHRISTIAN APPROACHES TO LEISURE

 

The meaning, forms and  importance of leisure.

By the end of the lesson, the learner should be able to:

 

Define leisure.

Identify forms of leisure.

Give importance of leisure.

 

 

 

 

Brain storming;

Probing questions;

Exposition;

discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KLB  BOOK IV

Pgs 115-8

 

 

 

 

3

Traditional African attitude to leisure. Highlight some traditional African attributes to leisure. Probing questions;

Discussion.

  KLB  BOOK IV

Pgs 118-20

 

 

4

Christian teaching on leisure. Highlight some Christian teachings on leisure.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

KLB  BOOK IV

Pgs 120-3

 

5

1

Misuse of leisure today.

Identify ways in which leisure is abused today. Q/A and brief discussion.   KLB  BOOK IV

Pgs 123-5

 

2

Alcohol and other substances.

State effects of abusing alcohol and other substances. Q/A and open discussion.   KLB  BOOK IV

Pgs 125-7

 

3

Drugs and drug abuse.

Identify some common drugs.

Explain effects of drug abuse.

Give reasons why people abuse drugs.

Q/A and open discussion. Resource person. KLB  BOOK IV

Pgs 42-44

 

5

4

Christian evaluation of leisure. Identify criteria for evaluating the use of leisure. Bible reading;

Exposition;

Discussion.

 

The Bible. KLB  BOOK IV

Pgs 132-3

 

6

1

CHRISTIAN APPROACHES TO WEALTH, MONEY & POVERTY

 

The meaning of wealth, money and poverty.

By the end of the lesson, the learner should be able to:

 

Define wealth, money and poverty as understood in the contemporary world.

 

 

 

 

Brain storming to review Jesus’ teachings on wealth and poverty;

Probing questions;

discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KLB  BOOK IV

Pgs 134-5

 

 

2,3

Traditional African understanding of  wealth, money and poverty.. Highlight some traditional African attributes to wealth, money and poverty. Probing questions;

Discussion.

  KLB  BOOK IV

Pgs 136-40

 

 

4

Money economy in traditional African society. Discuss the impact of introduction of money in economy in traditional African society.

 

Probing questions;

Exposition;

Discussion.

  KLB  BOOK IV

Pgs 140-2

 

 

7

1,2

Christian teaching on wealth, money and poverty.

new testament.

-old testament.

Highlight some Christian teachings on wealth, money and poverty.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

KLB  BOOK IV

Pgs 142-8

 

3,4

C.A.T.  &  MID-TERM BREAK        

 

8

1

Christian teaching on distribution of wealth. Highlight some Christian teachings on distribution of wealth.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

Relevant print media extracts.

KLB  BOOK IV

Pgs 149-51

 

2,3

Christian teaching on bribery and corruption. Highlight some Christian teachings on bribery and corruption.

 

Exposition;

Probing questions;

Giving relevant examples;

Discussion;

Topic review.

 

  KLB  BOOK IV

Pgs 151-3

 

4

CHRISTIAN APPROACHES TO LAW , ORDER & JUSTICE

 

The meaning of law, order and justice.

By the end of the lesson, the learner should be able to:

 

 

Define law, order and justice as understood in the contemporary world.

 

 

 

 

 

Brain storming; Probing questions;

discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KLB  BOOK IV

Pgs 154-6

 

9

1

The need for law, order and justice. Explain the role of law, order and justice in the society. Probing questions;

Discussion.

  KLB  BOOK IV

Pgs 156-7

 

2

Rights and duties of a citizen. Highlight rights and duties of a citizen. Probing questions;

Exposition;

Discussion.

  KLB  BOOK IV

Pgs 157-160

 

3

Traditional African understanding of  law, order and justice. Highlight some traditional African attributes to of law, order and justice. Probing questions;

Discussion.

  KLB  BOOK IV

Pgs 160-1

 

4

Christian teaching on law. Highlight some Christian teachings on law.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

 

KLB  BOOK IV

Pgs 161-4

 

10

1

Christian teaching on order. Highlight some Christian teachings on order.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

 

KLB  BOOK IV

Pgs 164-5

 

2

Christian teaching on justice. Highlight some Christian teachings on justice.

 

Bible reading;

Narrations;

Discussion.

 

The Bible.

 

 

KLB  BOOK IV

Pgs 165-7

 

3

Social disorders and remedies.

Identify causes of social disorders and possible remedies. Probing questions;

Discussion.

 

  KLB  BOOK IV

Pgs 167-180

 

4

Church-State relationship.

Explain church state relationship in maintaining social order. Exposition;

Probing questions;

Giving relevant examples;

Discussion.

 

  KLB  BOOK IV

Pgs 180-2

 

 

11

1,2

CHRISTIAN APPROACHES TO SCIENCE, TECHNOLOGY AND ENVIRONMENT

The meaning of science, technology & environment.

 

Christian views on science and technology.

By the end of the lesson, the learner should be able to:

 

 

Define science, technology & environment as understood in the contemporary world.

 

Discuss Christian views on science, technology & environment.

 

 

 

 

 

Brain storming; Probing questions;

Discussion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KLB  BOOK IV

Pgs 186-194

 

3,4

Christian response to impact of science and technology on the environment.

Discuss Christian response to impact of science and technology on the environment. Brain storming;

Explanations;

Discussion.

  KLB  BOOK IV

Pgs 194-200

 

12-14

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PARENT’S/GUARDIAN’S DETAILS

FATHER’S NAME    :                                                                                                          

CONTACT                  :                                                           SIGN                                     

EMAIL ADDRESS     :                                                                                                          

MOTHER’S NAME  :                                                                                                          

CONTACT                  :                                                           SIGN                                     

EMAIL ADDRESS     :                                                                                                          

FACILITATOR’S NAME    :                                                                                              

CONTACT                  :                                                           SIGN                                     

 

SCHOOL STAMP

ENVIRONMENTAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 ENVIRONMENT AND ITS RESOURCES          
1.1 Weather        
1.1.1 Responding to different weather conditions        
  Name different weather conditions        
  Name ways of responding to different weather conditions to limit risk to self and others        
1.1.2 Recording weather conditions          
  Describe weather conditions at different time of the day          
  Come up with weather record chart using symbols for a period of two weeks        
  Show interest in recording weather conditions        
1.1.3 Interpreting weather messages          
  Interpret weather chart correctly          
  Communicating weather messages accurately        
  Interpreting and communicating weather messages        
1.2 Water          
1.2.1 Storing Water          
  State importance of storing water at home and school          
  Identify ways of storing water in school and at home        
  Draw different pictures of appropriate proper ways of water storage        
  Describe suitable ways of collecting small quantities of water at home and school        
1.3 Soil          
1.3.1 Exploring soil          
  Model objects using soil          
  Tell the soil that makes long ribbons        
  Name different types of soil found in their immediate environment        
1.4 Plants        
  Name parts of plants          
  Name different uses of plants        
  Able to draw different parts of a plant        
1.5 Animals          
  Categorizing animals in the environment          
  Observe safety when handling animals        
1.6 Energy – Light          
  Identify different sources of light in the environment          
  Produce light using different objects in the environment        
  Form shadows in the presence of light        
  Take precautions against harmful light energy        
2.0 SOCIAL ENVIRONMENT AND ITS NEIGHBOURHOOD          
2.1 Locating places          
  Point out the main features between home and school          
  Locate places using main features between home and school        
2.2 National anthem          
  Tell occasions when national anthem is sung          
  Sing national anthem well and demonstrate etiquette when singing        
2.3 Child rights and responsibilities          
  Outline child rights and responsibilities in school          
  Demonstrate responsibility as a child in school        
2.4 School rules          
  Outline rules that govern children in school          
  Consistently adhere to school rules        
2.5 Class leadership          
  Outline the work of good class leader          
  Appreciate and respond to class leader        
2.6 The school community          
  Outline members of school community and the work of school community          
2.7 Enterprise project          
  Analyze and create interest and income generating activities in the school environment.          
  Participating in initiating and management of class income generating projects        
3.0 CARE FOR THE ENVIRONMENT          
3.1 Caring for plants          
  Develop appropriate message for plant protection and actively participate in promoting plant protection          
3.2 Caring for animals          
  Identify ways of keeping animal shelter clean and secure          
3.3 Managing waste          
  Identify and sort out different types of waste in school          
  Identify dangers when handling waste in school        
3.4 Care for water          
  State the importance of keeping water safe          
  State ways of keeping water safe and participate in keeping water safe in school and at home        
3.5 Re-using water          
  Name way in which water can be re-used at school and in homes          
  Participate in re-using water to reduce wastage at home and in school        
3.6 Energy conservation          
  Recognize, create and display energy conservation message in school          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

MATHEMATICAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 NUMBERS          
1.1 Number concept          
  Use locally available concrete objects to represent numbers 1- 100          
1.2 Whole Numbers          
  Count numbers backward up to 100          
  Identify place value up to 100        
  Read and write numbers in words up to 30        
1.3 Fractions          
  Identify a ½ as part of whole          
  Identify a ¼ as part of whole        
1.4 Addition          
  Add a 2 digit number to a 2 digit number without and with regrouping with sum not exceeding 100          
  Work out missing numbers in patterns involving addition of whole numbers up to 100        
1.5 Subtraction          
  Subtract up to two digit numbers without regrouping          
  Work out missing numbers in subtraction        
1.6 Multiplication          
  Represent multiplication as repeated addition using numbers 1,2,3,4 and 5 up to 5 times          
  Multiply single digit numbers by 1,2,3,4,5 and 10        
  Division          
  Represent division as equal sharing and equal grouping          
  Divide numbers up to 30 by 2,3,4, and 5 without remainder          
2.0 MEASUREMENT          
2.1 Length          
  Measure length using fixed units          
  Measure length in meters          
2.2 Mass          
  Measure length using fixed units and in kilograms          
2.3 Capacity          
  Measure length using fixed units and in litres          
2.4 Time          
  Recite the number of days in each month of the year          
  Measure time using arbitrary units        
  Measure time using fixed units        
  Read, tell and write time by the hour and minute hand        
2.5 Money          
  Identify Kenyan coins and notes up to 200          
  Count money in sh 1,sh 5 , sh 10, sh 20 , sh 50, sh 100, sh 200        
  Relate money to goods and services        
3.0 GEOMETRY          
3.1 Lines          
  Draw and model curved and straight lines          
3.2 Shapes          
  Draw and make patterns using triangles,ovals, rectangles, circles and squares.          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

HYGIENE AND NUTIRTION ACTIVITIES ASSESMENT

KEY (EX- Exceeding Expectation, MT-meet expectations, AP-approaches expectation, BE-Below expectations

 

 

Tick appropriately under each categories to rate of learners   ability EX MT AP BE COMMENT
1.0 HEALTHPRACTICES          
  Importance of breakfast          
  State the meaning of breakfast          
  Identify time when breakfast        
  Name food items for breakfast as  a healthy habit        
  Tell the importance of breakfast as a healthy habit        
1.2 Oral hygiene          
  Identify good habits that promote healthy teeth          
  Identify harmful oral habits that damage their teeth        
  Brush teeth properly        
1.3 Uses of different rooms in the house          
  name  different rooms in the house          
  Mention uses of different rooms in the house        
  List equipment in different rooms in a house        
1.4 Cleaning utensils        
  Tell reasons for cleaning utensils          
  Name materials used for cleaning utensils          
  Clean dry and store utensils properly        
1.5 Danger of second hand smoke        
  Mention substances that people smoke that are harmful        
  Explain the word second hand smoke          
  Mention effect of the second hand smoke to our health          
1.6 Keeping water safe from contaminated          
  Explain water contamination          
  Show ways in which water is contaminated        
1.7 Re-using water and soap at home        
  Explain the meaning of reusing          
  Mention the way of re-using  water at home          
2.0 Personal hygiene        
  Using and caring for personal items          
2.1 Identify personal items used for personal cleanliness          
  Identify reasons we shouldn’t share personal items          
  State method of cleaning personal items          
             
 

3.1

Food           
  Basic taste of food          
  Identify four basic  taste in a variety of food          
  Classify food according to their tastes        
3.2 Eating habit        
  Mention what family members and friends eat and drink        
  Mention food likes and dislike of friends and family members        
  Give reasons why different people like different foods          
3.3 Meals and snacks          
  Tell the number of meals taken daily        
  Tell the difference between meals and snacks        
  Mention the importance of taking meals and snacks  at the right time          
3.4 Grouping of foods          
  Group foods according to different parts of the plant they come from        
3.5 Food for school going children        
  Mention foods eaten by  school going children        
  State the amount of food suitable for school going children and dangers of eating too much          
  State importance of eating enough food          
3.6 Food advertisement        
  Tell the effect of food advertisement on their feeling and food choice        
  Can choose healthy foods without influence  of advertisement and guide others to do the same        
             
3.7 Handling an cooking food          
  Name hygiene practice while handling food          
  State factors to observe when buying food from a food vendor          
4.0 Safety education          
4.1 Waste disposal in classroom          
  Identify types of waste found in the classroom          
  classroom          
  Practice waste collection and proper disposal of waste in the classroom          
4.2 Accidents and basic first aid          
  Tell accidents occurring in the classroom          
  Name the course of common accidents in the classroom          
  Explain ways of preventing common accidents          
  Demonstrate first aid procedure for accident          
             

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                             

                                    Sign                                                                

C.R.E ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 CREATION          
1.1 Self- awareness          
  Able to state what they like about themselves as God’s creation          
  Being able to appreciate their physical appearance as created by God        
  State what they do at home as service to God        
  Recite psalms 139:13 correctly        
1.2 My family          
  Name members of extended family          
  Identify items that shouldn’t be shared        
1.3 Creation of the sky,sun,moon and stars          
  Recognize God as the creator of everything on the universe. The stars, sun and earth          
  Draw pictures of the stars, moon and sky to appreciate God’s creation        
2.0 THE HOLY BIBLE          
2.1 Holy bible as a guide in daily lives          
  Identify reasons for reading the bible to strengthen their in God          
  State how often they read the bible        
  Sing a song about the bible        
2.2 Division of the bible          
  Name the number of books in the old testament          
  Identify the first two books in the old testament        
  Read and recite Psalms 100:4        
2.3 The bible story ’the call of Samuel          
  Describe the call of Samuel and relate it to their lives of their obedience to God          
  Demonstrate their obedience to God’s word        
  Noah and the Ark        
  State the reason WHY God chose Noah to build the Ark        
  Tell the story of Noah and the ark        
  Desire to obey God and the parents        
2.5 Daniel is rescued from the den of Lion          
  Mention numbers of time Daniel prayed to God and relate it to their lines          
  Acquire the skill of assertiveness by emulating Daniel        
  Appreciate God as the protector by trusting Him        
2.6 The widow of  Zarephath          
  Narrate the story of the widow of zarephath and trust in God for their needs          
  Appreciate God in the miracle of multiplication of flour and oil and have faith in him as a provider        
3.0 THE EARLY LIFE OF JESUS CHRIST          
3.1 Kindness of wise men          
  list the gift given to baby Jesus          
  Develop the  value of sharing  and acquire the skills of assertiveness by refusing gift from strangers        
  Appreciate Jesus as a gift from God        
3.1 Jesus Christ worked          
 

 

 Develop the responsibilities of doing  simple chores at home and churches          
  Love the work by emulating Jesus Christ and assisting the parents at home        
3.3 Jesus calm down the storm          
  Explain the miracles of calming down the storm          
  Appreciate the meaning of calming down the storm and trusting God  whenever face with challenges        
3.4 Explain how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God        
  Appreciate the response of the fishermen by obeying God        
3.5 Healing of the  man with withered hand          
  Explain the healing of the man with a withered hand and relate it to their by trusting God for healing          
  Appreciate Jesus compassion by expressing kindness to other        
3.6 Easter          
  Discus the death of Jesus as a sign of total love for human kind          
  Demonstrate love for other        
  Appreciate Jesus Christ  death and resurrection as the way of salvation        
4.0 CHRISTIAN  VALUES          
4.1 Sharing          
  Identify items shared at school          
  Identify occasion when they can be shared        
  Always share items with others to show kindness        
4.2 Obedience          
  Obey teachers and students leadership          
  Obey parents and elders at home        
4.3 Honesty          
  Demonstrate honesty in school by telling the truth.Example: collecting lost money in school and taking it to the teacher          
4.4 Thankfulness          
  Identify reasons for thanking people and appreciate others kindness by always telling them “Thank you”          
4.5 Forgiveness          
  Forgive others daily          
  Tell the story of the prodigal son and relate it with their life of asking for forgiveness. Always ask for forgiveness when they wrong others.          
  Appreciate God’s forgiveness through Jesus Crucification          
4.6 Responsibility          
  Identify the items they carry to school to assist them in learning          
  Demonstrate the value of responsibility by taking care of items          
5.0 THE CHURCH          
5.1 Prayer          
  Pray often          
  Recite the Lord’s prayer        
5.2 The Holy Spirit          
  Name the promise Jesus gave to his disciples          
  Appreciate the work of the Holy Spirit in their day to day lives          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

LANGUAGE ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 LANGUAGE ACTIVITIES          
1.1 Listening and speaking          
  Listen attentively during conversation          
  Respond to specific simple directional instructions in oral communication        
  Listen without interrupting        
1.2 Pronunciation          
  Recognize the consonant blends in different spoken words e.g. bl-blue, fl-flower          
  Use vocabulary learned to communicate confidently          
1.3 Language structures and functions          
  Use the past forms of the verb ‘to be’ correctly to construct sentences          
  Use objective pronoun ( you, us, him, her, me) correctly to construct sentences        
  Use various forms of the verb (to have) as a main verb        
  Use plural forms of nouns to construct simple sentences (-ies, -ves) Example city – cities.        
  Use present continuous tense to talk about food we eat, health and nutrition correctly.        
  Use present continuous tense correctly to talk about ongoing issues        
  Use present continuous tense to talk about actions that were ongoing in the past        
  Use ordinal and cardinal number to construct sentences and group objects        
  Use opposite to describe gender set of animals        
  Use simple propositions accurately to describe the position and location of things in the classroom        
  Tell direction of things correctly (across, to, at, beside, above, over, below)        
  Use ‘a’, ‘and’ and ‘the’ correctly in conversations        
  Use possessives correctly (yours, ours, hers, his)        
  Use what, where, when, whose to ask question        
  Use appropriate words to describe size, color, shape of objects.        
  Use conjunctions (and, but, although) to make short sentences during conversation.        
2.0 READING          
2.1 Pre-reading          
  Identify words correctly while reading          
2.2 Phonic reading          
  Naming letters and their sounds          
  Joining sounds to read words with letters          
2.3 Word reading          
  Read vocabularies with letter sounds fluently          
2.4 Text reading          
  Observe basic punctuation marks          
  Read at least 70 word per minute        
  Read a text transitioning from word by word to phrasal reading        
2.5 Comprehension          
  Making prediction over a text          
  Answering questions based on a story they have read        
  Making simple summary of the text        
3.0 WRITING          
  Pre-writing          
  Sit upright while writing          
  Hold a pencil appropriately          
3.2 Handwriting          
  Focus and follow lines when writing          
  Observe the shape and size of letters and words properly          
3.3 Spelling          
  Spell and write learnt words in the vocabulary correctly          
3.4 Punctuation          
  Punctuate sentences correctly using punctuation marks          
3.5 Guided Writing          
  Write sentences from a prompt and fill the gaps using correct words          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

LITERACY ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 LISTENING          
1.1 Listening attentively to simple sequenced instructions          
  Use prompts to respond to questions          
1.2 Word and sentence formation          
  Identify the number of syllables in a word          
  Recognize words with similar sounds        
  Combine syllables to form words        
  Combine words to make simple sentences        
1.3 Story telling          
  Listen to a variety of stories and learn morals taught          
   Respond to questions and stories of (who, what, when)        
  Retell stories        
  Tell a story orally        
1.4 Effective communication        
  Listen attentively to songs, rhymes, conversations and stories          
  Communicate effectively using non-verbal cues        
  Use suitable vocabulary to express feelings and talk about experiences        
1.5 Conversation          
  Ask and answer relevant questions after listening to a story          
  Use words and sentences in speech accurately        
  Speak with ease        
  Listen and respond appropriately to others        
2.0 SPEAKING          
2.1 Responding confidently to questions and instructions          
  Use verbal and non-verbal cues to respond to questions and instructions          
2.2 Phonological awareness          
  Use multiple letter sounds to make syllables and words          
  Blend and segment syllables correctly to form words        
  Use words to make short meaningful sentences        
2.3 Talk about          
  Can talk about events and character in a story or a text          
2.4 Presentation skills          
  Express self appropriately and present ideas in order          
3.0 READING          
  Reading speed and fluency          
  Reading a story loudly and put expressive interpretation        
3.2 Group reading          
  Participate fully in group reading and read with ease during group reading          
3.3 Silent Reading          
  Read stories and passages silently showing sustained focus for longer periods          
3.4 Answering  comprehensive questions          
  Summarizes texts read and answers questions with ease          
4.0 WRITING          
4.1 Words and sentences formation          
  Use words and phrase to write simple sentences          
  Differentiate lower and upper case letters while writing        
4.2 Spelling          
  Spell words and simple sentences correctly          
4.3 Handwriting          
  Spacing of words and basic punctuation          
  Joining of letters to form words        
  Differentiate small and capital letters        
4.4 Self-comprehensive and creative writing          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

KISWAHILI ACTIVITIES ASSESMENT

Viwango: Kuz-Kuzidisha matarajio, Kuf-Kufikia matarajio, Kuk-Kukaribia matarajio, mb-mbali na matarajio

  Weka alama kuashiria kiwango cha mwanafunzi ipasavyo KUZ KUF KUK MB Mapendekezo
1.0 SHULENI          
1.1 Sauti na majina ya herufi za Kiswahili          
  Kutamka sauti lengwa kwa ufasaha          
  Kuandika herufi zinazowakilishwa na sauti lengwa ipasavyo          
1.2 Kusikiliza na kuongea          
  Tumia maneno ya maamkuzi ya nyakati za siku mwafaka          
  Kuamkua na kuitikia maakuzi ya nyakati mbalimbali ipasavyo          
1.3 Msamiati          
  Kutumia msamiati wa shuleni katika mawasiliano ya kila siku          
  Kuandika maneno na sentensi fupi kuhusu shule,rafiki        
1.4 Kusikiliza na kuzungumza          
  Taja na ueleze vitu vinavyopatikana shuleni          
  Kusikiliza kwa makini masimulizi yaw engine katika mjadala kuhusu shule        
1.5 Kusoma hadithi          
  Kutambua picha za vitu vinavyopatikana shuleni          
  Kusoma hadithi kwa ustadi        
  Kutambua na kutoa mafunzo ya hadithi aliyoisoma na aliyosomewa        
  Uchangamfu wa kusoma hadithi        
1.6 Msamiati          
  Kutambua nambari 11-50          
  Kusoma nambari 11-50- (kwa maneno)          
  Kuandika nambari 11-50 (kwa maneno)          
1.7 Kutumia –ako na –enu ipasavyo katika sentensi          
2.0 HAKI ZANGU          
2.1 Kutambua na kutamka sauti na majina ya Kiswahili          
2.2 Anatumia msamiati wa haki za watoto kwa ubunifu        
2.3 Kutaja na kueleza umuhimu wa haki za watoto na kuzutilia maanani        
2.4 Asome hadithi kwa ufasaha na kujibu maswali        
2.5 Tumia “vizuri” na “vibaya” katika sentensi ipasavyo        
3.0 USAFIRI          
3.1 Kutamka sauti lengwa ipasavyo          
3.2 Kutumia msamiati wa usafii katika kutunga sentensi        
3.3 Kutaja vyombo mbalimbali vya usafiri        
3.4 Kusoma haditho kwa ufasaha        
3.5 Matumizi ya herufi kubwa        
4.0 FAMILIA          
4.1 Kutamka sauti lengwa          
4.2 Kutumia maneno ya heshima na adabu ipasaavyo        
4.3 Kutumia msamiati wa familia katika mawasiliano kutaja majina        
4.4 Kusikiliza kwa makini na kueleza kuhusu watu wa familia        
4.5 Kusoma hadithi na kuielewa vizuri        
4.6 Kutumia maneo yanayoashiria vitendo kwa ufasaha        
5.0 USALAMA WANGU          
5.1 Kutamka sauti na herufi          
5.2 Kutambua msamiati ambao hutumiwa kwa usalama na kuunda sentensi akiyatumia        
5.3 Kuelezea jinsi ya kujiepusha na vitendo vinavyoweza kumdhuru        
5.4 Kusoma hadithi kuhusu usalama        
5.5 Kutumia sarufi huyo na hao        
6.0 HALI ZA ANGA          
6.1 Kusoma alfabeti za Kiswahili kwa mfuatano          
6.2 Kusoma na kutumia msamiati unaotumiwa katika hali ya anga        
6.3 Kusoma hadithi kwa usahihi        
6.4 Matumizi ya nafsi ya pili wakati uliopita        
7.0 LISHE BORA          
7.1 Kutambua msamiati kuhusu lishe bora          
7.2 Kuzungumzia juu ya chakula anachokipenda na umuhimu wa lishe bora        
7.3 Kusoma hadithi kwa ufasaha        
7.4 Kutumia hiki na hivi katika sentensi        
8.0 MNYAMA NIMPENDAYE          
8.1 Kutaja majina ya wanyama wa nyumbani          
8.2 Kutambua mnyama ampendaye na kusimulia kwa umakinifu        
8.3 Kusikiliza kwa umakinifu na kusoma hadithi kwa usahihi        
8.4 Kutumia sarufi “hili” na “haya” kwa usahihi        
 

 

 

 

 

 

 

           

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

PHYSICAL COMPETENCIES

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 BASIC MOTOR SKILLS          
1.1 LOCOMOTOR SKILLS          
1.1.1 HOPPING          
  Name the parts of the body that one uses during hopping          
  Observe rules and follow instructions while performing the exercise        
  Participation behavior, attitude and appreciation to own and others performance.        
1.1.2 Leaping          
  Name parts of the body that are in use while leaping          
  Perform leaping in different ways, levels and paths        
  Appreciate leaping/demonstrate attitude of enjoyment while leaping        
1.1.3 Jumping for some distance          
  Observe rules when playing the game          
1.2 NON LOCOMOTOR SKILLS          
1.2.1 Pulling and pushing          
  Perform pulling and pushing in different directions, level and speed          
  Obey rules when playing        
  Appreciate the game and activities        
1.2.2 TURNING          
  Perform turning in different directions, ways and levels          
  Make quarter turns, half turns and complete turns        
  Obey rules        
  Appreciate the game        
1.3 Manipulative skills          
1.3.1 Kicking          
  Name parts of the body that are in use while kicking          
  Perform kicking in different ways ,different ways , directions, speed        
  And level        
  Appreciate the game        
  Obey rules while playing        
1.3.2 Stopping          
  Name parts of the body that are in use when stopping          
  Perform stopping in different pathways and directions        
  Observe rules        
  Appreciate the game        
2.0 Swimming          
2.1 Water safety          
2.1.1 Signs of drowning          
  Name some floaters and sinkers          
  Role play and identify a drowning person for rescue          
2.1.2 Rescuing drowning person          
  Naming tools that can be used to rescue a drowning person          
  Design homemade rescuing devices        
  Role play rescuing a drowning person        
  Play simple water games        
  Observe rules while playing on water        
2.2 Basic swimming skills          
2.2.1 Treading water          
  Perform treading water for endurance          
  Obey pool rules        
  Participation behavior        
2.2.2 Horizontal float (back float)          
  Perform the horizontal float technique          
  Observe swimming pool rules          
2.2.3 Gliding          
  Perform gliding in water          
  Observe swimming rules        
  Appreciate gliding        
3.0 GYMNASTIC          
3.1 Static balance          
  Name parts of the body that are involved in back to back balance          
  Observe rules        
  Appreciate playing the game        
3.1.2 Wheelbarrow balance          
  Name parts of the body that are used during wheelbarrow balance          
  Observe rules for own and others safety        
  Appreciate wheelbarrow balancing        
3.2 Dynamic balance          
3.2.1 Forward Roll          
  Name body parts used in forward roll          
  Perform forward roll in different ways        
3.2.2 Wheel barrow walk          
  Perform wheel barrow walk freely          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

ART AND CRAFT

KEY EX-Exceeding Expectations, MT-Meets Expectation, AP-Approach Expectation, BE-Below expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE COMMENT
1.0 Drawing          
1.1 Forms          
  Identify a variety  of forms in physical and ICT          
  Identify tools and material used in drawing forms          
  Drawing simple forms          
  Appreciate own and others work          
1.2 Texture          
  Identify types of texture in physical and ICT          
  Identify materials and tools that can be used in creating texture        
  Create simple texture effect in drawing        
2.0 PAINT AND COLOUR          
2.1 Paint shapes and observation          
  Identify and name material used for painting          
  Mix paint correctly and paint simple shape        
  Draw and paint the national flag        
  Paint simple shapes using ICT        
3.0 PARTTER MAKING          
3.1 TEXTURES PATTERN          
  Create simple texture patterns for self-expression          
3.2 Shape pattern          
  Observe shape pattern in the environment and in digital media          
  Create simple shape pattern for self-expression          
3.3 Letter pattern          
  Observation of letter pattern in the  environment and ICT          
  Create simple letter pattern fleshed or using ICT          
4.0 Mounting technique          
4.1 collage          
  Collection of materials from the sorounding          
  environment        
  Create simple pictures in collage using locally available materials        
5.0 Decorating forms          
5.1 Decorating egg shells          
  Observe teacher sample and decorate egg shells by painting and pasting colored papers          
5.2 Decorating plastic containers          
  Decorate plastic container by pasting colored papers          
6.0 ornaments          
6.1 Double strand neckless          
  Observe beaded ornaments from teachers sample          
  Create necklace with local materials using double strand beading        
6.2 Double strand bracelet          
  Observe teachers sample          
  Create own bracelet using double strand beading with local materials          
7.0 FABRIC DECORATION          
  Printing on fabric with cut out stamps          
  Observe cut out stamp printed fabric from teachers samples        
  Print fabric using cut out stamps for decoration        
8.0 MODELLING          
8.1 Slab technique          
  Observing items made using slab technique materials and tools from the teacher          
  Model simple objects using slab technique        
8.2 Pallet technique          
             
  Observing teachers items made using pallet technique materials tools          
  Model simple object using pallet technique        
9.0 sculpture          
9.1 toys          
  Make simple toys using local materials for playing          
  Appreciate playing with toys          
9.2 kites          
  Make simple kites using locally available materials          
  Appreciate playing with toys          
10.0 weaving          
  Weaving on a serrated card loom          
  Weave one color table mat using a serrated loom for self-expression          

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

MUSIC

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 PERFORMING          
1.1 Songs          
  Identify different types of songs performed for different purposes to enhance comprehension          
  Sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhyme        
  Sing verse 1,2 and 3 of Kenya National Anthem in English and in Kiswahili with proper etiquette        
  Execute the element of music while singing as a basis of musicianship        
  Use vocal techniques in singing        
  Express feelings, ideas and emotions through singing        
  Perform familiar songs  individually (solo) or as a group (choral)        
  Sing familiar song with body movement        
1.2 Singing games          
  Perform various singing games drawn from local and other communities          
  Use of props, costumes and movement in performing        
  Appreciate and enjoy performing singing games        
1.3 Musical Instruments          
  Identify and name wind instruments used in music making          
  Playing wind instrument        
  Use improvised wind instrument to put accompaniments to songs and dances        
  Enjoy and appreciate playing wind instruments        
1.4 Dance          
  Use body movements in variety of ways in dance          
  Use dance to express feelings        
  Apply locomotor and non-locomotor movements creatively in own dance        
  Observe basic elements of dance during performing        
  Appreciate and practice etiquette during dance performing        
2.0 Rhythm          
  Identify and mimic animals, objects that make rhythmic patterns          
  Improvise rhythmic accompaniment to short, simple ,familiar songs        
  Create simple rhythmic patterns with short and long sounds and silences using body percussions        
  Record own created rhythms on digital devices        
2.2 Melody          
  Identify melodic variations in familiar simple tunes in preparation for own composition          
  Use digital device to record own variations to familiar songs          
3.0 LISTENING AND RESPONDING          
3.1 Elements          
  Express initial personal reactions to musical performances          
  Imitate short melodies with accuracy in pitch and rhythm        
  Relate specific music to appreciate events in the community        
  Respond to live or recorded performance with appropriate audience behavior        
  Discuss the message in the selected music        
  Appreciate and enjoy music drawn from diverse cultures and time through digital devices        

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                                    

To (last strand)                                                                                             Sub strand                                                                                    

Strands/Sub strand not covered by the learner                                                                                                                                             

Reason                                                                                                                                                                                                                   

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                                                  

                                                                                                                                                                                                                                               

                                             Sign                                                                                  

TERMLY SUMMATIVE ASSESSMENT

TERM                                                                     

LEARNING AREA GRADE EXAM 1 GRADE EXAM 2 GRADE EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIE        
LITERACY ACTIVITIES        
MOVEMENT ACTIVITIES        
HYGENE AND NUTRITION ACTIVITIES        
ART AND CRAFT ACTIVITES        
KISWAHILI ACTIVITIES        
MUSIC ACTIVITIES        

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               

Class teacher’s comments:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              

Head teacher’s signature                                                             Date                                                                

Parent’s signature                                                                         Date                                                                

TERMLY SUMMATIVE ASSESSMENT

TERM                                                                     

LEARNING AREA GRADE EXAM 1 GRADE EXAM 2 GRADE EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIE        
LITERACY ACTIVITIES        
MOVEMENT ACTIVITIES        
HYGENE AND NUTRITION ACTIVITIES        
ART AND CRAFT ACTIVITES        
KISWAHILI ACTIVITIES        
MUSIC ACTIVITIES        

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               

Class teacher’s comments:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             

Head teacher’s signature                                                             Date                                                                

Parent’s signature                                                                         Date                                                                

TERMLY SUMMATIVE ASSESSMENT

TERM                                                         

LEARNING AREA GRADE EXAM 1 GRADE EXAM 2 GRADE EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIE        
LITERACY ACTIVITIES        
MOVEMENT ACTIVITIES        
HYGENE AND NUTRITION ACTIVITIES        
ART AND CRAFT ACTIVITES        
KISWAHILI ACTIVITIES        
MUSIC ACTIVITIES        

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

Class teacher’s comments:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              

Head teacher’s signature                                                             Date                                                                

Parent’s signature                                                                         Date                                                                

ANNUAL SUMMATIVE ASSESSMENT

TERM                                                          

LEARNING AREA GRADE EXAM 1 GRADE EXAM 2 GRADE EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIE        
LITERACY ACTIVITIES        
MOVEMENT ACTIVITIES        
HYGENE AND NUTRITION ACTIVITIES        
ART AND CRAFT ACTIVITES        
KISWAHILI ACTIVITIES        
MUSIC ACTIVITIES        

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               

Class teacher’s comments:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              

Head teacher’s signature                                                             Date                                                                

Parent’s signature                                                                         Date                                                                

SOCIAL /BEHAVIOUR REPORT

KEY

S        –         SATISFACTORY

I         –         IMPROVEMENT

Report to be completed by the class teacher

BEHAVIOUR ASSESMENT
Considering for others  
Organization for school resources  
Accepts responsibility  
Works independently  
Works well with others  
Completes assignments at school  
Completes home assignments  
Participates in community service learning  
Use time wisely  
Has reverence for God as per a super being  
   
 

 

 

OTHER COMMENTS FROM THE TEACHER

 

 

 

 

 

 

 

 

 

 

   
   

 

KISWAHILI FASIHI SIMULIZI FREE NOTES

FASIHI SIMULIZI

Fasihi ni sanaa inayotumia lugha kuwasilisha ujumbe unaomhusu binadamu.

Sanaa ni ufundi wa kuwasilisha fikra na hisia za binadamu kama vile maneno, maandishi, uchoraji, uchongaji, ufinyanzi n.k.

Fasihi simulizi ni sanaa kwa vile:

  1. Huwasilisha ujumbe kuhusu binadamu kuhusu utamaduni na uchumi.
  2. Huwa na umbo mahsusi k.m. hadithi huwa na mwanzo, kati na mwisho na mashairi huwa na beti, mishororo, n.k.
  3. Hutumia lugha kwa ufundi k.v. ya kitamathali.
  4. Husawiri mandhari/mazingira mahsusi kwa ufundi mkubwa.
  5. Hujenga wahusika kwa ustadi mkuu ili kusawiri tabia za watu katika jamii.

Tofauti Kati ya Fasihi na Sanaa Nyingine

fasihi sanaa nyingine
ü  Kutumia lugha

ü  Sanaa tendi

ü  Kutumia wahusika kuwasilisha maudhui

ü  Kutumia maudhui na fani kuwasilisha ujumbe

ü  Kujikita katika mazingira na wakati maalum

ü  Kutotumia lugha

ü  Si tendi

ü  Hutumia maumbo kumithilisha watu

ü  Kutumia maumbo na sura za vitu

 

 

ü  Hazijikiti katika muktadha na wakati maalum.

Aina/makundi ya fasihi

  1. Fasihi simulizi
  • Fasihi inayowasiolishwa kwa njia ya mdomo.
  1. Fasihi andishi
  • Fasihi inayowasilishwa kwa njia ya maandishi.

Tofauti kati ya fasihi simulizi na fasihi andishi/sifa za fasihi simulizi/zinazofanya utanzu uwe wa fasihi simulizi

  1. Fasihi simulizi huwasilishwa kwa njia ya mdomo ilhali fasihi andishi huwasilishwa kwa njia ya maandishi.
  2. Fasihi simulizi huhifadhiwa akilini ilhali fasihi aandishi huhifadhiwa kwa maandishi.
  3. Fasihi simulizi ni mali ya jamii ilhali fasihi andishi ni mali ya mtu binafsi/mwandishi.
  4. Fasihi simulizi ina wahusika wa kila aina k.v binadamu, wanyama na ndege, mazimwi na majitu, miungu, mizimu, mashetani na vitu visivyo na uhai k.v. mawe na miti ilhali fasihi andishi ina wahusika binadamu kwa kiasi kikubwa.
  5. Fasihi simulizi ina tanzu nyingi kuliko fasihi andishi.
  6. Uwasilishaji wa fasihi simulizi huweza kuandamana na utendaji k.v matumizi ya ishara, nyimbo, makofi, kuimba, kubeba zana katika majigambo n.k ilhali ule wa fasihi andishi hauandamani na utendaji isipokuwa inapowasilishwa mbele ya hadhira.
  7. Fasihi simulizi huwasilishwa mbele ya hadhira ilhali fasihi andishi si lazima iwasilishwe mbele ya hadhira.
  8. Fasihi simulizi huwasilishwa mahali maalum k.v jandoni, matangani, arusini, n.k ilhali fasihi andishi haina mahali maalum.
  9. Fasihi simulizi huandamana na shughuli fulani ya kitamaduni ilhali fasihi andishi haiandamani na shughuli ya kitamaduni.
  10. Fasihi andishi huhitaji muda kutunga ilhali baadhi ya fasihi simulizi huzuka papo hapo k.m. semi, maigambo.
  11. Fasihi simulizi ina uwezo mkubwa wa kubadilishwa na fanani anapowasilisha ufaraguzi) bali fasihi andishi haibadiliki isipokuwa mwandishi aiandike upya.
  12. Fasihi simulizi ina historia ndefu kuliko fasihi andishi kwa kuwepo tangu mwanzo wa maisha ya binadamu
  13. Fasihi simulizi huwasilishwa wakati maalum k.v. usiku, kipindi fulani cha mwaka ilhali andishi haina wakati maalum.
    • Tofauti kati ya hadhira
  14. Hadhira ya fasihi simulizi huweza kuwasiliana moja kwa moja na mwasilishaji ilhali ile ya fasihi simulizi sio lazima iwasiliane na mwandishi.
  15. Hadhira huchangia katika uwasilishaji wa fasihi simulizi k.v kwa kuimba, kupiga makofi n.k (hadhira tendi/hai) ilhali hadhira ya fasihi andishi haichangii katika uandishi.
  16. Hadhira ya fasihi simulizi huonana na mwasilishaji ilhali ile ya fasihi andishi si lazima ionane na mwandishi.
  17. Hadhira ya fasihi simulizi ni kubwa kuliko ile ya fasihi andishi kwani huhusisha hata wasiojua kusoma na kuandika.
  18. Hadhira ya fasihi simulizi ni hai yaani inajulikana na fanani ilhali ile ya fasihi simulizi si hai yaani haijulikani na mwandishi.
  19. Hadhira ya fasihi simulizi hainunui kazi ilhali ile ya fasihi andishi hununua kazi.
  20. Hadhira ya fasihi simulizi yaweza kumiliki kazi ya fanani lakini ile ya fasihi andishi haiwezi kumiliki kazi ya mwandishi.
  21. Hadhira ya fasihi simulizi huchagua kwa kulenga watu wa rika fulani lakini ile ya fasihi andishi hailengi watu wa rika yoyote.

Jinsi Fasihi Simulizi na Andishi Zinavyofanana

  1. Zote mbili hushughulikia masuala yanayohusu maisha maisha ya binadamu.
  2. Zote mbili Huhumia lugha kwa ubunifu kuwasilisha maudhui.
  3. Zote mbili huwa na vipengele viwili vikuu, maudhui na fani (jumla ya mbinu msanii alizotumia kuwasilisha maudhui).
  4. Zote mbili majukumu sawa k.v. kuburudisha, kuadilisha, kuhifadhi na kuendeleza utamaduni, n.k.
  5. Zote mbili zina utendaji-pale tamthilia na riwaya zinapoigizwa.
  6. Zote mbili huzaliwa, hukua na hufa kutegemea mabadiliko ya wakati.
  7. Zote mbili huwa na wawasilishaji-fanani k.m. mtambaji/mganaji au manju/yeli katika fasihi simulizi na mwandishi upande wa fasihi andishi .
  8. Fasihi simulizi imekopa tanzu za fasihi simulizi k.v. methali, mashairi, n.k.

Majukumu ya Fasihi Simulizi/Umuhimu wa Kufunza Fasihi Simulizi Katika          Shule za Upili

  1. Kuburudisha-kustarehesha, kufurahisha, kuchangamsha, kutuliza, kusisimua na kupumbaza akili na kiwiliwili – nyimbo, hadithi, vitendawili
  2. Kufunza maadili kwa wanajamii kwa kuwahimiza kuiga sifa chanya na kukataa sifa hasi za wahusika.
  3. Kukuza uwezo wa kufikiri/kudadisi k.m vitendawili na chemshabongo.
  4. Kufariji k.m mbolezi na methali k.m. ‘Baada ya dhiki faraja’.
  5. Vipengele vya fasihi simulizi k.v mashairi, nyimbo, nahau, hutumiwa katika uandishi wa fasihi andishi.
  6. Kuhifadhi historia ya jamii k.m. mighani, visaviini, mapisi, tarihi n.k.
  7. Kukejeli tabia zinazokiuka matarajio ya jamii k.v soga, methali, n.k.
  8. Kuendeleza tamaduni za jamii kwani husawiri imani na desturi za jamii. k.v kitendawili ‘Nyumbani mwetu mna papai lililoiva lakini siwezi kulichuma.’ – Mtu hawezi kumwoa dadake.
  9. Kuunganisha watu pamoja kwa kuwajumuisha pamoja wakati wa ngoma, kuimba, utambaji, n.k.
  10. Kukuza lugha k.v. misimu inapokita kimatumizi na kujumuishwa katika lugha sanifu.
  11. Kukuza uwezo wa kutumia lugha kadiri mtu anapoendelea kuwasilisha k.v. hotuba, vitanza ndimi husaidia kuboresha matamshi na kutofautisha maana za maneno.
  12. Kuza uwezo wa kubuni k.v. malumano ya utani, vitanza, ndimi ngonjera, n.k.
  13. Kukuza uzalendo kwa kufanya wanajamii kuonea fahari jamii zao na kuiga mashujaa au watu waliotendea jamii makuu.
  14. Kuonya na kutahadharisha wanajamii dhidi ya tabia hasi k.v. ulafi, uchoyo, n.k.

Sababu za Ufaraguzi/Kubadilika kwa Fasihi Simulizi

  1. Kuwasilishwa vibaya.
  2. Fanani kusahau na kubadilisha yaliyomo na mtiririko.
  3. Kubadilisha ili kukidhi mahitaji ya hadhira k.m. umri na uelewa wao- kutumia lugha nyepesi kwa watoto na pevu kwa watu wazima.
  4. Mabadiliko ya mandhari/mazingira-vitu vilivyo katika mazingira halisi kukosekana katika mazingira ya usimulizi na msimulizi kutumia vitu katika mazingira yake vinavyokaribiana navyo.
  5. Kutoeleweka na hivyo kuhifadhiwa vibaya.
  6. Mabadiliko ya wakati k.m kitendawili cha wakati wa mkoloni kutumia mzungu na cha wakati wa mwarabu kutumia mwarabu na maana ni ile ile-Mzungu/mwarabu amesimama kwa mguu mmoja-mwavuli.
  7. Mabadiliko ya falsafa ya vizazi na maingiliano katika jamii kusababisha kurithisha tu yale ambayo ni muhimu na kuacha mengine.
  8. Kila fanani huwa na mtindo wake wa kuwasilisha/kisanii.
  9. Ubunifu wa fanani ili uwasilishaji uweze kuvutia saidi na uwezo wake wa lugha.
  10. Teknolojia kusababisha kuhifadhiwa na hivyo kuiua.

Wahusika katika Fasihi Simulizi

  • Wahusika ni viumbe wa sanaa ambao hutumiwa katika kazi ya fasihi kuwasilisha maswala mbalimbali.
  1. Fanani-anayetunga na kuwasilisha fasihi simulizi.
  2. Hadhira-kusikiliza, kutazama, kushiriki wa kuimba, kuuliza maswali, kutegua vitendawili, kupiga makofi, n.k. kuna aina mbili za hadhira: (i) hadhira tendi/hai na (ii) hadhira tuli.
  3. Wanyama-wanaofanya kama binadamu na kuwakilisha sifa kama vile ujanja, ulaghai, tamaa na ujinga na wanaobakia wanyama tu.
  4. Binadamu
  5. Mazimwi na majitu-viumbe vyenye matendo na maumbile ya kutisha kama vile jicho moja, vichwa viwili au zaidi, nusu mtu na nusu myama, wenye tamaa iliyokithiri ya kuweza kumeza kila kitu, kuhifadhi na kutunza binadamu ananyoyapendeza.
  6. Wahusika vitu (visivyo na uhai) mawe, miti, vijaluba, vibuyu-hutumiwa kuibua imani za kidini.
  7. Mizimu-roho za waliokufa-hutembea, hula na huathiri binadamu.
  8. Miungu-viumbe vyenye uwezo mkubwa dhidi ya binadamu k.m. katika mighani na visasili.

Njia za Kukusanya Fasihi Simulizi

  1. Kuchunza/utazamaji
  • Kutazama kwa makini yanayotokea na kuandika.

Umuhimu/ubora/uzuri

  1. Kupata habari za kutegemewa na kuaminika.
  2. Ni rahisi kurekodi k.v. kwa vinasa sauti, video, n.k.
  3. Ni njia bora kwa wasiojua kusoma na kuandika
  4. Kuweza kupata sifa za uwasilishaji k.v. toni/kiimbo, ishara n.k.
  5. Kuweza kupata hisia halisi za uwasilishaji

Udhaifu

  1. Shida ya mawasiliano.
  2. Ugeni wa mtafiti kusababisha washiriki kumshuku na kusitisha uwasilishaji
  3. Ghali kwa kumbidi mtafiti kusafiri
  4. huhitaji muda mrefu
  1. Kusikiliza wasanii wakiwasilisha tungo zao.

Umuhimu

  1. Kuweza kupata sifa za uwasilishaji k.v. toni/kiimbo, ishara n.k.
  2. Kupata habari za kutegemewa na kuaminika.
  3. Ni rahisi kurekodi k.v. kwa vinasa sauti, video, n.k.
  4. Kikwazo cha mawasiliano-Si njia bora kwa wasiojua kusoma na kuandika.
  5. Kuweza kupata hisia halisi za uwasilishaji.

Udhaifu

  1. Shida ya mawasiliano-Si njia bora kwa wasiojua kusoma na kuandika.
  2. Huhitaji muda mrefu-kusafiri na kusikiliza.
  3. Ugeni wa mtafiti kusababisha washiriki kutowasilisha ipasavyo.
  4. Ghali kwa gharama ya usafiri.
  1. Mahojiano
    • Kuhoji wanaofahamu mengi kuhusu fasihi simulizi.

Umuhimu                                                                                              

  1. Kuweza kung’amua wakati mhojiwa anatoa habari zisizo za kweli.
  2. Kuweza kufafanulia mhojiwa maswali ili kuweza kupata habari sahihi zaidi.
  3. Kuweza kupata sifa za uwasilishaji k.v. toni/kiimbo, ishara n.k.
  4. Ni rahisi kurekodi k.v. kwa vinasa sauti, video, n.k.
  5. Kupata habari za kutegewa na kuaminika

Udhaifu

  1. Huhitaji muda mrefu.
  2. Mhojiwa kutotoa habari kwa kutomwamini mtafiti kwa ugeni wake.
  3. Kikwazo cha mawasiliano-si njia bora kwa wasiojua kusoma na kuandika.
  4. Ghali kwa gharama ya usafiri.
  1. Kurekodi katika kanda za sauti/tepurekoda

Umuhimu

  1. Kuweza kudumu na kufikia vizazi vingi.
  2. Sifa za uwasilishaji/uhai kama vile toni na kiimbo kuhifadhiwa.
  3. Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa.
  4. Kupata habari za kutegewa na kuaminika
  5. Kuweza kupata hisia halisi za uwasilishaji

Udhaifu

  1. Chaweza kukosa nguvu za umeme na utafiti kuathirika.
  2. Hakiwezi kunasa uigizaji.
  3. Fanani huenda asiwasilishe vyema akijua anarekodiwa.
  4. Ghali kwa kuhitaji kununua kifaa na kumbidi mtafiti kusafiri.
  1. Kurekodi kwa filamu na video
    • Hunasa picha zenye miondoko na sauti.

Umuhimu

  1. Video huhifadhi uigizaji, ishara na kiimbo/toni.
  2. Kuonyesha uhalisi wa mandhari
  3. Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa
  4. Kazi iliyokusanywa hivi hudumu kwa muda mrefu.
  5. Njia bora kwa wasiojua kusoma na kuandika
  6. Kupata habari za kutegewa na kuaminika

Udhaifu

  1. Chombo chaweza kukosa nguvu za umeme na utafiti kuathirika.
  2. Fanani huenda asiwasilishe vyema akijua anarekodiwa.
  3. Njia ghali.
  4. Fanani huenda asiwasilishe vyema akijua anarekodiwa.
  5. Ghali kwa gharama ya ya usafiri na kununua filamu na kamera ya video.
  6. Data yaweza kufisidiwa na hivyo kutowafikia walengwa.
  7. f) Kupiga picha kwa kamera
    • Hunasa picha zisizo na miondoko na sauti

Umuhimu

  1. Huonyesha uhalisi wa mandhari.
  2. Huweza kuhifadhi ishara.
  3. Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa.
  4. Kupata habari za kuaminiwa na kutegemeka.

Udhaifu

  1. Ghali kwa gharama ya ya usafiri na kununua kamera.
  2. Sifa za uhai kama vile kiimbo haziwezi kuhifadhiwa.
  3. Yaweza kukosa nguvu za umeme na utafiti kuathirika.
  4. Data yaweza kufisidiwa na hivyo kutowafikia walengwa
  1. Kushiriki katika kazi ya fasihi simulizi k.v. ngoma, soga, n.k.

Umuhimu

  1. Kuweza kupata hisia halisi za uwasilishaji.
  2. Kupata habari za kutegewa na kuaminika.
  3. Njia bora kwa wasiojua kusoma na kuandika.
  4. Kukuza utangamano wa mtafiti na wanajamii.
  5. Kuweza kunasa na kuhifadhi sifa za kiimbo, toni na ishara.

Udhaifu

  1. Kuchukua muda mrefu.
  2. Ugeni wa msanii kusababisha washiriki kuwa na wasiwasi na kutotenda kama kawaida.
  3. Njia ghali kwa kuhitaji mtafiti kusafiri mbali.
  4. Mtafiti aweza kusahau kwa kuhifadhi akilini.
  1. Kutumia hojaji
  • Fomu yenye maswali funge au wazi.

Umuhimu

  1. Gharama ya chini.
  2. Yaweza kutumika katika mahojiano.
  3. Huokoa muda kwani mtafiti aweza kuituma na kuachia mhojiwa kujaza.
  4. Hupatia habari za kuaminika na kutegemeka.

Udhaifu

  1. Utata wa maswali kusababisha majibu yasiyo sahihi.
  2. Si nzuri kwa wasiojua kusoma na kuandika.
  3. Kutopata sifa za uwasilishaji kama vile kiimbo, toni na ishara.
  4. Wahojiwa kukataa kuijaza kutokana na mwelekeo hasi dhidhi ya hojaji na hivyo kukwamiza utafiti.

Vifaa vya Kukusanya Fasihi Simulizi na Udhaifu Wake

  1. Vinasa sauti/tepu rekoda
  2. Kamera
  3. Filamu na video
  4. Diski za kompyuta
  5. Kalamu na karatasi

Umuhimu

  1. Kuweza kudumu na kufikia vizazi vingi.
  2. Si rahisi kusahaulika-hubakia vile vile.
  3. Si njia ghali kama vile video

Udhaifu

  1. Sifa za uwasilishaji kama vile toni, kiimbo/toni na ishara haziwezi kuhifadhika hivyo kupotea.
  2. Hupunguza hadhira kwa kulenga tu wanaojua kusoma na kuandika na hivyo kuathiri usambazaji wake.

Mbinu za Kuhifadhi Fasihi Simulizi

  1. Huhifadhiwa na binadamu akilini k.m. ngano hupokewa kutoka kizazi kimoja hadi kingine.
  2. Katika maumbile au mazingira k.m. fisi daima huchechemea , kinyonga naye hutembea pole pole.
  3. Katika vifaa meme k.m. nyimbo, hadithi, maigizo n.k. huweza kuhifadhiwa katika kanda za sauti, video, sidi na diski za kompyuta.
  4. Katika michoro k.m. picha huhifadhi matukio maalum k.v. za kabila fulani likiwinda au likisherehekea.

Umuhimu wa Kukusanya/Kuhifadhi Fasihi Simulizi

  1. Ili isipotee k.m. kwa kusahaulika.
  2. Kuirekodi ili kuiendeleza kwa kuirithisha kwa vizazi vijavyo.
  3. Ili kulinganisha fasihi simulizi za jamii mbalimbali na kuonyesha tofauti zake.
  4. Ili kuhakikisha mtiririko katika uwasilishaji.
  5. Kutunza historia ya jamii ili vizazi vijavyo viijue.
  6. Ili kuziba mapengo ya utafiti yaliyomo kwa vile kuna tungo ambazo hazijatafitiwa kwa kina.
  7. Kuendeleza elimu ya jadi ya jamii.
  8. Kuingiliana na jamii iliyo chanzo cha fasihi humwezesha kuelewa na utamaduni na fasihi yake kwa ujumla
  9. Humwezesha mwanafunzi kuona vipengele hai vya fasihi k.v. uigizaji, toni na kiimbo ambavyo husaidia kuielewa kwa kina.
  10. Husaidia kuhifadhi tamaduni za jamii kwa nia ya kuzipitisha kwa vizazi vijavyo.
  11. Husaidia kuelewa utamaduni wa jamii nyingine.
  12. Humwezesha mwanafunzi kupata maarifa ya kufanya utafiti katika taaluma nyingine k.v. sosholojia.
  13. Kujua fasihi simulizi za jamii nyingine humfanya mtafiti kuzielewa na kuzikubali jamii hizo na hivyo kuendeleza amani katika nchi.
  14. Ili kusahihisha mawazo mapotovu kuhusu baadhi ya tanzu na vipera vya fasihi simulizi.

Matatizo Yanayomkabili Mkusanyaji wa Fasihi Simulizi

  1. Gharama ya utafiti kuwa kubwa kiasi cha mtafiti kutoimudu k.v. kusafiria, kununulia vifaa.
  2. Kutojaziwa hojaji kutokana na mtazamo hasi wa jamii dhidi ya ujazaji wake.
  3. Wanajamii kukataa kutoa habari wakishuku mtafiti anawapeleleza au kwa kuona haya.
  4. Wanajamii wengine kudai walipwe kabla ya kutoa habari na hivyo kukwamiza utafiti.
  5. Mbinu nyingine k.v. hojaji huhitaji watu wanaojua kusoma na kuandika na ikiwa mhojiwa hajui utafiti utakwamizwa.
  6. Uchache wa wazee na wataalamu wa fasihi simulizi kusababisha kukosekana au kupatikana kwa data isiyo ya kutegemewa.
  7. Utawala kukataa kutoa idhini ya kufanya utafiti.
  8. Kukosa ufadhili na utafiti kutofanywa kwa kutomudu gharama.
  9. Muda wa utafiti kutotosha na hivyo kutopata habari za kutosha kuhusiana na mada yake.
  10. Kikwazo cha mawasiliano ikiwa mtafiti na mhojiwa hawatumii lugha moja na mhojiwa hajui lugha nyingine na kumbidi mtafiti kukodi mkalimani na gharama kuongezeka.
  11. Ukosefu wa vyombo vya usafiri kunakochelewesha utafiti na kutomalizika katika muda uliopangwa.
  12. Ukosefu wa usalama k.v. kuvamiwa kwa kushukiwa anapeleleza na kuibiwa vifaa.

Changamoto Zinazokabili Ukusanyaji wa Fasihi Simulizi

  1. Ukosefu wa utafiti wa kutosha kwani kuna vipera ambavyo bado havijaandikwa.
  2. Uchache wa wataalamu wa kutafitia na kuendeleza utafiti.
  3. Watu kuhamia mijini na kuingiliana na wa jamii nyingine na kufanya uhifadhi na urithishaji wa fasihi kutowezekana.
  4. Mtaala wa elimu kupuuza lugha ya kiasili inayotumiwa kuhifadhia na kurithisha fasihi simulizi na hivyo kukatiza ukuaji wake.
  5. Fasihi simulizi kuhusishwa na ukale na hivyo kutoona haja ya kuirithisha na kuihifadhi.
  6. Kuhifadhiwa kwa fasihi simulizi akilini kusababisha kusahaulika, kubadilika hata kufa kwake.

Jinsi Jamii ya Sasa Inavyojaribu Kuhifadhi Fasihi Simulizi

  1. Tamasha za muziziki kunakokaririwa na kuimbwa mashairi.
  2. Sherehe za arusi, jando, mazishi mawaida.
  3. Utegaji na uteguaji wa vitendawili kupitia redio na runinga.
  4. Sarakasi za wasanii huhifadhi kipera cha vichekesho.
  5. Ngoma za kienyeji kama isukuti katika hafla za kisiasa na harusi.
  6. Utambaji wa hadithi hasa katika sehemu za mashambani.

Tanzu za Fasihi Simulizi

  • Tanzu ni aina za tungo zenye muundo uliokaribia kufanana.
  1. hadithi
  2. semi
  3. ushairi
  4. mazungumzo
  5. maigizo
  • Kipera ni utungo wa fasihi simulizi unaowasilishwa mbele ya watu.

HADITHI

  • Masimulizi yanayotumia lugha ya mtiririko au nathari.

Sifa

  1. Hutumia ya lugha ya mtiririko au nathari-kueleza matukio moja kwa moja.
  2. Hurithishwa jamii kutoka kizazi kimoja hadi kingine.
  3. Huwasilishwa mbele ya hadhira
  4. Hutambwa mahali maalum k.v. ndani ya nyumba, chini ya mti, uwanjani, n.k.
  5. Huweza kutokana na matukio halisi (kihistoria) au ya kubuni.
  6. Huwa na mafunzo fulani kwa jamii/hadhira.
  7. Hutumia wahusika wa aina tofauti k.v. nyumbani, wanyama, ndege, mazimwi, n.k.
  8. Hutumia aina nyingine za sanaa k.v nyimbo, methali, ushairi, n.k.
  9. Huwa na utendaji k.v. mtambaji kuiga fisi anavyokula.
  10. Aghalabu hutambwa jioni.

Sababu za Ngano Kutambwa Jioni/Usiku

  1. Ndio wakati watu walikuwa wamejumuika nyumbani baada ya kazi.
  2. Utambaji ulikuwa njia ya kupitisha wakati chakula kikingojewa.
  3. Wakati huu ulihakikisha mwanajamii hapotezi wakati wa kazi.

Majukumu ya Hadithi

  1. Kufunza maadili yaliyo nguzo kuu kwa wanajamii.
  2. Kukuza ujasiri wa kuzungumza hadharani.
  3. Kuburudisha baada ya kazi ya kutwa.
  4. Kukuza uwezo wa watoto wa kukumbuka ili kutamba baadaye.
  5. Kueleza asili ya mambo k.m visaviini, visasili na ngano za usuli.
  6. Kutahadharisha wanajamii dhidi ya kufanya mambo yasitofaa.
  7. Kuunganisha watu katika jamii wanapojumuika pamoja kusikiliza utambaji.
  8. Ngano za mtanziko hukuza uwezo wa kutathmini na kutoa uamuzi ufaao.
  9. Kukuza lugha hasa kwa hadhira ya watoto.
  10. Kuhifadhi na kuendeleza historia ya jamii k.v. mighani, tarihi, n.k.
  11. Kuelimisha hadhira kuhusu utamaduni wao.
  12. Njia ya kupokeza kizazi historia na utamaduni wa jamii.

Sifa za Mtambaji/Mganaji Bora

  1. Asiwe mwoga ili kuweza kuzungumza hadharani.
  2. Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi.
  3. Awe na uelewa wa mazingira na masuala ibuka katika jamii ili kuweza kuwasilisha dhana zisizopatikana katika mazingira yake k.m. kutumia rais kuelezea dhana ya mfalme.
  4. Awe na ufahamu mpana wa lugha ili aweze kuitumia kwa uhodari na kuwasilisha kwa wepesi.
  5. Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai.
  6. Awe na ufahamu mpana wa utamaduni husika ili kuzuia kutumia maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira.
  7. Awe na uwezo wa kushirikisha hadhira k.v. kuimba, maswali ya balagha ili isikinai, n.k.
  8. Aweze kujua, matarajio, kiwango cha elimu na tajriba ya hadhira ili kuweza kubadilisha kwa kiwango kinachofaa.
  9. Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie.
  10. Awe na kumbukumbu nzuri ili usimulizi wake utiririke vizuri.
  11. Awe na uwezo wa kudramatisha ili kuonyesha picha fulani k.v. kuiga toni, sauti, na kiimbo kulingana na swala analowasilisha.
  12. Kubadilisha toni au kiimbo ili hadhira isikinai.
  13. Awe na ujuzi wa kutumia ishara za uso, mwili na miondoko kulingana na hali anayoigiza.
  14. Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
  15. Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza k.v. huzuni
  16. Awe na uwezo wa kushirikisha hadhira kwa nyimbo na maswali ya balagha ili kuondoa uchovu wa kutazama na kusikiliza.
  17. Awe na uwezo wa ufaraguzi/ kubadilisha utambaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira.
  18. Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki, kusisitiza ujumbe na kuteka makini ya hadhira.

Aina za Hadithi

  1. Hadithi za Kubuni
  • Hazisimulii matukio ya kweli bali ya kutungwa
    1. Hadithi za Kisalua/Kihistoria
      • Zinazosimulia matukio yaliyowahi kutendwa na wahusika waliowahi kuishi.
      • Huongezewa ubunifu ili kuvutia zaidi.
        1. Hadithi za Kubuni

Ngano

  • Hadithi zinazosimulia kisa chenye funzo na zenye wahusika aina ya binadamu, viumbe na vitu visivyo na uhai.

Sifa za Ngano

  1. Zina fomyula ya kuanzia/mwanzo maalum.
  2. Zina fomyula ya kumalizia/mwisho maalum.
  3. Zina wahusika aina mbalimbali.
  4. Zina matumizi ya nyimbo.
  5. Hutumia takriri (usambamba) ili kusisitiza k.m. zimwi likakimbia, likakimbia.
  6. Huwa na na maadili/mafunzo
  7. Hutumia maswali ya balagha kuongeza taharuki.
  8. Hutumia tanakali za sauti.
  9. Zina matumizi ya fantasia au matukio yanayokiuka uhalisi/mambo ya ajabu k.v. binadamu kuruka kama ndege, zimwi kumeza watu na baadaye kutapika wote, n.k.
  • Kutambua mbinu zilizotumiwa katika hadithi/ngano
  • Kutambua wahusika

Aina za Fomyula za Kuanzia/Mianzo Maalum

  1. Paukwa, Pakawa. Sahani. Ya mchele. Giza. La mwizi. Na kiboko je? Cha mtoto mrorofi…
  2. Hapo zamani za kale/za kongamawe…
  • Ilitokea…
  1. Hadithi! Hadithi! Hadithi njoo…
  2. Kaondokea chenjangaa, kajenga nyumba kakaa, mwanangu mwanasiti, kijino kama chikichi, cha kujengea kikuta, na vilango vya kupita…
  3. Hapo jadi na jadudi…

Umuhimu wa Fomyula ya Kuanzia/Mwanzo maalum

  1. Kuvuta makini ya hadhira.
  2. Kumtambulisha mtambaji kwa hadhira.
  • Kuashiria mwanzo wa hadithi.
  1. Kutoa hadhira kutoka ulimwengu halisi hadi ule wa hadithi.

Aina za Fomyula za Kumalizia/Miishio Maalum

  1. Hadithi inaishia hapo.
  • Tangu siku hiyo…
  1. Wakaishi raha mustarehe.
  2. Maadili

Umuhimu wa Fomyula ya Kumalizia/Mwisho Maalum

  1. Kuashiria mwisho wa hadithi.
  2. Kutoa hadhira katika ulimwengu wa hadithi hadi ule halisi.
  • Kumpisha/kumpa fursa mtambaji anayefuata.
  1. Kupisha shughuli inayofuata.
  2. Kutoa funzo la hadithi kwa muhtasari.
  3. Kupa hadhira nafasi ya kupumzika baada ya kuwa makini kwa muda.

Umuhimu wa Nyimbo katika Ngano

  1. Kushirikisha hadhira.
  2. Kusisimua hadhira na kuondoa ukinaifu
  • Kuteka makini yao.
  1. Kuwasilisha mafunzo/maadili.
  2. Kutenganisha matukio katika hadithi.
  3. Kuburudisha hadhira.
  • Kupunguzia hadhira mwemeo.

Umuhimu wa Tanakali za Sauti/Onomatopeya katika Ngano

  1. Kuongeza utamu.
  2. Kusaidia msomaji kupata picha kamili.
  • Kusaidia kupata hisia halisi

Aina za Ngano

  1. Hurafa
  • Hadithi zenye wahusika wanyama na ndege.
  • Hurafa za kijanja ni hadithi ambapo wanyama wadogo hutumia ujanja wa hali ya juu ili kujinasua na hali ngumu au mitego wanayotegewa.

Sifa

  1. Wahusika ni wanyama au na au ndege.
  2. Wanyama na ndege hupewa sifa za binadamu
  3. Ni kazi ya ubunifu.
  4. Hutoa mafunzo kwa njia ya kuchekesha na isiyoumiza.
  5. Huwa na ucheshi mwingi.
  6. Hutumia mbinu ya uhuishi.
  7. Huwa na sifa zinazohimizwa na zinazoshutumiwa.
  8. Ujanja au uongo hujitokeza katika hurafa za kijanja.
  9. Ushindi hujitokeza katika hurafa za kijanja.

Umuhimu

  1. Kutahadharisha watu dhidi ya kuwa wa danganyifu/kudanganyika kwa urahisi.
  2. Kuonyesha jinsi tabia ya udanganyifu inavyoweza kujitokeza na kuathiri watu.
  3. Hurafa za kijanja hufunza jinsi ya kupampana na hali ngumu.
    1. Hekaya/Ngano za Kiayari
  • Hadithi zinazomsawiri mhusika anayetumia ulaghai kupata matilaba yake kutoka kwa wengine (Abunuwasi).

Sifa

  1. Wahusika wakuu ni binadamu.
  2. Huwa na ubunifu mkubwa.
  3. Hustaajabisha na kuchekesha.
  4. Ujanja na uongo hujitokeza.
  5. Ushindi hujitokeza.
  6. Ni za kubuni.

Umuhimu

  1. Hutahadharisha watu dhidi ya kuhadaika kwa wepesi.
  2. Huonya dhidi ya matokeo yanayoweza kuwapata wanaojinyakulia mali kwa udanganyifu.
  3. Kuonya dhidi ya usaliti.
  4. Kukashifu viongozi dhalimu na matendo maovu.
  5. Kukejeli wanaotumia nguvu badala ya akili/hekima.
    • Visasili
  • Hadithi zinazoeleza asili ya matukio fulani katika jamii k.m. kifo, jua, lugha, zilizala n.k.

Sifa

  1. Husimulia mambo ya kiimani na kidini.
  2. Huwa na misingi ya kihistoria.
  3. Hueleza asili ya matukio katika jamii.
  4. Wahusika ni wanyama na binadamu.
  5. Huwa na maadili.
  6. Hurithishwa kizazi hadi kingine.

Umuhimu

  1. Kueleza asili ya mambo kama vile kifo, utamaduni n.k.
  2. Kueleza utaratibu wa kutekeleza desturi k.v. mahari.
  3. Kuhalalisha baadhi ya mila na desturi za jamii k.v. ulipaji mahari, uabudu miti, n.k.
  4. Kukitisha mizizi imani fulani ya watu.
  5. Kupunguza athari za majanga kama vile kuhalalisha kifo.
  6. Kutambulisha jamii kwani kila jamii ina aina yake ya visasili.
  7. Kuhifadhi historia na utamaduni wa jamii
    1. Ngano za usuli
  • Hadithi zinazoeleza asili ya hali, tabia, mahusiano au wasifu. k.v. asili ya kuku kuchakura, asili ya kinyonga kwenda kwa tahadhari, n.k.

Sifa

  1. Wahusika ni wanyama na binadamu
  2. Ni kazi ya kubuni.
  3. Hueleza kuhusu asili ya sifa, tabia au hali.
  4. Hutumia mbinu ya uhuishi.
  5. Huwa na maadili.

Umuhimu

  1. Kueleza sababu ya tabia, hali au sifa Fulani.
  2. Kuonya dhidi ya tabia hasi kama vile ulafi.
    1. Ngano za mazimwi
  • Hadithi ambazo wahusika ni mazimwi.

Sifa

  1. Wahusika ni mazimwi
  2. Mazimwi huwakilisha sifa hasi za binadamu k.m ulafi, ukatili, uovu n.k.
  3. Hujaa uharibifu.
  4. Huwa na matumizi mengi ya fantasia.
  5. Kipengele cha safari hujitokeza k.v. kwenda nchi za mbali kutafuta suluhisho.
  6. Ushindi hujitokeza (mazimwi hushindwa).
  7. Ni kazi ya kubuni.
  8. Huwa na maadili.
  9. Mazimwi huwa na sifa zinazokiuka mipaka ya binadamu k.m. kinywa kisogoni, jicho moja kubwa, n.k.

Umuhimu

  1. Kukashifu tabia ya uovu, ulafi, na ukatili.
  2. Kutahadharisha dhidi ya kuwa na ulafi, ukatili n.k.
  3. Kutia moyo waliodhulumiwa kuwa waliowanyanyasa wataadhibiwa siku moja.
    1. Ngano za Mashujaa
  • Ambazo zinazohusu watu waliotenda matendo ya kishujaa katika jamii zao kama vile kuokoa jamii.

Sifa

  1. Kipengele cha motifu au kusafiri nchi za mbali, kupigana na mazimwi kuokoa jamii.
  2. Husawiri mapigano kati ya wema (lila) na ubaya (fira).
  3. Uovu huwakilishwa na mazimwi au viongozi dhalimu
  4. Hatimaye wema hushinda uovu kwa juhudi za mashujaa
    • Ngano za mashujaa ni za kubuni ilhali katika mighani, mashujaa wanaaminiwa waliishi.

Umuhimu

  1. Kuhimiza uzalendo na ujasiri miongoni mwa vijana.
  2. Kuhimiza ujasiri miongoni mwa vijana.
  3. Kusifu mashujaa katika jamii
  4. Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na changamoto, inda na ila.
  5. Kuhimiza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii.
  6. Kuonya dhidi ya matendo hasi k.v. ukatili.
  7. Kuhimiza watu kutokata tamaa
    • Ngano za mtanziko
  • Hadithi ambapo mhusika hukabiliwa hali ngumu ya kuamua baina ya mambo wawili au zaidi yanayomkabili.

Sifa

  1. Wahusika ni wanyama au binadamu.
  2. Ni kazi ya kubuni.
  3. Mhusika hulazimika kufanya uteuzi mgumu.
  4. Hali mbili au zaidi zinazotatanisha huwepo.

Umuhimu

  1. Hutuerevusha jinsi ya kupambana na hali ngumu.
  2. Kuonya/kutahadharisha dhidi ya kujiponza.
  3. Kukuza uwezo wa kupima mambo na kuteua lililo muhimu.
  4. Kuonya dhidi ya kutenda bila kuwaza kwa kina.

viii)   Ngano za Kimafumbo

  • Ambazo huwa na maana ya ndani/iliyofichika.
    1. Istiara
  • Hadithi ambayo maana yake huwakilisha maana nyingine iliyofichika k.v. hurafa ambapo wanyama huwakilisha binadamu.
  1. Mbazi
  • Hadithi fupi inayotolewa inayotolewa kama mfano kumkanya au kumwelekeza mtu k.v. katika biblia.
    1. Hadithi za Kisalua/Kihistoria
  1. Mighani
  • Hadithi za mashujaa/majagina wa jamii fulani k.m. Rwanda Magere wa Waluo, Fumo Liyongo wa Wapate, Koome Njue wa Wameru, Wangu wa Makeri wa Wakikuyu na Syokimau wa Wsakamba.

Sifa

  1. Huhusu mashujaa wa jamii fulani.
  2. Wahusika hupambana na hali ngumu inayosababishwa na maadui.
  3. Wahusika hupewa sifa na uwezo usiokuwa wa kawaida k.v. ukubwa wa ajabu, nguvu katika kivuli, nguvu katika nywele, kutoulika n.k.
  4. Wahusika hupigania haki za wanyonge.
  5. Mhusika hukomboa jamii yake dhidi ya maadui.
  6. Mhusika hufa kifo cha huzuni (tanzia) kwa kusalitiwa na mtu wa karibu k.v. mwanamke au jamaa zao.
  7. Mashujaa huuliwa kwa njia ya ajabu kama vile kunyolewa nywele, kivuli kuchomwa mkuki, kuchomwa shindano ya shaba kitovuni
  8. Mighani huzungumzia matukio ya kihistoria.
  9. Kuna tabia ya kupiga chuku matukio yaliyo hadithini.
  10. Mighani hurithishwa jamii kutoka kizazi kimoja hadi kingine.
  11. Huchukuliwa na jamii kama hadithi zenye ukweli na jamii hujinasibisha na mighani hiyo.
  1. Husimulia mambo ya kiimani na kidini.

Umuhimu

  1. Kutambulisha jamii kwani kila jamii ina aina yake ya mighani.
  2. Kuhifadhi na kumbusha historia yajamii.
  3. Kusifu mashujaa katika jamii.
  4. Kuhimiza ujasiri miongoni mwa vijana.
  5. Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na adui au changamoto.
  6. Kukuza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii.
  7. Kuonya dhidi ya matendo hasi kama vile usaliti.
  8. Kuhimiza watu kutokata tama.

Tofauti Kati ya Mighani na Visasili

mighani visasili
Þ    Husimulia kuhusu mashujaa.

Þ    Husimulia historia ya jamii.

Þ    Wahusika wakuu ni majagina.

 

Þ    Hueleza sifa za majagina.

Þ    Husimulia asili ya vitu.

 

Þ    Husimulia mianzo ya vitu au mambo.

Þ    Wahusika ni k.v. binadamu, miungu, wanyama, n.k.

Þ    Hueleza mianzo ya desturi.

 

  1. Visakale
    • Masimulizi ya matukio yaliyotendeka zamani k.v. vita, majanga kama njaa na magonjwa na hamahama za jamii k.v. waisraeli kutoka misri.
  • Visaviini
    • Hadithi zinazoeleza chimbuko la jamii Fulani
  1. Mapisi
    • Maelezo ya kihistoria yasiyo na ubunifu wowote k.v. chimbuko la kundi la wabantu kutoka Afrika ya Kati na kuenea sehemu mbalimbali za Afrika.
  2. Tarihi
    • Maelezo kuhusu matukio ya kihistoria kulingana na yalivyofuatana ki wakati
  3. Kumbukumbu
    • Maelezo ya kitawasifu kuhusu mtu au jamii inayotambulika kwa kutoa mchango fulani mkubwa.
      1. Vipera Vingine vya Hadithi
  1. Soga
  • Hadithi fupi za kuchekesha zinazolenga kutania au kudhihaki.

Sifa

  1. Wahusika ni wa kubuni.
  2. Hutaja ukweli unaoumiza.
  3. Hutumia vichekesho kupunguza ukali wa dhihaka.
  4. Hutumia chuku kupita kiasi.
  5. Huhusu tukio moja.
  6. Ni fupi.

Umuhimu

  1. Kukashifu matendo hasi kwa njia ya ucheshi
  2. Kuonya na kutahadharisha dhidi ya matendo hasi k.v. ulaghai.
  3. Kufunza maadili.
  4. Kuburudisha kwa kuchekesha.
    1. Vigano
  • Hadithi fupi zinazosimulia kuhusu matendo mabaya katika jamii na wakati uo huo kuonya na kuelekeza dhidi yayo.
  • Aghalabu huandamana na methali kwa lengo la kufafanua linalokusudiwa au kudhibitisha funzo la methali fulani.

Sifa

  1. Huwa vifupi.
  2. Husimulia kisa kimoja tu.
  3. Wahusika ni binadamu na wanyama.
  4. Hufunza maadili kutokana na methali.
    • Kisa
  • Masimulizi mafupi yenye tukio moja lenye funzo kwa njia ya kufurahisha.

Mambo ya Kuzingatia katika Uchambuzi wa Hadithi/Ngano

  1. Kueleza aina ya ngano kwa kuzingatia wahusika na maudhui
    • Ngano yaweza kuwa ya mazimwi na ya mashujaa kwa wakati mmoja.
    • Ngano yaweza kuwa hurafa, ya usuli na ya kiayari.
  2. Kutaja wahusika
  3. Kufafanua sifa za wahusika wakuu
  4. Maadili/mafunzo yanayojitokeza katika hadithi
  5. Kubainisha sifa za ngano/hurafa/hekaya, n.k. zinazojitokeza katika hadithi.
  6. Kueleza umuhimu wa fomyula ya kuanzia/wimbo uliotumiwa katika hadithi.
  7. Kubainisha tamathali za usemi zilizotumiwa katika hadithi fulani
  8. Kuonyesha jinsi ngano inavyoshughulikia maudhui fulani.
  9. Kufafanua ufaafu wa methali fulani zilizotumiwa katika hadithi.
  10. Katika ngano ya mtanziko, ungekuwa mhusika mkuu ungefanya nini?
  11. Kubainisha matumizi ya mbinu ya fantasia
  12. Kufafanua maswala ibuka/maudhui yaliyoshughulikiwa k.m. usaliti, ujinga, ulaghai, n.k.
  13. Kuchanganua utungo kifani-ploti, wahusika, mbinu za lugha, fantasia, nyimbo, n.k.
  14. Kueleza majukumu ya hadithi.

SEMI

  • Tungo fupi zinazowasilisha ujumbe kwa kufumba au kuchora picha.

Sifa

  1. Huwa fupi kwa kuwasilisha ujumbe mrefu kwa maneno machache.
  2. Ni tanzu tegemezi kwa hutegemea tanzu nyingine kama vile hadithi, mazungumzo, n.k.
  3. Hazibadiliki vivi hivi.
  4. Baadhi ni kielelezo cha maadili k.v. methali.
  5. Hutumia lugha ya kimafumbo.
  6. Huibua taswira.
  7. Huwa na mchezo wa maneno.
  8. Baadhi huwa na muundo maalum k.v. methali na vitendawili.
  9. Nyingine ikikosa kutumika hutoweka k.v. misimu.

Umuhimu

  1. Kuonya k.m methali, ‘Asiyesikia la mkuu huvunjika guu.’
  2. Kukuza uwezo wa kufikiri k.m. vitendawili na chemsha bongo.
  3. Kutafsidi lugha au kupunguza ukali wa maneno k.m. nahau ‘jifungua’ badala ya ‘zaa’.
  4. Kuburudisha k.m. vitendawili, chemsha bongo na vitanza ndimi.
  5. Kuhifadhi siri k.m. nahau, misemo, misimu.
  6. Kuelimisha k.m. kutofanya mambo kwa pupa-mla kwa pupa hadiriki kula tamu.
  7. Kuongeza utamu katika lugha.
  8. Kuboresha matamshi k.m. vitanza ndimi.
  9. Kukuza lugha k.m misimu.
  10. Kukuza utangamano katika jamii kwa kuleta watu pamoja wakati zinawasilishwa.

Vipera vya Semi

  1. Methali
  • Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha.

Sifa

  1. Huwa fupi k.m. ‘Msafiri kafiri.’
  2. Hutumia tamathali za usemi.
  3. Hutumkia lugha ya kimafumbo.
  4. Huwa na maana ya ndani na nje.
  5. Kunazo hufanana kimaana k.m. ‘Haraka haraka haina baraka’ na ‘Polepole ndio mwendo.’
  6. Hupingana zenyewe k.m ‘Polepole ndio mwendo’ na ‘Chelewa chelewa utamkuta mwana si wako.’
  7. Huwa na sifa za kishairi k.v. ukwapi, utao na vina -Haba na haba, hujaza kiba
  8. Sifa za utegemezi kwa kuingiliana na tanzu nyingine za fasihi.
  9. Huwa na muundo maalum wa sehemu mbili:
  1. m ‘Haba na haba…’
  2. Kukamilisha wazo ‘…hujaza kibaba.’

Umuhimu

  1. Kukuza uwezo wa kufikiri kwani mpokezi hufikiri ili kupata maana ya ndani.
  2. Kuonya dhidi ya matendo yasiyofaa k.m. ‘Mchimba kisima huingia mwenyewe’na ‘Ukiambiwa jiambie usijeishia kumbe.’
  3. Kufariji walio katika hali ngumu, Baada ya dhiki faraja, Hakuna marefu yasiyo na ncha, Liandikwalo ndilo liwalo, Ajaliwalo ndilo apatalo.
  4. Kuhimiza watu kujitahidi maishani/kuonyesha jambo jema huja kwa kufanyiwa kazi k.m. ‘Mtaka cha mvunguni sharti ainame,’ ‘Chumia juani ulie kivulini.’
  5. Kupamba lugha iwe na mvuto kwani huwa na usanii mkubwa.
  6. Kuhimiza ushirikiano, ‘Umoja ni nguvu utengano ni udhaifu, ‘Jifya moja haliijiki chungu.’
  7. Kuelimisha mtu ajue jambo muhimu k.m. ‘Usione kwenda mbele kurudi nyuma si kazi’, ‘Pema usijapo pema ukipema si pema tena.’
  8. Kushauri k.m. ‘Enga kabla ya kujenga’ na ‘Mchama ago hanyeli.’
  9. Kufupisha maadili katika ngano.
  10. Kubuni lakabu k.m. ‘kikulacho.’
  11. Kufunza maadili k.m. kuwa na subira-‘Subira huvuta heri.’
  12. Kuhimiza kutokata tama k.m. ‘Bandu bandu huisha gogo’ ‘Papo kwa papo kamba hukata njiwe.’
  13. Kuonyesha umuhimu wa kuthamini jamaa zako kuliko marafiki k.m. ‘Damu ni nzito kuliko maji’ ‘Mla nawe hafi nawe ila mzaliwa nawe.’
  14. Kuonyesha umuhimu wa kuthamini vitu vyako-‘Usiache mbachao kwa msala upitao’ ‘Afadhali dooteni kama ambari kutanda,’
  15. Kukashifu ubinafsi k.m. ‘Mwamba ngoma huvutia kwake’ ‘Kila mchukuzi husifu mzigo wake.’
  16. Kukashifu kiburi k.m. ‘Maskini akipata matako hulia mbwata’ ‘Zingwi zingwi lipe nguo utaona mashauo.’

Mbinu za Lugha/Fani /Tamathali za Usemi katika Fasihi

  • Maneno au vifungu vya maneno vinavyotumiwa kutia fasihi urembo ili kufanya ujumbe ueleweke vyema zaidi.

Aina

  1. Tashbihi
  • Ulinganishi kwa kutumia viunganishi kama, mithili, mfano na sawa.
  1. Sitiari/ Istiara
  • Ulinganishi usio wa moja kwa moja.
  1. Tashhisi/Uhaishaji
  • Kukipa kitu sifa ya uhai.
  1. Taashira/ Ishara
  • Kitu kuwakilisha kingine.
  1. Chuku/udamisi
  • Kutia chumvi au kufanya kitu kionekane kikubwa sana au kidogo sana.
  1. Takriri
  • Urudiaji wa neno au mafungu ya maneno.
  1. Tanakuzi
  • Maneno yaliyo kinyume
  1. Tabaini
  • Msisitizo kwa njia ya kinyume kwa kutumia kikanushio si.
  1. Ritifaa
  • Kusemesha asiyekuwapo kama yupo.
  1. Taharuki
  • Kuacha msomaji akiwa na hamu ya kutaka kujua kipi kitakachojiri halafu.
  1. Majazi
  • Majina yanayooana na sifa za wahusika, vitu au mahali.
  1. Mbinu rejeshi
  • Kukumbusha mambo yaliyopita.
  1. Methali
  • Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha.
  1. Nahau
  • Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo.
  1. Misemo
  • Semi zinazobeba ukweli wa kujumla Mifano:
  1. Mdokezo
  • Mambo kuachwa bila kumalizwa.
  1. Balagha
  • Maswali yasiyohitaji majibu.
  1. Taswira
  • Ujenzi wa picha akilini.
  1. Kinaya
  • Mhusika kutumia maneno au matendo yaliyo kinyume cha inavyotarajiwa.
  1. Koja
  • Kuorodhesha maneno na vitenzi kwa kutumia koma.
  1. Kejeli
  • Kudharau au kubeza.
  1. Jazanda
  • Kufananisha vitu kwa mafumbo k.m. katika biblia.
  1. Nidaha/ Siyahi
  • Maneno ya kuonyesha hisia za moyoni.
  1. Tanakali/onomatopeya
  • Miigo ya sauti zinazotokea baada ya kitendo.
  1. Uzungumzi nafsia
  • Kujisemesha mwenyewe.
  1. Dayalojia
  2. Utohozi/ Uswahilishaji
  3. Kuchanganya ndimi
  • Kutumia lugha ngeni.
  1. Tafsida/usafidi
  • Kutumia lugha ya adabu au kupunguza ukali wa maneno.
  1. Mkengeuko
  • Kwenda kinyume na matakwa ya jamii k.v. usenge, ndoa ya watu wasio wa rika rika moja, mapenzi nje ya ndoa.
  1. ulinganuzi
  • Kuweka pamoja mambo yanayopingana ili kulinganisha
  1. Kweli kinzani
  • Hoja mbili zinazopingana/kutowezekana.

Matumizi ya Lugha Katika Methali

Sitiari

  1. Mgeni ni kuku mweupe.
  2. Ahadi ni deni.
  3. Upweke ni uvundo.
  4. Mgeni ni kuku mweupe.
  5. Ujana ni moshi.
  6. Mapenzi ni kikohozi.
  7. Kukopa arusi kulipa matanga.

Tashbihi

  1. Kawaida ni kama sheria.
  2. Riziki kama ajali ijapo huitambui.
  3. Usilolijua ni kama usiku wa giza.
  4. Ufalme kama mvua hupiga na kupita.

Tashhisi

  1. Siri ya mtungi muulize kata.
  2. Paka akiondoka panya hutawala.
  3. Jembe halimtupi mkulima.
  4. Ukupigao ndio ukufunzao.
  5. Adhabu ya kaburi aijuaye maiti.

Takriri

  1. Haba na haba hujaza kibaba.
  2. Chovya chovya humaliza buyu la asali.
  3. Hauchi hauchi unakucha.
  4. Hayawi hayawi huwa.
  5. Mtoto wa nyoka ni nyoka.
  6. Bandu bandu huisha gogo.

Balagha

  1. Pilipili usiyoila yakuwashiani?
  2. Angurumapo samba mcheza ni nani?
  3. Wameshindwa wenye pembe seuze wewe kipara?
  4. Simba mla watu akiliwa huwani?
  5. Mzigo uko kichwani, kwapa lakutokeani jasho?
  6. Mavi usiyoyala wayawingiani kuku?
  7. Mla ni mla leo mla jana kalani?

Taswira

  1. Mpanda farasi wawili hupasuka msamba.
  2. Mti mkuu ukigwa wana wa ndege huyumba.
  3. Mtupa jongoo hutupa na ung`ong`o wake.
  4. Angeenda juu kipungu hafikii mbingu.

Chuku

  1. Mzigo wa mwenzio ni kanda la sufi.
  2. Maji ya kifuu bahari ya chungu.
  3. Usipoziba ufa utajenga ukuta.

Tanakali za sauti

  1. Chururu si ndondondo!
  2. Ndo! Ndo! Hujaza ndoo.
  3. Kiliacho pa kijutie.

Kinaya

  1. Bara Hindi ndiko kwenye nguo na waendao uchi wapo.
  2. Kwenye miti hakuna wajenzi.
  3. Asante ya punda ni mateke.
  4. Kigumba kwa nguruwe kwa binadamu ki uchungu.
  5. Kikiharibika cha fundi kikiongoka cha bwana Sudi.

Kejeli/dhihaka/stihizai

  1. Umekuwa mung`unye waharibikia ukubwani.
  2. Hawi Musa kwa kubeba fimbo.
  3. Ucha Mungu si kilemba cheupe.
  4. Kichwa cha kuku hakistahili kilemba.
  5. Kichwa cha nyoka hakibandikwi mtungi.

Jazanda

  1. Joka la mdimu hulinda watundao
  • Mtu mwovu huwanyima wengine vitu asivyovihitaji.
    1. Kupanda mchongoma kushuka ndio ngoma
  • Ni rahisi kujitia katika matata kuliko kujitoa.

Taashira

  1. Kimya kingi kina mshindo mkubwa.
  2. Kuku mgeni hakosi kamba mguuni.

Kweli kinzani

  1. Wagombanao ndio wapatanao.
  2. Ukupigao ndio ukufunzao.
  3. Kuinamako ndiko kuinukako.
  4. Mwenye kelele hana neno.
  5. Kimya kingi kina mshindo mkubwa.

Tanakuzi

  1. Tamaa mbele mauti nyuma.
  2. Mpanda ngazi hushuka.
  3. Usione kwenda mbele kurudi nyuma si kazi.
  • Kuainisha methali kutokana na matumizi ya lugha ni kusema mbinu ambazo imetumia.

Vigezo vya Kuainishia Methali/Kuziweka Pamoja na kuzichambua

  1. Mandhari/mazingira k.m. kilimo.
  • Ukipanda pantosha utavuna pankwisha.
  • Jembe halimtupi mkulima.
    1. Maudhui k.m. ulezi
  • Samaki mkunje angali mbichi.
  • Mcha mwana kulia hulia yeye
  1. c) fani/tamathali k.m. takriri
  • Haba na haba hujaza kibaba
  • Mtoto wa nyoka ni nyoka.
  1. d) Jukumu k.m. kuonye
  • Asiyesikia la mkuu huvunjika guu.
  • Ukiambiwa jiambie usijeishia kumbe.
    1. Maana k.m. sawa
      • Haraka haraka haina baraka.
      • Polepole ndio mwendo.

Vigezo zaidi vya kuchambua methali

  1. Inarejelea vitu gani? K.m. Hindi ndiko kwenye nguo na waendao uchi wapo.
  • Nchi-Hindi
  • Vitu-nguo
  • Watu-waendao uchi
    1. Inakupa wazo gani kuhusu jamii husika?
  • Utamaduni na njia za kiuchumi.
    1. Vitendawili
  • Semi ambazo hutolewa kwa mtu kwa mfano wa swali ili azifumbue.

Sifa

  1. Huwa vifupi kimaelezo.
  2. Hutumia lugha ya kimafumbo.
  3. Hutolewa mbele ya hadhira.
  4. Hutumia ufananisho wa kijazanda.
  5. Kunazo huhusiana na methali k.m. mzee amekufa vyombo vimevunjikavunjika.
  6. Huwa na wakati maalum wa kutolewa yaani jioni.
  7. Huwa na mchezo wa maneno k.m. Ukiona njigi utadhani njege.
  • Maziwa na tui
  1. Hujisimamia vyenyewe.
  2. Kunavyo huwa na jibu zaidi ya moja k.v. Gari la kila mtu
  • miguu, kifo au jeneza
  1. Hutumia tamathali za lugha kwa ufanifu mkubwa
  2. Huweza kuwa na fomyula/muundo maalum
    1. Mteguaji: Kitendawili
    2. Mteguaji: Tega
  • Mteguaji: Kitendawili chenyewe- Popoo mbili zavuka mto
  1. Mteguaji : Mlango
  2. Mtegaji: Umenoa. Nipe mji.
  3. Mteguaji: Ninakupa Nairobi.
  • Mteguaji: Nilienda Nairobi watu wa Nairobi wakaniambia nije niwasalimu. Jibu ni macho.

Umuhimu

  1. Kuburudisha jioni baada ya kazi.
  2. Kukuza ubunifu wa kuvitunga kwa kulinganisha vitu katika mazingira ili kuviunda.
  3. Kuimarisha uwezo wa kukumbuka.
  4. Kukuza uwezo wa kufikiri kwani mfumbiwa huhitaji kufikiri sana ili kupata jibu.
  5. Kuleta umoja na ushirikiano katika jamii kwa kuleta watu pamoja wakati vinategwa.
  6. Kuimarisha ujuzi wa kujieleza kwa lugha.
  7. Kupanua ujuzi wa mazingira wa mtoto.
  8. Kuendeleza utamaduni wa jamii k.m. Nyumbani mwetu mna papai lililoiva lakini. siwezi kulichuma
  • Ndugu wa kiume asimuoe nduguye wa kike.
  1. Kukejeli au kudharau tabia mbaya k.m. Wazungu wawili wanachungulia dirishani
  • makamasi

Aina za vitendawili

  1. Sahili
    • Vina muundo rahisi/maneno machache k.m Akiona mwangaza wa jua hufa-samaki.
  2. Tata
  • Vyenye majibu tofauti
    1. Kisimulizi
  • Masimulizi k.m. Kulikuwa na baba ng’ambo moja ya mto na binti zake wawili ng’ambo ya pili. Alikuwa na maembe mawili aliyopaswa kuyavukisha pamoja apelekee binti zake. Angefanya nini?
    1. Vya tanakali k.m. Parrrr! Mpaka Makka-utelezi.
    2. Mkufu
  • Vyenye sehemu zinazochangizana kimaana k.m. Nikitembea yuko lakini nikiingia nyumbani hupotea-kivuli.

Matumizi ya Lugha Katika Vitendawili

Tashhisi

  1. Amefunika kote kwa blanketi lake jeusi-giza.
  2. Akivaa nguo hapendezi, akiwa uchi hupendeza mno-ndizi.
  3. Anakula lakini hashibi-kifo/mauti.
  4. Amchukuapo hamrudishi-kaburi.
  5. Akizungumza kila mtu hubabaika-radi.
  6. Daima nasababisha mafarakano-uke wenza.
    • Tashbihi
  7. Boi wangu kazama kaibuka kama mzungu-mwiko wa ugali.

Sitiari

  1. Bibi hatui mzigo-konokono.
  2. Mamangu hachoki kunibeba-kitanda.
  3. Fatuma mchafu-ufagio.
  4. Saa yetu kadiri inavyotembea ndivyo inavyopunguza nguvu-moyo.
  5. Mzungu kujishika kiuno- kikombe.
  6. Nina mapapai yangu mawili ambayo siwezi kuyala- matiti ya mwanamke.
  7. Ng`ombe wangu nisipomshika mkia hali nyasi-jembe.
  8. Kitu changu kitumiwacho na wengine kuliko mimi-jina.
  9. Popoo mbili zavuka mto-macho.
  10. Gari la kila mtu-miguu.
  11. Dada ni mrembo lakini akiguzwa analia-papai.

Takriri

  1. Huku ng`o na kule ng`o-giza.
  2. Amezaliwa Ali, amekufa Ali, amerudi Ali-nywele.
  3. Huku fungu katikati bahari-naz.i

Tanakali

  1. Parrr! Mpaka Makka-utelezi.
  2. Huku pi kule pi-mkia wa kondoo atembeapo.
  3. Ba funika ba funua (Bak bandika, bak bandua)-nyayo.
  4. Tang! Yaanguka-sarafu.

Kweli kinzani

  1. Ana meno lakini hayaumi-kitana.
  2. Ajenga ingawa hana mikono-ndege.
  3. Hukopa lakini halipi-kifo.
  4. Nina shamba langu kubwa lakini nikivuna halijai hata kofi-nywele.
  5. Hufa akifufuka-bahari kupwa.
  6. Nameza lakini sishibi-mate.

Taswira

  1. Adui tumemzingira lakini hatumwezi-moto.
  2. Nyama nje, ngozi ndani, mchanga ndani-firgisi ya kuku.
  3. Wanatazamana tu lakini hawaamkiani-ardhi na bingu.
  4. Askari wangu wote wamevaa kofia upande-mahindi shambani.
  5. Samaki wangu aelea kimgongomgongo-merikebu.
  6. Babu amebeba machicha meupe kichwani- mvi.

Stihizai/dhihaka/kejeli

  1. Akivaa miwani hafanyi kazi vizuri-mlevi.
  2. Mzungu anachungulia dirishani-makamasi.
  3. Uzi mwembamba umefunga dume-usingizi.
  4. Mtani wangu hata akiishi majini hatakati-chura.
  5. Kisiki chetu hakikui-mbilikimo.
  6. Nimemuona bi kizee amejitwika machicha-mvi.

Jazanda

  1. Mungu alinipa shilingi mbili, moja nitumie nyingine niweke-ardhi na mbingu.
  • Kuchambua kitendawili kwa kueleza mbinu za lugha zilizokiunda.

Kulinganisha vitendawili na methali

Kufanana

  • Zote mbili ni tungo fupi.
  • Zote mbili huwa na maana fiche.
  • Zote mbili hutumia lugha inayojenga taswira.
  • Zote mbili hupata maana kulingana na jamii.
  • Zote mbili Huwa na muundo maalum.
  • Zote mbili hufumbata ukweli fulani wa kijamii.

Tofauti

Vitendawili Methali
ü  Vina fomyula maalum ya uwasilishaji.

ü  Fumbo lazima lifumbuliwe papo hapo.

ü  Maarufu zaidi miongoni mwa watoto/vijana.

 

 

ü  Hutolewa katika vikao maalum.

ü  Hadhira tendi inayotoa maana

ü  Hutumia lugha ya majibizano.

ü  Hazina fomyula.

 

 

ü  Fumbo halifumbuliwi papo hapo.

ü  Kuonyesha hekima hasa miongoni mwa watu wazima na wazee.

ü  Si lazima zitengewe vikao.

ü  Hadhira si tendi.

 

ü  Kauli moja ya msemaji

  • Chemsha Bongo
  • Maswali ambayo huhitaji mtu kutumia akili na ujuzi kuyajibu.
  • Mafumbo ni kauli zenye maana iliyofichika na hujumuisha vitendawili na chemshabongo.

Mifano

  1. Kilo moja ya chuma na kilo moja ya nyama ipi nzito?
  2. Amada ana wafanyikazi saba, wanne hufanya kazi vizuri, wawili ni kama wamekufa, mmoja ni kama mwenda wazimu- miguu, pembe na mkia wa ng’ombe.
  3. Kipungu alipita juu, mama na ndege wawili wakamwangalia. Je macho mangapi yalimuona kipungu?- manne.
  4. Nina watu wangu watatu, wawili ni watoto na wawili ni baba- mtoto, baba na babu.
  5. Chura alitumbukia katika shimo la futi 30 na anaruka futi 10. Aruke mara ngapi ili atoke?- Hawezi.
  6. Watu watatu wanavuka mto. Mmoja aliyaona maji na kuyakanyaga. Wapili aliyaona lakini hakuyakanyaga. Watatu hakuyaona wala kuyakanyaga. Watu hao ni kina nani?

Sifa

  1. Ni kauli fupi au ndefu.
  2. Hutuia lugha ya kimafumbo.
  3. Hutumia ufananisho wa kijazanda.
  4. Huhitaji mtu kuwaza ili kupata jibu.
  5. Hujengwa na vitu vinavyotokana na mazingira.
  6. Hazina muundo maalum kama methali, nahau na vitendawili
  7. Hupima uwezo wa msikilizaji wa kutambua jambo lililofichwa.

Umuhimu

  1. Kuimarisha stadi ya kusikiliza.
  2. Kunoa uwezo wa kufahamu.
  3. Kutoa mawaidha.
  4. Kufunza kuhusu maumbile.
  5. Kuimarisha uwezo wa kukumbuka.
  6. Kufunza mambo kuhusu mazingira na maumbile.
  7. Kukuza uwezo wa kutumia lugha.
  8. Kukuza uwezo wa kufikiri.
  9. Kuburudisha na kuchekesha.
  10. Kukuza uwezo wa kubuni.
    1. Vitanza Ndimi
  • Sentensi zenye mfuatano wa sauti zinazotatanisha kimatamshi zinapotamkwa kwa haraka.

Mifano

  1. Wataita wataita Wataita wa Taita.
  2. Waite wale wana wa liwali wale wali wa liwalii
  3. Kupa mpe akupao kumpa asokupa si kupa ni kutupa.
  4. Shirika la Reli la Rwanda limefungwa.
  5. Hilo lililoliwa ndilo nililolitaka.
  6. Mchuuzi wa mchuzi hana ujuzi wa mjusi wa juzi.
  7. Cha mkufuu mwanafuu ha akila hu cha mwanafuu mkufuu hu akila ha
  8. Pema usijapo pema ukipema si pema tena
  9. Nguo zisizotakikana zitachomwa zote.

Sifa

  1. Ni kauli fupi.
  2. Huwa na mchezo wa maneno.
  3. Huundwa kwa sauti zinazokaribiana kimatamshi.
  4. Hutumia maneno yenye maana zaidi ya moja au yenye sauti sawa.
  5. Hutanza/hutatiza ndimi za wengi wakalemewa kutamka.
  6. Hukanganya kimatamshi.

Umuhimu

  1. Kukuza matamshi bora mtu anapoendelea kutamka.
  2. Kukuza uwezo wa kufikiri haraka ili kujua maana za maneno ili kutamka ipasavyo.
  3. Kupanua ujuzi wa msamiati.
  4. Kuburudisha kwa kufurahisha na kuchangamsha.
  5. Husaidia kutofautisha maana za maneno.
  6. Kujenga stadi ya kusikiliza.
  7. Kukuza ubunifu kwa kuteua maneno yanayotatanisha kisauti na kimaana.
  8. Kujenga uhusiano bora kwa ucheshi.
    1. Lakabu
  • Jina la msimbo/kupanga/ambalo mtu hupewa au hujipa kutokana na sifa zake.

Asili ya Lakabu

  1. Tabia
  2. Sifa za kimaumbile
  3. Matendo
  4. Nasaba atokayo mtu.
  5. Tabaka
  6. Jinsi mtu anavyotamka maneno k.m. ung’eng’e.

Mifano

  1. Nyayo
    • Moi
  2. Simba wa Yuda
  • Haille Selassie
  1. Mkuki uwakao
  • Kenyatta
  1. Nyundo/Tingatinga
  • Raila
  1. Baba wa taifa
  • Rais
  1. Mama wa Taifa
  • Mke wa Rais

Sifa

  1. Huwa neno au fungu la maneno kadha.
  2. Huwa na maana iliyofumbwa.
  3. Huoana na sifa hasi au chanya za aliyepewa.
  4. Huwa za kusifu au kudhihaki.
  5. Huweza kudumu hata kusahaulisha jina halisi la mtu.
  6. Hutumia sitiari k.m. chui kumaanisha mkali.
  7. Hutumia taswira.
  8. Hushika sana kimatumizi miongoni mwa watu.

Umuhimu

  1. Kufahamisha sifa za mtu kwa kifupi.
  2. Huwa njia ya washairi ya kujitangaza bila kujisifu moja kwa moja.
  3. Hutumiwa kama ishara ya heshima kwa anayestahili heshima k.m. kiongozi.
  4. Kuficha utambulisho au jina halisi la mtu.
  5. Hutumiwa katika majigambo na mhusika kuonyesha ubingwa wake.
  6. Kuficha siri ili anayemrejelewa asijulikane k.m. kikulacho.
  7. Kukuza uhusiano bora miongoni mwa watani wanaporejeleana kwa lakabu.
  8. Kusifu tabia njema kwa kumpa mtu lakabu nzuri.
  9. Kudhihaki au kukashifu tabia mbaya kwa kumpa mtu lakabu mbaya
  10. Kutambulisha asili ya mtu.
    1. Misemo
  • Semi zinazobeba ukweli wa kijumla.

Mifano

  1. Binadamu ni udongo.
  2. Mwili haujengwi kwa mbao.
  3. Umaskini si kilema.
  4. Lila na fira havitangamani.
  5. Ndio kwanza mkoko ualike maua.
    • Mambo kuzidi kushika kasi.
  6. Mgomba haupandwi changaraweni ukamea
  • Jambo halifanywi mahali pasipofaa likapendeza.

Sifa

  1. Hutumia lugha ya muhtasari.
  2. Hutoa ukweli kwa jumla.
  3. Hazina muundo maalum.

Umuhimu

  1. Kusisitiza ujumbe.
  2. Kuongeza utamu katika lugha.
  3. Kusisitiza jambo fulani.
  4. Kufunza maadili au kuhimiza.
  5. Kuchochea hisi fulani.
    • Nahau

Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo.

Mifano

 

  1. Kuasi ukapera
    • kuoa
  2. Kupiga vijembe
  • sema kwa mafumbo
  1. Ndege mbaya
  • bahati mbaya
  1. Kidudu mtu
  • mfitini
  1. Paka mafuta kwa mgongo wa chupa
  • Danganya au hadaa mtu
  1. Visha kilemba cha ukoka
  • Mpa mtu sifa za uongo ili umpumbaze
  1. Kubali shingo upande
  2. Kuyavulia maji ngu
  • kumaliza jambo fulani ulilolianzia
  1. Arusi ya ndovu kumla mwanawe
  • kubwa

 

Sifa

  1. Hutumia lugha ya kimkato.
  2. Maneno huwa na maana tofauti na ya kawaida.
  3. Kunazo huwa na maana zaidi ya moja k.v. kuja jamvi-kumaliza shughuli au kuondoka.
  4. Huundwa kwa neno moja, mawili au zaidi.
  5. Huibua taswira.
  6. Zina muundo maalum/huundwa kwa aina mbalimbali za maneno.

 

  1. T+T
  • kufa kupona
  • kufumba na kufumbua
    1. T+N
  • kupiga domo
  • kata kamba
    • T+E
  • Kujikaza kisabuni
  • kufa kiofisa
    1. N+N
  • donda dugu
  • domo kaya
    1. N+V
  • nyota njema
  • dege mbaya
  1. N+T
  • damu kumkauka
  • akili kumruka

 

Umuhimu

  1. Kukuza na kuendeleza msamiati wa maneno.
  2. Kupunguza ukali wa maneno (tafsida).
  3. Kuongeza utamu/ladha katika lugha.
  4. Kuhifadhi siri kwani sio wote wanajua maana.
  5. Kujaribu uwezo wa msikilizaji kufichua maana iliyofichika.
    • Misimu/simo
  • Semi ambazo huzuka katika mazingira na kipindi fulani.

Aina za Mizimu

  1. Inayotumika na kutoweka
  2. Inayokita kimatumizi kuingizwa katika Kiswahili sanifu k.m. toa chai, chokora, n.k.

Asili

 

  1. Ufupishaji maneno
    • komp
  2. Utohozi
  • Fathee
  • hepi
  1. Sitiari/jazanda
  • nyani-mlinda lango
  • fisi- mlafi
  1. Tanakali
  • mtutu- bunduki
  • ndala- malapulapu
  1. Uundaji maneno mapya
  • hanya
  1. Kupa maneno maana mpya
  • chuma-gari
  • toboa- faulu
  1. Kugeuza maneno
  • risto-stori
  1. Kuboronga lugha
  • ashu-ashara/kumi

Mifano

  • Jisikia sukari
    • kuringa
  1. Kaa ngumu
  • kutotishika/kuvumilia
  1. Chongoa mtu
  • mfanyia mzaha
  1. Kula njaro
  • kupuuza kazi
  1. Piga nduthe
  • kimbia/toroka
  1. Piga ngeta
  • kukaba koo
  1. Leta diambo
  • zozana/lalamika
  1. Ingia baridi
  • kuogopa
  1. Pewa msomo
  • gombezwa
  1. Kusota
  • kuishiwa na pesa
  1. Ingia mitini
  • toweka/toroka
  1. Kung`ara
  • kuvaa vizuri
  1. Marehemu George
  • nguo za mitumba
  1. Vaa chupa
  • vaa suruari nyembamba
  1. Kujisikia poa
  • kuwa na furaha
  1. Kula hepi
  • kuburudika
  1. Lala kibahasha
  • tulia tuli baada ya kushindwa katika jambo

 

Sifa

  1. Ni kauli fupi.
  2. Hutumiwa na kundi dogo la watu.
  3. Huzuka katika mazingira na kipindi maalum.
  4. Ni lugha ya kimafumbo.
  5. Hutumiwa na kundi dogo la watu katika jamii.
  6. Huzuka na kutoweka baada ya muda.
  7. Kunazo hudumu na kukubaliwa kama lugha sanifu k.v. matatu, bodaboda, chai, chokora, daladala, n.k.
  8. Huwa na maana nyingi k.m. ‘mahewa’ humaanisha mziki, uongo au ulevi wa dawa za kulevya.
  9. Maneno yana maana tofauti na ya kawaida.
  10. Si lugha sanifu na hivyo haipaswi kutumiwa katika mazungumzo rasmi.
  11. Hupendeza miongoni mwa watumizi.
  12. Hutoweka baada ya matumizi kwa muda.
  13. Hubadilika k.m. mbuyu na buda humaanisha baba.

Umuhimu

  1. Kuficha siri ya wanaoitumia.
  2. Kupanua lugha kimsamiati ikikubalika.
  3. Kurahisisha mawasiliano kwa kuondoa uchovu wa urasmi.
  4. Kuonyesha ubingwa wa lugha kwa kuhisi huonyesha umaarufu wa lugha
  5. Kutenga wasio wana kikundi.
  6. Kutafsidi/kupunguza ukali wa maneno k.m. Amepata bol-mimba.
  7. Kupamba lugha na kuifanya ivutie
  8. Kufanya wanakikundi wajihisi kuwa pamoja.
  9. Kujitambulisha na watu wa kikundi fulani.
    1. Shirikina
  • Semi ambazo huonyesha imani fulani ya kundi ya watu

Mifano

  1. Ukijikuna kiganja cha mikono utapata pesa.
  2. Ukila chakula gizani utakula na shetani.
  3. Kuzaliwa ukiwa na vidole sita ni kuwa na bahati.
  4. Bundi akilia karibu na nyumba mtu mmoja wa nyumba ile atafariki.

Umuhimu

  1. Kukataza maovu.
  2. Kuhifadhi utamaduni.
  3. Kuchangia umoja wa kitaifa kwa aina moja ya itikadi kupatikana katika jamii nyingi.
  4. Kutujulisha kuhusu itikadi za watu.
    1. Tanakali za Sauti (Onomatopeya)
  • Maneno ambayo huiga sauti ya jambo, tendo au tukio fulani

Mifano

  1. Boboka bobobo!
  • payuka ovyo ovyo
  1. Bwakia bwaku
  • akia upesi upesi
  1. Bwatika bwata
  • enda chini kwa mshindo
  1. Bweka bwebwebwe!
  • lia kama mbwa
  1. Chaga ngungundu
  • shikilia jambo
  1. Ng’o!
  • kutoambulia chochote
  1. Legalega lege
  • kosa kuwa imara
  1. Chakua nyakunyaku
  • tafuna kwa kutoa sauti ya kuudhi
  1. Bingirika bingiribingiri!
  • pinduka
  1. Birua biru!
  • angusha na kupindua
  1. Shindilia ndi!

       Mianguko

  1. Pu/kacha
  • tawi
  1. Pu, pu, pu
  • mfululizo
  1. Pukupuku!
  • mvua
  1. Pwa!
  • kwa matope
  1. Pwata!
  • kitu kinene
  1. Tang’!
  • sarafu pagumu
  1. Tapwi
  • matopeni
  1. Tifu
  • mchangani
  1. Tubwi/ chubwi
  • majini

 

Sifa

  1. Ni kauli fupi.
  2. Ni miigo ya sauti zinazotokea baada ya tendo fulani.
  3. Hazina muundo maalum.
  4. Hujumuishwa katika fani nyingine.
  5. Hutumia takriri.

Umuhimu

  1. Kuwezesha kuunda taswira ya jinsi mambo yanavyotokea.
  2. Kuonyesha hisia fulani.
  3. Kuongeza uzito kwa maneno.
  4. Kuongeza utamu katika mazungumzo.
  5. Kusisitiza jambo.
  6. Kuipa lugha ladha na mvuto.
  7. Kujenga tabia ya kusikiliza kwa makini ili kutambua mlio.
  8. Kukuza ustadi wa kuiga na kuigiza.
  9. Ni mbinu mojawapo ya mawasiliano.
    1. Takriri za maana
  • Mafungu ya maneno yanayosisitiza na kueleza maana zaidi ya kitendo.

Mifano

  1. Haambiliki hasemezeki
  2. Siku nenda siku rudi
  3. Tilia huku ukitolea kule
  4. Hasikii la mwadhini wala la mteka maji msikitini

Umuhimu

  1. Kutia ladha katika lugha na kuifanya iwe na mnato.
  2. Kusisitiza jambo.
  3. Kuonyesha ukwasi wa lugha ya mnenaji.
    • Tashbihi
  • Misemo ya ulinganisho

Sifa

  1. Ni fupi.
  2. Hutumia viungio kama, mithili ya, n.k.
  3. Huwa na ujumbe wa kina.
  4. Hutoa taswira ambayo husaidia keleza hulka kikamilifu.

Umuhimu

  1. Kueleza sifa za kinazozungumziwa
  2. Kuongeza lugha utamu
  3. Kuonyesha umilisi wa lugha wa mtumizi

USHAIRI

  • Utanzu wa fasihi unaotumia lugha ya mkato inayoeleza maudhui yake kwa ufupi.

Sifa

  1. Hutumia lugha ya kimkato.
  2. Huwasilishwa mbele ya hadhira.
  3. Huwasilishwa na mtu mmoja au kundi la watu.
  4. Huwa na muundo maalum k.v. beti, vipande na vina.
  5. Hutegemea sauti iliyo kipengele muhimu.
  6. Huandamana na ishara za mikono, uso n.k.
  7. Una mpangilio maalum wa maneno.
  8. Una uteuzi maalum wa maneno.
  9. Uwasilishaji wake huandamana na vitendo/uigizaji.
  10. Hurithishwa kutoka kizazi kimoja hadi kingine kwa mdomo.
  11. Huandamana na shughuli maalum k.v. matanga, kazi, n.k.
  12. Huwa na mapigo ya kimziki au huweza kuimbika.
  13. Huweza kuambatana na ala za mziki.
  14. Hadhira hushiriki katika uwasilishaji wa ushairi simulizi.

Majukumu

  1. Kuburudisha watu katika sherehe au shughuli fulani ya kijamii.
  2. Kutakasa hisia au kutoa hisia zinazomsumbua mtu.
  3. Kufunza maadili au tabia zinazokubalika na jamii.
  4. Kufariji watu kutokana na maafa, kifo au kushindwa.
  5. Kukuza uzalendo kwa kuhimiza watu kuiga waliotendea jamii mambo makuu k.v. mashujaa.
  6. Kuhifadhi historia ya jamii k.m. maghani simulizi na tenzi.
  7. Kuhifadhi na kudumisha utamaduni wa jamii.
  8. Kuelimisha kuhusu suala fulani.
  9. Kukashifu/kukejeli sifa mbaya za wabaya.
  10. Kukuza umoja na ushirikiano katika jamii kwa kujumuisha watu pamoja.
  11. Kusifu na kutukuza mashujaa katika jamii (tenzi).
  12. Kukanya/kutahadharisha dhidi ya matendo maovu.
  13. Kukuza urembo au usanii wa lugha kwa kuwa una ufundi mkubwa wa matumizi ya lugha.
  14. Kuhamasisha jamii k.v. kisiasa.
  15. Kukuza ubunifu kwa mtunzi na mwasilishaji
  16. Kukuza ubunifu kwa kutunga kwa kuzingatia beti, mizani, vina na uteuzi maalum wa maneno.

Vipera vya Ushairi

  1. wimbo
  2. maghani
  3. mashairi mepesi (utungo unaokaririwa)
  4. ngojera (kwa majibizano)
  5. tendi au rara (husimuliwa kwa mapigo ya kishairi)
    1. Wimbo
  • Uungo wenye mahadhi ya kupanda na kushuka

Sifa

  1. Huwasilishwa kwa njia ya mdomo.
  2. Hutolewa kwa mahadhi ya kupanda na kushuka kwa sauti.
  3. Hutumia lugha ya mkato.
  4. Hadhira yaweza kuwepo au isiwepo.
  5. Huwa na mwimbaji au waimbaji wanaoimba.
  6. Waimbaji wanaweza kujivika maleba.
  7. Huweza kuambatana na ala k.v. ngoma, zeze, kayamba n.k.
  8. Huwa na urudiaji wa mstari au kifungu.
  9. Aghalabu huimbwa na kupokezanwa baina ya kiongozi na waimbaji
  10. Huimbwa tu au huambatana na kucheza.
  11. Huweza kuandamana na shughuli fulani k.v. arusi, kazi, matanga, n.k.
  12. Huwa na muundo maalum wa beti, mistari, vina, k.

Majukumu

  1. Kuburudisha k.m. tumbuizo.
  2. Nyenzo ya kiuchumi kwa baadhi ya watu.
  3. Kuliwaza k.m. mbolezi.
  4. Kuhimiza watu wakiwa kazini k.m. hodiya.
  5. Kuelimisha kuhusu suala fulani k.m. ukimwi, ufisadi, n.k.
  6. Kuhimiza uzalendo k.m. za siasa na taifa.
  7. Kumbembeleza mtoto aache kulia au alale k.m. bembelezi.
  8. Kukashifu/kukejeli mwenendo mbaya k.v. uchoyo, vivu, n.k.
  9. Kufunza maadili au tabia inayokubaliwa na jamii k.v. ukarimu, uaminifu, n.k.

Ubaya wa nyimbo

  1. Kutumiwa kueneza hisia za kikabila.
  2. Kutia watu kasumba.
  3. Hutumiwa kueneza propaganda ili kushawishi watu.
  4. Kupotosha kimaadili k.v. kuhimiza zinaa.
  5. Mtu akizizoea humlevya.

Aina za nyimbo

  1. Bembelezi/bembea
  • Nyimbo zilizoimbwa kumbembeleza/kumwongoa mtoto aache kulia au alale.

Sifa

  1. Huimbwa na mama au walezi.
  2. Aghalabu huwa fupi.
  3. Huimbwa kwa sauti ya chini.
  4. Huimbwa kwa sauti nyororo.
  5. Zina mapigo ya polepolena taratibu.
  6. Huwa na mahadhi mazuri.
  7. Huimbwa aghalabu mtoto akiwa amebebwa kwa mbeleko na mwimbaji akimpapasapapasa.
  8. Zina urudiaji wa maneno ya kibwagizo.
  9. Huwa na lugha ya kushawishi k.v. kutoa ahadi ya kununulia mtoto zawadi.

Majukumu

  1. Kumnyamazisha mtoto anapolia.
  2. Kuwaongoa watoto walale.
  3. Kutumbuiza watoto.
  4. Kusuta wasiowapa watoto malezi mema.
  5. Kuonya mtoto dhidi ya tabia hasi k.v. kulia ovyo.
  6. Kusifu mtoto.
  7. Kuonyesha msimamo wa jamii kuhusu mtoto.
  8. Kumfariji mtoto k.m. kutokana na kuumia akicheza.
    1. Nyimbo za watoto/chekechea
  • Zilizoimbwa na watoto wakati wa kucheza/shughuli zao

Majukumu

  1. Kuburudisha watoto.
  2. Kuwaelimisha watoto kuhusu jamii.
  3. Kukuza umoja na ushirikiano baina ya watoto kwa kuwajumuisha pamoja na kucheza bila kujali kabila, tabaka, n.k.
  4. Kukashifu tabia hasi miongoni mwa watoto k.v. uchoyo.
  5. Kukuza ubunifu miongoni mwa watoto wanapobuni nyimbo zinazooana na michezo yao.
  6. Kuifanya michezo ya watoto ipendeze.
  • Nyimbo za sifa/sifo
  • Za kujisifu au kusifu mtu kwa mchango wake katika jamii.

Sifa

  1. Zaweza kuwa nyiso, za arusi za kutawazwa n.k.
  2. Huimbwa katika muktadha maalum k.v. arusini, jandoni, n.k.
  3. Hutumia sitiari au kufananisha na mnyama, mkuki, n.k.
  4. Hupiga chuku sifa za anayesifiwa.

Majukumu

  1. Kusifu mtu kutokana na matendo yake mazuri.
  2. Kutangaza mchango na mafanikio ya anayesifiwa.
  3. Kukuza uzalendo kwa kuhimiza watu kuiga matendo mazuri ya anayesifiwa.
  4. Kuburudisha watu katika sherehe fulani.
  5. Kuangazia matendo ya wahusika.
    1. Hodiya/yimbo za Kazi
  • Zilizoimbwa wakati wa kazi.

Sifa

  1. Huimwa watu wakifanya kazi k.v. uwindaji, ukulima, uvuvi, ubaharia, n.k.
  2. Huimbwa na mfanyakazi mmoja au kundi lao.
  3. Zina maneno ya kuhimiza.
  4. Urefu wake hutegemea kazi.
  5. Mdundo hutegemea kasi ya kazi ikama inafanywa kwa kasi mdundo ni wa kasi, kama polepole mdundo ni wa polepole.

Majukumu

  1. Kuburudisha watu wakifanya kazi.
  2. Kurahisisha kazi kwa kupunguza fikra za uchovu.
  3. Kuhimiza bidii kazini.
  4. Kuhimiza watu wapende kazi zao.
  5. Kuondoa uchovu na ukinaifu wakati wa kazi.
  6. Kuwatia moyo wafanyakazi wasikate tamaa.
  7. Kutambulisha jamii kwa kuonyesha shughuli zake za kazi.
  8. Kusifu kazi.
  9. Kukashifu uvivu.
  10. Kuonyesha matatizo na changamoto za wafanyikazi.
  11. Kujenga umoja na ushirikiano baina ya wafanyakazi wanapoziimba pamoja. Aina za hodiya
    1. Wawe/vave
  • Zinazoimbwa wakati wa kulima.
    1. Nyimbo za uwindaji
  • Zilizoimbwa watu wakienda au kutoka katika uwindaji.

Majukumu

  1. Kumburudisha mwindaji.
  2. Kumtoa mwindaji upweke.
  3. Kusifu mnyama.
  4. Kujasirisha wawindaji.
  5. Kimai
    • Zinazoimbwa katika shughuli za majini k.v. uvuvi na ubaharia.

Majukumu

  1. Kuburudisha wavuvi na mabaharia.
  2. Kuwajasirisha ili kukabili adha za baharini.
  3. Kuwatoa upweke.
    1. Nyimbo za mapenzi
      • Zilizoimbwa kutoa hisia za mapenzi.

Sifa

  1. Huwa na ujumbe wa kimapenzi.
  2. Maneno matamu yenye hisia nzito.
  3. Matumizi ya chuku k.m. sili wala silali.
  4. Huwa zina sifa au kashfa.

Mjukumu

  1. Kuburudisha anayezisikiliza.
  2. Kuomba uchumba au mapenzi.
  3. Kusifu tabia au urembo/umbo la mpenzi.
  4. Kusifu wapenzi.
  5. Kukashifu mpenzi asiye na sifa nzuri.
  6. Kusuta waliodhani penzi lisingefaulu.
  7. Kupunguza uzito wa hisia k.v. huzuni au udhia baada ya kusalitiwa na mpenzi.
  1. Nyimbo za arusi
    • Zinazoimbwa wakati wa kufunga ndoa.

Sifa

  1. Huimbwa kuonyesha hisia za wazazi, jamaa na marafiki
  2. Hushauri maharusi na waliohudhuria kuhusu majukumu ya ndoa
  3. Wakati mwingine husifia maharusi.

Majukumu

  1. Kutumbuiza maharusu na waliohudhuria.
  2. Kusifu maharusi.
  3. Kutoa pongezi kwa Bw. na Bi. arusi kwa kujihifadhi vyema.
  4. Kufunza majukumu ya ndoa.
  5. Kutoa mwongozo wa kupambana na vikwazo ndoani
  6. Kusuta mahasidi waliodhani ndoa isingefaulu.
  7. Kukanya na kutahadharisha watu wanaoingilia ndoa za watu kuziharibu.
    • Nyimbo za Dini
      • Zilizoandamana na shughuli za kidini.

Majukumu

  1. Kuabudu Mungu ama miungu.
  2. Kusifu mungu/miungu.
  3. Kutoa shukrani kwa mungu.
  4. Kuomba mema kutoka kwa Mungu au miungu.
  5. Kutoa mafunzo ya kidini.
  • Tumbuizo
    • Nyimbo za kujipa burudani
    • Huimbwa wakati wa mapumziko

Majukumu

  1. Kutumbuiza watu k.v. ngomani, arusini, n.k.
  2. Kuwapa vijana mwongozo/kuadilisha.
  1. Nyiso/Nyimbo za Tohara
  • Zinazohusiana na tohara.

Mfano

Ewe kilizi

Ulozowea kujificha

Nyuma ya mama kujikinga, dhidi ya milio

ya radi ilo juu mbinguni

Jua kesho ni siku ya siku

Siku ya kujua mbichi na mbivu

Kutofautisha jogoo na vipora,

            Ngariba taposhika, chake kijembe

Ndipo utakapojua bayani

Ukoo wetu si wa kunguru

Ikiwa hu tayari

Kisu kukidhihaki

Sithubutu kamwe, wanjani kuingia

sije kuniaibisha miye, amiyo na akraba nzima!

Sifa

  1. Huambatana na shughuli za jando (wavulana) na unyago (wasichana).
  2. Huimbwa faraghani katika mazingira ya tohara pekee.
  3. Huimbwa usiku wa kuamkia siku ya tohara.
  4. Zilitoa sifa kwa waliotahiriwa, wazazi na wasimamizi wao.
  5. Ziliimbwa kuwapa wavulana ujasiri wa kukabili kisu cha ngariba.
  6. Zilitoa mafunzo kuhusu majukumu mapya baada ya kutahiriwa.
  7. Hujumuisha watu maalum walioteuliwa kushiriki katika sherehe.
  8. Huhusisha watu wa jinsia na umri fulani.
  9. Maudhui yake hutegemea jinsia.
  • Majukumu
  1. Kuonyesha vijana wamevuka kutoka utotoni hadi utu uzima.
  2. Kuwaandaa vijana kwa uchungu watakaouhisi kupitia kijembe.
  3. Kuhimiza ujasiri na ukejeli uoga.
  4. Kusifu wahusika kwa ujasiri wa kukabili kisu na kuingia katika utu uzima.
  5. Kuburudisha waliohudhuria shughuli ya jando au unyago.
  6. Kuelekeza vijana kwenye matarajio mapya ya jamii.
  7. Kufunza majukumu katika utu uzima.
  8. Kukuza umoja na ushirikiano katika jamii kwa kuwaleta wanajamii pamoja.
    1. Mbolezo/Mbolezi
  • Nyimbo za kuomboleza.

Mfano

Nalitazama jua likichwa,

Matumaini yangu yakizama pamoja

na miale miekundu

Nalidhani lilikuwa jinamizi tu

Kwamba ulikuwa kesha n’acha

Walikuwa wameisha n’ambia

Walimwengu

Ela nilikataa katakata walosema

Nikajitia kuamini waloamba yalikuwa

Uzushi

Hadi siku hii nilopokea waraka,

Waraka ambao ulikuwajeneza ka kuzikia

Pendo letu la miongo miwili.

Sifa

  1. Huimbwa wakati wa maafa, kifo, makumbusho ya mtu au kushindwa katika jambo k.v. vita.
  2. Huimbwa kwa sauti ya chini.
  3. Hutofautiana kutoka jamii moja hadi nyingine.
  4. Huwa na mapigo ya polepole au taratibu.
  5. Huimbwa kwa toni ya huzuni/uchungu kuibua hisia za ndani za mwombolezaji.
  6. Aghalabu haziandamani na ala.

Majukumu

  1. Kuwafariji au kuwasaidia waliofiwa kukabiliana na uchungu wa kupoteza mpendwa wao.
  2. Kusifu aliyekufa kwa kutoa sifa zake chanya au michango yao.
  3. Kubembeleza roho za wafu(mizimu) ili kusitokee maafa mengine.
  4. Kuonyesha msimamo wa jamii kuhusu matokeo ya kifo k.v. husababishwa na pepo, maovu, njia ya kuingia mbinguni.
  5. Kutakaswa hisia za huzuni za aliyefiwa kumpunguzia uzito wa kumpotezea mpendwa wake.
  6. Kueleza kutoepukika kwa kifo.
  7. Kukejeli kifo.
    1. Nyimbo za Taifa
  • Nyimbo zinazoimbwa na watu wa taifa fulani.

Majukumu

  1. Kutambulisha taifa fulani.
  2. Kuonyesha utaifa.
  3. Kuonyesha uzalendo (mapenzi kwa nchi).
  4. Kuhimiza uzalendo.
  5. Kukashifu wasio wazalendo.
  6. Kusifu taifa fulani.
  • Nyimbo za Siasa
  • Zinazoimbwa katika shughuli za kisiasa.

Mfano

Ewe mainga wa Ndumi

Siwe uloambia akina mama

Siku tulopiga foleni

Chakula cha msaada kupata

Turudishe vifaranga kwenye miji

Wageuke vijusi tena

Njaa isiwaangamize?

 

Siwe ulopita

Matusi ukitema

Chumvi na sukari kuturushia ja samadi?

Ukatununua vihela uloturushia

Ukatununua kura ukapata?

Sasa miaka mitano imetimia

Waja tulaghai tena

Huna lolote safari hii

Ubunge umekudondoka ukitazama

Wanyonge tumea/mua

Kwingine kujaribu

Majukumu

  1. Kuburudisha watu katika shughuli za kisiasa.
  2. Kupinga dhuluma za viongozi.
  3. Kusifu viongozi na sera zao.
  4. Kukashifu/kukejeli wanasiasa wabaya.
  5. Kuonyesha matarajio ya watawaliwa kwa viongozi.
  6. Kusambaza elimu ya kisiasa.
  7. Kuwatia wananchi kasumba.
  8. Kueneza propaganda za kisiasa.
  9. Kuzindua au kuhamasisha jamii kisiasa.
  10. Kuliwaza wahasiriwa wa migogoro ya kisiasa.
  11. Kutia watu ari ya kufanya jambo fulani k.v. kupigania haki zao.
  • Nyimbo za Vita
    • Zinazoimbwa na askari vitani au baada ya vita.

Majukumu

  1. Kuburudisha washiriki.
  2. Kufunza namna ya kukabiliana na adui.
  3. Kujasirisha washiriki.
  4. Kusifu askari vitani.
  5. Kukejeli uoga.
  6. Kusifu mashujaa wa zamani.
  7. Kukuza uzalendo kwa kuhimiza watu kuiga masujaa.
    • Kongozi
      • Za kuaga mwaka katika jamii za waswahili.
  1. Jadiiya
    • Nyimbo za jadi ambazo hupokezwa kutoka kizazi kimoja hadi kingine.
    • Huhusu matukio ya kihistoria k.v. shujaa, mateso, njaa, n.k.
  • Nyimbo za Kuzaliwa kwa Mtoto
  • Za kuonyesha au kuadhimisha kuzaliwa kwa mtoto.
    1. Maghani
  • Ushairi ambao hutolewa kwa kalima.

Sifa

  1. Husimulia matukio kwa kirefu hasa yanapotambwa.
  2. Hutolewa kwa kalima.
  3. Hutungwa papo hapo.
  4. Hutongolewa mbele ya hadhira
  5. Hutungwa kwa ufundi mkubwa.
  6. Hutolewa na mtu mmoja au kundi la watu.

Aina za Maghani

  1. Maghani ya kawaida
  • Ambayo hugusia maswala ya kawaida kama mapenzi, siasa, harusi, kazi, maombolezo n.k.
  • Husemwa/huganwa tu bila kusimuliwa.
  1. Maghani Simulizi
  • Maghani ambayo husimulia hadithi kuhusu tukio la kihistoria.
  • Huhusu, mtu, tukio, kitu, mnyama, n.k.

Sifa

  1. Hutokea kama hadithi.
  2. Husimulia tukio la kihistoria.
  3. Ni ndefu.
  4. Waimbaji wake huitwa manju/yeli.
  5. Huandamana na ala kama zeze, marimba, n.k.

Tofauti kati ya maghani ya kawaida na maghani simulizi

Maghani ya kawaida Maghani simulizi
ü  Ni fupi.

ü  Haitumii ala.

ü  Huhusu maswala ya kawaida.

ü  Husemwa.

ü  Ni ndefu .

ü  Hutumia ala.

ü  Kihistoria.

 

 

ü  Huimbwa.

Maghani ya Kawaida

  1. Vivugo/majigambo
  • Utungo wa kujisifu au kujigamba.

Sifa

  1. Hutungwa baada ya ushindi wa harakati ngumu k.v. kesi, kumuua simba, kuoa msichana aliyependwa na wengi n.k.
  2. Fanani ni mwanamme.
  3. Hutungwa papo hapo.
  4. Hutungwa na kughanwa na mhusika mwenyewe.
  5. Hutumia chuku k.m. kujisifu kupita kiasi.
  6. Anayejigamba hujipa jina la kiistiari k.m. mnyama.
  7. Mhusika huvaa maleba yanayooana na tukio analojisifia.
  8. Kuna kutaja jina na ukoo wa baba na mama.
  9. Anayejisifu huahidi kutenda maajabu zaidi.
    1. Pembezi/pembejezi
  • Aina ya tondozi inayokusudiwa kusifu watu aina fulani katika jamii kutokana na matendo au mchango wao.
  • v. watawala, walezi wazuri, mashujaa wa vita, waganga mashuhuri hata wapenzi waliopigania pendo lao.

Mfano

Nani kama wewe mama?

Nani anokufana ‘mwaitu’

Subira uliumbiwa

Bidii nd’o jina lako la pili

Moyo wenye heba

Msimamo usoyumba

Anoelekeza kwa imani

Anoadhibu kwa mapenzi makuu

Mzazi, mlezi na rafiki wa dhati

Tangu siku za kusimama dede.

  • Tondozi
  • Utungo wa kutukuza watu, wanyama na vitu.
  • v. watu mashuhuri, wapenzi, mifugo, miti mikubwa.

Mfano

Kipungu kipungu

Nani kama yeye?

Hashindiki kwa nia

Hashindiki kwa shabaha

Hulenga binguni

Hutia ghera kufikiwa peo

Peo zisofikika kwa wanokata tama

Kipungu, kipungu, hachi tufani za anga.

Maghani Simulizi

  1. Sifo
  • Tungo za kusifu watu kutokana na matendo yao ya kishujaa.
  • Sifa zake hukaribiana na za tenzi hasa ikiwa ni shujaa anasifiwa.
  1. Tendi/tenzi
  • Ushairi mrefu unaoelezea maisha ya mashujaa tangu kuzaliwa hadi kufa kwao.
  • v. Utenzi wa Fumo Liyongo, Sundiata, Shaka Zulu, Wang`ombe waihura n.k.

Mfano

Asiyemjua mjua aliongwe atamjua

Namjuza kwa sifa zake alizokuwa nazo

Alisimika ufalme uliosifiwa

Akawa shujaa asiyetishwa

  • Utungo huu waweza kuwa wimbo wa sifa au utendi!

Sifa

  1. Huwa masimulizi yanayotolewa kishairi.
  2. Hutoa wasifu wa shujaa.
  3. Huwa na matumizi ya chuku.
  4. Wahusika hupewa sifa zisizo kawaida (kiungu).
  5. Ni masimulizi mrefu.
  6. Matumizi ya sitiari k.v. kulinganisha wasifiwa na wanyama wakali.
  7. Huangazia matendo ya mashujaa.
  8. Husimulia matukio ya kihistoria.
  9. Huimbwa pamoja na ala ya kimziki.
  10. Hutungwa papo kwa papo na kuhifadhiwa katika ubongo.
  11. Hujumuisha mbolezi zinazoonyesha anguko la shujaa.

Lengo

  1. Kuburudisha wanajamii.
  2. Kusifu mashujaa wa jamii.
  3. Kukuza uzalendo kwa kuhimiza wengine kuwaiga mashujaa.
  4. Kukuza ubunifu kwa kutunga papo hapo.
  5. Kuimarisha uwezo wa kukumbuka kwa kutungwa na kuhifadhiwa akilini.
  6. Kuburudisha waliohudhuria sherehe ampapo yanatolewa.
  7. Kuhifadhi na kuendeleza tamaduni za jamii
  8. Kukuza ufasaha wa lugha kwa fanani.
  9. Kufunza maadili.
  • Rara
  • Hadithi fupi na nyepesi za kishairi zenye visa vya kusisimua.

Mfano

Alichukua mkoba wake

Akanipa kisogo

Kana kwamba hakunijua

Kana kwamba hakusema, “Hadi mauko”.

 

Hakujali penzi letu

Hakujali wana

Ambao ndiye alowapa uhai

Alijua nilimpenda

Ila hata hilo alijipa kujipurukusha

Akayoyomea

Akamezwa na ulimwengu.

Sifa

  1. Huhusu mambo ya kubuni au ya kweli k.v. sherehe ya uhuru, kesi ya mauaji, n.k.
  2. Huhusu maswala ibuka na ya kawaida.
  3. Hadithi huwasilishwa katika beti.
  4. Huandamana na ala za mziki.
  5. Hutolewa kwa toni ya kitanzia.
  6. Huwa na visa vya kusisimua.
  7. Huwa na ucheshi wenye kinaya.
  8. Maswala hayatoleai kwa uwazi bali hufumbwa na kudokezwa.
  9. Huwa na uigizaji/utendaji.
  10. Mambo yanayosimuliwa hupigwa chuku.
  1. Rara nafsi
  • Ushairi ambao hutungwa na mtu kuelezea hisia, matatizo na fikra zake mwenyewe.

Mfano

Muda umefika wa pingu kutiwa

Kutiwa silisili, kwani si utashi wangu

Ukoo waniuza, mithili ya kondoo sokoni

Mwambieni shangazi kwaheri nampigia

Hata angataka kuniopoa hawezi

Kwani mahari imetolewa

Mifugo kikwi nduguye amepokea

Kwaheri mama, kwaheri dada.

Sifa

  1. Hugusia maswala yanayoathiri hisia za mtu binafsi kama vile mapenzi, usaliti, talaka, kifo.
  2. Huwasilishwa kwa njia ya uimbaji unaoandamana na ala ya mziki.
  3. Mzungumzaji huzungumza moja kwa moja na hadhira au aliyeandikiwa rara hii-mkewe, mpenziwe, mwanawe, Mungu, miungu.
  4. Hutolewa katika miktadha k.v. mazishi kusifu aliyekufa, harusi na Bi. Arusi kama ameshinikizwa kuolewa.
    1. Ngonjera
  • Mashairi ya kujibizana/kulumbana-yenye muundo wa kimazungumzo.

Sifa

  1. Huwa na wahusika wawili au zaidi.
  2. Mhusika mmoja huuliza jambo na mwingine hujibu.
  3. Huendelezwa kwa njia ya wimbo.
  4. Wahusika kupingana mwanzoni.
  5. Wahusika huafikiana kufikiwa mwisho.

Umuhimu

  1. Majibizano hukuza ubunifu kwa kila mmoja kuonyesha umaarufu.
  2. Kukuza ujasiri wa kuzungumza hadharani.
  3. Kuimarisha stadi ya kuongea.
  4. Kuburudisha hadhira.
    1. Mashairi Mepesi.
  5. Mashairi ya kawaida ambayo hupatikana katika ushairi simulizi.
  6. Hujumuisha mashairi mafupi ya kihisia, kimapenzi, kusifu na kukosoa watu.

Vigezo vya Uchanganuzi wa Tungo za Ushairi Simulizi

  1. Kuainisha utungo kimaudhui/aina
  2. Kuthibitisha ni aina fulani ya utungo wa kishairi/sifa.
  3. Kutaja sifa zinazojitokeza za ushairi simulizi/utungo fulani wa ushairi simulizi.
  4. Muktadha ambamo unaweza kutolewa.
  5. Kuandika mbinu za kifasihi zilizotumiwa katika utungo huo.
  6. Kufafanua sifa za jamii zinazojitokeza katika utungo.
  7. Kuandika majukumu ya aina hiyo ya utungo wa ushairi katika
  8. Anayeimba/nafsi imbi ni nani?
  9. Kuandika maadili yanayojitokeza katika utungo.
  10. Kueleza toni ya utungo huo.

MAZUNGUMZO

  • Maongezi ya mdomo yenye usanii.

Sifa

  1. Huwa maongezi yenye usanii mkubwa.
  2. Hutolewa mbele ya hadhira.
  3. Hutolewa mbele ya hadhira.
  4. Hutolewa kwa njia isiyokera.
  5. Huambatana na sherehe fulani k.m. taabili katika matanga.
  6. Hutegemea sauti na vitendo.
  7. Huhusisha matumizi ya ishara k.v. za uso, mikono na miondoko.
  8. Huhitaji ustadi wa kuzungumza ili kuteka hadhira.
  9. Hutolewa na watu wenye umilisi mkubwa wa lugha.

Vipera vya Mazungumzo

  1. Hotuba
    • Maelezo yanayotolewa mbele ya watu kuhusu mada fulani.
    • Huhusisha mada maalum sio suala lolote tu.

Umuhimu

  1. Kuelimisha kwa kupa maarifa ya kukabiliana na maisha k.v. jandoni na arusini.
  2. Kuadilisha au kutoa nasaha hadharani.
  3. Huimarisha ukakamavu wa kuzungumza kadiri watu wanavyotoa hotuba hadharani.
  4. Kukuza ufasaha na umilisi wa lugha.
  5. Kupalilia kipawa cha uongozi.
  6. Kuelimisha kwa kupatia watu maarifa ya kukabiliana na changamoto za maisha.

Aina za Hotuba

  1. Risala
  • Hotuba inayowasilishwa mbele ya watu kueleza jambo fulani k.m. ya wafanyakazi kwa waajiri wao.
  1. Mhadhara
  • Hotuba inayotolewa kwa hadhira fulani kufafanua somo au mada fulani.
  1. Kumbukizi
  • Hotuba zinazohusu tukio fulani la kihistoria kuhusu mtu au kitu.
  1. Mahubiri
  • Hotuba zinazohusu masuala ya kidini.
  1. Taabili
  • Hotuba kuhusu aliyeaga dunia zinazohusu sifa zake nzuri.
  1. Malumbano Ya Utani
  • Mazungumzo ya kutaniana.

Aina

  1. Utani wa mawifi na mashemeji
  2. Utani wa marafiki
  • Utani wa vijana
  1. Utani wa watoto
  2. Utani wa marika/ watu wa hirimu moja
  • Wewe ni mweusi kiasi kwamba ukiingia chumbani taa zinazimika.
  1. Utani wa mababu/mabibi na wajukuu
  • Ee mume wangu, mbona walala mapema hivi? Utawezaje kulilinda boma letu ikiwa wewe ndiwe wa kwanza kujizika kitandani.
  • Utani wa maumbu (ndugu na dada)
  • Wewe unajifanya jasiri na juzi baba alikukemea kidogo tu ukaanza kutetemeka kama kondoo aliyenyeshewa.
  • Utani wa mazishi
  • Afadhali umekufa tukakuzika, sasa maghala yetu yatasalimika.
  1. Utani wa makabila/ki ukoo
    • Wakikuyu wanapenda pesa kiasi kwamba maiti ikisikia mlio wa sarafu inaweza kufufuka.
    • Wakamba wa ukoo wa Akanga wanapenda nyama kiasi cha kula kijusi cha mbuzi.

Sifa

  1. Huwa kati ya watu wawili au makundi mawili ya watu.
  2. Hufanywa kwa kujibizana papo hapo.
  3. Hufanywa kwa njia isiyo ya kuudhi.
  4. Hutumia maneno ya mizaha.
  5. Hutumia lugha ya ucheshi.
  6. Hufanywa na watu wenye uhusiano mzuri.
  7. Huchukua njia ya ushindani kila mmoja akitaka kumpiku mwenzake.
  8. Watanianao huwa wamekubaliana kufanya hivyo.
  9. Hufanyika katika wakati unaofaa sio baada ya kukutana tu.
  10. Huhusisha masimango au kumkumbusha mtu wema uliomtendea.
  11. Hutumia chuku sana kusisitiza au kukejeli sifa fulani hasi.
  12. Huhusisha wakati mwingine utaniaji wa wasiokuwepo ukiambatanishwa na uigizaji wa kuchekesha.
  13. Hutegemea uhusiano ulio kati ya wanajamii au makabila.
  14. Huandamana na sherehe kama matanga.

Umuhimu

  1. Kuburudisha kutokana na ucheshi.
  2. Kuimarisha urafiki wa watu walio na uhusiano mwema wanaotaniana.
  3. Hustawisha ufundi wa lugha.
  4. Kukashifu tabia hasi k.v. ulafi, uchoyo, wivu, n.k.
  5. Kukosoa wanajamii kwa njia ya kejeli/dhihaka
  6. Kuimarisha umoja na ushirikiano kati ya wahusika.
  7. Kuliwaza k.m. unaofanywa wakati wa maombolezo.
  8. Kukuza na kudumisha mila na desturi za jamii.
  9. Kukuza utangamano baina ya watu na wanajamii wanapokuja pamoja na kutaniana.
  10. Kuhimiza watu kujieleza kwa uwazi kwa kupunguza urasmi miongoni mwa wanajaii.
  11. Hudhihirisha uhusiano mwema baina ya watu wa jamii fulani.

Changamoto Sasa

  1. Mabadiliko katika jamii yaliyosababisha baadhi ya wanajamii kupoteza nyenzo hii.
  2. Kuingiliana kwa watu wa jamii mbalimbali.
  • Soga
  • Mazungumzo ya kupitisha wakati yasiyozingatia mada maalum.

Sifa

  1. Hutokea baina ya watu wa rika moja.
  2. Humithilisha uhalisia badala ya kuunakili.
  3. Hutumia chuku na kufanywa ljambo lionekane kama halina uhalisia.
  4. Hukejeli watu au hali fulani.
  5. Wahusika ni wa kubuni.
  6. Hutumia vichekesho kupunguza ukali wa ukweli uliomo.
  7. Wahusika hupewa majina ya wanajamii husika.
  8. Huwa na mafunzo au maadili.

Umuhimu

  1. Kuburudisha kwa kuchekesha.
  2. Kufunza maadili.
  3. Kukejeli matendo yasiyofaa katika jamii
  4. Kukuza ubunifu baina ya washiriki.
  5. Kufunza kuhusu matendo na tabia za kibinadamu.
  6. Huwa msingi wa utani unaokuwapo katika jamii.
  7. Kuonya na kutahadharisha dhidi ya tabia siyokubalika.
  8. Mawaidha
  • Mazungumzo ya kutoa ushauri kuhusu jambo fulani.

Sifa

  1. Huwasilishwa mbele ya watu.
  2. Hugusia takriban vipengele vyote vya maisha ya binadamu.
  3. Aghalabu hutolewa na watu wenye umri mkubwa.
  4. Hulenga maudhui maalum na ya aina nyingi kutegemea jinsia, umri, shughuli, n.k.
  5. Hutumia lugha ya kubembeleza na isiyoonyesha ukali.
  6. Hutumia lugha ya kuathiri hisia.
  7. Huwa na ufasaha mkubwa wa lugha.
  8. Ni mawazo mazito kuhusu maisha.
  9. Hutolewa katika miktadha rasmi na isiyo rasmi.
  10. Ujumbe hulenga hadhira maalum k.m. ya kike au kiume.
  11. Hutumia fani nyingine za fasihi kama methali, misemo, ngano, nyimbo n.k. kupitisha mawaidha.
  12. Huibua maadili yanayohitaji kuzingatiwa.

Muundo wa Mawaidha

  1. Utangulizi
    • Kutoa kauli ya kuvutia makini ya hadhira k.v. ‘Utu uzima huenda na uwajibikaji’, au kueleza kiini cha mawaidha.
  2. Mwili
  • Kutoa wosia, maonyo, maelekezo kutegemea suala analotolea mawaidha akitumia jazanda, kupanda na kushuka kwa sauti, kimya, miondoko, kubadilisha kasi ya kuzungumza, kudondoa semi za watu maarufu, n.k.
  1. Hitimisho
  • Kuonyesha msimamo kuhusiana na suala analozungumzia.
  • Kushirikisha hadhira ili kujua msimamo wao kuhusu suala alilowausia.
  • Hadhira kutoa changamoto kuhusiana na mawaidha yanayotolewa.

Umuhimu wa mawaidha

  1. Kuelekeza jamii kimaadili.
  2. Kuelekeza kuhusu jinsi ya kukabiliana na changa moto maishani.
  3. Kushauri jinsi ya kutenda jambo fulani.
  4. Kujasirisha waoga na kuwapa ukakamavu.
  5. Kuwaondolea wanajamii ujinga.
  6. Kuhifadhi na kuendeleza mila na desturi za jamii.
  7. Njia ya kipato kwa baadhi ya watu.
  8. Kuelimisha kuhusu maarifa ya kuendeshea maisha, majukumu na matarajio ya jamii.
  9. Ulumbi
    • Uwezo na ustadi wa kuzungumza kwa uhodari mkubwa.

Miktadha Ambamo Ulumbi Hutumika Katika Jamii

  1. katika mijadala mbungeni
  2. katika hotuba za kisiasa
  3. katika mahubiri maabadini
  4. katika mijadala shuleni
  5. kortini
  6. katika shughuli za kijamii k.v. posa
  7. katika sala/dua
  8. katika maapizo
  9. katika malumbano ya utani
  10. katika majigambo/vivugo

Sifa

  1. Hufanywa mbele ya hadhira.
  2. Huwa na lengo maalum k.v. kushawishi, kuelimisha, kushauri n.k.
  3. Hutumia tamathali za usemi kwa ufanifu mkubwa k.v. chuku, misemo, methali, n.k.
  4. Lugha huwa yenye mvuto na ufasaha.
  5. Hutumia lugha yenye taharuki na ushawishi.
  6. Unenaji huambatana na utumizi wa ishara/ viziada lugha.
  7. Uwasilishaji huwa sahili na wenye ujumbe mzito.
  8. Huwa na urudiaji mwingi ili kusisitiza na kuvutia usikivu.
  9. Huwa na matumizi ya taharuki k.v. mtuo.
  10. Huwa na mtiririko mzuri wa mawazo.

Sifa za Mlumbi

  1. Asiwe mwoga ili kuweza kuzungumza hadharani.
  2. Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi.
  3. Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai.
  4. Awe na ufahamu mpana wa utamaduni wa hadhira asitumie maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira.
  5. Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie.
  6. Awe na kumbukumbu nzuri ili ulumbi wake utiririke vizuri.
  7. Awe na uwezo wa kudramatisha ili kuonyesha picha fulani k.v. ishara za uso, mwili, miondoko kuonyesha picha ya analozungumzia.
  8. Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
  9. Aweze kubadilisha toni na kiimbo hadhira isikinai.
  10. Awe na uwezo wa kushirikisha hadhira k.v. kwa maswali ya balagha ili kuondoa uchovu wa kusikiliza.
  11. Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki, kusisitiza ujumbe na kuteka makini ya hadhira.

Umuhimu

  1. Hukuza uwezo wa kujieleza na kusema hadharani kwa kujiboresha kadiri anavyoendelea.
  2. Kigezo cha kuteulia viongozi wa baadaye kwani ushawishi humtambulisha mlumbi kama mwenye uwezo wa kuongoza.
  3. Kuelimisha jamii kwa njia isiyochosha.
  4. Kudumisha umoja na ushirikiano jamii inapokusanyika pamoja kusikilizaulumbi.
  5. Kuhamasisha na kuzindua jamii juu ya suala fulani.
  6. Kushawishi walengwa wakubali jambo fulani.
  7. Kukuza uwezo wa mwanajamii kushawishi na kupatanisha.
  8. Kushawishi watu wapende jambo fulani.
  9. Kuburudisha wasililizaji.
  10. Maapizo
  • Maombi maalum ya kumtaka Mungu, miungu au mizimu kumwadhibu mhusika hasidi, mkinzani au muovu.

Mfano

Ikiwa kweli wewe ni mkazamwanangu,

Nami ndiye nilompa uhai mwana unoringia,

Anokufanya upite ukinitemea mate,

Chakula kuninyima, wajukuu kunikataza ushirika,

Miungu nawaone chozi langu, wasikie kilio changu,

Mizimu nawaone uchungu wangu,

Radhi zao wasiwahi kukupa,

Laana wakumiminie,

Uje kulizwa mara mia na wanao,

Usiwahi kufurahia hata siku moja pato lao,

Watalokupa likuletee simanzi badala ya furaha,

Wakazawanao wasikuuguze katika utu uzima wako!

Sifa

  1. Yalitolewa kwa waliokwenda kinyume na matarajio ya jamii.
  2. Yalifanywa mahali maalum k.v. makaburini, porini, chini ya miti mikubwa, n.k.
  3. Hutolewa kwa ulaji kiapo.
  4. Yalitolewa na mwathiriwa au watu maalum walioteuliwa.
  5. Maapizo huaminiwa yataleta maafa kwa jamii.
  6. Watoaji maapizo walikuwa walumbi.
  7. Maapizo hutumia lugha kali inayonuiwa kutia woga ili kutahadharisha dhidi ya maovu.

Umuhimu

  1. Kuonya na kutahadharisha wanajamii dhidi ya maovu.
  2. Kutambulisha jamii kwani kila mojawapo ina aina yake ya kuapiza.
  3. Kukuza umoja katika jamii kwani kaida na miiko hufanya wanajamii kujihisi kuwa kitu kimoja.
  4. Kuadilisha wanajamii kwa kujifunza kutenda mema ili kuepuka laana.

MAIGIZO

  • Utanzu wa fasihi simulizi unaoambatana na vitendo.
  • Sanaa ya mazungumzo yanayoambatana na vitendo.

Sifa

  1. Huwa na watendaji au waigizaji.
  2. Huwasilishwa mbele ya hadhira.
  3. Huwasilishwa mahali maalum k.v. ukumbini.
  4. Huwasilishwa kwa mazungumzo na matendo
  5. Waigizaji hujivika maleba yanayooana kutia uhai maigizo.
  6. Matayarisho kabambe hufanywa kabla ya maigizo.
  7. Huweza kuambatana na ngoma pamoja na uimbaji.
  8. Lugha ni yenye ufundi wa juu k.v. picha, mafumbo na tamathali.
  9. Huweza kuambatana na sherehe fulani ya kitamaduni k.v. jando, matanga, n.k.
  10. Huwasilishwa kwa lugha sahili.
  11. Hujaa taswira zinazoweza kutambulika na hadhira.

Umuhimu

  1. Kuburudisha wahusika na hadhira.
  2. Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja.
  3. Kuimarisha uwezo wa kuzungumza hadharani-kupata ukakamavu jinsi mtu anapoendelea kuigiza.
  4. Kukuza umoja na ushirikiano watu wanapojumuika pamoja kutazama maigizo.
  5. Kukuza uwezo wa kukumbuka kwani mwigizaji huhitaji kukumbuka maneno halisi.
  6. Kukejeli kitendo kisichofaa/cha kijinga alichofanya mtu.
  7. Njia ya kipato/kuwatafutia riziki baadhi ya watu.
  8. Kutoa nafasi kwa watu kudhihirisha vipawa vyao.
  9. Kuonya na kutahadharisha watu dhidi ya kufaya mambo yasiyofaa.
  10. Kuelimisha watu wafahamu jambo fulani k.v. ukimwi, ufisadi, n.k.
  11. Kukosoa watu wanaofanya kinyume na matarajio ya jamii k.v. wivu, uchoyo, n.k.
  12. Kupitisha maarifa na amali za kijamii.

Ploti

  1. Utangulizi-kutambulisha mgogoro
  2. Ukuzaji wa mgogoro
  3. Kilele cha mgogoro
  4. Usuluhishaji wa mgogoro

Aina za maigizo

  1. Maigizo Ya Kawaida
  • Maonyesho ya jadi yakiwa yameondolewa kwenye mazingira yake halisi.
    1. Sanaa ya Maonyesho
  • Matendo ya kweli yanayojitokeza katika jamii kulingana na mazingira yake halisi k.m. uganga, mazishi, unyago, ngoma, n.k.

Tofauti

Maigizo ya kawaida Sanaa ya maonyesho
ü  Mazingira ya kuzua/maalum

ü  Matukio ya kuiga

ü  Huwa na wahusika na hadhira maalum

ü  Matumizi ya ukumbi na jukwaa maalum

ü  Hutumia maleba na vifaa vya kuzua mazingira maalum

ü  Hugawika katika maonyesho Kutumia lugha kwa njia maalum

ü  Wahusika hufanya mazoezi kabla ya igizo halisi

ü  Hutumia mazingira halisi

ü  Matukio halisi/ ya kila siku.

ü  Washiriki na waigizaji walio pia hadhira

ü  akuna haja ya ukumbi wala jukwaa

ü  Hakuna vifaa maalum bali huwa mazingira yenyewe.

 

ü  Muundo wake hufululuza au hayajagawika katika maonyesho.

 

ü  Hawahitaji kufanya mazoezi kwani ni matukio ya kila siku.

 

Maigizo ya kawaida

  1. Michezo ya Kuigiza
  • Maigizo ambayo huwasilishwa na watendaji jukwaani mbele ya watu.

Sifa za Mwigizaji bora

  1. Awe jasiri ili aweze kuigiza mbele ya watu/hadharani.
  2. Awe na ubunifu ili aweze kufanya uigizaji kuvutia na kuondoa ukinaifu.
  3. Awe na ujuzi wa kutumia ishara za uso, mwili na miondoko kuonyesha picha ya hali anayoigiza.
  4. Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
  5. Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza k.v. huzuni.
  6. Awe na uwezo wa kushirikisha hadhira kwa maswali ya balagha ili kuondoa uchovu.
  7. Awe na uwezo wa ufaraguzi/ kubadilisha uigizaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira.
  8. Awe anaelewa utamaduni wa hadhira yake ili asitumie maneno na ishara ambazo zinaudhi ama kukinzana na na imani zao.
  1. Vichekesho
    • Michezo ya kuigiza inayokusudiwa kuzua kicheko ili kupitisha ujumbe k.m. vioja, vitimbi n.k.

Sifa

  1. Vichekesho huigizwa.
  2. Huwasilishwa kwa lugha sahili.
  3. Hujaa taswira zinazoweza kutambulika na hadhira.
  4. Hutumia mbinu ya kejeli, kunaya na tashtiti.
  5. Vichekesho huwa vifupi.
  6. Havihitaji uchambuzi wa ndani ili kuvielewa au kupata maana.

Jukumu

  1. Kuburudisha hadhira kwa kuchekesha.
  2. Kuelimisha kwa kuonyesha jambo la kijinga alilofanya mtu.
  3. Njia ya kuwapatia watu riziki.
  4. Hutumika katika hadithi kuifanya ivutie.
  5. Kukejeli kitendo fulani kisichofaa alichofanya mtu fulani.
  6. Kukashifu matendo hasi ya kijinga.
  7. Kuadilisha ama kutoa funzo fulani la tabia njema.
    • Ngonjera
    • Ngonjera inayoambatana na uigizaji/utendaji.

Sifa

  1. Kuweko kwa uigizaji/utendaji k.v. ishara za uso na mikono.
  2. Huwa na wahusika wawili au zaidi.
  3. Huendelezwa kwa njia ya wimbo.
  4. Mhusika mmoja huuliza jambo na mwingine hujibu.
  5. Wahusika kupingana mwanzoni.
  6. Wahusika hufikia uafikiano kufikia mwisho.
  1. Michezo ya Watoto/Chekechea
  • Michezo inayoigizwa na watoto katika shughuli zao.

Aina

  1. Mchezo wa baba na mama
  2. Kuruka kamba
  3. Kujificha na kutafutana
  4. Kukimbiza kibaramwezi dhidi ya upepo ili kizunguke
  5. Mchezo wa baba na mama

Sifa

  1. Waigizaji ni watoto.
  2. Huhusu shughuli za kiuchumi na kitamaduni k.v. arusi, siasa, ukulima.
  3. Huandamana na nyimbo za watoto.
  4. Huwa na miondoko mingi k.v. kujificha, kuruka.
  5. Huwa na matumizi mengi ya takriri.
  6. Huchezwa popote.
  7. Huwa na kanuni fulani.
  8. Hukoma watoto wakichoka au wakikiuka kanuni

Umuhimu

  1. Kufunza watoto majukumu yao ya utu uzima.
  2. Kuwatanguliza watoto katika sanaa ya uigizaji.
  3. Kukuza ubunifu wa watoto kadiri wanapoendelea kuigiza.
  4. Kudumisha utamaduni wa jamii.
  5. Kuburudisha watoto.
  6. Kukuza stadi ya uigizaji miongoni mwa watoto.
  7. Kukuza utangamano miongoni mwa watoto kwa kuwajumuisha pamoja.
  8. Kukashifu matendo hasi ya watu wazima kwa watoto.
  9. Kuwapa watoto ukakamavu na kujiamini wakiwa wachanga.
    1. Majigambo/vivugo
  • Uigizaji ambapo wahusika hujigamba kwa matendo ya kishujaa.

Mfano

Ndimi Kisoi, dume la ukoo mtukufu

Ulojipamba kwa mabingwa

Wachezaji hodari wa ngoma

Ndimi dume liloingia nyanjani

Makoo yakatetemeka

Yakang’ang’ania, ngozi kusakata nani

 

Kijiji kizima kilinijua

Wazee walilienzi

Wakamiminika kiamboni

Mabinti kunikabithi.

Sifa

  1. Aghalabu huambatana na ngoma.
  2. Hujitokeza, kujigamba na kisha kuendelea kucheza ngoma.
  3. Anayejigamba hubeba zana zake za vita kama vile mkuki na ngao kuonyesha aliyotenda.
  4. Anayejigamba huvaa maleba kuambatana na jambo analojisifia.
    1. Utambaji
  • Usimulizi wa hadithi unaoambatana na uigizaji.
  • Huwa na matumizi ya vizuizui.
  • Mazingira
  • Uigizaji wa maumbile asilia yaliyozunguka jamii ya watu k.v. sauti za wanyama.
  • Kuna matumizi ya viziuzui, matawi n.k.

Sanaa ya Maonyesho

  1. Ngoma
  • Uchezeshaji wa viungo vya mwili kuambatana na mdundo au miondoko maalum.

Aina

 

  1. Ngoma za wanawake
  2. Ngoma za tohara
  3. Ngoma za wanaume
  4. Ngoma za sherehe
  5. Ngoma za vijana
  6. Ngoma za unyago na jando
  7. Ngoma za wazee
  8. Ngoma za arusi
  9. Ngoma za kufukuza mapepo
  10. Ngoma za kuaga mwaka

 

 

Sifa

  1. Huandamana na muziki na ala ya muziki k.v. ngoma.
  2. Ngoma huchezewa mahali wazi na penye hadhira.
  3. Wachezaji huvaa maleba maalum kulingana na funzo linalonuiwa.
  4. Huwa na wahusika aina mbili; watendaji na watazamaji kwa wakati mmoja.
  5. Huweza kuandamana au kutoandamana na sherehe.
  6. Hutofautiana kulingana na jamii husika.

Umuhimu

  • Kuburudisha kwa ufundi wa kucheza kwa kuzingatia miondoko.
  • Kitambulisho cha jamii kwani kila moja ina aina yake ya ngoma.
  • Kuhifadhi na kuendeleza tamaduni za jamii husika.
  • Kukuza uzalendo kwa kuwafanya wanajamii kuionea fahari jamii yao.
  • Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja.
  • Kuelimisha kwa kupitisha mafunzo na maarifa.
    1. Matambiko
  • Utoaji wa kafara kwa Mungu, miungu, pepo au mizimu ili wasaidiwe kutatua shida, kutoa shukrani au kuomba radhi.

Sifa

  1. Hutolewa na wazee maarufu walioteuliwa.
  2. Hufanywa nahali maalum k.v. pangoni, mwituni, n.k.
  3. Huandamana na sala.
  4. Huandamana na utoaji kafara k.v. kuchinja mbuzi, n.k.
  5. Huandamana na maombi.
  • Maigizo Ya Uganga wa Ramli

Sifa

  1. Mganga hujitia kujua kwa hivyo vitendo vyake ni maigizo ya uganga wa madaktari.
  2. Mengi katika matendo ya mganga hayana mashiko.
  3. Aghalabu kafara hutolewa.
  4. Waganga wanapopiga bao huvaa maleba kama ngozi, vibuyu, pembe, n.k.
  5. Huweza kuwa na fimbo maalum.
  6. Lugha maalum anayodai kuitumia kuwasiliana na misimu.
  7. Mizimu humshauri mganga kuhusu ugonjwa na tiba inayofaa.
  8. Mganga humchanja mgonjwa na kumpa dawa za miti shamba.

Umuhimu

  1. Wakati mwingine mizizi ya mganga huponya.
  2. Huwapa watu matumaini hasa walio na magonjwa yasiyo na tiba.
  3. Dawa za mganga hupunga mashetani kwa wagonjwa wake.
  4. Hukutanisha ulimwengu wa mizimu na ulimwengu halisi.
  5. Waganga huburudisha wanapoigiza.

Hasara

  1. Mgonjwa huenda asipone kwani matendo mengi ya mganga ni ya kukisia.
  2. Dawa za uganga zaweza kumdhuru mtu.
  3. Malipo ni ghali na mtu hata aweza kufilisika akitafuta tiba ya ugonjwa usiopona.
  4. Mazingira ya uganga husheheni uchafu mwingi.
  5. Mgonjwa huridhika kwa muda mfupi halafu uhalisia hudhihirika.
    1. Ngomezi
  • Uwasilishaji wa ujumbe kwa kupiga ngoma au zana nyingine ya kimziki.

Sifa

  1. Kuwepo kwa ngoma au ala nyingine kama panda.
  2. Mapigo ya ngoma hueleweka tu na jamii husika.
  3. Mapigo kufuata toni au ridhimu maalum kuwasilisha maneno fulani.
  4. Kuwepo kwa hadhira au wasikilizaji.
  5. Kueleweka kwa mapigo hayo na wanajamii husika pekee.
  6. Makini huhitajika ili kupata midundo.

Aina za ngomezi

  1. a) Taarifa
  • Huarifu kuhusu jambo k.m. msimu wa kuanza kutayarisha mashamba, kuitwa katika mkutano, kazi ya ujima n.k.
  1. b) Tahadhari
  • Hutoa tahadhari kuhusu mavamizi kama wizi wa mifugo, vita, majanga kama moto, mafuriko n.k.
  1. c) Uhusiano
  • Kuita watu kwa sherehe.

Umuhimu wa Ngomezi

  1. Njia ya mawasiliano kwa jamii zisizojua kusoma.
  2. Husaidia wanaokabiliwa na ugumu wa mawasiliano.
  3. Kuharakisha mawasiliano katika masafa mafupi.
  4. Kutoa taarifa kuhusu matukio fulani k.m. ndoa, kifo n.k.
  5. Husaidia kupitisha jumbe za dharura.
  6. Kutahadharisha wanajamii kuhusu tukio la hatari/dharura k.v. vita, gharika n.k.
  7. Kuficha siri kwa kuwasilisha ujumbe kwa njia isiyoeleweka.
  8. Kuhifadhi na kudumisha utamaduni wa jamii.
  9. Namna ya kudhihirisha ufundi wa kutumia zana kama ngoma.
  10. Kitambulisho cha jamii kwani kila jamii hupitisha ujumbe kwa mapigo tofauti.

Udhaifu wa Ngomezi

  1. Si kila mtu anaweza kufasiri ujumbe unaokusudiwa.
  2. Mapigo hayasikiki mbali na hivyo husikika na idadi dogo ya watu.
  3. Mapigo yaweza kuhitilafiana na hivyo kufasiriwa kwa namna tofauti.

Ngomezi za kisasa

  1. Milio ya ambulensi, magari ya polisi na zimamoto.
  2. Kengele za kubisha hodi nyumbani zinazotumia umeme.
  3. Kengele shuleni, makanisani, n.k.
  4. Toni za rununu zinazowakilisha aina mbalimbali za jumbe.
  5. Ving’ora vya kuashiria moto umetokea katika majumba ya horofa, benki, hospitalini, n.k.

Changamoto za Ngomezi katika Jamii ya Sasa

  1. Mwingiliano wa jamii mbalimbali unaosababisha kutofasiri ujumbe kwa njia moja inayotakikana.
  2. Viwanda na majumba marefu kusababisha kutosikika kwa sauti au milio ya ngoma.
  3. Njia nyingine za kisasa za mawasiliano zinazotumiwa kwa wingi na kwa wepesi.
  4. Uhaba wa zana kama baragumu na zumari zilizokuwa zinatumika.
  5. Mabadiliko ya maisha kuleta ubinafsi na kusababisha wengi kutoitikia wito wa vyombo.
    1. Mivigha
  • Sherehe za kitamaduni ambazo hutokea katika kipindi fulani cha mwaka ambazo huonyesha mwanajamii ametoka kiwango kimoja hadi kingine.

Aina za Mivigha

  1. Sherehe za tohara
    • kutoka utotoni na kuingia utu uzimani.
  2. Sherehe za ndoa
  • kutoka kapera hadi kuoa
    1. Sherehe za kutambika
  • kutoa sadaka kwa Mungu, miungu, pepo au mizimu
    1. Sherehe kutawazwa kwa kiongozi
  • kutoka uraia na kuingia katika uongozi/utawala
    1. Shughuli za mazishi/matanga
  • kutoka uhai hadi ufu
    1. Sherehe za kuwapa watoto majina
    2. Sherehe za ulaji kiapo
    3. Shughuli za posa
    4. ibada

Hatua

  1. Kutoa mtu rasmi kutoka kundi moja la wanajamii.
  2. Kumfundisha majukumu yanayohusiana na wadhifa mpya.
  3. Kumwingiza rasmi katika kundi jingine.

Sifa

  1. Huandamana na matendo au kanuni fulani (mivigha).
  2. Maleba maalum huvaliwa na wahusika kuwatofautisha na hadhira.
  3. Hufanyika kwa kutumia lugha maalum au kimyakimya.
  4. Kuna watu aina tatu: watendaji wanaoshiriki kuimba na kucheza, wale sherehe inafanyika kwa sababu yao na wanaoshuhudia tu.
  5. Huhusisha vitendo maalum kama kula viapo, kutoa kafara, kucheza ngoma, n.k.
  6. Huandamana na utoaji wa mawaidha.
  7. Uigizaji hujitokeza pale mwanajamii anaingizwa katika kundi fulani kutoka jingine.
  8. Huhusisha maombi.
  9. Hufanywa mahali maalum sherehe hiyo inapofanyika k.m. tambiko hufanywa porini au pangoni.
  10. Wahusika huweka ahadi za kutenda wema.
  11. Huwa na mpangilio wa shughuli kuanzia mwanzo, kati hadi mwisho.

Umuhimu

  1. Kuburudisha kwa vile baadhi ya mivigha huhusisha nyimbo, ngoma na uigizaji.
  2. Kutoa mafunzo ya utu uzima na elimu ya jadi.
  3. Mivigha ya mazishi huliwaza wafiwa.
  4. Kukuza utangamano miongoni mwa wanajamii kwa kuwajumuisha pamoja katika mivigha yao.
  5. Kuashiria mwanajamii ametoka kiwango kimoja cha maisha hadi kingine.
  6. Kujenga uhusiano bora kati ya jamii na miungu au mizimu.
  7. Kitambulisho cha jamii kwani kila moja ina aina yake ya mivigha.
  8. Kudumisha mila za jamii.
  9. Kuelimisha jinsi ya kukabiliana na changamoto maishani.
  10. Kuadilisha kwa kufunza tabia zinazokubalika na jamii k.v. uaminifu, utiifu, n.k.
  11. Kukashifu vitendo vya uoga.
  12. Kukuza uzalendo kwa kuhimiza wanajamii kuonea fahari tamaduni zao.
  13. Msingi wa wanajamii kujitambulisha na kuionea fahari jamii yao.

Hasara

  1. Baadhi ya mivigha huhatarisha afya na maisha k.v. kutahiri watoto wa kike.
  2. Baadhi ya sherehe hukiuka maadili kama vile kwa kuruhusu matusi hata kushiriki ngono.
  3. Baadhi yaweza kusababisha hasara kama vile kueneza ukimwi k.v. tohara kwa kisu kimoja.
  4. Huzua tofauti za kijinsia k.v. mwanamme kujiona bora kuliko mwanamke.
  5. Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara.
  6. Baadhi ya mivigha hukiuka malengo ya kitaifa k.m. ukeketaji ni ukiukaji wa haki za binadamu
  7. Kunayo hujaza watu hofu k.v. kufukuza mapepo kunakohitaji kafara ya binadamu.
  8. Baadhi huhusisha ushirikina na hivyo kusababisha uhasama baina ya koo.
  9. Baadhi hugharimu kiasi kikubwa cha pesa na kuifilisi familia.

English Form 1 to 4 Free Best Notes Booklet

 

 

INTERGRATED English Literature (General Guidelines)…………………. 3

Section I – ……………………………………………………………………………………… 9

      • E- mail + CV
      • Minutes
      • Internal memo
      • Book review
      • Confidential report + E- mail
      • Recipe
      • Internal memo
      • Speech + E- mail
      • Fax
      • Book review
      • Instructions/ directions
      • Internal memo

Section II……………………………………………………………………………………… 35

  • Section A – unseen text
  • Section B – comprehension:-

Question 2 – an excerpt from one of the compulsory texts

  • Section C
  • Question 3 – literary appreciation
  • Poems
  • Oral narratives
  • Grammar – question 4

 

Section III……………………………………………………………………………………. 99

  • Section A – unseen text
  • Section B – comprehension:-

Question 2 – an excerpt from one of the compulsory texts

  • Section C

Question 3 – literary appreciation

  • Poems
  • Oral narratives
  • Grammar – QUESTION 4

Answers

Section I…………………………………………………………………………………………………………… 105

Section II…………………………………………………………………………………………………………. 129

Section III………………………………………………………………………………………………………… 161

 

INTEGRATED ENGLISH LITERATURE

Introduction

The teaching and learning of English as a second language entails that a learner does a lot of practice in the four key areas of:

  1. i) Listening
  2. ii) Speaking

iii) Reading

  1. iv) Writing

This therefore means that a diagnostic approach to establish learner’s problems must be carefully done. All of us will agree that if one must learn swimming then it means that, the swimming candidate should be ready to step in the water and practice the learning of English entails that one is exposed to the language fully

A candidate preparing to sit for the K.C.S.E exams must have a very mastery of the following

  1. GRAMMAR

The study of grammar should help the student to communicate clearly and understand well and clearly what is heard and read. Grammar entails

  1. a) Parts of speech
  2. i) Nouns
  • Common nouns
  • Proper nouns
  • Concrete nouns
  • Abstract nouns

 

  • Number

 

  • Collective nouns
  • Compound nouns
  • Possessives
  • Use of phrasal quantifiers
  • Typical noun derivations
  • Gender – sensitive language
  • Functions of nouns in sentences – subject, object, complement
  1. ii) Pronouns
  • Personal pronouns
  • Possessive pronouns
  • Reflexive pronouns
  • Functions of pronouns
  • Number and person in pronouns
  • Interrogative pronouns
  • Relative pronouns

iii) Verbs

  • Lexical – regular verbs/ irregular verbs
  • Auxiliary verbs – primary and modal
  • Tenses – simple present tense / simple past tense
  • Aspect – perfective and progressive
  • Future time
  • Transitive and intransitive verbs
  • Infinitive s
  • Phrasal verbs and idiomatic expressions
  • Participles
  • Participate phrases
  • Gerunds
  1. iv) Adjectives
  • Comparative and superlative forms
  • Regular and irregular adjectives
  • Gradable and non- gradable adjectives
  • Order of adjectives
  • Quantifiers – few, a few, little, a little
  • Position of adjectives – predicative/ attributive
  • Typical endings of adjectives
  • Functions of adjectives
  1. v) Adverbs
  • Adverbs of manner, time and frequency
  • Adverbs of place and degree
  • Comparative and superlative forms of adverbs
  • Formation of adverbs
  • Functions of adverbs (modifiers)
  • Position of adverbs in sentences
  • Typical endings of adverbs
  1. vi) Prepositions
  • Simple prepositions – in, of, at
  • Complex preposition – despite the fact, in spite of
  • Distinguishing prepositions  from connectors and adverb particles
  • Functions of prepositions in a sentence

vii) Conjunctions

  • Co-ordinating conjunctions – and, but or
  • Sub-ordinating conjunctions – because, when that, which
  • Correlative conjunctions – both….. and

– Not only ….. but also

– Neither …….. nor

– Either ……… or

– No sooner ………. That

  • Functions of conjunctions in sentences

viii) Articles

  • Definite article – the
  • Indefinite articles – a, an
  1. ix) Interjections
  • Identification and usage in sentences

 

  1. b) Phrases
  • Constituents of a noun i.e. determiner, modifier + main noun
  • Examples of noun phrases
  • Constituents of verb and adverb phrases and examples
  • Prepositional and adjectival phrases
  1. c) Simple sentences
  • Sentence structure (subject, predicate)
  • Types of sentences
  • Declarative / affirmative
  • Imperative
  • Interrogative
  • Negative
  • Exclamatory
  1. d) Clauses
  • Independent and sub-ordinate clauses (relative and adverbal clauses)
  • Compound sentences
  • Complex sentences
  • Active and passive voice
  • Conditional and adjectival clauses
  • Noun clauses
  • Compound – complex sentences
  • Direct and indirect speech
  • Inversions
  • Sentence connectors
  • Substitution and ellipsis

 

  1. LISTENING AND SPEAKING

By the time a candidate prepares to sit for the final exam it is expected that they have been provided with appropriate opportunities in the above areas. This is done through:

  • Reciting poems
  • Telling stories
  • Discussing contemporary issues
  • Debating
  • Dramatizing
  • Role – playing
  • Speech drills

 

Content and listening and speaking

  1. a) Pronunciation
  • English sounds – vowel and consonant sounds
  • Distinction between English sounds, mother tongue and Kiswahili
  • Identification of problematic sounds
  • Mastery of problematic sounds in meaningful contexts i.e. by use of tongue twisters, songs and poems
  • Stress and intonation
  • Rhyme in poetry
  • Word play (puns)
  • Alliteration and assonance in poetry
  • Distinguishing word class on the basis of stress
  • Use of tone to reveal attitude

 

  1. b) Listening comprehension and note – taking

This section is very common in paper 101/2 and 101/1

  • Listening and responding to oral narratives
  • Myths
  • Legends
  • Dilemma
  • Trickster
  • Ogre/ fable
  • Animal/ plant tales

Features of each genre of oral literature

Listening and responding to information/ articles on:

  • Children’s rights
  • Child labour
  • Environment
  • HIV/ AIDS
  • Moral values
  • Issues of social responsibility
  • Drug and substance abuse
  • Equal role of men and women
  • Integrity/ anti- corruption education
  • Information technology
  • Poverty eradication
  • Skills of attention and turn taking through use of dialogues
  1. c) Mastery of content

This section is common in paper 101/1

  • Debates
  • Interviews
  • Discussion
  • Speeches
  • Oral reports
  1. d) Etiquette

– Use of courteous language e.g. tank you sir, excuse me sorry, please e.t.c.

– Telephone etiquette

– Appropriate choice of register

– Interrupting and disagreeing politely

– Negotiation skills

– Turn taking

– Paying attention (listening)

  1. e) Non- verbal cues that enhance listening and speaking (Common in paper 101/1 and 101/2)

– Importance of respecting personal space

– Facial expressions, gestures and eye contact

– Bowing/ curtsying

– Appearance and grooming

– The area of listening and speaking is very crucial for students preparing to sit for KCSE exams  and any other. Questions on oral skills – paper 101/1 and 101/2 are normally drawn from this area

 

  1. READING

Mastery of reading is handy as this is a very important component of language learning

  1. a) Content area
  • Silent reading – avoid the following:

Moving lips

Verbalizing words

Use of fingers

Moving the head

  • Development of good reading habits in:

Silent reading

Reading aloud

Speed reading

  • Using dictionary
  • Using the library
  • Scanning and skimming
  • Using reference materials
  • Interpretive reading
  • Study reading
  • Note – making
  • Critical reading
  • Recognizing attitude and tone
  • Distinguishing facts from opinions
  • Close reading

 

 

 

  1. b) Intensive reading
  2. i) Study of poems, plays and short stories
  3.              ii) Plot and literary language

 

  1. i) Study of novels, plays and poems
  2. ii) Characterization and themes

iii) Aspects of style

 

  1. i) Study of novels, plays, poems and short stories
  2. ii) Critical analysis of three prescribed texts (set books)

iii) Oral literature

 

  1. c) Extensive reading
  2. i) Literacy and non- literacy materials on contemporary issues such as :
  • Children’s rights
  • Child labour
  • Environment
  • HIV/ AIDS
  • Moral values
  • Social responsibility
  • Gender responsiveness
  • Drug and substance abuse
  • Human rights
  • Integrity
  • Good governance
  • Technological advancement
  • Poverty eradication
  1. ii) Adventure stories

iii) Fairy tales

  1. iv) Poems
  2. v) Plays
  3. vi) Novels

vii) Short stories

viii) Newspapers, magazines, periodicals

  1. ix) Biographies
  2. x) Reports

 

  1. d) Comprehension skills
  2. i) Recall, comprehension application, analysis, synthesis and evaluation
  3. ii) Summary and note taking

 

  1. WRITING

This is a skill of language learning that needs a lot of practice

Content

  1. a) Handwriting

– Legibility and tidiness

  1. b) Spelling

– Mastery of spelling rules

– Master commonly miss pelt words

  1. c) Building sentence skills and paragraphing

– Writing clear and correct sentences

– Structure of the paragraph  – Topic sentences

– Supporting sentences

– Clincher sentences

– Sequencing of ideas

– Unity in paragraphs

– Sentence variety – using simple, compound and complex sentences

– Devices of developing paragraphs

– Giving reasons/ examples

– Comparing and contrasting

– Using idiomatic expressions

– Using facts/ statistics

– Using rhetorical questions

– Cohesion in paragraphs

– Using transitional words and phrases

– Choice of words

– Recurrent words (different words that refer to the same idea in the paragraph)

– Paraphrasing

 

  1. d) Punctuation
  2. i) Capitalization
  3. ii) Final punctuation marks

iii) Commas

  1. iv) Question marks
  2. v) Apostrophe
  3. vi) Hyphen

vii) Colon

viii) Semi colon

  1. ix) Dash
  2. x) Parenthesis
  3. xi) devices for presenting titles of publication, quotations and headings
  4. e) Personal writing
  5. i) Diaries
  6. ii) Addresses

iii) Packing lists

  1. iv) Personal journals
  2. v) Shopping lists
  3. vi) Reminders

viii) Recipes

  1. f) Social writing
  2. i) Informal (friendly letters)
  3. ii) Invitations

iii) Notes of thanks, congratulations and condolences

  1. iv) Telegrams
  2. v) E – mails
  3. vi) Fax

vii) Instructions to family and friends

  1. g) Study writing
  2. i) Making notes
  3. ii) Taking notes

iii) Summaries

  1. iv) Descriptive essays
  2. v) Synopsis
  3. vi) Reports

vii) Argumentative essays

viii) Reviews

  1. ix) Expository
  2. x) Questionnaires

 

  1. h) Creative writing
  2. i) Imaginative compositions
  3. ii) Poems

iii) Dialogues

  1. iv) Plays
  2. v) Short stories
  3. vi) Autobiographies

vii) Biographies

 

  1. i) Institutional writing
  2. i) Public notices
  3. ii) Inventories

iii) Telephone messages

  1. iv) Filling forms
  2. v) Letters of apology
  3. vi) Notification of meetings

vii) Agenda and minute writing

viii) Memoranda

  1. ix) Curriculum vitae
  2. x) Speeches

 

 

ENGLISH PAPER 101/1 FUNCTIONAL SKILLS

 

SECTION I

The English paper 101/1 – functional writing has three questions namely:

 

 

Q1 FUNCTIONAL WRITING – 20 MARKS

This area is drawn from the section of writing discussed in the introductory section of this booklet. This can be drawn from:

  1. i) Personal writing
  2. ii) Social writing

iii) Study writing

  1. iv) Creative writing
  2. v) Institutional writing

 

            Types of functional writing              

      • E- mail + CV
      • Minutes
      • Internal memo
      • Book review
      • Confidential report + E- mail
      • Recipe
      • Internal memo
      • Speech + E- mail
      • Fax
      • Book review
      • Instructions/ directions
      • Internal memo
      • CV

 

 

 

 

QUESTION 2 – CLOZE TEST – 10 MARKS

A cloze test is a type of test in which one has to put suitable words in blank spaces in a short passage where words have been left out at intervals of six to ten words. A cloze test has ten blanks which add up to ten marks in the exam. A cloze test evaluates one’s comprehension of the passage, different parts of speech, spelling, tense, vocabulary and general language use. Always supply the blank with the most correct one – word answer

 

POINTS TO NOTE ON CLOZE TEST

  1. Always read through the passage at least three times without filling any words in the blanks
  2. Note carefully repeated words and ideas. This could act as possible clues
  3. Note the punctuation of the passage as this gives possible clues
  4. Always give one – word answers which also include hyphenated compound words
  5. Ensure that your answers are relevant and grammatically correct
  6. Put emphasis on subject – verb agreement
  7. Use noun numbers correctly i.e. singular and plural forms

 

 

QUESTION 3 – ORAL SKILLS

Oral communication is any communication by word of mouth. Any effective oral communication will depend on the learner’s ability to speak and listen effectively. Listening and speaking skills are important because:

  1. i) They help us to acquire acceptable communication skills
  2. ii) To respond to information correctly

iii) To adhere to other language conventions

  1. iv) To pronounce sounds correctly
  2. v)  Listen to the other person carefully so as to advance a sound judgment
  3. vi) Be convincing enough, if one wants to get something then he/ she must give valid and

reasonable reasons

vii) Be compromising in case one doesn’t get what they want. However it is important for

one to state their stand clearly

viii) Appreciate the other party’s view and let them know this as much

 

Question three of this section tests oral skills (listening and speaking). It majorly deals with punctuation, listening comprehension, note taking, debates, speeches, interviews, discussions, oral reports, etiquette and non verbal clues of communication that enhance listening and speaking

 

Constants and vowel sounds are also tested here. Problematic sounds are tested in tongue twisters, poems, songs, riddles or proverbs. Word or sentence stress is also tested as well as stylistic aspects of poetry such as rhyme, rhythm, assonance, alliteration, puns, intonation, tone, attitude and mood. Oral literature is also tested in this section as well as etiquette, mostly in dialogues or telephone conversations. Issues of etiquette such as use of courteous language, negotiation skills, paying attention, turn taking, correct choice of register, interacting and disagreeing politely

 

 

 

TONE, ATTITUDE AND MOOD  

 

TONE

This is the quality of voice or the general character and attitude that expresses a particular

emotion. This is the poet’s outlook. It is the mirror in which the speaker talks, usually inferred from the choice of words. Tone may be expressed as: cold, eager, harsh, gleeful, proud, satirical, doubtful, hostile, surprised, assertive, ironical, grateful, commanding, pleading and reprimanding

In poetry, the persona’s attitude towards the subject or characters can be revealed through the tone

 

 

ATTITUDE

This refers to the way the poet feels about a subject or the character in the poem. It may be described as amusing, patronizing, contemptuous, critical, hostile, sympathetic, disapproving, harsh, kind, serious, cruel or adoring

 

MOOD

This refers to the general feeling of the speaker, the climate or the atmosphere surrounding a literary work. (Poetry or prose). Words such as ‘good’ or ‘bad’ are not specific hence not used here. Mood can be described by such adjectives like happy, quiet, desperate, tense, thankful, sad (melancholic) solemn, silent, violent, jubilant, assertive, ironic, comprehensive, lively, remorseful, optimistic, and pessimistic

 

SECTION A   – WORDS WITH SIMILAR PRONUNCIATION

SECTION B   – IDENTIFYING WORDS THAT ARE THE ODD ONES

SECTION C   – INDICATING STRESS WORDS

SECTION D   – IDENTIFY SILENT LETTERS IN WORDS

SECTION E   – DIVIDING WORDS INTO CONSTITUENT SYLLABLE UNITS

SECTION F   – READING STORIES

SECTION G – POEMS

SECTION H  –  TONGUE TWISTERS

SECTION I    –  LISTENING AND SPEAKING SKILLS/ CONVERSATIONS

 

 

SECTION I – QUESTIONS

FUNCTIONAL WRITING -20 MARKS

 

  1. Imagine that you have completed secondary education. You have come across an             advertisement             in one of the daily newspaper that required clerical officers.  The email address of the Company   is uhurukazi@yahoo.com. You are interested in the job.  Write one page   curriculum vitae (C.V)           using the   e-mail address of the company                                                                                

 

  1. You are the Secretary of your School’s Drama club. Your club is holding its second meeting of

the year to discuss the following  issues:-

(i) Tour to Nairobi

(ii) Awareness campaign

(iii) Strengthening of drama in the school

Two people have sent their apologies and a member from the writer’s club has also attended the

meeting. Write the minutes you could take at the meeting

 

  1. Imagine you are the managing directors of Alroki industries Eldoret. You manufacture padlocks            and of late, there has been a lot of bad press concerning your products. Write an internal    memorandum to your   operations manger and sales and marketing manager. Advise them on             what should be done to   counter    the bad press and also  recapture  and  retain  your market  share.

 

  1. You have finished reading the play An Enemy of the people by Henric Ibsen and you

would like to recommend it to your classmates. In about 350 words, write the book review

 

  1. You are the principal of Baraka Teachers Training College and one of your graduates Mr. Christopher Lipwoni has applied for employment as a teacher at Lirhanda boarding primary        school. The head teacher of that primary school has send you an email requesting         you to avail     more information about Mr. Christopher Lipwoni to enable the school decide whether to employ            him or not. In the space provided below, write a sample report that you intend to email to the head   teacher. Remember to copy the report to the DEO Kakamega East District

 

  1. Imagine that you have been put in charge of a farewell party for your classmates. Write a recipe for the meal you would prepare for the occasion.

 

  1. Imagine that you are the library captain in your school. Write a memo to the class prefects asking them to ensure that students observe the library rules, especially regarding silence, prompt return       of books, appropriate dressing and observing opening and closing time.

 

  1. 8. You are invited to give a speech on the role of the youth in fostering peace in your country by a friend overseas. You are unable to travel due to unforeseen circumstances. E-mail your   speech to your friend to present it on your behalf.

 

  1. You are revising with your friend over the April holiday. On reaching school in May, you realize that one of your books, Top Mark English is missing. Write a fax to your friend in a

neighbouring school requesting for the book he had borrowed from you              

 

  1. You have just read a novel entitled The Modern Girl by a famous writer. You want to         recommend it to a friend who has asked you to briefly tell him why you found the text interesting.          Write with appropriate sub headings, a review of the text convincing your friend to read it.

 

  1. Imagine you live in Mumias, an average town in Western Kenya. The National Music

Festivals are set to be held in this town for five days. Your friend who lives in Webuye town intends to come over.

  1. a) Give them clear directions to Nabongo cultural centre in Mumias town. Make your instructions

as precise (one page) and clear as possible – you could use land marks, well known means of

transport, show distance in kilometers e.t.c.

 

  1. Imagine you  are  the  school  captain, and the CDF  committee wishes  to  set up a  project             in   your school. The principal has asked you to organize with the prefects to collect students

views on the  most appropriate project. Write an internal memo to the concerned             prefects.20mks)

 

  1. Imagine that you have done K.C.S.E exams, qualified and done some training in a professional    course. You have seen an advertisement in “Sunday mirage” Newspaper of a position you qualify             for. You then decide to apply for it. Write your Own curriculum         vitae (C.V)

 

  1. Write a letter to the clerk of your local council complaining about the loud music in the bars

where you live. Indicate how residents spend sleepless nights due to the loud music, and

what you think  should be done

 

  1. You have been selected to deliver a speech on Parent’s day on behalf of other students. Apart

from teachers, parents and students, there are several guests present as well as members of

Board of Governors. You are expected to highlight the challenges facing students population in

the school. Write the speech you would deliver.                                           (20 mks)

 

  1. An Italian friend who had come to visit you left for his country a few weeks ago. He writes to inform you of his safe arrival and requests you for a recipe that would help him prepare ugali for his two friends. Write him through this address; Mckay@yahoo.com

 

  1. The lions football team has won the just completed world cup competition. You are the coach. Write a memo congratulating them and informing them on when/how to collect their tokens.    Remember to have   copies to the minister of sports.                                               (20mks)

 

 

 CLOZE TEXT

  1. Fill in each of the blank spaces in the passage below with the most appropriate answer

One of the challenges…………………..(1)the country  today is youth  unemployment. Related to     this is lack of patriotism and a sense of……………………(2). A  number of  interventions have            been rolled to tackle……………………….(3)challenges  that youth  issues are              so……………………….(4),they deserve a ministry, not  just a ………………….(5).

Among the notable programmes by the ministry was the creation………………………(6). Youth      fund, whose objective is to…………………….(7)money  to youth  people to venture  into business.  ………………….…..(8) it  is  too early  to assess  its impact, the intention was noble.

Following this,……………………………(9) government  now  wants  to  re-introduce  a     company  paramilitary  training  programme for  school  leavers…………….………..(10) the             National  Youth Service.

 

 

  1. Read the passage below and fill in each blank space with an appropriate word

Different types of oral literature can have (1) __________________, if not identical, functions. One can use stories, riddles and proverbs, among other kinds of oral literature, to express (2) ___________________. It is (3) ________________________true to say that one type of oral literature may have many different (4) ____________________. For example a work song that (5) ________________people to pull together in their efforts may also be sung as entertainment for children, or as a political weapon when people are competing in parliamentary elections. It is (6) ________________important that when one is collecting a song, one must also find out for what purpose it is being sung.

(7) ________________________the text of the song is important, its context must (8) _____________________be well known. The interest of the song is greatly enhanced and it is given (9) ___________proper character by the (10) _______________in which it is sung.

 

 

  1. Fill in each blank space with the most appropriate word.

Every year, we look (1)…………..…… to Christmas as a time for festivity and family get       together. The jovial atmosphere that surrounds the season lifts our spirits. Families make last     minute (2)…………..…… to the supermarkets to buy gifts to loved ones (3)…………..…….., we            forget that January is coming with (4)……………..……….challenges. The sooner you            (5)……………….…..… planning, the better. This will help you avoid going (6)       ……………………….…….. in your expenditure. Most people take this   time to (7)           ……………………… their upcoming home, creating transport (8) ……………………….. all             over. A reunion of relatives is always the joy of charismas so to say. To some, it is just the onset of misery.  This is because they don’t have anything to (9)….…………………….. The last week     of the year to them is always injury time. Either they do not have anything to give or they are             worried over (10).…………….……. and its responsibilities.

 

  1. Read the passage below and fill in each blank space with an appropriate word

I do not support abortion. But there are cases of incest (1) ……….             Rape where(2) …..…should be given a chance to choose whether to live with the child      or not. My position is informed (3) ……….. the Christian faith that I profess. The Bible (4) ………states that thou shall    not kill.

Of course there may be a scenario in which a doctor is faced with a (5) ……….           where a           mother’s life is in danger and the only way to save her life is to abort the (6) …..…………… It is unfortunate that nobody wants to address that issue directly.    (7) ……………………………..               my personal view is that  doctors and experts should have the leeway to make professional          judgements. There are hard (8) ………….…………to be made like in the event of              (9)….……… risk of losing life, does the doctor save the foetus or the mother or let both     to die?

When does life begin then? According to churches, life begins at conception.  And when        does it end? Is it when one is put on a life support machine or when a doctor             (10)……….……………one dead? There is need to be pragmatic on this issue of abortion.

  1. Fill in each of the blank space in the passage below with the most appropriate word. *

(1)  …………..the deliberations began yesterday, it was evident that the climate of suspicion   and (2)………………. blood still reigned. The M.P’s and (3) ……………. of their            political parties          must acknowledge cardinal principal (4)             ………………..making accusation and   issuing threats.           They are deliberating on the (5)……………… of Kenya.

They were (6) ………….. by the people of Kenya to sit in the August House to             (7)………. the people. They must remember that they are not discussing a constitution for           themselves or any other. They are not (8) …………. a constitution for president Kibaki or Prime      Minister Raila Odinga or any other individual (9) ………. may be having (10)……… for high office.

 

  1. This may not be such a drab year after all  (1) ……some    good may yet  be   reported in      the education sector following Kenya  National Examination         Council (KNEC) decision to    (2) ……….KCSE examination candidates online.

Registering all candidates (3)……..….is one way towards making the             registration     process efficient and accountable. (4) ……….. this does not mean             scrapping the time tested      manual method, it is surely a (5) ……..…. in the right             direction.

Also it is but one of (6) ……………………reforms being undertaken in education matters       to reduce time school managers, students and parents expend ahead of national examinations.                               It would also significantly reduce (7) ……of Academies registering weak students           (8)……..other examination centers and make it easier for candidates to (9) ………. the status of      their registration  and (10)…..……..perennial  complaints of non-registration

 

  1. Read the passage below and fill in each blank space with the appropriate word.

                        Garbage, garbage and more garbage; easy to generate but difficult to (1)_______                             of. But if we stopped complaining about its chocking (2)_____ for even one minute, we                             would realise that there is (3)______ that we can do about it – perhaps even earn a living                         (4) _______ it.

There are women groups that have been making and selling high (5)______                         manure from   domestic waste such as potato and banana peels. In so doing they create                              employment for (6)_______ and those who collect the garbage for them. The manure is                               said to be so    ______            that it causes crops to yield three times as much as other                           types of manure ________ fertilizers. This boosts our agricultural sector (9)________.

In a country like Britain, waste paper can now be eaten. It is softened and sweetened

(10) ___a certain technology then fed to cows. Such cows are said to produce creamier milk.

 

8:         Fill each of the blank spaces in the passage below with the most appropriate word.

The decision (1)…………..information ministers (2)……………single out            the Media (3) ……….      what is clearly an intrusive audit of (4)         ………..performance prior to , (5) ……… , and after           the highly        problematic December 2007 election should not come as a surprise.           (6)…………..has come as a surprise. (7) ………………..the somewhat muted response from the media fraternity. From a lot that is usually vocal in the (8) ……….. of its rights (9) ……………             both real and imaginary foes, the silence is (10)          ………..….frightening than government’s   seemingly single minded determination to gag the media.

 

  1. Read the passage below and fill in each space with an appropriate word

We say that all children are born equal. (1) _____, apparently, not in Kenya where the        National primary school results (2) ____yesterday again display the superior             performance of           private schools students compared to their counterparts in the public school system.

This is (3) ______worrying trend. We are building an unequal education system             where the        wealthy can literally buy success.

Those children   (4) _______parents have the means will attend private schools where they     stand better prospects of good primary school results, and thus have a head start in the          competition for (5) _______to the best secondary schools, and intimately the best chance at coveted university places.

The children whose parents are not wealthy will have to (6) _______ with inferior            education from the word go. They will be (7) ______by the education system, and ultimately           condemned to lesser professional and employment prospects.

That is not the way to build a society where all have an equal chance (8) ______making it        in life.

This problem with the education system has been evident for some time. It has been          studied by academics and by task (9) ____and has been the subject of numerous reports. It is evident however, that the government has never taken it seriously enough to take any (10) ____action.

 

10:                   There are (1)……… people who have never known the real value of ironing clothes            before use. These people find ironing a (2)……. activity in the house and it continues daily           without anybody ever giving it much thought. By wearing clothes (3)……. are well ironed, we look smart. There is definitely a great (4)…… between clothes that are not ironed and those that      are well ironed. Ironing is one of the most important activities as (5)…… as promotion of       personal hygiene is concerned. When clothes are hung  (6)…………… To dry, they are exposed to insects which could lay eggs or leave poisons that are (7)……….…. To us. Ironing protects us (8)………. some diseases. (9)………… Clothes are not ironed before wearing, we are likely to             (10)………. From various skin problems such as skin rashes and irritations.

 

 

 

  1. Fill in the blank spaces with the most appropriate word                         (10mks)

Although     (1) _____President and prime minister effectively (2) _____ a ceasefire

(3)   ______they    (4)______on the telephone    (5) _________     Wednesday night and asked        their lieutenants to cease hostility     6relationship may not b e out of the woods (7) _________.

The President (8) ______Prime Minister differed when Raila   (9)_______ the suspension            of     (10)___William Ruto of Agriculture and Sam Ongeri of Education a week ago.

(Adapted from The Standard Newspaper)

 

 

 

  1. Read the passage below and fill in each blank space with an appropriate word. *

The  (1)………………… common way for  germs to spread from one person to another or

from animals to people is (2) ………………………… drinking water.

Drinking water from a tap is not possible for everybody (3) ……………………………..

wells and springs can be kept clean. Wells need a fence around them to prevent animals from

falling (4) ………………………….. People might not notice that there was a dead animal in the

well. Then it would rot and every one would become (5) ………………………………… from

the eater. (6) …………………………….. can put germs into springs and water-holes with their

feet and tongues if they drink from them. Springs and water-holes need  a  (7) …………………

around  them too. Best of all, drinking water sources should be covered and water taken

(8)  …………… with a pump. People must not use the grass or brushes near a source of

drinking water as  (9) ……………………… The (10) ……………………………. can easily be

washed into the water by the rain.

                                                           

  1.  Elephants are entirely vegetarian. They may ______up to 300kg a day, which is hundred        ______as much as a human being would consume. _____diet is varied since they are both      browsers and grazers. When there are too many elephants in a ____, they eat so much food that       _______there are no more leaves on the trees and bushes. They even resort to eating the bark of          ______trees; and this kills the trees completely. Then there __­­­­­­­____only the grass to eat, so the             elephants eat that leaving the soil _____. Strong winds and heavy rains quickly wash ____ the          good soil. The resulting ______impoverishes the soil so that no more plants will grow.

 

  1. The US vice-president, Joe _____(1) was recently in the country yet for some reasons his visit ____(2) elicited much excitement. No traditional dancers at the airport or the ‘we love you Biden!’ screams (3) just irritation. It makes one ______(4) why heads of states insist ___      (5) sending envoys at great _____ (6) to tax payers to deliver messages to foreign leaders. That probably made lots of sense in the dark day ____(7) communication was the forte of the village     drummer. ______ (8) in this age of _____(9), twitter, face book and the mobile phone, and emissary who _____ (10) a whole city into a dizzy spin just to deliver ___(11)message sounds            crazy.

 

  1. Fill in the blank spaces with the most appropriate word                         (10mks)

Although     (1) _____President and prime minister effectively (2) _____ a ceasefire

(3)   ______they    (4)______on the telephone    (5) _________     Wednesday night and asked        their lieutenants to cease hostility     6relationship may not b e out of the woods (7) _________.

The President (8) ______Prime Minister differed when Raila   (9)_______ the suspension            of     (10)___William Ruto of Agriculture and Sam Ongeri of Education a week ago.

(Adapted from The Standard Newspaper)

 

 

  1. Read the passage below and fill in each blank space with an appropriate word.

The  (1)……… common way for  germs to spread from one person to another or from          animals to people is (2) ………drinking water. Drinking water from a tap is not possible for             everybody (3) ……. wells and springs can be kept clean. Wells need a fence around them to    prevent animals from falling (4) ………People might not notice that there was a dead animal

in the well. Then it would rot and every one would become (5) …… from the eater. (6) ……….     can put germs into springs and water-holes with their feet and tongues if they drink from them.            Springs and water-holes need  a  (7) ……… around  them too. Best of all, drinking water sources    should be covered and water taken (8)  …………… with a pump. People must not use the grass or         bushes near a source of drinking water as  (9) ……… The (10) ………. can easily be washed into the water by the rain.

                                                           

 

  1. The US vice-president, Joe ____(1) was recently in the country yet for some reasons his visit ____(2) elicited much excitement. No traditional dancers at the airport or the ‘we love you     Biden!’ screams (3) just irritation. It makes one ____(4) why heads of states insist ____ (5)          sending envoys at great _______ (6) to tax payers to deliver messages to foreign leaders. That      probably made lots of sense in the dark day _____(7) communication was the forte of the village drummer. ____ (8) in this age of ____(9), twitter, face book and the mobile phone, and emissary        who ____ (10) a whole city into a dizzy spin just to deliver ______(11)message sounds crazy.

 

 

 

ORAL SKILLS

 

  1. THE MAGNIFICIENT BULL

My bull is white like the silver fish in the river

White like the shimmering crane bird on the river bank

White like fresh milk.

His roar is like thunder to the Turkish cannon

On the steep shore.

 

My bull is dark like the rain cloud in the storm.

He is like summer and winter.

Half of him is dark like the storm cloud,

Half of him is light like sunshine.

 

His back shines like the morning star.

His brow is red like the beak of the hornbill.

His fore head is like a flag, calling the people from a distance,

He resembles the rainbow.

 

                                                                                                                                                                                                                                                                                                         

  1. The singer achieves rhythm in the song above through repetition of words i.e. “white like”

like e.t.c.

Identification

Illustration

  1. If you are to  do  a live  performance  of this  song  how would you  make it  more

interesting to the  audience?

  1. b) Underline the silent letter in each of the following words                                                           (5mks)
  2. i) Rendezvous
  3. ii) Eulogy

iii) Tourism

  1. iv) Condemn
  2.              v) Phlegm
  3. c) Read the genre below, and then answer questions that follow:-

“Willy warmly welcomed Wendy and wondered why Wyatt walked wearingly while whistling.’

  1.   i) Classify the above genre.
  2. ii) Identify and illustrate one sound pattern from the genre

iii) State any one function of the above genre

  1.  d) You school is participating in a debate and the motion is: “Parents should let children

decide their own destiny,” How would you ensure that your argument  convincing?    *KC*

  1.  e) Imagine that you are listening to a telephone conversation between a receptionist and a lady

whose child  is very ill and she  is seeking  her physicians’  help. Unfortunately, Dr. Kemboi is

not in, but the receptionist  is on the line. In the blank spaces, fill in what you think the

receptionist should have said to the lady.

        

 

  1. (a) Read the narrative below and then answer the questions that follow:

A Greedy Old man and the sausage

Once upon a time, there lived an old man. One day he paid a visit to his in-laws. On entering the house of his mother-in-law, he found that she had been roasting some meat, among which was a delicious looking sausage and she was not in the house. He immediately took the sausage and quickly shoved it into his quiver. And it so happened that a piece of live coal had got stuck on the sausage but the old man didn’t know.  He quickly shut the quiver.

No sooner had he sat down than the owner of the house came in. They sat down to talk about the children’s health. When they had finished, it was time for the old man to return to his home. Just then, the woman noticed smoke issuing from the quiver and asked the old man; “Paker, how come the quiver is smoking?” The man answered, “Oh. It’s some naughty fire stick with a soft head that smokes whenever it comes into contact with soft wood and the arrows.” The woman kept quiet and got up to escort her guest.

When they had walked only a short distance, the fire made a hole in the quiver and the arrows fell out, tiak! together with the stolen sausage. The lady, who was walking closely behind, exclaimed: ‘See, had I not known it! Then the old man fearing that his sausage might be eaten. shouted, “Oh, my Paker, please do not eat it!”

So while the lady ran home in shame, the greedy old man continued with his journey in extreme embarrassment. They showed each other their backs and there ends my story.

 

(i) State two things a narrator would do to draw the audience’s attention to the beginning of

t he story

(ii) Describe how a narrator would perform line 4-6 of the second paragraph

(iii) Explain three ways in which the audience can indicate active listening in the performance

of this narrative

(iv) Apart from using the ending formula, how else would a narrator signal to the audience

the ending   of his story?                                                                                    

 

  1. Read the following oral poem and answer the questions that follow:-

Where is she eee

Where is she ee

We want to pamper her

We want to pamper her x2

 

We advise you, we advise you

When you get there respect your husband

When he calls you, respond to his call

So that your marriage can last

 

Both of you may live in peace

Both of you may live in peace x2

 

(i) List down what is lost when the above song is written down

(ii) The above song is a translation from Kiswahili to English. What has been lost in the

translation?

 

(c)  (i) Underline the stressed syllable in the correct pronunciation of the following words

(The dots indicate syllable boundaries)

  • pect
  • view
  • ves. ti. gate
  • so.li.date
  • cu. late
  • vi. de (noun)

 

(ii) Provide another word with a similar pronunciation for each of the following words

  • Feet
  • Alter
  • Ale
  • Cereal
  • None
  • Ate

(d) (i) Explain three things you would do if you were unexpectedly asked to give a short speech

During the form four farewell party

(ii) You are giving this speech without a public address system. How do you ensure you are

heard clearly by everybody

 

  1. i) Read the oral narrative and answer the questions asked.

THE MAN WHO LIVED WITH THE TRIBE OF HIS WIFE

There was a man, it is said, who lived with the ethnic group of his wife. One day he said to his wife, “We are moving away-tell your people.” So she told her people and they gave him the       customary gifts and returned to him a part of his bride wealth.

Then  this  man  who had  been  living with his wife’s ethnic  group  moved away with his family and his wife, and after  he had walked all day  he set up a  camp in a certain place. Then he            said to his wife, “woman, there is a matter I have to discuss with the people whom we left, and I am going back to them. Pen   the animals and wait for me.”

 

So he went back, and when he reached the village in the evening he sat down in the   clearing by the huts, intending to eavesdrop. The people were  gossiping  about and someone said,             “well, let  us all  give  our  opinion of  that  who stayed   with our  tribe  for such a long  time!”

 

“He was a good man.” said one.

“By God, he was a brave man.”

“By God, he was a generous man.”

“By God, he looked after the animals well.”

“By God, he had some knowledge of men.”

 

The whole village praised him, and all the time the man was listening. There was pause,       and then a young girl spoke, “but I know something about him that was bad!”

“What was it?” the people asked.

“He didn’t  go  far away enough from the huts when  he urinated!” at this the whole village  burst in to laughter, but the eavesdropper was  so angry that he  stood up said to them,   “well, by God, I have  moved far enough away now!” to the great astonishment of the whole     village.

 

 

  1. a) How would you performs the narrative in order to capture the audience attention
  2. b) (i) In which tone would the eavesdropper say last line of the narrative
  3. ii) Underline the word in which the vowel sound is different in the following sets of words :
  4. a) ship,        sheep,              sleep
  5. b) Pull,        pool,                book
  6. c) Bark,       park,                buck
  7. d) Might,    height,             mice
  8. e) Barn,      ban,                 bag

iii) State whether the stress would fall on the first or second syllable on the word in

bold by underlining:                                                                                                                                              a) I don’t like associating with that rebel

  1.                         b) Waiyaki had a lot of respect for the elders
  2.                         c) We manage to turn the businesses
  3.                         d) When can you contact me?
  4.                         e) You can access a lot of information in the internet
  5. iv) What would you consider important in giving someone directions especially to a

place that is difficult to trace?                                                                                                                 v) What preparation would you do before attending an interview for a job?

  1.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    Read the poem below and answer the questions that follow:-                                         

 ESCAPE FROM THE CITY

I seek a quiet country life

Without the city’s bursting strife

I seek the sight of trees ablaze

Instead of streets that form amaze

Barbara Klinger

 

  1. i) Identify two sound patterns in this poem and state their effectiveness
  2.   a)       i) rhyme          Life                 Ablaze                         Strife               Amaze
  3. ii) Which words in the poem contain dipthongs?

iii) How could you say the first line of this poem and why?

  1. iv) Describe the rhyme scheme of the poem above                                                            
  2. b)  In each of the following groups of words, one of the underlined is different from the rest.   

                Identify  the word with the different sound:-                                                                 

  1.  i) purse                       further             fury                 nurse
  2.  ii) three                      thick                theme              these

iii) have                     fame                rake                 fate

  1.  iv) heir                       honest             honoraria         harbour
  2.  v) committee             constitution      command       commodity

 

  1. c) Read the item below and answer the questions that follow:-

If freaky Fred found fifty feet of fresh fruit and fed forty feet to his friend Frank,                                      how many feet of fresh fruit did freeky Fred find?

  1.              i) Classify the oral item above                                                                                                                      ii) Identify two characteristics of this genre

iii) State four functions of this genre

           

  1. d) Explain the meaning of the following idiomatic expressions :-
  2.      i) They were taught by the word of mouth
  3.      ii) The guest of honour asked us to lend him our ears

iii) Politicians must now walk the talk

  1.      iv) Daisy has the gift of the gab

 

  1. e) You are a TV presenter with “Duond Joka Nyanam” station. You have been assigned the

                duty              to  interview an important and famous writer in the name of Ngugi Wa Thiong’o.

               How would you  prepare yourself for an effective session with a view to producing a good                            programme?

 

 

  1. a) Read the poem below and then answer the questions that follow:-

                                    SWEET AND LOW

Sweet and low, sweet and low,

Wind of the western sea,

Low, low, breath and blow,

Wind of the western sea!

Over the rolling waters go,

Come from the dying moon, and blow,

Blow him again to me;

While my little one, while my pretty one, sleeps.

 

Sleep and rest, sleep and rest,

Father will come to thee soon;

Rest, rest on mother’s breast;

Father will come to thee soon;

Father will come to his babe n the nest,

Silver sails all out of the west

Under the silver moon;

Sleep my little one, sleep, my pretty one, sleep.

                                    Alfred lord Tennyson.

 

(i) State any two pairs of rhyming words from the above poem

(ii)  Apart from rhyme, with illustrations from the poem, identify any other two techniques                               that have been used by the poet to create rhythm in this poem

(iii) If you were to classify the above poem as a song, in which category would you

place it and why?

(iv) Comment on the number of syllables used in the last line of each stanza.

What does this  tell you about  the rhythm of this poem?

(v) If you were to recite this poem to its target audience, how would recite the last

line of the  last stanza?                                                                                                                              (vi) From the poem, identify any two words containing the vowel sound /Ù/

  1. b) Underline the silent letters in the following words
  2. i) Subtle
  3. ii) Comb

iii) White

  1. iv) Hymn
  2. v) Clinton

 

  1. c) Rewrite the following sentences identifying the stressed syllable in the underlined

                  words    ( use stress marks)

  1. i) Drug abuse is so rampant in coast province
  2. ii) The alarm clock rang on time

iii) Can I have your contact, please

  1. iv) We were forced to desert our fertile land and now, here we are in a total desert

 

  1. d) Carefully study the following conversation and then answer the questions that follow:-.

Juma   : I am so happy! (Jumps up) we finally did it! Four powerful sweet goals!

Solomon: No doubt about that victory! Chelsea…..

Collins            :(interrupting) shut up your pointed beak! Its Chelsea not Chelesea! Simply stated;

the blues.

Solomon: Accept my apology. I didn’t mean to offend anyone. For your information Collins,

Man City isn’t my team. Notwithstanding, the fact remains that Manchester city outran

and outfoxed your team. I saw the match myself.

Juma: Hold your peace, boy. Are you not aware of the adage that goes: he who fights the truth,

fights against God! Chelsea can beat any other team in the English premier league but not

Manchester City: that’s the truth, period.

Collins            : Sure? Come to think of it, have you ever stopped to wonder why all the beautiful women               in  this present world and probably the one that will come, prefer to associate with Chelsea                    players  and fans rather than those of man city? Still wondering? Answer is obvious:  Man               city players are not only short and ugly but also daft morons!

Juma: To be honest, you could be saying the truth as far as your captain’s snatching of Wayne

bridges girl friend is concerned. However, don’t you think it’s a show case of immorality,                 for a married  man like him to engage in an extra-marital affair?

Catherine: Guys, let’s end the entire talk. Why can’t we talk about AFC Leopards, Sofa Paka,

and Western Stima! Isn’t there any football being played in Kenya?

Solomon: True

Catherine: What I…..mean is, who in England talks about Western Stima? Anyway, thanks

for your company! (Walks away)

 

  1. i) Identify and illustrate any two features demonstrated by Collins which indicate lack of

courtesy  while conversing with others

  1.  ii) From the above dialogue, identify any two features of a healthy conversation

iii) With relevant illustrations from the above dialogue state any two features that characterize

natural speech

 

 

 

  1. a) Read the genre below and answer the questions that follow:-

                “How high up has he heaved his heavy hoe?”

  1.   i) Identify the genre above
  2. ii) For what purpose would the above genre be used

iii) Cite one feature of oral skills used in the above genre

  1. iv) Mention two characteristics of the above genre

 

  1. b) Give another word that has the same pronunciation as the words below
  2.             i) Profit
  3.              ii) Mete

iii) Pull

  1.             iv) Dough
  2.             v) Key

 

  1. c)         Imagine that Ngugi Wa Thion’go, the author of the novel ‘The River Between’ has

been invited by the English department to give a lecture on the key themes and aspects

of style evident in the novel, in a week’s time. As one of the students of literature                                             preparing to offer him audience, what steps would you take just before and during

the presentation to ensure that you benefit fully  from the event.

 

  1. d) Read the poem below and answer the questions that follow:

I stood and stared, the sky was lit

The sky was stars all over it

I stood. I knew not why

Without a wish, without a will

I stood upon the silent hill

My eyes were blind with stars still

I stared into the sky

 

  1.  i) Show how the poet has effectively created rhythm in this poem?
  2.             ii) What word would you stress in line 5 and why?

iii) Explain two ways in which you would make the recitation of the first three lines

of the  poem  effective

 

  1. e) Read the conversation below and then answer the questions after it.

Hawa  : Hallo, is that Thatu’s Girl’s school?

Peter   : Yes, what is your name?

Hawa  : Hawa Mukova

Peter   : What do you want?

Hawa  : May I speak to the head teacher?

Peter   : He went to do shopping for his family. What did you want to tell him?

Hawa  : Sorry it is confidential. May I speak to the deputy?

Peter   : He is attending a pre-wedding in fact he is never in school

Hawa  : Oh! I will call later

Peter   : It’s okay

  1.             i) Identify four instances of lack of telephone conversation etiquette
  2.  ii) Write corrections using correct telephone etiquette

iii) Underline the silent letter in the following words

  1. a) Eulogy
  2.  b) Phlegm

                                   

  1. (a) For each of the following words, provide another similar pronunciation.

(i) Site …

(ii) Owe

(iii) Rite

(iv) Road

(v) Blew

(b)      A resource person has been invited to your school to talk on the newly introduced play

An Enemy of the People by Henrick Ibsen. What five things would you do to ensure you

benefit maximumly from this talk?

(c)    Using each of the words given below, construct two sentences to bring out two different

meanings.

  1. (i) Import

(ii) Import.

(iii) Produce.

(iv) Produce

  1. d) Read the following poem and answer the questions that follow:-

                         THANK THE MOTHER

I thank thee mother

Your back I wet

When I leaked

like a broken gourd,

 

Your breast I sought

like a  blind bat,

On your back

I swung like a little vagabond

but you said

‘It’s my vagabond.’

 

(i) Who is the persona?

(ii) On the line ‘Like a broken gourd.’ Which words would you stress? Why?

(iii) How is rhythm achieved in the poem? Illustrate.

 

 

 

(e)       Read the story below and answer the questions that follow:-

There lived two men who were good friends. One of them was very wise and the other very foolish. One day, they argued between themselves, and one said, “I am the wisest man in this country.”  The other said, “No,! I am the wisest.” As there was no way of measuring wisdom, the two men did not know who was  wiser than the other.

One day they were discussing the ill-behaviour of their wives and  one of them said, “If   we want them to behave well we must beat them up. Women are like children, beat them up and  they  will behave well.”

The other said, “No ! if you beat your wife, she will become worse.” After arguing for a long time, they kept quiet and went home. On reaching his house, the man who was in favour of beating wives began to beat an ox-skin vigorously. When the other heard this, he thought the sound came from his friend beating his wife and he took a stick and beat his wife severely until she fell sick and later died.

When the two men met later, it was now clear who between them was wiser than the other.                                                 (Adopted from: The Hyena and The Rock by B.M.

Lusweti: Nairobi: The Macmillan Press Ltd. 1992)

 

            (i) Suppose you are the one narrating this story, what would you do first before narration to

capture the attention of the audience?

(ii) How would you deliver the speech by the 2nd speaker? “No !  I am the wisest.”

(iii) If you are listening to this story, what would you expect the story teller to do so as to

make the story interesting?                                                                                           

 

 

(f)        The following is a conversation between an Admission’s teacher and Juma, a Form One

                         seeking admission to Elimu Secondary School. Study it and complete the blank spaces

                          appropriately.

Juma               :  ……………………………………………………………………………

Teacher          : Good morning young man, how are you?

Juma               :

Teacher          : Welcome to Elimu Secondary School and have a seat.

Juma               : Thank you, Madam.

Teacher          :

Juma               : I’m Hassan Juma Masumbuko.

Teacher      : I have verified your documents and therefore allowed you to join the classroom next

door as our first Form One student this year, congratulations.

Juma   :          

 

 

  1. Read the story below and answer the questions that follow:-

THE CRUEL STEP-MOTHER

Once upon a time, there was a man and wife who had a baby girl. Unfortunately, the wife          died and so, the man married again. He got another girl with the second wife. The two girls           became extremely close; so close that whenever the mother sent one on an errand, the other was             sure to accompany her. The mother, however, did not like the child of the deceased. She would always show her dislike by denying her certain favours. Her feelings became so bad that she   decided to get rid of the girl.

To do this, she dug a hole in her bedroom on a day when the husband was absent and       covered the hole with a cow’s hide. She then called her daughter and sent her to the house of a         friend some kilometers away. As usual, the two girls wanted to go together but the woman          refused, giving the excuse that she wanted to send the other one elsewhere. After the departure of            her daughter, she tailed the other girl and sent her for her snuffbox in the bedroom. Unaware of     what lay ahead, the girl eagerly rushed into the room only to fall into a hole! The mother very       quickly filled the hole with soil, completely disregarding the girl’s screams for help.

When the daughter came back, she merely assumed that the absence of her dear     companion was justified. After hours of waiting, she, however, became impatient and questioned            the mother.

‘Where is my sister?’ she asked

“But she followed you. As soon as she did what I wanted, she ran after you. Now stop         bothering me” the mother retorted.

Time passed and the now anxious girl went round calling out the name of the other one,        but all in vain. Alas …she cried the whole night and the next day and refused to touch any food.       The father helped in the search but to no avail.

After three days, the girl still cried and called the other one. She then heard a very weak voice      responding in song:

Maalya Maalya

Maalya Maalya

Na mwenvu niwe mwai iiee malya

Ekwinza muthiko iiee malya

Wakwisa kunthika iiee malya

Maalya Maalya

(And your mother is the wise one iiee malya

She dug a grave iiee malya

For interring me in iiee malya)

The girl dashed towards the direction of the voice, repeated her cries and again got the   same response. She came to the conclusion that whoever was responding was definitely        underground somewhere in the house. Immediately the father came that day (before the arrival of the mother), she told him what had happened. After hearing the song, the father dug up the place     and pulled out an extremely weak and disfigured daughter. All the three wailed and eventually,        the father gave her a mixture of blood and milk from a goat to drink after which she vomited all      the soil she had eaten. He gave her some more of the mixture after which he hid her.

When the wife eventually came back, the man did not let her get into the house but sent             her for a cow in a far off place. He explained his action by telling her that he had decided to host a feast for relatives (including his in-laws). In the meantime, he sent-for all of them. When the           woman came back with the cow, she found everyone waiting for her. Uneasy now, she sat down   in the place she was shown by her husband. He then stood up and after welcoming all, reminded     them of the lost daughter. He then called upon the wife to explain the circumstance leading to the      sad episode. She hauntingly repeated the now commonly know story. When she sat down, the        husband told this woman’s daughter to repeat her earlier wails after which all heard;

Maalya Maalya

Maalya Maalya

Na mwenvu niwe mwai iiee malya

Ekwinza muthiko iiee malya

Wakwisa kunthika iiee malya

All were surprised to hear the words of the other girl’s song and at that moment; the ‘dead’    girl joined them. The woman was as though paralyzed by shock. The husband then explained the    truth of the matter and told his in-laws to take their daughter with them. They said that if that was             what she had done to the girl, they couldn’t have such a monster in their house. The woman was            disowned by all and chased away.

 

  • How would you say the following opening formula “Once upon a time”?

(b) If you were performing this story what oral skills would you use?

(c) As a story teller, how would you deliver the two songs to portray the different contexts?

(d) If you were one of the relatives invited by the girl’s father, how would you portray

your reaction towards the revelation of the step-mother’s behaviour?

(e) What intonation would you use at the end of this statement and why?

       “Now stop bothering me”

 

 

PART B

(a) Shem showed Sila’s shining shoes shamelessly on Sheba’s shore.

(i) Classify the above genre

(ii) Identify the dominant aspect of style in the above genre and illustrate your answer

with a brief explanation

(iii) State any three functions of the genre identified in (i) above

 

  • Angwech of Shangilia mixed secondary school asked his class to decide on which set of text books in their syllabus they should perform for the rest of the school. She asked Noreen to lead the discussion. Read their discussion below and then answer the questions that follow:-

Mr. Angwech :     Noreen, would you lead the discussion?

Noreen:                Aha, Ok. The question is: What play should we pick for our class play? Does

                               anyone have suggestions? Kabonyi?

Kabonyi:              I suggest we do ‘An Enemy of the People’.

Tom:                     How about ‘Shreds of Tenderness?’

Noreen:                No. I dislike ‘Shreds of Tenderness’

Lilian:                  I love ‘The River Between’.

Kabonyi:               No way! That will make a stupid play! Let’s do ‘An Enemy of The People.’

Noreen:                Peter?

Peter:                   I have never watched ‘Shreds of Tenderness’ but…

Peris:                    It’s a superb play.

Noreen:               Peris, Please let Peter finish then it will be your turn

Peris:                    Sorry.

Peter:                   Anyway, I have seen a play on ‘An enemy of the People’ but I have watched the

movie and I love it

Noreen:                Peris?

Peris:                    I just want to say that I think ‘Shreds of Tenderness’ is a really good play.

Noreen:                Apepo?

Apepo:                  I saw the movie ‘An enemy of the people’ too and I really like it. I loved that part

where Aslasken asks Dr. Stockmann to…

Noreen:                Excuse me, Apepo, but we should talk about that after the discussion is over. Does

anyone have any other suggestions? No? Ok, Kabonyi proposed ‘ An enemy of the

People’, Tom likes ‘Shreds of Tenderness’ and Lillian wants to the ‘The River

Between’. Has anyone seen or read all three? No. Ok? I suggest that we all go to

the library and read them and then continue the discussion in a couple of days. Is

that ok with everyone? Ok. The discussion is over.

 

(i) Identify any three wrong things done by the class in terms of effective communication

 

 

(a) Koech was part of the audience listening to a speech delivered by the Director of Youth

Affairs on how to empower the youth. After the speech the Director asked them questions on

the key issues  which featured in the speech. Koech could not remember much. What do you

think he failed to do during the speech?

(b) You have been invited to give a talk to the Pamoja Youth Group on etiquette. You decide to

focus on respecting personal space in social interaction in your talk. Describe two examples

that you would use to illustrate the different situations in which it would be important to

respect personal  space.

(c) During a presentation, you were interrupted severally by some members of the audience.

Give four reasons why the audience would do so?

 

  1. (a) Identify the silent letter(s) in the following words                                                

(i) Married……………..

(ii) Bomb ……………….

(iii) Difference …………

(iv) Satchet……………….

(v) Buffet …………………..

 

(b) Read the following oral song and answer the questions that follow:-

ORAL SONG

Ndiegu akatsia kusuma

Achima umwana

Numwana akatsia kusuma

Achima ndiegu

 

Ndiegu vava

Ukalilanga gu?

Zunu, zunu, zunu….

 

Translation

Ndiegu went to beg for food

She didn’t give it to the child

The child went to beg for food

It didn’t give it to Ndiegu

 

Ndiegu, please

Why then are you crying?

Pinch, pinch, pinch……

 

(i) Give the characteristics of this oral performance

(ii) What features of oral performance are lost when this song is written down?

(iii) If you were to perform this song before your fellow students in form II, what

accompaniments would make for this audience to remember your performance

for a long time?

(iv) What aspects of this song would make it easy for the audience to join in the singing of

 

     (c) You are required to give an impromptu speech in a crowded assembly of inattentive students.

State what you would do to ensure that they listen to you                                                    

     (d) Divide the following words into their constituent syllable units e.g. Operate – op-er-ate 

    (i) Wonder …………….

(ii) Honey ………………

(iii) Drawback……………

(iv) Town ………………..

(v) Education……………

 

 (e) (i) Two teachers (Mrs. Stima – D.O.S and Mr. Obwaya – the drama teacher) of Kiti High school

are involved in a discussion in the staffroom. They are assessing the possibility of allowing

          students continue with their entertainment on Friday evenings. Complete the conversation:-

Mrs Stima: Mr. Obwaya, do you think entertainment is necessary in this school?

Mr. Obwaya:

Mrs. Stima: More time? This is unacceptable! Let the students do what brought them to school.

This is a school and not a leisure resort.

Mr. Obwaya:

Mrs Stima: In fact we are wasting time discussing this issue. Let’s ban entertainment. We are not

destroying anybody.

Mr. Obwaya:

Mrs. Stima: (calmly) Would you please, explain why you are favouring this issue.

Mr. Obwaya:

Mrs. Stima: But when they go into the dance hall they are never grown ups nor are they

responsible. They should stick to books.

Mr. Obwaya:..

Mrs Stima: I am sorry, Mr. Obwaya, I’ve to cut you short. Are you aware that the majority in

this  school are of the opinion that entertainment should be curtailed?

Mr. Obwaya: (shocked)

Mrs. Stima: That is it. Nothing is going to happen and nobody is going to change this.

Mrs. Stima:…………………….

Mr. Obwaya: yes! Why not? They even need to be added more time

Mrs. Stima: ………………………..

Mr. Obwaya: I agree with you but you know, we may think we are assisting the children but find

we are destroying them.                                                                                  

Mrs. Stima:                                                                                                                           *

Mr. Obwaya: to me entertainment is part and parcel of learning. It is absolutely necessary

Mrs. Stima: ……………………………………

Mr. Obwaya: Students need time away from their books. Let them ventilate their steam.

Furthermore, they are responsible as they are grown-ups

Mrs. Stima: ……………………

Mr. Obwaya: But they need……

They show interruption. if no ellipse or dots, award “0” mark.

Mrs. Stima:                                                                                                                             

Mr. Obwaya: What! It can’t be! You are invited for trouble√                                              

N/B:- The exclamation mark is necessary to show shock.

Mrs. Stima:

 

 

(ii) State two forms of polite address used by Mrs. Stima in the above conversation            (1mk)

 

 

 

  1. (a) Read the poem below and then answer the questions that follow.                        

BOY ON A SWING

                        Slowly he moves                                                        His blue shirt

To and fro, to and fro,                                                            Billow in the breeze

Then faster up and down.                                           Like a tattered kite

 

 

The world whorls by:                                                 Mother!

east becomes west,                                                     Where did I come from?

north turns south                                                        When will I wear long trousers?

The four cardinal points in his head,                         Why was my father jailed?

 

  1. i) Identify any two sound patterns used in this poem and illustrate them.
  2. ii) Why do you thing the poet uses the sound patterns you have identified in (i) above?

iii) How would you say line 2 – 4 of this poem and why?

  1. iv) Give words that sound similar to the following ones in this poem.

Blue  –

Wear

 

b  (i) Rearrange the following words in pairs of homophones.

whines,  mown,    lays,  weather,   dough,  laze ,  moan,  doe,  whether, wine

(ii) Provide minimum pairs for the following words.                                                        

                        /t/                                    /d/

doubt

dt

dor                                                                              

  1. c) You were the best student in K.C.S.E. last year. The principle of your former school has

requested you to give a speech to the present candidates. What important aspects would

you consider in order to enhance effective speech delivery?                                           

 

  1. Read the following dialogue and answer the questions that follow:

Makokha        :           Hi old man! I hope you know why I’m here, Your girl Lavender

loves me and I have come to take her away. Where is she?

Murunga         :           Did I hear you right? Did you say ………………………….

Makokha        :           Yes, Lavender! Just say how many goats you want!

Murunga         :           Who are you? Whose son are you?

Makokha        :           Good heavens! You mean you don’t know f who Iam? You must be

the only one in this village who doesn’t know famous people like

  1. I am Makokha or Deno, the guy whose voice you usually hear

on Egesa F.M. radio. You are a very lucky father- in- law!

Murunga         :           What is the world coming to?

Makokha        :           I hope you are not going completely blind. The world is going

nowhere! It is Lavender who is coming to my three- stories palace.

Ask her to come. I am running late.

Murunga         :      Young man …….. get out of my sight before I set dog, Tobby, on you!

 

 

 

 

  1. (i) Identify and illustrate four things that you find wrong with Makokha’s manner

of speech.

(ii) “Your girl, Lavender, loves me and I have come to take her away.” Rewrite this sentence

in the manner in which Makokha should have uttered if he had a sense of courtesy.

(iii) At one point Makokha deliberately misunderstands Murunga. Identify this point and

state what it reveals about Makokha’s attitude.

 

 

  1. Read the following poem and respond to the questions

I SHALL RETURN

I shall return again. I shall return

To laugh and love and watch with wonder eyes

At golden noon the forest fires burn,

Wafting their blue – black smoke to sapphire skies

I shall return to loiter by the streams

That bathe the brown blades of the bending grasses,

And realize once more my thousand dreams.

Of waters rushing down the mountain passes.

I shall return to hear the fiddle and fife

Of village dances, dear delicious tunes

That stir the hidden depths of native life

Stray melodies of dim- remembered tunes.

I shall return. I shall return again

To ease my mind of long, long years of pain.

 

(a)       i) What three things does the poet wish to return to?

  1. ii) Name the stylistic device to emphasize the poets longing.

iii) Describe two sound patterns used in the poem

  1.                  iv) A poem is best read aloud. What do you think is lost if you read this poem silently?

 

  1. b) Imagine you are part of the audience that is listening to a speech. You look around and notice

that some people are looking at their watches, a few are yawning and one or two are shifting  in

their seats.

  1. i) What would be the likely cause of such behaviour? Mention at least four causes
  2. ii) If you were to be the speaker, what would you do to capture and sustain the interest to

the audience? Mention at least four

 

  1. c) i) For each of the words below give another word with the same pronunciation

Wet –

Soar –

Would –

Tied –

One –

You –

 

  1. ii) Underline the silent sounds in these words

Gain

Helipad

Resist

Rhy

Tomb

Deliver

 

  1. d) What will be the meaning of the sentences below if the underlined words are stressed i) The young tout and the driver, hijacked the car
  2. ii) The young tout and the driver, hijacked the car
  3. e) The phone rings.

Mr. Oundo: (picking the phone) Yes!

Ken            : Who is speaking please?

Mr. Oundo  : What do you want?

Ken              : I would like to speak to …

Mr. Oundo  : Speak up I cant hear what you are saying!

 

      From the above telephone conversation identify and explain at least three cases of lack of

       telephone etiquette                                                                                                                     

 

 

  1. a) Read the poem below and answers questions based on it.

        LISTEN TO THE RAIN

Listen to the rain,

The whisper of the rain,

The slow soft sprinkle,

the drip-drop tinkle,

the first wet shisper of the rain.

 

Listen to the rain,

the singing of the rain,

the tiptoe pitter patter,

the splish and splash and splatter,

the steady sound,

the singing of the rain.

 

Listen to the rain,

the roaring pouring rain,

the hurly-burly

topsy- turvey

Lashing gnashing teeth of the rain,

The lightning-flashing

Thunder crashing

Sounding pounding roaring rain,

leaving all outdoors a muddle,

A mishy mushy muddy puddle.

 

Listen to the quietude,

The silence and the solitude

Of after rain,

The dripping, dripping, dropping,

The slowly, slowly stopping

The fresh wet silent

after time

of rain.

 

  1. i) Identify any two sound patterns employed in the poem
  2. ii) Describe the rhyme scheme of the poem

iii) How would you say the first line of the poem?

 

  1. b) A bear will bear a bear
  2.     i) Classify the above genre                                                                                                                                    ii) State two functions of the genre above

iii) Give another example of the genre

 

.  c) Underline the odd one out

  1. i) Picked                                 wicked                        packed                         sacked
  2.             ii) World                                 worker                         wolf                             worship

iii) Think                                this                              thing                            thistle

  1.             iv) Tube                                  tutor                            turn                             tumour

 

.           d) i) non-verbal  skills  in communication  are  very  important  in the  delivery of any oral  item.

                   State any four forms of non-verbal cues

  1.    ii) Give three reasons why listening is an essential aspect of communication

iii) How would you say the following statements ;

  1.  i) Why do you always come to church late?
  2. ii) Are you the boy who was found bullying the form ones?

iii) I don’t believe your story.

 

  1. e) Imagine  you  are  faced with the  following  situations and  give  at  least  two appropriate 

            responses to  each situation

  1. i) You accidentally knock down another student on the pavement
  2. ii) You are  in a  hurry  to get  to  school  and three people  are  busy  conversing  right  in

the middle   of the  path

iii) Your friend has lost a close relative and you decide to console her

 

                       

  1. Read the poem below and answer the questions that follow:-

 

The sun rises in the east

Sending forth its morning Heat

The lily in the valley below

Reflects its wondrous glow

 

Red yellow pink and white

The roses send out their bright light

It is such a wondrous sight

Beauty shining through the night

 

            (i) Explain one way through which rhythm has been achieved                                            

(ii) Write down the rhyme scheme of the poem.

(iii) Explain any two ways you would ensure your audience enjoys your performance of

this poem

(iv) Which three words would you emphasize in line three of stanza one?

(v) Underline the silent letter in the following words:.

Rendezvous

Condemn

Eulogy .

Phlegm .

(vi) Using each of the following words. Construct two sentences with each to show the two

meanings implied in the word . .

(vii) Your school principal has invited a prominent professor to offer a talk on a topic of students’

interest. Briefly explain any four features that would prove one is not listening

            (viii)        Give a word that sounds similar to the one given below              (3mks) ½ a mark each

Analyst –

Surge –

Session-

Through –

Sterling-

Symbol-

(f) The following is part of a conversation between a student and a principal of some school in

                 Kakamega District.  The student is the chairperson of the school’s writers’ club and is             requesting  for permission for the club members to attend a writers symposium at a neighbouring            school.   Complete the conversation.

 

Student: ………………………………….. . .   …………………………………………

Principal: Good morning, your club patron Mrs. Wasike had mentioned that you would see me about

a symposium but she did not elaborate what is the symposium about and Show will you

benefit from it.

Student:          ………………………………………………………………………………

Principal: That sounds like a very useful symposium How many club members will attend and how

do you intend to finance the trip? .

Student:    ………………………………………………………………………………

Principal: That is a good number, and I hope you will raise enough money from the projects. If some

remains after the trip you could support the school bursary fund. You have my permission.

Student :    …………………………………………………………………………………………

 

 

  1. Fill in the blank spaces with the most appropriate word                         (10mks)

Although     (1) _____President and prime minister effectively (2) _____ a ceasefire

(3)   ______they    (4)______on the telephone    (5) _________     Wednesday night and asked        their lieutenants to cease hostility     6relationship may not b e out of the woods (7) _________.

The President (8) ______Prime Minister differed when Raila   (9)_______ the suspension            of     (10)___William Ruto of Agriculture and Sam Ongeri of Education a week ago.

(Adapted from The Standard Newspaper)

 

.           (a) The following is a telephone conversation between Jane and her mother. Jane is a student at

Mwalimu High School, while her mother, who has been unwell for some time, is a business

lady. Complete the dialogue by filling in the blanks with appropriate responses.

 

MOTHER       : Hello Jane! How are you?

JANE  :            ………………………………………………………(2mks)

Mother                        : Oh! Little girl. Don’t worry about that, I am still on drugs and I believe all will                            be  well very soon. I am concerned about your school work. Have you improved?

JANE  :            …………………………………………………………………………….………

Mother                        : This is great. I have always prayed for you. Don’t relax after mid-term results.

Now make sure that you are working hard to be the best in the district.

JANE  :            …………………………………………………………………………….………

MOTHER       : You are right Jane. Caro is joining University of Nairobi and all of us in the

village are proud of her. Where are you going on the tour?

JANE  :            …………………………………………………………………………….………

MOTHER       : I will send somebody to clear the remaining amount. Next month is only ten

days away.

JANE              :…………………………………………………………………………….………

MOTHER    :  Daddy is doing well but he has gone on transfer to Kianyaga.

 

 

(b) Read the poem below and answer the questions that follow

 

She dwelt among untrodden ways

Besides the springs of dove;

A maid whom there was none to praise

And very few to love

 

A violet by mossy stone

Half-hidden from the eye!

Fair as a star, when only one

Is shining in the sky

She lived unknown, and few could know

When Lucy ceased to be:

But she in her grave, and oh,

The difference to me!

Questions

(i) Describe the rhyme scheme of the above poem                                                               (2mks)

(ii) Which word would you stress in stanza 1 line 4, and why?                                            (2mks)

(iii) If you were to recite the poem in a drama festival, what two performance features would you

employ in the last stanza? Give reasons                                                                          (2mks)

(c) From the following list, write down five pairs of words whose pronunciations are similar                              Abattoir          well                 coup

Rattle              kettle               hail

Nose                zoo                  cape

Hale                tour                 whale

Gape                meteor             noise                                                                           (5mks)

Cattle              knows              cups

(d) Rewrite the following words in two columns of the hissing sounds /s/ and /3/

       depending   on  their pronunciations                                                                              (5mks)

Conscious

Special

Ocean

Measure

Cushion

Explosion

Motion

Seizure

Brush

Fushion

 

 (e) Imagine you have been invited to speak about the role of NACADA in fighting drug abuse

among the Kenyan youth. What would you need to ensure that your speech is successful?

(f) Mention five non-verbal cues you would use to make your speech effective            (5mks)

 

  1. 16. a) Read the poem below and answer the questions that follow;

THE EAGLE

He clasps the Crag with crooked hands:

Close to the sun in lonely hands,

Rung with the azure world, he stands,

 

The wrinkled sea beneath crawls:

He watches from his mountain walls,

And like a thunder belt he falls.

 

Questions

Identify two sound patterns employed in the poem.                                     (2 mks)

What has the poet achieved by use of the above?                                         (2 mks)

Which word would you stress in the last line and why?                               (2 mks)

  1. a) What gestures would you use while reciting line one of the poem?        (2 mks)
  2. b) A small woman who cooks better than your mother, Answer. Bee
  3. i) Identify the above genre.                                                                                    (1 mk)
  4. ii) Give any three functions of the genre above.                                       (3 mks)
  5. c) Write another word with similar pronunciation as these. (5 mks)

Come

aren’t

need

way

oral

  1. d) i) Explain three reasons why listening is an important aspect of communication.
  2. ii) State any three forms of non verbal cues and briefly explain what each of them

entails.

  1. e) Mention the words or expressions you would use in each of the following situation. (3
  2.  i) You are revising for your end term exams at home. Your neighbours are playing very loud

music. You decide to go over to their house to request them to reduce the volume of their

radio.(1 mk)

  1.  ii) A friend of yours comes to your house to invite you to accompany him or her to watch

a movie.

You are unable to accompany him/.her because you have not finished your chores in the house.

You decide to turn down the invitation.                                                                               (1 mk)

iii) Your friend has sent you message that she or he has lost his or her mother. You decide

to console him or her.                                                                                                      (1 mk)

 

 

  1. (a) Read the poem below and answer the questions that follow:

My old man’s white old man

And my old mother’s black

If ever I cursed my old white old man

I take my curses back

 

If ever I cursed my black old mother

And wished she were in hell

I am sorry for that evil wish

And now I wish her well

 

My old man died in a fine big house

My ma died in a shack

I wonder where I’m gonna die

Being neither white nor black                                                (By Langstone Hughes)

 

  1. a) (i) Describe the rhyme scheme of the poem                                                              (2mks)

(ii) Apart from rhyme, identify another sound pattern used in the poem and state its effect

(iii) State the words you would stress in the third last line and explain why                                    (2mks)

(iv) How would you say the last line?                                                                                   (1mk)

  1. b) In which word is the vowel sound different in the following set of words?                  (5mks)

(i)  son, sun, can, hut

(ii) came, come, late, name

(iii) so, sew, sow, sod

(iv) hot, robe, cock, cost

(v) hurt, herd, hard, firm

  1. c) Indicate the intonation pattern in the following sentences                                     (5mks)

(i) Are you serious?

(ii) You must behave yourself

(iii) I am going shopping

(iv) He can’t do that, really!

  1. d)         In a conversation, how does one know it is his/her turn to speak?                           (5mks)

(e) You are attending a seminar with your friend. Halfway through the presentation by

one of the speakers,  she (your friend) tells you that she can hardly concentrate.

Explain any seven strategies you would   advice her to employ so as to listen effectively

and benefit from the talk.                         (7mks)

.

 

 

  1. (i) Read the poem below and answer the questions that follow:

I sit outside my house and listen

From the construction site comes

Pound, push, pull and plunk.

 

I get back into the house and listen

Form her kitchen comes

Wash, swirl and gush

 

To bed I go at last for peace

But

Mutter, wheeze and slurp

 

He snores in peace

While I awake I remain

The noise too intense to ignore

 

Oh! The noise they make

In the house, out the house

Out the bed, in the bed

Why can’t they keep silence?

 

(a) What is the poem talking about?                                                                                      (1mk)

(b) Identify any two sound patterns used in the poem                                                          (4mks)

(c) Which words would you stress in the last line of stanza three? Why ?                          (2mks)

(d) (i)  How would you say the line of the poem?                                                                (1mk)

(ii) Identify four pairs of words with the same pronunciation from the list below            (4mks)

Hale                Pose                missed             draught            mist

Way                bawl                air                    ball                  tile

Why                tall                   pause               draft                hit

Drought           ore                   wail                 till                   heat

(iii) You are a radio presenter and you are scheduled to interview a prominent politician abut

the  current proposed constitution.

(a) What preparations would you carry out before the interview?                           (6mks)

(b) What strategies would you employ during the interview session?                     (6mks)

(iv) Explain any six important details you will use when giving direction to make it accurate.

 

 

 

 

 

SECTION II (Pp2)-

PAPER 101/2 – (COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR)

The KCSE English paper 101/2 has three main parts of:

  1. a) Comprehension – i) Unseen text – 20 mks
  2. ii) The seen text normally an excerpt from one of the compulsory set texts-

25 mks

  1. b) Literary appreciation of either a poem or an oral narrative – 20 mks
  2. c) Grammar – 15 mks

TOTAL – 80 mks

 

SECTION A – UNSEEN TEXT

SECTION B – COMPREHENSION:-

QUESTION 2 – AN EXCERPT FROM ONE OF THE COMPULSORY TEXTS

SECTION C

QUESTION 3 – LITERARY APPRECIATION

This area consists of either a poem or a narrative. The candidate is expected to carry out a comprehensive literary appreciation

POEMS

ORAL NARRATIVES

GRAMMAR – QUESTION 4

 

                                                                         Section A –  COMPREHENSION

  1. Read the passage below and then answer the questions that follow            

WOMEN IN IRAN

So far, everything seems normal. But in the illustrations accompanying this description the            ballerinas have  been  air-brushed out. Instead, an empty space, the floor and the blank wall meets           the eye. Like so many other images of women in Iran the ballerinas have been censored

Dega’s painting is emblematic of a basic paradox of life in Iran, 20 years after the Islamic         revolution. On the one hand, the regime has succeeded in completely repressing Iranian women.     At any Government Institutions, Universities and Airports there are separate entrances for         women, where they are often checked for signs of violating the strict dress code. They are        forbidden to go out unless they are covered by clothing that conceals everything but their hands     and faces. At  one of  the  universities where I  used to  teach, I’m told a female  professor was     expelled  because her wrist  had shown from under her sleeve while she was  writing  on  the           blackboard.

Yet these measures, meant to render women invincible and powerless, are paradoxically making women visible and powerful. By attempting to control every aspect of women’s lives and             by staking its legitimacy on the Iranian people’s supposed desire for this control____the regime           has unwittingly handed women a powerful weapon; every private act or gesture in defiance of official rule is now a strong political statement.

Meanwhile, because its extreme regulation of women’s lives unnecessarily intrudes on the            private lives of men, the regime has also alienated many men who initially supported the            revolution

Women on the eve of the Islamic revolution were active in all areas of life in Iran. They       were encouraged to participate in areas normally closed to them. Women were police officer,    judges and pilots-active in every field except the clergy.  By 1978, 22 women were members of       parliament and two sat in the senate.

The Ayatollah Khomeini accused them of betraying culture and tradition. Dr. Farrokhrou      Parsa was one of these alleged traitors. She gave up her medical practice to become principal of   the girls school I attended in Tehran. Then she became Iranians first female cabinet minister, in    charge of education. When the Shah was ousted, Parsa was summarily tried and executed. She    was charged with “corruption on earth, warring against God” and “Expansion of prostitution”,          allowed no defense nowhere and sentenced by hooded judges; she was put in a sack before being   killed.

Ayatollah Khomeini tried to expel women from the public sphere was not surprising.       What was surprising was the leftist members of the revolutionary coalition who went away.          The leftist had traditionally appeared to support women’s rights. However, their            totalitarian      mindset was    ultimately more at ease with the rigid rule exposed by the    reactionary derics with           the pluralistic approach favoured by the women’s movement. Thus, when the Ayatollah       began his crackdown, he had the full support of the leftists.

Many Iranian women, on the other hand were not so pliant. On a cold day in March 1979,   thousands of shouting women massed Tuto one of the Tehran’s wide avenues. They had gathered   to express their resistance to the Ayatollah’s attempt to make them invincible.

Some days earlier, the Ayatollah had annulled the family protection.

 

  1. What reason did the Ayatollah give for wanting to make women invincible?
  2. Do you think the writer of this passage is male or female? Support your answer
  3. Give: i) Cite one of the repressive laws against women.                                                                                                   ii) Why was the professor expelled?                                                                                              4. List the three accusations leveled against Dr. Farrokhrou Parsa in the passage.
  4. Describe the theme in this passage.                                                 6. Before the Islamic revolution in which areas were women encouraged to participate?
  5. Explain the paradox the author refers in the third paragraph which begins, “Yet these measures”
  6. Describe the writer’s opinion on the treatment of women in the passage
  7. Explain the meaning of the following words and phrases in the passage
  8.             i) censored –
  9. ii) emblematic –

iii) alleged –

  1.             iv) leftist-                              
  2.                         v) espoused-
  3. What title can be given to this passage?                                                             

 

  1. Read the passage below and then answer the questions that follow:-            

 

he research by the Maendeleo ya Wanaume Organization that reports a case of reversed      roles where men are made to cook, wash clothes, clean the house, utensils and baby sit   should reveal more anddelve into the causalities rather than issue inflammatory findings with alarming statistics that will only serve to scare courtship.

It should be noted with clarity that societal transition are normally treated with a lot of    caution, sobriety and reasonableness to avoid endangering the very fabrics that hold the society   together. This is because it’s a process that takes time to sink, be appreciated and acceptably    embraced. Equally, the connotation reversed roles imply replacement of male domination by female domination instead of hybrid system where roles are shared equally and help handed out            where necessary to supplement each other’s effort.

Gender refers to women’s and men’s socially defined roles and characteristics that are shaped by historical, economic, religious, cultural and ethical factors.

Gender is learned through socialization, it is not fixed, it is changeable. Gender stereotypes      therefore include comments like, women are weak and cowards, gentle, nurturing and caring   while men are bread winners, decision makers and generally aggressive.

The African society and Kenya in particular is patriarchal. A social system based on male             privilege and power in which women are regarded secondary and created for the service of men.

Patriarchy is mostly for men and that’s why men feel threatened when patriarchy is    challenged. However, research has shown that not all men are winners under patriarchy.

This is because patriarchy puts a lot of pressure on men to perform and become           workaholic in a struggle to maintain the family, for example, research has shown most     millionaires in the US are women, widows of men who died young from diseases related to over          work.

Since gender is societal creation and not biology, it can be changed, albeit gradually.

The stubborn men who live in the past should be prepared for feminism approach that perceives and interprets social situation from a woman’s point of view.

According to this approach, female oppression should be addressed adequately.

Here, the area of focus includes: Education and legal rights for women. Economic rights,        that advocate’s equal access to properties, jobs and career. The puzzle however, is where the             approach leaves men, especially if the process is forceful.

Gender equity is an idea whose time has come as statistics indicate girls perform better            than boys in schools and ladies are more preferable by employers than men due to hard work,    honesty, loyalty and cost effectiveness.

Women must also rise to the occasion, take responsibility with caution and cease to be      victims of inferiority complex.

Change must not translate to arrogance and revengeful attitudes that will paint women as           heartless. Life is meaningless without effective family institution. Let’s ensure our society does             not fall apart.

(Adapted from Sunday, May 31, 2009)

 

(a) In what way is gender a socialization process?                                                                                       (b) According to the passage, what is gender stereo typing?                                                (2mks)

(c)Explain the contrast between the hybrid system and the case of reversed roles    (2mks)

(d) What evidence is given to show that not all men are winners under patriarchy?

(e) What is the writer’s tone in the passage?

(f)Re-write the following beginning; (Not fixed ………………

Gender is learned through socialization, it is not fixed, it is changeable.

(g) In a summary of about 60words, describe the writer’s attitude towards women

Rough copy

Fair copy

(h) Explain the meaning of the following words and phrases as used in the passage.                                               (i) Inflammatory…………….

(ii) Sobriety…………………………

(iii) Feminism approach………….

 

  1. Read the following passage and answer the questions that follow:-    

The river ,the forest and the  sky  all drew Densu  to  the  top  of  the hill with a power  he         had  no need to  fight against. He asked Nyaneba if there was no more work  he  could  do  on  the    farm up there. But at that time there was nothing really, and Nyaneba almost scolded him when he           asked once more what was there to do.

“Densu,” she said at the end of her patience, “the animal that does not rest gets so angry   and unhappy that it spreads destruction wherever it goes. A human being works fully when there           is work to do. A human being rests fully when the season for rest comes.”

Densu did not importune Nyaneba about work any more.  Almost everyday he climbed up             the hill and sat on the warm rock looking at the river and the forest canopy. From where he sat,   the river now looked thin and completely still. Seeing it at a distance, he had to think before it      became in his mind a moving thing, not a dead, flat sheet shining passively in the sun.

So he knew the river’s motion in his mind, though his eyes perceived stillness. Once the      motion was clear in his mind, it did not stop. It flowed inathought stream that could take him from        the present all the way back to moments so far in the past his remembrance surprised him.

Some of the memories he would never understand. He had known a great happiness at a             time about which he remembered nothing but the feeling itself. This remembrance took his feeling           back to a time when he was helpless but feared nothing because there was a presence around him     that made fear a stranger. He had told people about this feeling and always left them puzzled

They said he could have had such a time, because his father died before he was born, and his            mother also died in child birth. Yet the feeling was part of his memory, and it was so strong he      knew it was true, in spite of what others saw and said. And often as he grew up, he found himself             searching, sometimes in anguish, sometimes with sheer desire for a return of that time and of the        feeling.

Yet life at times became an argument saying that presence, that wholeness he remembered           so mysteriously and sought so naturally, would never be possible in the world outside the wishing            mind. He had  known people  at Esuano, and begun to sees life  clearly, but most of the people       and most of  the life he saw  led his  mind far astray from the  peace he sought.

This too he remembered: in his twelfth year something strange had happened. A white      man had arrived at Esuano. He was not an official from the castle at cape coast, so people were     astonished to see him there at all. They were more astonished when he told them he was a trader     on the coast, but had grown tired of trading. He said he wanted to rest.

People shunned him. They were afraid of him and they had reason enough. He lived as if he and water had quarreled bitterly. He did not like food. his sustenance was drink  and when he     was really  hungry  he  would look for  fruit, like  a child at play, and  that  would be his  meal.

Densu went to him and sat watching him. He still went to him long after the other children             had fled in fear. One day the stranger white man stopped singing his drunken songs, pointed to his            heart and shouted something.

“Collins!” He repeated the name, stabbing his breast repeatedly with an extended finger.

When he stopped, Densu pointed to himself and said “Densu.” The white man roared      happily. He seemed immensely pleased with himself that Densu had understood him, as if he had actually taught him to speak. He began a game of names, teaching Densu English words and    learning Akan words from him.

In less than a month the game of words changed. It became even. Densu went to Collins        whenever he had time. The idea of learning the strange language of the white excited him, and he    worked hard to make free time for his new passion. Collins taught him willingly. He seemed to live for the hours when the eager boy came to talk to him.

But Collins stopped asking Densu the Akan names of things. With an eagerness answering   the boy, he taught him as fast as he could absorb new knowledge, and his yellow-red face  exploded with joy when Densu began at last to speak to him in his own  language. The solitary white man then gave up all pretence of wishing to learn Akan. He was happy enough to have a   person to talk to and teaching Densu to read and write gave him something to do when he was not drinking.

Densu asked him why he had left cape coast to come to Esuano. The white man’s answer was quite incomprehensible  to him. All he understood was that the mention of cape coast made     the white man violently angry. Once, later, Densu asked him why he did not go home.  The            drunken man wept tears at the questions. From then on Densu did not ask him any such questions   again.

In his first months at Esuano the white man Collins sold a few things to the few who had   any money. But after his third month at Esuano he sold nothing. Knowing adults predicted he     would die in a matter of weeks. They were disappointed and embarrassed when in spite of the       way he drank and starved himself, he remained noisily alive.

 

  1. a) Why did Densu spend most of his time seated on the rock up the hill?
  2. b) What effect did the river have on Densu?
  3. c) Who was the stranger and how old was Densu when he arrived?
  4. d) What does “He lived as if he and water had quarreled bitterly,” mean?
  5. e) People dislike the stranger (Rewrite beginning with, “The stranger………
  6. f) From what tribe does Densu come from?
  7. g) Write notes on why Collins was eager to teach Densu his language and why he stopped

learning  Densu’s language

  1. h) Identify and explain one character traits of Densu                                                                                               i) Give the meaning of the following words and phrases as used in the passage:-                                                      i) Importune –
  2.                         ii) Canopy –

iii) Stabbing his breast……

  1.                                     iv) Shunned………………………
  2.                          v) Incomprehensible……………………

 

                       

  1. Read the following passage then answer all the questions that follow:    

It is said that behind every successful man there’s a woman, so how can we help our sons succeed? By bringing them up in such a way that they understand their role as leaders, providers   and protectors.

And how can we do this successfully? By noting their masculine qualities and praising    them for these .Take note when they excel in masculine roles and encourage them. Admiration is   the food of a man’s soul. Never belittle your son’s masculinity; it hurts very deeply and might result in deep resentment.

Are you faced with a rebellious son? Mind your language when you talk to them; you        might be scolding him for doing or not doing something while inadvertently belittling his   masculinity. Try the opposite for change; praise him and see how this transforms him. The untidy   room will be a thing of the past, as will many other pains you have been wishing away. Relate the duties you assign him to his masculine qualities and he will be very glad to help. When he is            facing failure or a crisis, reassure him that you believe in him and his ability to pull through, no     matter how difficult the situation might appear. Do not mock his ability to overcome a difficulty.   Use statements such as “this might be the door to opportunity, a stepping stone to greater          success.” who wouldn’t excel when someone who matters to them like a mum believes in them?   A word of caution, though: we must be careful not to push our sons to become what they are not             interested in being.

Allow them the freedom to make choices and let them learn from mistakes. There’s a         greater temptation to be bossy towards our sons, but we need to refrain from giving detailed            instructions on the what, when, how and where every action they take. Let him know when you            disagree with his decision, but tell him he can still count on you

For the women who have taken over leadership in the home, you need to let go and build    your husband by encouraging him to take up that role. This will allow you time to be a mother    you need to be, one who can nurture her sons and be a homemaker. Our sons need to learn from   their fathers what it means to be a responsible man.

And to those women who are sacrificing their children’s well-being for careers I suggest,        learn from miss Taylor Caldwell, an Anglo- American writer with several awards to her credit o            once remarked: “I’d rather cook a meal for a man and bring his slippers and feel myself in the       protection of his arms than have all the citations and awards I have received worldwide”

(Adapted from Daily Nation)

 

  1. a) What is the role of mothers in the success of their sons?
  2. b) i) How can parents help their sons overcome the challenges they meet while growing up?
  3.                 ii) What precautions should sons take in to account so as to achieve their ambitions?
  4. c) Give three disadvantages of women taking leadership at home.
  5. d) Give a reason why Miss Taylor is mentioned in the last paragraph.                                                 e) In not more than 65 words, summarize the ways parents can deal with rebellious sons:-

ROUGH COPY

FINAL COPY

  1. f) Explain the meaning of the following phrase and words as used in the passage
  2.  i) “Admiration is the food of a man’s soul”…… …
  3.  ii) Masculine……………………………

iii) Bossy………………

 

 

  1. Read the following passage then answer questions that follow.

Soil erosion is a continual process in nature. Over the centuries weather and rocks interact to replace work out soil. Much as man renews his outer layer of skin. But the accelerated soil           erosion created by man often destroys faster than nature can renew. It usually results from rapid      and thoughtless exploitation, an attempt to obtain the maximum product as quickly as possible.     This attitude has led to excessive cultivation, deforestation, overgrazing, failure to consider the   nature of the soil and its environment and reluctance to devote labour and finance to maintaining            its qualities. The results are seen in the barren lands of North Africa, the Middle East, and south                china. And soil erosion has been a factor in the downfall of past civilizations. Perhaps the most             frequently quoted example of soil erosion is that of the American dust bowl. Its natural             equilibrium was upset by over cultivation and the land was reduced to near desert conditions.       Wind erosion accelerated the process assisted by a succession of the dry years. There are many      areas of the USA which have felt the impact of wind erosion. Others have been subject to water     erosion on land which, through misuse has lost its fertility.

A number of measures which help to conserve soil have been in use for centuries in many       parts of the world. Their primary aim is to make the best use of rain. They include terracing,          contour farming and strip ploughing which control the quantity and pace of water run-off. Over      the years, many of the best soils have been developed under grass. The soil itself must have a   good biological content of minute organisms to circulate the nutrients and to maintain a health          structure. With some crops, soil conservation is facilitated by allowing weeds to grow or by      cultivating leguminous crops. These help to protect the soil from wind and water erosion and can     be ploughed back as manure.

To restore vegetational cover to barren lands is a slow process, but the scientific and technical problems are far outweighed by those arising from man’s use of domestic animals,      notably goats and sheep. These animals have caused soil erosion in many areas and it is urgently             necessary to have more control over them. Goats and sheep have grazed large areas of       Mediterranean countries into subsistence farming or deserts; they prevent tree growth and have   reduced the average tree line by 1000 feet in four centuries. Unfortunately they and cattle are still          being introduced into areas being cleared of forests in Africa. For example, the cattle of Maasai in     Tanzania give rise to much erosion in their now restricted territories. In many instances, a far    greater yield of protein could be obtained by ‘farming’ the wild animals in these territories. These             animals and plants on which their life is based have achieved a harmony or balance in their            relationship which, history, shows is rarely achieved between the goat, as farmed by humans, and          its terrain.

Adapted from Man and Environment by Robert Arvil

 

  1. Explain how soil erosion replace work out soil
  2. Soil erosion is said to be a naturally occurring process in nature. What role does man

play in making soil erosion a harmful process?

  1. Perhaps the most frequently quoted examples of soil erosion is that of the American

dust bowl.    Begin: The American dust bowl…………………)

  1. How does the writer show that soil erosion is a global problem?
  2. Which is the greatest consequence of soil erosion recorded in history according to this

passage?

  1. It usually results from rapid and thoughtless exploitation, an attempt to obtain the

maximum product as quickly as possible. State the word class of the underlined words

as  used in the passage

Example: Exploitation: noun

Usually:…………………………………………………………….

Thoughtless:…………………………………………………..

  1. Why do you think the word: ‘Farming’: in the last paragraph has been put in quotation                                  marks?
  2. What measures have been used in many parts of the world t o conserve soil?

(Answer in note form)

  1. Explain the meaning of the following words as used in the passage.
  2.                          i) Renew…………………………………
  3.                          ii) Barren……………………………………………

iii) Pace……………………………………

 

  1. Read the passage below and then answer the questions that follow:-            

A situation whereby a large number of mentally and physically capable people of working      age are willing to work but cannot find work is usually known as unemployment. In Africa, the            unemployment rate is estimated to be 27-29%. This way beyond the usual acceptable rate of 4%.            This is a grievous situation which has contributed to the soaring levels of poverty witnessed all    around us.

But what are the causes of unemployment? Can anything be done to ease the situation?        First. Political upheavals have played a key role in promoting the sky rocketing levels of      unemployment. Civil wars and ethnic clashes have led to bloodshed and massive loss of life. As is           expected, foreign investors have fled for their safety. They have shut down their companies and    relocated their businesses to places that are more conducive to the thriving of their enterprises.             The results are usually jobless and consequently poverty.

Ordinary citizens rarely ferment political trouble. Their “leaders” do it in an effort to           upstage one another and make political and economic gains. Through their vote, citizens have the            means of ensuring that such people do not accede to power.

Contrary to expectation, international trade has not helped the situation for a long time.       The developed countries, instead, have taken advantage of this trade to exploit Africans making        them even poorer. Liberation of trade has meant that goods from all manner of places are allowed          into the country. Most of these are cheaper than locally produced ones because the costs of   production are lowered by efficiency factors and government subsidies. As a result local infant   industries are unable to compete and end up collapsing. Once again many are left unemployed.

In addressing this problem, the buck stops with African governments. It is upon them to   create an enabling environment for local industries by way of improving infrastructure and       security and also giving tax waivers. Sound policies that enhance efficiency in the sector should           be instituted.

In addition, the unemployment problem is worsened by a shortage of entrepreneurs. Many people lack the necessary skills, spirit of boldness and risk taking attitudes required in starting business ventures. Though they have the capital, they do not invest it locally. Thus they deny        many people a chance for employment. Some prefer to stash their money in foreign accounts.

A sense of patriotism is called for here. Nothing gives greater joy and satisfaction than         knowing that one has contributed to the betterment of the lives of others, as they say east or west,         home is the best, and so investing locally will have multiple benefits. African governments and             NGO’s must also do more in equipping those interested with entrepreneurial skills.

Moreover the African system of education has failed to change the white collar job        mentality. Many are those who believe that these are more prestigious and better paying than blue           collar jobs. This has meant that opportunities in the informal sectors go unexploited while there is            excess unabsorbed labour in the white collar sector.

To solve this problem, People need to be socialized differently. The 8.4.4 system of        education in Kenya is a step in this direction. One of its objectives is to equip its recipients with         progressive attitude and skills necessary for self-reliance.

As we have seen, unemployment is a big problem in Africa; it is directly connected to the         high poverty levels crippling many people. However, with concerted efforts, the situation can be    alleviated.

 

  1. a)         What is the subject matter of this passage?
  2. b)         According to the first paragraph, who are the unemployed?
  3. c)         How would citizens ensure their peace?
  4. d) Rewrite the following sentences by putting the first three words in parenthesis:-.

“Through their votes, citizens have the means of ensuring that such people do not

accede to power”

  1. e) According to the passage, why is the expression “their leaders” enclosed in

quotation  marks?

  1. f) Explain what is meant by “the buck stops with African government.”                                                g)         Make notes on the effects of international trade
  2. i) Ease…………
  3.                          ii) Accede…………

iii) Patriotism………

 

  1. Read the following passage and answer the questions that follow.                                                                          

All the interested parties in the education sector are impressed by the Kenya National          Examination Council’s measures to ensure this year’s national examinations are free of cheating.

It is for this reason that the 276,224 Kenya Certificate of Secondary Education        Examination (K.C.S.E) candidates have 4,834 examination centres manned by 4,886 supervisors who are assisted by 13,796 invigilators. All these are qualified teachers who have been recruited      mainly for their integrity.

The centres are manned by 4,886 armed police officers who are ready for action should there be trouble. And as if this is not enough, there are 686 senior officers manning areas at        stations where examination papers are kept.

Before they get into the examination rooms, the candidates and thoroughly searched. Bags            containing question papers are opened by the supervisor in the presence of all candidates and           thoroughly searched.

Any remaining question papers are sealed and kept in full view of the candidates during       the particular paper’s entire duration.

At the time of sitting for the paper, candidates are under hawk-eyed invigilators. And at    the end of the paper answer booklets are sealed as all candidates, invigilators and the head teacher       witness. All these measures are commendable.

The KNEC deserves a pat on the back also due to the fast reaction Kenyans received from             it whenever the media report leakages, which, in any case, turn out to be hoaxes. In fact, all             doubting Thomases are beginning to have faith in the KNEC.

However, all these money-guzzling measures would be unnecessary if Kenyan students         had been brought up in a morally upright environment.

Examination cheating shows how morally deprived our society has become. It is a sign       that parents and teachers have failed in their duty of moulding the youngsters.

Kenyans must stop and think why the current generation believes in short cut to its desire     and does not wish to sweat for it. As Kenyans, we should find out if our education system is    catering for the students’ moral and ethical needs. Whenever things go wrong in education,           interested parties are quick to point accusing fingers.

Teachers blame parents and the society and parents blame teachers. This dangerous buck-         passing game should be stopped to save the youth who are foundation of the country’s future.

The responsibility of instilling moral and ethics rests squarely on education institutions.     School play a crucial role as far as the transmission of value is concerned as once children start      going to school; they spend more time with teachers than with any other person.

This is why what teachers say is gospel to them, and not even parents can make them think

otherwise.

A teacher can make a great contribution to the fostering of sound and religious values in      children by taking interest in their behaviour.

                                                                                    (Adapted from the Saturday Nation, November 3, 2007)

 

  1. a) Make notes on the precautions put in place to ensure that the national examinations are                                free  of cheating.
  2. b) Give two reasons the writer attributes to the examination cheating.
  3. c) Why does the writer think that instilling morals and ethics solely rests on education

institutions?

  1. d) The KNEC deserves a pat for taking (strong) measures to curb examination anomalies.

Use the word in brackets appropriately.

  1. e) Explain the contextual meanings of the following words.

(i) Manned  … controlled

(ii) Hoaxes  ……

(iii) Guzzling …

(iv) Buck-passing –

 

  1. Read the passage below and then answer the questions that follow:-            

You could win a car, a motorcycle, or a generous cash reward. But you have to score

an ‘A’ in the Kenya Certificate of Secondary Education first.

As the cut throat competition for the best performance among schools intensifies,      ingenious school administrators are coming up with all kinds of rewards to motivate their students           to turn into top performers in the national examinations.

The top reward, a car, was promised to the top student at Nairobi school, while Alliance            and Mang’u high schools promised to reward each ‘A’ grade student with shs.10,000.

But Kianjuri High school has a different reward altogether.

At the beginning of 2006, 14-year-old Francis Itote walked through the wrought iron gate       of Kanjuri High school. Four years later, he rode out of the school on a brand new motorcycle.

Itote’s new ride was a gift from the school’s board of governors because he had given the school         its first ‘A’ in the last five years.

The board had challenged last year’s candidates with an enticing offer; anyone who got an      ‘A’ in KCSE would receive a motorcycle, with a one year comprehensive insurance cover and shs.5,000 cash prize. The motorcycle is valued at shs.70,000.

In a region where motorcycle taxis are valued by enterprising youth, the prize elicited   immediate and intense competition among students.

As the motorcycle was officially handed over to 19-year-old Itote at a colourful ceremony    on the school’s football field; students could not wait to dash back to class to study in a bid to         claim the motorcycle next year.

“If I get one, I will go straight into the boda boda business,’ said Max Muturi, a form four    student.

All over Kenya, school boards as well as old boys and girls associations are willing to        spend millions on incentives for students.

But education officials, including school principals, warn that these material rewards may   not be the best way to prepare top students to face the challenges of everyday life after school.

“Motivating students by giving them money may not be sustainable in the long run,’ says            Patrick Nyagosia, a provincial director of education.

The official warns that once top students step into a world where money is scarce; their    level of motivation might come crashing down.

Dr. Stephen Wahome, a clinical psychologist with psychological Health services, Nairobi,       concurs. If not well handled, some of the incentives given by schools can easily end up doing          more harm than good.

“Unless the reward had some relevance to the young learners’ mental and emotional        status, it can easily disorientate them,’ warns the psychologist.

(Adapted from ‘Saturday Nation’ March 27,2010)

 

 

(a) Why do school administrators come up with all kinds of rewards?

(b) In note form, list the types of rewards offered by the various schools

(c) What is the main requirement to deserve the above rewards?

(d) According to the passage, what enabled Francis Itote to ride out of school on a band new

motorcycle?

(e) If I get one, I will go straight into the boda boda business.

                  Rewrite using ‘unless’ …………………………………………………………………..

(f) What is ironic about the mode of rewards given to top performers by school   administrators?

(g) School boards as well as old boys and girls associations are willing to spend millions on

incentives for students.  Rewrite using …not only….

(h) Briefly describe the author’s attitude towards material rewards to students

(i) Explain the meaning of the following expressions as used in the passage:

enterprising youth…….. young, industrious people(1)                                                         

challenges of everyday life………. ups and downs faced in life(1).                                      

disorientate……………….. make unstable.(1)..                                                                        

 

  1. Read the passage below and then answer the questions that follow:-            

Unquestionably a literary life is for the most part an unhappy life; because if you have         genius, you must suffer the penalty of genius; and, if you have only talent, there are so many cares          and worries incidental to the circumstances of men of letters as to make life exceedingly   miserable. Besides the pangs of composition, and the continuous disappointment which a true       artist feels at his inability to reveal himself, there is the ever-recurring difficulty of gaining the public ear. Your writers are buoyed up by the hope and the belief that they have only to throw that            poem at the world’s feet to get back in return the laurel _crown: that they have only to push that     novel into print to be acknowledged at once as a new light in literature. You can never convince a    young author that the editors of magazines and the publishers of books are a practical body of             men, who are by no means frantically anxious about placing the best literature before the public.       Nay, that for the most part they are mere brokers, who conduct their business on the hardest lines of a profit and loss account. But supposing your book fairly launches, its perils are only   beginning. You have to run the gauntlet of the critics. To a young author, again, this seems to be            as terrible an ordeal as passing down the files of Sioux or Comanche Indians each one of whom is            thirsting for your scalp.  When you are a little older, you will find that criticism is not much more            serous than the bye-play of clowns in a circus. When they beat around the ring the victim with    bladders slung at the end of long poles. A time comes in the life of every author when he regards             critics as comical rather than formidable, and goes his way unheeding. But there are sensitive          souls that yield under the chastisement and, perhaps, are the saddest example of a find spirit             hounded to death by savage criticism; because whatever his biographers may aver, that furious    attack of Gifford and Terry undoubtedly expedited his death. But no doubt there are hundreds         who suffer keenly hostile and unscrupulous criticism, and who have to bear that suffering in      silence, because it is a cardinal principle in literature that the most unwise thing in the world for   an author is to take public notice of criticism in the way of defending himself. Silence is the only      safeguard, as it is the only dignified protest against insult and offence.

P.A. Sheehan

 

(a) Why is the literary life mostly an unhappy one?

(b) What are the ambitions of a young author?

(c) Are editors and publishers sympathetic to young authors?                                                         (d) What is ironical about the way editors and publishers operate?

(e) What are some of the ordeals awaiting the young authors from the critics?

(f) Why is Keats mentioned?

(g) How, according to the author, should a writer respond to criticism?

(i) Explain the meaning of the following expressions as used in the passage

men of letters.. –

a new light in literature..

chastisement.-

(h) Why does the writer of this extract call editors and publishers “mere brokers”?

 

 

  1. Read the following passage and answer the questions that follow:-

 

Ethnocentrism is a way of putting ourselves at the centre of everything and judging all      others by our standards. It is a universal weakness and one that is at the root of most tribal and       racial misunderstandings. While we consider ourselves superior and exalt our customs, we look    down with scorn on those who behave differently from ourselves. They are lazy, unintelligent,         immoral, un-enterprising, and materialistic. The more different these people are from us, the     stronger our condemnation.

But this outlook raises a key question – what are the criteria for making these judgments?        In each society, customs evolve to meet specific needs. It is when outsiders judge these customs           against their own, particularly when they are very different, that they find them absurd, illogical         or even downright savage.

Here in Kenya as many parts of Africa, old people are held in very high esteem. Custom          demands respect for the old, and in some cases, superstition enforces it by threatening that if the    old are treated badly, their ghosts will take revenge on those who were unkind to them. The old    people therefore enjoy a great deal of respect; they are consulted in decision- making and they        continue to head their house holds even when their sons are grown up. We find it inconceivable    that the people could treat their old in any other way.

When we learn that some nomadic tribes in Australia and Brazil used to kill their old, we    immediately label them as barbaric and uncivilized. And yet, for those people, it was a perfectly       practical thing to do. They had to walk long distances in search of pasture, often with enemies in       pursuit. The old were a burden and if captured would be tortured to death; it was kinder to kill       them

A further example of apparently strange behaviour is the treatment of old people in some           modern European families. They put their old in homes for the aged, a practice which we may        find cruel and selfish. Within the framework of these societies, however, this is quite acceptable. Many European houses are small, and domestic help is not readily available to care for the old. In    an old people’s home, they will have more company and attention. None of those ways is superior          to the others. They are all ways of coping with the problem of the old and as long as they do not       create discord in the society, they are justifiable.

Variations abound in all forms of behaviour. What, for example is the standard form of         greeting? For some of us, the American nod of the head and ‘Hi’ may appear too casual and             impersonal. To the Americans, our elaborate handshaking and exchange of courtesies may appear   too ritualistic and a waste of precious time. The Baganda women kneel in greeting. Those     sensitive about equality of the sexes may find this behaviour objectionable. The French hug and    kiss when they meet friends – some Africans may find this embarrassing.

The increased speed of travel has in a sense created a world community. There is even some validity in talking about the international man- one who can travel to any corner of the globe          equipped with international language, dress and manners. But shall become sufficiently       internationalized so that we are no longer ethnocentric or shall we always remain intolerant?

 

 

Questions

  1. a) What is at the root of tribal and racial misunderstanding?
  2.      b) Why should we not condemn other people’s customs?                                                           (3mks)
  3.     c) Explain the irony in the way some nomadic tribes in Australia and Brazil used to treat

their old   (3mks)

  1. d) Why does the author contrast how Kenyan’s treat the old and how the old are traditionally                      treated  in Brazil and Australia                                                                                        (2 mks)
  2. e) What is the writer’s attitude towards the old people among the nomadic tribes in Australia

and Brazil

  1. f) Here in Kenya, as in many parts of Africa, old people are held in very high esteem.

(Rewrite beginning: Old people…..)                                                                               (2 mks)

  1.  g) State the theme of this passage                                                                                        (2 mks)
  2. h) Explain the meaning of each of the following words:                                                     (5 mks)
  3.         i) Root
  4.         ii) Exalt…………

iii) Inconceivable

  1.           iv) Apparently
  2.         v) Discord

           

 

 

  1. Read the following comprehension passage and answer the questions that follow

Ethnocentrism is a way of putting ourselves at the centre of everything and judging all      others by our standards. It is a universal weakness and one that is at the root of most tribal and       racial misunderstandings. While we consider ourselves superior and exalt our customs, we look    down with scorn on those who behave differently from ourselves. They are lazy, unintelligent,         immoral, un-enterprising, and materialistic. The more different these people are from us, the     stronger our condemnation.

But this outlook raises a key question – what are the criteria for making these judgments?        In each society, customs evolve to meet specific needs. It is when outsiders judge these customs           against their own, particularly when they are very different, that they find them absurd, illogical         or even downright savage.

Here in Kenya as many parts of Africa, old people are held in very high esteem. Custom          demands respect for the old, and in some cases, superstition enforces it by threatening that if the    old are treated badly, their ghosts will take revenge on those who were unkind to them. The old    people therefore enjoy a great deal of respect; they are consulted in decision- making and they        continue to head their house holds even when their sons are grown up. We find it inconceivable    that the people could treat their old in any other way.

When we learn that some nomadic tribes in Australia and Brazil used to kill their old, we    immediately label them as barbaric and uncivilized. And yet, for those people, it was a perfectly       practical thing to do. They had to walk long distances in search of pasture, often with enemies in       pursuit. The old were a burden and if captured would be tortured to death; it was kinder to kill       them

A further example of apparently strange behaviour is the treatment of old people in some           modern European families. They put their old in homes for the aged, a practice which we may        find cruel and selfish. Within the framework of these societies, however, this is quite acceptable. Many European houses are small, and domestic help is not readily available to care for the old. In    an old people’s home, they will have more company and attention. None of those ways is superior          to the others. They are all ways of coping with the problem of the old and as long as they do not       create discord in the society, they are justifiable.

Variations abound in all forms of behaviour. What, for example is the standard form of         greeting? For some of us, the American nod of the head and ‘Hi’ may appear too casual and             impersonal. To the Americans, our elaborate handshaking and exchange of courtesies may appear   too ritualistic and a waste of precious time. The Baganda women kneel in greeting. Those     sensitive about equality of the sexes may find this behaviour objectionable. The French hug and    kiss when they meet friends – some Africans may find this embarrassing.

The increased speed of travel has in a sense created a world community. There is even some validity in talking about the international man- one who can travel to any corner of the globe          equipped with international language, dress and manners. But shall become sufficiently I     internationalized so that we are no longer ethnocentric or shall we always remain intolerant?

 

 

  1. a) According to the author, what is at the root of tribal and racial misunderstanding?
  2. b)        Why according to the passage, should we not condemn other people’s customs?
  3. c) Explain the irony in the way some nomadic tribes in Australia and Brazil used to treat

their old

  1. d) What does the writers achieve by contrasting the way Kenyans treat old people with the           way the old were treated in Australia and Brazil
  2. e) What is the writers attitude towards the treatment of old people among the nomadic

tribes of Australia and Brazil

  1. f) In not more than 40 words, summarize the argument in the passage                                                                                   Rough copy

Final copy

  1. g) Explain the meaning of the following words and phrases as used in the passage
  2. i) Root –
  3. ii) Exalt–
  4. iv) Putting ourselves at the centre of everything
  5. v) Look down with scorn on

 

 

 

  1. Read the following passage and answer the following that follow:

 

CONSTITUTIONAL LAW

If you belong to a club, a college, a large company or some other institution, you will find   that it has a set of rules. Theses  govern the organizational  structure  of an  institution, its             composition, its  powers  and  the rules  which regulate its  management. All persons who belong           to the institution will have to abide by its rules. It is the same with the nations of the worlds. Each   of them is governed by a set of rules, which is described in law as a constitution.

A  constitution has  been defined  as ‘a document  having a  special  legal sanctity which            sets out  the frame  and framework and  the principal  functions of the organs of  government  of a   state  and  declares the   principles governing the  operation  of these  organs

Most modern constitutions are, in fact, contained in a formal document known as ‘the constitution.’ This constitution is described as a written constitution, because it is contained in a    written law in the form of an Act of Parliament

A written constitution is generally contrasted with an unwritten constitution. An  unwritten constitution  is  not  found in any  formal  document as such, but  is   contained  in a  number  of    sources. One example of an unwritten constitution is the British constitution. Its sources are found     in statute law, case law, conventions of the constitution and even in certain textbooks.

A further contrast between constitutions is that some are rigid while others are flexible. A             rigid constitution is one which can only be changed as the result of a long and cumbersome            procedure.  Such constitutions can only be by definition, written constitutions. For example,  an         amendment  to the American  constitution can   only  be  effected  by  the  approval of the    president  ,  a two-thirds majority  in the  House  of  Representatives  and the senate, and the              approval of the three-quarters of the  Legislature  of  the Federal  States.  It is possible to delay or   block such amendments in either the House of the Representatives or the senate. It does not           follow though, that all written constitutions are rigid. It depends on the manner in which an             amendment can be made. A flexible constitution is a constitution which can be amended with             ease.  All unwritten constitutions will generally be flexible.

The  Kenya  constitution can  be altered by  a  Bill  supported  on the  second  and  third        readings by  votes  of  not less than   sixty  five percent of all  the  members of the  National           Assembly.  Such a Bill also requires the assent of the President. There  is  no  question of any             referendum and  the  ease with which  the  Kenya constitution  has been amended  since  the    original independence constitution of 1963,  suggests  that  although the constitution  is  written, it         is nevertheless a flexible  one.

Another distinction can  be drawn between  Unitary and Federal  constitutions  where ,under a unitary constitution, as is in Kenya,  the  Central  Government retains the  principal powers of  state; there is no  delegation of  powers  to the  provinces. Under a federal constitution, the power of state are divided between the Central Government and the Federal States, as is the case in Nigeria.

The importance of the constitution in Kenya is made by the section 3 of the Act of Parliament. In here, the constitution is supported by the force of law throughout Kenya.  If an   other law  is  inconsistent with  this constitution,  the  constitution  shall  prevail  and  the other            law shall  be  void.  This  gives  the High Court of Kenya power to declare  any  Act of             parliament  which  is inconsistent with  any  part of the  constitution  to be unconstitutional and        void. In  addition, if the  Executive (which includes  both the  administration  and  the  members          of  the local  and  central  government) acts  in  an  unconstitutional  manner,  an aggrieved  person can apply to the  High Court  for declaratory  order. This order can claim the action in        question is ultra vires. In addition, he can apply for an order of injunction to restrain the    Executive from acting in the manner it proposes.

From what has been said above, it is clear that there is a division of powers between the     three organs. The powers of government are traditionally divided into three main organs; the         executive, the judiciary and the legislative. This division, in a way, is necessary. If the same            person or body exercised all   the three functions, then there could be tyranny and arbitrary           government. It is, therefore desirable  that the  power  of government should  be  vested  in             different persons  or bodies, but a  strict  separation is still  not possible  or desirable . In Kenya ,      we have separation of  powers  but  only  to a certain extent.

The legislature, which makes laws, includes certain members of the Executive Ministers   who are responsible for carrying out the laws. This link here, between the executive and the Legislature, is essential for the efficient administration of government services.  For example, the        rent tribunals exercise a quasi- judicial function by these tribunals is not usurpation of the powers of the Judiciary. It is  only  a recognition  of the  fact that there are certain functions  which  can            be  conveniently administered by  other bodies.

Adapted from The Laws of Kenya:  An Introduction

By Tudor Jackson, Kenya literature Bureau, Nairobi, 1970.

 

  1. a) What is the purpose of having rules in any organization according to the passage?
  2. b) According to the passage, differentiate between a ‘unitary’ and a ‘federal’ constitution.
  3. c) Describe the kind of constitution Kenya has in the passage.
  4. d) In note form, state which   constitution you would prefer and why.
  5. e) A  rigid constitution is  one  which  can  only  be  changed as  a  result of  a long  and

cumbersome  procedure’ Begin: Only……..                                                                                      f)        In Kenya, we have a separation of powers but only to a certain extent.   (Add a question tag)

  1. g) Explain the meaning of the following words and phrases:
  2. i) i) Void   –
  3.              ii) Ultra vires    –

iii) block    –

  1.             iv) referendum

 

  1. Read the passage below and then answer the questions that follow

Most of the 10 million Kenyans threatened with starvation are not where you             thought            they would be. They are not in the drought-stricken rural areas. They are instead, in the country’s   urban centres, huddled in the informal settlements famously known as slums.

New official report lays bare the reasons for Kenyan’s hunger – and they go beyond rain     failure. Drought is only one of the growing number of causes of hunger threatening nearly 10 million people in the country.

            The Kenya Food Security Update– released early this week- says that the highest number           of people who are likely to starve are low-income earners who live in urban informal settlements.   According to the February 2009 Survey, 4.1million people in Nairobi and Mombasa slums are       threatened with starvation because of reduced earnings resulting from the loss of employment         after the elections violence.

Matters have been made a lot worse by rising food prices. In the slums, 37percent – or             nearly four in every 10- of the households reported having only one meal a day. And adults are     required to be of good behaviour by restricting the food portion they consume. People are running    into debt, moving elsewhere or selling whatever belongings they have to survive according to the survey.

Ironically, this population is receiving the least help from the government, aid workers and          good Samaritans who are lining up to give donations, everywhere. “The unfortunate reality is that          intervening organizations tend to respond to emergencies fairly quickly and have less enthusiasm          for funding and implementing non-food interventions that are, at the minimum, mitigative in       nature,” says the report. It is jointly published by the government, the World Food Programme,     the United States Agency for International Development and the Famine Early Warning Systems    Network.

As the global economic crisis bites and its effect are felt at home, it is unlikely that the         rains – in whatever quantity – will alleviate the suffering of the urban hungry. The army of the         manual workers, domestic and office support staff, security guards and idlers is hungry.

If they are not fed – and urgently, too – Kenyan’s urban middle class can expect a spike in         larceny and other petty crimes, all to their detriment. Not to forget the public face of the famine,            those affected by the extended drought season are only 2.5million – and they have among their        number some 850,000 school-age children.

Another 1.9 million people are faced with starvation because they are affected by HIV and   Aids – either directly or have lost a breadwinner to the condition. A shocking admission in the      report is that there are 150,000 people displaced after the elections who are in transit camps close       to their homes but cannot return or farm. This number receives food rations from the UN World    Food Programme’s Emergency Operation.

Officially, the government claims that it has moved 255,000 people out of camps for the displaced. With 150,000 people displaced after the election depending on donor dole, the           resettlement effort has only benefited 105,000 people.

This number constitutes 16 percent of the revised total of 663,000 displaced people which is the    official figure from the Ministry of Special Programmes.

Obviously, truth is something that makes the coalition Government extremely        uncomfortable that it spends most of the time sugarcoating it.

 

(a) Where are most starving Kenyan’s assumed to be?                                            (2mks)

(b) What steps are victims of hunger taking for their survival?                               (3mks)

(c) What are the likely consequences of hunger on Kenyan’s urban middle class?  (2mks)

(d) Rewrite the following sentence beginning:

(Rising—————– )  “Matters have been made a lot worse by rising food prices

(e) What according to the passage is wrong with the approach taken by the groups

assisting the  hungry?                                                                                           (2mks)

(f) Make notes on the reasons for Kenyan’s hunger                                                 (4mks)

(g) Why is the rain unlikely to alleviate the suffering of the urban hungry?                        (2mks)

(h) Explain the meaning of the following expressions as used in the passage            (4mks)

(i) Alleviate………………………………………………

(ii) Larceny…………………………………………

(iii) Donor dole…………………………….

(iv) Sugarcoating…….

 

 

 

  1. Read the passage below and answer the questions that follow:

 

MATURITY

One of the most tragic facts of human existence is that while, physical maturity for

normal people develops naturally with the passage of time, mental maturity does not occur/come

so easily. A large number of people who have the physique and age of adults, and are thus in

possession of adult status and privileges, are not mentally mature. This is rather unfortunate, for,

as Harry A. Overstreet in The Mature Mind observes, ‘The most dangerous members of our

society are those grown- ups whose powers of influence are adult but whose motives and

responses are infantile.” Adults who are incapable of carrying out  their duties and obligations

with a proper sense of responsibility cannot only give themselves unnecessary troubles, but also

cause much harm to those over whom they have influence.

It is no doubt true that the mental growth of a person depends to some extent on the way his parents guided him when he was a child and on the environmental conditions he grew up in.

However, mental development, unlike physical growth, need not stop with the end of puberty. A

man is what he makes himself. He can, at any stage of his life, always develop himself further if

he consciously makes the effort to do so. As Gautama Buddha put it, “The mind is everything;

what you think, you become”.

If a man wants to reach an unknown destination, it is always best for him to study any

appropriate map of the region. Similarly, for a man to develop his mental and intellectual

powers, he should at the outset findout as he can what real maturity consists of. As Aristetle put

it: “Those  who wish to succeed must ask the right preliminary questions.”

Careful thinking and observation will enable one to see that a mature man is one with a keen sense of responsibility and a conscious awareness of what is proper. Thus he manages his affairs in accordance with explicit and reasonable criteria, the foundation of which he has examined critically and analytically. He upholds his convictions firmly because he is clear about why he upholds them.

Yet he is conscious of the value of postponed judgment in certain weighty matters. Aware as he is of the complexity of certain affairs, he knows that the different ways of dealing with them entail different consequences which may be of varying degrees of acceptability. He is aware that in such matters, different reasonable men will inevitably come up with different opinions. So while he respects the judgments of other people, and is co-operative, he makes his own study of the problems in proper perspective by looking at them objectively from all angles.

However the way a person makes an assessment depends a great deal on one’s knowledge. Thus, the mature person will never develop the unhealthy conception that what he already knows is all that need be known. In dealing with any problem he first finds out all he can, so that he will be as fair and as correct as possible. He makes the maximum use of opportunities to achieve the best for himself and everyone else.

In this general attitude, a mature man is always sympathetic but never sentimental. Like

a scientist in the conduct of his professional duties, he sees the difference between objectives reality and what he and others desire, or hope to be the case. He knows his weaknesses but he has a well – considered scales of values. Thus while he accepts himself as he is, and others as they are, he persistently tries to mould his character in the way he desires. He never tires of improving himself. It is this trait above all else which gains him the respect of other mature people, and what is more important, his own self-respect.

 

  1. a) From the information given in the first paragraph, what is the most tragic fact?
  2. In not less than 20 words, summarize the factors that determine mental growth.
  3. What is the author’s definition of a mature man?
  4. d) Give the meaning of the following phrasal verbs as they are used in the passage.
  5. a) carrying out
  6. b) Find out
  7. Add the appropriate tag to the following statement.

He never tires of improving himself.

  1. f) Replace the word however” in paragraph 6 with another suitable word or phrase.

“However, the way a person makes an assessment depends a great deal on one’s

knowledge”.

  1. g) Identify and give illustrations of any two features of style used in the passage.   (2 mks)

 

 

  1. Read the passage below and answer the questions that follow:-

 

HOW TO GROW OLD

In spite of the title, this article will really be on how not to grow old. My first advice      would be to choose your ancestors carefully. Although both of my parents died young, I have      done well in this respect as regards my other ancestors. My maternal grandfather, it is true, was     cut off in the flower of his youth at the age of sixty-seven, but my other three grandparents all         lived to be over eighty. Of remoter ancestors I can only discover one who did not live to a great            age, and he died of a disease which is now rare, namely, having his head cut of. A great-   grandmother of mine lived to the age of ninety-two and to her last days remained a terror to all her             descendants. My maternal grandmother, who had ten children, one of whom died in infancy, and   many miscarriages, devoted herself to ten women’s, higher education as soon as she became a             widow. She worked hard at opening the medical profession to women. She used to tell of how she            met in Italy, an elderly gentleman who was looking very sad. She asked him why he was            melancholy and he said that he had just parted from his two grandchildren. “Good gracious!” she            exclaimed. I have seventy-two grandchildren and were sad each time I parted from one of them, I            should have a miserable existence!’ Speaking as one of the seventy-two, I prefer her recipe. After the age of eighty, she found she had some difficulty in getting to sleep, so she habitually spent the hours from midnight to 5.a.m reading popular science. I do not believe that she ever had time to             notice that she was growing old. This, I think, is the proper recipe of remaining young. If you have wide and keen interests and activities in which you can still be effective, you will have no     reason to think about the merely statistical fact of the number of years you have already lived, still             less of the probable shortness of your future.

Psychologically, there are two dangers to be guarded against in old age. One of these is       too great an absorption in the past. One should not live in memories, in regrets for the good old          days, or in sadness about friends who are dead. One’s thoughts must be directed to the future and to the things about which there is something to be done. This is not always easy; one’s own past is gradually increasing weight. It is easy to think to oneself that one’s emotions used to be more       vivid than they are and one’s mind more keen. If this is true, it should be forgotten and if it is    forgotten, it will probably not be true.

The other thing to be avoided is clinging to youth in the hope of finding strength in its vitality. When your children are grown up they want to live their own lives, and if you continue to            be as interested in them, as you were when they were young, you are likely to become a burden to             them, unless they are unusually insensible. I do not mean that one should be without interest in        them, but one’s interest should be contemplative and, if possible, philanthropic, but not too    emotional. Animals become indifferent to their young as soon as they can look after themselves,          but human beings, owing to the length of infancy, find this less easy.

I think that a successful old age is easiest for those who have strong impersonal interest     leading to suitable activities. It is in this sphere that long experience is really fruitful, and that the             wisdom born of experience can be used without becoming a burden. It is no use telling grown-up     children not to make mistakes both because they will not believe you, and because mistakes are an      essential part of education. But if you are one of those who are incapable of impersonal interest,   you may find that your life will be empty unless you concern yourself with your children and             grandchildren. In that case you must realize that while can still help them in material ways, such    as by making them an allowance or knitting them jumpers, you must not expect that they will         enjoy your company.

Some of the old people are troubled by the fear of death. In the young there is a      justification for this feeling. Young men who have reason to fear that they will be killed in battle            may justifiably feel bitter in the thought that they have been cheated of the best things that life has            to offer. Nevertheless, in old man who has known human joys and sorrows, and has done          whatever work he could do, the fear of death is somewhat ignorable. The best way to overcome it-  so at least it seems to me-is to make your interests gradually wider and more impersonal, until bit         by bit the walls of the ego recede, and your life becomes increasingly part of the universal life. An        individual   human existence should be like a river-small at first and narrowly contained within its             banks, then rushing passionately past rocks and over waterfalls. Gradually the river grows wider,   the banks recede, the waters flow more quietly, and in the end, without any visible break, they      become part of the sea, and painlessly lose their individual being. The man, who, in old age, can           see his life in this way, will not suffer from the fear of death since the things he cares for will         continue. Moreover, if, with the loss of vitality, weariness increases, the thought of rest will not be unwelcome. I should wish to die while still at work, knowing that others will carry on what I can   no longer do, and content in the thought that what was possible has been done.

Adapted from How to Grow Old by Betrand Russel T.V. Sachs:. Now Read On, Longman, Green & Co. Ltd., 1969, 66-68                                                                              

 

 

(a) The writer prefers his grandmother’s recipe. Explain the recipe                                   (2mks)

(b) State in note form why there are conflicts in overcoming the psychological dangers

to be guarded against in old age.                                                                                     (5mks)

(c) What role does impersonal interest play in the life of an aging individual?                  (2mks)

(d) Comment on the simile used to describe an individual’s life                                        (2mks)

(e) Rewrite the following sentence in your own words:

“A great-grandmother of mine, lived to the age of ninety-two and to her last days

remained a terror to all  her descendants.”                                                                     (2mks)

(f) Why is the young person’s fear of death justifiable?                                                      (2mks)

(g)  Change the following sentence into the past:

“It is in this sphere that long experience is really fruitful, and that the wisdom born of                                experience can be  used without becoming a burden.”                                                 (1mk)

(h) Explain the meaning of the following expressions as used in the passage                   (4mks)

Vitality ………………………………………………………………………

Melancholy ……………………………………………………………

Rushing passionately………………………………………………………

Clinging to youth …………………………………………………………

 

 

 

 

  1. 16. Read the following passage and answer the questions that follow:                  (20marks)

Ferret is a small mammal belonging to the Weasei family. Ferrets have long, slim bodies     and short legs. There are two types of ferrets, Mustela faro, and the black-footed ferret, Mustela            nigripes. Baby ferrets are called kits.

If frightened, these animals can discharge a strong smelling fluid from their scent glands    under their tails.

The domestic ferret is often kept as a pet. It was originally bred in ancient times to hunt   rats and rabbits, but today it is rarely used. It is a descendant of the European pole cat, which was    once found through out Europe. They vary in colour from nearly white to nearly black. However,        most of them have creamy-coloured fur with dark hair tips, feet and tail and a ‘mask’ of dark fur    around the eyes. Although many owners have the scent glands of their pet terrets removed, the     animals still have a musky odour from other skin glands.

The black-footed ferret is native to Western North America. It resembles the domestic         ferret, but is slightly darker. Their fur is dull yellow that is slightly darker on the backside. Their     feet, tail tips are black, and have black fur around the eyes. The black – footed ferret is usually        found on short grass in close association with prairie dogs, which constitute most of its diet. In addition to feeding on prairie dogs, the ferret spends most of its time underground in Prairie dog burrows, typically spending only a few minutes above the ground each day.

In burrows, it sleeps, catches its food, avoids predators and harsh weather, and gives birth            to its young. It is secretive and primarily nocturnal. The ferret’s long slender body allows it to slip             down burrows to find its prey while they sleep. This reduces the ferret’s risk of injury when         attacking prey the same size as itself.

The black-footed ferret originally occurred in the Great plains from Alberta and      Saskatchewan;’ Canada to Texasi Arizona, U.S.A. Classified as endangered, scientists once            thought black-footed ferrets were extinct, until 1981, when a population of more than 125 black-   footed ferrets were discovered in Wyoming.

Sadly, over the next several years, many of them died of distemper and this prompted the scientists who were now getting concerned that the whole population would die from the disease, thus the remaining animals were captured. Since hen, scientists have been breeding the ferrets in   captivity.

Adapted from The Black-Footed Ferret by Mworia Muchina, Daily Nation, September, 13th, 2007)

 

 

(a) How does the ferret find its find its prey?                                                                      (2mks)

(b) Why does the ferret like burrows?                                                                                   (4mks)

(c)  In about 70 words, give the contrasting features of the domestic and the black-footed ferret?

(d) What was the cause of the black-footed ferrets almost becoming extinct?                    (3mks)

(e) Rewrite the following sentence in the passive voice:-

(i) If frightened, these animals can discharge a strong smelling fluid from their scent

glands under their  tails.                                                                                               (2mks)

(f) Why do black-footed ferrets prefer staying in short grass and underground?                (2mks)

(g) Give the meaning of the following words as used in the passage:                                  (3mks)

(i) Discharge……………..

(ii) Odour………….

(iii) Nocturnal.………………

 

 

  1. Read the passage below and answer the questions that follow:-

How far is personality determined, or at least modified, by physical attributes of a person?            Does the body determine the personality or does the personality in any way determine the            physical make-up of the person? We are all apt, for example, to excuse a number of unpleasant        qualities in a person on the grounds that he is the unhappy possessor of a gastric ulcer. A      weakness of the physique, with the discomfort and pain ensuring,, may distort the personality is          singularly prone to gastric ulcers. We can also note that the personality of a man writes its    signature on the lines of his face.

Probably there is an influence in both directions though there are few who would deny that          much of a man’s personality depends on the makeup of the body he inherits. It is difficult, though            not impossible, to have a dominating personality if one is a dwarf, and it is unlikely that a woman         masculinised by some physical abnormality could achieve a maternal character.

 

 

In the poultry yard something markedly akin to personality is seen. A hen, in the absence     of a cock, may take upon herself the dominance of the hen run, behaving in many ways with the    arrogance and aggressiveness of a cock. These marked masculine attributes can be changed over           to the meekest femininity on the reintroduction of the cock. A certain hen, after a year of normal   henny characteristics, had become dominating and cocky in her relations with the rest of the hens,             but in this instance, not only did the hen imitate the male in her protective care of the other hens     but she grew cock feathers, comb and spurs. On investigation it was discovered that tuberculosis     had destroyed her ovaries. Her psychology and her sex had changed as the result of a clinical             mishap, a clear instance of personality being based upon physical make-up.

These instances of the influence of physical changes on the behaviour pattern of animals      are given because much of our knowledge of the influence of the endocrine glands (the so-called         glands of personality) has been obtained by experiments upon animals and only later confirmed                        by observations upon man, and second, because most biologists believe, and increasingly are     driven to believe, that the whole realm of living things shows a strange unity of plan. Life, almost, is one and indivisible. This is not to say that there are not striking differences between, for example, man and the fly which transmits infection to him. None the less the pattern of the             chemistry and physics of the living cell is fundamentally similar. Therefore in animals it is as easy   to see the effects of physical endowment on personality as it is in human beings.

No one can doubt that physical endowment influences, perhaps even determines,     personality. It is difficult to have a dominating personality if one is intensely ugly or is a tiny          individual (as mentioned before), though it must be admitted, there are exceptions to this generalization. The tall are often shy and retiring; the short bumptious and self assertive. The      artist personality often goes with a particular shape of hand, and so does the practical with another.

But how is physical endowment inherited? We have all known families whose members          were more unlike each other, both in temperament and physique, than are unrelated people. An        extraordinary case is that of unidentical twins one of whom was tall, blue-eyed and red-headed    and other short, black- haired and brown-eyed. At first, and quite superficially, it might appear         that inheritance plays little part in producing physical endowment, and yet we know that it does. It          is known that hair colour, eye colour, albinism and a certain number of abnormalities such as      colour-blindness, are inherited according to definite laws. As regards these inherited abnormalities      we know that they must influence the personality. Imagine the effect of being colour blind. The             person so afflicted can see little in the spring or autumn landscape to stir him; perhaps he cannot       understand many of the passions of the poet and painter. And when an artistic temperament is      inherited along with colour-blindness the effect on the personality must be almost tragic.     Therefore if personality is grounded in physical make-up, physical endowment becomes of prime importance, and the more we learn of its inheritance the better.

 

 

  1. i) What effects may a gastric ulcer have on a person’s personality?
  2. ii) The body affects the personality. Justify this statement using four examples the

writer gives in relation to human beings.                                                                                          iii)       Why does the writer quote instances of physical changes affecting the behaviour pattern

of animals?

  1. iv) Does inheritance play any role in endowment? Illustrate your answer.                               v)         Why is it important to learn more about inheritance?
  2. vi) Explain the meaning of the following words and phrases as they are used in the passage :-

Writes its signature on the lines of his face……                                                                                          Bumptious    ………                                                                                                                                      Masculinised……                                                                                                                                          Clinical mishap……                                                                                                                                      akin……

 

  1. Read the passage below and then answer the questions that follow:-

 

DEMOCRACY

Broadly speaking, modern political democracy is a system of governance in which rulers    are held accountable for their action in the public realm by citizens acting indirectly through the             competition and co-operation of their elected representatives.

A regime is an ensemble of patterns that determines the methods of access of the principal           public offices, the characteristics of the actors admitted to or excluded from such access, the          strategies that the actors may use to gain access, and the rules that are followed in making            publicly binding decisions.

Like all regimes, democracies depend on the presence of rulers, persons in authority     roles who can give legitimate commands to others. What distinguishes democratic rulers       from non-democratic ones are the ways in which the former come to power and the practices     that hold them accountable for their actions.

Citizens are the most distinctive element in democracies. All regimes have rulers and a        public realm, but only to the extent that they are democratic do they have citizens.      Historically, severe restrictions on citizenship were imposed in most emerging or partial        democracies based on age, gender, class, race, literacy, property ownership, tax-paying status,          and the like. Only a small part of the population was eligible to vote or run for office.  Only        certain social categories were allowed to form, join or support political associations.

Today, the criteria for inclusion are fairly standard. All native-born adults are eligible,      although age limits may be imposed on candidates for certain offices. Unlike like American            and European democracies of the 19th century, none of the recent democracies in Southern Europe, Latin America, Asia, or Eastern Europe has even attempted to impose formal           restrictions on the franchise.

Competition has not always been considered an essential condition of democracy.     Classic democracies presumed decision-making based on direct participation leading to          consensus. The assembled citizenry was expected to agree on a common course of action after listening to the alternatives and weighing their merits and demerits. A tradition of hostility to         factions and particular interests persists in democratic thought, but it has become widely    accepted that competition among factions is a necessary evil in democracies that operate on a           more-than-local scale.

Yet while democrats may agree on the inevitability of factions, they tend to disagree      about the best forms and rules for governing factional competition. Indeed, differences over         the preferred modes and boundaries of competition contribute most to distinguishing one           subtype of democracy from another.

The most popular definition of democracy equates it with regular elections, fairly          conducted and honestly counted. Some consider the mere fact of elections-even ones from       which specific parties or candidates are excluded, or in which substantial portions of the       population cannot freely participate- as a sufficient condition for democracy. This fallacy has     been called electoralism, or faith that merely holding elections will channel political action         into peaceful contests among elites and accord public legitimacy to the winners.

However, central to democracy, elections occur intermittently and allow citizens only to           choose between the highly aggregated alternatives offered by political parties, which can,   especially in the early stages of a democratic transition, proliferate in bewildering variety.     Between elections, Citizens can seek to influence public policy through interest associations, clientelistic arrangements, social movements, locality grouping, and similar intermediaries.          Modern democracy, in other words, offers a variety of competitive processes and channels for expressing interests and values.

Another commonly accepted image of democracy identifies it with majority rule. Any         governing body that makes decision by combining the votes of more than  half of those eligible              and present is said to be democratic, whether that majority emerges  within an electorate, a        parliament, a  committee, a city council , or party caucus. For exceptional purposes (for example,       amending a constitution or expelling a member of the governing body). Qualified majorities of     more than 50 percent may be required, but few would deny that democracy must involve some   means of aggregating the equal preferences of individuals.

A problem arises, however, when numbers meet intensities. What happens when a             properly assembled majority regularly makes decisions that harm some minority, especially a             threatened cultural or ethnic group? In these circumstances, successful democracies tend to          qualify the central principle of majority rule in order to protect minority rights. Such         qualifications can take the form of constitutional provisions that place certain matters beyond the      reach of majorities, requirements for concurrent majorities in several different constituencies,    guarantees securing the autonomy of local or regional movements against the demands of the       central authority, grand coalition governments that incorporate all parties, or the negotiation of      social pacts between major social groups, such as business and labour. The most common way of             protecting minority interests, however, lies in interest associations and social movements.

Another central feature of democracy is co-operation; Actors must voluntarily make        collective decisions binding on the polity as a whole. They must cooperate in order to compete.          They must be capable of acting collectively, through parties, associations, and movements, to      select candidates, articulate preferences, petition authorities, and influence policies.

But the freedoms of democracy should also encourage citizens to deliberate among             themselves, to discover their common needs, and to resolve their differences without relying on      some supreme central authority.

   Adapted from: Topic Issue 1999

 

 

(a)       What according to the passage is democracy?                                                                        (b)       How, according to the passage, does a democratic government ensure protection

of the interests of minority groups ?

(c)       What does the author mean by saying “Competition among factions in necessary evil …? “

(d).     In one sentence, say how one can tell the difference between two democratic rulers.             (e).      Describe two major weaknesses of some forms of democracies.

(f).       Democracy is usually identified with majority rule. When, according to the passage, is

this rule said to be valid and when is it said to be  invalid ?

(g).      Explain the meaning of the following expressions as they are used in the passage.

(i) In the public realm

(ii) Regime

(iii) Franchise

(iv) Polity                                                                                                                                                       (v) legitimate commands

 

 

Section B-

  1. Read the extract below and answer the questions that follows:-            

“Be careful, Waiyaki. You know the people look up to you.  You are the symbol of the tribe, born again with all its purity. They adore you.  They worship you.  You do not know   about    the new oath.  You have been too busy. But they are taking the new oath in your name, in the       name of the teacher and the purity of the tribe. And remember Kabonyi hates you.  He would kill     you if he could.  And he is the one who is doing all this. Why?  The Kiama has power.  Power.   And your name is in it, giving it even greater power. Your name will be your ruin. Be careful.”

Kinuthia was very excited.  His voice was full of concern and anxiety. Waiyaki laid his         hand on Kinuthia

“It is alright, she would not marry me.  And they would do nothing to me. There are young men      there. I know them. They are loyal to Kabonyi. And they are sworn to keep the tribe pure and       punish betrayal…….”

“I tell you, she would not marry me.”

“So it is true?”

“What?”

“That you’ll marry her?”

“Listen, Kinuthia. I tell you. She would not accept me.”

He went to see an elder a few weeks after this. The elder was a close associate of Kabonyi.             The old man talked about Waiyaki’s own father and grandfather. He praised them for their          bravery. He ended by saying that they never would have betrayed the tribe.

Waiyaki went home, his heart glowing with pride. His ancestors had done well.

But  at night  it suddenly occurred  to  him  that the  old  man hinted   a warning to him.          What made Waiyaki connect his warning and Kinuthia’s  information? Yet the more he thought          about it, the more it all seemed to become clear.

Christmas was approaching. This season of the year coincided with the coming tribal ceremonies and rituals. Waiyaki did not take part in them as much as he used to do.  His work was   becoming almost more than he could manage. Many teachers from all over the ridge came to see            him and many elders and children came to him with various problems. But in spite of all these,   Waiyaki was losing that contact with the people that can only come through taking part together       in ritual. He was becoming too obsessed with the schools and the widening rift and divisions.

Then it happened. It was a thing that scared everyone. Such a thing had never happened before. A    hut that belonged to one of Joshua’s newest followers was burnt. Nobody was hurt but everything        that was in the hut was destroyed. Waiyaki could not tell why, but he connected the incident with             the Kiama. Was Kabonyi determined to destroy all that stood against him and the tribe?

The realization came to him as a shock. He instantly thought that he should not have          resigned from the Kiama. Its power and influence was there, everywhere.

 

  1. a) What was Kinuthia warning Waiyaki against?
  2. b) Which oath is being referred to?
  3. c) Your name will be your ruin! Comment on this statement
  4. d) In about 60 words, summarize why Kinuthia feels Waiyaki should be careful
  5. e) What warning did the old man hint to Waiyaki
  6. f) Discuss any one theme employed in the extract
  7. g) Identify one character trait of Kinuthia as seen in the extract
  8. h) What does Waiyaki feel about having resigned from the Kiama?
  9. i) Why does Waiyaki seem to be loosing contact with people?                                                           j)         Give the meaning of the following words as used in the passage.
  10.   i) associate     –
  11.  ii) rift    –
  12. k) In view of what happens later in the novel, does Waiyaki’s name become his ruin?

 

 

  1. THE RIVER BETWEEN by ‘Ngugi Wa Thiong’o’

              Read the passage below and answer the questions that follow:-

A big roar of “The Teacher” greeted his brief speech. Some cried “The Teacher is right,”        though they did not know what he was right about. Others cried, “Let Kabonyi come forward”.        And Kabonyi stood up with dignity. Their unfinished battle was now on.

He was once a follower of Joshua. Now he was the leader of the Kiama and he lived in       Makuyu. He spoke with the authority of a man who knows the secret workings, evil and good, in    men’s hearts and in the country. His big accusation was that Waiyaki was unclean. He had thahu             and if he continued teaching the people there would be darkness instead of light. When a girl       called Muthoni died because she was visited by evil spirits,Waiyaki had taken her to the white    man’s hospital in Siriana, and was never cleansed. As he was a leader, his thahu had visited the tribe. It was now for the tribe to take action. For Waiyaki was a greater menace than the people     realized. He was in league with the white man, who had brought a secret religion to quieten the     people while the land was being grabbed by their brothers. And taxation? Who did not now             complain of the heavy taxation imposed on the men and women? He described Waiyaki’s many         secret journeys to Siriana under the pretext of getting more teachers for the people. When the        Kiama said that people should take arms against the Government Post (it was very small anyway,           it would not be difficult to take it) Waiyaki opposed this and cried: “Education! Education!” Will      education give use back our land? Let him answer that.

He sat down. Waiyaki noticed that Kabonyi had carefully avoided any mention of Joshua      or Nyambura. Why? He thought that he too would avoid dragging in the name of Nyambura but     he would speak of unity. Now, or he would never get another chance. Kabonyi’s speech had been   greeted first with stony silence and then with murmuring. The sun was slowly going down.

Waiyaki’s voice was calm and  compelling . His eyes shone and anger began to stir in him, for now he knew without any doubt that Kabonyi was determined to see his ruin.

“What does Kabonyi want?” he asked. “Who first followed the white man and embraced the new faith? Who betrayed the tribe when Makuyu and Kameno and the other ridges could have          risen in arms against the white man?”

He turned to the people and in simple words reminded them of their history. “It was before             Agu and Agu, at the beginning of things, that Murungu, the Creator, gave rise to Gikuyu and         Mumbi, father and mother of the tribe. He made them stand on the holy ground on top of Kerinyaga and showed them all the land. You remember what he told them; the great promise that he gave to our ancestors. ‘This land I give to you, O man and woman.  It is yours to till, you and your posterity.’ The land was fertile and in it grew all, the fruit and honey was there in plenty.     When he brought them to Kameno, they still saw the land was beautiful. They were happy and         with content in their hearts followed Murungu to Mukurwe wa Gathanga, where he kept them.            And now we who are descendants of the nine daughters of Gikuyu and Mumbi are torn with strife   and rivalry.”

He spoke of the great heroes of the tribe and mentioned Demi na Mathathi, Wachiori,        Mugo wa Kibiro and Kamiri. He told them of the great victories that these heroes had over other             peoples whom they had fought with.

 

(a) What had Waiyaki just said that caused the roar?

(b) What theme is well illustrated in this extract

(c) Give a question tag for this statement:                                                                                                           You remember what he told them; the great problem that he gave the ancestors…………

(d) Make notes on the accusations Kabonyi levels against Waiyaki

(e) Who is Mugo wa Kibiro and how relevant is he to Waiyaki’s mission?

(f) In which way is Mugo wa Kabiro’s Prophecy opposed to people taking up arms against

the  government

(g) What is ironical about Kabonyi’s accusation against Waiyaki ?

(h) Illustrate the use of flashback in the extract

(i) Who were Demi na Mathathi and why was Waiyaki previously told he could not play

Domi

(j) What happened at the spot where Murungu showed Gikuyu and Mumbi the land in

Kameno

 

  1. Read the excerpt below and then answer the questions that follow:-

“Why does the Kiama want me?” Waiyaki asked again as soon as they had stepped out.

“Oh, I don’t know exactly,” Kamau answered vaguely, yet with a note of finality that invited no            more questions. Waiyaki’s mind was behind with his mother. Then he remembered the     frightening images that had passed through his mind while he had lain awake in bed. He looked             around in the darkness and felt a terror of nothing visible pursued him.

“It is a dark night,” he commented.

“It is dark,” Kamau agreed. These two never held a long conversation, not unless there     was third   person. Kinuthia had always been the third person. Kamau saw in Waiyaki the hawk       that always snatched his piece of meat when he himself was about to eat it. How would he ever      rise or succeed as long as Waiyaki was in the way? He came to hate him. The hatred had grown    slowly, gathering violence as the years dragged along. And yet Kamau felt more and more powerless to fight against Waiyaki. He could never quite rouse himself to the effort.

The lone hut to which they went was a distance from Kabonyi’s group of mud huts. The             outside was dimly lit by a small lantern that was put on a stone near the fireplace. In the fireplace             were glowing pieces of wood which gave oppressive warmth to the hut. Waiyaki was aware of     figures lurking in the edges of darkness and he took them for the elders.

“Is it well with you all?”

“It is well.”

There was not the same warmth of response and they did not call him the teacher, a title             which was now his name. He sat on a stool and wondered what was coming.

It was Kabonyi who first spoke. He was old, very old, yet his eyes had that glitter in them             that made you think they were only live things in him. But he had energy and you could detect this in his voice. He spoke about the ridges, the initiation ceremonies that were under preparation.       Now this ancient custom was about to be ruined by certain impurities in the land. The disease in       the ridges had started with Joshua. The death of Muthoni had been the first contamination.

“But that is not our fear. The trouble now comes because the impurity in Joshua has       caught some in our midst. It is the hidden soul in your body that kills you.”

Here he looked at Waiyaki meaningfully. Numbness came over the Teacher as he heard      Kabonyi speak. He did not know where the talk was leading, but he could guess. He remembered           Kinuthia’s warning, the elder’s hints and his own mother’s questions. Waiyaki thought: “And all           this while I have busied myself with the education of their children.” Something like bitterness       began to eat into him. To hear Kabonyi speak in that voice you would never think that he had       once been one of Joshua’s followers.

“Yes,” Kabonyi repeated slowly. There was a strange stillness in the hut. It was a stillness             such as precedes a storm or an explosion. “It is bad when he who has taken himself to be the           leader of the people is touched by the impurity, for he is still in a position to spread the thahu to    those close to him, to the stem and roots of the tribe. Such a person is a danger and he needs         cleansing.

Again Kabonyi paused, and his eyes rolled all round the hut, finally resting on Waiyaki.    You could not tell if there was malice or scorn in that look. He spoke in an even voice and his      words were measured.

“You, our teacher, no doubt remember that girl, what was her name?”

“Which girl?” Waiyaki forced him to ask. “I am in the dark.”

“Joshua’s daughter. Her name? Yes. Muthoni. She was not clean. Yet you took her to the            hospital. You touched a dying woman, a dead body. And were you ever cleansed? I do not think so. But you ought to have been. You are not ignorant and you know what this means to the tribe.”

Waiyaki was going to speak, but Kabonyi waved him into silence.

 

 

  1. a) What had happened just  before this  excerpt?
  2. b) What does the excerpt reveal about the character of Kamau?
  3. c) Who is Kinuthia?
  4. d) According to the Kiama why Waiyaki should be cleansed?
  5. e) Explain the irony that is witnessed in the extract
  6. f) “It is a dark night,” he commented (rewrite in reported speech)
  7. g) Identify and explain any two stylists devices used in the poem
  8. h) Give the past simple tense form of the verb lain

Vaguely………

Rouse…

Glitter……

  1. i) Give the of the following words as used in the extract

 

 

 

 

 

 

  1. Read the following excerpt and then answer the questions that follow:-                         

The idea that she had actually run away, actually rebelled against authority, somehow         shocked him. He himself would not have dared to disobey Chege. At least he could not see   himself doing so.

So tonight Waiyaki knew that Muthoni had actually run away. Her aunt, living in Kameno,       was going to take charge of her. In some villages people could not believe this. They said that    Joshua had a hand in it, probably to appease the angry gods of the outraged hills. Was it not             known that Joshua took beer secretly? Strangely, nobody had ever seen him drinking .But they           said they knew.

The dance was being held at an open-air place in Kameno. Whistles, horns, broken tins      and anything else that was handy were taken and beaten to the rhythm of the song and dance.          Everybody went into a frenzy of excitement. Old and young, women and children, all were there    losing themselves in the magic of the motion of the dance. Men shrieked and shouted and jumped         into the air as they went round in a circle. For them, this was the moment. This was the time.        Women, stripped to the waist, with their thin breasts flapping on their chests, went round and           round the big fire, swinging their hips and contorting their bodies in all sorts of provocative ways,       but always keeping the rhythm.

They were free. Age and youth had become reconciled for this one night. And you could            sing about anything and talk of the hidden parts of men and women without feeling that you had violated the otherwise strong social code that governed people’s relationships, especially the            relationship between young and old, man and woman

Waiyaki still felt uneasy. Something inside him prevented him from losing himself in this            frenzy. Was it because of Muthoni? He wondered what Livingstone would say now if he found     him or if he saw the chaos created by locked emotions let loose. And the words spoken! Even   Waiyaki was slightly embarrassed by this talk of forbidden things. Perhaps this was so because          the mention of forbidden things at any other time was a social taboo. Of course Waiyaki knew      that nothing bad would happen in spite of the talk. It was actually a taboo to go with a woman on such an occasion.

 

  1. a) Why did Muthoni rebel against her father?
  2. b) What made Waiyaki feel embarrassed by the talk of forbidden things?
  3. c) Describe the character of Muthoni and Waiyaki as portrayed in the excerpt.
  4. d) This was the time. (Change into an interrogative)
  5. e) Explain how the women danced.
  6. f) What rumours were being spread about Joshua and what was strange about them?
  7. g) From your knowledge of the text, who is Livingstone?            
  8. h) Identify and illustrate one aspect of style used in paragraph 3
  9. i) They were free. Age and youth had become reconciled for this one night.

(Join into one sentence  beginning: Being…..)                                                                            

  1. j) State what later happens to Muthoni after this occasion

 

 

  1. LITERARY PASSAGE.-The River between by Ngugi wa Thiong’o           

A pleasurable numbness dulled Waiyaki into immobility. He did not move but leaned against a tree and watched the apparition. The girl was on the opposite bank, in a flat clearing hidden a little by small bushes. Waiyaki could not tell why the place reminded him so much of the sacred groove where long ago his father had taken and revealed the ancient prophecy. This place she was in was sacred too. Nyambura seemed to be bending over something. And Waiyaki watched, held by the desire to posses her. He moved a little. He could now see her clearly. She was kneeling down in a praying posture. He was fascinated. A kind of holy

light seemed to emanate from her body. The place would forever remain sacred to him. Few yards away from here was a place where he had sat long ago when being circumcised. It was a place where he had shed blood, as if it was needed to propitiate angry spirits. When Waiyaki realized she was praying he was moved. It was very strange as he watched he experienced a frightening sensation, as if she and he were together standing on an altar ready for a sacrifice.

A grave atmosphere seemed to be enveloping the whole area and Waiyaki wanted to go away. He would not see her. No.  Not now. All he wanted was to run away from this, for he could not face it. He was confronted with a might, a presence far beyond him. And he now felt her beyond him, on the other side. He made as if to move away, unseen. But the dry crack of a broken twig betrayed him. She raised her head and saw him. Waiyaki stood and looked at her. Nyambura still knelt. Their eyes met and they didn’t utter a word. Nyambura was afraid of the intense excitement that possessed her. Then Waiyaki made as if to move again, now feeling afraid of her, as if the intense glare in her eyes would destroy him. He wanted to shake off that power she now exercises over him on this altar of sacrifice. But her excitement was growing to a breaking point and she spoke to him, forcing herself to be calm. A note of defiance and challenge was discernible in the voice. And Waiyaki saw that she had been crying.

“Don’t run away, teacher,” she said.

A pleasant shock went through Waiyaki and made his body hot with desire. She had actually called him “Teacher”, a name no follower of Joshua would call him. Was there a mocking laughter in the voice? He could not tell. He waited for her patiently.

“Where are you going?” she asked him when she had crossed the river. Waiyaki felt confused. The question wrung the truth out of him. He had wanted to go round and sit in a place where he could watch the meeting at a distance in the hope of seeing her.

“I was just walking. I like the river, the bush and the trees.”

“I am going to the meeting.”

“ I thought you would already be there. It was a surprise to see you.”

“I-I just wanted to pass through here.” A pause. Then she laughed, a little nervously. “You see, I also like the river, the bush and the trees. That is my favourite spot.”

“Do you often come here?”

“Sometimes I do. Not very often.” Waiyaki was quiet. Another silence fell between them. His whole body was on fire. “My sister was initiated there,” she said abruptly. She made him feel guilty.

“You still remember her.”

“How can I forget her? I loved her.”

“Were you only two in your family?”

“Yes, now I am alone.”

“I am also alone in my family. All my sisters are married. The youngest, whom I loved most, died a long time ago. I was then young_”

Nyambura felt pleased because of  this exchange of confidence. Waiyaki did not know what else to say.

“You will be late for the meeting.”

She did not move. Then quietly, as if speaking to herself, she said, “she was brave. Do you remember her?”

“I do, always.”

“Her last words.”

“Yes…..”

 

  1. Place the excerpt in its immediate context
  2. Identify and explain two themes present in the excerpt
  3. What ancient prophecy mentioned in the passage were revealed to Waiyaki by his

father?

  1. State one character trait of each of the two characters, Waiyaki and Nyambua as revealed this excerpt.

Waiyaki

Nyambura

  1. Why do you think Nyambura was praying here?
  2. Explain the meaning of the following as used in the passage
  3. i) Apparition……
  4.              ii) Propitiate……

iii) Discernible.

  1. But the dry rack of a broken twig betrayed him. Replace the underlined words with a

phrasal  verb.                                                                                                                                             8. State any three reasons why the traditionalists resented the white man

  1. State two other instances, Waiyaki has met Nyambura

 

 

 

  1. Read the excerpt below and answer the questions that follow:-            

“Mugo was born and grew up in Kameno before he went to tell people what he saw. For he saw many butterflies, of many colours, fly about over the   land, disrupting the peace and the ordered life of the country. Then he cried aloud and said: ‘there shall come a people with clothes like butterflies…’people didn’t   believe him. Some even poured scorn on him, laughing at him, for they said: ‘he is not well.’ and they would not listen to his voice, which warned them: ‘beware!’  The seer was rejected by people of the ridges. They gave him no clothes and no food. He became bitter and hid himself refusing to tell them more. He went beyond the hills, to the world yonder, the whole extent of Gikuyu land. He was not yet exhausted and there spoke the message even louder. Still they laughed and poured scorn on him. Here they thought him dead. But disguised he came back here and settled.”

Chege paused for a while as if to gather his breath. His eyes shone as if with inner power and then slowly he said:

“We are his offspring. His blood flows in your veins.” Waiyaki stood as if dumb. The knowledge that he had in him, the blood of this famous seer, who had been able to see the future, filled him with an acute sense of wonder. He could not speak; the only word which escaped him was, “Ha!” his father was still speaking:

“He died here. Our fathers do not know where his grave is. But some say that he was carried up by Murungu.”

Chege stopped and slowly turned to Waiyaki. Waiyaki trembled freely.

“I see you fear. You must learn to fight fear…fear…It was not only Mugo whom they rejected. When I told them about Siriana, they would not listen.”

For the first time, Waiyaki felt really frightened. Unknown terror gripped him. He fought with it.

“No doubt you wonder why I tell you all this…”

Waiyaki wanted to cry out: “don’t tell me more. I don’t w ant to hear more. No! No! No! Father!” instead he only whispered

“Ye-es!”

“You are the last in our line.”

Waiyaki felt as if a heavy cloud was pressing down on his soul and he felt a strange sensation of suspension in his stomach. It was as if something, a presentiment, was moving toward him with all speed and he was powerless to prevent it.

“Sit down.” his father spoke gently.

Waiyaki’s legs had begun to lose strength and sank onto the grass.

“You are tired,” Chege said as he moved near his son.

Waiyaki stopped trembling and hated himself for showing fear. Chege repeated slowly.

“You see, when Mugo became bitter he refused to tell them more.” Chege made another pause .His face and eyes were set as if he was trying to recall something long-forgotten. He was now standing just behind Waiyaki. He bent down and touched his son on the shoulder. Waiyaki realized that his father’s hand was trembling slightly. Chege withdrew his hand quickly and then with a loud tremor. In his voice went on:

“Now, listen my son. Listen carefully; for this is the ancient prophecy…I could not do more. When the Whiteman come and fixed himself in Siriana. I warned all the people. But they laughed at me. May be I was hasty; perhaps I was not the one. Mugo often said you could not cut the butterflies with a panga. You could not spear them until you learn and know their ways of movement.  Then you could trap, you could fight back. Before he died, he whispered to his son the prophecy, the ancient prophecy: ‘Salvation shall come from the hills. From the blood that flows in me, I say from the same tree, a son shall rise and his duty shall be to lead and save the people!’ he said no more. Few knew the prophecy. Perhaps Kabonyi, who has betrayed the tribe, knows about it. I am old, my time is gone. Remember that you are the last in this line.

“Arise. Heed the prophecy. Go to the mission place. Learn all the wisdom and all the secrets of the white man. But do not follow his vices. Be true to your people and the ancient rites.”

“Father…” Waiyaki called out when he had recovered from the shock. He felt weak and small; he did not know what he wanted to say.

“You go there. I tell you again, learn all the wisdom of the white man.  And keep on remembering, salvation shall come from the hills. A man must rise and save the people in their hour of need. He shall show them the way; he shall lead them.”

“But…but…they don’t know me, I am a child and they rejected Mugo…”

“Let them do what they like. A time will come-I can see it coming-when they shall cry for a saviour…”

 

 

  1. a)         What becomes subsequent to the account of this excerpt?
  2. b)         Replace the idiomatic expression in the following sentence with one word :-

…”poured scorn’…

  1.  c)        In note form, write out phrases/sentences in the excerpt that point to biblical allusion
  2. d)         What image is used in the excerpt and what does it refer to?                                                e)        What happened to Mugo wa Kibiro when he died?
  3.  f)        Use an appropriate correlative conjunction to join the following sentences:-
  4.             i) He felt weak and small. He did not know what he wanted to say
  5.             ii) People did not believe him. Some even poured scorn on him
  6. g) Describe the character of father and son in this excerpt in relation to the prophecy.
  7.              i) Chege                                                                                                                                                         ii) Waiyaki
  8. h) He died here. Our fathers do not know where his grave is

(Use a conjunction of contrast to join the two sentences and omit the use of ‘is’

  1. i) What reason does Waiyaki’s father give to reassure him not to fear?
  2. j) Chege stopped and slowly turned to Waiyaki (add an appropriate question tag)

 

  1. Read the extract below and answer the questions that follow:-            

When Waiyaki began to speak again he felt happy. This was the moment to push his plans through. He spoke quietly; clearly, the elation of speaking to a large crowd making him feel light. He briefly outlined his plans for Marioshion. The roof needed tin; the children needed desks, pencils, papers and then many more schools had to be built. More teachers had to be employed. He sat down, fearing that he had not made his point clear. But the applause that greeted him left him with no doubt about the reception of the short speech.

A moment too soon Kabonyi was on his feet. He did not smile but looked defiantly around him. The battle was on. He was old but his voice was good and steady. Besides he knew his audience well and knew what to appeal to. He could speak in proverbs and riddles, and nothing could appeal more to the elders, who still appreciated a subtle proverb and witty riddles. Kabonyi again knew his limits. He did not want to bring too many issues together. So he decided to leave the Joshua affair and come to it later as a final blow.

He reminded them of the poverty of the land. The dry month had left the people with nothing to eat and the expected harvest would not yield much. He touched on the land taken by the white man. He talked of the new taxes being imposed on the people by the Government Post now in the midst. And instead of Waiyaki leading people against these more immediate ills, he was talking of more buildings. Were people going to be burdened with more buildings? With more teachers? And was the white man’s education really necessary? Surely there was no way out.

 

 

It was better to drive away the white man from the hills altogether. Were the people afraid? Were there no warriors left in the tribe? He, Kabonyi, would lead them. That was why he had formed the new Kiama. He would rid the country of the influence of the white man. He would restore the purity of the tribe and its wisdom.

“Or do you think the education of our tribe, the education and wisdom which you all received, is in any way below that of the white man?” He challenged the people, appealing to their pride, to the manhood in them and to their loyalty to the soil. “Do not be led by a youth. Did  the tail ever lead the head, the child the father or the cubs the lion?.”

A few people applauded. And then there was silence. (Kabonyi too had stirred something       in their hearts). Soon they began to talk. Some saw a lot of truth in what Kabonyi had said. They knew they were not cowards. And surely it was easier to drive away the white man and return to the old ways! But others, especially the young people, were on Waiyaki’s side. Waiyaki himself was hurt. Kabonyi had touched on sore spot, the question of youth. When Waiyaki stood up again the old defiance came back. The courage that had made him famous among the boys of his riika was now with him. At first he just looked at the people and held the voice of his father.

No – it was like the voice of the great Gikuyus of old. Here again was the saviour, the one whose words touched the souls of the people listened and their hearts moved with the vibration of his voice. And he, like a shepherd speaking to his flock, avoided words that might be insulting. In any case, how could he repudiate Kabonyi’s argument? Waiyaki told them that he was their son.

They all were parents. He did not want to lead. The elders were there to guide and lead the youth.

And the youth had to listen. All he wanted was to serve the ridges, to serve the hills. Unless the people heeded his words and plans, the ridges would lose their former dignity and would be left a distance behind the country beyond ……..

 

  1. a) What had interrupted his speech?            
  2. b) What actions did Waiyaki want to push through?
  3. c) i) The battle was on ……….. What battle is being referred to?
  4.             ii) What pertinent issues did Kabonyi raise?

iii) Why do you think he raised these issues?

  1.             iv) What does this reveal about the character of Kabonyi?
  2. d) Identify any stylistic device employed in the extract.
  3. e) Which Joshua affair is Kabonyi talking about?
  4. f) Give the meaning of the following words as in the extract.
  5. i) Rid …………
  6.  ii) Ills…………
  7. g) What resolution was made at the end of the meeting?
  8. h) In about 80 words, summarize Waiyaki’s defenses against Kabonyi’s argument.

Rough draft

 

 

 

  1. Read the excerpt below and answer the questions that follow:-            

The moon was also awake. Her glare was hard and looked brittle. The whole ridge and everything wore a brilliant white. And the little things that in the day appeared ordinary seemed now to be changed into an unearthliness that was both alluring and frightening. Waiyaki listened for voices in the ridge but he could only hear silence. As he moved across the ridge through small bushes and trees, the silence and the moon’s glare seemed to have combined into one mighty force that breathed and had life. Waiyaki wanted to feel at one with the whole creation, with the spirits of his sister and father. He hesitated. Then the oppression in him grew and desire to talk with someone mounted. The brightness of the moon seemed now soft and tangible and he yielded to the magic. And Waiyaki thrust out his arms and wanted to hold the moon close to his breast because he was sure she was listening and he wanted her cold breath near him. Now his muscles and everything about his body seemed to vibrate with tautness.

 

Again he was restless and the yearning came back to him. It filled him and shook his whole being so that he felt something in him would burst. Yearning. Yearning. Was life all a yearning and no satisfaction? Was one to live a strange hollowness pursuing one like a malignant beast that would not let one rest? Waiyaki could not know. Perhaps nobody could ever know. You just had to be. Waiyaki was made to serve the tribe, living day by day with no thoughts of self but always of others. He had now for many seasons been trying to drain himself dry, for the people. Yet this thing still pursued him.

Suddenly he thought he knew what he wanted. Freedom. He wanted to run, run hard, run everywhere or hover aimlessly, wandering everywhere like a spirit. Then he would have everything –every flower, every tree- or he would fly to the moon. This seemed possible and Waiyaki raised his eyes to the sky. His heart bled for her. But he could not run. And he could not fly.

All this while, Waiyaki had been moving. Soon he was down at Honia river. The crickets went on with their incessant shrilling. The quiet throb of the river echoed in his heart. He felt comforted. The water looked strange under the moon. He crossed the river and started climbing up the slope, following the cattle road that would take him to Joshua’s village – Makuyu. He would go to see Kamau. It was strange how Kamau and Kinuthia’s lives seemed to be running on the same road, always affected by the same events. When young, they used to take their herd grazing together.

At Siriana, they were together. It was only after Waiyaki’s circumcision that they separated for a time. Kamau was initiated a few months after the break away. And now they were together at Marioshoni. For a time, Waiyaki became rapt in thoughts, about Kamau, Kinunthia and their life at school.

 

(a)       Describe what happens after this excerpt

(b)      Identify and illustrate any two features of styles used in the excerpt

(c)       Rewrite the sentences below according to the instructions given after each:-

(i) He had now for many seasons been trying to drain himself dry, for the people.

Begin: For the people….)                                                                                                                   (ii) The crickets went on with their incessant shrilling………………….(Add a question tag)  

(iii) The quiet throb of the river echoed in his heart. He felt comforted.

(combine the two sentences using ‘which’)

(d)       In not more than 25 words, show how Kamau and Kinuthia’s lives were affected by the

same events.

(e)       In what ways was Waiyaki made to serve the tribe?

(f)        Identify instances in the excerpt where nature seemed to be in agreement with

Waiyaki

(g)       From your knowledge of the text, why would you say that Kinuthia was a true friend

to Waiyaki?

(h)       Explain what it was that Waiyaki was yearning for?

 

 

 

  1. Read the excerpt below and then answer the questions that follow:

A moment too soon Kabonyi was on his feet. He did not smile but looked defiantly around him. The battle was on. He was old but his voice was good and steady. Besides, he knew his audience well and knew what to appeal to. He could speak in proverbs and riddles, and nothing could appeal more to the elders, who still appreciated a subtle proverb and witty riddles. Kabonyi again knew his limits. He did not want to bring too many issues together. So he decided to leave the Joshua affair and come to it later as a final blow.

He reminded them of the poverty of the land. The dry months had left the people with nothing to eat. And the expected harvest would not yield much. He touched on the land taken by the white man. He talked of the new taxes being imposed on the people by the Government Post now in their midst. And instead of Waiyaki leading people against these more immediate ills, he was talking of more buildings? With more teachers?    And was the white man’s education really necessary? Surely there was another way out. It was better to drive away the white man from the hills altogether. Were the people afraid? Were there no warriors left in the tribe? He, Kabonyi, would lead them. That was why he had formed the new Kiama. He would rid the country of the influence of the white man. He would restore the purity of the tribe and its wisdom.

“Or do you think the education of our tribe, the education and wisdom which you all received, is in any way below that of the white man?”

He challenged the people, appealling to their pride, to the manhood in them and to their loyalty to the soil. “Do not be led by a youth. Did the tail ever lead the head, the child the father or the cubs the lion?”

 

            (a) Place this excerpt in its immediate context

(b) How is Kabonyi’s attitude towards Waiyaki revealed within and without this excerpt?

(c) Identify and illustrate the main theme evident in this excerpt

(d) “Do not be led by a youth”. From your knowledge of the rest of the text, what were

Kabonyi’s other accusations against Waiyaki?

(e) Describe the character of Kabonyi as portrayed in this extract

(f) “Were people going to be burdened with more buildings? (Re-write the sentence beginning:

People ………..)

(g) Explain the irony in this statement: “It was better to drive away the white man from the hills

altogether……He Kabonyi, would lead them”

(h) In note form, write the speech delivered by Kabonyi to the people

(i) From your knowledge of the text, who is Nganyira?

 

 

  1. UJNSEEN TEXT – The River Between

Read the passage below and then answer the questions that follow:

Just then, another boy came running from a group of cows a distance away.

“Stop fighting!” he shouted breathlessly as he stood near the pair. Kamau stopped, but he still sat on Kinuthia. “Why are you fighting?”

“He called me names,” answered Kamau

“He is a liar. He laughed at me because my father died poor and …..”

“He is !”

“You beggar.”

“You……….. you…………”

Kamau became furious. He began to pinch Kinuthia. Kinuthia looked appealingly to the other boy. “Please stop this, Kamau. Didn’t we swear that we of the hills were comrades?” He felt helpless. It was the day earlier that they had sworn to be brothers.

“What do I care about comrades who insult my father?” asked Kamau.

“I will do it again,” retorted Kinuthia between tears.  “Do now.”

“I will.”

“Try!”

Kamau and Kinuthia began to struggle. The boy felt an irresistible urge to fall on Kamau; he pulled a blade of grass and began to chew it quickly, his eyes dilating with rage and fear.

“Kamau,” he burst out

The tremor in the boy’s voice sent a quiver of fear up Kamau. He quickly looked up and met the burnt eyes, grazing at him. Meekly he obeyed the unspoken command. But his face went   a shade darker than normally was. He slunk away, feeling humiliated and hating himself for submitting. Kinuthia stood unsteadily and looked gratefully at the boy. The boy kept on lowering his face, gazing at the same spot feeling of pride and triumph he had suddenly subsided to one of regret at having done that to him. Perhaps it might have felt better if Kamau had stuck it out and he had to use to remove him.

 

  1. a) What happens just
  2.   i) Before this extract                                                                                                                        (2 mks)
  3.   ii) After this extract                                                                                                             (2 mks
  4. b) Identify the main stylistic device used in the passage and say how effective it is (4 mks)
  5. c) How relevant is the main event in the above extract to the rest of the novel? (4 mks)
  6. d) Discuss Waiyaki’s role and character as brought in this passage (4 mks)
  7. e) Illustrate one theme that is suggested in the above excerpt (4 mks)
  8. f) “Perhaps it might have felt better if Kamau had stuck it out.”

(Rewrite this sentence beginning: Had ………..)                                                   (2 mks)

  1. g) In about 40 words outline the reactions of Kamau and Waiyaki as seen in the last

paragraph                                                                                                                           (5mks)

 

 

  1. Read the following comprehension passage and answer the questions that follow           

The moon was also awake. Her glare was hard and looked brittle. The whole ridge and everything wore a brilliant white. And the little things that in the day appeared ordinary seemed now to be changed into an unearthliness that was both alluring and frightening. Waiyaki listened for voices on the ridge but he could only hear silence. As he moved across the ridge, through small bushes and trees, the silence and the moons glare seemed to have combined into one mighty force that breathed and had life.

Waiyaki wanted to feel at one with the whole creation, with the spirits of his sister and father. He hesitated. Then the oppression in him grew and the desire to talk with someone mounted. The brightness of the moon seemed now soft and tangible and he yielded to his magic. And Waiyaki thrust out his arms and wanted to hold the moon close to his breast because he was sure she was listening and he wanted her cold breath near him. Now his muscles and everything about his body seemed to vibrate with tautness.

Again he was restless and the yearning came back to him. It filled him and shook his whole being so that he felt something in him would burst. Yearning! Yearning! Was life all a yearning and no satisfaction? Was one to live a strange hollowness pursuing one like a malignant beast that one could not ever know. You had just to be. Waiyaki was made to serve the tribe, living day by day with no thoughts of self but always of others. He had now for many seasons been trying to drain himself dry, for the people. Yet this thing still pursued him

Suddenly he thought he knew what he wanted freedom. He wanted to run, run hard run anywhere. Or hover aimlessly, wandering everywhere like a spirit. Then he would have everything- every flower, every tree- or he could fly to the moon. This seemed possible and Waiyaki raised up his eyes to the sky. His heart bled for her. But he could not run. And he could not fly.

All this while, Waiyaki had been moving. Soon he was at Honia river. The crickets went on with their incessant shrilling. The quiet throb of the river echoed in his heart. He felt comforted. The water looked strange under the moon. He crossed the river and began climbing up the slope, following the cattle road that would take him to Joshua’s village – Makuyu. He would go and see Kamau. It was strange how his life and Kamau’s and Kinuthia’s seemed to be running on the same road.

 

  1. a) “The moon was also awake.” Who else was awake and why?
  2. b) Comment on the use of any three (3) features of style in the excerpt                                     c)         Identify and illustrate the dominant theme evident in the excerpt
  3. d) “It was strange how his life and Kamau’s and Kinuthia’s seemed to be running on the same  road………”     Referring to the rest of the story, explain the truth of this statement
  4. e) “Waiyaki listened for voices on the ridges but he could only hear silence.” Rewrite this sentence beginning: Listening
  5. f) What happens immediately after this excerpt
  6. g) Write down words which have the same pronunciation with the following words
  7. h) Explain the meaning of the following words and phrases used in the excerpt
  8. i) Brittle-
  9. ii) Yearning-

iii) He yielded to her magic–

  1. iv) His heart bled for her–

 

  1. Read the following passage and answer the questions that follow:            

“A man shall rise and save the people in their hour of need.” Was he that saviour? Was he the promised one or had Chege’s mind been roving? How would he save them? Chege had placed a burden on his shoulders, a burden hard to carry. A saviour did something big, something that had power to change the lives of the people. A saviour did something   startling, a thing that happened so suddenly one night that nobody could resist its power. What had he himself done?

But now he wanted an opportunity to shout what was oppressing his mind. He would ell the people: “unite.” That would be early next year.  For a moment he dreamt the dream.  It was a momentary vision that flashed across his mind and seemed to light the dark corners of his soul. It  was the vision of a  people who could trust  one another,  who  would  sit side  by side, singing the  song  of love which harmonized with music from the birds, and  all their hearts  would beat to the rhythm of the throbbing river. The  children would play  there, jumping  from the rock onto  rock, splashing  the water  which reached fathers  and  mothers  sitting  in the  shade around, talking ,watching. Birds sang  as they hovered from tree to tree, while farther out in the forest beasts  on the  land circled around…In the  midst  of this Nyambura would  stand. The children would come to her and she would talk to the elders. The birds too seemed to listen and even the beasts stopped moving and stood still. And a  song  rose  stirring the heart  of all,  and their  longing  for a new life  in the future was reflected in the dark eyes  of Nyambura.

He stretched his hands and wanted to touch her trembling figure as she led them into this song.  And then he saw that the hands of the other people, including Joshua, were stretched towards her. For a moment he stood still, fascinated by the sight. And then horror caught him. They were all pulling her into pieces, as if she were a thing of sacrifice to the god of the river, which still flowed with life as they committed this outrage on her. And  he  too had joined  the  crowd and  he was tearing  her  to himself and  she  did  not cry out because she was dumb. Then he saw that it was Muthoni, and she was thrown into the river and she was saying, “I am a woman now.”  The river carried her with it into a darkness which no one could fathom. Waiyaki’s heart cried and he knew that she was not there.  She had gone. And everyone turned away, not speaking to one another because they felt guilty. They averted their eyes from Waiyaki, the Teacher as they passed him. At last he as left alone. He did not know whether he should follow Muthoni or the crowd. Nyambura now stood in front of him. A flash of joy drove the guilt away and he went forward to touch her. She would not let him.  And Waiyaki wanted to remonstrate with her and remind her that one tie when she had allowed him to hold her in his arms. But he remembered that Nyambura had not agreed to marry him. Why did she refuse? Because she would not disobey a father? Yes. That was the word obedience. And because she was obedient he had lost her. Forever. and his  yearning  would go on, on, on  till he died. Death was the end of everything. He was about to open his mouth and tell her that Joshua had led the crowd in tearing her to pieces.  Then Waiyaki remembered that  he  too had  chosen  the crowd, had  acceded  to the  ritual demands  of the  tribe and  had shed her blood. Guilt weighed on him.  The darkness terrified him. He wanted to scream in horror of himself. He had failed to tell people  to unite. Another time. A next time.  And he woke up still panting, next time.

 

 

  1. a) Place this extract in its immediate context
  2. b) Identify and state the effectiveness of any two features of style in the passage
  3. c) How do the following characters contribute to Waiyaki’s downfall:
  4. i) Kabonyi
  5. ii) Chege
  6. d) In summary of about 50 words, state in what ways this vision is a reflection of what

happens later in the  novel

  1. e) Give three reasons why Waiyaki could not unite the ridge
  2. f)         He stretched his hands and wanted to touch her trembling figure as she led them

into  this song      (Begin:……Not only………..)

  1. g) Cite another incident where Waiyaki sees a vision
  2. h) Identify and illustrate any one theme brought out in this extract

 

  1. Read the comprehension below and answer the questions that follow             (25mks)         

“Mugo was born and grew up in Kameno before he went to tell people what he saw. For he saw many butterflies, of many colours, flying about over the land disrupting the peace and the ordered life of the country. Then he cried aloud and said: “There shall come a people with clothes like butterflies….” People did not believe him. Some even poured scorn on him, laughing at him, for they said: ‘He is not well.’ And they would not listen to his voice, which warned them: ‘Beware!’ the seer was rejected by the people of the ridges. They gave him no clothes and no food. He became bitter and hid himself, refusing to tell them more. He went beyond the hills, to the world yonder, the whole extent of Gikuyu land. He was not yet exhausted and there spoke the message even louder. Still they laughed and poured scorn on him. Here they thought him dead. But disguised he came back here and settled.”

Chege paused for a while as if to gather his breath. His eyes shone as if with inner power and then slowly he said. “We are his offspring. His blood flows in our veins.”

Waiyaki stood as if dumb. The knowledge that he had in him the blood of this famous seer, who had been able to see the future, filled him with an acute sense of wonder. He could not speak; the only word which escaped him was, “Ha!” his father was still speaking: “He died here. Our fathers do not know where his grave is. But some say that he was carried up; by Murungu.”

Chege stopped and slowly turned to Waiyaki. Waiyaki trembled freely. “I see you fear. You must learn first fear …fear…. It was not only Mugo whom they rejected. When I told them about Siriana, they would not listen.”

For the first time, Waiyaki felt really frightened. Unknown terror gripped him. He fought with it. “No doubt you wonder why I tell you all this Waiyaki wanted to cry out: “Don’t tell me more. I don’t want to hear more. No! No! No, Father!”. Instead he only whispered.

“Yes-es!”

“You are the last in our line.” Waiyaki felt as if a heavy cloud was pressing down on his soul and he felt a strange sensation of suspension in his stomach. It was as if something, a presentiment, was moving towards him with all speed and he was powerless to prevent it. “Sit down,” his father spoke gently.

Waiyaki’s legs had already began to lose strength and he sank onto the grass.

“You are tired perhaps, “Chege said as he moved near his son.

Waiyaki stopped trembling and hated himself for showing fear. Chege repeated slowly: “You see, when Mugo became bitter, he refused to tell them more.” Chege made another pause. His face and eyes were set as if he was trying to recall something long-forgotten. He was now standing just behind Waiyaki. He bent down and touched his son on the shoulder. Waiyaki realized that his father’s hand was trembling slightly. Chege withdrew his hand quickly and then with a loud tremor in his voice went on: “Now, listen my son. Listen carefully, for this is the ancient prophecy… I could not do more. When the white man   came and fixed himself in Siriana, I warned all the people. But they laughed at me. May be I was hasty. Perhaps I was not the one Mugo often said you could not cut the butterflies with a panga. You could not spear them until you learnt and knew their ways and movement. Then you could trap, you could fight back.” Before he died, he whispered to his son the prophecy, the ancient prophecy: ‘salvation shall come from the hills. From the blood that flows in me, I say from the same tree, a son shall rise. And his duty shall be to lead and save the people! He said no more. Few knew the prophecy. Perhaps Kabonyi, who has betrayed the tribe, knows about it. I am old, my time is gone. Remember that you are the last in this line.

“Arise. Heed the prophecy. Go to the Mission place. Learn all the wisdom and all the secretes of the white man. But Waiyaki disregarded his father’s advice.

 

(a) Where was Mugo born and what does it represent?                                                        (2mks)

(b) Who are those people with clothes like butterflies?                                                       (2mks)

(c)  Why did the seer become bitter and hid himself?                                                          (3mks)

(d) “We are his offspring. His blood flows in your veins”. Rewrite it in reported speech (2mks)

(e) Why is Waiyaki unable to speak?                                                                                                (2mks)

(d) According to your understanding of the novel, which specific ritual had Waiyaki

undergone through a few weeks before this extract?                                                      (2mks)

(g) With evidence from this extract, identify two themes discussed                                               (4mks)

(h) At what specific point were Chege and Waiyaki when those ways were being said?    (2mks)

(i) In which way has Kabonyi betrayed the tribe?                                                                (2mks)

(j) Identify two things that were emphasized in Siriana which eventually aided the falling

apart of the people of  Makuyu and Kameno                                                                  (2mks)

(k) Which important rituals does Waiyaki undergo through in the days after his excerpt

and what is its significance?

 

  1. Read the following passage and answer the questions.

There was general uniformity between all the houses that lay scattered over this ridge.

They consisted of round thatched huts standing in grounds of three or four. A natural hedge

surrounded each household. Joshua’s house was different. His was a tin-roofed rectangular

building standing quite distinctly by itself on the ridge. The tin roof was already decaying and let

it rain freely, so on top of the roof could be seen little scraps of sacking that covered the very

bad parts. The building, standing so distinctly and defiantly, was perhaps an indication that the

old isolation of Mukuyu from the rest of the world was being broken down.

As yet, it was true, no town was near. Nairobi was far, a town not known to the hills. Siriana was still the nearest missionary centre: a big place with hospitals and a flourishing school taking boys and girls from all over the country. But the missionaries had not as yet penetrated into the hills, though they sent a number of  disciples to work there. The people remained conservative, loyal to the ways of the land. Livingstone occasionally paid a visit to the hills, giving new life and energy to his various followers. His main work however, was being carried on by Joshua.

Joshua, Nyambura’s father, was now a middle-aged man who always preached in sharp ringing tones that spoke of power and knowledge. He, along with a few others, had been the first to be converted to the new faith. He was then a young man who ran from the hills and went to live

with the white man in the newly established mission. He feared the revenge of the hills; the

anger of his friends, betrayed. In Siriana he found a sanctuary and the white man’s power and

magic. He learnt to read and write. The new faith worked in him till it came to posses him

wholly. He renounced his tribe’s magic, power and ritual. He turned to and felt the deep

presence of the one God. Had he not given the white man power over all? He learned of Jesus.

Behold, a virgin shall conceive,

And bear a son.

And shall call his name Immanuel.

 

He realised the ignorance  of his people. He felt the depth of the darkness in which they lived. He saw the muddy water through which they waded unaware of the dirt and mud. His people worshipped Murungu, Mwenenyaga, Ngai. The unerring white man called the Gikuyu god the prince of darkness.

Isaiah, the white man’s seer, had prophesied of Jesus. He had told of the coming of a Messiah. Had Mugo wa Kibiro, the Gikuyu seer, ever foretold of such a saviour? No. Isaiah was great. He has told of Jesus, the Saviour of the world.

 

Those who refuse him are the children of darkness;

These, sons and daughters of the evil one, will go to

Hell;

They will burn and burn forever more, world unending.

 

These strong words frightened Joshua and shook his whole body; shook him to the very roots of his being. He became baptized and it was only then that he felt at peace and stopped trembling

He felt happiness which cut sharp into him, inflaming his soul. He had escaped Hell. He felt a new creature. That is always what he said at home and in church.

If anybody is in Christ, behold he is a new creature. He was new. He became a preacher, brave, having been freed from fear. He no longer feared Chege or what the hills and their inhabitants would say or do to him. He went back to Makuyu and preached with a vehemence  and fury that frightened even  his own old listeners. Few could resist that voice. Many came and some were converted. And they all together rejoiced and praised God.

But some went back to drinking; to dancing the tribal ritual, to circumcision. And Joshua day by day grew in wrath and vehemently condemned such bevaiour. Perhaps the word had not taken root. Joshua himself was strict and observed the word to the letter. Religious uniformity in his own home was binding. He meant to be an example to all, a bright light that would show the

way, a rock on which the weak would step on their way to Christ.

 

 

 

  1. a) How is Joshua different from other villagers? (2 mks)
  2. b) Why does Joshua run away from the hills? (2 mks)
  3. c) Identify and explain any two themes that come out in the passage. (4 mks)
  4. d) Identify any two styles evident in the passage. (4 mks)
  5. e) “He meant to be an example to all, a bright light that would show the way, a rock on

which the weak would step on their way to Christ.”

With reference to the above statement show the Irony in Joshua’s lifestyle. (4 mks)

  1. f) Which challenges do Joshua face in his mission of spreading the Gospel? (2 mks)
  2. g) Write the following sentences in past tense.

“Behold a virgin shall conceive and bear a son.”

  1. h) Punctuate the following sentence.

Siriana was still the nearest missionary centre a big place with hospitals and a flourishing

school taking boys and girls from all over the country.

  1. Rewrite the following sentence ending with the word occasionally.

Livingstone occasionally paid a visit to the hills.                                         (1 mk)

  1. j) Identify any two character traits of Joshua.

 

  1. Read the excerpt below and then answer the questions that follow:-

He could not sleep. Thin rays of the moon passed through the cracks in the wall into the hut and fell at various spots on the floor. It was no good staring blankly at the hazy darkness in which every object lost its clear edges. Waiyaki wanted to talk to someone. That was what oppressed him: the desire to share his hopes, his yearnings and longings with someone, his plans in education. The desire for assurance and release. Twice he had tried to tell his mother, to ask her something. But each time he stood in front of her and he heard her shaky voice, he found himself talking of irrelevant things. It was strange that the tremor in her voice should set doubts darting in his soul.

After all, what was the longing, what was the something for which he yearned? Did he know it himself? Yet the hopes and desires kept on haunting him. They had followed him all his life.

He did not want to think. But thoughts came and flooded his heart. Strange chapters of his life unfolded before him. His young sister who had died early was the only person with whom he had been intimate. He had loved her, if that sort of closeness could be called love. He thought he loved the hills and their people. But they did not give him that something he could get from her. Then, he had been very small; many seasons before his second birth. He wondered why he remembered that time. But she was dead. And death was the end of everything, on this earth. After you were buried, you turned into a spirit. Waiyaki wondered if his sister was a spirit. A young good spirit. Was she watching him? He turned round, rather frightened. He felt guilty.

Waiyaki was superstitious. He believed the things that the people of the ridges believed. Siriana Mission had done nothing effective to change this. His father had warned him against being contaminated by the ways of the white man. Yet he sometimes wondered. Was the education he was trying to spread in the ridges not a contamination?

He wanted to sleep. From side to side he wriggled on his bed, trying to close his eyes and shut away these thoughts that would not let him alone. He thought: There is something unexplainable in the coming of the white man. He had found no resistance in the hills. Now he had penetrated into the heart of the country, spreading his influence. This influence could be disruptive. Muthoni had died on the high altar of this disruption. She had died with courage, probably still trying to resolve the conflict withinin herself in an attempt to reach the light. Since her death everything had gone from bad to worse, and probably conflicting calls and loyalties strove within the hearts of many. Not many were like Muthoni in courage. Waiyaki wondered where he was. Was he trying to create order and bring light in the dark?

The image of his sister, that of Muthoni and many others followed each other across his mind in quick succession,, shadows that had no concrete form; shadows that came and went; sometimes merging, forming nothing. Then, for one moment, his life became one white blur. But only for a second. Then came the mist, dark with no definition. The clear edges of life had gone. He lay still, a little frightened, not knowing what to think or how to find a way out.

 

(a) What had happened just before this excerpt?                                                                 (3mks)

(b) Waiyaki mentions his second birth. What is he referring to here?                                 (2mks)

(c) According to this excerpt, what is the thing that the people of the ridges believed in?       (2mks)

(d) What does the last paragraph portray about Waiyaki’s impending fate?                                   (3mks)

(e)In about forty words, summarize the effects brought about by the coming of the white man

(f) Chege sent his son Waiyaki to Siriana Mission. What conflict did this bring in Waiyaki’s life?

(g) What theme is evident in this excerpt?                                                                            (3mks)

(h) ‘Yet the hopes and desires kept on haunting him’…………………………………………………………

(Supply an appropriate question tag)                                                                              (1mk)

(i) What does this excerpt reveal about Waiyaki’s character?                                             (2mks)

(j) Give the meaning of each of the following words as used in the excerpt

Yearnings…………………………………………….

Strove……….

 

 

 

  1. EITHER

Read the following excerpt and answer the questions that follow:

PETER STOCKMANN:  I protest against the personal allusions.

  1. STOCKMANN: (imperturbably) — and that, not because he is like myself, descended from

some old rascal of a pirate from Pomerania … because that is who we are

descended from….

PETER STOCKMANN: An absurd legend. I deny it!

  1. STOCKMANN: … but because he thinks what his superiors think, and holds the same

opinions they hold. People who do that are, intellectually speaking, common people; and, that is  why my magnificent brother Peter is in reality so very far from any distinction — and  consequently also so far from being independent-minded.

PETER STOCKMANN: Mr. Chairman………!

HOVSTAD     : So it is only the distinguished men that are liberal- minded in this country? That is a new one! (Laughter.)

  1. STOCKMANN: Yes, that is part of my new discovery too. And another part of it is that free-

thinking is almost precisely the same thing as morality. That is why I maintain that it is absolutely irresponsible of the People’s Messenger to proclaim, day in day out, the false doctrine that it is the masses, the crowd, the compact majority, that have the monopoly of liberal principles and morality — and that vice and corruption and every kind of intellectual depravity are the result of culture, just as all the filth that is  draining  into our Baths is the result of the tanneries up at Molledal! (Uproar and interruptions. DR. STOCKMAN” is undisturbed and goes on, carried away by his ardour, with a smile.) And yet this same People’s Messenger can go on preaching that the living standards of the masses ought to be elevated! But, bless my soul, if the Messengers teaching is to be depended upon, this very elevation of the masses would mean nothing more or less than setting them straightaway upon the paths of Depravity Happily, the theory that culture demoralizes is only an old falsehood that our ancestors believed in and we have inherited. No. it is ignorance, poverty, ugly conditions of life, that do the devil’s work! In a house which does not get aired and swept every day-my wife Katherine maintains that the floor ought to be scrubbed as well, but that is debatable — in such a house let me tell you, people will lose within two or three years the power of thinking or acting in a moral manner. Lack of oxygen weakens the conscience. And there must be a plentiful lack of oxygen in very many houses in this town, judging from the fact that the whole ‘compact majority’ can be irresponsible enough to wish to build the towns prosperity on a quagmire of falsehood and deceit.

ASLAKSEN:              We cannot allow such a grave accusation to be flung at our community.

A CITIZEN:               I move that the Chairman rule the speaker out of order.

VOICES (angrily):     Hear, hear! Quite right! Make him sit down!

  1. STOCKMANN: (losing his self-control): Then I will go and shout the truth at every street

corner! I will write it in other towns’ newspapers! The whole country shall know what is going on here!

HOVSTAD:                It almost seems as if Dr. Stockmann’s intention were to ruin the town.

  1. STOCKMANN: Yes, my native town is so dear to me that I would rather ruin it than see it

prosper upon a lie.

ASLAKSEN:              This is really serious. (Uproar and whistles, MRS. STOCKMANN coughs in

vain: her husband does not listen to her any longer.)

HOVSTAD:               (shouting above the din): A man must be a public enemy who wishes to ruin

a whole community!

  1. STOCKMANN: (with growing fervour): What does the destruction of a community matter,

if it lives on lies? It ought to be razed to the ground. I tell you — All who live by lies ought to be wiped out like vermin! You will end up infecting the whole country; you will bring about such a state of things that the whole country will deserve to be destroyed. And if it ever comes to that,

 

 

(a) Place this extract in its immediate context                                                                      (4mks)

(b) Who are the compact majority?                                                                                       (2mks)

(c) Why does Dr. Stockmann accuse The People’s Messenger of being irresponsible? (3mks)

(d) Identify and explain any two themes presented in this excerpt                                      (4mks)

(e) In your own words, explain the meaning of the image of the house that is never

swept in relation to what Dr. Stockmann talks about in this excerpt                              (3mks)

(f) Rewrite the following according to the instructions given after each:                         (2mks)

(i) A man must be a public enemy who wishes to ruin a whole community (Rewrite in the past tense)

(ii) It almost seems as if Dr.Stockmann’s intention were to ruin the town ………………………

(Insert an appropriate question tag)………………………………………………(2mks)

(g) Illustrate character traits of Dr. Stockmann evident in the excerpt                                (4mks)

(h)      (i) Explain the meaning of the following words as used in the passage                   (3mks)

Conscience……………………………………….

Deceit………………………………………………………………………..

Depravity……………………………………………………………………

Or

(ii)       Read the following excerpt and answer the questions that follow:

“Of course I mean your father as an example — for example, you see.”

“I shall take my father, for example, if you like. He is the head of the family. Suppose another man, Karanja or Njuguna for example, comes in and we offer him hospitality. Suppose after a time he deposes my father and makes himself the head of the family with a right to control our property. Do you think he has any moral right to it? Do you, Waiyaki? And do you think I am bound by any consideration to obey him? And if conditions become intolerable, it lies with me to rebel, not only against him but also against all that is harsh, unfair and unjust. Take Siriana Mission for example, the men of God came peacefully. They were given a place. Now see what has happened. They have invited their brothers to come and take all the land. Our country is invaded. This Government Post behind Makuyu, is a plague in our midst. And this hut-tax ..”

He was exhausted. He looked around defiantly and yet sorrowfully. Then he began to breathe hard. He was becoming excited again. He waved his hands in the air and then gave a thud on the table. He let his eyes roll around as if he were speaking at a big political rally. Waiyaki had never seen Kinuthia like this before. And why should they, who had been educated at Siriana, be so vehement against it? It was just like his father, who had sent him to the Mission to which he had all his life objected. Perhaps life was a contradiction. Waiyaki felt something stir in him as he listened to Kinuthia. Perhaps Kinuthia was speaking for the sleeping hills, for the whole of Gikuyu country. Then he suppressed the feeling and thought of the new drive in education. Perhaps this was the answer to a people’s longings and hopes. For a moment he became lost in his contemplation of education and the plans he had in mind:

“Come, Waiyaki. Tell us about this new Kiama.’

It was Kamau who asked. Waiyaki lost his vision but he still watched the rain. This rain was a blessing; and the famine which people had feared would come if the drought had continued would now be averted. From the scoops flowed little narrow streams at and through the grass. They mingled and flowed on to join. Main stream, like a small river, like Honia. Or like a flood.

Only this one would end and Honia River would forever flow.

And the small river went down making a small murmuring sound, talking to itself, or to the ground. “Noah’s flood,”

Waiyaki thought.Kinuthia spoke.

“Yes. I think such a Kiama, to preserve the purity of our tribal customs and our way of life, should be formed now.” Waiyaki had heard about this Kiama. He knew the drive came from Kabonyi. Waiyaki feared they would give him a place in the leadership of this Kiama, which was meant to embrace all the ridges. He did not feel enthusiastic about it. He wanted to concentrate on education. Perhaps the teaching of Livingstone,that education was of value and his boys should not concern themselves with what the government was doing or politics, had found a place in Waiyaki’s heart. It rained on, the downpour almost slashing the sun-scoched grass. What was it? And still it rained, with the litt1ieams gathering and joining together. He saw what they were doing —

Carrying away the soil.

Corroding. eating away the earth.

Stealing the land.

And that was the cry, the cry on every ridge. Perhaps the sleeping lions would sleep no more, for they were all crying, crying for the soil. The earth was important to the tribe. That was why Kinuthia and others like him feared the encroachment of the white man. They feared what had happened in Kiambu, Nyeri and Murang’a. The new settlers at Siriana wore the same face. And Waiyaki was thinking, was Mugo wa Kibiro right? One day the white man would go. And for a time Waiyaki remembered his father and that prophecy.

Suddenly he became angry, not with the white man or Kinuthia. He was angry with the rain.

 

 

(a) What had happened just before this excerpt?                                                                  (3mks)

(b) Who was Mugo was Kibiro?                                                                                            (2mks)

(c) Give one character trait evident of Kinuthia in this excerpt                                           (2mks)

(d) Explain clearly with illustrations any two themes brought out in this excerpt              (4mks)

(e) Rewrite the following sentences according to the instructions given after each;              (2mks)

(i) Only this one would end and Honia River would forever flow _____ (insert an

                        appropriate question tag)

(ii) Then he suppressed the feeling and thought of the new drive in education.

(Re-write in the present  simple)……………………………………………………………………………….

(f) Why did Waiyaki feel life is a contradiction?                                                                 (2mks)

(g) Explain any two stylistic devices evident in this excerpt                                                           (4mks)

(h) From your understanding of the text, write notes on why the people of the ridges felt

that their rights were being violated by the white man                                                 (4mks)

(i) Give the meaning of the following words as used in the excerpt                                                (2mks)

Sun –scorched………………………………………………………………

Plague……………………………………………………………………….

 

 

Section C- QUESTIONS

  1.  

 Read the story given below and answer the questions that follow:-

THE HARE  AND THE TORTOISE

The hare was always laughing at the tortoise because he walked so slowly. “Really I don’t know why you bother to go at all,” she sneered. ‘By the time you get there it will all be over-whatever it is.’

The tortoise laughed. “I may be slow.’ He   said, ‘but I bet I can get to the end of the field before you can. If you want to race, ill prove it to you.’

Expecting  an easy  victory  the hare  agreed and  she  bounced off as  fast  as  she  could  go. The tortoise plodded steadily after her.

Now it was in the middle of a very hot sunny day and before long, the hare started to feel a little drowsy. I think ill just take a short nap under this hedge. ‘She said to herself.’ Even if the tortoise passed by ill catch him up in a flash. The hare lay down in   the shade and was soon fast a sleep. The tortoise plodded on under the midday sun. Much later, the hare awoke. It was later than she had intended but she looked round confidently ‘No sign of old tortoise, I see, even if I did have rather more than forty winks.’

Away she went, running through the short grass and the growing corn, leaping ditches and brambles with ease. In a  very short  time   she  turned  the  last corner  and  paused  for a  moment  to look  at the place  where the  rope was to end. There, not a yard from the finishing line was the tortoise, plodding steadily on. One foot after another, nearer and nearer to the end of the race.

With a great bounce the hare streaked   forward. It was too late.  Though she threw herself panting over the line , the tortoise  was there  before her.

‘Now do you believe me?’  Asked the tortoise. But the hare was too out of breath to reply.

 

 

  1. i) Classify the above narrative
  2. ii) Why did the hare always laugh at tortoise?

iii)       Why did the hare feel drowsy?

  1. iv) What made it possible for hare to lose the race?
  2. v) Try to picture yourself as the story teller charged with the responsibility of narrating this

particular story.  What story telling devises would you employ?

  1. vi) Why did the tortoise laugh at Hare’s comment?

vii)      Describe how tortoise’s own words “…. I may be slow but I bet I can get to the end of the

fields before you can…..”eventually proved to  be  true.

viii)     Mention any two moral lessons you can learn from this story

 

  1. POETRY                                                                                    

Read the poem below and answer the questions that follow:-

                                                 CRAZY PETER PRATTLES

 

So what is the mountain deal

about the minister’s ailing son

that he makes boiling news?

 

How come it was not whispered

when Tina’s hospital bed crawled with maggots

and her eyes oozed pus

because the doctors lacked gloves?

 

What about Kasajja’s only child

who died because the man with the key

to the oxygen room was on leave?

 

I have seen queues

of emaciated mothers clinging to

babies with translucent skins

faint in line

and the lioness of a nurse

commanding tersely

“Get up or leave the line’

 

Didn’t I hear it rumoured that

the man with the white mane

and black robes

whose mouth stores the justice of the land

ushered a rape case out of court

because the seven-year-old

failed to testify?

 

Anyway, I only remember these things

when I drink,

they are indeed tipsy explosion

 

(Crazy Peter Prattles’ by Susan Nalugwa Kiguli in Echoes Across the Valley: Ed. Arthur I. Luvai and Kwamchetsi Makokha)

 

(a) What problems are highlighted in the poem about the state of health care?

(b) What is the significance of the rhetorical question in the first stanza?

(c) Pick out any two images in this poem and explain their significance

(d) (i) Identify the problem that the fifth stanza deals with

(ii) How does this connect with the problems in the previous stanzas?

(e) Explain the meaning of the following words as they are used in the poem

(i) Oozed     ….

(ii) Emaciated………………..

(iii) Translucent ..

(f) What is the significance of the last stanza?

 

 

  1. Read the poem below and answer the questions that follow.

 

I MET A THIEF

 

On the beach, on the coast,

Under the idle, whispers coconut towers,

Before the growling, foaming, waves,

I met a thief, who guessed I had

An innocent heart for her to steal.

 

She took my hand and led me under,

The intimate cashew boughs which shaded

The downy grass and peeping weeds

She jumped and plucked the nuts for me to suck:

She sang and laughed and pressed close

 

I gazed; her hair was like the wool of a mountain sheep,

Her eyes, a pair of brown –black beans floating in milk.

Juicy and round as plantain shoots

Her legs, arms and neck:

And like wine-gourds her pillowy breasts:

Her throat uttered fresh banana juice:

Matching her face-smooth and banana-ripe.

 

I touched-but long I even tasted,

My heart had flowed from me into her beast:

And then she went-high and south-

And left my carcass roasting in thee

 

  1. a) Who is the persona?
  2. b) What is the relevance of the title?
  3. c) Paraphrase the last stanza
  4. d) Identify and explain the significance of the three stylist devices employed in the poem
  5. e) Of what race is the ‘thief’ in the poem?
  6. f) Explain the meaning of the line ‘an innocent heart for her to steal’
  7. g) Identify one economic activity portrayed in the poem

 

  1. Read the poem below and answer the questions that follow:

                                       THE PROSTITUTE

There I see her coming

With borrowed steps

Like a coward ghost

Out of grass covered graveyard

 

She comes

Bearing no more

That attractive dames

Cover like soft babes

 

These

She has exposed

to bitter weather

and lusty eyes.

 

There I see her coming

like a nestles bird

that enters any nest

for a transient stay

at times

finding snakes

or hostile hawks

There I see her coming

like a black jack

a poisonous pest

that infects the city’s plantation

diseasing the young

and old plant

 

There I see her

coiling herself around

tourists and bosses

like a parasitic

climbing plant

 

 

There I see her coming

from the back door

like a forged coin

that assumes the high value

yet always hounded by spies

 

I stand to see her

when the forged coin is found

when the immigration birds

are back in their nests

or when the dog

that it constantly feeds on

is washed with DDT

or when the dog is dead

on a tarmac road

and when the stems are cut

in the dry windy season

 

  1. a) Name FOUR things the person referred to as ‘her’ has been likened to.
  2. b) What is the main theme of the poem? Explain with suitable examples
  3. c) What is the attitude of the poet towards the subject of the poem? Illustrate using words or

phrase  from the poem?

  1. d) Identify three stylistic devices used in the poem and show their effectiveness in bringing out

the poet’s message.

(e) Explain the meaning of the last stanza – what mood does it express?

 

 

 

  1. ORAL LITERATURE

Read the passage below and then answer the questions that follow:                               

THE WICKED CHIEF

There lived once a wicked chief. Nobody liked him, because of his wickedness. He was wicked to old men and women. By pretending to be kind he tried to be popular to young men who lived in that country. When the chief won over young men, they all liked him.

One day, the chief called all the young men and told them, “My friends, don’t you see?” They asked, “What?” you should kill all of them. Everybody should kill his father.”

Ah: (that they should kill their fathers). As a result, everybody whose father was old brought him to be killed. This one went and brought him to be killed. This one went and brought him to be killed, the other went brought his father to be killed. They killed all the old men, leaving one only.

He was a father of a man who said no. “Why should the chief kill all old men and why would I send my father to be killed?” He got down and went to dig a large hole and concealed it nicely. He sent his father there, where he had dug. He fetched wood and put it across and coved it with soil, making a small hole for air to pass through. At that time, they had finished to kill all the old men.

When the chief finished executing them, he then called all the young men. “My friends we have now finished killing all our old men. This is a cow I am giving to you. I am so happy we have got rid of these old men, so go and kill the cow. When you have killed the cow, cut the best part of its meat and bring it to me. If you don’t bring it, you yourself are not safe.”(That is all right) eh;

The young men rushed out and slaughtered the cow, which is the best part of the meat of a cow? They were worried

They went and cut the liver and sent it to him. He asked whether or not that was the best part of the meat. They answered yes. They added part of the bile. He said that wasn’t the best part of the meat and they should go and find it quickly. The people became more worried.

Every night the young man secretly took food to his father. One day he took food to his father, who asked about the news of the town. He said, “My father, now we are suffering. When we killed all the old men, the chief gave us a cow to go and kill. When we killed the cow, he said we must both find the sweetest and the best part of the meat and bring to him, that if we do not bring them, we are not safe ourselves. This is what is worrying us.” The old man laughed, but asked him if he knew the sweetest part of the meat. He said no. He again asked if he did not know the bitterest part. He said no. “Then the sweetest and the bitterest is the tongue. When you go, cut the tongue and sent it to him and say that is the sweetest part of the meat and the bitterest.”

The man rushed home while all the people sat down, undecided about what to do. If something had not happened they might have thrown the whole meat away and run away. When the boy arrived he said, “My friends take the tongue of the cow in.” they cut the tongue for him, and he took it to the chief’s palace.

He went and threw it down and said, “Chief, see the sweetest part of the meat and the bitterest part also.”

The chief sat down quietly and finally said, “You did not kill your father. Speak the truth. You have not killed your father.”

He said, “It is the truth, I didn’t kill him. When all the other men were killing their own fathers I went and hid mine.”

He said, “You are the son of a wise old man. The sweetest and the bitterest part of a meat is the tongue. As for that all these young men are fools. Why should somebody send his father to be killed? But if you want the sweetest part of the meat, find the tongue, were it not for your tongue, you would not have an enemy: it is also because of your tongue that you will not have a friend.”

 

  1. Classify the above narrative
  2. State any two characteristics of oral narratives present in the narrative above
  3. Identify and discuss any two characteristics traits of the chief and any one character of the                       young man (who didn’t kill the father)
  4. Explain any moral lesson that can be learned from this narrative
  5. Give one economic activity practices by the community from which this narrative

was  taken

  1. Identify any two styles in the oral narrative
  2. Why do you think the chief wanted all the old men to be killed?

 

  1. Read The Poem Bleow And Answer The Questions Below:                                                

Would you know my name if I saw you in heaven?

Would it be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

 

Would you hold my hand if I saw you in heaven?

Would you   help me stand if I saw you in heaven?

I’ll find my way through night and day, cause I know I can’t just stay here in heaven

 

Time can bring you down, time can bend your knees

Time can break the heart; have   you ‘begging’ “please” ‘begging’ “please”

Beyond the door there’s peace, I’m sure

And I know there will be no more tears in heaven.

Would you know my name if I saw you in heaven?

Would you be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

‘Cause I know I don’t belong here in heaven.

 

  1. a) What is the subject matter of this poem? Illustrate your answer
  2. b) Identify and illustrate the feature of style evident in stanza three
  3. c) Give and illustrate two examples of the persona’s statements to illustrate his attitude

of  admiration

  1. d) What is the implication of rhetorical questions beings set in conditional tenses?
  2. e) What is the personas imagination of life in heaven? f)         In note form, give the main item of the last stanza
  3. g) Explain the meaning of the following phrases as used in the poem
  4.  i) Hold my hand……     –
  5. ii) Break the heart……

iii) No more tears………

 

 

  1. Read the poem below and answer the questions that follow:-                         *UGU* You see that Benz sitting at the rich’s end?

Ha! That Motoka is Motoka.

It belongs to the minister for fairness

Who yesterday was loaded with doctorate

At Makerere with whisky and I don’t know what

Plus I hear the literate thighs of an undergraduate.

 

You see those market women gaping their mouths?

The glory of its inside has robbed them of words

I tell you the feathery seats the gold steering

The TV the radio station the gear!

He can converse with all the world presidents

While driving in the back seat with his darly

Between his legs without the driver seeing a thing!

Ha! Ha! Ha!

 

Look at the driver chasing the children away

They want to see the pistol in the door pocket

Or the button that lets out bullets from the machine

Through the eyes of the car – Sshhhhhhhhh

Lets not talk about it.

 

But I tell you that Motoka can run

It sails like a lijato, speeds like a swallow

And doesn’t know anyone stupid on its way

The other day I heard

But look at its behind, that mother of twins!

A-ah That Motoka is Motoka.

 

You just wait, I’ll tell you more

But let me first sell my tomatoes

(By THEOLUZUKA)

 

(a)       Who is the persona?

  1. b) Briefly explain what the poem is all about.
  2. c) Identify any two stylistic devices used in the poem.
  3. d) Explain the character of the market women as portrayed in the poem.
  4. e) Explain the meaning of the following lines as used in the poem.
  5.              i) Ha! That Motoka is Motoka.
  6.  ii) The glory of its inside has robbed them of the words.

iii) But look at its behind, that mother of twins. *UGU*

  1. f) Describe the tone of the poem and comment on the persona’s attitude towards the

                         minister   for fairness.

  1. g) Identify the economic activity of the people portrayed in this poem.

 

  1. Read the poem below and then answer the questions that follow:-

AFTER A WAR

The outcome? Conflicting rumours

As to what faction murdered

The one man who, had he survived

Might have ruled us without corruption

Not that it matters now:

We’re busy collecting the dead

Counting them, hard though it is

To be sure what side they were on

What’s left of their bodies and faces

Tells of no need but for burial

And mutilations was practiced

By right, left and centre alike

As for the children and women

Who knows what they wanted

Apart from the usual things?

Food is scarce now, and men are scarce

Whole villages burnt to the ground

New cities in disrepair

The war is over, somebody must have won

Somebody will have won. When peace is declared

 

(a)       According to the poem, what are the consequences of war?

(b)       What techniques has the poet employed and what are their effects?

(c)       What is the poet’s attitude towards war?

(d)      Explain the meaning of the following lines:                                                                       

(i) Food is scarce now, men are scarce*KSW*

(ii) Whole villages burnt to the ground

(e)      From the poem, why would you say that war is a no win situation?

(f)        What’s the mood of the poem?

 

 

  1. Read the oral narrative below and answer the questions that follow:            

Why Zebra has stripped skin

Long ago, man tamed only the dog. Before he started taming any other animal, it was said that the donkey could also be tamed. This story came from one hunter.

One day while hunting, this hunter killed a large animal, which was too heavy for him to carry along. So, as he wondered how to carry his kill he saw a donkey pass nearby and an idea came to his mind.  “Why not place this carcass on the donkey so that it can help me?” he wondered. He did not know what would happen if he tried this because the donkey was also a wild animal. Nevertheless he decided to try.

So he followed the donkey and luring it with sweet words and grass, the donkey allowed him to place his load on its back without resistance. He then led the way until they arrived home. After unloading the donkey, he gave it more grass and some water. It ate and drunk and appeared happy. From that day, the donkey never left the hunter’s homestead; and he gave the donkey food and drink daily. The donkeys multiplied and there were many donkeys in this homestead, all helping the hunter to carry his loads. Soon, the story went round that somebody had tamed a donkey, which he was using as a beast of burden. Villagers came to see for themselves and they were impressed with the way the hunter’s donkeys were working. Having satisfied their curiosity, they also went out into the wild to look for donkeys to tame. The donkey became a famous beast of burden in the whole village and beyond, carrying all the heavy loads that men and women could not even lift with assistance.

As all this was happening, the donkeys which were left in the wild did not know what was going on. They would only see their friends go away with men and women never to return. They came to understand that they had been deserted only after most of their friends had been taken away. The few who were left started to hide deep in the woods to avoid any contact with human beings. But their efforts to hide were all in vain!  Human beings had realized that donkeys were very useful animals. So they made every possible effort to catch them even from deep in the forest.

This problem disturbed the wild donkeys. Many of their kind had been captured by human beings. The rumours spreading around were that the captured ones were made to work very hard with only little food, since there was no time to graze, while those left in the wild grazed the whole day and even during the night.

Indeed, this was frightening. The rest of the donkeys decided to act quickly, lest they too be captured. They called a meeting at which they discussed what should be done to stop the movement of donkeys into people’s homes. When the meeting came to a stalemate, one donkey suggested that they should seek help from Hare since he was known to be cunning and clever. All agreed to seek advice from Hare.

The next morning, the donkey representative went to Hare. Hare was only too willing to help. Therefore Hare asked him to tell all his friends to come to his compound early the next morning. They agreed. When they arrived, they found Hare with whitewash in a large bucket and a brush in his hand. They were all at a loss as to know how this whitewash was going to help them. When they enquired, Hare attempted to explain but they could not understand.

So Hare asked one of them to volunteer for a demonstration but none wanted to. Then Hare approached one old donkey and whispered in its ear saying, “Once you have been painted, you will not be a donkey any more and human beings will not take you away.” The old donkey said, “I will volunteer because if the human beings take me and put loads on my back, I will die.” So the Hare quickly started painting stripes of whitewash on this donkey. Soon, the entire body of the donkey was filled with white and grey stripes. When the other donkeys looked at the painted donkey, they admired it and some wanted to be painted. But others came to the painted donkey and it whispered something in their ears. So they rushed and crowded around Hare and although he warned them that they had to be careful with the whitewash, they did not heed his warning. They jostled, pushed, fought and even bit each other in the struggle to be the next one to be painted. It was during this struggle to be painted that one donkey toppled the bucket containing the whitewash, pouring the entire contents on the grass from where it could not be recovered. The donkeys that had been painted remained in the forest because human beings did not capture them for they looked different from the domesticated ones. The striped donkeys changed their name from donkey to Zebra. All the ones that remained unpainted after the whitewash were captured by the human beings and taken to their homes to labour for them up to this day. And there ends my story.

(Adapted from Kenya Oral Literature Narratives, A selection edited by Kavetsa Adagala

and Wanjiku .M. Kabira. East African Educational Publishers.)

 

.           (a) Classify , with reasons, this story

(b) Identify and illustrate the following:-

(i) One economic activity

(ii) One social activity.

(c) Explain the use of personification in this narrative

(d) What was the agenda of the meeting held by the donkeys?

(e) What is the attitude of the donkeys towards the Hare?

(f) What were the consequences of the donkey’s struggle to be painted?

(g) Apart from personification, what other features of oral narratives have been used in this story

(h) Explain the character of the donkeys in the 2nd last paragraph

(i) Explain the meaning of the following words and expressions as used in the story

(i) Beast of burden……..

(ii) Demonstration…..

(iii) Toppled…………………..

 

 

  1. 10. Read the following poem and answer the questions that follow            

                        SYMPTOMS OF LOVE

Love is a universal migraine,

A bright stain on the vision

Blotting out reason.

Symptoms of true love

Are leanness, jealousy,

Laggard dawns;

 

Are omens and nightmares-

Listening for a knock.

Waiting for a sign:

 

For a touch of her fingers

In a darkened room,

For a searching look

 

Take courage, lover!

Could you endure such pain

At any hand but hers?

(Literature: Reading Fiction, Poetry and Drama, McGraw-Hill, 2000)

 

 

Questions

  1. a) Identify the persona in the poem (2 mks)
  2. b) What is the persona’s attitude towards love? (Explain) (3 mks)
  3. c) Describe the tone of the poem with evidence from it (3 mks)
  4. d) Identify and explain any three figures of speech used in the poem (6 mks)
  5. e) Describe the mood of the poem citing evidence to support your answer (3 mks)
  6. f) Explain the rhetorical question at the end of the poem (2 mks)
  7. g) Explain the meaning of each of the following expressions as used in the poem
  8. i) Migraine
  9.  ii) Laggard dawn’s

iii) Searching look

 

 

 

  1. Read the following oral poem and answer the questions that follow:-

Don’t cry baby

Sleep little baby

Father will nurse you

Sleep baby sleep

 

Little bird flitting away to the forest so fast

Tell me, little bird, have you seen her

Have you seen my crying baby’s mother?

 

She went to the river at early dew

A pot upon her head

But down the water floats her pot

And the path from the river is empty

 

Shall I take him under the palm?

Where the green shade rests at noon?

Oh no, no

For the thorns will prick my baby

Shall I take him under the giant baobab

Where the silk cotton plays with the wing?

 

Oh no, no

For the termite- eaten bough will break

And crush my little baby

My little sleeping baby

The day is long and the sun grows hot

So, sleep, my little baby, sleep

For mother is gone to a far, far land- Alas!

She is gone beyond the river.

 

  1. a) Give four features which prove that the above oral poem is a lullaby
  2. b) Identify and illustrate the two speakers in the poem
  3. c) Why is the singer hesitant to take the baby under the shade?
  4. e) Identify and illustrate any two characteristics of oral poems evident in the above poem
  5. f) What is the singer’s attitude towards the baby?
  6. g) Comment on social organization of the people in the community where this song was collected

 

 

 

 

  1. Read the following oral poem and answer the questions that come after it:

                       

The earth   does not get fat,

It makes an end of those who wear the head plumes,

We shall die on the earth

The earth does not get fat. It makes an

end of those  who  act  swiftly as heroes

Shall we die on the earth?

 

Listen O earth. We shall mourn because of you,

Listen O earth. We shall die on the earth?

 

The earth does not get fat. It makes an end of chiefs

Shall we all die on the earth?

The earth does not get fat.

It makes an end of the women chiefs

Shall we die on earth?

 

The earth does not get fat. It makes an end of the royal women

Shall we die on earth?

 

Listen O earth. We shall mourn because of you.

Listen O earth. We shall die on the earth?

 

The earth does not get fat. It makes

an end of the beasts.

Shall we die on the earth?

 

Listen you who are a sleep, who are

left tightly closed in the land.

Listen you who are asleep, who are left tightly closed in the land.

Shall we all sink into the earth?

Listen O earth, the sun is setting tightly.

We shall all enter into the earth

                   (Source: Akivaga.K   and Odaga A.B, Oral Literature: A school certificate course)

 

 

 

  1. a) Classify this song and give reasons for your classification
  2. b) What is the subject matter in this song?
  3. c) Identify and comment on two features of style that are characteristic of songs
  4. d) Describe the attitude of the singer to the subject he/she is singing about
  5. e) What social belief is brought out in this song?
  6. f) Explain the meaning of the following lines :-
  7. i) The earth does not get fat
  8. ii) We shall all enter into the earth                                                                                                                iii)…… who are tightly closed in the land.                                                                          

 

 

 

 

 

 

 

  1. Read the poem below and then answer the questions that follow

 

I SHALL RETURN

I shall return, I shall return again

To laugh and love and watch with wonder eyes

At garden noon the forest fires burn,

Wafting their blue black smoke to sapphire skies

I shall return to loiter by the streams

That bathe the brown blades of bending grasses,

And realize once more my thousand dreams

Of waters rushing down the mountain passes

I shall return to hear the fiddle and fife

Of village dances, dear delicious tunes

That stir the hidden depths of native life

Stray melodies of the dim-remembered tunes

I shall return, I shall return again

To ease my mind of long, long years of pain

(Claude McKay)

 

(a) Explain briefly what the poem is about                                                              (3mks)

(b) In NOTE form, identify four things which the persona is longing to return to          (4mks)

(c) With illustration from the poem, identify and illustrate any three stylistic devices

used in the  poem                                                                                               (6mks)

(d) What is the tone of the poem? Illustrate your answer                                         (2mks)

(e) In what kind of environment is the persona living? Explain your answer            (2mks)

(f) What specific name is given to the poems with one stanza and fourteen lines as

one above?

(g) What is the name given to the last two lines ending in similar sound?       (1mk)

 

 

  1. Read the poem below and answer the questions that follow:

POETRY:- OUT CAST

 

They met by accident                                                 So they had to separate

He proposed the idea                                                  The boy remains illegitimate.

She gave her consent

All the way to the alter.                                              Last month not long ago

They both took their go

The casualty was male                                               Coincidentally by accident

And his pigment was pale                                          Nothing to inherit.

Unlike his alleged sire

Who was black with Ire                                              The poor boy is hardly ten

And knows no next of kin

The recourse was legitimate                                      He roams the street of town.

He declaimed responsibility                                      Like a wind sown outcast.

So they had to separate

The boy remains illegitimate.

 

  1. a) Who is the persona in this poem? (2 mks)
  2. b) What is the message in the poem? (4 mks)
  3. c) Comment on any three stylistic device used in the poem. (6 mks)
  4. d) What is the persona’s attitude towards the ”they?” (2 mks)
  5. e) Comment on the last stanza. (3 mks)
  6. Read the poem below and then answer the questions that follow:

 

The inmates

Huddled together,

Cold biting their bones,

Teeth chattering from the chill,

The air oppressive,

The smell offensive

They sit and they reflect.

 

The room self-contained,

At the corner the gents’ invites

With the nice fragrance of ammonia,

And fresh human dung,

The fresh inmates sit thoughtfully.

 

Vermin perform a guard of honour,

Saluting him with a bite here,

And a bite there,

Welcome to the world’ they seem to say.

 

The steel lock of the door,

The walls insurmountable

And the one torching torturous bulb

Stare vacantly at him.

Slowly he reflects about the consignment

That gave birth to his confinement

Locked in for conduct refinement

The reason they put him in the prison.

 

The clock ticks

But too slowly

Five years will be a long time

Doomed in the dungeon

In this hell of a cell.

 

(a) What is the attitude of the speaker towards the fresh inmate?                                  (4mks)

(b) Explain the atmosphere created through description in the poem                            (4mks)

(c) Why is the fresh ‘inmate in prison?                                                                           (2mks)

(d) Identify and explain any three stylistic devices in the poem                                    (6mks)

(e) Explain the mood of the new convict                                                                         (2mks)

(f) Explain the meaning of the following line:

‘Locked in for conduct refinement                                                                             (2mks)

 

  1. Read the following poem and answer the questions that follow:                                     (20mks)

THE FOOLISH OLD MAN

My father began as a god

Full of heroic tales

Of days when he was young

His laws were as immutable

As if brought down from Sinai

which indeed he thought they were.

He fearlessly lifted me to heaven

By a mere swing to his shoulder

And made me a godling

By seating me astride

Our milk cow’s back and too,

Upon the great white gobbler.

of which others went in constant fear.

 

Strange then how he shrank and shrank

Until by my time of adolescence

He had become a foolish small old man

with silly and outmoded views

of life and morality.

 

Stranger still

that as I  became older

his faults and his intolerances

scatted away into the past

revealing virtues

such as honesty, generosity, integrity.

 

Strangest of all

how the deeper he recedes into the grave

the more I  see myself

as just one more of the little men

who creep through life

no knee – high to this long-dead god.

(Ian Mudie)

 

(a) Briefly comment on the theme of the poem                                                                    (4mks)

(b) Comment on the suitability of the tittle of the poem                                                      (3mks)

(c)What is the attitude of the persona towards his father?                                                   (3mks)

(d) Identify and explain any three stylistic devices used in the poem                                 (6mks)

(e) What do the following groups of people learn from the poem?

(i) Parents. ………………                  (ii) Children………

(f) Explain the meaning of the following words as used in the poem.                                (2mks)

Immutable……………                       Outmoded……………………

 

17 .                  ORAL LITERATURE                     

Read the story below and then answer the questions which follow:-

When she is the only one at the foot of the mortar-stones the hen only scratches with one paw. For she has, so she thinks, plenty of time to choose her grains for corn.

Ponda certainly was not the only girl in M’badane, but she had only to appear for the most beautiful, and far from being fastidious and difficult to please as might have been expected, she was only too anxious to find a husband, as she was afraid of growing into an old maid, for she had already turned sixteen. On their side suitors were not lacking: every single day her girl-friends’ brothers and fathers, young men and old men from other villages, sent griots and dialis bearing gifts and fine words to ask her hand in marriage.

If it had only depended on herself Ponda would certainly by now have a baby tied on her back, either good, or bad-tempered and crying. But in the matter of marriage, as in all things a girl must submit to her father’s will. It is her father who must decide whom she is to belong to: a. Prince, a rich dioula or a common badolo who sweats in the field in the sun; it is for her father to say it he wishes to bestow her on a powerful marabout or an insignificant talibe.

Now Mor, the father of Ponda had demanded neither the immense bride-price of a rich man, nor the meager possession of a badolo; still less had he thought of offering his daughter to a marabout or to a marabout’s disciple in order to enlarge his place in paradise. Mor simply told all those who come to ask for his daughter, whether for themselves, for their masters, for their sons or for their brothers:

“I will give Ponda without demanding bride-price or gifts, to the man who will kill an ox and send me the meat by the agency of a hyena; but when it arrives not a single morsel of the animal must be missing.”

That was more difficult than making the round-cared Narr-the-Moor keep a secret. It was more difficult than entrusting a calabash full of honey to a child and expect him not  to even dip his little finger in. You might as well try prevent the sun from leaving his home in the morning or retiring to bed to the end of the day. You might as well forbid the thirsty sand to drink the first drop s of the first rains. Entrust meat to Bouki-the-Hyena? You might as well entrust a pot of butter to a burning fire. Entrust meat to Bouk and prevent her from touching it.

But how can you entrust meat; even dried meat to a hyena, and prevent her to touch it? It was an impossible task, so said the griots as they ended their way home to their masters: so said the mothers who had come on their sons’ behalf, so said the old men who had come to ask for the

beautiful Ponda for themselves.

A day’s walk form M’Badane lay the village of N’diour. The inhabitants of N’Diou were by no means ordinary folk’ they were, or so they believed, the only men and the only women since earliest times to have tamed the double hyenas, with whom in fact they lived in perfect peace and good understanding. It is true that the people of N’Diour did their share to maintain these good relations.

Every Friday they killed a bull which they offered to Bouki-the-Hyena and her tribe. Of all the young men of N’Diour, Birane was the best at wrestling as well as working in

the fields, he was also the most handsome. When his griot brought back presents that Mor had refused, and told him the conditions which Ponda’s father had laid down, Birane said to himself:

“I shall be the one to win Ponda for my bed,” He killed an ox, dried the meat, and put it in a goatskin; the skin was enclosed in a coarse cotton bag and the whole thing placed in the middle of ‘a truss straw.

On Friday, when Boruki came with her family to partake of the offering given by the people of N’Diou Birane went to her and said, ‘My griot, who has no more sense than a babe at the breast and who is as stupid as an ox has brought the fine gifts that I sent to Ponda, the daughter of Mor of N’Badane. I am certain that if you, whose wisdom is great and whose tongue is as honey, took this simple truss of straw to N’Badane to the house of Mor you would only need to say, “Birane asks for your daughter, “for him to grant her to you”.

“I have grown old, Birane, and my back is no longer very strong, but N’Bar, the oldest of

my children, is full of vigour and he has inherited a little of my wisdom. He will go to N’Badane

for you, and I am sure that he will acquint himself well of your mission.”

M’Bar set off very early in the morning, the truss of straw on his back. When the dew moistened the truss of straw the pleasant Odour of the meat began to float in the air. M’bar-thehyena stopped, lifted his nose sniffed to the right, sniffed to the left, then resumed his way, a little less hurriedly it seemed. The smell grew stronger, the Hyena stopped again, bared his teeth, thrust his nose to the right, to the left, into the air, then turned round and sniffed to the four winds. He resumed his journey, but now hesitating all the time, as if held back by this penetrating, insistent smell which seemed to come from all directions.

Not being able to resist it any longer, M’Bar left the track that led from N’Diour to N’Badane, made huge circling detours in the veld, ferreting to the right, ferreting to the left continually retracing his steps, and took three whole days instead of one to reach N’Badane.

N’Bar was certainly not in the best of tempers when he entered Mor’s home. He did not wear the pleasant expressions of a messenger who comes to ask a great favour. This smell of meat that impregnated all the grass and all the bushes of the veld and still impregnated the huts of N’Bedane and the courtyard of Mor’s home, had made him forget on the ‘way from N’Diour all the wisdom that Biouki had instilled into him, and stilled the gracious words that one always expects from a petitioner. M’Bar scarcely even unclenched his teeth to say: Assalamou aleyokoum!” and nobody could even hear his greeting; but as he threw down the truss of straw from his back had bent under its weight, he muttered in a voice that was more than disagreeable, ‘Bitane of N”Diour sends you this truss of staw and asks for your daughter. Under the very eyes of M’Bar the Hyena, first astonished, then indignant, then covetous Mor cut the liana ropes that bound the truss of a straw, opened it up and took out the bag of coarse cotton; from the coarse cotton bag of he took out the goat-skin and from the goatskin the pieces of dried meat.

‘Go’, ‘Mor, said to M’Bar-the-hyena, who nearly burst with rage at the sight of all that meat he had unsuspectingly earned for three days, and which was spread out, there without his being able to touch a single bit. (for the folk of N’Badane were not like the inhabitants of N’Diour, and in M’Badane hunting spears were lying all round). ‘Go,’ said Mor, ‘go and tell Birane that I give him my daughter. Tell him that he is not only the most spirited and the strongest of all the young men of N’Diour, but he is also the shrewdest.

He managed to entrust meat to you, hyena, he will be able to keep a sharp watch on his wife and outwit all tricks.’

 

  1. a) What type of oral narrative is this?
  2. b) State one economic activity of the community from which the story is taken. c)         What two aspects of Birane’s character come out in this story?                                           d)         What moral lesson do we learn from this narrative?
  3. e) Identify two significant devices used in this narrative and comment on their

effectiveness

  1. f) Identify three aspects of social life in the community from which the oral narrative is set

 

 

 

  1. Read the poem below and answer the questions that follow.

 

                                 “SYMPATHY”

I know what the caged bird feels, alas !

When the sun is bright on the upland slopes;

When the wind stirs soft through the springing grass

And the river flows like a stream of glass;

When the first bird sings and the first bud opens,

And the faint perfume from its petals steals-

I know what the caged bird feels!

 

 

I know why the caged bird beats his wing

Till its blood is red on the cruel bans;

For he must fly back for his perch and cling

When he rather would be on the branch a – swing;

And a pain still throbs in the old, old scars

And they pulse again with a keener sting –

I know why he beats his wing!

 

I know why the caged bird sings, ah me,

When his wing is bruised and his blossom sore,

When he beats his bars and would be free;

It is not a song of joy or glee,

But a prayer that he sends from his heart’s deep core,

But a plea, that upward to Heaven he flings –

I know why the caged bird sings !

                                                                                            (Adapted from the poem by Paul Lawrence Dunbar

                                                                                                           In American Negropoetry, edited by Arna Bontemps.

                                                                                                           New York: Hill and Wang, 1974)

 

 

(a) Explain briefly what the poem is about .

(b) What does the poet focus on in each of the three stanzas?  Give your answer in note form.

(c) How would you describe the persona’s feelings towards the caged bird?

(d) What can we infer about the persona’s own experiences?

(e). Identify a simile in the first stanza and explain why it is used.

(f).  Explain the meaning of the following lines:                                                                                                                (i) “And the faint perfume from its petals steals”.

(ii) “And they pulse again with a keener sting “

 

 

 

SECTION D – GRAMMAR

  1. a)        Fill in the blanks with the correct word from the brackets
  2.  i) He……………….……(flung/flang) the mud onto  the                             
  3.             ii) The murderer was………………………..(hung/hunged)  for  his                         

iii) The leader…………………..(dealt/dealed) the  cards  out to  the  players briskly.

  1.             iv) The boy…………………….….(leaped/lept/leapt)  across the  ditch
  2.             v) She…………………………(bore/borne)   the burden  patiently

 

 

 

  1. b) Complete the passage below with the most appropriate word from the list given:

                         (breath, breathe, cloth, clothe, bathe, bath)                                                                                    

Namboka felt dizzy and she took a walk so as to…….. fresh air.  It was while walking that she noticed that her ……………as smelling badly. She went to her room, brushed her teeth and decided to……………… her sweaty body. She        put…………… water in a basin, undressed and  then wrapped herself with a clean……………before going to clean her  body.  After five minutes, she emerged clean and put on her best……………

 

  1. c) Supply the missing prepositions in the following sentences:-
  2.  i) Opemi has a great passion………………………….….. debtors
  3.  ii) My mother  prohibited me……………………………… talking to strangers

iii) Walukanga  was born…………………..… humble  and  God fearing  parents

  1.  iv) The head dress of Acoli is similar……………. that of the Luo.

 

  1. (a) (i) I am sure it was an exciting experience for her (Rewrite the sentence using ‘must’)

(ii) People always want more; it doesn’t matter how rich they are

(Rewrite the sentence using ‘however’)

(iii) The boy jumped from school to school every year. (Rewrite to end with school)

(b) Give the meaning of the underlined idiomatic expressions in the sentence

(i) There was no love lost between the two friends

(ii) The President and Prime Minister resolved to bury the hatchet.

(c)  Change the following to direct speech   

(i) Jumping and clapping, the Pastor remarked that Jesus was on his way

(ii) The Prefect said that the student was absent the previous day.

(d) Using the verb in brackets, form a phrasal verb to replace the underlined word                 

(i) The workers felt that the management despised them (look)

(ii) It takes a lot of challenge to nurture a child into an adult (bring)

(iii) The politicians dirty tricks did not succeed (come)

(e) Fill in the blank spaces with the appropriate form of the word in brackets

(i) The boy said that he was (true) ______________in love.

(ii) The _____________ (maintain) of the vehicle is quite expensive.

(iii) She was quite ________________ (gratitude) for the honour bestowed on her.

(f) Fill in the blank spaces with the appropriate preposition                                             

(i) Tom agreed ____________Lona’s idea of punishing the culprit

(ii) The performers feel indebted _______________the school for the use of the hall

 

3          a) Identify, underline and correct the four words that have been mis-spelt in the paragraph       

below:-                                                                                                                              

  1. b) Rewrite the following sentences as instructed

i)The UN security  council has  declared Sudan a failed state  (begin  Sudan……….)

  1.  ii) Please sit down   ……    (add a question tag)

iii) The boy is very foolish. He believes everything I tell him. (Rewrite as 1 sentence using enough to)

c.) Replace the underlined words with a suitable phrasal verb

  1.  i) I was completely deceived by the confident trickster
  2.   ii) The first thing   my uncle did on leaving prison was to visit us

iii) He tried to disguise himself as a beggar but his soft, clean hands betrayed him

  1.  iv) Please submit your scripts at the end of the exam
  2. d) Use the correct form of the words given in brackets
  3. i) The husband tried to restrain his………………………..wife (aggression)
  4.  ii) Such a policy can………………………..….. (Danger) the poor

iii) The guest of honour was given a………….. (Tumult) welcome by the waiting crowd

  1. iv) (Literate)………………… means the state of being unable to read and write.

 

 

  1. a) Fill in the blanks with the correct form of the word in brackets
  2.     i) Has the motor boat…………………………………….in the lake. (sink)
  3.    ii) The company has employed a specialist for the…………………….of its machine. (maintain)

iii) Uganda is contending against the………………..of Kenyan goods in the markets. (dominate)

  1.   iv) In Kenya……………………….…….elections are usually hotly contested. (mayor)
  2. b) Rewrite the following sentences by replacing the underlined verbs with appropriate phrasal verb
  3.     i) You need to reduce the expenses.    – Cut down
  4.    ii) He asked Alice to marry him but she rejected -Turned him down

iii) It is not good to desert one’s family. – Walk out on

  1. c) Rewrite the following sentences according to the instruction given after each
  2.     i) If he is not ill, he will come (rewrite using ‘provided’)
  3.    ii) Joan has several friends. All of them are ballet dancers. Her mother is the president of our judo club.

(Combine into one sentence using relative pronouns)

iii) The principal asked me to see him the following day. (Change into direct speech)

  1.    iv) The visitor treads on the carpet with his muddy shoes. (Write in the past tense)
  2. d) Explain the difference in meaning in these pairs of sentences :
  3. a) Harry, our elder brother, has arrived.              Harry, our elder brother has arrived.
  4. b) My uncle stopped to drink.

My uncle stopped drinking.

 

  1. 1.        Rewrite the following sentences according to the instruction given
  2.              i) Omondi is a weak student. He can hardly write meaningfully. (Rewrite as one

                                sentence  using, “such…………)

  1.              ii) One of my cousins has gone to the USA. (Begin, A cousin……..)

iii) Jane has been writing a composition. (Change in to a passive voice)

  1. Replace the underlined word with phrasal verb formed from the verbs given in brackets
  2.             i) I have left the relationship because my boyfriend is unfaithful.  (Walk)
  3.  ii) My father scolded me because I had not done the assignment (tell)
  4. 3. Supply the correct question tag                                                  i) Let us go to school………………………….
  5.  ii) Stand up………………………………..
  6. Use the correct form of the word given in brackets
  7.              i) The maid……………………………………..(hang) the blouse on the cloths line yesterday.
  8. ii) It…………(cost)our school a lot of money to sponsor drama up to the nationals level

last year.

iii) We could not…………… …………………………….(large)  the portrait any further.

  1.  iv) You can’t……………………….. (Prison) a child below fifteen years of age for truancy.
  2. Change the following to direct speech or indirect speech accordingly                                                  (i) The stranger asked my mother where my father had gone (direct speech)
  3.  ii) “We shall meet again next week,” said the chairperson(indirect speech)

6          i) The following idiom is wrongly stated, rewrite it correctly                                                                Ibrahim doesn’t struggle at all. He expects to get everything on a silver plate

  1. ii) Explain the meaning of the idiom underlined in the sentence below

Why are you quick to fly off the handle at me? said Dr Stockmann,

 

 

  1. a) Fill in the spaces with the correct form of the word in brackets                          
  2. i) All……………..…………. (pay) are supposed to count their money before they leave the bank
  3. ii) His………………………..………………………… (pronounce) did not make sense to the audience.

iii) Jane has a …………………………………………………………… (wool) jacket

 

 

  1. b) Rewrite the following sentences according to the instructions after each. Do not change the

            meaning of the original sentence

  1.  i) He managed to persuade her to go   (Begin: He succeeded………..)
  2. ii) Silence is necessary in the library  (Begin:  You must………….)

iii) Rimau has always strongly supported the college football team (use: staunch)            

  1. c) Replace the underlined word in each of the following sentences with an appropriate phrasal verb
  2.        i) The presidential jet will land at 7.30am.
  3.       ii) The young man fabricated the story just to save himself from the angry crowd.

iii) After a heated argument, the students decided to check the meaning of the word from the

oxford    dictionary.

  1.  d)   Use one word to replace the underlined ones without changing the meaning                         
  2. i) The magistrate found him guilty of failure to fulfill his part of the contract……..
  3. ii) The doctor concluded that the boy died when he was deprived of air

iii) My brother was among the group of actors performing, “an enemy of the people”          

  1. e) Rewrite the following sentences correcting all the errors
  2. i) He is looking for an employment in Nairobi                                                                                                         ii) This exercise comprises of rigorous training in the morning

iii) Sometimes last year, we agreed to improve our relationship with our neighbours

 

  1. a) Rewrite the following as instructed.                                                                                                  i) The mother cannot take credit for it and neither can the daughter.

(Rewrite beginning: Neither…………….)

  1. ii) Karendi is the …………… of the twins. (Use pretty in its correct form)

iii) The warrior was mutilated by the lion…………..(He is recuperating from the attack)

  1. b) Use the correct form of the words in brackets to complete the following sentences.
  2. i) Due to lack of proper diet, Atieno’s child is ……………..……. (nourish).
  3. ii) Tuju is one man whose ………………………………(pronounce) is superb.

iii) Wanja is a very……….… (discipline) student, no wonder she is always punished.

  1. c) Replace the underlined words with the most appropriate phrasal verbs formed from the

      words in brackets.                                                                                                                 

  1. i) The brothers do not agree in principles. (Get)
  2. ii) He refused to withdraw the injurious words on his opponent. (Take)

iii) Marion despises her step sister because she is illiterate from the (look).                     

  1. d) Arrange the adjectives in brackets to fill in the gap in each sentence.
  2. i) He bought ………… dress as a Christmas gift for his mother. (large, cotton, blue, pretty.)
  3. ii) The ………… man is the king’s only heir. (light skinned, handsome, young, short

iii) Let us take a seat at the…………………………(oval beautiful, mahogany) table

  1. e) Use the verbs in brackets to form correct idiomatic expressions to complete each of the

           sentences below:                                                                                                                    

  1. i) Although Peter and John are brothers, they never quite ………………….. (see).
  2. ii) The maize scandal case is certainly a………(crack) because there seems no headway.

iii) When someone habitually steals he will one day ……………………………(face).

 

  1. (a) Re-write the following sentences according to instructions. Do not change the meaning

(i) Even if the board does not meet, I will present my complaint.

Begin; Whether…………………………………………………………………………………………………

(ii) She opened the gate. Darkness fell.                   Join into one beginning; Barely

(iii) Either Mary or John have the keys.             Correct the sentence                               

(b)     The following sentences are in the active voice. Change them into the passive     

(i) Nobody did the work

(ii) The police arrested the thief

(iii) They collect rubbish every Thursday

(c)     Punctuate the following sentences correctly:-

(i) alonje said i will return next month

(ii) let us listen to him ivan argued he sounds reasonable”

(d)      Use the correct form of the word given in brackets to fill in the gap in each sentence

(i) The dog barked …………………………………………………….(menace)

(ii) Most of the students we come across ……………………………………(be) lazy.

(iii) God’ power is ………………………………………………………..(compare)                                         

(e)       Re-write the following sentences replacing the bold words with gender sensitive words

(i) She sneaked because the watchman was a sleep.                                                           

(ii) The master on duty made me kneel the whole day for making noise in class.

(f)        Use appropriate phrasal verbs to replace the underlined words in the sentences below

(i) This child resembles the father.

(ii) The teachers can no longer tolerate John’s behaviour.

(iii) What a relief that Joan passed all her exams.

 

  1. Re-write the following sentences according to the instructions given after each            

(i) Hassan did not complain. He did not report to the police. (Re-write as one sentence

                 using a conjunction)

(ii) It was my sister who made it possible for my schooling. (Use ‘but for’)

(iii) Ibadan is a very large town in Africa. (Use the superlative degree)

 

(b) Explain the meaning of the underlined idiomatic expressions:-

(i) Many people in this country live from hand to mouth.

(ii) The manager realized that Mbuthia was a hard nut to crack.

 

(c)       Fill in the blank spaces with the appropriate form of the word in the bracket                       

(i) We should give ______________________to our academic work            (PREFER)

(ii) His ____________________surprised His Excellency   (ELOQUENT)

(iii) People rushed to the street when they heard the ________of the two

lorries.(COLLIDE)

(d) Replace the underline word in each of the following sentences with a phrasal verb:-

(i) The old man died quietly last night.

(ii) We felt completely disappointed by John’s performance.

(iii) Juma always visits during meals.

(e) Re-write the following sentences correctly:-

(i) The student knocked on the door continuously as the others watched

(ii) The child inflated the balloon too much that it burst

(f) Fill in the blanks with the most appropriate preposition :-

(i) She has lived in Samburu ________________ten years.

(ii) It is improper to hurl abuses ____________people.

 

10        a) Fill in each of the blank spaces with a phrasal verb which means the same as the word given*

  1. The driver ………………………..… (started) the lights and saw the carjackers
  2. Many girls ………………………(leave) school before completing their secondary education
  • We study till late in the night to ……………………………. (compensate) the lost time
  1. b) Rewrite the following sentences following instructions given in brackets
  2. i) Agnes accepted to marry Abdalla. She did not know he had two other wives already.

(Rewrite as one sentence beginning: Oblivious of ……………..)

  1. ii) “Akinyi why do you always quarrel Edwin?” he asked

iii) He is quite handsome (Begin: How———-)

  1. c) Fill in the following sentences with appropriate linking words
  2.         i) She could have improved ………………………..she had listened to her teachers
  3. ii) Weche is rude to his instructor;………………,  he is a loving husband and father back home

iii) Students are prone to break rules; ……………., they should be under strict surveillance

and   encouraged to do right

 

  1. d) Rewrite the following sentences correctly
  2.  i) If today was Sunday, I would have gone to church
  3. ii) We returned back to school before 7.00 P.M

iii) I wish I was as well prepared for K.C.S.E as you

  1. e) Fill in the blanks with the most appropriate personal pronoun
  2. Between you and ……………………..(me/ I) who is taller?
  3. Rose and ……………………………………. (she/ her) left for Nairobi.
  • The winners are Arendi and………………………….. (her/ she)

 

  1. a) Rewrite the following sentences according to instructions. Do not change the meaning  
  2. i) “I don’t know why she came,” Okoth replied. (Rewrite in reported speech)            
  3. ii) Nevele sang this song. (Change into passive)            

iii) Peter does not have any money. (Change into affirmative form)                          

  1. iv) I was not surprised that Nanjendo trekked that far. (Rewrite beginning: That….
  2. b) Complete the following sentences using the appropriate form of the words in brackets
  3.   i) Swiss watches are famous for their ________________ (precise).                               
  4.  ii) Such ______________________ (repeat) serves no purpose.                                       

iii) The ___________________ (clear) of the speech impressed us.                                  

  1.  iv) The police said it was a strange __________________(occur)                         
  2. c) Use an appropriate word to complete each of the following sentences
  3. i) She was in great pain ___________ did not complain.                                                    
  4. ii) Matumbayi earns his living ___________ selling second hand clothes.                        

iii) The preacher spoke for hours; _______________I did not get what he was saying

  1.  iv) “For ______________ have you brought this food?” Tortoise asked the servers
  2. d) Rewrite the following sentences, inserting all punctuation marks in the correct places
  3. i) the river between the teacher said was Ngugi wa thiongo’s first novel
  4. ii) tom had one great desire to become a doctor

iii) its pity we have to live on charity he lamented                                                              

 

 

  1. a) Rewrite the following according to the given instructions without changing the meaning
  2.             i) It was the first time the school performed well (Begin: Never before…………)
  3. ii) It is better to spend a holiday at the coast than to go overseas,                          

(Begin:  Spending …. Use ‘preferable’ in place of better)                                     

iii) Mulwa’s leg is still in a cast after last month’s match. He will have to watch the

match from the grandstand (combine  into one sentence, using  a relative  pronoun)

  1.  iv) ‘There’s a little food left for you in the kitchen.’ William’s mother told him.

(Rewrite in indirect speech)

  1. b) Rewrite the following sentences correctly:      i) Jairo  is more better  educated than Saisi.                                                                                    ii) He has the tendency of visiting people late hours.                                                      

iii) When she came in, it was all calm but all over a sudden the house became noisy.            

  1. c) Replace the underlined words with suitable phrasal verbs formed from the words in brackets
  2.                 i) The latest achievement deserves a celebration (call).                                                  
  3.               ii) The patient regained consciousness at 2pm (come).                                                     

iii) I will work hard to compensate the wasted time (make).                                            

  1. d) Explain the difference in meaning of the following pair of sentences
  2.              i) I only heard the news briefly
  3.             ii) I only heard the news in brief

 

  1. e) Fill in the blank spaces with the correct preposition
  2.             i) The teacher congratulated him……………………………… his graduation.
  3.             ii) No other being can be compared …………………………………. God.

iii) They disagreed…………..………………….… who should be chosen the prefect.

 

  1. (a) Complete each of the following sentences by selecting the correct alternative from

       the words in the brackets                                                                                        (5mks)

(i) Our school will move to a new_____________________next year.  (cite,   site)

(ii) Have you ____________ permission from the teacher? (sought,    sort)

(iii) The ___________________store in the city is well-stocked. (stationary,      stationery)

(iv) Mary is the _______________ of the two sisters. (tallest,    taller)

(v) Neither the teacher nor the cook __________________arrived. (have,    has)

 

(b) Rewrite each of the following sentences as instructed. Do not change the meaning      (5mks)

(i) The residents saw the burglar enter the house (Rewrite in the passive voice)

(ii) He drank the water yesterday. (Rewrite beginning: The water was……….)

(iii) As soon as the teams arrived, the competition began. (Rewrite beginning: No sooner………..

(iv) Boys are playful and quick on their feet. They are also curious and like to explore.

(Combine using ……………..”not only”………………….)

(v) The tourist knows some Kiswahili. He understands what I say. (Rewrite as one

sentence using…….”enough”…..)

 

(c)  Fill in the blank spaces with an appropriate prepositional phrase made with the

                   word in brackets                                                                                                             (3mks)

(i) They crossed the river __________________a boat. (means)

(ii) _________________the school rules and regulations every student should be in full

school  uniform.  (Accordance)

(iii) ___________the prefect’s negligence, he was demoted. (account)

(d) Explain the difference in meaning between these sentences                                       (2mks)

(i) The hawker was selling ten day-old chicks.

(ii) The hawker was selling ten-day old chicks.

 

 

  1. A) Identify, underline and correct the four words that have been mis-pelt in the in the

    paragraph  below.                                                                                                              (4 mks)

 

We didn’t give him the priviledge of representing us on the District Environmental Committee because he has a tendency of disagreeing either everyone. He embarrasses himself by pretending to be so knowledgeable.

 

 

  1. Rewrite the following sentences as instructed. (3 mks)
  2. i) She realized that she had made such a serious blunder. (Rewrite using “what”)
  3. ii) Just in case you change your mind, call this number. (Begin: should ……….)

iii) I don’t know either of them,      (End ……………….. to me)

 

  1. Fill in the blank spaces with the correct preposition.                                     (4 mks)
  2. i) Nyawira, get ……………………. The wet wall immediately!
  3. ii) My sisters and I will share this piece of land………………………………… ourselves.

iii) We wondered if there was need ………………………… such equipment.

  1. iv) Mwela dipped the bucket ……………………………… the well.

 

  1. Use the correct form of nouns given in brackets.             (4 mks)
  2. i) These ……………………(student) phones were confisticated.
  3. ii) There are many ………………………(hero) who fought for our independence.

iii) How many ……………………..(editor-in-chief) were invited?.

  1. iv) This must be your ……………………….. (father – in-law) car.

 

  1. (a) Rewrite the following sentences according to the instructions given. Do not change the

         meaning.                                                                                                                        (3mks)

(i) The teacher found out how intelligent Omollo was when he started the discussion

(Begin: It was not………………………………………………

(ii) The prefect forgave Achimo, but only because she apologized

(Begin: If…………………………………………………

(iii) “Congratulations! All the best in all you do!” the principal told the graduands.

(Rewrite in reported speech)

 

(b) Use the correct form of the verb given in brackets to fill in the blanks in the

           following sentences                                                                                                          (4mks)

(i) The drama club patron wanted a written __________from the students following their

misconduct during the festivals. (apologize)

(ii) Your explanation is based on too many ___________.   (presume)

(iii) The government has lost all ____ following the increasing cases of corruption in high

places.               (credible)

(iv) Expectant mothers should not do ______________work. (strain)

 

(c) Rewrite each of the following sentences, replacing the underlined word with a suitable    

phrasal verb                                                                                                                      (3mks)

(i) The suspect confessed after a long interrogation.

(ii) Nyambura rejected Waiyaki’s proposal for marriage

(iii) Our principal does not tolerate indiscipline

 

(d) Put the adjectives given in brackets in the correct order to fill in the blank space in

        each sentence (2mks)

(i) He bought a _______________dress for his mother (large, cotton, blue, party)

(ii) The ____________________man is the King’s heir (Light-skinned, handsome, young, short)

 

(e) Fill in the blank spaces with the correct preposition                                                     (3mks)

(i) Every member is entitled ________one acre of land.

(ii) John is very excited __________going to India.

© SIJE – 2010                                                     Form 4   English 101/2                                                                     Turnover;

                                                                                          8

(iii) He has been down ______________malaria for the last three days.

 

  1. (a) Rewrite the following sentences according to the instructions given after each:- (4mks)

(i) The main is not to blame. The boys are also not to blame. (combine into one

                  sentence using neither….nor…..)

(ii) He paid the bill and this surprised me. (Re-write the sentence starting with: His….)

(iii) He comes to school late. This has been a concern for many people.

(Join the two using a gerund)

(iv)  He won the race. I am not surprised (Begin: That……..)

(b) Replace the underlined words with a suitable phrasal verb                                         (3mks)

(i) I was completely deceived by the thief.

(ii) The teacher ordered the students to submit their scripts at the end of the exam.

(iii) I will visit you if I got time.

(c) Change the following sentences into the passive                                                                 (3mks)

(i) The organization bore the burden

(ii) The trainee pilot flew the plane.

(iii) Tom is riding the bicycle.

(d) Indicate whether the verb in the following sentences has been used transitively

      or transitively.                                                                                                                 (3mks)

(i) Tomas drives his car every day…………………………………………………………

(ii) The girl wept bitterly……………………………………………………………………

(iii) We have to grow maize every year…………………………………………………

(e) Underline the adjectival phrases on the following sentences                                       (2mks)

(i) Thank you for being so kind.

(ii) My mechanic is quite skillful.

  1. a) Complete each of the following sentences by selecting the correct alternative from

       the words in the brackets                                                                                        (5mks)

(i) Our school will move to a new_____________________next year.  (cite,   site)

(ii) Have you ____________ permission from the teacher? (sought,    sort)

(iii) The ___________________store in the city is well-stocked. (stationary,      stationery)

(iv) Mary is the _______________ of the two sisters. (tallest,    taller)

(v) Neither the teacher nor the cook __________________arrived. (have,    has)

 

(b) Rewrite each of the following sentences as instructed. Do not change the meaning      (5mks)

(i) The residents saw the burglar enter the house (Rewrite in the passive voice)

(ii) He drank the water yesterday. (Rewrite beginning: The water was……….)

(iii) As soon as the teams arrived, the competition began. (Rewrite beginning: No sooner………..

(iv) Boys are playful and quick on their feet. They are also curious and like to explore. (Combine

using ……………..”not only”………………….)

(v) The tourist knows  some Kiswahili. He understands what I say. (Rewrite as one sentence

using…….”enough”…..)

 

(c)  Fill in the blank spaces with an appropriate prepositional phrase made with the

                   word in brackets                                                                                                             (3mks)

(i) They crossed the river __________________a boat. (means)

(ii) _________________the school rules and regulations every student should be in full school

uniform.  (Accordance)

(iii) ___________the prefect’s negligence, he was demoted. (account)

(d) Explain the difference in meaning between these sentences                                       (2mks)

(i) The hawker was selling ten day-old chicks.

(ii) The hawker was selling ten-day old chicks.

                                                                       

 

  1. (a). Use the correct form of the word given in brackets to fill in the gap in each sentence.

(i) The _____________of the right of expression in a violation of human rights (den)

(ii) Saving the child from the burning house was a __________________ act. (hero)

(iii) They were asked to ________________________ the alarm (active)

(i).We can control the spread of HIV/AIDS by educating the public

(Begin: The spread of ………………………….………..)                                         

(ii). The man was arrested. His cattle destroyed the maize in the school farm.

(Rewrite as one sentence)

(iii). Mount Kilimanjaro is the highest Mountain in Africa.

(Rewrite using “higher “instead of “highest” )

 

(b). Fill in the blanks with the correct alternative from the choices given.

(i) Who ______________________ a fire outside my house? (Light/lighted/lit).

(ii) Since the introduction of community policing in our estates _________ of theft have

reduced. (Incidence/incident/incidents)

(iii) An elephant looks after ________________________calf.  (it’s / its)

(c). Rewrite the following sentences to remove gender bias

(i) A professor should give his students opportunities to develop their skills.

(ii)  My sister was appointed Chairman of the water project committee,

(iii) The fireman took a long time to arrive at the scene of the accident.

(d).   (i)  Jomo Kenyatta the first president of Kenya was a great orator. (Punctuate the sentence)

(ii) The teacher of English taught about The Town in Half a Day and Other short stories

(punctuate the title(s) in the sentence)

(iii) Chinua Achebe, wole Soyinka, Babadejo Babafenyi these are some of the renowned

Nigerian writers.

(Punctuate using the dash)

 

SECTION III- (pp3)

 

IMAGINATIVE  COMPOSTION  AND ESSAYS BASED ON SET TEXTS

 

The English paper three has a total of five questions. From these both the first and second questions are compulsory. The learner is to choose one question from the three given normal referred to as the optional set texts. All the answers in each of these questions should be presented in prose form and not in point form.

The different parts of this paper have been well discussed below

 

  1. Imaginative composition

This area tests the learner’s capability to creatively come up with an exciting, captivating and moving original story.

In this area, the candidate can be asked to write a composition either beginning or ending with given phrases or sentences.

The learner or candidate can also be asked to write a story illustrating a proverb or a saying. Credibility and relevance is very crucial at this stage.

The candidate should wisely make the right choice of the question. The following are examples of questions on imaginative compositions

 

IMAGINATIVE COMPOSITION (COMPULSORY)

QUESTION 1

QUESTION 2 (COMPULSORY)

QUESTION 3 (OPTIONAL)

  1. i) SHORT STORY
  2. ii) DRAMA – SHREDS OF TENDERNESS

 

iii) THE NOVEL

            VELMA POLLARDS: HOMESTRETCH

            QUESTION 3 C

 

 

 

A – IMAGINATIVE COMPOSITION

 

  1. Either
  2. a) Write a composition ending with the words: The events of the previous day left me

challenged  to begin a new life

Or

  1. b) Write a composition entitled “Love conquers all”
  2.   Either

(a) Write a composition to illustrate the saying “Do not count your chicks before they are

hatched”

 Or

(b) Write a story ending; “Since then my brother and I have been good friends”

 

  1. IMAGINATIVE COMPOSITION (Compulsory)

 Either

  1. a) Write a composition beginning “Everybody was very excited, little did we know that at

that  moment………….

                         Or

  1. b) Write a composition to illustrate the saying “A bird in hand is worth two in the bush.”

 

 

  1.           Either
  2.   a) Write a story ending with the following sentence:   “……..thank you it was only a nightmare.”

Or

  1. b)  Write a composition to illustrate the saying: “A journey of one thousand miles begins with

one step.”

  1. Either

(a) Write a composition ending:

…………….from that day, when ever I see him my heart is filled with bitterness.                            or

(b) Write a story to illustrate the proverb: ‘ Once bitten twice shy.’

  1. Either
  2. a) Write a story beginning:

He steadily walked towards me with a broad, warm smile, but as we shook hands, I realized he was avoiding eye contact…………….

Or

  1. b) Write a composition to illustrate the saying:

“Those who live in glass houses should not throw stones.”

 

 

  1. Imaginative Composition (compulsory)

Either;

(a) Write a story to end with the following sentence:-

…………………If I had known, I would have thought twice before making that statement.

Or;

(b)  Write a story to illustrate the following saying:-

You reap what you sow.

  1. Either
  • Write an essay to illustrate the saying: “The early bird catches the worm”.

 

Or

  • Write a story beginning: There was an air of celebration…
  1. Either

(a) Write a composition ending:

…………….from that day, when ever I see him my heart is filled with bitterness.                            or

(b) Write a story to illustrate the proverb: ‘ Once bitten twice shy.’

 

  1. Either
  2.         a) Write a story ending                                                                                             

I realized that I would never have a second chance in life

                        Or

  1. b) Write a story to illustrate the following saying

“A tortoise may be slow but he seldom falls”

 

  1. Either
  2. a) Write a story beginning with

“It looked quite easy at first…………………….”

            O r

  1. b) Write a story to illustrate the proverb; Too many cooks spoil the broth

 

 

  1. Either
  2. a) Write a story that illustrate the saying:-a bird in hand is worth two in the bush

Or

  1.  b)        Write a composition beginning with the sentence:-from the outset one could see that a lot

was a waiting us.

  1. Either
  • Write a composition beginning with the following sentence: ‘John could not stand up by himself that particular morning’

Or

(b) Write a composition on the measures that have been taken in your country to preserve forests

 

  1. Either,
  2. i) Write a composition with the following ending;

………………that experience taught me never to wish to be somebody else.                 (20mks)

                                     Or:

  1. ii) Write a story to illustrate the saying “You cannot climb the ladder of success with your

hands in the pocket.”         (20mks)

 

  1. Either
  • Write a composition ending “The events of that day will remain printed in my mind for ever.”

Or

  • Write a composition supporting the statement “Charity begins at home.”

 

  1. Either

(a)Write a composition showing that the strong do not always succeed.

Or

(b) Write a story ending with: I wish I had known earlier.

 

  1. 17. Either
  2. a) Write a story illustrating the saying, ‘Better to have tried and failed than never to

have tried at all’

Or

  1. b) Write a story with the following beginning:

This was no ordinary day for a child orphaned by HIV and AIDS. Never before had the

future  looked…………..

 

 

SECTION B- COMPULSORY QUESTIONS

 

  1. The compulsory set text: An Enemy of The People

“No attempt to manipulate Dr.Thomas Stockmann would bear any fruits.” Write a composition to

support

  1.       Henrick Ibsen: An enemy of the people

“The character of a person and the role he plays in the society are very important.”

Using Thomas Stockmann in Henrik Ibsen’s “An enemy of the people”, write a composition to illustrate  the statement above.

  1. DRAMA (COMPULSORY)

Henrik Ibsen “An enemy of the people”

Write a composition on the ironic instances in Henrik Ibsen’s “An enemy of the people”

  1. Drama (compulsory)

“Man’s nature is basically controlled by his materialistic nature. “Write a composition drawing your examples from Peter Stockmann and Aslaksen to justify this statement.

  1. The compulsory set text

Henrick Ibsen, An enemy of the people

Write a composition to show the consequences of standing up for the truth in a conservative

society.    Draw your illustrations form Henrick Ibsen’s ‘An Enemy of the People’

  1. The Compulsory Set Text (20 mks)

An Enemy Of The People’. By Henrick Ibsen.

Write an essay on the ills in the society as presented by the author.

 

  1. Henrick Ibsen, ‘An enemy of the People’

Using illustrations from Henrick Ibsen’s ‘An enemy of the People’, write an essay to justify the

statement:    “The fight against corruption in a society is tricky as it fights back.”

  1. Ibsen Henrik’s ‘ An Enemy of the People’

“Society cannot progress because most people are blinded by short-term gains and selfish motives’. Basing your illustrations

  1. Ibsen Henrik’s ‘ An Enemy of the People’

“Society cannot progress because most people are blinded by short-term gains and selfish motives’. Basing your illustrations on the play ‘An enemy of the People’ write an essay that illustrates this statement.

  1. Henrik Ibsens play “An enemy of the people”

With illustrations from the play “An Enemy of the people” Write an essay to illustrate the

Statement

“Bad governance results when the citizens choose to follow their leaders blindly.”

An enemy of the people   by Henric Ibsen

  1. Drama (compulsory)

Enrick Ibsen: An enemy of the people

Doctor Stockman faces many obstacles on his way to achieve his purpose.

Discuss this with reference to “An Enemy of the people”

  1. The compulsory set text.

An enemy of the people: Ibsen Henrik

Using illustrations from the text show how the theme of betrayal has been portrayed

  1. Drama (Compulsory)

Henrick Ibsen; An Enemy of the People.

Peter Stockman pretends to be quite charitable and considerate of the plight of the town’s people yet he is actually both cunning and sadistic. Discuss this statement drawing illustrations from the play.

  1. Enemy Of The People
  2. i) Drawing your illustrations from Henrik Ibsen; An Enemy of the People, write a composition

outlining how Dr. Stockmann’s good intention to purify his society are thwarted/undermined.

  1. Henrick Ibsen, ‘An Enemy of the people’

Using illustrations from Henrick Ibsen’s play; ‘ An Enemy of the People’ write an essay entitled: “The strongest man in the world  is he who stands alone.”

  1. Henrik Ibsen: An enemy of the people

“The character of a person and the role he plays in the society are very important.”

Using Thomas Stockmann in Henrik Ibsen’s “An enemy of the people”, write a composition to illustrate the statement

 

C-  ESSAYS BASED ON SET TEXTS  (Optional )

I- SHORT STORIES

  1.       ‘Half a Day and Other Stories’

Comment on how ignorance, greed and corruption have led to the suffering of people in Saida,

Hagi-Dirie Herzi’s “Government by Magic Spell”

  1. Macmillan (Ed) ‘Half a day and other stories’

The Hands The Hands of the Blacks is a case of racial biasness’. Discuss this statement using Luis Bernado  Honwana’s . The Hands of the Blacks

  1. The short story: Macmillan (Ed) Half a day and other stories.

Write a composition to justify the statement “John is to blame for the death of Wamuhu”

basing  your  illustrations on Ngugi Wa Thiongo’s “A meeting in the Dark”

  1. Macmillan (Ed), half a day and other stories.

Write a composition highlighting the challenges of inter-racial relationships as revealed

in the story  Breaking Loose by Moyez Vassanji

  1. Macmillan (Ed.) , Half a Day and other stories with reference to story ‘The Hands of the Blacks’ by Luis Bernado Honwana, justify the assertion that racism is a creation of individuals.          (20mks)
  2. Macmilan (Ed), ‘Half a Day and Other Stories.’

With reference to the short story ‘Hands of the blacks’ by  Luis Bernado Honwana,   write a composition on how whites attempt to justify their mistreatment and   exploitation of the black race.

  1. Macmillan (E.d.), ‘Half a Day and other stories’

With illustrations from Peter Nazareth’s ‘Money Man’, write an essay to illustrate the saying: ‘money cannot buy happiness”.

  1. Macmillan (Ed), Half a Day and other stories

Write an essay on the complications that arise from Akoto and Yasmin’s relationship right from the start-basing your illustrations on Moyez Vassanj’s story ‘Breaking Loose’

  1. Macmillan (Ed) Half a Day and Other Stories

Drawing your illustrations from “Government by magic spell” by Saida Magi- Dirre Menzi,

Write an essay on the saying “Power corrupts and absolute power corrupts absolutely.”

  1. Macmillan (Ed) Half A Day and Other Stories

Drawing your illustrations from “Government by magic spell” by Saida Hagi Dirre Henzi,

write an essay on the saying, “Power corrupts and absolute power corrupts absolutely

  1. Macmillan(Ed), Half a day and Other stories

Write an essay entitled: “Africans should not celebrate the new millennium.” Base your argument on the reason given in Havua Tuma’s story- “Who cares for the new millennium.”

  1. Half a Day and Other Stories: (20mks)

“Hama Tuma is against ills in society”. Write an essay in support of the statement. Draw your

illustrations from Hama Tuma’s short story, ‘Government by Magic spell’.

  1. Macmillan(ed), Half a Day and other Stories

“School is not a punishment. It is the factory that makes useful men out of boys.”

Write a composition in

  1. Half a day and other stories-

Basing on Ngugi’s story a meeting in the dark, write an essay to highlight problems of premarital sex.

  1. Macmillan (Ed), Half a Day and other Stories

Using Ngugi wa Thiong’o “Martyr” write an essay to show that Njoroge was bound to die as

he did

  1. Macmillan(Ed.) ‘ Half a Day and other stories’ Saida Hagi-Dirie Herzie ‘Against the Pleasure        

            Principles’.

Write a composition to show that Rahma and other women did not go through circumcision but

female genital mutilation.

  1. Macmillan(Ed) half a day and other stories.

“Power corrupts and absolute power corrupts absolutely” justify this statement basing your argument on  Saida Hagi Diries story “Government by Magic Spell

 

II- THE DRAMA – SHREDS OF TENDERNESS

  1. Write a composition showing the problems caused by war
  2. Write an essay showing Odie’s feelings and fears towards his step brother Wak.
  3. Whenever there is turmoil that leads to war, women and young girls suffer most .

Write a composition showing how this happens to Stella.

  1. Illustrating your answer with examples from “Shreds of Tenderness,” write a composition

entitled, “the prevalence of betrayal in human relationships.”

  1. In case of political tribulance in a country, those who remain (in the country) suffer as much as those who seek refuge elsewhere. Write a composition to illustrate this assertion basing your argument on John Ruganda’s ‘Shreds of Tenderness.’
  2. Drawing illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay in support of this statement: “John Ruganda has successfully used the style play within a play in his book Shreds of tenderness
  3. With close reference to the play ‘Shreds of Tenderness’, show why the title of the

text is a suitable one.

  1. Imagine that your school has organized a joint debate whose motion is: “Military take over should not be given any room in this millennium.” Propose this motion using illustrations from John Ruganda’s ‘Shreds of Tenderness’
  2. Drawing your illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay supporting the statement “Betrayal in human relationships lead to the suffering of both the betrayed and the betrayer”.
  3. Write a composition on how the author has displayed the female character in the society.

Refer to John Ruganda’s “Shreds of Tenderness.”

  1. Write an essay on the plight of women in a country under civil strife. Refer to John

Rugandas’ Shreds of Tenderness.

12        Write an essay on ironies in Shreds of Tenderness using at least 4 illustrations of irony

  1. “Odie is his own enemy”. Write a composition to validate the truth of this statement in relation

to Shreds of Tenderness

  1. Illustrating your answer with examples from Shreds of Tenderness, write an essay entitled “The pivotal character traits of the Girl child.”
  2. Odie’s father is an epitome of an African man. Discuss.             (20mks)
  3. Using illustrations from John Ruganda; “Shreds of Tenderness” Write a composition and show that sibling rivalry is dangerous
  4. Write a composition showing the problems caused by war

 

III – THE NOVEL – HOME STRETCH – VELMA POLLARD

  1. Using illustrations from Velma Pollard’s ‘Homestretch’, write an essay on the problems

a black person is  likely to encounter while  in  America  and England                                 (20mks)

  1. Illustrating your answers with examples from Homestretch write an essay on how any three women offer help to Brenda in the foreign country.
  2. Write a composition on experiences which forced Brenda to develop negative

attitude towards Jamaica. Give illustrations from Velma pollard’s “Homestretch”

  1. “Home stretch” is a novel that explores the search for identify and belonging. Discuss

the validity of this statement basing your answer on Velma Pollard’s novel, “Home Stretch.”

  1. Write a composition on the challenges that immigrants encounter. Refer to the novel “Homestretch”       Velma Pollard.
  2. “One can make home be the best place by engaging in community development activities”

With close reference to Velma pollard’s Homestretch’, write an essay to show how David and Edith prove the validity of the above statement.

  1. Specifically focusing on Brenda in the novel, ‘Homestretch’ by Velma Pollard; Write a composition to illustrate how early childhood experiences shape one’s perception of life.
  2. Write an essay showing how Brenda’s contact with Laura changes her attitude towards Jamaica.
  3. With illustrations from the novel ‘Homestretch’, write an essay on the problems that people who migrate to foreign countries encounter
  4. Write a composition on the beauty of homecoming after a period of absence abroad.

Draw  your illustrations from Velma Pollards Homestretch

  1. Using at least two characters from Velma Pollands Homestretch write an essay on the role

played by women in the community.

  1. “If well planned for, retirement is not to be feared. It can in fact be a useful period in a person’s life.” Basing  your reasoning  on what  happens  in the  novel ,write  a  composition to  explain this statement.
  2. Write a composition on challenges! Problems experienced by Africans in the diaspora.

Draw your illustrations from the novel Homestretch by Velma Pollard.

  1. Despite challenges, women still become usefully successful. Using any two of the characters given below from Pollard’s novel ‘Homestretch’ support this statement.

(i) Brenda

(ii) Edith

(iii) Mama Joy

  1. Using illustrations from Velma Pollard; “Homestretch” write an essay how Laura helps Edith and David to settle down in Jamaica.

Section I – (Pp1) – ANSWERS

SECTION I – ANSWERS

FUNCTIONAL WRITING -20 MARKS

  1. Must be an e – mail

Layout

To: Uhurukazi@yahoo.com

From: cunmero@hotmail.com

DATE: Tuesday 19th, may 2009

Subject : Position of clerical officer

 

  1. Personal information

Name

Date Of Birth

Marital status

Nationality

Telephone number

 

  1. Educational background
  2. Qualification
  3. Work experience
  4. Interests/ hobbies
  5. referees names and addresses
  6. Complimentary close. Yours faithfully/ Sincerely

Eunice Kiprono

Language accuracy: – spelling, punctuation, tense

  • Tone should be formal

 

 

  1. `Must be minutes “
P1

Format

P1

title – Name of school (½mk)

P

– Name of club (½mk)

P1

– Venue of meeting (½mk)

P1

– date (½mk)

– Time (½mk)

 

P
P

Attendance ; present

– apologies

– absent – (optional ) Don’t award in attendance -1

 

P

body – (i) Preliminaries ( ½mk)

P

(ii) Confirmation of previous minutes (½mk)

P

(iii) Matters arising (½mk)

P

(iv) Visit to Nairobi ( ½mk)

P

(v) Awareness compass (½mk)

P

(vi) Strengthening of drama in the school (½mk)

P

(vii) Adjournment ( ½  mk)

space for signing Chairman ( ½mk) – Secretary  ( ½ mk)

P

                      total =

F – 10

L – 6

C – 4 (Give marks out of four depending on how effectively the three main items of the agenda are

discussed. The three should be considered together

Language scale

A – 6

B – 4-5

C – 2-3

D – 1-2

  • These grades correspond to those in paper 3 questions 1 where the scale is (0-20)

A candidate who does not use the minutes format will forfeit the marks for format.

 

  1. FORMAT

Must be an internal memo

Must have:

  1. a) Address (logo) (½ )
  2. b) recipient-operations manger (½) sales and marketing manager (½ )
  3. c) Sender-the managing director (½ )
  4. d) Date – (½mk )
  5. e) ref- 1mk
  6. f) subject- (½ mk)
  7. g) Complementary close-yours faithfully-1mk
  8. h) signature-
  9. i) name-
  10. j) Designation –

 

 

Body/content

  1. a) Description of items that have received bad press
  2. b) Brief explanations of the alleged faults –
  3. c) Solutions to the faults identified –
  4. d) Advice on how to counter the criticism –
  5. e) Closing remark- ½
  6. f) Formal tone- ½

 

            Language

5marks-very good language. Without any mistakes whatsoever. Can arouse a spark, poem with       correct tone etc

4marks.just a good language .not many minor errors perhaps

3marks-fair language/average language with some minor errors

1-2marks-below average. cross errors can be found in the language. It is hard to follow the

story/chaotic.

 

  1. Points to consider
  2. Title of the book
  3. Author
  4. Publisher Format 6 marks
  5. Year of publication
  6. Price
  7. Reviewer

. Summary of the book

  1. a) Done in the form of a synopsis

Introduction; Setting in terms of time/ places

Body ;- Plot/ event, themes

Striking aspects of the book, could be style character and characterization, the setting

Conclusion- assessment/ recommendation giving reasons

Language-

Scoring:          Format-

Content

Language

 

  1. (A Confidential report in form of an email).
  2. Expect the format of an email – the student should use subject for the title of the body instead of RE/REF: max. marks
  3. Well constructed and relevant institutional (not personal) email addresses instead of the usual official letter – format addresses
  4. Copied to the DEO Kakamega East
  5. Date and Time
  6. Appropriate subject containing the name Christopher

Lipwoni and the specific job he was applied for.

N:B Do not penalize the student for using upper or lower case letter for writing

The content of the subject.

  1. Expect the body to have the following features:                  
  • Brief history regarding Christopher Lipwoni’s beginning and completion of his course

at the college.

  • Christopher Lipwoni’s personality – positive qualities/negative qualities 1mks
  • Christopher Lipwoni’s Academic/Educational record- 1mk
  • Recommendation for/against employment –

 

  1. Closing tag (should not contain any signature) –
  2. Grammar max. marks
  3. General appear                 TOTAL

 

  1. a) Heading- If 2 or  more items  missing deduct
  • If only  one  item missing deduct ½ mk
  1. b) Record of attendance-
  • Members present-2mks (protocol must be followed if not no mark)
  • Absent with apology-
  • Absent-
  • In attendance-
  1. c) Body
  • Preliminaries-1mk
  • Main agenda-3 items 1mk each-total
  • O.B-
  • Adjournment-
  1. d) Signing off-
  • Chairman√ ½ sign√ ½       date√ ½
  • Secretary√ ½ sign√ ½       date√ ½

(½ x6=3mks)

(If signed/dated = Zero)

 

  1. Functional writing
  2. Expect a memo
  3. (i) Layout                                                                                                                               

(a) Name of the school

(b) Date

(c) Ref. No.

(d) To

(e) From

(f) Subject

(g) Signature

(h) Name (i) Name: Internal memo

(Expect 8 areas (½ a mark each)

 

(ii) Tone –                                                                                                                              

 

(iii) Body                     Silence                                                                                              

Prompt return of books

Opening and closing time                                                                            

Appropriate dressing in the library

(iv) Language A – 4

B – 3

C – 2

D – 1                                                                                                              

(v) Margin /frame                                                                                                                 

 

ANYIKO SECONDARY SCHOOL

LOOSE MINUTES / MEMORANDUM/ MEMO/INTERNAL MEMO

Ref No.

From

To                                                                                                                    Date:

Subject

——————————————————————————————————

Sign:

Otieno John

 

  1. Points of interpretation

(a) It must incorporate both the features of a speech and email. If not deducted up to 4mks for

wrong    format  (WF)

(b) E-mail must have the following :-

(i) From: the sender address in small letters e.g. dabii@yahoo.u.k( ½  mk)

(ii) Date, day, date time (½ mk)

(iii) To: recipient address in small letters (½ mk)

  1. iv) CC: blind copy to other recipients (½ mk)

(c)  i) body of the speech

It must have the following

  1. i) subject/title e.g. role of the youth in fostering peace in our county                        

(Must be communicative and related to question)

If title is just ‘speech’= (0mk)

  1.  ii) Acknowledgment

Must start with the most important person (s)

If jumbled deduct up to ( ½ mk)

If no acknowledgment (0mk)

iii) Tone should be 1st person pronoun e.g. ‘I/We’                                                            

If not deduct- (1AD)

  1.    iv) Body

At least three issues that foster peace  must be                                                                    

If not treat as irrelevant :  award =(0mk)

E.g.

  1. Educating masses through seminars, workshops etc
  2. Compose songs, poems, drama etc with the theme of peace.
  • Preach peace in churches, mosques etc
  1. Enhance cohesiveness through sports games etc   (Any other relevant issues)
  2.  v) Appropriate conclusion                                                                                                          

Must be a summary of issues handled in the body

If only some items are handled-1mk

If conclusion is not tied to the body-0mk

(d) Language accuracy                                                                                                                      

A-6

B-5

C-3-4

D-00-02

NB: deduct-2AD for brevity in case the candidate uses less than 150 words

 

 

  1. This is like an official letter with the following:
  2. i) Addresses
  3. ii) Date

iii) Fax number or phone number of correspondent

  1. iv) Reference
  2. v) Content
  3. vi) Signature of the sender

 

 

  1. Title – Book title

– Author

– Year of publication

– Price (Optional)

 

  1. Points of interpretation
  2. a) – Must be instructions/ directions. If not deduct 4 marks AD (Automatic Deduction)
  • Relevant title e.g. How to get to Mumias
  • Identify and address friend by name        
  • Go straight to the point
    • From Webuye board a shuttle, Eld Express e.t.c. to Bungoma town- distance of x Km. Mention markets, centers, institutions e.t.c along the road
    • At Bungoma bus park near G/ hard ware e.t.c. board a matatu, minibus e.t.c. to Mumias a distance of Y Km- mention markrts, stages e.t.c. along the road
    • In Mumias town alight in the bus park and pick a bicycle taxi to Bomani- 500m in the southern direction
  1. b) Also prepare a packing list for your friend to facilitate their stay in Mumias town for the             duration   of the festivals

–     Must be a packing list. If not deduct 4 mks AD

  • Items needed for the 5 days stay in Mumias: clothes, personal effects, foot wear, money, personal documents, camera e.t.c.
  • Format tabulated e.g.

 

S/NO Item Specification Details Mk
1

2

3

4

5

6

Clothes 5 shirts/ blouses e.t.c. White, black, cotton e.t.c. 1

1

1

1

1

1

6

 

N/B A row must have all the four items to earn full mark 3 items ½ m

Marks awarding:

a________     08

b________     06

La_________ 06

 

 

  1. Must be an internal memo

Format

Content (body)

Language

TOTAL

 

SAMPLE FORMAT

LETTER HEAD√1

INTERNAL MEMO

Ref No. √1

To √ ½

From √ ½

Date√1

Subject√1

Closure (Designating) √1

TOTAL

CONTENT/ BODY

  • Invitation to meeting
  • Source of information
  • Purpose of meeting
  • Time
  • Venue
  • Date
  • Ending remarks
  • TOTAL

 

LANGUAGE

1 -2  Very limited and hampered language

3       Able to communicate effectively

4 -5    Very good language, effortless, appropriate tone and vocabulary

– Good mastery of language

 

* Use your direction as a teacher of English to award the linguistic mark

 

SAMPLE INTERNAL MEMO

SIKU NJEMA HIGH SCHOOL

INTERNAL MEMO

Ref No. 001/05/010 F

To: All school prefects

From: The captain

Date: 20th June, 2010

Subject: Prefect meeting/ C.D.F project/ choice of project/ project

I would like to invite you to a meeting to discuss how we can obtain the views of students concerning the choice of project the C.D.F should establish in our school. The principal has requested me to convene a prefects meeting to deliberate on how to collect the students views on what type of project to be initiated

The meeting will be held on 30th June, 2010 in the main hall at 3:30 p.m.

You are reminded to keep time

 

Thank you

 

MAPITO WA MAPITO

SCHOOL CAPT                                                                                                                        

 

  1. Check on following details:
  2. i) Bio data            
  • Name
  • Date of birth
  • Gender
  • Marital status
  • Address
  • Telephone number

(ii) Educational background                                                                                                       

  • Dates, certificates and name of institution to be listed beginning with the latest to the earliest.

(iii) Professional background                                                                                                           

  • Any specialized trainings be listed starting with the latest tot the earliest
  1. iv) Work experience to show dates and positions held and the institution  
  • show language competence.
  1. v) Hobbies/interests
  2. vi) References – Names of personalities and address

vii) signature– Check on the language competence

It must have the curriculum vitae’s format with the above details If not deduct up to 4marks

 

  1.    – Should be a letter of complaint

– Should have an official format

– Should have identification-who is the complainant and where he/she comes from

– Should describe the nature of the problem e.g. loud music in the bars near your home i.e.

should give examples for clarity

– Suggest what could be done

2mks- Layout-more than 2 omissions – 1mk

4mks- Body – any important information lost out take away (1mk)

4mks- Language – tone, spellings i.e. grammatical errors     

  1. Check on heading

Introduction    –   Establish those present.

Body               – Begin something interesting.

  • Let it be coherent.

Conclusion      – should be memorable.

  • Rounded off naturally.
  • Thank the audience for listening

14.

  1. Must be a friendly letter containing a recipe sent through an e-mail. Thus the informal tone of a friendly letter should be felt. Also remember the commending language of a recipe.
  2. The recipe can be written in either prose form or under sub-headings. However, it must have:-
  • Ingredients and their actual quantity
  • The method in a logical order that is clear and in an imperative language with the correct register
  • Mention what the meal is served with and whether hot or cold.
  • Must mention the number of people the food can serve
  1. Include closing remarks
  2. Velediciton

 

Marks awarded

Format- 8mks

Language- 5mks

Body –            Ingredients – 2mks

Method- 5mks

            Sample

FROM: Pema@kenyanet.com(1mk)

DATE: 20th March, 2010        (1mk)

TO       : Mckay@yahoo.com (1mk)

SUBJECT: Recipe for ugali   (1mk)

 

Salutation                               (1mk)

Greetings and acknowledgement of the receipt of the request

 

Body- (i_) Ingredients                        (1mk)

  • Sauce pan and cooking stick                         ½mk
  • Half-a litre of water ½mk
  • 250grams of maize meal ½mk

(ii) Method

  • Put the water in the sauce pan and place it on fire to boil (1mk)
  • Add the flour little by little as you stir until the ugali is tough enough. Keep the fire constant.
  • Reduce the fire and leave it to simmer for five minutes while it is covered
  • Remove it from the fire and serve it hot with beef stew or green vegetables

Closing remarks (1mk)

Relediction     (1mk)

 

1.5

  • Must be a memo
  • Formal tone must be felt – if not deduct 1 mk
  • Award marks as follows:

 

  1. Format – 8 mks
  2. Body – 6 mks
  • Tone – 1 mk
  1. Language – 5 mks

 

SAMPLE

Format:

  1. Letter head Ö1
  2. internal memo Ö1 (underlined)
  3. TO: Ö1
  4. FROM: Ö1
  5. Date: Ö1
  6. Subject: Ö1
  7. CC: Ö1

 

BODY

  • State why the team is being congratulated.
  • Must congratulate the team
  • Mention something about the token
  • Closing tag
  • Valediction Ö1 (part of the format)

 

TONE: Formal tone must be felt Ö1

Language

5 mks – Good use of language with no grammatical errors

4 mks – No errors, the language naturally flow but simplistic

3 mks – Communicates but not clearly due to a few grammatical errors

2 mks – communicates with a lot of errors

1 mk – hardly communicates

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

i.          Many

ii.          Routine

iii.          That

iv.          Difference

v.          Far

vi.          Out

vii.          Harmful

viii.          Against

ix.          If (capital I )

x.          Suffer

  1. But
  2. Released
  3. ………….
  4. Whose
  5. Admission
  6. Contend
  7. Disadvantaged
  8. At
  9. Forces
  10. Remedial

 

1. by

2. To

3. For

4 Its

5. During

6. What

7. Is

8. Protection

9. From

10. More

1.                        Dispose

2.                        smell/stench

3.                        more/much/a lot

4.                        from

5.                        grade/ class/ quality

6.                        themselves

7.                        enriched

8.                        and / or

9.                        greatly/ immensely

10.                     by

 

i)                since

ii)              register

iii)            electronically

iv)             Although/However

v)               step/move

vi)             the

vii)           cases

viii)         in

ix)             verify/confirm

x)               eliminate

 

1.  As                                      6.  Mandated

2.  Bad                                     7.  Serve

3.  Leaders                              8. Discussing

4.  Before                                 9  .  Who

5.  Constitution                         10. Ambition

1)     And

2)     Victims

3)     By

4)     Clearly

5)     Situation

6)     Foetus

7)     But

8)     Decisions

9)     A

10) Declares

  1. forward
  2. rush
  3. However
  4. its
  5. begin/start
  6. overboard
  7. visit
  8. hitches
  9. celebrate
  10. January                                                                                                                                    *STK*

 

1-     similar

2-     oneself

3-     Equally

4-     functions

5-     helps

6-     Therefore

7-     Although

8-     Also

9-     Its

10- Manner

1.     facing

2.     direction

3.     these

4.     important/ vital/ crucial

5.     department

6.     of

7.     provide

8.     although

9.     the

10.  under

 

B- CLOZE TEST

 

3-     Unique

4-     to

5-     being

6-     about

7-     a

8-     if

9-     avoid

10- who

11- younger

12- chore                                                                        *TNW*

13-

 

 

 

 

 

 

 

 

 

 

 

 

 

        i) most

ii) through

iii) But

iv) in

v)Sick

vi) Animals

vii) Fence/wall

viii) Out

ix) latrines/toilets

x) Germs

 

 

 

 

 

 

 

 

 

 

 

1- the

2- declared

3-when

4- spoke

5- on

6- their

7- yet

8- and

9- announced

10- ministers

  1.  Biden
  2. Hasn’t
  3. Wonder
  4. On
  5. Cost
  6. When
  7. But
  8. Email
  9. Sends
  10. a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C

  1. 3. Magnificent bull
  2. a) i) The singer achieves rhythm in the song above through repetition of words i.e. “white like”

like e.t.c.

Identification 1 mk

Illustration 1 mk

 

  1. ii) To enliven the performance of the song one would do the following
  1. Employ gestures
  2. Body movement
  3. Mimicry
  4. Dramatization
  5. Use of appropriate tone variation
  6. Accept any two well explained aspects of performance

 

iii) The last line would be said with falling information

  1. b) Underline silent letters
  2. Rendezvous
  3. Eulogy
  • Tourism
  1. Phlegm
  2. Condemn

 

  1. c) i) Tongue twister

Sound patterns

  • Alliteration – repetition of consonant words
  • Assonance – welcomed wendy
  • Identification ½ mk illustration ½ mk
  1. ii) Function of genre

To practice pronunciation

For entertainment

To practice fluency in language

 

  1. d) – Conduct background research on the topic

– Be confident and convincing

– Accept any other speaking skill

 

  1. e) This is an open question, teachers should accept responses that are courteous and correct

 

  1. (a) (i)– clearing thraat

– clapping the hand

– sing a short song as a prelude          (2×1=2mks)

(ii) Performance – use tone variation from the pure narration style to sued of dialogue i.e rising

intonation (1mk) accompanied by appropriate facial expression(1mk) /gestures in the questions       asked by the mother-in-law

OR – Arising – falling intonation appropriate facial expression in the old man’s answer/speech                                                                                                            (1×2=2mks)

(iii) Active listening – nodding head

  • Laughter
  • thumping of feet
  • clapping
  • use of voice e.g. (mhh?) (3×1=3mks)

 

(iv) End story – using falling intonation       (1mk)

 

(b) (i) Gestures – ‘where is the birds’

facial expression – where is she ee

voice variation – where is she ee (any three =3mks)

body movement – They would move and dance as they look for the bride

Dramatic pauses – pause from 1st to 2nd stanza

(ii) Authenticity – Original meaning

  • Local flavour (any 2)
  • – Aesthetic beauty (2mk)

 

  • (i) Respect

(ii) review

(iii) investigate

(iv) consolidate

(v) calculate

(vi) divide       (each ½ x 6= 3mks)

 

(c)(ii) fear (ii) altar (iii) All (iv) serial (v) nun (vi) eight           (6 x ½mk)

 

(d) (i) Fight off nervous by taking a deep breadth and thinking that, that was a chance to practice public

speaking.

– Try to look calm and confident

– Be careful to organize your thoughts logically

– Say things that are appropriate to the audience

– Jot a few points before speech for reference

– Be brief

– Try to remember points said by others to avoid repletion  (any 3 = 3×1=3mks)

 

(ii)       -Project your voice

-be audible

-more closer to the audience

-pronounce words properly (any 3×1=3mks)

 

(e) (i) Short –comings include:-

– Lack of eye contact – avoids eye contact

– Not alert – misses questions asked

-confusion evident =- answers wrongly

-doesn’t concentrate – mind wanders (any 2= 2mks)

 

(ii) Listening skills to adopt include:

  • Maintain eye contact
  • concentration – avoid distracters (physical or emotional distracters)
  • Correct sitting posture
  • follow any use of non-verbal questions by the speaker to grasp message better
  • Be an active listener i.e. nod head in agreement, laugh at jokes etc
  • Be alert at all times (any 3 =3mks)

 

  1. 3. ORAL SKILLS (30MARKS)
  2. a) The eavesdropper’s part can be acted out like he is hiding  somewhere  and then  shoots up  and  speaks in

a loud  angry or sarcastic tone.

-dramatise  and mimic  the  various  persons  who  are  giving the  varied  opinions  about  the man

-talk in  a low  tone  when  he  is  telling  the wife  hat  they would  leave the  next   day.

-act the eavesdropper’s part as he sits in a clearing by the huts with an intention of eavesdropping

  1. b) (i) He would speak in an angry/sarcastic tone

 

  1. ii) a) Ship
  2. b) Pool
  3. c) Buck
  4. d) Height
  5. e) Barn

 

iii)a) Re.bel

  1. b) Re.spect
  2. c) Ma.nage
  3. d) Con.tact
  4. e) Ac.cess

iv)

  • Begin from the starting point of  the person  begin directed
  • Make the directions simple and clear
  • Make the directions precise and concise
  • Present the directions step by step in the correct sequence
  • Use sketches and maps
  • Refer to land marks and printers such as left, right, behind etc
  • Suggest the approximate distance from one print  to another

v)

  • Before  going for  an  interview consider:
  • the nature of  work/job you are attending the  interview for
  • appropriate  skills/competence  expected
  • qualifications and relevant documents/testimonials  etc
  • location of the interview
  • time for  the interview
  • dress to the occasion
  • get relevant  information  about the  company

 

  1. 3. a)         i) rhyme          Life                             Ablaze

Strife                           Amaze

 

Repetition- I seek

½ mark for identification

½ mark for illustration

 

 

  1. ii) Diphthongs

Life

Strife

Ablaze

Amaze

Sight                                                                           (any four, ½ a mark each)

 

iii) I would say it with a falling intonation to indicate my final decision to go for

a peaceful country life. It is a declarative statement                         2 marks

 

b)

  1. Fury
  2. These
  • Have
  1. Harbour
  2. Committee

 

c)

  1. This is a tongue twister                         1 mark
  2. The use of alliteration e.g. freaky Fred
  • Entertainment
  • Improves pronunciation and enunciation
  • Creates humor
  • Informative
  • Enhances fluency in language use

 

d)

  1. i) They were taught verbally, orally (without reading)
  2. ii) The guest of honour asked us to listen to him attentively/ symphanthetically

iii) Politicians must now do what they say

  1. iv) Daisy has the ability to speak easily and persuasively ( 1 mk each= 4 marks)

 

  1. e) I would book an appointment with Ngugi Wa Thiongo on phone, through e-mail or ordinary mail

I would conduct a thorough research about him to acquire a detailed background of the writer

I would conduct leading questions about himself and his works

I would stick to major issues according to our editorial policy

I would give room to callers to ask him emerging/ supplementary questions during the programme

I would take notes during the interview to keep alert and be relevant during the entire session.

I would prepare in advance all the necessary recording apparatus and support personnel to

make recording of the programme possible

I must be punctual (at the time) and venue of the interview to receive my guest

Any 6 one mark each

  1. (a) (i)  low,blow/rest,breast/nest, west/west, breast/blow,go/sea,me/moon,soon A mark

For each pair max. 2mks

 

(ii)  Mark for any of the following styles if identified with a relevant illustration.

  • Repetition
  • Alliteration
  • Assonance
  • Consonance
  • Use of regular syllabic patterns

(iii) – Lullaby1 mk Any feature of a lullaby evident

  1. 3a) i) -It is a tongue-twister√1

ii)-Development of oral skills√1

-Used by children during play√1

-For entertainment√1 (Any 1pt =1mk)

iii) Allitaration√1 i.e. How high up has he heaved (id-1mk

iii-1mk                               (1×2=2mks)

  1. iv) -Usually short i.e. One sentence√1

-Repetition of a particular sound i.e. ‘h’ sound√1

(Any 2pts 1mk each)   1×2 =2mks

 

  1. b) i) Prophet
  2. ii) Meat/Meet

iii) Pool

  1. iv) Doe
  2. v) Quay (1mk each 1×5=5mks)

 

  1. c) -Settle down early enough before the talk begins

-Prepare and make ready writing materials

-Take down notes that are relevant

-Ask questions to clarify points not well understood

-Maintain eye contact

-Maintain good sitting posture/sit upright

-Avoid fidgeting on your chair

-Be alert/avoid detractions                                          (1mkeach-1×5=5mks)

 

  1. d) (i) -The poet creates rhythms by: using rhyme in the poem i.e. lit/it ,will/hill/still√1

-Use of alliteration i.e. without a wish, without a will√1

-Repetition i.e. I, sky√1                                      (any 2pts =1mk each ; Total=2mks)

  1. ii) Silent√1

To emphasize the magnitude of the silence in the night√                                (Id-1mk  ; Exp-1mk)

iii) a) a  short  pause in line 1 where  the comma  is  used

  1. b) a long pause  in line 3 where  the  full  stop is  used(2mks)

 

e i) -What is your name?

-What do you want?

-What did you want to tell him?

-He is never in school.                                                     (½ mk each ½ x4=2mks)

 

  1. ii) Peter: Hello, I am peter, who are you?

Peter: How may I help you?

Peter: Sorry, he is not in school. May you please leave information?

Peter: Sorry, he is out to attend a family function.

 

iii)a) Eulogy-E√

  1. b) Phlegm-g√

 

  1. 3. (a) ORAL SKILLS

(i) sight / cite

(ii) o,oh!

(iii) right, write

(iv) Rode/ rowed

(v) Blue

 

(b) (i) Maintain eye contact

(ii) Ask question at the end of the speech for clarification

(iii) Appropriate sitting posture

(iv) Avoid audio/visual distractions

(v) Read for familiarity

(vi) Taking notes

 

(c) (i) Noun – our annual import dropped by 20% due to drought                           (1mk)

(ii) Verb- He will import a new car next week                                                    (1mk)

(iii) Noun – The Maragua milk produce has gone down owing to low rainfall (1mk)

(iv) Verb – Brazil normally produce quality footballers                                      (1mk)

 

(d) (i) a child/ a son / a daughter (1mk identification)

(ii) ‘broken’ and ‘gourd’ – they are content/information word (1mk)

(iii) Use of alliteration as in /b/ in ‘blind’ and ‘bat’ /l/ like a little (identification (1mk) illustration (1mk)

use of repetition in ‘I’ ‘your

 

(e) (i)  –  enter a stage with a song

any correct three award 1mk each

 

– Pose a question

– Use a riddle/proverb

– Cough, clear voice

– Use a tongue twister

– Sit upright/stand confidently before the audience

 

(ii) Say ‘No’ with a rising intonation and the rest of the sentence with a falling intonation            (1mk)

Identification 1mk/ illustration 1mk

 

 

 

(iii) – use tonal variation e.g. rise at No

  • Use varying facial expressions e.g.
  • Dramatize e.g.

 

(f) – Good morning, Madam (must be ‘Madam’ (if ‘Sir’ award 00)

– Fine, thank you, Madam (if without ‘thank you’ deduct ½mk)

– What is your name; please (1mk)

– Thank you (very much), Madam            (1mk)

N/B: If more four grammatical errors –IAD – 1AD4GE

 

  1. QUESTION 3: PART ‘A’ ORAL NARRATIVE

(a) pause and rising intonation   (1mk)

  1. b) Oral skills:
  2. i) Tonal variation to distinguish the difference, character i.e. the narrator, the girl and the mother
  3. ii) Singing the song

iii) Use of gestures e.g. digging, covering hole with a cow’s hide etc

  1. iv) Use of facial expression e.g. surprise after the girl is discovered; portray weak and

distinguish girl, etc.                                   (4mks)

  1. v) dramatization-mother quickly filling the hole with soil

(any 2-1mk for identification, 1mk for illustration

(No mark for illustration without identification).

  1. c) 1st song-low intonation (weak/pleading tone to show despondency/helplessness/despair/stress) (1mk)

2nd song-higher intonation (confident tone/force/tone of malice/condemnation) (1mk)

  1. d) Gesture of surprise

-shaking of head in disbelief

-clicking in disgust

-a sigh of relief(any 1=mk)

  1. e) falling of intonation to show finality (1mk)

PART B

  1. (i)tongue-twister(1mk)

ii)alliteration-/sh/widely used at the beginning of words(2mks)

iii)it is used for entertainment

-enhance once fluency in the use of a language

-help one learn to promote words properly(3mks)

  1. (i)-poor turn taking by the members; they don’t go though the person chairing the discussion, e.g. Tom, Noreen and Lilian after Kabonyi is invited to make a suggestion

-improper interruption by Peris when she failed to allow to complete his        statement

-poor or lack of negotiation skills .the spirit of give and take is not shown  by any  of the members as all think their suggestions are  the best

-rudeness by Kabonyi – He trashes Lilian’s suggestions as ‘stupid’.

-impolite disagreement by Noreen when she says she dislikes ‘Shreds of   Tenderness’ (any 3 well explained)  (3mks)

(ii)-Noreen says ” excuse me Apepo”

-Peris apologises for interruption peter and says “sorry”

-Noreen says “please Peris…”(2mks)

PART C

  1. -didn’t pay attention to non verbal cues e.g. gestures, facial expression and body movement that enhance understanding

-didn’t set a listening objective e.g. questions he would need to answer during the speech

-didn’t take notes during the listening therefore he had nothing to refresh his memory

-He may have allowed other things to distract his attention

(Accept any 4 reasonable responses) ( 4mks)

  1. b) The examples offering by the candidates must show their understanding of the concept of personal space g.

-not going through another persons drawers, desk or box without permission

-not listening in on private conversation or phone calls

-not going through   someone’s letters or writing without their consent

– getting into a persons room without permission

-moving too close (physically) to persons one I not intimate withA1

(accept any two well explained examples) (2mks)

  1. c) Circumstances that may cause interruption

-If you didn’t hear what the speaker said

-When you strongly disagree with the speaker

-When you strongly support the speaker

– When you wish the speaker to clarify unclear issues

-When you want to make an additional to the speaker’s point

-When the speaker has misinterpreted certain known facts

(Accept any 4 reasonable responses)  (4mks)

  1. b) (i)
  • Repetition e.g. pinch, pinch ,pinch.
  • Rhythm-enhanced through repetition.

ii)

  • Voice
  • Tempo
  • Gestures
  • Costumes
  • Painting and décor
  • Movement and patterns (Any two, 1mk each (2 marks)

 

iii)

  • Wear relevant costumes e.g. jungles.
  • Hit the drum where necessary.
  • Have an attractive and relevant décor.
  • Apply a relevant make-up e.g. facial point to capture the theme of your poem.

(1mk each, total (4 marks

iv)

  • Repetition pinch ,pinch, pinch
  • Rhythm (Any two,1 mark each total. (2 marks)

 

 

c)

  • Be audible.
  • Make use of gestures.
  • Vary my tone to sustain their attention.
  • Use facial expressions.
  • Involve the audience. (1 Mark each. Total 5 mks)

 

d)

  1. i) won-der
  2. ii) ho-ney

iii) draw-back

  1. iv) town
  2. v) e-du-ca-tion (For any correct 1 mark each. Total 5 mks)

 

  1. i)

Mrs. Stima:…………………….

Mr. Obwaya: yes! Why not? They even need to be added more time(√ ½mk  )

Mrs. Stima: ………………………..

Mr. Obwaya: I agree with you but you know, we may think we are assisting the children but find we are destroying them.√ ½

Mrs. Stima: ……………………

Mr. Obwaya: to me entertainment is part and parcel of learning. it is absolutely necessary√ ( ½  mk)

Mrs. Stima: ……………………………………

Mr. Obwaya: students need time away from their books. Let them ventilate their steam. Furthermore, they are responsible as they are grown-ups.√ (1mark)

Mrs. Stima: ……………………

Mr. Obwaya: but they need……√ (1mark) [the ellipses are important for this point to score. they show interruption. if no ellipse or dots, award “0” mark.

Mrs. Stima: ………………………….

Mr. Obwaya: What! It can’t be! You are invited for trouble√ ( ½  mk)

NB the exclamation mark is necessary to show shock.

Mrs. Stima: ………………………………………….

 

ii)

  • Would you please√ ½
  • I am sorry√ ½   (total=1mark)
  1. 3. a)         i) Repetition – to and fro                                                                     (2 marks)

Faster

Alliteration – billows         breeze                                                               (2 marks)

World           whorls

 

  1. ii) To enhance the rhythm

To make the poem more interesting

To make the poem memorable                                          (Any 2 = 2 marks)

 

iii) With a falling intonation

They are all wh- questions                         (2 marks)

  1. iv) Blue – blew

Wear – where                                                         (2 marks)

 

  1. b) i) Whine – wine

Mown – moan

Lays – laze

Weather – whether

Dough – doe                                                                                                   (5 marks)

 

  1. ii) Tout

Tot

Tore

 

  1. c)
  • Good grooming
  • Maintaining eye contact
  • Use of appropriate pasture/ to show confidence
  • Use of relevant gestures/ facial expressions
  • Good command of language
  • Mastery of content
  • Talking to audience instead of reading (Any 4 = 4 marks)

 

  1. d) i) – Makokha is rude- he does not show courtesy to Munonga – his prospective father-

in- law. He says “I hope you are not going completely blind”

  • Makokha is a poor negotiator- he demands for Lavender instead of requesting e.g. I have come to take her away
  • Makokha lacks in good turn- taking skills. When Murunga says “Did you say my ……….. . Makokha doesent allow him to finish/ wait for his turn to speak
  • Makokha has poor listening skills. He misunderstands Murunga when he says “What is the world coming to?”                   (4 marks)

 

  1. ii) Your daughter Lavender and I are in a relationship and I have come to humbly request your permission for us to get married (Accept any other polite form) (2 marks)

 

iii) When Murunga says “What is the world coming to?” Makokha deliberately misunderstands and says “I hope you are not going completely blind. The world is going nowhere. This reveals makokha’s contemptuous/ arrogant/ disrespectful attitude towards Murunga                                                                                                    (2 marks)

 

  1. Oral skills
  2. a) i) – The forest fires

– The streams

– The fiddle and fife

  1. ii) Repetition

iii) Alliteration:… watch with wonder…bathe…brown blades…bending…e.t.c.

Rhyme: return/ burn

Eyes/ skies

Streams/ dreams e.t.c.

  1. iv) – allitering sounds

– rhyme

– Rhythm

 

  1. b) i)- Subject is boring
  • Presenter is boring
  • Topic may be irrelevant
  • Audience may be feeling hungry
  • Presentation may be too long
  • Speaker may not be audible

Any 4×1=4

  1. ii) – ensure topic is relevant to the audience

– Research on the topic

– time speech so that it isn’t too long

Maintain eye contact with audience

Make sure I am audible

Make use of gestures and facial expressions ( 1ny 4×1=4mks)

 

  1. c) i) – Wet – whet
  • Soar- sore
  • Would- wood
  • Tied- tide
  • One-won
  • You-ewe

 

 

ii)- Gain – a

  • Helipad- h
  • Resist- s(1st one)
  • Rhy- hy
  • Tomb- b
  • Deliver- e (1st one)

 

  1. d) i) Only the tout was young
  2. ii) both the tout and the driver were young

 

  1. e) – Lack of identification
  • Lack of courtesy – doesn’t greet
  • Rudeness – “What do you want?”
  • Interruption       Any 3×1=3

 

  1. ORAL SKILLS
  2. a) i) repetition – rain, rain
  3. ii) rhyme – sprinkle, tinkle

iii) alliteration – splish, splash, splatter

  1. iv) onomatopoieia – lighting – flushing, thunder crashing
  2. v) assonance – mushy, muddy, hurly, burly

Any two = 2 marks

 

  1. ii) aabba aaccda             aaeeaff                        agg

hhaffija                                                                                                        (2 marks)

It is an irregular rhyme scheme                                                         (1 mark)

iii) With a falling intonation                                                                          (1 mark)

 

  1. b) i)         A spun                                                                                                 (1 mark)
  2. ii) – To entertain

– To sharpen wit

– To teach pronunciation                                                        Any two 2 marks

iii)       – Your bob took our Bob’s bob, if your Bob does not return our Bob’s bob, we

shall bob him on the eye

– I will book your book to read

– Lie here and lie

  1. c) i)         wicked
  2. ii) world

iii)       this

  1. iv) turn

 

  1. d) i) Gestures
  2. ii) Facial expressions

iii) eye contact

  1. iv) dramatization
  2. v) body movement
  3. vi) posture Any four 4 marks

 

  1. d) ii)-       i) In order to understand the information being given
  2. ii) So that one can avoid making mistakes

iii)To help one get correct instructions

 

iii) –  i) With a falling intonation

  1. ii) With a rising intonation

iii) With a rise – fall intonation

 

  1. e) i) I am sorry
  2. ii) Excuse me

iii) I do apologize

 

ii)-   i) May I pass please

  1. ii) Allow me to pass

iii) Please give way

  1. iv) Excuse me please

 

iii) –  Sorry for losing your relative

–  Please accept my sincere condolence

 

  1. (i) Writing the material down as it comes from the performers and the

(ii) Use audio-tape to record the voices e.g. for songs, proverbs riddles tongue twisters and narratives.

(iii) Filming / video recording the performance and interviews

  1. iv) Memorizing the material Any 2 xl mark each for an explained                                     *KKN*     

          (i) When two strong camps/ parties /people are at war the innocent / weak subjects suffer.  *KKN*     

          Shows communities practise livestock keeping   ( ½ mk) The mention of bulls                   *KKN*     

  • Family (paper fight/ dispute the children suffer.
    Politics government and opposition when they fight or arc antagonistic. citizens suffer)
    ½ a mark for identification
    ½ a mark for explanation.

(i)The lily in the valley below
Any 1 tick after illustration

  • Rhyme scheme – aa    bb        cccc

Dramatize e.g. use compass points to show cast a torch to show the heat  and the wondrous glow
 – Dress in the colour white red, yellow, pink
– Gestures and mimicry— express bright light beauty shining through higher

Lily, valley, below V

 (i)z     (ii)n     (iii)e    (iv)g     ½  a mark each total

seat — Bumb / buttocks
– chair
Feat — measurement unit of length
– plural of foot

N/B:- If both sentences are correct a candidate scores 2 marks if only one is correct give a zero.

 

Any four of the following well explained                                                                              

Rocking in the chair

Conversing with neighbours

Frequent walking in and out of the place of address

Dosing off

Continuous/ frequent yawning

Chewing ones’ nails

Drumming the chair or desk

Looking at the watch frequently

Looking outside

Looking at passers – by                                              Any 4 marks each

 

Annalist

Serge

Cession

Threw.

Stirling .

Cymbol .                                             ½ a mark total

 

Language must be courteous if not penalize 4 a mark each .

Students’ responses must flow I not penalize a mark each.

Penalize grammatical errors i,e spellings

– capitalization

– punctuation        ½ mark each,                                                                      

 

 

  1. 14. (a) JANE: Hello mum/mother I am fine

Have you recovered?

JANE: Yes mother/very much so mother.

I was on top of my class when the mid-term exam results were announced.      (2mks)

JANE:  I am told Carol is joining the university of Nairobi. Is it true?          (2mks)

JANE: Next month mum/mother please clear arrears for me

JANE: Thanks/ I will be grateful

How is Daddy?  (2mks) (2×5=10mks)

 

(b)           (i) Stanza 1 –   ways        a

dove         b

praise      a

love         b

Stanza 2 –        Stone   c

Eye      d

One     e

Sky      d

Stanza 3 –        know   f

Be        g

Oh       f

Me       g

Rhyme   scheme is ababcdedfgfg

N/B Accept abab scheme a regular rhyme scheme

(ii) ‘very’ to emphasize the fact that nobody but himself noticed her beauty and loved her.

N/B- Accept ‘few’ for a similar reason.

 

(iii)    – Facial expression – to express the sense of loss

  • Gestures to emphasize loss
  • Tone variation – stress the feeling of loss

pace– slow pace for effect

(accept any other performance feature which must be tied to the stanza) (2mks

  1. (i) Kettle

Cattle

(iii) Nose

Knows

(iv) Gape

Cape

(v) Abottoir

Tour

(vi)  Zoo

Coup

(v) Whale

Hail                        (Accept any 5 pairs = 5mks)

(d)          /s/                   /z/

Conscious       measure

Motion                        seizure

Brush              explosion

Special                        fusion

Ocean              cushion

(mark ½mk each correct – ½ x 10=5mks)

(e) – Gather information about the topic e.g. though library research, questionnaires, interviews of

observations

– Focus on the topic, purpose of the speech and audience (why are you writing it and what do you    intend  your audience to learn/gain /do?) Appropriate to a particular audience

– Choose a pattern of organization that is likely to captivate the audience. Put emphasis on the

introduction and conclusion

– Select words and expressions that communicate clearly and precisely the message you want to convey                                                                                                                                                           (4mks)

(f)        – Gesture

– facial expressions

– Dramatization

– Body movement

– Eye contact with audience   (5mks)

 

  1. ORAL SKILLS
  2. i) Alliterations – Clasps crag, crooked
  3. ii) Onamatopoera – thunderbolt

iii) Rhyme e.g. hands   crawls

lands     walls                                                                          (Any two 2mks)

  1. Gives musicality to the poem making it memorable and enjoyable.                         (2 mks)
  2. Thunderbelt this is because it captures the meaning of the line and vividly captures the strength of the eagle.                                     (2mks)
  3. I would fold my hands into a fist to vividly show how the eagle flys. (2 mks) or dramatize

flapping of the eagle’s wings.

  1. a) Riddle

Entertain

Educate

Sharpen wits

  1. Come – Calm

Aren’t – Aunt

Need – Knead

Way – weigh

Oral – Aural

  1. i) – Understand the message.

– One can synthesize the message and know how to respond.

– It enhances the relationship between the speaker and the listener.

– You learn more about what is being said.

  1. Facial expression.

– Used to enhance meaning. An example of facial expression – eye contact/frown.

  • Gestures; the use of hands e.g pointing a finger at somebody.
  1. Body posture – standing position. – Sitting position.

 

  1. i) Excuse me please – ‘could you lower the volume of your radio.’  Or

Excuse me please ‘lower the volume of your radio’.

  1. I am sorry, ‘I cannot accompany you’  Or I am afraid ‘I cannot accompany you.
  • I am saddened / shocked to learn of the death of your beloved mother. Please accept my

sincere condolences, I am sorry.

 

 

  1. a) (i) abab cded fbgb

The rhyme scheme is irregular though the second and the forth lines in all the stanzas rhyme

(ii) Another sound pattern used is repetition. The repeated words and phrases;

– ‘my old man’

-‘old man’

-‘old’

This is meant for emphasis

(iii) Third last line: My ma died in a shack”

I will stress ma died and shack

This is because they are content words

(iv) I would say the last line in a low falling tone to indicate the sad tone of the poem

  1. b) (i) can

(ii) come

(iii) sod

(iv) robe

(v) hard

  1.   c)              a) Are you serious?
  2. You must behave yourself
  3. I am going shopping
  4. He can’t do that, really!

 

  1.   d) – One must wait for pauses, it is the most appropriate time to speak

– Note when the speaker may use either falling or raising intonation to indicate they have finished  Talking

             – When the speaker asks a question

             – One must observe the speaker to see if the body language indicates they want to change roles

When the speaker uses fillers/hesitations such as: you see—–, you know—, I mean— etc

  • Strategies to adopt include:
  • Correct sitting posture e.g. leaning forward
  • I would tell him to maintain eye contact with the speaker
  • Ask her to follow any use of non-verbal cues by the speaker
  • I would ask her to make brief notes of the presentation
  • Ask her to respond to the speaker’s rhetorical questions, jokes etc through nodding, laughing etc
  • Identifying with the topic being discussed
  • Advice her to try as much as possible to concentrate by being keen and avoiding any destructors.

 

  1. a) It is about a person complaining about the disturbances caused by the noise which making

the surrounding environment uncomfortable to stay in

 

  1. b) i) Alliteration: pound, push, pull and plunk
  2. ii) Repetition:

Listen              a

Comes             a

Plunk               b

Listen              a

Comes             a

Gush                b

Peace               c

But                  b

Slurp               b

Accept other illustrations

Rhyme helps to emphasize the message and create musically in poem

 

  1. d) Loudly; in order to emphasize the message

 

  1. ii) Bawl Ball

Whale         Wail

Draft           Draught

Missed        Mist

 

iii)       a) – Make an appointment the politician (Interviewer)

  • Set time for the interview
  • Inform the interviewee and the listeners about the interview i.e. Announcement
  • Ensure all support materials and personnel are ready and functioning e.g. machines, writing materials e.t.c.
  • Set specific objectives for the interview
  • Have a copy of proposed constitution
  • Read and understand the proposed document, especially the contentious clauses
  • Set the interview questions in systematic and clear manner i.e should be precise
  • Accept any six and any other appropriate answer/ point

 

  1. b) – Begin the interview with introduction e.g. personal details, and the purpose of the interview

– Make the topic of the interview clear

– Allocate appropriate time to each event that would take place during the interview

– Make the necessary materials available

– Ask specific questions of the interview

– Manage the time allocated

– Make reference from the proposed constitution

– Give the interview appropriate time to respond to questions

– Asking for clarification where necessary

– Allow for the final conclusion both from interviewee & interviewer

 

iii) – Use of drawing e.g. map to illustrate the direction

  • Use of compass direction e.g. move West, South, Turn left right
  • Use of physical infrastructure e.g. roads, buildings, streets, avenues e.t.c.
  • Use of geographical appearance e.g. mountains, rivers, forests e.t.c.
  • Illustrating means of transport e.g. train, matatu e.t.c.
  • Indicating the distance either accurate or approximations
  • Use of sign posts
  • Indicate time frame
  • Source of assistance in case of difficulties
  • The language should be imperative
  • Accept any six, each point should be accompanied by explanation
  • Accept any other appropriate answer/ point

 

Section II (Pp2)– Answers

Section A
1.  1. He felt that they were betraying Iranian culture and tradition                                                 1 mk

  1.    Female – She attended a girl school in which Dr. Farrokhrou Parsa was a principal only girls

attend a girls school

  1. Separate doors to check on their adherence to the strict dress code

– Forbidden to go out unless their whole body I covered by clothing except face and hands

  1. Cannot be police officers, judges and pilots/ clergy
  2. Because her wrist had shown from under her sleeves while she was writing on the black board
  3. – Corruption on earth

–  Warring against God

– Expansion of prostitution

  1. – Gender discrimination

– Women discrimination

– Violation of women rights

Explanation: Women are looked down upon and there are laws to ensure this

  1. – Police security

– Judges (courts, judiciary)

– Pilots (arcation)

– Mps (parliament/ politics)

  1. A situation that the women are in is supposed to make them powerless but it ends up making them powerful because any defiance from them is a strong political statement. The regulation of women lives has also affected the men
  2. She feels that treatment of women is unfair. They have been censored; rendered powerless

and invincible

  1. i) Censored – Removed and assumed as not part of the society
  2. ii) Emblematic – Represents/ symbolizes/ signifies/ typically

iii) Alleged – Somebody says that one is; not proved

  1. iv) Leftist – Persons who support left wing (socialism/ social change)
  2. v) Espoused – Supported
  3. Iranian women/ Gender discrimination in Iran/ freedom of women in Iran e.t.c.

 

2          . (a) It is streamlined through societal of need and people social needs brought about by historical,

economic, religious, cultural and ethical factors            (2mks)

(b) Comments such as omen are weak and cowards, gentle , nurturing and caring while men are

bread winners, decision makers and generally aggressive/association women with certain roles    and men with     certain roles    (2mks)

(c) the hybrid system is where roles are shared equally, help given out where necessary to supplement each   other’s efforts but/however, the case of reversed roles is where men are made to cook, wash clothes,     clean the house, utensils and baby sit (The contrast must be brought out)  (2mks)

(d) Research has shown most millionaires in the US are women; widows of men who died young

from   diseases related to overwork        (2mks)

(e) Cautious, sensitive /concerned; he says reports on reversed roles should not be inflammatory;

should not    threaten the social fabric; concerned about men where feminism thrives (2mks)

P

(f) Not fixed but changeable gender is learned through socialization          (1mk)

(g) The author is supportive/appreciative/encouraging 1g (identification

1aP½ mk
P 1b

(i) Men should be prepared for feminism approach

P

(ii) Time for gender equity has come

P ½ f
P ½ e
P½d mk d

(iii) Girls perform better than boys 1c

P½ mk

(iv) Ladies are more preferable than men by employers due to hard work, honesty, loyalty and cost effective g

(v) Women to take up responsibilities with caution and cease to be victims of inferior complex 1hj

  • must be 55 -65 words
  • must be in continuous prose if not 50% deducted from the total marks
  • penalize for expression errors ½ at every sentence 1mk for identification plus any 5points = 6mks)

(h) (3mks) (i) Inflammatory; – provocative/provoking anger/annoying /causing anger

(ii) Sobriety – sense /sensitivity

(iii) Feminism approach; – ways by which he rights and opportunities can be given

to women

 

  1. a) Because he is expecting to be assigned some work. That was where the farm was√ (1mark)
  2. b) It made him draw back to the past memories√(2marks)
  3. c) He was a white man√ (1mk) and Densu was twelve years old√ (1mk) (2mks)
  4. d) He did not take a bath √ (1mark)
  5. e) The stranger is disliked (by the people) √ (1mark)

f)Akan√(1 illustration)-when  the  white man  stopped  asking  him about the  Akan  names

of  things√(1mark)

g)-For companionship √1a

-No longer interested in Akan language√1b

-At first he wanted to attract Densu√1c

NB/ must be in note form if not deduct ½ mk from the total (4mks)

  1. h) Patients√-all the time  waiting to be assigned some work√1

determined-learned  the  language  very fast(any one well illustrated 2mks)

i)-Implore, inquire (1mk)

-Top cover of trees (1mk)

-Pointing or prodding with a finger (1mk)

-Isolate/ignore (1mk)

-Not clear, not  understood (1mk)(1×5=5mks)

 

  1. a) They should bring them up in such away that they understand their roles as leaders, providers and

protectors                                                                                                                               2 marks

  1. – They should encourage them that the challenges are doors to opportunity, stepping stone to

greater success                                                                                                            2 marks

–  They should believe in their abilities                                                                           1 mark

  1. ii) – They must not allow to be pushed to become what they are not interested in

– They should make their own choices

– They should learn from their mistakes                                                                    3 marks

 

  1. c) They will have inadequate time to nurture her sons and be a homemaker. It will also make their sons learn that their father is irresponsible
  2. d) It is to remind the career women who shun their domestic roles/ duties that these roles should take precedence over their careers/ achievements 2 marks
  3. e) Suggested points 4 marks

ROUGH COPY

  • Mind your language when talking to him to avoid belittling his masculinity
  • Try praising him for a change
  • Relate the duties you assign him to his masculinity
  • Reassure him that you believe in him in times of crisis

f)

  • Male children feel happy/ satisfied/ contented when parents take note of or praises their masculine qualities
  • Masculine- Qualities typical of men/ related to male
  • Bossy- feeling superior           3 marks

 

  1. UNSEEN TEXT
  1. Weather and rocks interact/ to replace work out soil                                                                        2 mks
  2. Man accelerates soil erosion creating imbalance where soil is eroded faster than nature can replace it
  3. The American Dust Bowl is perhaps the most frequently quoted example of soil erosion            1 mk
  4. Mentioning examples of soil erosion cases from all over the world e.g. America, Africa (Tanzania), Asia, Middle East e.t.c.                                                                                                   2 mks
  5. The downfall of civilizations                                                                                                             1 mk
  6. Usually : Adverb  Thoughtless: Adjective                                                                            1 mk
  7.  The animals are wild, domesticating them is not realistic in the real sense of the word, as we know it
    1. Terracing
    2. Contour farming
    3. Strip ploughing
    4. Grass growing
    5. Allowing growth of weeds
    6. Cultivating leguminous crops                                                                                                5 mks
  1. i) Renew – replace
  2. ii) Barren- bare/ without vegetation

iii) Pace – speed at which something happens

 

  1. COMPREHENSION.

 

MARKING INSTRUCTIONS:

  1. a) Deduct ½ a mark from the total of every answer with an expression error, except in (g) and 1(h)
  2. b) Affix capital letter ‘E’ to the penalized mark. It is advisable to underline the errors in order to

justify the penalty.

  1. c) Penalize once in each answer.
  2. d) Insist on complete sentence except in questions 1(h) and1 (g)

 

  1. It is about unemployment (1mk)
  2. They are those who are mentally and physically capable and  willing  to  work  but

cannot  find  work(2mks)

  1. They would by using votes  to  ensure  that  leaders  who  cause political  trouble  do not  rise

to/are voted out  of  power   by   using/through their  votes, citizens can  ensure that politically

troublesome leaders  do not rise  to power     (any one point 2 marks)=TOTAL (2mks)

  1. Citizens, through their votes, have  the means of  ensuring  that  such people  do not accede  to

power(2mks)

  1. -The leaders are false/not real/fake

-The leaders/the people elected do not live to the expectations of the people /electorate

-The leaders /people elected do not satisfy what they are elected for.   (any ONE, 1mark=1mk)

  1. a. -The African government are to blame (for the unemployment)

-The African governments hold the blame for the unemployment   situation

  1.    -The African government would support local industries but they do not
  2.    –They  would  improve infrastructures but they  do not
  3. They  would enhance  efficiency by sound  policies but they  don’t
  4. –They would improve security but they don’t.

(Either point (a) 2mks AND 3 of b, c, d, e, 1mk each=5MKS)

  1. a) exploitation of Africans making them even poorer√1a
  2. b) Cheaper goods are allowed in the country√1b
  3. c) Local industries cannot compete, hence they collappse√1c
  4. d) Unemployment is always the consequences√1d  (four points, 1MK each=4mks)
  5. i) ease-make less severe/alleviate
  6. ii) accede-take high position in/to leadership

iii) patriotism-love for one’s country         (each 1 MK=total 3mks)

 

7 . (a) Precautions taken include:-                                                                                                     (8mks)

  • The examination centres are manned by supervisors and invigilators who are qualified teachers of integrity.
  • Armed police officers man the centres
  • Senior officers are in-charge of the stations that the examinations papers are kept.
  • Candidates are thoroughly searched before they get into examination halls.
  • Bags containing question papers are opened by the supervisor in the presence of all candidates, invigilators, security officers and centre head teacher
  • Any surplus papers are sealed and kept in full view of candidates during the particular papers entire duration
  • At the time of sitting for the paper, candidates are under hawk-eyed invigilators
  • Answer booklets are sealed in the presence of all candidates, invigilators and head teachers.(8mks)
  • – Examination cheating is caused by lacking of moral integrity or moral depriviation in the society                         (2mks)

– The parents and teachers have failed in their duty of moulding the youngsters           (2mks)

(c)The education institutions have the ability to instill morals and ethics because:

  • Schools play a crucial role in transmitting values
  • School going children spend more time with teachers than with any other persons.
  • Learners take anything said by the teachers as the gospel truth and not even parents can make them think otherwise (3mks)

(d) Stringent                     (1mk)

(e)  –  Manned –controlled

– Hoaxes – untrue/tricks

– Guzzling – consuming a lot of money

– Buck – passing- shifting , blame or responsibility

 

  1. COMPREHENSION

a)To motivate their student (1) to turn into top performers

(In the national examination)(1)

  1. b) a-a car (1a)

b-a motorcycle 1b

c-a generous cash reward (1c)

(Must be in note form if not deduct ½ from total mark)

  1.  c) Must score an ‘A’ (1)

(if ‘A’ is not in quotes no mark)

  1.  d) The board had challenged candidates with an enticing offer; (1)

anyone who had got an ‘A’ would receive a motorcycle , (1)one-year comprehensive  insurance cover(1) and sh.5000 (1)

  1.  e) Unless I get one, I will not go straight into the bodaboda business

OR

I will not go straight into the boda boda business unless I get one (1)

  1. f) Whereas the reward motivates the student to be top performers, their level of motivation could

easily come crashing down once they step out into a world where money is scarce.(must be   irony if not no marks) (3)

  1. g) Rewards are good (1) as long as they are relevant and sustainable (1)

h)Not only school  boards but  also old boys and girls associations are willing to spend millions

on incentives  for the students1)

  1. i) Enterprising youth-young, industrious people(1)

Challenges of everyday life-ups and downs faced in life(1)

Disorientate- make unstable.(1)

 

  1. a) If an author has genius, he suffers the penalty of genius. If he has only talents, various care s

and worries make life extremely miserable. He takes great pains to compose. He meets with of

continuous disappointments at his ability to express himself. He is also face with the difficulty

of  gaining the public ear. A literary life is, therefore, mostly an unhappy one.

  1. b) Young writers hope that they will become famous if they just throw that poem at the worlds

feet.  They believe that they have only to get that novel printed to be acknowledged at one as

a new   height in literature.

  1. c) No. Editors and publishers are a practical body of men; they conduct their business in the

hardest   times of a profit and loss accounts. They cannot therefore be sympathetic to young

authors.

  1. d) Whereas they are expected to place the best literature before the public their main interest is

making profit.

  1. e) It would be generally difficult for a young author to have his book published. After his book is

brought out, he should be prepared to face hostile critics.

  1. f) Keats is mentioned in order to show the damage that savage critism can do a sensitive writer.
  2. g) A writer should be silent when criticized.
  3. h) Became editors and publishers are only interested in making a profit.
  4. i) Men of letters-writers a new light in literature – an important writer.

Chastisement-torture, punishment.

 

  1. a) The root of tribal and racial misunderstanding is entnocentricism             (1 mark)
  2. b) Because customs in each society evolve to meet specific needs (1 mark)              Illustration: Nomadic tribes of Brazil and Australia kill their old in order to avoid

being delayed as they move in search of pasture and from attacks              (2 marks)

  1. c) The irony in the way the nomads treated their old is that they thought it to be kind to kill their

own old ones. They preferred to kill their own (old) if they burdened them than to let them

be tortured and killed by their enemies. The bottom line is the old would have died, why kill

them yourself                                                                                                           (3 marks)

  1. d) By contrasting how the old are treated in Kenya and Brazil/ Australia, the writer shows that

there is no standard criteria, of treating the old across the world. Thus we should not

be ethnocentric                                                                                (2 marks)

  1. e) The writers attitude is that the treatment was justifiable because it helped them to meet a

need: Feed their animals in new field and avoid the enemies                             (2 marks)

  1. f) Old people are held in very high esteem, here in Kenya as in many parts of Africa
  2. g) Ethnocentricism
  3. h) i) Root – the cause/ origin
  4. ii) Exalt – uplift, hold in high esteem

iii) Inconceivable – unthought-of unexpected/ unimagined

  1. iv) Apparently – clearly, without doubt
  • Discord – disharmony, friction

 

  1. a) Ethnocentrism/ practice of putting ourselves at the centre of everything and finding others by

our standardsÖ 1                                                                                                                  (1 mk)

  1. b) – Customs in each society evolve to meet specific needs/ needs unique to that society Ö 1

– Nomadic tribes of Brazil and Australia used to kill their old to avoid the difficulty of mourning

with them/ in order to save them from torture Ö 2                                                              (3 mks)

  1. c) It is ironical for the nomadic tribes to claim that they were saving their old from death by

killing them

  1. d) He uses contrast to prove that there can be no universally accepted way of treating the old/

culture evolves to meet specific needsÖ 2                                                                         (2 mks)

  1. e) He supports/ appreciates the practice. Ö 1 He argues that “the old were a burden and if captured, Ö 1 would be tortured to death; it was kinder to kill them                                                (2 mks)
  2. f) a) Culture evolves to meet specific societal needs Ö 1
  3. b) Different environment will have different culturesÖ 1
  4. c) No culture is inferior/ superior to another Ö 1
  5. d) People should learn to appreciate other cultures Ö 1

– Mark up to 40 words

– Deduct a glimmer for grammatical mistakes

– Award ½ mk for every point in note form

  1. g) i) Root – cause/ origin                                                                                                            (1 mk)
  2. ii) Exalt – praise/ make something look better than it is/ uplift/ hold in high esteem(1 mk)

iii) Inconceivable – Unfathomable/ unheard of/ under stable/ incomprehensible

  1. iv) Putting ourselves at the center of everything- making ourselves look better or more

important than all other people

  1. v) With down with scorn on – Treat other people as if they are worthless

 

  1. a) Rules govern the organizational structure of an institution, its composition, its powers and

the rules which regulate its management √ 2 marks

  1. b) In a unitary constitution the central government retains the principal powers of state; there is

no delegation of powers to the provinces√ 2 while under a federal constitution t

(The contrast must come out through use of words such as ‘while’ e.t.c.)              4 marks

  1. c) Kenya has a constitution that has the following qualities:
  • It is a written constitution√ 1
  • Flexible√ 1
  • Unitary√ 1                   3 marks
  1. d) Candidates choice : Written constitution√ 1 / unwritten
Reasons for unwritten Reasons for written
√ – It is contained in a number of sources e.g. statute law, case law e.t.c. – Supported by the law so that any other law that is in consistent with the constitution cannot prevail
√  – Flexible – Found in one document
√  – Can be amended easily – Not easily amended

(Choice – 1 mark, 3 reasons each, total 4 marks)

  • Must be in note form evident through use of numbers, dashes, bullets e.t.c. if not penalize by reducing ½ mark from total scored
  1. e) Only as a result of a long and cumbersome procedure can a rigid constitution be changed √ (Any spelling or grammatical error should be penalized by ½ mark)
  2. f) In Kenya, we have a separation of powers but only to a certain extent, don’t we?

(Without comma, ½ mark

Without question mark 0

Capital D in don’t  ½ mark)

g          i) Cumbersome procedure – a long and taxing process

  1. ii) Void – useless, irrelevant

iii) Ultra vires – Irregular, null and void

  1. Block- Stop, hinder the progress of
  2. Referendum – process of seeking the acceptance of the public for a constitution

 

 

  1. (a) They are assumed to be in the drought stricken rural areas (2mks)

            (b) (i) Having one meal a day

(ii) Adults are restricting the food rations they consume

(iii) Some are running into debt

(iv) Some are moving elsewhere

(v) Some are saving whatever they have       (3mks)

(c)  Arise in larceny and other petty crimes  (1mk)

            (d) Rising food prices have made matters a lot worse          (1mk)

            (e) They are giving the least help to the urban poor. They have less enthusiasm for funding and

implementing non food interventions     (2mks)

            (f)        (i) Drought

                        (ii) Reduced earnings resulting from the loss of employment after the election violence

                        (iii) Rising food prices

(iv) HIV and AIDS
                        (v) Displacement due to post-election violence        (4mks)

  1.         g) They don’t engage in farming

            (h) – Alleviate – reduce

– Larceny – stealing

– Donor dole- aid

– Sugar coating – to down play the bitter truth     (4mks)

 

 

  1. a) The most tragic fact is that while physical maturity develops naturally with the passage of time,

mental maturity doe not.

  1. b) – Parental guidance during childhood.

–  Environmental conditions under which one grows up.

– Personal attitude/individual effort.

  1. c) According to the author, a mature man is one who is responsible and who is aware of what is

acceptable and correct.

  1. d) Performing – doing, learning information, discover.
  2. e) Does he?
  3. f) Possibilities are: on the contrary, on the other hand, nevertheless.
  4. g) Quotation from authority.
  5. i) For example Gautama Budhaa, Aristole and Harry
  6. ii) Use of repetition – in 5th paragraph; Aware as he is and he is aware.

iii) Use of analogy – in 3rd paragraph

  1. h) He is contemptious – – he refers to them as dangerous and says that “they cause much harm.”

 

  1. (a) The grandmother’s recipe of remaining young is to keep oneself busy doing things that

interest oneself instead of idling around and becoming sentimental and personal about

other people

       (b) – One must look forward to the future, yet the past is impossible to ignore           1a

  • Often, the attractive issues of the past are difficult to ignore    1b
  • One must control interaction with the youth 1c
  • One’s own children often lead one to taking a personal interest in the affairs of young people 1d
  • The constant awareness of one’s duty to the young conflicts with the wish to remain emotionally detached. 1e

 

MARKING INSTRUCTIONS

  • Must be in note form if not, deduct ( a mark from the total score)
  • Notes are detected by use of dashes, dots, use of roman numbers e.t.c
  • No penalty for faulty expressions
  1. c) Impersonal interest helps the individual who is growing old to avoid becoming burdened with the

emotion of too much attachment to the youth                                                                      (2mks)

  1. d) The simile is ‘an individual human existence should be like a river (1mk). Like a river on its

course  to the sea or its destination, the individual’s life is packed with action       (1mk)

  1. e) Even at the old age of ninety-two, the writer’s great grandmother was so active that her

descendants could not ignore her presence, for she actively made it felt                              (2mks)

  1. f) It is because the future still holds a great deal for him (1mk) and that death will deprive/deny him

of   all these possible opportunities     (1mk)             (2mks)

  1. g) “It was in this sphere that long experience was really fruitful, and that the wisdom born of

experience could be used without becoming a burden.”       (1mk)

N/B: Ignore the quotation marks

  1. h) Vitality- great energy/liveliness

Melancholy – sad

Rushing passionately – moving fast/steadily

Clinging to youth- constantly seeking the company of young people          (4mks)

 

  1. a) Its long slender body allows it to slip down burrows and find prey while they sleep Ö1

thus reducing the risk of injury when attacking prey the same size as itself Ö1              (2 mks)

  1. b) It is secretive and primarily nocturnalÖ1             (1 mk)

In burrows, it sleeps Ö ½ mk catches food Ö ½ mk, avoids predatorsÖ ½ mk and harsh

weather Ö ½ mk. It also gives birth to its young Ö 1 mk                                                  (4 mks)

  1. c) i) Black – footed ferret is smaller than domestic ferretÖ1a
  2. ii) Domestic ferrets have creamy coloured fur while black footed ferrets have dull yellow

fur that is slightly darker on backside Ö 2b

iii) Domestic ferrets have dark hair tips, feet and fur while black footed ones have black

tail tips and fur around eyes Ö 2c                                                                         (5 mks)

N.B – The contrast must be there for each to score

– Must be in PROSE FORM. If not, deduct 50% from the total score.

– Deduct a glimmer (-) once in a sentence for faulty expressions

– Maximum number of words, 75. Put two parallel lines (//) after the 75th word

  1. d) Most of them died of distemper prompting scientists to capture the remaining ones (3 mks)
  2. e) A strong smelling fluid from that scent glands under the tails can be discharged if these

animals are frightened                                                                                                       (1 mk)

  1. f) To get its main diet, prairie dogs, which are found in those places             (2 mks)
  2. g) i) Discharge – send out liquid/ allow liquid to escape
  3. ii) Odour – smell

iii) Nocturnal – active at night                                                                                   (3 mks)

 

 

 

 

Section B – answers
1.         EXTRACT                                                                                                                            

  1. Betraying the tribe by marrying Nyambura
  2. To keep the purity and secrets of the tribe
  3. It is ironical that Waiyaki’s name should be his ruin
  4. – people look up to him
    • Symbol of the tribe, born with all its purity
    • They adore and worship him
    • They are taking the oath in his name
    • Kabonyi hates him and would kill him
    • His name is in Kiama giving it great power

e)) Against betraying his tribe unlike his father and grandfather

  1. f) Violence – Burning of a hut belonging to Joshua’s newest followers
  2. g) Concerned – Concerned about Waiyaki’s welfare

Advisory – He advices Waiyaki

  1. h) He regrets as he feels the power and influence was everywhere in it
  2. i) Preoccupied with schools and the widening rift and divisions

He has no time for tribal ceremonies and rituals

  1. j) i) Associate – One you work with
  2. ii) Rift – Disagreement
  3. k) – Yes, people lose confidence in him at the end because he breaks the oath by associating

with Nyambura. – He is rejected by the very people who were praising his name

  • His great name is smeared with mud as Kabonyi proves he is against the tribe

 

  1. THE RIVER BETWEEN ‘Ngugi Wa Thiong’o’
  • – He attempted to get reaches of Siriana and succeeded
  • He was accused of being a traitor by the Kiama
  • They would accuse him publicly and if he Waiyaki was n the wrong, let the public decide his fate (3mks)
  • The theme of rivalry

– This is the rivalry between Kabonyi and Waiyaki (1mk identification + illustration = 2mks)

(c) don’t you? (without a coma give ½ ) (1mk)

(d) – He had thathu/He was cleansed after touching dead Muthoni 1a

– He was in league with the white man 1b

– Waiyaki made many secret journeys to Siriana in the protest of looking for teachers 1c

– Waiyaki prefers education to taking up arms against the white man1d

– Education cannot give back the land     1e (5mks)

(e) The seer who prophesized the coming of the white man /people with cloths like butterflies (1mk)

His message /prophecy prepared Waiyaki for leadership he embarked on education of the ridge(3mks)

(f) The butterflies cannot be speared not can they be cut by a panga. One must learn their ways (2mks)

(g) Kabonyi was the first convert to join the white man and he is accusing Waiyaki of all forms of

indulgence with the white man (The two opposite sides must be brought out) (2mks)

(h) The episode of how Murungu the creator gave rise to Gikuye and Mumbi and gave them the land   – shows how defensive they were of their land (on top of Mount Kirinyaga) (2mks) (Any2 illustrations  of the story )

(i) The giants of the tribe

Waiyaki was not ready for circumcision      (3mks)

(j) A sacred groove had sprung up and people paid homage there         (2mks)

 

  1. a)-Circumcision was in the offing√ (1mk)

-Waiyaki wanted to take part  in the ceremonial  activities of the tribe but he  was disturbed√ (1mk)

-Waiyaki goes to his mothers hut  at night and finds her still awake√ (1mk)

-The mother asks  him if it is true he is  intending to marry Joshua daughter. He denies  this√ (1mk)

-He  goes  to his hut and he hears  a  knock  at the door. it  is Kamau  who has called on him √ (1mk)

(Any  four  points 1  mark each (total 4 marks)

  1. b) Revengeful√ (1mk) Kamau saw in Waiyaki the  hawk that  always  snatches his  piece

of meat when he himself was about to eat it√ (1mk)

Sly√ (1mk) he deceives Waiyaki that he did not know why the Kiama wanted to see him√ 1mk

Identification 1mk

Illustration      1mk       any 2 traits  (illustration without identification 0 marks  (total 4 marks)

  1. c) He is Waiyaki colleague teaching together in Marioshoni. He  has a  cordial relationship with Waiyaki

d)-He had  taken  Muthoni to hospital√ (1mk)

-He had  touched a dead body√ (1mk)          (2mks)

e)-Waiyaki had  always strove to bring light to the  tribe through education√ 1mk

-He had been  respected  and  referred to as the teacher√ 1mk

-When he appears before the Kiama.  He receives a cold welcome from the elders √ 1mk

-The Kiama does not refer to him as the teacher as had always been the case√ 1mk       (total 4 marks)

  1. f) He commented that it was a dark night (1mark)

g)i) Metaphor√1mk Kamau looks at Waiyaki as  being a hawk that always  snatches his

piece of  meat√ 1 mk

  1. ii) Direct speech√1 mk. “why does the Kiama want  me?”

“oh, I don’t know exactly”√ 1mk                                         (total 4 marks)

h)lay (1mark)

i)i) vaguely-not detailed/not exact/unclear. (1mark)

  1.   ii) rouse-excite (1mark)

iii) glitter-brightness (1mark)     (3marks)

 

  1. COMPREHENSION 2
    1. She wanted to get circumcised and knew her father wouldn’t allow her
    2. Because the mention of forbidden things at any other time was a social taboo
    3. Muthoni:- Rebellious- Rebels against her father
    4. Wasn’t that the time?
    5. They stripped to the waist; their breasts flapping on their chests. They also wnt around the big fire, swung their hips and contorted their bodies
    6. That Joshua took beer secretly but nobody had ever seen him drinking. That he also had a hand in Muthoni’s decision to get circumcised so as to appease the angry gods but no one could prove this
    7. A whiteman who runs the siriana mission school
    8. Repetition:- They went round and round, Men shrieked and shouted and jumped

 

5          LITERARY PASSAGE

.           Before the excerpt

– There had been a rally at Kameno

– Waiyaki’s watches the rally from his hut

– He walks away towards Honid River

– Meets Nyambura near Honia river (praying)          Any two points 1 mark each = 2 marks)

After the excerpt

  • Waiyaki remembers the scene a few years back when they had carried Muthoni to Siriana
  • Waiyaki tells Nyabura he loves her
  • A tear drops from Nyambura’s eye
  • They hug (ebrace) Waiyaki takes Nyambura in his arms
  • Waiyaki asks Nyambura if she will marry him/ she says no Any 2 points 1 @ = 2 mks

 

  1. Themes of religion – sacred grove mentioned

– Nyambura praying

A theme of love – Waiyaki embraces Nyambura

– He ask her to marry him

Any 2 themes illustrated @ 2 marks = 4

Identification – 1 mk

Illustration – 1 mk

  1. A leader shall rise from the hills who will lead and save the people 2 mks
  2. Waiyaki

Patient – He waited for her patiently

Cowardly – He wanted to walk away

Loving – He held her in his arms (embraced)

  • Asks Nyambura to marry him

Nyambura

Religious – goes to Honia River to pray

Defiant – Talks to Waiyaki despite her father’s restrictions                                                            4 mks

  1. – Feels attached to river Honia

– River Honia is scred

– Looking for privacy from home

– Remembers Muthoni

– Makes her feel a peace of mind

  1. i) Appariation – figure (unclear)
  2. ii) Propriate – stop from being angry/ placate

iii) Discernible – recognizable/ visible                                                                                 3 mks

  1. Gave (him) away 1 mk
  2. – land forcibly taken

– Whites had no respect for traditional values e.g. circumcision

– Forced labour

– Taxation                                                                                                                               3 mks

  1. – At night wiyaki was strolling in the village

– After he had attended Joshua’s service (he was standing with Kamau)

– At Honia River when he came to tell her to go visit the sick Muthoni

 

6.

  1. Deduct ½ a mark from the total of every answer with an expression error
  2. Affix capital letter ‘E’ to the penalized mark. It is advisable to underline the errors in order to

justify the penalty

  1. Penalize only once in each answer
  2. Insist on complete sentences in giving the answer

a.-soon Waiyaki vanished  the  hills  with the  knowledge  of  his father  to  go to Siriani√1

-later he is joined by Kamau and Kinithia√1                                           TOTAL=(2MKS)

  1.   ridiculed(1mk)
  2.          a.) The seer was rejected by the people (of the ridges)

b.) The people did not believe him

c.) They gave him no clothes and no food

d.) He became bitter

e.) He hid himself

f.) he refused to tell them more

g.) he went beyond the hills to the world yonder

h.) they spoke the message even louder

i.) they laughed and poured scorn on him

j.) But some say he was carried up by Murungu    (ANY 6 POINTS, 1MK EACH=6MKS)

d.-the image/it is butterflies√1   (2mks)

-it refers to the whiteman√1                       (Identification =1; illustration=1mk)

e.-some people say he was buried√1

-others say he was carried away by Murungu√1(Expect both points for 1mk each=total (2mks)

  1. i) he only felt weak and small but he also did not know what he wanted to say√1
  2.    ii) Not only did people not believe him but some also poured scorn on him√1       Total= (2mks)
  3. a.) Chege

-Loyal-obeyed the traditions of his people/he fulfilled the prophecy

-Reverent-to the sacredness of the mystical, celestial grove and environment

-Knowledgeable-about traditions/know the story of his tribe.

Identification 1mk; illustration 1mk=total (2mks)

Illustration without identification=zero

b.)Waiyaki

-fearful/are struck-….. “I see you fear”/by the divine consciousness

-Sensitive-to the divine consciences

-Obedient-to the father as shown in his way he responds and listens

Identification 1mk; illustration 1mk=total (2mks)

Illustration without identification=zero

  1. He died here though our fathers do not know the place/position/location of his grave (2mks)
  2. The reason/it is that when he told them about Siriana, they would not listen (2mks)
  3. Chege stopped and slowly turned to Waiyaki, didn’t he?

Omission or wrong use of any of the comma, small letter‘d’ and the?

(Question mark at the end=scores zero

 

  1. (a) The children were presenting songs

(b) Rotting roof needed more time

– Children needed more desks, pencils, paper

– Many more schools had to be built

– More teachers had to be employed

(c)  (i) The rivalry between Waiyaki and Kabonyi

(ii)- Poverty of land

– The land had been taken by the white man

– New taxes had been imposed on the people

(iii) He knew the issues were more weighty on Waiyaki thus he would bring him down.

(iv) Malicious, tactical, contemptuous

(d) – Parenthesis – A few people applauded …(Kabonyi too had stirred something in their hearts)

– Rhetoric questions – Kabonyi uses a series of rhetoric questions e.g. “Did the tail—Lion”?

(e) Waiyaki had been seen talking to Joshua’s daughter and also attending a service at Joshua’s church.

(f) (i) ills – problems /difficulties

rid – remove/keep off from

(g) An inter-ridge committee was elected to look after the education of all and to see to the building of   new schools in the country

(h) Points to consider

– Waiyaki told them he was their son and them his parents

– He did not want to read

– The elders were there to guide and lead the youth the youth to listen and be led in the paths of wisdom

– He wanted to serve the ridges

– Unless people heeded to his words and plans the ridges would lose their former dignity and be left a

distance behind by the country beyond.

 

  1. THE RIVER BETWEEN

a)-Waiyaki bumped into Nyambura(1)

-she tells him she had been s sent to Yohanas(1)

-he tells her he was going to see Kamau(1)

-they walk together (1)

-they part with Nyambura promising to visit his school.(1)

  1. b) Personification -moon was also awake

-her glare was hard

-the moons glare

-he yields to her magic

-he was sure she was listening etc

Rhetorical questions-was life all yearning and no satisfaction?

-…..a malignant beast that would not let one rest?

Simile                  -hollowing pursuing one like a malignant beast

-wandering everywhere like a beast.

Onomatopoeia      -crickets shrilling

Award any 2 well illustrated features

1 mark id

1mark illustration                  2 x 2=4

No identification no mark

c)i)For the people, he had now for many seasons been trying  to drain himself dry(1)

  1.    ii) Didn’t they?(1)

iii) The quiet throb of the river which comforted him echoed in his heart (1)

  1. d) When they where young, Kamau and Kinuthia took their herds grazing together (1a) after

which they went to Siriana(1b) and later taught at Marioshoni together(1c) (24 words)

(Must be in prose if not deduct 50% from total marks)

-must be grammatically correct, if not deduct a glimmer (¼ )  from each sentence

-must not be more that 25words

  1. e) Gain the Whiteman’s knowledge to help his tribe beat the Whiteman(1)

-educate the young ones in his tribe the ways of the Whiteman(1)

-help in maintaining the purity of the tribe         (Any 2 1=2marks)

f)-The moon was awake (1)

-Small bushes and trees breathed (1)

-Crickets were shrilling (1)

-River throbbed quietly   (Any 2 x 1=2marks)

  1. g) loyal-almost worshiped Waiyaki

Caring concerned-warns Waiyaki about Kabonyi’s hatred

-informs Waiyaki about Kamau’s intention

-fears for Waiyaki’s life

Expect any two traits of Kinuitha

1mark id

1mark illustration      2 x 2=4

(No marks for illustration without identification)

  1. h) Waiyaki yearned for freedom(1)

-He needed to have a chance to associate with whomever he wished (Nyambura included)(1)

(if candidate simply says ‘freedom award 1mark and full marks for one who goes ahead  to

mention Nyambura

  1. a)
  • Waiyaki has invited parents to his school to sell his vision about the school.
  • He manages to convince them (parents) to invest more in the school.
  • Children have presented songs all emphasing the importance of education.
  • Parents appreciated the learning of their children and vows to educate them.
  • Waiyaki gives his maiden speech touching on the roofing needing repair, children needing desks, pencils and papers.
  • He emphasized that more schools had to be built and more teachers employed.
  • However, Kabonyi rubbishes all these and instead he emphasizes that the only option is to drive away the Whiteman from the hills.

Any four relevant points, 1 mark each total (4 marks)

  1. Kabonyi calls him a “youth” meaning he is young and inexperience hence cannot lead the people.

– He refers Waiyaki as an upstart/a good for nothing fellow/ a boy with rather silly ideas.

He  undermines him as the peoples’ expected Messiah.

(Any one reference and meaning, 1 mark each total (2marks)

  1. c) Identify and illustrate the main theme evident in this excerpt.

– Hatred/rivalry-Kabonyi hates Waiyaki because he is the only one who knows the secret

of   the bribe. He challenges Kabonyi’s leadership. “Do not be led by a young man.”

(Identification, 1mark, explanation/illustration 1mark total (2 marks).

  1. d)
  • That Waiyaki has joined/been seen/visited Joshua’s church
  • That he has been to siriana under the pretext of getting more teachers, that instead he goes to sell the tribe to the Whiteman.
  • That Waiyaki intends to marry/had been seen with Nyambura several times.
  • That Waiyaki is unclean / impure after touching the body of a dead woman (Muthoni’s) and hence he needs cleansing.
  • That if he continued teaching the people, there would be darkness instead of light.

(Any 4 points, 1 mark each total (4 marks).

e)

  • Scheming-he had left the Joshua affair and decided to talk about other issues then come to it later as a last blow.
  • Wise-he knows his limits.

-he knew his audience and chose his register well.

-uses local imagery-tail vs. head; cab vs. lion.

  • Oratorical-moves the crowd with his speech. “He challenged the people, appealing to their pride, to their manhood and their loyalty to the soil.
  • Commanding- “do not be led by a youth”

(Any one trait identified 1mark; an illustration one mark total (2 marks)

  1. f) – People were going to be burdened with more buildings.
  2. – Kabonyi has been preaching against the tribe (he was Joshua’s assistant) yet he wants to enforce

the purity of the tribe and shamelessly declare Waiyaki impure.

– Kabonyi was the very first convert with Joshua to the white man. He had backslid and formed

the   Kiama. He wanted to be a leader.

h)

  • Poverty of the land.
  • Drought-which left many people with nothing to eat.
  • Miserable harvest.
  • Land taken away by the white man.
  • New taxes. (Any 4 points 1 mark each. Total (4 mks)
  1. i) From your knowledge of the text, who is Nganyira?
  • Was a great warrior.
  • He led the tribe.
  • He was tempted by a woman.
  • He betrayed the tribe secrets to the enemy.
  • The curse of the people destroyed him. (Any 3 points 1 mark. Total (3 mks)

 

  1. SEEN TEXT: THE RIVER BETWEEN
  2. a) Kamau and Kinuthia have been engaged in a fight as they graze their cows

After the expert, we learn that Waiyaki is the son of Chege and that he is a hero to other

boys  in ridges                                                                                                      (4 marks)

  1. b) Dialogue- Reveals the conflicts in the story. First the animosity between Christian converts

and non- converts

  • Reveals Waiyaki’s role as a mediator, his commanding nature
  • Reveals the plot i.e. we learn the cause of the fight (4 marks)
  • Any two effects two marks each
  1. c) – The fight is relevant to the rest of the novel as it is later seen how antagonism between

Makuyu and Kameno, Christians and non- Christians has brought disunity in the ridges

  • We also later see Waiyaki emerging as a leader and an advocate of reconciliation
  1. d) Waiyaki
  • Commanding/ Authoritative e.g. “Stop fighting”/ “Kamau,” he burst out
  • Plays the role of a mediator. He stops the fight/ A leader
  • Any one character and one role 2 marks each
  1. e) Themes – Colonialism- Kamau’s father is a convert to the white, “White man’s slave”.
  • Conflict between converts and non- converts. The fight between Kamau and Kinuthia is representative of this conflict
  • Any two illustrated themes 2 marks each
  1. f) Had Kamau stuck it out, perhaps it might have felt better
  2. g) Kamau quivered, looked up and meekly obeyed the unspoken command. His face darkened. He

slunk away, humiliated and hating himself. Waiyaki lowered his head and gazed at the same

spot. His feeling of triumph subsided into one of regret

 

11        a) Waiyaki Ö 1 He feels a strong desire to talk to somebody bout his yearningÖ 2             (3 mks)

  1. b) Personification. The moon is personified in the statement: “he wanted her cold breath

near him”   Moon is used to emphasize the gap between waiyaki and NyamburaÖ 1

Imagery (Simile) “Was one to live a strange hollowness pursuing one like a malignant beast?”

This image underscores Waiyaki’s loneliness and feeling of alienationÖ 1

Identification and illustration (1 mk)

Comment (1 mk)

Accept any other well illustrated style                                  (6 mks)

  1. c) LoveÖ 1 waiyaki is obsessed with a strange yearning, which he personifies in the moon. He

has realized that he requires someone intimate in order to feel wholeÖ 1                                   (2 mks)

  1. d) Waiyaki, Kinuthia and kamau

Used to go herding together

All learned at Sinana at the same time

Were teachers at Marioshoni primary

  1. e) Listening for voices on the ridges, Waiyaki could only hear silence

(award ‘0’ if comma is missing

  1. f) Waiyaki bumps into Nyambura

Nyambura tells him that she has been sent to see Johanna/ Waiyaki lies to her that he i

going to see KamauÖ 1

The two walk together in the moonlight night Ö 1

Nyambura promises to visit Waiyaki’s school the following dayÖ 1

  1. g) i) Breath – breadth
  2. ii) Flower – flour

iii) Rest – rest

  1. h) i) Brittle- hard and easily breakable/ fragile
  2. ii) Yearning- obsession/ strong desire for something

iii) He yielded to her magic – succumbed to her attraction

  1. iv) The heart bled – for her – he longed for her/ he felt passion for her

 

  1. THE RIVER BETWEEN
  2. a) Place this extract in its immediate context (4 marks)

Before:  – Waiyaki had been to Siriana and had succeeded in getting teachers for the schools√ 1

–   As he lay in his bed two days later, he remembered his father’s words concerning

the prophecy and the need  for a saviour√ 1

After:   –   When he wakes up from the vision/ dream he realizes it is still too early to sleep so

he visits his mother√ 1

–  His mother asks him if it is true that he is planning to marry Nyambura, Joshua’s

daughter and she warns him against it√  immediately Kamau comes and informs him

that he is required by the Kiama                (2 marks before x 2 marks after = 4 marks)

  1. b) Identify and comment on use of any 2 styles             (6 marks)

– Rhetorical questions √ 1 was he the saviour√ 1

Use: Reveals Waiyaki’s fears and doubts as if it was to be him to be him to accomplish

or fulfill the prophesy√ 1

  • Fore shadowing √ 1 e.g. pulling Nyambura into pieces √ 1
  • effect: Reveals how  later Nyambura is to be handed over to the Kiama which is to decide her fate √ 1
  • Symbolism√ 1 e.g. Pulling of Nyambura to pieces by many hands √ 1
  • Effect: Reveals the destruction of Nyambura – many contributed e.g. Joshua, the Kiama, Waiyaki e.t.c. √ 1
  • Repetition: e.g. Next time√ 1….. emphasizes regret for Waiyaki having failed to preach reconciliation √ 1
  • Use of dream/ vision √ 1- this passage reveals Waiyaki’s internal conflict and fear.

(Any 2×3=6 marks)

  1. c) How characters contribute to Waiyaki’s downfall
  2. i) KABONYI – He schemes for Waiyaki’s fall when he makes people swear in Waiyaki’s name

to keep the tribe pure, secretly he knows Waiyaki is young and doesn’t

the seriousness of the matter – when Waiyaki is found to go contraryto the oath

by taking Nyambura, he cannot escape the wrath of the people who find him a

traitor  Kabonyi hates and opposes Waiyaki, he fears that Waiyaki could be the

saviour, he therefore uses all ways to pull him down or find him at fault e.g.                                           Kamau spies on him                                       Any 2 correct answers (2×2=4)

  1. ii) CHEGE – Introduced Waiyaki to Siriana mission and the need for the whiteman’s education.
  • Creates a lot of passion for education and Waiyaki forgets other important matters concerning the tribe – the need for liberation- Kabonyi uses this as a weakness for Waiyaki’s leadership
  • to incite the people, when Waiyaki goes to look for teachers from Siriana, Kabonyi tells people Waiyaki is a traitor – this causes mistrust for Waiyaki as a leader√ 1
  • His passion for education keeps Waiyaki away from the working of the Kiama, and gets rather too late and busy to be informed on the goings on a point that he regrets √ 1
  1. d) Summary about 50 words (4 marks)

Like in the vision, Waiyaki is rejected √ 1 and left alone. Nyambura is also brought

before the people√ 1 and accused of betraying the tribe and misleading Waiyaki √ 1

the people feel guilty and avoid looking at Waiyaki whom they have failed to protect  √ 1

  1. e) Reasons why Waiyaki could not unite the ridges (3 marks)
  • The ancient grudge between Makayu and Kameno √ 1
  • Waiyaki is young and inexperienced – doe sent know for example the seriousness of keeping the tribe pure √ 1
  • Opposition and hatred for Kabonyi who fears that Waiyaki could be the messiah √ 1
  • Opposition from Joshua who hates him like the devil/ satan following Muthoni’s death√ 1
  • The conflict between the Christians and the traditionalist √ 1

(Any 3 answers x1=3 marks)

  1. f) Not only did he stretch his hand, but he also wanted to touch her trembling figure as she led

them in that song  √ 1

  1. g) One day when he was lying in his bed and he could not sleep√ 1, he saw a hazy figure of a

woman, when he decided to walk out to Kameno to see Kamau, he met Nyambura and

confirmed the hazy  √ 1 figure that had formed in his mind was Nyambura

  1. h) Theme: Betrayal – crowd felt guilty as it had failed to protect Waiyaki – The teacher √ 1

Conflict – Waiyaki wonder if he is that saviour and feels guilty for not preaching unity √ 1(Any well illustrated x1)

 

13 .      (a) Kameno – It represents African culture leadership         (1mk)

(b) The white men /missionaries/ colonizers            (2mks)

(c) – He was rejected by the people of the ridges      (1mk)

– They gave him no clothes       (1mk)

– They gave him no food           (1mk)

            (d) He told him that they were his offspring and his blood flows in his veins             (2mks)

            (e) He was struck by the knowledge that he had in him the blood of the famous seer            (2mks)

            (f) Second birth          (2mks)

             – Colonialism – white man has come and fixed himself in Siriana (1mk)

– Independence struggle – you could not spear them until you learn and know their ways    (1mk)

(any two plus properly identified theme)

             (h) On top of a hill (1mk) under a giant Mugumo tree (1mk)

            (i) He joined Christianity       (2mks)

(j) Education (1mk) and Christianity (1mk)

(k) Circumcision (1mk) manhood/change/ initiation into culture (1mk)

N/B: No penalty for faulty expression except in grammar question)

 

  1. RIVER BETWEEN
  2. a) Whereas others had round thatched houses Joshua’s was rectangular tin roofed house.(2 mks)
  3. b) He feared revenge of the hills and the anger of his friends. (2 mks)
  4. c) Betrayal – Joshua betrays the tribe change.

Religion – white man religion embraced by Joshua.

Education – Mission schools at Siriana.        (4  mks)

  1. d) Rhetoric question – Had he not given the white man power?

Biblical Allusion – Behold a virgin shall bear a son and his name will be Immanuel.

Contrast – Joshua’s house vs others.

Metaphor – Muddy water that the people were walking in without realizing. (4mks)

  1. e) Rebellion in Joshua’s house.;- He does not live as per Christian principles i.e.

he is unforgiving.(4mks)

  1. f) People go back to drinking and dancing tribal dances. (2 mks)
  2. g) Behold a virgin conceived and bore a son. (1 mk)
  3. h) Siriana was still the nearest missionary centre: a big place with hospitals and a flourishing school

taking boys and girls from all over the country. ( 1mk)

  1. i) Livingstone paid a visit to the hills occasionally. (1 mk)

Charismatic –           He preached in a sharp voice

Determined               Appropriate illustrations.

Optimistic

 

  1. (a) – Waiyaki’s father had just died (1mk)

– Waiyaki embarks on self-help in education (1mk)

– Waiyaki is so determined to provide education that he earns admiration from the villagers

(b) Circumcision                                                                                                                   (2mks)

(c) People of the ridges believed that when one died, one turned into a spirit                     (2mks)

(d) The last paragraph concentrates on shadows (1mk). This is a premonition, in that it

signifies the  unfortunate fate that finally befalls him in the hands of the Kiama, towards

the end of the novel           (1mk) where he is declared a traitor                                      (1mk)

(e) People’s land was alienated by the colonialists. Such traditional beliefs like circumcision is

shunned by the white man 1b. The villagers are forced to pay taxes to run the government post

1c education is also introduced   1d                                                                                (4mks)

N/B:    – Maximum number of words 45

– Put two parallel lines (//) after the 45th word

– Must be in pure form. If not, deduct 50% from the total score

– Affix a glimmer (N) once in a sentence for faulty expressions

(f) The conflict brought is that he was expected to learn the ways of the white man while at the same time  not to follow his vices                                                                                             (3mks).

(g) Education  (2mks) He yearned to provide education to the children of the village  (1mk)

    N/B – Identification            (2mks)                                                                                    (3mks

– Illustration    (1mk)

– No mark for illustration without identification

(h) ‘Yet the hopes and desires kept on haunting him, didn’t they?

– No question mark (0)

– Comma missing (½mk)

(i) Nostalgic (1mk). Thoughts came and flooded his heart  (1mk)

N/B:    – Identification           (1mk)

– Illustration    (1mk)

– No mark for illustration without identification     (2mks)

(j) Yearnings – to desire for something

Strove- struggle

 

  1. a) i)

– Dr. Stockmann prepares to deliver a speech attacking the mayor Ö1

– No one is ready to have him, have a hall for the meeting until Captain Horster offers him oneÖ1

– Peter Stockmann informs the public that the proposals about the conditions of the municipal

baths are all a false hood Ö1

– The Doctor now gives his scathing attack on both the major and the compact majorityÖ1      (4 mks)

  1. b) The compact majority are the ordinary citizens upon whom those in position exploit (2 mks)
  2. c) – The people’s messenger has a moral responsibility of objectively informing the public

on what  is going on around them Ö1mk

– The paper, however, has been manipulated by the likes of Peter Stockman to serve their

own selfish interests Ö1 mk

– Instead of informing them therefore of the real state of the Municipal baths, its worker

like Aslaksen misinforms the masses until they form a false opinion that Dr.Stockmann is

an enemy of the people Ö1mk                                                                                           (3 mks)

  1. d) i) Vulnerability of the compact majority Ö1

The ignorance of the masses is exported by the greedy leaders to ensure they protect

their wealth and position/ that the compact majority have the monopoly of liberal

principles and morality Ö1

  1. ii) The role of the press Ö1

It is witnessed here that the press; the people’s messenger is there to mislead the masses/

it almost seems as if Dr.Stockmann’s intention were to ruin the townÖ1                (4 mks)

Identification 1mk

Illustration 1 mk

  1. e) This refers to a society where people are not furnished with the truth Ö The masses live on a

falsehood that their leaders really mind about their welfare Ö1. The society needs to get rid of

greedy leaders in their midst, just like a house needs to be swept                                              (3 mks)

  1. f) i) A man had to be a public enemy who wished to ruin the whole community
  2. ii) , doesn’t it ? No comma ½ mk

No question mark 0                                                    (2 mks)

  1. g) i) Conscientious/ patriotic Ö1 – He loves his country and says that it is better for the

whole country to be destroyed than for it to live in lies Ö1

  1. ii) Idealistic – He rejects the existing structure and suggests the society should change for

the better Ö1

Identification – 1 mk

Illustration – 1 mk                                                      (4 mks)

  1. h) Conscience – ones thinking capacity

Deceit – trick/ falsehood

Depravity – prevented from using/ taken away from                                                        (3 mks)

a)- It has been raining heavily Ö1

– Waiyaki and his two colleagues, Kinutia and Kamau are in the office; Waiyaki at the

door while the two inside. Kinuthia is arguing with Kamau over the alienation of the

land by the white manÖ1

– The strained relationship between Waiyaki and Kamau is witnessed as we are told that

Waiyaki  did not have the same warmth for Kamau as he had for Kinuthia Ö1                (3 mks)

  1. b) Mugo wa Kibiro was one of the great seers of the tribe Ö He had warned the tribe against

the coming of the white man Ö1                                                                                        (2 mks)

  1. c) He is impatient Ö1 – He believes very strongly that the white man should be driven away Ö1

1 mark for identification   1 mark for illustration                             (2 mks)

  1. d) i) Education Ö1- Waiyaki is determined to provide education to the people of the ridges/

he wanted to concentrate on education Ö1

  1. ii) Land alienation Ö1- The white man has grabbed the natives land/ they have invited

their brothers to come and take all the land Ö1

Any two correct themes 1 mark for identification, 1 mark for illustration              (4 mks)

  1. e) i) , Wouldn’t it?          No comma ½ mark                 No question mark 0
  2. ii) Then he suppresses the feeling and thinks of the new drive in education             (2 mks)
  3. f) Chege, his father, had sent him to Siriana Mission to learn the ways of the white man yet

had warned him not to follow his ways                                                                           (2 mks)

  1. g) i) Biblical allusionÖ1 1 mk – the rain made a small river, which Waiyaki refers to as

“Noah’s flood.’ Waiyaki looks at himself as the saviour of the people against the

aggression by the white man Ö1

  1. ii) Symbolism Ö1 mk

The rain was carrying away the soil and stealing the land. This symbolizes

the alienation of the land by the white manÖ1mk

iii) Direct speech Ö1 mk of course I mean your father as an example, for example you see

This authorizes the story Ö1 mk

Any two stylistic devices

Identification 1 mark

Illustration 1 mark

No mark for illustration without identification                                 (4 mks)

  1. h) – The white man has imposed hut tax on the natives Ö1a

– He has introduced forced labour Ö1b

– The natives have been forced to cede their land Ö1c

– He has denied their (natives) children a right to formal education due to the fact that their

parents are traditionalists Ö1d                                                                              (4 marks)

NB:- Must be in note form, if not, deduct ½ mark from the total

  • No penalty for faulty expressions
  1. i) Sun – scorched – dried up

Plague – curse                                                                                                (2 marks)

 

SECTION C ANSWERS

 

 

  1. COMPREHENSION
  2. i) Fable
  3. ii) She thought tortoise was too slow and could not make it in race

iii) It was too hot

  1. iv) She lay down for a nap
  2. v) – Mimicry

– Voice variation

– Gestures

– Facial expression

– Body movements

– Pauses

– Costumes

  1. vi) He knew he could beat hare

vii) She got to the finish line before hare

viii) Respect others

 

 

  1. (a) – Hospital beds , crawl with maggots

– doctors lack gloves

– Irresponsible medial staff – oxygen room man on leave’

– lioness of a nurse (any 2pts 1×2 =2mks)

(b) It raises a moral question on whether some human beings life are more important than others because     of positions, held in society.

-It builds suspense in the poem          (total 3mks)

(e) – Boiling / metaphor – to become a major concern

– mountain (metaphor)- Overstated issue

-Lioness (metaphor) – Ironically a nurse is supposed to be so human yet this image implies she is

war like (any two – 2mks)

  • (i) It deals with corruption form judicial officers who ignore the plight of the down frodden and side with the powerful and moneyed.

 

(d) (ii) – Like in the second stanza where two suffered under inefficient hospital services so does the victim suffer inefficiency in the court

  • Like in the second stanza where Kassya’s child died out of staff irresponsibility, so does the judge irresponsibly acquit the child abuser on unreasonable grounds
  • Like in the third stanza where the nurses dismiss the weak and bully the emaciated, so does the judge side with the rapist and punish the 7-year old.

(e) Oozed – bled /produced

emaciated – thin/very sick

translucent – watery/ unhealthy/ scald-like

(f) – Whatever comes to light when one is tipsy can only be said to have grown in proportions that it has

become the order of the day. The stanza suggest that these have painfully become part of our life and

we no longer question them/ we risk being considered mad/petty for pointing out these injustices.

Scores – they are injustices

  • they have become part of our life /accepted
  • We fear being regarded me/petty for printing them (total 3mks)

 

 

  1. a) a beach boy√1- a man staying  along the coastal  region on the  breach

on the coast….√1  (2mks)

  1. b) The lady  is compared  to a thief became the man  found himself in care without his

Awareness√1and by the time he came  to terms with love√1the lady goes back  to where she

has come     from√1 thus  leaving him empty i.e.  Without a cover the thief leaves one without

property√1  (4mks)

  1. c) Talks about the  acceptance  of  the lady  and the intimacy√1  that did  not last because the  lady  has gone back to where  she came from√1  (3mks)
  2. d) Simile√1-her hair….√create a mental picture of the lady’s  physical appearance

personification√1- peeping weeds whispering coconut towers-helps in creating√1 a mental picture about the intimacy that had been developed.

metaphor√1- her eyes a pair of brown-black beans…..creates a mental picture of the

attractiveness of  the lady√1

NB/Identification and  illustration of the style  1mk-significance 1mk. 3 styles  illustrated

and their  significance 3×2=6mks

  1. e) She is a European√1 as described in the 3rd stanza the appearance of her hair and

even the eyes√1   (2mks)

  1. f) One who was naïve and knew not much  about the tricks of the  white girls√ (1mk)

g)-Tourism√1-lady  is an a tour and  the beach

-Coastal farming-coconut, cashew  nuts etc

NB/ any  one well illustrated economic activity (2mks)

 

3.

  • She has been likened to a coward ghost
  • A nestles bird that enters any net
  • A black jack
  • A parasitic climbing plant
  1. b) Theme of immorality – the prostitute exposes her body to lusty eyes. She infects diseases to the young and old alike. She seduces the bosses and tourists too
  2. c) Of hatred: The poet describes the subject in such terms as “a black jack, a poisonous pest, and that she walks with borrowed steps”
  3. d) Repetition- There I see her coming

Simile – Like a black jack

Coming like a nestles bird

Alliteration- A poisonous pest

– hostile            hawks

  1. e) The speaker hopes to see the prostitute change her ways. He also hopes that the people the prostitute preyed on also change. He says “when the immigration birds are back in their nets”, or when they dug it constantly fed on is washed with DDT”. It expresses the mood of hope. = hopeful/ optimistic

 

  1. ORAL LITERATURE
  2. Trickster narrative – the clever young man saves his father and emerges the hero

– Human tales/ folk tale                                                                                 2 mks

  1. Characteristics of oral narratives

– Opening formula – there once lived……….

Fantasy – father living in a hole

– All except one killing their fathers                                                       2 mks

  1. Chief – Brutal/ wicked – ordered all fathers killed

– Cunning/ tricky – tricks others to kill their fathers

– Wise – discovers the one who had not killed his father

– Scheming – wants the old/ elderly killed so that he remains the only wise old man             4 mks

The young man – Wise – Didn’t kill the father                                                                                2 mks

  1. Moral lesson – i) We should make wise decisions/ independent
  2. ii) We should respect the old                                                                                2 mks
  3. Livestock rearing – mention of the cow 2 mks
  4. Styles

– Repetition

– Fantasy

– Opening formula

Identification – 1mk, illustration 1 mk                                                                      4 mks

  1. Chief wanted all clever people killed so that he can easily rule the foots

 

 

  1. 5. a) It is about meeting(s) relationship(s) in a place/somewhere/thereafter/after this place/beyond

this physical world√1

Illustration: a….if I saw you in heaven

b….beyond  the  door  there  is peace              √1

c….there  will  be no more tears in heaven

 

 

IDENTIFICATION, 1MK.’ILLUSTRATION, 1MK

ILLUSTRATION WITHOUT IDENTIFICCATION=ZERO (0MK)   = (2MKS)

 

b)i. it  is personification.√1

  1. Time has been given human qualities of√1

iii.a) limiting life in the world√1

  1. b) Super being-nobody has power or it√1 either of t he two for 1mk

IDENTIFICATION-1MK

ILLUSTRATION/EXAMPLE-1MK   total (3mks)

ILLUSTRATION-1MK

c.)a.-beyond the door there  is  peace√1

-meaning in the new world there will be no disturbance√1

b-no more tears in heaven√1

-there will be no death/there will be no pain/there will be no suffering√1

 

IDENTIFICATION 1MK in each case      total (4mks)

ILLUSTRATION 1MK in each case

 

d.)1.The  implication is that  they seem  to  suggest that  the persona  has doubt  about  how  he

would  be treated in  heaven√1

  1. They seem  to  suggest  that  persona  might  be treated  the same  way  he  has been  treated

here  on earth√1

  1.   He is wondering whether things will change in the   unknown world or not√1

ANY TWO 1MK each=total (2mks)

 

e.) He  seems  to  imagine that  life  in heaven  is  so  good  that  people  like him  are not worth

enjoying it

OR

He imagines life in heaven is so good for the likes of him

OR

He feels he does not deserve it

OR

He is very sinful.

Any ONE of these TWO MARKS=Total (2mks)

  1. f) his wonderment about their relationship in heaven
  2. whether their relationship in heaven will be same or not
  3. whether  the  person  who has gone  will  be changed or not
  4. his  strong relationship  to  enter heaven
  5. when he  knows he  does  not deserve it/to be  there in  heaven
  6. his determination to enter heaven even when  he knows  he  does not deserve it/to be  there in heaven  (Any four 1 mk each=total 4mks)

g.)i. Hold my hand-support me/help me/greet me

  1.                  Break the heart-cause pain/discourage

iii. No more tears-no suffering/no pain   (3mks)

 

  1. (a) The person is an observer/trader in the market —-“but let me sell my tomatoes” (1mk for

identification 1mk for illustration)

(b) It is about extravagance and promiscuity as seen in the  life of a political figure who happens to

be holding a doctorate degree and who lives  a loose/careless life. (“—I hear the literate thighs

of an undergraduate!)

(c) (i) Rhetoric question – ‘You see that Benz sitting at the rich’s end’?’

Effect – intensifies the contrast between the two different types of lifestyles/environment-one                                        side simple/cheap – the market seller and the rich/effluent – rich’s end

(ii) Personification – You see that Benz sitting —!

Effect. Intensifies the Benz’s hearty/charm as observed by the simple market woman.

(iii) Metaphor —that mother of twins’

Effect: Emphasizes the big size/state of the vehicle since it has several gadgets.

(iv) Simile –‘It sails like a Liyato, Speeds like a swallow

Effect: Intensifies the speed of the vehicle

(v) Use of irony – ‘It belongs to the minister of fairness who yesterday was loaded with                                                               whisky.”            Effect – Undermining the presumed dignity of the politician.

(vi) Sarcasm – ‘But look at its behind, that mother of twins!’

Effect –mock at the big size of the vehicle

(d) Materialistic – “The glory of its inside—e.t.c”

(i) Observant/Nosy – “You see the Benz—”

(ii) Naïve –‘The glory of its inside —-‘

(e)  (i) Refers to a sophisticated/complex/expensive

vehicle – feathery seats, gold steering, T.V, radio e.t.c

(ii)The complicated/sophisticated nature of the vehicle is beyond their imagination

(iii) It’s a mockery of the nature/size of the vehicle that the political figures use

(f) Tone – sarcastic/satirical – ‘but look at its behind that mother of twins’)

Attitude – contemptuous/disrespectful

Malicious – ‘who yesterday was loaded with doctorate at Makerere with whisky and I don’t know

what —,

(g) Small scale trade/hawking; 1— those market women — sell my tomatoes,

 

  1. POERTY

a)-death(1)

-mutilation (1)

-famine/hunger (1)

-destruction (of villages and cities) (1)

  1. b) Rhetorical questions (1) –the outcome?(1)

– Apart from the usual things?

Effects          -provoke the readers mind into thinking (1)

Alliteration (1) -who knows what (1)

-somebody will have won

Effect   -creates rhythm, interesting, memorable (1)

Note: no mark for illustration without identification.

  1. c) Contemptuous /hateful (1)-we are busy collecting the dead (1)

d)i)There is hunger for the few who survived the war. Men who would have provided for their

families also   dead.(2)

  1.   ii) Homesteads completely destroyed (2)
  2. e) Good people who would have ruled without corruption perish (1) and people from both sides

lose   their lives.(1)

  1. f) Sad/melancholic (1)-new cities in despair (1)

-Busy collecting the dead.

 

 

  1. a) It is an explanatory/aetiological narrative. It explains how the donkey became domesticated    and why the zebra has striped skin.  (1 mk to classification, 1 mk to reason. Total (2 mks).
  2. b) i) Economic activity is animal keeping. We are told men kept the donkey. Another

economic  activity is hunting. We are told about a hunter.

  1. ii) Social activity is holding meetings. The donkey held a meeting to deliberate on their

situation.(1mk for each activity. No mark for activity without illustration. Total (2mks).

  1. c) Animals are given human qualities. The donkey called for a meeting to deliberate. The

personality helps the reader to identify with the animals and their dilemma and situations.

  1. d) The agenda was to discuss what they could do to avoid being captured by human

beings/people.                                                                                                            (2 mks)

  1. e) The attitude of the donkeys towards the Hare is one of admiration and respect. We are told

that they decided to seek advice from Hare because he was cunning and clever. (2 mks)

  1. f) The donkeys struggle to be panted led to the pouring of the paint and this others could not

therefore be stripped and finally were captured by people.

  1. g) The other features of the oral narratives are:
  2. i) Use of formula; there is opening formula: ‘long ago…..’ and closing formula: and there

ends my story.

  1. ii) Direct speech/dialogue-conversation between Hare and old donkey.

-The exact words of the hunter in paragraph one.

NB: Accepts any other valid feature.

(Any two illustrated features, 1 mk each. Total 2 mks)

  1. h) The donkeys are impatient and disorganized. They rushed and crowded around Hare

and that did not heap his advice.            (Identification of trait 1mk, illustrations 1 mk. Total 2 mks).

  1. i) i) Beast of burden-animals used to work or carry loads.
  2. ii) Illustration, exhibition e.t.c.

iii) Toppled-overturned.         (1 mk each. Total 3 mks)

 

  1. a) The persona in the poem is the poet. He writes about love affair from his own stand point (1
  2. b) The persona hates the experience of being in love. He calls it a nugraine, a bright stain on

the vision                                                                                                                            (2

  1. c) Tone of anxiety, expectation, eagerness

Illustration: Laggard’s dawns listening for a knock, waiting for a sign                   (3

  1. d) Metaphor: Love is a bright stain on the vision Rhetorical questions: could you endure

such pain…………… ?                                                                                                       (6

  1. e) He is in a romantic mood/ mood of romance

Illustration: Waiting for a sign

For a touch of her fingers

In a darkened room                                                                                         (3 marks)

  1. f) The rhetorical feeling pain, could you endure such pain at any hand but hers? It is used to

show that the symptoms of love as shown in the poem are overbearing on the lovers. That it

takes pain to love                                                                                                   (3 marks)

  1. g) i) Migraine – chronic headache
  2. ii) Laggard dawns – mornings that delay to come

iii) Searching – keen/ curious look                                                                (3 marks)

 

  1. a)
  • It is short and repetitive
  • It is musical/ has a soft rhythm
  • Song addresses a baby
  • Song cries a simple message                                                                                     Any 4×1=4
  1. b) Identify and illustrate the speakers in the song
  • Baby’s father: “father will nurse you”
  • The little bird: The bird tells the baby’s father that baby’s mother went to the river at early

dewÖ 1

  1. c) The palm tree thorns will prick the babyÖ 1

The bough of the baobab tree will break and crush the babyÖ 1

d)

  • Lull or soothe babies to sleepÖ 1
  • Entertainment Ö 1
  • Singer expresses attitude towards the baby and the familyÖ 1
  • Teach babies about family tiesÖ 1                                                                                         4×1=4

e)

  • RepetitionÖ 1 Don’t cry babyÖ 1
  • PersonificationÖ 1 Little bird has human speech Ö 1
  • Direct speech Tell me, little bird, have you seen her?
  • Soloist – chorus format       2 mks
  1. f) Singer loves / adores/ the baby. He does not want his baby to be harmed

Oh no, no

For the thorns will prick my body                                                     2 mks

  1. g) Parents practiced division of labourÖ 1 while the mother goes to fetch water, father looks after baby Ö 1

 

  1. a) Dirge/ funeral song √ 1

Reason: Because it talks about death and mourning as shown by the line, ‘we shall

mourn because of you’ √ 1

  1. b) – Death has taken very many people and even though they are buried in the soil it does

not physically show that in it there are so many people √ 1 as illustrated in the words. The

earth does not get fat√ 1

– It also states that buried in the soil are also men and women of all calibers√ 1 as shown in

the people listed such as chiefs, women chiefs, royal women e.t.c. √ 1               (4 marks)

  1. c) i) Use of refrain/ chorus √ 1 mark

e.g. Listen O earth, we shall mourn because of you

“          “          “          die on earth? √ 1 mark

It emphasizes on the despair of the people as they continue to lose loved ones √ 1 mark

  1. ii) Repetition √ 1 mark

e.g. ‘The earth does not get fat’ has been repeated √ 1 mark

It emphasizes the fact that there is no limit to the number that will be

buried because the earth does not physically that it is full √ 1 mark

iii) Personification√

e.g. ‘The earth does not get fat’ √

The earth is attributed a human quality of eating or swallowing and not

getting fat

It reveals the despair the people feel at the hands of death √

  1. iv) The use of apostrophe √ in the conversation lines to earth

‘listen O earth …………………..’

‘listen O you who are asleep………….’

This also expresses the desperation of the singer who addresses death as

if it would hear and respond, yet it cannot √

(Any 2 styles; ident – 1 mark

Illus – 1 mark

Comment – 1 mark

  1. d) Resigned attitude/ attitude of hopelessness/ despair √ 2

This is seen in the fearful acceptance in the last line, ‘we shall all enter the earth’ √ 1

Identification – 2 marks

Illustration – 1 mark

  1. e) – Leadership roles are taken by both men and women √ 1 e.g. chiefs √1

– Belief in the living dead √  as we see the singer addressing them as if they were alive: ‘Listen

you who are asleep √                                 Any one 2 marks

  1. f) i) Despite the many people who have been buried in it there is no indication to show that

the earth has swallowed them √ 1 mark

  1. ii) Everyone shall die and be buried√ 1 mark

iii) The dead are confined and cannot go out anywhere √ 1 mark

 

  1. (a) – It is about a man/woman who is in exile away from home (1mk). He/she is missing various

aspects   of  life at home (1mk) and strongly wishes to return/go back to his /her  home (1mk)

            (b)       – Forest fires

– Streams

– Village music (fiddle and pipe/village dance)

– To ease his mind

Must be in Note form and if  Not award 50% of the total score should use numericals – 1,2 ,

3,………roman – i, ii, iii, ….., dots, dashes e.t.c

            (c)Alliteration – watch with wonder          (1mk)

–  Refrain – The line – “I shall return” is repeated at regular intervals.

The same line qualifies as RHYTHM (award for any candidate who uses rhythm)

– Rhyme – e.g. line two, line four;  these numbers are examples of rhyme

– No mark for illustration without identification. (For identification alone give 1 mark)

            (d) Nostalgic /sentimental/longing (any one = 2mks)

    (e) A cold environment devoid of sunshine rivers and  with little time for relaxation and socialization.

These are the aspects of life he is missing

     (f) Sonnet                                       (2mks)

     (g) Couplet                                    (2mks)

 

  1. POETRY

Outcast

  1. a) A sympathizer.
  2. b) A child born and later left by the two parents because of his pigment an indication of infidelity.(4mks)
  3. c) The child is an outcast because he does not know the father.
  4. d) – Rhyme – accident, consent male – pale, safe – ive

– Simile – He roams the street of the town like a wind sown outcast.

  1. e) Resentful – they bore a child whom they’ve run away from making him an outcast who roams aimlessly.
  2. f) The boy is desperate and homeless because his parents have run away from him. The stanza emphasizes the plight of street children.

 

  1. (a) (i) It was not until the teacher started the discussion that he found out how intelligent Omin was

(ii) If Achomo had not apologized the prefect would not have forgiven him.

(No comma ½mk)

(iii) The Principal congratulated the graduands and wished them the best in all they did(3mks)

(b) (i) apology

(ii) presumptions

(iii) credibility

(iv) strenuous                     (4mks)

(c)       (i) owned up

(ii) turned down

(iii) Put up with                   (3mks)

(d)  (i) pretty, large, blue, cotton

(ii) handsome, short, light-skinned, young     (2mks)

(e)      (i)       to

(ii)     about

(iii)   with                  (3mks)

 

  1. a) The poem is about a child who has a lot of respect for the father as a child but as he grows up,

he begins doubting/ despising his father especially when he reaches adolescence stageÖ2.

When he is older, however, he realizes that his father was right and the virtues he advocated

for ought to be followedÖ2                                                                                    (4 marks)

  1. b) The title is suitable Ö1 mk. When the child is young, he sees his father as a god – a

mighty/ superior person Ö1mk. Then as time goes on, he is no longer a god to him but a

foolish old man Ö1mk                                                                                          (3 marks)

  1. c) The attitude keeps changing

When he is young, he adores his father Ö1 when he reaches adolescence stage, he

starts despising him/ seeing him as an old fashioned fellow with nothing to ‘offer’ Ö1.

When grows older, he sees his father as virtuous and remembers all that he told him. He

regards him as superior once moreÖ1

 

  1. d) i) SymbolismÖ1- ‘god’ is used to symbolize perfection, superiority and might Ö1
  2. ii) Simile Ö1- as immutable as if brought down from Sinai / to show the importance

and finality of the laws that his father gave

iii) Hyperbole Ö1- He fearlessly lifted me to heaven/ the picture of the height the person

was liftedÖ1

  1. iv) Repetition Ö1- ‘shrank’Ö1/ To show the persona mewed his father ‘shrinking’

as a continuous process/ strange/ – repeated in various degrees: strange, stranger,

strangest

  1. v) Metaphors Ö1- made me a godling is just one more of the little men/ who creeps

through life/ No knee – high Ö1

Any 3 stylistic devices

Identification 1 mk

Illustration 1 mk

No mark for illustration without identification                     (6 marks)

  1. e) i) Parents – should tolerate their childrenÖ1
  2. ii) Children – should respect their parents Ö1             (2 marks)
  3. f) Immutable – unable to change

Outmoded – old fashioned / no longer modern

 

SECTION D – ANSWERS

  1. GRAMMAR
  2. a) i)  Flung
  3. ii) Hung

iii)Dealt

  1. iv) Leapt
  2. v) Bore
  3. b) PASSAGE
  4. Breathe
  5. Breathe
  • Bathe
  1. Bath
  2. Cloth
  3. Cloth
  4. c) i) For
  5. ii) from

iii) Of

  1. iv) to

 

  1. (a) (i) I am sure it must have been an exciting experience for her

(ii) People always want more; however; it doesn’t matter how rich  they are.

(iii) Every year, the boy jumped form school to school

(b) (i) Enemity/conflict/hatred/animosity

(ii) reconcile

(c) (i) “Jesus is on his way!” The Pastor remarked, jumping and clapping. Jumping and clapping,

the pastor  remarked ,”Jesus is on his way!”

(ii) The prefect said, “The student is absent today”/  “The student is absent today” the prefect said.

(d) (i) Looked down upon

(ii) bring up

(iii) Come off

(e) (i) Truly

(ii) Maintenance

(iii) Grateful

(f) (i) to

(ii) to

 

  1. GRAMMAR

a)i) Grammer- grammar

  1.    ii) Pronounciation- pronunciation

iii) Maintainance- maintenance

  1.     iv) Manouvre- maneuver

(Award ½ mark for each correctly underlined but spelt wrongly)     (4marks)

  1. b) i) Sudan has been declared by the Un security As failed state/Sudan has been

declared a failed   state by the UN Security Council.

  1.  ii) Will you?   (No question mark 0)

iii) The boy is foolish enough to believe everything I tell him (3marks)

 

  1. c) i) Taken in
  2.  ii) Call on

iii) Gave him away

  1. iv) Hand in     (4marks)

 

  1. d) i) Aggression
  2. ii) Endanger

iii) Tumultuous

  1.  iv) Illiteracy    (4marks)

 

  1. a) i) Sunk
  2. ii) Maintenance

iii) Mayoral

  1. iv) Domination (1 mk @ = 4 mks)

 

  1. b) i) Cut down
  2. ii) Turned him down

iii) Walk out on                                                                                  (1 mk @ = 3 mks)

 

  1. c) i) He will come provided he is not ill

Provided he is not ill, he will come

  1. ii) Joan whose mother is the president of Judo club, has severally friends who are

ballet dancers

iii) “See me tomorrow,” the principal said

  1. iv) The visitor strode on the carpet with his muddy shoes (1 mk @ = 4 mks)
  2. d) a)         i) Harry has arrived and the speaker is revealing
  3. ii) Harry is informed of the arrival of the elder
  4. b) i) My uncle stopped in order to drink
  5. ii) My uncle left the habit of drinking Score independently 1mk = 4 mks

 

  1. a) i) Omondi is such a weak student that he can hardly write meaningful                   1 mk
  2. ii) A cousin of mine has gone to the USA             1 mk

iii) A composition has been being written (by Jane)                                                1 mk

  1. b) i) Walked out of                                                                                                         1 mk
  2. ii) Told me off             1 mk
  3. c) i) Shall we ?                                                                                                                1 mk
  4. ii) Will you?                                                                                                               1 mk
  5. d) i) Hang
  6. ii) Cost

iii) Enlarge

  1. iv) Imprison             4 mks
  2. i) “Where has your husband gone?” the stranger asked my mother             1 mk
  3. ii) The chairperson sold that we shall meet the following week             1 mk
  4. i) On a silver platter             1 mk
  5. ii) Fly off the handle – to get angry             1 mk

 

6   GRAMMAR (15MARKS)

a)WRONG SPELLING=ZERO     TOTAL(3MKS)

  1.  i) Payees
  2.  ii) Pronouncements

iii) Woolen

b)i.  Succeeded in persuading her to go                                                              (3MKS)

  1. You must keep silent in the library or you must maintain silence in the library

iii. Riman has always been a staunch supporter of the college football team.

c)WRONG  SPELLING=ZERO       TOTAL (3MKS)

  1.   touch down

ii.made up

iii.look up

  1. d) WRONG SPELLING=ZERO TOTAL (3MKS)
  2.   he is looking  foe  employment in Nairobi
  3.   This exercise comprises rigorous training in the morning

iii. Some last year, we agreed to improve our relationship with our neighbours

 

  1. (a) (i) Neither the mother nor the daughter can take credit for it.

(ii) Karendi is the prettier of the twins

(iii) The warrior who/that was mutilated by the lion is recuperating from the attack.

(b) (i) Malnourished

(ii) Pronunciation

(iii) Indisciplined

(c)  (i) Get along

(ii) Take back

(iii) Looks down upon

(d) (i) Pretty, large blue cotton

(ii) Handsome, short, light-skinned young

(iii) Beautiful, oral, mahogany

(e) (i) See eye to eye

(ii) hard nut to crack

(iii) Face the music

 

  1. GRAMMMAR
  2. a) i)Whether the board meets or not, I will present my complaint.
  3.  ii) Barely had she opened the gate when darkness fell.

iii) Either Mary or john has the keys.

  1. i)The work was not done(by anybody)
  2. ii) The thief was arrested (by the police)

iii) Rubbish is collected every day Thursday (by them)

  1. i) Alonje said, “I will return next month.”
  2. ii) “Let us listen to him,” Ivan argued “he sounds reasonable.”
  3. i) menacingly
  4. ii) Are

iii) Incomparable

  1. e) i) Security officer ½
  2. ii) Teacher on duty ½
  3. f) i )Takes after
  4. ii) Put up with Wrong tense no marks

iii) Got through

 

 

GRAMMAR

  1. 9. i) Hassan neither complained nor reported to the police.
  2. ii)  But for my sister, I wouldn’t have gone to school.

iii) Ibadan is the target town in Africa. (no comma).            (1 mk each. Total 3 mks)

b          i) With no provision  for the future.

  1. ii) Stubborn/difficult to deal with.                             (1 mk each. Total 3mks)

c          i) Preference

  1. ii) Eloquence
  2. i) Collision                                                                 ( 1 mk each. Total 3mks)

d          i) Passed on/passed away.

  1. ii) Let down.

iiii) Calls in.                                                               (1 mk each. Total 2 mks)

  1. e) i ) The student knocked on the door continuously as the others watched.
  2. ii) The child inflated the balloon so much that it burst. (1 mk each. Total 2 mks)
  3. i) for
  4. ii) at (1 mk each. Total 2 mks)

 

  1. Grammar
  2. a) i) Turned/ switched on
  3. ii) Drop out of

iii) Make for

  1. b) i) Oblivious of Abdalla’s having two wives, Agnes accepted to marry him/ Oblivious of

the fact that Abdalla already had wives, Agnes accepted to marry him

  1. ii) He wondered why Akinyi always quarreled Edwin/ He asked Akinyi why she

(Akinyi) always quarreled Edwin/ He wanted to know why Akinyi always quarreled Edwin

iii) How handsome he is

  1. c) i) If
  2. ii) However

iii) Therefore

  1. d) i) If today were Sunday, I would go to church
  2. ii) We returned to school before 7.00 P.M

iii) I wish I was as well prepared for K.C.S.E as you were

  1. e) i) Me
  2. ii) She

iii) Her

 

  1. (a) (i) Site

(ii) Sought

(iii) Stationery

(iv) Taller

(v) has                           (5mks)

(b) (i) The burglar was seen enter the house by the residents/the burglar was seen by the residents enter

the house.

(ii) The water was drunk yesterday by him/ the water was drunk by him yesterday.

(iii) No sooner had all the teams arrived than the competition started / No sooner did all the teams

arrive than the competition began

(iv) Not only are the boys playful, quick on their feet but also (but  are also ) curious and like to

explore/ Boys are not only playful and quick on their feet but also ( but they are also) curious

and like  to explore.

(v) The tourist knows enough Kiswahili to understand what I say.                                        (5mks)

(c) (i) by means of

(ii) in accordance with

(iii) On account of           (3mks)

(d) (i) The one-day old chicks being sold by the hawker were ten in number

(ii) The hawker was selling chicks that were ten days old, but whose number is unknown         (2mks)

 

 

  1. GRAMMAR

a)

  1. Okoth said that he did not know why she came
  2. This song was sung by Kibet
  • I have some money
  1. That Nanjendo did so well in her exam did not surprise me

That Nanjendo did so well in her exam was not a surprise to me

(award ‘0’ for construction errors)

b)

  1. Precision
  2. Repetition
  • Clarity
  1. Occurrence

(Wrong spelling award 0)

c)

  1. But
  2. By
  • Nevertheless/ however
  1. Whom

d)

  1. “The River Between,” the teacher said, was Ngugi wa Thiongo’s first novel
  2. Tom had one great desire: to become a doctor
  • “It’s a pity we have to live on charity,” he lamented

(Do not award if punctuation mark is wrong)

 

  1. GRAMMAR

A         i) Never before has the school perfomed well

  1. ii) Spending a holiday at the coast is preferable to going overseas

iii) Mulwa, whose leg is still in a cast after last month’s match, will have to watch the

match from the grandstand

(The two commas are compulsory, if missing – ½ mk)

  1. iv) William’s mother told him that ther was a little food left for him in the kitchen

B         i) Jairo is better educated than Saisi

  1. ii) He has the tendency to visit people during late hours

He has the tendency of visiting people late

iii) When she came in, it was all calm but all of a sudden the house became noisy

C         i) Calls for

  1. ii) Came to

iii) Make up for

D         i) Means I took a short time to listen to the news

  1. ii) Means the presentation of the news

E          i) On

  1. ii) With/ to

iii) About

  1. A. Environmental, tendency, embarrasses, knowledgeable. (4 mks)
  2.         i) She realized what a serious blunder she had made. (1 mk)
  3. ii) Should you change your mind, call this number. (1 mk)

iii) Either of them is not known to me. (1 mk)

C        i) Off               ii) Amongst                iii) For            iv) into i) students’     ii) heroes                      iii) Editors – in – chief  iv) Father- in – law’s

 

  1. (a) (i) It was not until the teacher started the discussion that he found out how intelligent

Omin was

(ii) If Achomo had not apologized the prefect would not have forgiven him.

(No comma ½mk)

(iii) The Principal congratulated the graduands and wished them the best in all they did(3mks)

(b) (i) apology

(ii) presumptions

(iii) credibility

(iv) strenuous                      (4mks)

(c)       (i) owned up

(ii) turned down

(iii) Put up with                   (3mks)

(d)  (i) pretty, large, blue, cotton

(ii) handsome, short, light-skinned, young   (2mks)

(e)      (i)       to

(ii)     about

(iii)   with              (3mks)

 

  1. a) i) Neither the man nor the boys are to blame
  2. ii) His paying the bill surprised me

iii) His coming to school late has been a concern for many people

  1. iv) That he won the race is not surprising (4 marks)
  2. b) i) Taken in
  3. ii) Hand in

iii) Call on                                                                                                      (3 marks)

  1. c) i) The burden was borne by the organization
  2. ii) The pilot was flown by the trainee pilot

iii) The bicycle is being ridden by Tom                                                        (3 marks)

  1. d) i) Transitively
  2. ii) Intransitively

iii) Transitively                                                                                              (3 marks)

  1. e) i) So kind
  2. ii) Quite skilful (2 marks)

 

 

 

SECTION III (Pp3)– ANSWERS

 

SECTIONA- IMAGINATIVE COMPOSITION

  1. Imaginative composition            

Either

  1. a) Write a composition ending with the words: The events of the previous day left me

challenged to begin a new life

Or

  1. b) Write a composition entitled “Love conquers all”

Imaginative composition

Question one is intended to test the candidates ability to communicate in writing

Communication is established at different levels of intelligibility corrections, accuracy,            fluency pleasantness and originality. Markers would do well to consider the fact that awarding      marks in this paper no longer depends on the subject matter, vocabulary, idioms e.t.c.  but the      general impression on the command of language. It is therefore to determine first how each essay communicates and in which category, A, B, C or d

 

ERRORS:

GROSS ERRORS (DOUBLE UNDERLINING):

  1. Almost all errors of agreement
  2. Serious tense errors
  3. Errors of elementary vocabulary, spelling e.t.c.
  4. Punctuation errors which cause serious lack of communication
  5. Ridiculous use of idioms that affect communication
  6. Misuse of capitals

OTHER ERRORS

  1. Faulty paragraphing
  2. Repetition
  3. Illegibility
  4. Vagueness
  5. Wrong word order
  6. Illogicality/ contradiction
  7. Broken English (BR) margin

MARKING NORMAL SCRIPTS:

  1. After underlining all errors, decide on the category mark A, B, C and D
  2. Decide on degree of communication adhered
  3. Allocate a numerical mark to each essay

PROBLEM SCRIPTS

  1. a) Irrelevancy – Deduct up to 04 marks AD if :
  2. i) Consistently writing a totally different subject with a clumsy attempt at correcting the essay to the subject given
  3. ii) The question is given a questionable interpretation

Length: Penalize the candidate if the essay is too long – 01 AD

 

  1. a) Imaginative composition

POINTS OF INTERPRETATION

  1. It must be a story if not deduct 2 marks
  2. It must be an imaginative story if not deduct 2 mks
  • The ending statement must be there if not deduct – 01 AD

b)

  1. It must be a story if not deduct 2 marks
  2. It must illustrate the title if not deduct 2 mks
  • The title should be written if not 2 AD

 

 

MARKING SYMBOLS

2          . The main indicate the degrees of seriousness of error

(a) GROSS ERROR                                      OMMISSION                        FOR CONSTRUCTION

 

(b) MINOR                                                    OMISSION                MINOR CONSTRUCTION ERROR

 

 (c)  MINOR OF POSSIBLE ERROR

 

This sign in the margin is used only hen a construction error effects more than one line

The following symbols may also be used:

FAULTY PARAGRPHING

REPETITION – (of words) a circle around the word

– (of ideas) usually in the margin                             usually in the margin

 

ILLEGIBILITY

VAGUENESS

WRONG WORD ORDER underline once and write WO n margin

ILLOGICAL or CONTRADICTORY                                     ILL (in margin)

BROKEN ENGLISH when the candidate fails to communicate BR in margin

FOR PURPOSES OF IDENITFICATION

COW to indicate that a candidate has used a pencil to make a correction

BRACKETS [   ] indicate a part of a D script that communicates

*Use an asterisk to indicate an item or sentence that the rubrics indicate should be used

 

 

  1. (a) and (b)must be a story relevant to the given statement. (If not deduct up to 4mks)
CLASS MARK FOR 

CATEGORY

MARK FOR

EACH ESSAY

QUALITY OF  ESSAY
A A+ 19-20 Excellent  complete command

of language .just 1 or 2 minor  slips.

has several merits  ticks  of both  sentence

and word type

  A (plain) 18 Very good, attractive, no strain. Have 3 or 4 slips.

reader  does  not feel wholly possesses  has merit

ticks  for  expression and  words

  A (minus) 16-17 Shows  competence  and  fluency in using  language,

he may lack  imagination or originality which usually

Spank vocabulary. Idiom,  and  sentence  structure links

be impressive. Gross errors  are  rare

B B+ 14-15 Communicates his ideas pleasantly. No strain. a few

errors and slips tenses, spelling  are  quite good.

A number  of merits ticks of “whole sentence and

expression type.”

  B (plain) 13 Sentences  are  varied  but  rather  simple  and  straight

forward. fair range  of  vocabulary  and  idioms some

items of merits  economy of language.

  B(minus) 11-12 Candidate communications fairly and with some fluency.

little variety in sentence  structure, gross errors are found  occasionally.

C

 

C+ 09-10 candidate  communicates clearly but  in a  flat  and

uncertain  manner overuse of cliché’s

  C (plain) 08 Candidate communicate but not with consistence clarity.

Little variety or originality. Bookish English

  C (minus) 06-07 Candidate finds it difficult to communicate his ideas.

Many gross errors of agreement, spelling, misuse of preposition.

D D+(PLUS) 04-05 English is broken and essay is full of errors.

the reader guesses what the writer  wants to say.

  D (plain) 03 Continuous errors .the essay is almost impossible  to follow
  D (minus) 01-02 Chaotic. No meaning at all. No order. Candidate has

no idea about what should be done (question and  or

words  copied)

 

  1. Creative composition (compulsory)

Either

  1.   a) Write a story ending with the following sentence:

“……………………thank you it was only a nightmare.”

  1. a) The candidate must end in the phrases “Thank God, it was only a nightmare.” In the last paragraph
  • If it appears anywhere in the composition other than the last paragraph, deduct
  • The story must bring out a sign of relief. If not treat as irrelevant and deduct (2 mks)
  • It must be a narrative that revolves around a dream, if not deduct (2 marks)      
  • If irrelevant deduct upto
  • If too long or too short deduct upto (2 mks) maximum
  • Must be credible. If not deduct

                        Or

  1. b) Write a composition to illustrate the saying:                                                                                   

A journey of one thousand miles begins with one step.”                                      

  • It must be a story illustrating the proverb, “A journey of one thousand miles begins with

one step”. If not deduct upto

  • Must be a story and not a philosophical statement. If a philosophical statement deduct
  • Must include the saying (almost towards the end of the story). If not deduct upto

 

  1. Imaginative composition (compulsory)

             Either

(a) Write a composition ending:

…………….from that day, when ever I see him my heart is filled with bitterness.

         or

(b) Write a story to illustrate the proverb: ‘ Once bitten twice shy.’

 

Points of interpretation                                                                                                        

  • – Must be a story if not deduct 2 marks.
    • Must and with the given sentence if not deduct 2 marks.
    • There must be a scenario/situation of betrayal or one which would lead to the ending of the story, if it is not the case treat as irrelevant and deduct it marks.
  • – It must be a story if not deduct 2 marks
    • The story should illustrate the given saying, if not deduct 4 mars.

 

Paper 101/3 is intended to test the candidates ability to communicate in English. Communication is established at different levels of intelligibility, fluency, pleasantness and originality.  Within the constrains set by each question.  It is the linguistic competence shown by the candidate that should carry most of the marks.

 

Examiners should not hesitate to use the full range of marks for each essay.  It is the final total marks that counts.

 

It is important to determine first how the essay communicates and in which category ABC OR D it fits.  Use the marks below to classify each essay:

 

D  class   – The candidate either does not communicate at all 01-05 or his language ability is so minimal

that the examiners practically has to guess what the candidate wants to say.  The candidate

fails to fit the English words he knows into meaningful sentences.  The subject is glanced at or

distorted.  Practically no valid punctuation.  All kinds of errors.  ‘Broken English.’

D – 01-02  Chaotic. Little meaning whatsoever.  Question or some words from it simply

copies.

D    03        Flow of thought almost impossible to follow.  The errors are continuous.

 

D+ 04-05   Although the English is often broken and the essay if full of errors of all

Types we can at least guess what the candidate wants to say.

 

C class        The candidate communicates understandably only or less clearly.  The candidate is not

confident with the language.  The subject is often undeveloped.  There may be some

digressions.  Unnecessary repetitions are frequent.  The arrangement is week and the flow

jerky there is no economy  language.  Mother tongue influence is felt.

 

C- 06-07      The candidate obviously finds it difficult to communicate his ideas.  He is Seriously

hampered by his very limited knowledge of structure and vocabulary.  The results are many

gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and

sentence constriction.

 

C  08            The candidate communicates but not with consistent clarity.  His linguistic ability being very

limited, the candidate cannot avoid frequent errors in  sentence structure.  There is little

variety or originality very bookish  English.  Links are weak, incorrect, repeated at times.

 

C+ 09           The candidate communicates clearly but in a flat and uncertain manner. Simple concepts

sentence forms are often strained.  There may be an overuse of clichés, unsuitable idioms.

Proverbs are misquoted or misinterpreted.  The flow is still jerky.  There are some errors of

agreement, tenses, spelling.

 

B class          This class is characterized by greater fluency and ease of expression.  The candidate

demonstrates that s/he can use English as a normal way of expressing himself/herself.

Sentences are even saying and usually well constructed.  Some candidates become

ambitious and even over-ambitious.  There may be items of merit of the one word or one

expression type.  Many essays in this category may be just clean and unassuming, but they

still show that the candidate is at ease with language. There may be a tendency to under

mark such essays.  Give credit tone.

 

B-(11-12)       The candidate communicates fairly and with some fluency.  There may be a little variety in

sentence structure.  Gross errors are still found occasionally, but this must not be over –

punished by the examines.

 

B 13                The sentences are varied but rather simple, straightforward.  The candidate  does not strain

in an effort to impress. There is a fair range of vocabulary and idiom.  Natural and

effortless. Some items of merit, Economy of language.

 

B+(14-15)       The candidate communicates pleasantly and without strain.  There are errors and slips.

Tenses spelling and punctuation are quite good. A number of items of merit of the whole

sentence or the whole expression  type.

 

A class             The candidate communicates not only fluently but attractively with originality and

efficiency.  He has the ability to make us share the deep Feelings, emotions, enthusiasms.

He expresses himself freely and without any visible constraint.  The script gives evidence

of maturity

good planning and often humour.  Many items of merit which indicate

that the candidate has complete command of the language.  There is no

strain just pleasantness, clever arrangement felicity of expression.

 

A- (16-17)       The candidate shows fluency and competence in using the language.  He may lack

imagination or originality which usually provide ‘spark’ in such essays.  Vocabulary,

idiom, sentence structure, links variety are impressive.  Gross errors are very rare.

 

A    18             Positive ability.  A few errors that are felt to be slips. The story or argument has a definite

impact.  No grammar problem. Variety of structures, a definite spark.

 

A+ (19-20)      The candidate communicates not only information or meaning, but also and especially the

candidate’s   whole self, the feelings, tastes, points of view youth culture.  This ability to

communicate his deep self may express itself in many ways:  wide range of effective

vocabulary, original approach, vivid and sustained account in the case of a narrative, well

developed and ordered argument in a debate or dispassion.  Errors and slips should not

deprive the candidate of the full marks s/he deserves.

            MARKING SYMBOLS

  1. The main signs indicate the degree of seriousness of errors.

(a) Gross error omission For construction in margin.

(b) Minor error omission Minor construction error

(c ) Minor or possible.

 

Repetition of words – a circle around the word (or idea).

R = usually in the margin.

 

  1. IMAGINATIVE COMPOSITION (COMPULSORY)

a)-must be a  story, if  not  deduct 4 marks(AD)

-must begin with the sentence given if not deduct (2marks) (AD)

-must show contrast i.e. what brought the broad smile (joy) and shyness (avoiding of eye contact)

b)-must be relevant to the saying, if not deduct up to 4 marks (AD) for irrelevancy.

-must show a situation where one gets hurt after casting the first stone. Can use 1st, 2nd or 3rd person.

Award marks for: introduction 2marks

Language and presentation 4marks

Content 12marks

Conclusion 2marks

  1. Either;

…………………If I had known, I would have thought twice before making that statement.

Or;

You reap what you sow.

GENERAL GUIDELINES

STEP 1

Read the composition through and award an impression grade on the basis of inter alia, the following:

  • Communicative Ability

The candidate should communicate clearly despite some errors of vocabulary, idiom and sentence construction. Ideally the vocabulary should be appropriate and effective while idiomatic expressions should be vivid and relevant. Sentence construction should be varied in terms of length, form and function.

  • Linguistic ability

The very able candidate should strike you as outstanding because of:

  1. excellent use of language
  2. ability to organize and develop his or her work.

 

STEP II

Read the composition a second time and underline all the errors or take any other appropriate measure. this is important because is justifies the awarded in step I above.

ERRORS AND MARKING SYMBOLS

 

TYPES OF ERRORS

Major errors are tense and verb formations/spelling/agreement/syntax/omission. These errors interfere with the flow of communication

Minor errors may e where a student ‘misuses’ vocabulary of a structure but this does not particularly affect communication. Such errors may be said to be the result of experimentation and/or carelessness.

Blatant irrelevancy occurs when a student veers from the point of the composition or introduces irrelevant material.

Stylistic weaknesses are typified by, for example: the overuse of simple sentences, the repetition of vocabulary indicating a limited range or the use of slang in an effort to impress the examiner with his or her knowledge of current use!

Contradiction of instructions (rubric) occurs when a student either does not write enough or writes too much as a result of failing to understand or read the instruction carefully.

Minor irrelevancy occurs when a student veers from the subject although the main point of the composition is till maintained

            ACTION

If a candidate: (i) does not answer the compulsory question, award 00 regardless of whether he/she has answers two other questions fro the subsequent section or not (ii) answers question 1 and 2 from the subsequent section, mark all and record marks for question 1 and the best ark for the subsequent question (iii) writes an essay that borders on cheating e.g. memorized a passage, treat as case of cheating and award 00 (iv) sets his own question and answers it. This is a deliberate attempt to evade questions set for him/her award 00.

IRRELVANCY

  • Consistent distortion of question, evasion of question, writing on a totally different subject with a clumsy attempt at connecting the essay with the subject given, inclusion of memorized passages e.t.c.
  • The question is given an unacceptable or questionable interpretation
  • Essay does not address the subject given or contains long semi-relevant digressions or lacks coherence

 

ACTION

Judge the irrelevancy as either resulting from:

  • candidate’s poor understanding of the subject
  • A deliberate attempt to deceive

The examiner marks the essay, gives a linguistic mark and comments on the nature of the irrelevancy, then deduct up to 4mks. However, if the essay is totally is totally irrelevant then award 00.

 

BREVITY

Candidate may not write the required length of composition

  • If essay is less than 200 words and more than 175 words deduct 1mk (AD)
  • If essay is less than 175 words, then deduct 2mks(AD)
  • With question 1, if essay is less than 150 words then deduct 1mk (AD), but if 150 words or more no deduction is made.

TABLE OF CATEGORIES

D-CLASS D-

D

D+

1-2

3

4-5

C-CLASS C-

C

C+

6-7

8

9-10

B-CLASS B-

B

B+

11-12

12

14-15

A-CLASS A-

A

A+

16-17

18

19-20

CRITERIA FOR AWARDING GRADES

Wide range of vocabulary and idiom. Great sentences. No technical problems. Vivid and sustained account.

A few errors but does not mar the impact of writing. Variety of sentence with good vocabulary and idiom. Fluent.

Lacks the excellence o an A+ of A but still very competent.

Some major errors (tense/agreement e.t.c) however, vocabulary and sentences structure still good.

lacks variety of sentence structure. Vocabulary is still good. Some major errors.

Lacks a variety of sentence structure. Vocabulary less varied. Some major errors. However, still a fluent piece of work.

Lack fluency although communicates. Limited choice of vocabulary. Little variety of sentence. Major errors

Communicates but has a serious lack of fluency. Major and lack of variety in sentence structure and choice of vocabulary. Poor paragraph links

Although the candidate still communicates, he/her has a very limited knowledge of English. Serious errors. Just acceptable.

Many serious errors. Account broken, but still understandable. Just recognizable as English.

Flow of thought almost impossible to follow. Full of serious errors

– Chaotic , little meaning.

 

.           (a) The story must end with the given statement. If not deduct

– The story must bring out the idea of regret. If not deduct up to

– The story must include the statement referred to in the question. Togged to the story if not

deduct

(b) Must be a relevant story. If not deduct up to 4mks). Must be a story. If not

deduct up to

 

 

8..        CREATIVE WRITING

  1. i) Generally paper 101/3 is intended to test the candidate ability to communicate in writing.
  2. ii) Communication is established at different levels of intelligibility, correctness, accuracy,

     fluency, pleasantness and originality.

iii) Within the constraints set by each question, it is the linguistic competence shown by the

candidate that should carry most of the marks.

iv)Examiners should not hesitate to use the full range of marks for each essay i.e. 01-20- based on

communication  classes D C B A

v)Before starting to mark, it is important to determine first how the essay communicates and

classify it- D C B or A

vi)The essay is marked out of 20 whose final total mark is assessed as follows:-

 

D CLASS GENERAL CHARACTERISTICS 01-05

The candidate either does not communicate at all or the language ability is so minimal that the examiner has to practically guess what the candidate wants to say. The candidate fails to fit the English words he/she knows into meaningful sentence. The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors. “Broken English”

 

RANGE OF MARKS

D- 01-02 chaotic little meaning whatsoever. Questions paper or some words from it simply copied

D 03 flow of thoughts almost impossible to follow. The errors are continuously.

D+ 04-05 although the English is always broken and the essay is full of errors of all types, we can at least guess what the candidate wants to say.

 

C  CLASS GENERAL CHARACTERISTICS 06-10

The candidate communicates understandably but only more or less clearly. No confidence in language use. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language. Mother tongue influence is felt.

 

RANGE OF MARKS

C- 06-07 the candidate finds it difficult to communicate his/her ideas. Is seriously hampered by the very limited knowledge of structure and vocabulary. This results in many gross errors of agreement. Spelling, misuse of prepositions, tense, verb, agreement and sentence construction.

 

C 08 The candidate communicate but not with consistence clarity. The linguistic ability is very limited, cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect, repeated at times

 

C+ 90-10  The candidate communicates clearly but in a flat and uncertain manner. Simple concepts; sentence forms are often strained. There may be an overuse of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tense, spelling.

 

 

B  CLASS GENERAL CHARACTERISTIC  11-15

This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over- ambitious. There may be items of merit of the one word or whole expression type.

Many essays in this category may be first clean and un assuming but they still show that the candidate is at ease with language. There may be a tendency to under mark such essays. Give credit to tone.

 

B-  11-12   The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors m are still found occasionally, but this must not be over punished by the examiner

 

B 13 the sentences are varied but rather simple and straight forward. The candidate does not strain him/herself in an effort to impress. There is fair range of vocabulary and idioms. Natural and effortless. Some items of merits. Economy of language.

 

B+  14-15  the candidate communicates ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good .a number of items of merits of the “whole sentence” or the “whole expression” type.

 

A CLASS GENERAL CHARACTERISTICS 16-20

The candidate communicates not only fluently but attractively with originality and efficiency. Has the ability to make us share his/her deep feelings, emotions, enthusiasms. Expresses his/herself freely and without any visible constraint. The script gives evidence of maturity, good planning and often humour. Many items of merits which indicates that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement, felicity of expression.

 

A- 16-17 

The candid ate shows competence and fluency in using the language may lack imagination or originality which usually provides the “spark” in such essays. Vocabulary, idioms, sentence structure, links, variety are impressive, gross errors are very rare.

A 18

Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problems. Variety of structures .definite spark. Many margin ticks

A+ 19-20

The candidate communicates snot only information and meaning but also and especially, the candidate’s whole self. Feelings, tastes, points of view, youth, culture. This ability to communicate deep self may express itself in many ways: wide range of effective vocabulary, original approach, vivid and sustained accounts in the case of a narrative, well developed and ordered arguments in the case of a debate or discussion. Errors and slips should not derive the candidate of the full marks deserved. A very definite sparks

 

ERRORS/MISTAKE-(Gross and minor)

GROSS ERRORS interfere /distort communication/meaning while MINOR ERRORS only slightly  do so.

 

TYPE OF GROSS ERRORS

  • Joining two different words
  • Separating one word
  • Wrong spelling of common words/misuse of words-elementary vocabulary
  • Vagueness
  • Direct translation
  • Illogicality
  • Word order
  • Construction
  • Capitalization
  • Punctuality marks-misuse/omitted
  • Any error of agreement
  • Serious tense error.
  • Ridiculous use of idioms that affect communication
  • Misuse of common prepositions

 

TYPE OF MINOR ERROR

  • Omission of a comma
  • Misspelling of a difficult word
  • Minor construction error (doesn’t distort meaning)
  • Slips

ITEMS OF MERIT (√)

  • Correct use of phrasal verbs
  • Sayings
  • Sentence inversions
  • Ellipses
  • Correct use of idiomatic expression
  • Correct use of vocabulary

MARKING SYMBOLS

GROSS ERROR

OMISSION

FOR CONSTRUCTION IN MARGIN

MINOR ERROR

MINOR OMISSION

MINOR CONSTRUCTION ERROR

MINOR OR POSSIBLE ERROR

FAULTY PARAGRAPHING REPITITION-(OF WORD)

-OF IDEAS

ILLEGIBILITY

VAGUENESS

 

WRONG WORD ORDER underline once ad write W.O  in the margin

ILLOGICAL or CONTRADICTORY-ILL (in margin)

BROKEN ENGLSH when the candidate fails to communicate –BR in margin

 

 

FOR PURPOSE OF IDENTIFICATION USE:

  • COW (candidate own writing) to indicate that a candidate has used a pencil to make a correction
  • BRACKETS [ ] indicate that a pat of ‘D’ script that communicates
  • Use an ASTERICK (*) to indicate that an item or a sentence that the rubrics indicate should be used
  • To indicate an item of merits use a tick (√) either above a word or in the margin for the whole sentence.

 

MARKING NORMAL SCRIPTS

 

  • Read through first to get a feel
  • Decide on the degree of communication-A-D
  • After underlining decide on the mark category
  • Allocate a numerical mark

PROBLEMS SCRIPTS

  1. A) IRRELEVANCY
  • Consistent distortion of questions, evasion of questions, writing on a totally different subject
  • The question is given an unacceptable or questionable interpretation
  • Essays contain long, semi-relevant digressions or lack coherence

ACTION

  • Mark the essay and give a linguistic mark and comment on the nature of the irrelevancy.
  • Deduct up to 4marks

CONTRAVENTION OF RUBRIC

  • If the candidate answers both Q1a and (b only, mark the first
  • If an essay is too short(less than 150 words) deduct up to 2mks
  • But if too long (more than 450 words) deduct up to 2mks
  • If note form used, deduct up to 2marks
  • If the opening/closing sentence not used, deduct up to 2mks

*advice candidate to generally avoid vulgarity and praise of vice.

 

KENYAN ENGLISH

Panga,  rungu, shamba, murram, matatu, wananchi, ugali, madarasa, harambee,  matoke, maendeleo ya wanawake,salaam,aya,askari,debe,duka,nyayo,boma,sukumawiki,manyatta,goiat party magendo, safari.

 

AMERICAN SPELLING

Accept American spelling provided it is consistently used in a certain word.

 

POINT OF INTERPRETATION

  1. a) Must be a story. if not deduct up to 4marks

The story must illustrate the saying i.e. how doing something in good time/early enough culminates in success. Alternatively, how lateness results into a disaster or failer. Either way, the story must naturally lead to or emanate from the saying.

If merely a philosophical discussion, treat as irrelevant and deduct 4marks AD

 

  1. b) Must be a story. If not deduct up to 4marks AD

Must begin with the given sentence. If not deduct 2msrks AD

Candidate must present a situation of celebration/victory/happiness. What is celebrated must be I   dentified. To a large extent, it must be a situation of success and not failure. Treat as irrelevant if he celebration is excluded, then deduct up to 4marks AD.

 

  1. Either

(a) Write a composition ending with the following words: …..it was the worst mistake I have

ever made.

or

(b) Write a composition to illustrate the saying: “Hurry hurry has no blessings”.

POINTS OF INTERPRETATION

a)

  • Must be a story. If not, deduct 4 marks AD.
  • The story must end with the given statement. If not, deduct up to 2 marks AD. If it merely tagged on, treat as irrelevant and deduct up to 4 marks AD. TL/CE
  • A candidate must present the situation he/she finds himself/herself as embarrassing/terrible or a difficult situation. It must be credible.
  • The situation presented need not be solved
  • The situation could be as a result of choice, influence or fate and whatever it was, it must come out clearly.

b)

  • Must be story .if not, deduct 4 marks AD
  • If merely it is a philosophical discussion, treat as irrelevant and deduct up to 4 marks AD
  • The story must illustrate the saying i.e. how being in hurry can work against ones expectation or hinder a person from attaining a set goal. This might be due to overlooking small details which from the basic component of the whole plan
  • Story must show how being in a hurry is counter productive.
  • The instant brought out must be credible

 

 

  1. Either
  2. a) Write a story ending

I realized that I would never have a second chance in life

Or

  1. b) Write a story to illustrate the following saying

“A tortoise may be slow but he seldom falls”

  1. a) -It must be a story if not 4 AD
  • Must present a credible scenario suggested by and leading to ending with the given statement
  • The narrators lesson should be presented vividly if this is not apparent, treat as irrelevant
  • Candidate must involve himself
  1. b) – It must be a story
  • Must write a story that illustrates that one does not need to hurry and finally

things go wrong

  • The length should not exceed 1 ½ pages. If it goes beyond, deduct 1 mark
  1. Either
  2. a) Write a story beginning with

“It looked quite easy at first…………………….”                                                                            O r

  1. b) Write a story to illustrate the proverb; Too many cooks spoil the broth

POINTS OF INTERPRETATION

  1. a) – Must be a story. If not deduct 4 marks AD

– Must begin with the given sentence. If not deduct 2 marks AD

 

  1. b) – Must present a credible story leading to the proverb. If it does not illustrate the proverb, treat it as irrelevant and deduct 4 marks AD.
  • If merely philosophical treat as irrelevant and deduct 4 marks AD

 

  1. Either
  2. a) Write a story that illustrate the saying:-a bird in hand is worth two in the bush

The proverb

  • The candidate must give a suitable story to illustrate the proverb
  • If not relevant deduct 4 marks from the score
  • A title ought to be given to the story as required in all compositions. Deduct 1 mark if title is missing
  • Deduct 2 marks from the score. If language is bad
  • Give 1 mark for introduction and 1 mark for conclusion

Or

  1. b) Write a composition beginning with the sentence:-from the outset one could see that a lot

was a waiting us.

  • Must be a composition in form of an essay
  • Must have a title
  • Must begin with the given words – if not deduct 2 marks
  • Must integrates the story if not deduct 1 mark
  • Penalize for errors of tense, spelling, subject verb, agreement. Deduct up to 2 marks
  • If not relevant deduct 2 marks
  1. Category A 16 – 20 marks
  • Pleasant and effortless
  • Use of literary devices apply
  • Natural and captivating language
  • Appeals to the senses- language variety
  • Involving
  • Maturity
  • Very few errors, seen as slips
  • A definite spark

Category B 13-15 marks

  • Pleasant language
  • The language not as good as in A category
  • Some items of merit
  • Some grammatic errors but not very many
  • Attractive

Category C 08 – 12 marks

  • Flat language
  • The candidate strains to communicate
  • Sentence structures are limited
  • Characterized by repetition
  • The flow is jerky
  • Misuse of expressions

Category D 01 – 07 marks

  • Chaotic
  • Not understandable/ confusing
  • Flow of thought almost impossible to follow
  • Irrelevant
  • Jumbled up

 

  1. Imaginative composition

(a) Points of interpretation

– Must be a story. If not deduct 4mks

Must begin with the given sentence. If not deduct 2mks .Candidates must present a credible scenario

emanating from the sentence given.

Candidates should clearly narrate the events leading to Jane’s inability to stand up on her own  the

following morning.

– The narration might look back on a physical injury/difficulty/hardship or state of mind that rendered

Jane unable to stand by herself.

If this does not become apparent in the narration/description, treat as irrelevant and deduct up to 4mks.

 

A 19-20 –        Very fluent, efficient and effective

–        Has a definite spark

–        Effortless

–        – Many items of merit

A18

A-16 -17

–        Effortless

–        Communicates with a lot of originality

–        Well planned

–        A wide range of vocabulary

–        Shows wide range and maturity

–        Good style

–        Many items of merit

–        No errors, only slips

B+ – 14 – 15

B–  -13 -14

B- – 11 – 12

–        Quite fluent

–        Use vocabulary and expressions well

–        Good planning

–        Maturity of ideas

–        Has a fair range of sentence variations

–        Good variety of punctuation marks

–        Has several items of merit

–        Very few serious errors

C+ – 09 – 10

C – 08

C – 06-07

–        Candidate communicates but with some difficulties

–        Repetitive grammatical errors

–        Poor planning

–        Simple ideas

–        Has many serious errors

–        Persistence misuse of vocabulary tense, spelling errors, misused preposition, ridiculous idioms, many gross errors

–        Generally immature and digressive

–        Spelling often phonetic

–        Persistence mother tongue interference

–        Use your discretion to determine the range

D+ – 04 – 05

D – 3

D- – 01 – 02

–        Chaotic

–        Many gross errors of spelling, tenses, punctuations

–        Hardly any meaningful expression

–        No arrangement

–        The story does not flow

–        The subject is distorted

–        Broken English

–        Impossible to follow the flow of ideas

 

  1. Composition Writing/Imaginative

(a) and (b) must be a story relevant to the given statement. If not deduct (4marks)

CLASS MARK FOR CATEGORY MARK FOR EACH ESSAY QUALITY OF ESSAY
A A+ 19-20 Excellent complete command of language just one or 2 minor slips. Has several merit ticks of  both sentence and word type
  A(plain) 18 Very good, attractive, no strain

Have 3 or 4 slips. Reader does not feel wholly possessed. Has merit ticks for expression and words

  A(Minus) 16-17 Shows competence and fluency in using language. He may lack imagination or originality which usually provides spark vocabulary, idiom and sentence structure, Links be impressive. Gross errors are rare
B B+ 14-15 Communicates his or her ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good. A number of merit ticks of

“ the whole sentence” or the “whole expression” type

  B(Plain) 13 Sentences are varied but rather simple and straight forward. Fair range of vocabulary and idioms. Some items of merit. Economy of language
  B(Minus) 11-12 Candidate communicates fairly and with some fluency. Little variety in sentence structure.

Gross errors are found occassionally

C

(06-10)

C+ 09-10 Candidate communicates clearly but in a flat and uncertain manner. Overuse of clichés
  C(Plain) 08 Candidate communicates but not with consistent clarity

Little variety or originality

Bookish English

  C(Minus) 06-07 Candidate finds it difficult to communicate his ideas.

Many gross errors of agreement, spelling, misuse of prepositions.

 

D+

   

04-05

English is often broken and essay is full of all sorts of errors. The reader can guess what the writer wants to say
  D(plain) 03 Continuous errors

The essay is almost impossible to follow

  D(Minus) 01-02 Chaotic. No meaning at all.

No order. Candidate has no idea about what should be done (question paper copied)

 

 

  1. Question 1 (a) and (b)

It is important to determine first how each essay communicates and in which category

A, B, C or D it fits

(The marks indicated below are for question one)

D CLASS: The candidate either does not communicate at all or his language ability is so minimal

D- 01 – 02: Chastic, little meaning whatsoever

D – 03: Flow of thought almost impossible to follow

D+ 04 – 05: English often broke, we can at least gives what the candidate wants to say

C CLASS

C- 06 – 07: The candidate finds it difficult to communicate his/ her ideas

C – 08: The candidate communicates but not with consistent clarity

C+ 09 – 10: The candidate communicates but in a flat and uncertain manner. There are some                                           errors of agreement, tenses and spelling

B CLASS:

B- 11 – 12: The candidate communicates fairly and with some fluency. Gross errors are still found

occasionally, but this must not be over punished by the examiner

B – 13: The sentences are varied but rather simple as straight forward. There is a fair range of vocabulary  and idioms. Some items of work, economy of language

B+ – 14 – 15: The candidate communicates his ideas pleasantly without strains. There are errors and slips  tenses, spelling and punctuation are quite good. A number of items of meaning of the

“whole sentence or the whole expression type

A CLASS

A- – 16 – 17: The candidate shows competence and fluency in using the language. He may lack

imagination or originating which usually provide the “spark” in such essays. Gross errors    are very rare

A – 18: Positive ability. A few errors that be felt to be slips. Has definite spark. Many margin ticks

A+ – 19 – 20: The candidate communicates not only information and meaning but also and especially the candidates:

Whole self: His/ her feeling, tastes, points of view, youth, and culture. This ability to communicate is deep self may express itself in many ways, wide range of effective vocabulary, original approach vivid and sustained account in the case of narrative. A very definite spark

 

  1. 1 (a) and (b)

It is important to determine first how each essay communicates and in which category

A, B, C or D it fits

(The marks indicated below are for question one)

D CLASS: The candidate either does not communicate at all or his language ability is so minimal

D- 01 – 02: Chastic, little meaning whatsoever

D – 03: Flow of thought almost impossible to follow

D+ 04 – 05: English often broke, we can at least gives what the candidate wants to say

C CLASS

C- 06 – 07: The candidate finds it difficult to communicate his/ her ideas

C – 08: The candidate communicates but not with consistent clarity

C+ 09 – 10: The candidate communicates but in a flat and uncertain manner. There are some errors of agreement, tenses and spelling

B CLASS:

B- 11 – 12: The candidate communicates fairly and with some fluency. Gross errors are still found occasionally, but this must not be over punished by the examiner

B – 13: The sentences are varied but rather simple as straight forward. There is a fair range of vocabulary and idioms. Some items of work, economy of language

B+ – 14 – 15: The candidate communicates his ideas pleasantly without strains. There are errors and slips tenses, spelling and punctuation are quite good. A number of items of meaning of the “whole sentence or the whole expression type

A CLASS

A- – 16 – 17: The candidate shows competence and fluency in using the language. He may lack imagination or originating which usually provide the “spark” in such essays. Gross errors are very rare

A – 18: Positive ability. A few errors that be felt to be slips. Has definite spark. Many margin ticks

A+ – 19 – 20: The candidate communicates not only information and meaning but also and especially the candidates:

Whole self: His/ her feeling, tastes, points of view, youth, and culture. This ability to communicate is deep self may express itself in many ways, wide range of effective vocabulary, original approach vivid and sustained account in the case of narrative. A very definite spark

 

 

SECTION B- ANSWERS

  1. COMPULSORY SET TEXT: An Enemy of the people

Introduction:

Dr. Thomas Stockman firmly defends his discovery that the municipal baths are poisoned/ contaminated posing a health risk to the town. Renovation needs to be done and the conduit pipes relayed. When the authorities attempt to influence/ change his stand, he strongly declines

 

Body

  • He was appointed as the medical officer of baths through his elder brother (the mayor) influence so as to keep him on check/ silence him. But his critical nature does not silence him. He openly condemns the rot in the municipal baths
  • Peter Stockmann’s attempt to change/ revenge his report falls on deaf ears. He is ready to defend this report
  • The mayor threatens him that his job rests on the action he takes. He states categorically that he would rather lose it than peddle falsehood
  • If he loses his job, his wife and children will suffer financially. His wife pleads with him to mind the welfare of his children especially, Ejlif and Morten but he wont bulge
  • Morten kill, his father- in- law threatens to disinherit Katherine and the children should Dr. Stockman stick to the fact that the pollution at the baths is mainly from his (Morten Kill) tannery at molledal., However, Dr, Stockman stands his ground.
  • Horstad and Billings craft a story that Dr. Stockmann has colluded with his father- in- law to criticize the baths and in turn buy cheap shares from the now unpopular baths. To clear his name, they now want to bail them out of their papers financial crisis and in return they would allow him some space to clear his name. he flushes them out of his house

Even after being branded “An Enemy of the people” he chooses to soldier on. He hopes to start a

school for urchins to emancipate them from their predicament

No amount of humiliation would intimidate him. He loses his job, his daughter is summarily

dismissed, his house destroyed and his children expelled from school in an attempt to make him

surrender. He does not yield

CONCLUSION

Despite attempts to change his position, he remains as solid as a rock after his discovery that “the

strongest man in the world is he who stands alone”                                                                       

Expect 4 well illustrated points

3:3:3:3 =

Introduction – 2

Body –

Grammar + presentation –

Conclusion –

Total =

 

  1. ‘Corrupt leaders use any means at their disposal to achieve their selfish ends.’ Discuss the above

      statement with close reference to “An Enemy of the people” by Henrick Ibsen         (20mks)

 

POINTS OF INERPRETATION

  • Must be a story that illustrates the proverb
  • Should not be philosophical. If philosophical deduct up to 4mks
    – Generally should be in past tense
  • Must b a story ending with the input statement
  • – Must be credibly infused if not deduct 4mks

 

Introduction

  • Explain corruption, give an example tie to the text

body

Peter Stockmann

  • Manipulating /influence the press not to print the article on the state of the baths
  • Manipulates/incites the crowd to heckle at the Dr. and also to stone him and his property
  • Manipulates schemes for suspension of Petra form school and also the captain Horster from his job
  • Manipulates/blackmail Catherine Stockmann to influence Dr.
  • Intimidates Dr. Stockmann with dismissal

Journalists

  • They sacrifice truth to achieve their individual truth (journalists)
  • – they brainwash the masses (compact majority) to gain favour and protect what they have their (earnings)
  • – Abetting /colluding in the crime hoping to benefit from Dr. purpotted benefits

Morten kill

  • He blackmails Dr Stockmann in order to remind his claim of the rot in the bath- to improve the value of share,
  • Nepotism – Supports the son-in-law blinding in hope of gaining unfair advantage

Conclusion

  • Reap and a positive on the way forward out of the situation

 

  1. DRAMA (COMPULSORY)            

             Henrik Ibsen “An enemy of the people”                                                                            

             Write a composition on the ironic instances in Henrik Ibsen’s “An enemy of the people”

 

Introduction:                                                                                                                         

Irony is  the  amusing or strange  aspect  of a situation  that is very  different  from what  you expect,

that is  you really mean  the  opposite  of  what you are saying

 

Content                                                                                                                                             

Ironic instance in ‘An Enemy of the People’ are:

The mayor is hidden  in the  printing  room by Aslaksen  and Horstad when the Doctor  comes  in Dr Stockmann  does not  know this yet  the  readers are aware. It is only when he sees the mayor’s hat and walking stick that the doctor realizes that the   mayor is in the building-this is ironic.

 

Dr.  stockman entrusts  his  articles to the people messenger and is  convinced that it  would  be  published the next  day, Aslaksen is  to  personality  supervise its  printing ,word  for word. The later on turn against doctor stockman and refuse to have the articles printed. This is ironic.

 

The title of the book is ironic. Dr. stockman who intents  to save  the  compact majority or  the masses from ignorance, poverty  and ugly condition of  life, falsehood  and deceit, is branded ‘a public enemy’ who wishes to ruin the  whole  community.

 

The great splendid, much praised Baths have lost much money. On the contrary it has been discovered they are….(a white, polished  sepulcher” the greatest possible danger to the public health. All the affluence up at molledal, all that skimming filth is inflicting the water in the conduit-pipes leading to the reservoir and the same filth oozes to the shore zoo. To confirm this, the Doctor says he investigated the matter carefully and cases of illness among the visitors such as typhoid and gastric fever have been witnessed.

 

Conclusion:                                                                                                                                        Irony is used throughout the play

(Any 4 points well illustrated)

3:3:3:3=12mks

Linguistic mark (4mks)

  • -4mks
  • -3mks
  • -2mk
    • -1mk

 

  1. Drama (compulsory)

“Man’s nature is basically controlled by his materialistic nature. “Write a composition drawing your examples from Peter Stockmann and Aslaksen to justify this statement.

 

RELEVANT INTRODUCTION                                                                                         

– Must define materialism or echo the question

Body

  • Peter Stockman
  • He is corrupt
  • He is arrogant
  • He is selfish
  • He is malicious
  • He is a schemer

Aslaken

  • Indecisive/ cowardly
  • Selfish
  • Manipulative
  • Exploitative
  • Corrupt

Relevant conclusion

– Recup the content

Language and presentation

 

 

  1. Henrick Ibsen, An enemy of the people

Write a composition to show the consequences of standing up for the truth in a conservative

society.    Draw your illustrations form Henrick Ibsen’s ‘An Enemy of the People’

 

The challenges that are faced by those who stand up for truth in a conservative society.

(i)  They face rejection from friend e.g Peter Stockman is against his own brother,

Houstad, Billing and Aslaksen  Shift their loyalty to the major.

(ii)  They are betrayed by even close association.  The article by Dr Stockman is not published,

(iii) There is blackmail – Morten Kiil invests in the Baths using Katherine and the   hildren’s

savings to make the Dr change his campaign against the Baths.  Peter  Stockman to make a public apology so as to save his job.  When the doctor refuses to apologise, he is sacked.      

(iv)  Propaganda campaign/smear campaign against them e.g Dr Stockman is labelled on Enemy

of the people and his report is said to be imaginations:  The major  exaggerates the cost and even the  effects of Dr stockman’s report.

(v)  They are denied freedom of association.  Dr Stockman is denied access to the public Hall to

address  the people.  When he finally talks to the public, his address is closely monitored and he is not allowed to read his article.  Those who are close to the Doctor lose their jobs i.e his daughter Peter, captain Horster and his sons are dismissed from school.  The doctor is evicted from the house.

(iv)  Insecurity.  Dr Stockman’s house is pelted with stones and the window panes broken. Just

before the speech by the doctor, Captain Horster sits Doctor Stockmann’s family close to the door for fear of   their security.  Dr Stocknann’s children are dismissed from school after they fight with others and  also for fear of  their security.  Dr Stockmann is dismissed from employment and also Peter his   daughter.                                                                                       

Marking instructions.

  • Introduction 2 marks
  • 4 well illustrated points 12 marks
  • Language – 4 marks
  • Conclusion – 2 marks.

 

  1. (a) The play book

Contextual intro- The society in Henrick Ibsen’s play is faced with mynad problems such as greed,  abuse of power, betrayal, hypocrisy, corruption just to mention a few.

These problems impact negatively on the society as described below.

N/B Consider any other relevant general or centralized introduction

  1. The mayor’s domineering character where he wants to be the centre of attention.

– It blinds him to the good others can do, for example, his brother Dr. Stockmann who genuinely wants to solve a problem

– He tells him to subordinate himself to the authorities.

.           (b)       Nr. Stockmann’s enormous pride is satirized.                                                         

– He does not listen to the mayor- he does not want to withdraw his report.

– Quarrels with the mayor, – he does not want to withdraw his report.

– Declared an enemy of the people.

.           (c) Mayor’s corrupt nature leads him to fail to see the obvious problem of the town’s Baths

– Wants a fake report released and cosmetic changes made to an obviously polluted

water supply and the contaminated Baths.

(d)       The town has a corrupt press

– They are also highly unreliable

– Do not publish a genuine report but substitute it with the mayor’s fake one.

– Proceed on a scheme of misinformation

(e)       – A gullible citizenship

– Believe what leaders tell them without questioning them

– Are likely to be used/misused as it happened during Dr. Stockmann’s meeting.

– Vote/declare the doctor as enemy

– Stone/pelt his house with stones.

(f)        Nepotism

Peter Stockmann secures his brother a job with the Baths committee in order to contain him. Hence does not allow his brother to correct him. He tells him, ‘You have no right to individual opinion.

-This fuels corruption in the society.

(g)       Betrayal and hypocrisy

-The press men pledge their support for Dr. Stockmann earlier. Later they turn against him

hence frustrate him and his effort to improve the baths.

– The mayor knows very well the problems haunting the Baths but he does not want to

take any action because of his selfish interests/he’s protecting his job and political career.

(consider any relevant thematic view;  (introduction 02mks- language 04mks) content 12mks i.e. 3×4 pts) conclusion 2mks.

Conclusion- The above society is unlikely to realize any prosperity because the leaders who are supposed   to show good examples are at the eye of the storm. Worse still the citizens are vulnerable     and are easily manipulated by politicians.

 

  1. HENRIX IBSEN, AN ENEMY OF THE PEOPLE

INTRODUCTION-2MARKS

Corruption involves using ones power/position/authority in a dishonest/illegal way in order to get an advantage for oneself. In many societies, those who wield power at various levels notoriously perpelvate this vice. It becomes par and parcel of society when it is institutionalized as the general public bride to have service done. Dealing with corruption is tricky as the officials would use all the means/tricks even threats to maintain the status –quo.

 

A general introduction approach defining corruption and how it fights back

Corruption is evident in the play,” an enemy f the people. “Peter Stockmann, who is the mayor, abuses his authority to frustrate the finding s of Dr.Stockmann. The doctor who intends to clean the rot in the society.” ends up sucked up by the vice and is labeled” an    enemy of the people “at the end of the play. The forces of corruption led by the mayor are too powerful for him hence, he has to throw in the towel having been rejected by the people.

A contextualized introductory approach. The introduction must capture…how corruption fights back, if not, award 1mark.

ACCEPT EITHER OF THE TWO AND ANY RELEVANT ONE

CONTENT

C (i) Dr Stockmann’s experience vs. the mayor’s reaction.

  • Dr Stockman, the medical officer of the bath has state in his report that the public utility is contaminated and hence, a health hazard to the town residents. He suggests that the whole piping system should be re-done.
  • The mayor would not listen to this as he argued that replacement of the conduit pipes is too expensive. The residents could therefore be taxed heavily to meet the cost.
    • He wants to compromise Dr Stockman by telling him to keep quiet and publicly deny the report. P38

C (ii) role of press

  • Dr Stockman had given the press a copy of his report for publication so as to sensitize the public of the health hazard.
  • However the mayor uses his influence to manipulate billing, Hovstad and Aslaksen and so, they refuse to publish the report in the “people’s messenger”
  • In return, the mayors own version of the bath is published in the press-this contradicts the doctor’s findings p65”this information will be sufficient for the guidance of the public, if it appears. it is an official statement. May I trouble you?”

 

C (iii) Mortein kiils blackmail.

Mortein Kiil, Dr Stockman father in law, who had secretly kept money for inheritance by Mrs. Stockmann and their children decide to use it in buying shares from the baths. This he does after Dr Stockman findings.

His intention is to influence Dr Stockman to change his decision on the contamination of the baths. Test the inheritance due to Mrs. Stockmann be negatively affected.

 

C iv) ignorance/ manipulation of the town residents

  • The mayor uses is position to influence the town resident tom dismiss Dr Stockmann report. The people are gullible and fall into his trap the compact majorities are swayed to turn against Dr Stockmann.
  • When he calls a public meeting o explain the truth of the contaminated baths, he’s bored and taunted. Finally, he is rejected and labeled “an enemy f the people”

 

C (v) frustration of Dr Stockmann and family/sabotage

  • As a result of Dr Stockmann refusal to be corrupted by the mayor and Mortein Kiil, the citizen are incited against him as his houses windows are broken p87

“          Let’s go and break his window! Duck him in the fjord!”

  • All window panes of his house are broken, his desk littered with books and papers. The room is in disorder
  • His children, Mortein and Ejlif are suspended from school.
  • His daughter, Petra, a teacher, is dismissed from device.

The landlord evicts his family from his home.

 

EXPECT FOUR WELL DEVELOPMENT POINTS, MARK 3:3:3:3=12MARKS

FOR AN AREA TO SCORE 3 THE INCIDENT OF CORRUPTION MUST BE IDENTIFIED AND HOW IT AFFECTS DR. STOCKMANN OR FAMILY MEMBERS.

IF HOW CORRUPTION FIGHTS BACK.NOT GIVEN THEN MARK 2:2:2:2 =08MARKS

CONCLUSION -2MARKS

Corruption stagnates development in a society and it is a vice that should be fought from the top leadership with no stone left in turned o sacred cows/big fish being spared.

 

GENERAL APPROACH.

In conclusion, the above illustrations justifies the fact that corruption fights back to suck the well intentioned in society as Dr Stockmann, a peoples defender is dubbed “an enemy of the people”

 

A CONTEXTUAL APPROACH.

ACCEPT EITHER AND ANY OTHER RELEVANT CONCLUSION

GRAMMAR MARK=4MARKS

MARK 2:12:2:4=20MARKS

            INTRO-                     02MARKS

CONYENT-            12MARKS

CONCLUSION-     02MARKS

 GRAMMAR-        04MARKS

                                 20MARKS

 

  1. Ibsen Henrik’s ‘ An Enemy of the People’

“Society cannot progress because most people are blinded by short-term gains and selfish motives’. Basing your illustrations on the play ‘An enemy of the People’ write an essay that illustrates this statement.

INTRODUCTION (2MARKS)

Doctor Stockmann sacrifices to assist the society to improve its living standards through his discovery about the contamination of water but the then people turn down his endeavous because they want to protect their selfish interests. This leads to the society to remain backward.

 

POINTS OF INTERPRETATION (12MARKS).

 

Accept any other relevant introductions

 

S (i) The mayor is so engrossed in the income from the baths that he is not ready to accept the

doctor’s advice. This leads to the town not development. pg 34

S (ii) The people of the press  turn against the doctored when they realize that they are likely to

lose in   their profit, this is retrogressive and hinders the soccer from progressing pg 57-66

S (iii)Catherine(initially)attempts to stop the doctor from publishing the report because she fears

that the family is going to suffer, this is selfish and can not assist the society to progress pg 61

S (iv) Mortein Kill turns against the doctor when he realizes that his tannery is involved in the

contamination of the water pg 100

S (v) Mr. Rorlund chases Ejlif and Morten from school pg 108

S (vi) landlord gives the Stockmann’s quitting letter to protect his property pg 89

S (vii) Mrs. Bucks gives Petra dismissal letter to protect her school pg 91

 

Accept any other relevant point

Marks 3:3:3:3 = 12

 

CONCLUSION (2MARKS)

People are their own enemy. They turn against ideas that are meant to better their lives. Had they looked at the doctor’s report positively, the society would have progressed.

Accept any other valid conclusion

 

  1. Henrik Ibsens play “An enemy of the people”

With illustrations from the play “An Enemy of the people” Write an essay to illustrate the

Statement

            “Bad governance results when the citizens choose to follow their leaders blindly.”

An enemy of the people   by Henric Ibsen

INTRODUCTION                                                                                        

  • Accept general or specific introduction
  • Candidate to take a stand

 

G i) – The press men are easily manipulated by the layor. These include Aslaken, Billing,

Horstad.

They are easily swayed by the mayor and therefore refuse to publish the doctor’s report

G ii) Compact majority

– During the meeting which is chaired by Aslaksen, the compact majority blindly declare the doctor an enemy of the people even after he had addressed them

– He is denied access to the use of the municipal hall annoy other person is ready to allow                         him use his premises apart from captain Norster

– They proceed to his house and pelt it with stones

G iii) Petra is dismissed from her job as a teacher by Mrs.Bursk. She says that she did it due to

public demand. She says that she dared do this otherwise

G iv) Ejilif and Mortein are dismissed from school for fighting with other boys just because they

are sons  to Dr. Stockmann. The teacher has no otherwise

G v) captain Horster is dismissed by Mr.Vik for giving a room to the doctor for the meeting

G vi) The land lord to Dr. Stockmann asks him to leave his house just because he does not want to

be associated with the “enemy”

  • candidate to relate the points to the question
  • Accept any other relevant point
  • Accept details
  • Mark 3:              3:                     3:                     3

 

Conclusion

Accept general/ specific conclusion

Grammar and presentation

 

Content Grammar Conclusion
1 – 3 1 1
4 – 5 2 1
6 – 8 3 2
9 – 12 4 2
0 – 0 1 0

 

  1. Enrick Ibsen: An enemy of the people

Doctor Stockman faces many obstacles on his way to achieve his purpose.

Discuss this with reference to “An Enemy of the people”

 

Introduction

Doctor Stockmann discovers that the Battus have been contaminated and pose a risk to the town dwellers lives. After investigations that confirm his research findings, he decides to make this known to the public and have the effects of the contamination reversed. He however, meets a lot of opposition from different quarters.

                        Content

The obstacles Dr. Stockmann faces are:

  • His brother Peter Stockmann does not want him to make this revelation to the people because he is the chairman of the Battus committee
  • Claims that it would be very costly to reconstruct the Battus and this would directly affect the people’s finances

-The pressmen are not ready to publish the report for Dr.Stockmann in the press.

– They initially support Dr.Stockmann but they turn against him to support the major

(Peter Stockmann)

– The masses refuse to listen to his explanation and arguments about the Battu. Instead they

support Peter Stockmann and see Dr.Stockmann as an enemy of the people, even when he is

fighting for their welfare.

  • They heckle him and even go to stone his house
  • The landlord asks him to vacate the house he is living in because he fears what the masses will say. He faces a situation where he will be left homeless or forced to leave the county.
  • The captain cannot even ship lime out of the country because the ship owner cannot allow him to as he is also terminated from his job

(Any other obstacle)

Expect any 4 well illustrated points

Mark 3: 3: 3: 3 = 12

Introduction-  2/2

Content – 12/12

Grammar – 4/4

Conclusion – 2/2

 

  1. An enemy of the people: Ibsen Henrik

Using illustrations from the text show how the theme of betrayal has been portrayed

Peter Stockmann betrays his brother Dr. Stockmann

  • He makes sure his udeas are not put in written i.e. his report not published
  • He makes sure that his brother is dismissed from his job
  • He also declares his brother an enemy of the people

 

 

The press betrays Doctor and his family

  • They accept his report but later on decamps it
  • They refuse to print the report which they had initially accepted to do so
  • They go to Dr. Stockmann’s home after declairing him an enemy of the people. In doing so, they betray the community and Dr. Stockmann

The theme is brought out through the compact majority (citizen)

  • They refuse to listen to the Doctor’s talk on the baths yet it is for their own interest and benefit
  • They declare him an enemy of the people
  • They even destroy his house by stoning it
  • They also tore his trouser
  • Leaders also betrays the society
  • They are corrupt e.g. the mayor makes sure that Dr. Stockmann’s report is not published instead he publishes his own
  • They are adamant to change. Peter Stockmann convinces the compact majority that change will make them pay more amount on tax
  • They (leaders) are out to cover their own interest and are always on the negative; e.g. Peter Stockmann opposes the good ideas brought out by his brother

NB

  • Credit should be given to well illustrated points and relevance
  • Every point to be given 3 illustrations (1 mark for identification, 3 marks for illustration)
  • Mark 4 points of 4:4:4:4 (16 marks) for well illustrated points
  • Award two marks for introduction and two marks for conclusion

 

 

  1. Compulsory set text: The River Between *KKN*

Introduction  (2mks) Indeed Kameno and Makuyu are ridges steeped in rivalry, Kameno is regarded the home of traditionalist who want to keep the tribes customs pure, while Makuyu is the home of Christians represented by Joshua, Christians do not see eye to eye with traditionalists especially on the issue of circumcision. Similarly Waiyaki is said to have betrayed the tribe by attending Joshua’s church service and intending to marry a Christian girl who is uncircumcised. At the height of this rivalry a newly converted Christian’s hut is burnt down at Kameno

 Points content                                                                                                                                  

(i) There is serious rivalry as to where leadership had to be left by the first man and woman — Gikuyu and Mumbi. Each ridge wants to lay sole claim to this leadership. This is symbolized by the fight between Kamau and Kinuthia. The fight sparks from the insults they hurl to each other. Kamau laughs at Kinuthia because his father died poor while Kinuthia calls Kamau’s fisher a convert to the Whiteman’s religion.                                                                                                                                      

(ii) On another front, Waiyaki and Kamau are bitter rivals. Karnau has always hated Waiyaki since their childhood because he always up staged him. He even ordered him, to stop fighting Kinuthia when they were children. Kamaü had always felt humiliated since he was much older than Waiyaki. Kamau also feels he has lost Nyambura to Waiyaki. He claims to have loved her so much to the extent of. hovering around her home even odd hours to find opportunity to declare his love. The only opportunity he gets at Honia river is snatched by his rival Walyaki who comes unexpectedly. The fact that Nyambura and Waiyak embrace cuts him deep like a sharp knife and be declares to himself that Waiyaki will remain a rival to death p. 104. similarly, Waiyaki heals him(Kamau) when he was worse, Kamau’s father rebukes him for remaining resentful                                                                                                               *KKN*

(iii) Waiyaki and Kabonyi are vying for the leadership of the ridges Waiyaki1is leading people in the acquisition of the Whiteman’s education in order to prepare them to use their wits/ wisdom to fight back. But Kabonyi is more direct and forceful and feels be can use he newly formed Kiama to rise against the Whiteman. He tells the people (a meeting in school) not to allow themselves to be led by the youth and poses the question. ‘Did 4’ie tail ever lead the head; the child the father or the cubs the lion?’ p93. Even when an inter — ridge committee is formed to oversee the building of new schools; Kaboyi is left out due to rivalry. Feeling humiliated the old man is led home by his dog. Kamau loudly pronounces that he will kill Waiyaki. Kabonyi even opposes the construction of invatories at Mariashonj school saying the bushes were just sufficient in a scheme of hitting back at Waiyaki. The last show down is do or die affair Kabonyi effectively utilkes the oath to completely rout his opponent (Waiyaki). Waiyaki refuses to publicly diswn Nyambura, a woman he loves so much despite she being a Christian and uncircwncisdê As a result the people he has led all through disown him and surrender him to the Kiami Perhaps Kabonyi’s intense hatred for Waiyaki could be quenched this way and being the founder of the Kiama he will firmly deal with the teacher.                                                                                                          

 

Conclusion                                                                                                                             

Albeit the rivalry in existence just as Waiyaki perceives things the. only solution Is to accommodate both tradition and modernity with equal measure. Without this integration/ blend it is difficult for the society to prosper. This explains the death of Muthoni and the denial of Waiyaki — a visionary leader(2mks)

Expect all the three points

 

  1. HENRICK IBSEN ‘AN ENEMY OF THE PEOPLE’

Peter stockman is Dr. Stockman’s elder brother and Mayor to the Municipal council. He is also the chairman of the Bath establishment committee. (Start by ringing out clearly the meaning of traits–     cunning sadistic,  charitable and considerate)

  1. When Dr. Stockmann discovers the contamination of the Baths, Peter Stockmann has his reputation and that of the town to protect, and because he understands the might of the majority, he dupes them into supporting him reject Dr. stockmann’s noble discovery.
  2. Because of their gullible nature, the town’s people fall prey to Peter Stockmann’s manipulations and they eventually side with him in rejecting Dr. Stockmann’s discovery.
  3. Peter Stockmann rejects Dr. Stockmann’s report not because it is an exaggeration or imagination as he wants us to believe but because his own interests are under duress. His claims that image of the town are under threat is therefore a falsehood.
  4. He corrupts the journalists to publish an untrue report on the baths and reject Dr. Stockmann’s accurate discovery.
  5. He cheated town’s people that once the baths are closed for two years, they would not get any revenue for that period. The public were made to believe this even though they were to take contaminated water hence they (towns people) would contract diseases.
  6. He also told them that the amount of money required to repair the baths (40 – 50,000 dollars) is not currently available. So it is the town’s people who will pay for the same hence will be costly to them.
  7. He also pretends to love his brother but engineers his sacking and still has the audacity to deliver the dismissal letter himself pretending to be sorry for the sacking and blaming it on others, yet he is the all-powerful mayor and chairman of the Baths committee. Shamelessly, he emplores his brother to compromise his hard-line stance and write a note of apology in exchange for his job

 

Conclusion – Justify the character of Peter Stockmann as not considerate and charitable but                                      cunning and sadistic.

Marking

Introduction – 2mks

Content – any six points 6 x 2 = 12mks

Conclusion – 2mks

Grammar – 4mks

Total – 20mks

 

  1. Introduction. (2 mks)

Dr. Stockmann is the protagonist in the play whose sole purpose is  to cleanse a society full of         evils such as  corruption, hypocrisy, betrayal e.t.c.

Dr. Stockmann makes a discovery about contamination of the baths. It is being seen as a livelihood in the town he does so with intension of saving the people. This discovery is not a welcome idea.

Body 4 PTS X 3 MKS = 12 MKS + 4 MKS (For language).

Peter Stockmann does not want to hear about the discovery though the doctor had carefullyconducted his research, he asks him to falsify his report failure to which he would be sacked.

Dr. Stockmann is denied access to baths halls and the men club hall to make his report known to the public.

When he hosts a meeting in captain Horster’s house, the town officials gate crash his meeting and             go ahead to move a motion to ensure he does not discuss the baths.

To push him out of the town the compact majority is manipulated into declaring him an enemy of    the people. They move out to destroy his property with an aim of making him leave the town.

Morten kill uses meant for Catherine’s inheritance to buy shares from the baths. This is done with         the intention of making the Dr. Change his mind. He gives the proceeds from his sales to charity.

 

                                    CONCLUSION. 2 MKS.

Though his efforts are trampled on, Dr. Stockmann does not give up. He swears that he would fight to the      bitter end.

  1. Drama (compulsory)

Introduction (2mks)

The strongest man in the world is he who stands alone. This is referring to Dr. Stockman. He has been declared “An enemy of the people’ because of speaking the truth’. The masses are influenced by Peter Stockman, but Dr. Stockman stood to his ground alone and fought for the truth, to inform the public about the state of the  Baths.

Content: (12mks)

  1. He becomes the first person to see that the town could be made into a flourishing health resort. He had to fight single-handedly in support of the idea for many years through writing. Eventually the Baths were constructed
  2. He makes a great discovery about the Baths, which are currently the main artery of the town’s life blood. The Baths have become poisoned and are causing diseases like typhoid.

“The whole Bath establishment is a whited, poisoned sepulcher, 2 tell you the gravest

possible  danger to the public health.—(pg17)

This marks the beginning of his problems with the Municipal Council. The report indicates that bacteria have got into the popes thereby contaminating the water source. He sacrifices all his energy for the sake of his society, the invalids and visitors who have been using contaminated water source. He   therefore stood alone to support the renovation of the Baths system.

  1. He is humiliated publicly in the meeting at the town hall and called “an enemy of the people”. The masses intimidated him but he stood for the truth alone.
  2. His article would not be published in the ‘people’s messenger’, the Landlord kicks him out of the house, but he would not give in
  3. He is optimistic towards the end and swears not to leave town, but to stay on and continue fighting for the truth.

N/B Get more illustrations from the play

(Any 4 points 3mks each 3:3:3:3=12mks) conclusion          (2mks)

In some cases, the compact majority are wrong on certain situations and only one honest, sincere person may be right like in this case, Dr. Stockman is right while the masses are wrong.

 

 

SECTION C-

ANSWERS (OPTIONAL)

(I) SHORT STORY

  1. Half a Day and other stories:                                                                                              

    Introduction                                                                                                                      

Must have the relationship between the saying and the question. Accept specific or general introduction

Content                                                                                                                                 

  • Society sowed belief in superstition and reaped following Halima blindly thus making her rich at their expense offered sacrifices to Jinnis for fear of the unknown
  • Society sowed ignorance/ made Halima powerful in turn she made demands that hurt the society e.g. wells were closed

Recreation beach invested by Sharks

Prices of food went up

  • They sowed corruption/ abuse of office/ dictatorship – they reaped

Lack of basic commodities

Wells closed

People were killed for challenging the system

  • They encouraged nepotism (one tribe ruling)

Effects                                                                                                                                   

  • People amass wealth
  • Kill anyone who challenges dictatorship
  • Dictatorship was encouraged

NB:     A candidate must show how the people are affected negatively by not sopping an issue at

its earlier stage

Introduction

Conclusion

Grammar

Content 4:4:4                                                                                     

 

  1. Introduction                                                                                                                         

Racial biasness is the discrimination of people based on their skin colour difference like white against the blacks. This habit if found where there are mixed races all over the world

A relevant example would suffice

 

Body                                                                                                                                                  

Narrator’s teacher says that only a few years ago blacks walked around on all fours, like wild animals.

This sentiment suggests that blacks just developed a few years ago. They have not taken a longer time to differentiate themselves from the wild animals. They are not far removed from the wild animals. This evidence racial negative racial biasness on the Africans/blacks

Father Christiano’s reference to the narrator that they are hopeless and the even the blacks are better than them denotes racial biasness

Dona Dores said that God made their hands lighter so that they would not dirty the food thy made for their master. This sentiment present a black person as a servant or servitude

Senhor Antunes believes that the blacks’ hand held on while they baked in the heavenly kiln. He also says that moulding of the black creatures were done in a hurry – a statement that suggests racial biasness.

Senhor Frias told the narrator that the blocks were made at a time when the water in the lake was very cold. so when they were told to bathe they only wet the palms of their hands and the soles of their feet. Due to this, their hands are lighter. There is insinuation that blacks are lazy according to Frias.

Narrator claims that he has read in a book that blacks spent their lives bent over gathering the white cotton of virgina which made their palms white. But Esterfania says their palms were bleached by washing

 

Conclusion                                                                                                                             

The ideas given by the teacher, father Chritiano, Dona Dore, Antanes and Frias about the palm of the blacks is showing racial biasness. There is not truth in them but just an expression of racial prejudice

 

full      -2

fair      -1

unptd   – 0

Expect 6points

Introduction – 2

body                =-12 (2:2:2:2:2:2)

conclusion      = 2

 

  1. The short story: Macmillan (Ed) Half a day and other stories.

Write a composition to justify the statement “John is to blame for the death of Wamuhu”

basing  your  illustrations on Ngugi Wa Thiongo’s “A meeting in the Dark”

            Introduction                                                                                                              

-must project towards supporting the statement

Although John kills Wamuhu, he is not to blame. This is because of:

  1. i) Upbringing            

Explanation: Johns father Stanley, stops his wife from telling the children any traditional

stories because he is a man of God, only stories about Jesus Christ should be told.

Illustration: John’s mother tells him “don’t ask for any more stories your father may come

(p37).this makes John unable to make decisions in life and he ends up killing

Wamuhu because he can’t face his parents.

  1. ii) Fear-Stanley was very strict religious man who followed religion to the later. He instill a lot of

fear in John that at certain times, john would run to warn his mother about the father’s

coming home. Followed religion to the later. He instill a lot of fear in john that certain

times, john would run to warn his mother about the fathers coming home.

            Guilt conscience                                                                                                                   

His guilt of having put Wamuhu in the family way, kept on haunting him and he wanted

to ensure  nobody knows about it.                                                                                        

            Pressure from parents /church/society

A lot of pressure is exerted on him by his parents and society that in the long run he does this so as not to fall out with them

Mark any 4 well illustrated points i.e. (each 3:3:3:3 = 12marks

 

 

  1.  Macmillan (Ed), half a day and other stories.

Write a composition highlighting the challenges of inter-racial relationships as revealed

in the story  Breaking Loose by Moyez Vassanji

Relevant introduction          2 marks

  • Can be general but tied up to the story, Breaking loose
  • Can be specific to the story
  • Can define key terms necessary to the understanding of the question. Challenges and inter-racial relationships

Body

  • Suspicion and fear
  • Hatred/ prejudice
  • Stigmatization
  • Opposition from parents

 

  1. Racism as a creation of individuals

(i) –  There is a theory about the hands of blocks being made as such because they used to

Walk on fears until recently.  That the hands were not exposed to the sun.

(ii) – Another individual says that blocks used to go around with their hands folded in  Secret

prayer .

(iii) – Another person says God made them like that so that they don’t make dirty the Food they

cook   for the whites.

(iv)- Another theory is that they (blocks) were made hurriedly from day and smoked in a

Chimney, but  because they  had to hold onto something that is why the whole body was

blackened by smoke but   the hands remained light.

(v) – Blacks were made early in the morning in a lake and would constantly wet their Palms and

soles of their feet.

(iv) – Blacks were picking cotton in America which made their hands lighter.

(vii)- Whites had their skin peeled off.

(viii)-Whites have alongated noses so as to smell all the bad smells.

(ix)  – God must have been thinking of equality when he made the hands of the blacks to  Be the

same as those who  thank him.

 

N.B – A Candidate has to show that each theory is attributed to an individual.

Marking instructions

Introduction – 2marks

4 well illustrated points 12 marks (4×3)

Language – 4 marks

  • Conclusion – 2marks

 

  1. Macmilan (Ed), ‘Half a Day and Other Stories.’

With reference to the short story ‘Hands of the blacks’ by  Luis Bernado Honwana,  write a composition on how whites attempt to justify their mistreatment and  exploitation of the black race.

 

(a) Introduction

Explain that whites have invented several myths on why the blacks hands are lighter than their bodies. They use these to oppress the black race and deny them their rights.

consider any relevant general or contextual introduction – 2mks

content

  • The blacks used to move on all fours
  • That black people’s hands are white so as not to dirty food or anything belonging to their masters.
  • Inhabitants of heaven created Africans and baked them in chimneys blackening their bodies.
  • That blacks were instructed to bathe in cold waters of a lake in heaven but only dipped their palms and soles
  • That black peoples hands are lighter than the rest of their bodies because they used to pick cotton.
  • That black hands became lighter as they wore bleached by washing.
  • conclusion:- It is unfortunate that such myths that teach racism are told to children who are naïve and therefore likely to believe them. (Accept any other conclusion that’s relevant)

(Introduction- 02mks, language 4mks, content 12mks i.e. 4×3 pts, conclusion 02mks)

 

  1. Macmillan(Ed) HALF A DAY AND other Stories

INTRODUCTION = (2Marks)

Many rich people don’t always lead a life of happiness despite their wealth, many of them are worried about the security of their wealth and more often than not, they have sleepless night.

A general approach

In the story, “moneyman”, Mr. Manna Leitao is a rich man but he is such a miser that he would rather personally suffer; get poor treatment from third class hospital/grade B, dressing shabbily, depending on the Fernandos / Diases refusing to see his relatives. This makes him a miserable character.

A contextual approach.

Accept any of the above and expect any other relevant

 

INTRODUCTION

CONTENT

M (i) single life/unmarried

  • Although boasting to be the riches man in Apana town, he is a senior bachelor. Probably, he fears expenses involved in catering for a family. “The groans through that he had remained single because looking after a wife and children would cast too much”.  P21 also p23
  • He therefore leads a lonely life in spite of him having the money.

M (ii) hospitalized in Grade B hospital

  • When he breaks his leg when chasing one of his debtors, he insists on being admitted to a Grade B hospital where the poor are treated free of charge.
  • He decides to be taken to the poor folk hospital because his love for money would not allow him to be taken to Grade A hospital where the treatment is better but paid for.
  • The broken leg would not heal as fast therefore, he endures to spent money on quality medication hence faster recovery.

M (iii) life of bitterness

  • When the Diases makes an appeal and his only traceable relative living in a neighboring country come to see him, he refuses to see them.
  • “They have come here hoping I will die” he said. ‘They only want to get my money.’ Well, I won’t, and they won’t” p23
  • This show how bitter he is with his relatives who genuinely want to console him yet he thinks that they are after are after his money

M (iv) Sojourn at the Fernando’s

On realization how tricky living alone is, he moves in with the Fernando’s family.

He lends Mrs. Fernando’s some money to settle her husband’s debt. However, he writes a rule letter to her demanding to be paid.

One of the Fernando’s sons beats him up for insulting their mother yet they had given him free accommodation, his other leg is broken and he is taken yet again to the Grade B hospital.

In fact, Mr. D’mello wrap it all when he describes him as “…..miserable skin flint” p 24

EXPECT THE FOUR AREA MARK 3:3:3:3

Candidate must identify how money is a source of unhappiness/pain/misery in moneyman’s life. if this is not consciously done then it is irrelevant.

CONCLUSION   2marks

From the above example it is true to say that “money cannot buy happiness”

Expect any other relevant conclusion=2marks

 

  1. Macmillan (Ed), Half a Day and other stories

Write an essay on the complications that arise from Akoto and Yasmin’s relationship right from the start-basing your illustrations on Moyez Vassanj’s story ‘Breaking Loose’

 

Introductions-should echo the question

Akoto is an African; Yasmin is an Asian (Indian).the two engages into a relationship that face a lot of complications a rising from the cultural differences as it can be seen in Mortez Vassanji’s story, breaking loose.                                                                                                                                                     

At the dance. Yasmin accept to dance with Prof Akoto but feels rather awkward e.g. “of all girls why me………..” “Why couldn’t he choose those cheeky girls………”

Yasmin dislikes Akoto’s description of the blacks as lacking euthenics which embarrasses…that there is no African in their music-simply they like aping the westerners.

In Yasmin note to Akoto she describe her inclination to the western ways and seems to criticize the Indians

Yasmin’s mother disapproves of the relationship between Akoto and her daughter……. “Why did you bring him here like this?”

Yasmin and Akoto share love and hate relationship in which they commence on one hand while on the other hand the relationship is muted by social insinuation and innuendos.

 

Conclusion-should give a good summary of the points

Mark as follows

Introduction-2marks

Content-3:3:3:3 =12 marks (expect 4 points)

Grammar and presentation-4marks

Conclusion-2marks

Total score-20marks

 

  1. Macmillan (Ed) Half a Day and Other Stories

Drawing your illustrations from “Government by magic spell” by Saida Magi- Dirre Menzi,

Write an essay on the saying “Power corrupts and absolute power corrupts absolutely.”

                       

Introduction

  • Can be specific
  • Can be general

POWER CORRUPTS                                                                      

  1. Halima takes this opportunity of her power to win recognition in the government and to earn a villa in the city with security and many servants just because the authority wants to remain in power
  2. Halima secures a job for her brother as the head of government license Agency (nepotism) although he is inexperienced
  • Halima’s clan had the most important and most powerful positions in the government
  1. There is nepotism. One powerful man had called his relatives and they in turn had called their own
  2. Amassing of wealth – The powerful positions meant quick riches for all of them had acquired so much in ten short years
  3. Unscrupulous- To retain this wealth, the leaders even committed murder. “Anything that stood on their way was pushed aside or eliminated”
  • Suppression of dissidents – The leaders controls the wealth and government of the country. Nobody challenges them, the leaders are intolerant
  • Incompetence – The leaders ensured that the top government positions were taken by people of their clan though most of them were illiterate
  1. 3 points each 2 marks

 

ABSOLUTE POWER CORRUPTS ABSOLUTELY                                

  1. Absolute control of resources and facilities. Halima ensures that the citizens drink water from two reservoirs (centralized water) and one slaughter house – other slaughter houses are closed down. The lido (public beach) is closed down as it swarms with non- eating sharks that kill a number of people. People stopped going to the beach
  2. Shortages of all basic commodities- she advices the leaders to create shortages. This kept people busy struggling for survival. They did not have time or energy to spare worrying about the goings on in the government
  • Clinging to power- use of unorthodox methods to remain in power e.g. Tahleel (spells) creation of shortages, nepotism, murder

N/B : Nearly twenty years have passed since Halima first went to the city. The clan has been

about thirty years

 

Conclusion

  • A summary of the points discussed can be a general conclusion
  1. Half – A- day and other stories         

Introduction

The candidate should talk about how power corrupts in general e.g. Zimbabwe or the candidate should zero in on the text and be specific

Body

 

Power corrupts

  1. Halima turns down the many men who wanted to marry her. Even Wadaad himself is rejected by Halima since she is perceived to have powers. She remains unmarried
  2. Halima takes this opportunity of her power to win recognition in the government and to earn a villa in the city with security and many servants
  • Halima secures a job for her brother as the head of government license Agency (nepotism) although he is inexperienced
  1. Halima: Clan had most important and most powerful positions in the government
  2. There is nepotism: One powerful man had called his relatives and they in turn had called their own
  3. Amassing of wealth: The powerful positions meant quick riches for all of them had acquired so much in ten short years
  • Unscrupulous: To retain this wealth, the leaders even committed murder. “Anything that stood on their way was pushed aside or eliminated.”
  • Suppression of dissent. The leaders control the wealth and the government of the country. Nobody challenges them, the leaders are intolerant.
  1. Incompetence: The leaders ensured that the top government positions were taken by people of their clan though most of them were illiterate.

Absolute power corrupts absolutely 

  1. Absolute control of resources and facilities. Halima ensures that the citizens drink water from two reservoirs (Centralised water) and one slaughter house – other slaughter houses are closed down. The lido (public beach) is closed down as it swarms with man- eating sharks that kill a number of people. People stopped going to the beach
  2. Shortages of all basic commodities; she advices the leaders to create shortages. This kept people busy struggling for bare survival. They did not have time for or energy to spare worrying about the goings on in the government.
  • Clinging to power: Use unorthodox methods to remain in power e.g. Tahleel (spells) Creation of shortages, nepotism, murder.

 

NB: Nearly twenty years have passed

Since Halima first went to the city. The clan has been in power for about thirty years.

Conclusion

A recap of the main ideas in the essay.

i.e. The candidate wraps the argument.

Expect any six well illustrated points

Mark 2: 2: 2: 2: 2: 2 = 12

Introduction – 2/2 mks

Body – 12/12

Grammar – 4/4

Conclusion – 2/2

 

  1. Macmillan(Ed), Half a day and Other stories

Write an essay entitled: “Africans should not celebrate the new millennium.” Base your argument on the reason given in Havua Tuma’s story- “Who cares for the new millennium.”

 

  1. a) Macmillan Ed. Half a day and other stories

NB The essay should show why African’s are pessimistic about the new millennium

  1. Rulers collaborate with Westerners to dominate Africa

– Rulers will enjoy the events just like the donors who bankroll them in the name of development Pg. 86

  1. Continued historical rape/ exploitation of Africa through the slave trade, colonialism and neocolonialism
  • “We knew the slave trade, endured colonialism”
  • We were subjected to neocolonialism. Pg 86

iii) Lack of peace/ fighting between government and guarrillas, thus problem of refugees, cases in point are Sierra Leone and Uganda Pg.87

  1. iv) Tribal division e.g. Somalia, Rwandat.c. P.g 87
  2. v) Poor health facilities

– The highest infant mortality rate

– The highest number of AIDS victims pg 87

  1. vi) Lack of education/ illiteracy
  • The highest number of illiteracy is on the increase

 

NB       – Credit should be given to well illustrated points and relevance

  • Mark 4 points of 4:4:4:4 (16 marks) for well brought out points
  • Award two marks for introduction and 2 marks for conclusion

 

 

12        Short stories Half a day and other short stories •

Introduction

An attempt should be made to enumerate the expected ills in society

Points

(i) Saida— Hagi — Dine Herzi is opposed to religious believe that give rise to misleading superstitions. When Halima is declared to be possessed by a ‘Jinni’, she becomes. Famous throughout the village. She convinces herself that it is true and she begins acting as one who can foretell the future and cure the sick. The whole community blindly, believes in her powers. People turn to ‘Jinnis’ for help and protection. Maintaining the ‘Jinnis’ is expensive because when animals’ sacrifices are given the Jinni twins’ must get a share. The writer is ridiculing such practices where Halima’s special powers are used in the capital in order for the clan to hold senior positions in government and ate very rich, While at the capital Halirna request the leaders of the clan to bring all the water resources of the city into one central poo1 to facilitate the performing of the ‘Tahleel’. She also requested the building of a huge slaughterhouse at the Eastern shore. All other sources were destroyed to ensure that residents drank ‘Tahleel’ water. The effect was to make people ‘model subjects’ who never questioned the excesses their leaders. When the slaughter house went into operation all other slaughter houses were closed down. Since it is built near Lido, a popular bench front, the waste attracted man — eating sharks which killed a number of people. The effect was that people stopped going to the bench. The writer is then against

(ii) Policies that, benefit an individual against the common good of the society Saida Herzi is also critical of nepotism and clannisni. She portrays a society where

majority of the citizens do not have access to the national cake. The state is run as a private firm owned by one clan. The clan members consider kinship in their allocation of senior government positions. Halima’s brother is made head of the government Incense – Agency. She makes this domination of an entire country by one clan, a laughing stock.                                                                                        

(iii) ‘Government. by magic spell’, condemns economic sabotage and mismanagement. The haves live in beautiful villas with servant and security guards. They enrich themselves using state resources. Members of the leader’s families grow immensely rich while the majority struggle to make ends meet. Halima’s ‘spell’ on the leaders discourages free enterprise as private water sources and slaughterhouses are closed down. This reflects very poorly on the overall economic development of the country at large. This is indeed abuse of power satirized as the leadership is dominated by people from the same clan Expect 3×4

Conclusion                                                                                                                                         

The ills are as a result of greed and narrow — mindedness from the leaders. They do not even respect human life and they can even get away with murder. This explains why we need a serious indictment on the quality and suitability of our leaders. (2mks) Language – Grammar paragraphing and presentation •

 

 

  1. OPTIONAL SET TEXT

      (a) Factory – A place where goods are made

            Punishment – Negative reinforcement when one has done wrong

School as a factory which will produce the final product

Living beings are drawn to other living beings

(i) Friendship – boys and girls interact and be friend each other

(ii) Playing – various games e.g. swings, the vaulting horse, ball games

(iii) Music – chanting of songs

(iv) Various subjects are taught in school i.e. Language, Geography, Arithmetic and Religion.

(v) Boys and girls are taught how to struggle and persevere.

(vi) They learn how to take advantages of the opportunities for success and happiness that

presented themselves.

(vii) They learn to be independent – The narrator had to return home by himself because the father

never came to pick him as he had promised. He had to find his way back home.

(Any five well illustrated points 5 x 2 = 10mks)

      Introduction – Should clearly show the school as a factory where useful boys are made.

Conclusion – Summarize that the school has made the narrator a happy and independent man totally different from the boy taken by the father in the morning despite his resistance

– Should clearly show the difference in the boy before and after school.

Marking

Introduction – 3mks

Content –  five points 5 x 2 = 10mks

Conclusion – 3mks

Grammar – 4mks

Total   – 20mks

 

  1. HALF A DAY AND OTHER STORIES
  • Unprepared for pregnancies.
  • Anxiety and worry – John is always in worry of what might become of him when the pregnancy is discovered.
  • Missing opportunities – John might miss the scholarship.
  • Death – Wamuyu is strangled to death by the desperate John.
  • Embarrassment/shame –
  • People had trusted John as morally upright. The discovery might bring shame to him.

 

  1. Half a day

Introduction (2mks)

Njoroge was Mrs. Hill’s houseboy. He had been in the Hill’s service for more than ten years.

He was killed by Mrs. Hill mistakenly

Content: (12mks)

 

  1. Some white settlers had been murdered before and blacks were blamed for this. Mrs. Hardy and Mrs. Smiles inform Njoroge’s employer, Mrs. Hill, that Njoroge is dangerous employer, this preparing her for any eventuality.
  2. There was a conflict between the White settlers and the Africans, hence death was inevitable.
  3. Africans had been disposed of their land and were up in arms. Njoroge’s ancestral land was the

one occupied by Mrs Hill, hence he was ready to die to get the land.

  1. Had the boy, been aware of his betrayal they would have killed him. Hence he was to die.
  2. He had himself made a decision to take to the forest at a later date

 N/B   – Get more illustrations from the short story

– Mark any 4 well illustrated points i.e. each 3:3:3:3=12mks

  • Conclusion:- show that both the African and Europeans viewed each other suspiciously and that his closeness to Mrs. Hill was not a security guarantee

 

 

 

  1. Macmillan(Ed.) ‘ Half a Day and other stories’ Saida Hagi-Dirie Herzie ‘Against the Pleasure        

              Principles’.

Write a composition to show that Rahma and other women did not go through circumcision but

female genital mutilation.

                        Introduction (2 mks)

– Show that circumcision has its basis on religious and health. Show that based on the

story, Female Genital Mutilation (FGM)abuse on women’s life and dignity

 

Content

  • It is a very painful process (which may at times be repeated unlike circumcision
  • It has no basis in religion
  • Those that have undergone it have problems at time of giving birth
  • It is dehumanizing to women
  • What they undergo is unknown in other parts of the world as it has no scientific backing

(Any four points well illustrated 3:3:3:3 = 12 mks)

 

Conclusion:

Show that FGM presents more problems

Linguistic mark (4 mks)

 

  1. Macmillan(Ed) half a day and other stories.

“Power corrupts and absolute power corrupts absolutely” justify this statement basing your argument on  Saida Hagi Diries story “Government by Magic Spell

 

 

 

(II) DRAMA- – SHREDS OF TENDERNESS

ANSWERS

  1. Write a composition showing the problems caused by war

Introduction

In Africa, most of those who fought for independence did not benefit from the struggle. For instance, in Keya home guards benefited more than the freedom fighters

Content                                                                                                                     

  • Wak struggled to liberate the country from dictatorship yet he never benefited from it. Instead, he suffered a lot while in exile
  • Odie who collaborated with the dictatorial regime in turn benefited. He grabs 1500 acres piece of land, the apartment and he lives in luxury as a result of his close association with the regime
  • Katalikawe is a millionaire despite the fact that he never achieved much in school. He boasts of his mansion, fleet of cars, poultry and a dairy farm e.t.c.
  • The police force who worked and supported the dictatorial government benefited as they extorted money through bribery
  • The dictatorial leader benefited from his regime i.e. in trade across the boarder grabbed skyscraper officers e.t.c.

Accept three well illustrated points

4:4:4

Conclusion

 

  1. Write an essay showing Odie’s feelings and fears towards his step brother Wak.

Introduction                                                                                                                         

Expect

A definition of fears and feelings and a general statement capturing feelings and fears

Body

  • Feelings      

– Odie calls Wak a sausage and bacon retumee who hasn’t as much as a cowardly chimpanzee(p12)

  • Odie calls Wak a deserter, traitor, coward e.t.c
  • He says that Wak should be shot (p13,14)
  • – he keeps repeating that Wak is a sep brother and not a real brother (p13)

 

(ii) Bitterness

– He is bitter that Wak has escaped and left them to fight and face all kinds of problems like queuing for milk and sugar for hours on end dodging roadblocks and threats of murder      (p14)

He is biter that the returnees will be paid forty dollars for rehabilitation . He feels that they too should be rehabilitated for the problems they had to face – (p74/75)

 

Threatened/Nervous                                                                                                                              

  • When he is accused of putting Wak’s picture in the press, he feels threatened and sees it as an attack and becomes defensive ‘I could be the same if I had been you’ Odie puts the picture in the press after only one year of Wak’s disappearance. He gets so nervous when Wak insinuates that he knew about the picture he had put in the papers (p120)
  • When he learns that Wak knew tha he actually betrayed him, he feels threatened (p22)
  • Odie strides over the phone and dials a number – He gets panicky when he cannot get thorugh to te general
  • He doesn’t come in terms with the reality of Wak knowing that he had betrayed him (p132) and goes into a trance where he addresses. Your Highness

 

Jealous/ Envious                                                                                                                                     

  • Odie is envious when he imagines him looking trim and well preserved (p18)
  • Odie is envious of the forty thousand dollars that Wak is to get as rehabilitation money (p74)
  • Odie is envious of the close relationship between Wak and Stella. He says that he is always left out (p48)

 

  • Fears
  • He fears that he is going to lose the one thousand five hundred acres as Wak is going to claim his part of the inheritance (p20-21)
  • He had plans to use the land title deed to secure a loan and had made up the story about Wak’s death and the radio announcement so that Stella would agree with him (p22)

 

(ii) Dependence                                                                                                                           

– He fears the brother would be a burden to him. He bitterly says that Wak uses a lot of toilet papers

and water since he visits the loo five times a day and had to swim in a bath tub twice a day (p112-113)This means that maintaining Wak would be expensive

-He doesn’t want to take his brandy as he claims it is very expensive and tells Stella to give him a beer (p54)

– He states with finality that Wak will not be given any dinner when he comes home (p12)

– Wak feels that Odie takes him as a burden because on his arrival, Odie looks at his (Wak’s) luggage intensely and dismisses it as meager. He also feels that Odie must have been cursing under his breath’ Another bloody mouth to feed another bloody thirst to quench: another bloody….. (p79)

 

Loyalty/attention                                                                                                                                    

  • He fears to lose Stella’s loyalty, devotion, attention to Wak (P48) Odie accuses Stella of leaving him out as she shared secrets with Wak before he left

– In Wak’s absence, Stella seemed to have taken a liking for Odie. Now he fears that he would lose     her again to Wak (p42) “And yet I wish I had someone I could trust completely”

 

Conclusion                                                                                                                                                May be a summary of the main points should also be an opinion on such feelings and fears

introduction-2

body -12

conclusion 2

 

  1. Whenever there is turmoil that leads to war, women and young girls suffer most .

Write a composition showing how this happens to Stella.

Introduction                                                                                                                                      

Life for refuges is very difficult .they are poverty stricken and live deplorable conditions

Content                                                                                                                                              i) Have no right; they are manipulated as a puppet. Are blamed for everything –murder, bank

robbery etc treated as third rate citizens when they go looking for work

  1. ii) Associated with hunger and cheap labour no one sometimes needs to work

iii) Women are misused and abused (p 81)                                                                          

  1. iv) Refugees are lonely and uncertain of what fate lies ahead of them (p 101-102)
  2. v) Refugees live under false illusion that things back home will improve
  3. vi) Lack basic needs-water for bathing. They stink one can smell their sweat one mile away.

NB :-Expect any 4 well illustrated point’s i.e.  each 3:3:3:3

Get more illustrations from the play

                        Conclusion –  Award (2mks) for relevant conclusion

 

  1. Illustrating your answer with examples from “Shreds of Tenderness,” write a composition

entitled, “the prevalence of betrayal in human relationships.”

 

Relevant introduction (2 marks)

– Confirmation of the statement given e.g Betrayal is quite prevalent in human relations.

A number of times, people go against the expectations of their counterparts. Any other relevant introduction is acceptable

Body

  1. Political leaders have betrayed the mass who expect good leadership. They are dictatorial and brutal
  2. Stella betrays her brother, Odie who suffered at the hands of the military men by befriending major general Ali who murdered their father
  • Odie betrays Stella by using the trust she had on him to lie to her that Wak is dead and that they should take the property that has been left for work
  1. Odie betrays Wak by reporting him to the SRB. He reports that Wak is planning to sensitize people on democracy with his talk.
  2. Odie betrays the masses by reporting then to SRB         (4×3=12 marks)

 

Conclusion                                                                                                                    2 marks

Language and presentation                                                                                          4 marks

TOTAL                                                                                                                         20 marks

 

 

  1. In case of political tribulance in a country, those who remain (in the country) suffer as much as those who seek refuge elsewhere. Write a composition to illustrate this assertion basing your argument on John Ruganda’s ‘Shreds of Tenderness.’

 

Those who remain.

(i) – Insecurity – There are arbitrary arrests.  Odie is arrested for going to ask for the body of his

late father for burial.  Pepe is reported to the authorities for having spot on the president’s      portrait.

Daudi is also reported to the SRB after his dog allegedly barks at the presidential  Motorcade.

Odie’s father is shot and killed.

School girls and nuns are raped by security forces who should provide security to

The citizens.

(ii) – Poor/run down economy.  People lack basic needs in life.  Medicines/drugs are not available in hospitals which are poorly managed since most professionals have run for their Food is scarce.  People go days on and without a proper meal. Odie is reluctant to share a meal with work because it’s scarce.

Water is also scarce.  Odie is complaining about the security and the problem of having enough for an extra   mouth.

(iii) – People lack freedom of movement since there is a curfew.  Freedom of expression is also limited as those seen/thought to be critical of the government are arrested.

Due to insecurity schooling has been interrupted.  Stella was impregnated after the rape ordeal and was hospitalized for three months.

(iv)    People are stressed so much to the extend of going mental.  Odie is sand to have gone to

hospital due to a mental breakdown.

  • Those who remain
  • Those who flee to foreign countries.

 

(i) – Sexual harassment.  Dr Rugendanstakaliletiruganska is harassed by police officers who ask

her for sexual  favours.  Male refugees are abused (uncircumcised dogs) and their love relationships with the woman is          questioned.

(ii) – There is discrimination based on religion.  A Muslim refugee is not welcome in a

Camp of Christian refugees.  The UNHCR is biased when dealing with refugees

Based on race.  The UNHCR favours European refuges and is less concerned with

Refugees in African countries.

(iii)-  Basic needs are scarce.  Food and water are rationed for refugees in the camps.

(iv) – Jobs are scarce for refugees.  Those who get employed are underpaid.  Refugees are accused

of having plundered the economy of the host country.

(v) –  Refugees face rejection both at home and in the country of refuge.  When Wak comes back

home he is viewed   with suspicion.  Odie does not welcome Wak back.

(vi) – Refugees face unspecified dangers while on the run e.g attack by wild animals, Cold, rain,

going without food etc.

 

N.B – The candidate should have points for each of the two groups i.e those who left the country

and also those who remained – @ 6mks.

 

Instructions.

  • Introduction – 2mks.
  • 2 will illustrated points for those who remained – 6marks (2×3)
  • 2 will illustrated points for those who left    –  6marks(2×3)
  • Language – 4 marks
  • Conclusion – 2 marks

 

  1. Drawing illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay in support of this statement: “John Ruganda has successfully used the style play within a play in his book Shreds of tenderness

 

Points:

-He has succeeded in using the style play within a play to enhance plot

-At the beginning Odie and Stella slide into subject leader role (1mk)

-Odie talks to senior on phone (1mk)

-Odie acts as constable and Wak as his boss and Stella acts as a refugee (1mk)

 

  • The style  has also been  used  successfully to develop the character  traits of  the various characters

-As Odie acts as constable, his character trait is  brought  out as  being  dictatorial, cruel, authoritative(1mk).when  he acts as the  police, he  is portrayed as cruel  and  immoral

-When Wak acts as the boss, his character trait is brought out as immoral and cruel (1mk)

-When Stella acts  as the refugee, her  character  trait  is brought  out as abusive (1mk)  she calls  Wak      and Odie  as  sniffing  like a  dog on heat

 

  • Play  within a  play  is  used to develop  themes

-The  the me of  betrayal is  brought  out  when  Odie  calls a  senior government  officer  and  gives

information  about  Wak’s lecture on  democracy(1mk)

-The theme  of immorality is  highlighted  as Odie acts a s the  police  and Wak  acts  as the boss  and both of  them  are  portrayed as  being immoral(1mk)

-The theme of dictatorship is highlighted as Odie the constable dictate terms (1mk). Wak the boss is

also dictatorial (1mk)

 

  • Play within play has been  used successfully  to  develop other  styles

-When Odie acts  a an informed on Wak, he says Wak  gives  a lecture  about  boss(leader)selling  staple  food  to south Africa, has built  a  skyscraper and  carried  out slave. this  brings  irony  as a  style. The statement said is ironical of the boss.

-The style Allegory  is  brought  out  when  the  character are used to  represent virtue  and vice, for    example  Wak  stands  for cowardice(1mk),Stella  stands for peace  making(1mk)

-Humour is highlighted as the character takes their different roles

 

Points: Introduction-2mks

Language and presentation-4mks

Well illustrates point-4mks

Conclusion -2mks

 

 

 

  1. With close reference to the play ‘Shreds of Tenderness’, show why the title of the

text is a suitable one.

 

Introduction

The term ‘Shreds of tenderness’ simply means lack of gentleness or care when dealing with someone or something. It implies lack of love for one’s neighbour. (Consider any other contextualized or general introduction)

 

The title ‘shreds of tenderness’ is appropriate because:

  • The play explores Odie’s lack of tenderness toward his brother Wak. Odie betrays him to the SRB and is ready to fake Wak’s death, and even puts his obituary in the papers, just to inherit their father’s property alone.
  • Brings out Odie’s lack of tenderness towards his sister, Stella. He treats her very roughly and is insensitive to her feelings.
  • The play explores Stella’s lack of tenderness towards her father. She is having an affair with Major General Ali, who signed her father’s death warrant.
  • The play explores lack of tenderness in the way refugees are reated intheir host country by everyone, including the sweepers, the police and their professional colleagues. They insult them and mistreat them even denying them basic human rights.
  • The play explores lack of tenderness by Odie’s father. He openly favoured Wak and Stella as they were growing up without caring Odie’s feelings and even disinherits Odie for no good reason. This is in spite of Odie being older than Wak.
  • The play explores the lack of tenderness by the soldiers who raided Stella’s school and brutalized the nuns and the students. This is in spite of their profession that requires them to protect such person.
  • The play also explores the lack of tenderness by the state authorities towards the citizens. Thisis demonstrated in Odie’s experiments. The state is unconcerned about their plight and deaf to criss of the citizens.
  • – The play explores lack of tenderness towards those who are coming back from refuge. Those who remained in the country treat them with disdain and make it difficult for them to settle down.
  • conclusion: John Ruganda has successfully presented to the reader a society without love. The players in the text handle and mistreat each other roughly portraying a society on the brink of collapse.

(Introduction – 02mks, conclusion 02mks, Grammar 04mks, content 12mks i.e. 3 x 4 pts)

 

  1. Imagine that your school has organized a joint debate whose motion is: “Military take over should not be given any room in this millennium.” Propose this motion using illustrations from John Ruganda’s ‘Shreds of Tenderness’

 

INTRODUCTION      2MARKS

Mr. /madam speaker, honourable member, I wish to propose the motion. a military takeovers is the forceful change of government through over throwing an elected government. it is the rule by the gun and in many cause the constitution is always/suspended to open way for dictatorship or jungle law. The military buffoons heading the Janta are known to run down a country leaving it to the dogs.

General approach

Expect any other reletant introduction.

What a coup is and its destructive nature should be captured

.debating

Approach accepted

Parliamentary

 

CONTENT

M        i) Citizen flee their country

Citizens are forced to seek refuge in foreign countries where they are faced with difficulties-humiliation, degradation, sexual harassment.

An example is Wak, who strays in a foreign country as a refugee for 10yeara when his life was in danger.

  1. ii) Mayhem

The soldiers kill and rape i.e. 5doctors are killed on orders of Major General Ali etc.

Stella’s school is stormed by the platoon of General Ali and her and other girls, and nuns are raped. She is even impregnated.

Miii) breaking down of social structures

Infrastructure facilities are in shambles-roads bombed, market stalls destroyed, Stella has to drop out of school.

Miv) disconnection of family ties

Families bonds and ties are affected as members can no longer stay as one unit-walk goes into exile, their father killed .mother sick in hospital.

M v) shortages.

Basic commodities lack-sugar, milk, beer, toilet paper etc are in short supply

Hospital lack vaccines.

M vi) corruption and grabbing of state resources

Katalikawe, a school drop out is immensely rich owning a tourist hotel etc. through grabbing

Odie grabs the family estate.

Boss is accused of acquiring a skyscraper etc

M vii) fear/insecurity.

Wak flees due to fear for his life

Citizens are not sure of the future –can die anytime.

Odie fears wak’s return as he has illegally acquired the family estate.

M viii) Torture.

Odie is physically tortured when he goes to claim the body of the father-torture marks are left on his body, scar on the face and goes crazy.

Expect four areas mark 3:3:3:3=12

The candidate must tie the destructive nature of a military regime to the fact that it should not therefore be given room in the millemiun/age.

Conclusion =2marks

Mr. / Mrs. Speaker in conclusion, and in view of the points advance, no world leader should tolerate military dictatorship as it is harmful to society.

Thank you.

 

  1. Drawing your illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay supporting the statement “Betrayal in human relationships lead to the suffering of both the betrayed and the betrayer”.

Introduction:                                                                                                             

The candidate may give a relevant general or contextualized introduction. The introduction may also be both general and contextualized.

A full introduction scores 2 marks while a fair one scores one mark.

 

Content                                                                                                                                 

  1. i) Odie betrays Wak to the SRB p 130-132

-Wak suffers as a refugee

-Odie suffers guilt and is mentality traumatized. He takes refugees in experiments

-Odie is tortured by the security forces

 

  1. ii) Odie accuses Stella of betraying their dead father by befriending Major General Ali, the man

who signed their father’s death warrant p 29-32.                                                                       

-Stella cries when Odie reminds her if this relationship p 31

-Stella father won’t have suffered had he learnt of the relationship.                                              

 

iii) Odie betrayed his father to the SRB. Odie who loves alliterations wrote “Pepe spat on the

presidential portrait in a public bar p125

-due to this betrayal, Odie’s father is killed.                                                                                    

-Odie must have suffered from guilt as he tries to keep his involvement secret.               

-Odie is likely to suffer for his betrayal p 134

 

  1. iv) Refugees are betrayed by the host instead of being accepted. They are termed third rate

man-citizens   always associated with hunger, deprivation and cheap labour. Pg 80-83

-Wak suffers as a refugee

-Dr. Rugendo suffers as a refugee

-hosts like Mr. no fear, Mr. Faren also suffers.                                                                    

 

  1. v) Odie feels betrayed by Stella, his sister, for accepting and supporting Wak, their half-brother. “….sharing secrets together, scheming together, always leaving me out. As if I weren’t your mother’s son.” p 49

“I would have puked when I saw the two of you toasting and hugging each other like frenzied baboons in a dionysiac trance p23

-Due to this supposed betrayal by Stella Odie suffers loneliness

-towards the end of the play Stella suffers as she tries to make up to Odie and save him from  prominent punishment. She pleads with Wak to show Odie tenderness:

“I can’t believe this (desperate plea) Wak, do something please. You may not….but you can’t let our………it does no one any harm to show some tenderness” pg133

 

Conclusion

A relevant conclusion following logically from the content. A full conclusion scores two marks while a fair one scores one mark.

Summary

Mark 3:3:3:3 = 12

Grammar 4marks

I 2/2   S-] 12/12   G4/4    C2/2  =20marks

 

  1. Write a composition on how the author has displayed the female character in the society.

Refer to John Ruganda’s “Shreds of Tenderness.”

Introduction

  • Can be general
  • Can be specific
  1. i) She is dignified

– Stella presides over the elections. The elections are free and fair pp 59 – 60

  1. ii) She is a unifying agent

– Stella tries to reconcile Odie and Wak when he comes back from exile. She keeps reminding

him that Wak his brother  pp 15, 16, 23

iii) They are caring/ motherly/ welcoming/ hospitable                                                       

  • When Wak comes back from exile, Stella welcomes him home- they hug one

another, she offers him a drink pp 53, 54

  • Is concerned about Odie. She realizes that she has been behaving strangely.

He needs a psychiatrist

  1. iv) Subject of sexual harassment
  • Major General Ali and his platoon attack Stella’s school. They rape the girls

and the nuns. Stella is left pregnant, wounded and admitted in hospital

  • female refugees are harassed by the police officers
  1. v) They are degraded in society

Odie says “I hate when people shout especially when it is a woman sister or no sister

Expect details

Accept any other relevant point

Mark    3:        3:         3:         3

Conclusion                                                                                                                             

  • Can be general
  • Can be a summary of his points

 

  1. Write an essay on the plight of women in a country under civil strife. Refer to John

Rugandas’ Shreds of Tenderness                                                                  

 

  1. i) Introduction: In countries under civil strife. There is usually almost complete breakdown of

law and order. In such circumstances, it is the women who suffer most e.g. in countries such

as Somalia, the DRC, Uganda, Chad and more recently Kenya after the disputed 2007 general

election, women suffered most.

 

Body

  1. ii) Forced marriages: – (Pg 15) – Stella recounts the problems that women/ girls go through

E.g. forced marriages

NB: The suffering that stayes went through i.e. forced marriages

iii) Rapes/ sexual abuse:-

  • Stella and other students and nuns are raped during a raid to the school/ convent (pg 31)
  • Stella is injured and hospitalized for 3 months
  • Stella conceives/ becomes pregnant
  • Odie describes Stella/ other students as piteous whimpering for life

Sexual harassment (pg 88- 96)

– Women as refugees are harassed they suffer e.g. Dr.Ruganda has to lie that she has

HIV/ AIDS to escape from the jaws of the soldiers at the border who want sexual

favours (pg 81) – Quote

“If you are a woman every blinking idiot wants to paw you”

  • Women are sexually vulnerable
  1. iv) Degradation/ verbal abuse/ humiliation:-
  • From security agents, and immigration officials (pgs 81/89)
  • Pg 88 – Stella refers to the sniffing officials as “dogs on heat”
  • The women/ female refugees as referred to the derogatory manner i.e. tornado of stench (pg 88) they are said to be smelly.
  1. v) Assault:-

– Women are often physically assaulted (pg 11) by men because they are weak physically

E.g. when Stella tries to stop Odie from performing the experiments (She wants to

smash the jars), Odie grabs her fists and throws her violently to the ground. Violence

is meted on the women.

  1. vi) Inheritance:-
  • As far as inheritance is concerned, women/ girls are discriminated against. Nothing is bequeathed to Stella. She inherits none of her father’s property.
  • NB: It is Wak and Odie fighting over property (pg 20).

(Quote p 20)

“…………………. As the next of kin, Odie as the next male relative you stood to benefit……..

vii) Abandonment:

  • Often women are left lonely/ become bread winners when husbands flee as refugees e.g. Wak’s family suffer

viii) Victims of family break-ups / rivalries

  • Stella is caught/ torn between the two fighting brothers i.e. Wak and Odie. As she tries to pacify them, she gets hurt. She suffers physically and emotionally

Conclusion:-

It is from the forgoing that women are the greatest suffers. Therefore civil strife should be avoided and women should play a greater role in ensuring that peace and stability prevails.

NB: Any other relevant conclusion to recap the main argument                              (Award 2/2 mks)

 

Body

Expect any four well illustrated points for plight of women in a country under civil strife.

Mark 3 : 3 : 3 : 3 = 12

Introduction 2/2

Body content 12/12

Grammar 4/4

Conclusion 2/2

 

 

 

12        Write an essay on ironies in Shreds of Tenderness using at least 4 illustrations of irony

  • Introduction – Irony is to do the opposite of what is expected
  • Odie presents himself as aggrieved by the fact that Wak had fled the country for he is a great patriot yet he is the one who forced him to flee after he had betrayed him to the dictatorial regime that ruled the country then
  • There is a dramatic irony when Odie re-enacts in a sort of reverie his earlier conversation with the Major General Ali of the state Research Bureau in the presence of Wak. It is in that conversation that he told on his brother Wak. He said that Wak was involved in activities that opposed the oppressive government of the time and he was about to present a talk that would set the people against the military government
  • There I also dramatic irony in the act of soldiers sent to arrest Wak. They come across him and unaware that it is him that they are looking for, they ask him to direct them to himself. As a result, he learns that he is being sought and misleads them and flees
  • There is verbal irony in Odie’s words after Stella asks Wak where he has been and Odie intersects saying sarcastically that he was serving the nation and that returnees are itching to reconcile, reconstruct and rehabilitate
  • It is ironical that Odie who keeps trying to humiliate Wak by portraying him as a failure in chaos that rocked the country is one who ends up being embarrassed. It is proved that he was a traitor and was responsible for the troubles that Wak had with the government and which forced him to flee for his life.                                                                     

 

  1. Credit should be given to well illustrated points and relevance
  • Mark 4 points of 4:4:4:4 (16) for well fully illustrated points
  • Award 2 marks for introduction and 2 marks for conclusion

 

  1. “Odie is his own enemy”. Write a composition to validate the truth of this statement in relation

to Shreds of Tenderness

Introduction:                                                                                                 

Odie goes through many problems e.g. insecurity i.e. feel& his life is in danger, ha has been tortured before being alcoholic and others. Many of his predicaments are self impused due to his behaviour or what he does.

– While his father was alive he did rpt relate well with him

– He failed in his studies unlike Wak –

— He misused family property

– He cheated that Walt was dead and arranged a mock funeral,

– He was arrested and tortured for giving ‘misleading’ information especially when Wak escaped

( 4×3 marks 12 .mks)

Conclusion . –

Candidate must indicate that Odie would not he as he is were it not for what has been discussed

Language – Grammar, presentation (paragraphing) and cohesion •.

 

  1. Illustrating your answer with examples from Shreds of Tenderness, write an essay entitled “The pivotal character traits of the Girl child.”

 

       The pivotal role of the girl child

       Introduction: A girl child plays a pivotal role in society as she is not only welcoming, loving, caring

and warm in her approach to issue but she also reconciles waring family members

e.g. the way Stella handles the Odie Wak conflict.

Content: Role of the girl child– Stella

(i) Welcoming (Accomodating/concerned/caring)

– Welcomes Wak

– Gives Wak food despite Odie’s protests

(ii) Loving – She ironically loves Wak more than she loves her real brother Odie.

– She loves Major General Ali regardless of the negative things associated with him.

(iii) Women exercise restraint. As a girl officer, Stella resists attempts to kill the Queen mother

saying  that she is a woman like her.

(iv) Women are also reconciliators and voices of reason as they play reconciliatory roles at

moments of    crisis/conflicts.

(v) Women are also selfless in a genuine competition Stella declines to go for the chairmanship in

the primer game and votes for Wak as she regards him a worthy completion regardless of not

being a blood brother.

(vi) – Women are known for neutrality

– She defends Wak against accusation about betrayal from Odie

– She also defends Odie when Wak almost shot him

(any other relevant points can be accepted.)

Conclusion – to sum up a girl child really plays a crucial role in the society since without

                        Stella there would have been a total disintegration of this extended family of the late Minister for tourism.

(Accept any 4 well illustrated points)

(3 + 3 + 3+ 3 = 12mks)

Marking

Introduction – 2mks

Conclusion – 2mks

Grammar – 4mks

 

  1. Odie’s father is an epitome of an African man. Discuss.                                                     (20mks)
  • He is materialistic – had a vast land.
  • Male chauvinist – Does not allocate Stella any inheritance.
  • Discriminative – He likes Wak because he is educated.

 

  1. Using illustrations form John Ruganda; “Shreds of Tenderness” Write a composition and show that sibling rivalry is dangerous

 

Introduction    (2mks)

Rivalry is the conflict that exist between two brothers as shown in the play ‘shreds of tenderness’ (Accept any valid introduction)

Content: 12mks

  1. There is competition to out do each other
  2. Leads to break up of families
  3. People kill each other
  4. Resources e.g. family property are wasted while they could have been used in a better way
  5. Leads to betrayal
  • Get illustrations from the play
  • Any 4 points well illustrated each – 3+:3+3+3=12mks
  • Show that if here had been no rivalry, Wak and his siblings would be having a better life than what they currently have despite the war.

 

  1. Write a composition showing the problems caused by war

Introduction: (2 mks)

  • Candidate to show possible causes of war e.g. misrule and hint at possible problems likely to arise

Contents: (12 mks)

  • Refugee problems causes war
  • Neglect by the international community including UNHCR causes war
  • Insecurity for all people whether refugees or not causes war
  • Death can spark war
  • Separation/ break up of families can cause war
  • Revenge is likely on both victors and victims of atrocities
  • Destruction of property causes war
  • (Any 4 points :3:3:3:3)

Conclusion:

Show that war is not a solution to problems in any country

Linguistic mark : 4 marks

 

 

 

 

 

(III)THE NOVEL

VELMA POLLARD’S : HOME STRETCH

 

  1.  Using illustrations from Velma Polland’s ‘Homestretch’, write an essay on the problems a

Black person is  likely to encounter while  in  America  and England       (20mks)

Introduction

There are things that make black people to lead hard, painful and miserable lives in Britain and USA. These include racial prejudice, job frustration, loneliness, harsh weather conditions, overworking among others.

Illustrations                                                                                                                           

Racial prejudice / hatred

  • The English job market frustrated Brenda because the whites have only mop and brooms (ground flooor) for any black no matter how educated he/ she is. She says, “They made my upper second feel like saw dust in my hands”
  • To escape the frustrations of the job market, Brenda begged the head of English to take her in for a masters in English

Job frustrations                                                                                                                    

  • Blacks are made to lower their job expectations
  • Edith’s friend, who had the same teacher qualifications s Edith is not hired immediately, so economic necessity forces her to do a nanny’s job taking care of peoples babies
  • Similarly, David’s carpentry skills are not useful abroad. He is forced to work in a factory

Human coldness/ lack of social company

  • There is too much suffering that makes people to lose their senses. For example, too much suffering makes black factory workers not to bother to respond to each other’s greetings

Disillusionment/ despair                                                                                                       

  • David left home expecting something new and exciting in his new place- but he is exploited/ sapped for 30 years
  • He feels bone- deep tiredness after leaving England
  • Moreover, he suffers a stroke weeks before he returns to Jamaica
  • He is retiring but has nothing – his 30 years have been wasted. He says, “Is not two pence of life over there, you know,”

Different education systems in England and America                                           

  • A young black woman has problems adjusting to school life in America and England for example Brenda is placed in grade nine
  • She has to go through diagnostic and placement tests
  • Brenda and other students were put in the home room, this has a negative impact on her school work

Dehumanizing life:                                                                                                               

  • David feels that he had gone to England to become a child again because he felt out of place- taking orders in the factories while at home (West Indies) David was a master of himself

Extremely cold weather:                                                                                         

  • David found it difficult to learn to dress clothes for the cold English weather
  • David also found it difficult learning to save coins for the heater because the pittance he earned was not enough to buy a heater

Overworking                                                                                                                         

  • David suffers stroke after being overworked for 30 years
  • The shock of retiring having acquired practically nothing in England caused the stroke
  • He worked for long tiring hours
  • Similarly, black nurses are oppressed in America
  • Night duty for days on end is what American’s have waited for black nurses

 

                                                                       

 

  1. Illustrating your answers with examples from Homestretch write an essay on how any three

women offer help to Brenda in the foreign country.

 

 (i) Mrs Saul                                                                                                                           *MNY*

– Her understanding nature is well portrayed during this visit for she gives the children a chance to speak about their country and to stick small paper hearts with their names on the gift of a map she had brought. She understands their loneliness. Her reassuring nature boosts their pride and self-confidence

She gives Brenda a listening ear and a shoulder to cry on as Brenda tells her of her problems of slow adjustment in school and of the hostile environment at home. This eases Brenda’s frustration.

She speaks to the teacher and the students running the home room to give some attention to Brenda ad his makes the home room rime more bearable for Brenda. This shows her concern for Brenda

She offers to take a letter to Brenda’s mother from Brenda. This shows her kindness and makes Brenda to contact her mother

Due to her genuine concern for Brenda, she speaks to Mrs. to Mrs. Stewart, Brenda’s father’s boss, who in turn talks to Ivan to allow her to help Brenda. This turns out to be of great help to Brenda

She writes a letter to Brenda telling her that she (Brenda) should write to the whenever she wanted to talk to someone. Thus she offers her friendship to Brenda.

 

  • Joy Stewart      
    • Her pleasant, warm, motherly nature is evident as she invites Brenda to feel free to use her hands to take her food as people do back home in Jamaica
    • Her reassuring and sociable nature makes Brenda feel at home. She reveals to Brenda that she knew Brenda’s grandmother very well, telling her how she used to visit the grandmother who would give her grater cake and then watch her so that she does not steal the guavas at the gate. This makes Brenda feel she can trust her since she knows her people
    • Her concern makes her ask Brenda about her progress in school work and even offers to have her daughter Joan help Brenda with her school work
    • She offers Brenda a chance to work with her in the office for twenty dollars a week and this makes Brenda able to meet her personal needs.
    • When Brenda takes a computer course she offers her a job paying her 200 dollars a week. This helps Brenda a lot
    • Her hospitable nature is evident when she offers Brenda a place to stay for the summer before she joins her father in England.
    • Brenda feels that staying with Stewards made all the difference in the world at a time she felt the need for support (p72)
    • As Brenda prepares to leave for England, she reassures her that all will be okay in England Pg 72

 

  • Joan Stewart      

– She proves very helpful to Brenda in aiding her to improve in English and her American history

  • She is generous enough to give Brenda her clothes easing Brenda’s cloth problem
  • Joan’s kindness is portrayed when she allows Brenda to use her library thus giving her a chance to improve he academic work
  • Her association with Brenda helps Brenda to become self-confident

Conclusion

  • reap and suggestion of positive opinion on the way forward

 

  1. Write a composition on experiences which forced Brenda to develop negative attitude towards Jamaica. Give illustrations from Velma pollard’s “Homestretch”

Introduction                                                                                                                          

Brenda is bitter with Jamaica when she makes entry at Kingston Airport. She disagrees with the customs officer about paying duty on items she feels are personal effects .she complains of the dirty streets

Content                                                                                                                                             

The following are reasons why she is irritated:

  • -she believes Jamaica threw her out when she was young-14 yrs. She expected comfort in the foreign land but didn’t get. She lived with a father she did not know and whom did not protect her.
  • The stepmother and sister antagonized her e.g. hurled abused at her, they disapproved of her clothes as not fit, they were not happy to have her
  • -The frustrations at school in America brought out the rebellious nature in her.  She went through many placement and diagnostic tests to get the right class
  • -Brenda felt that she had no control over life. She moves with the father to England where adjusting is a challenge.
  • At the college she is discriminated “she felt that   the teachers didn’t like her”

NB :-expect more illustration from the text

Mark any 4 well illustrated points by each 3:3:3:3 = (12marks)

Conclusion                                                                                                                             

Opinion of how Brenda is displeased with the treatment she gets and how this made her

develop negative attitude towards Jamaica.

 

  1. “Home stretch” is a novel that explores the search for identify and belonging. Discuss

the validity of this statement basing your answer on Velma Pollard’s novel, “Home Stretch.”

Introduction                                                                                                           

– General introduction n identity and belonging

– Definition of key terms: identify and belonging

Body/ content                                                                                                                        

  • The Jamaicans and Africans in diaspora face an identity crisis. They can neither return to Africa nor can they be integrated in the “Mother country” and any other country that they go to work and study
  • The carribeans are a people caught up in a cultural dilemma. The culture is neither Western nor African
  • Some Jamaicans are referred to as “dry land tourists” because they were pretending to be Americans, they refused to identify themselves as Jamaicans
  • Most Jamaicans go to the US or England, Brenda is considered to be lucky to go to the USA
  • Brenda’s father faces an identity crisis. His second marriage in the USA does not work out well. He migrates to England where he marries a third wife. But could still sense a feeling of homelessness and placeless ness in his life. He is not fully settled in the diaspora.
  • David and Edith do not find a belonging in England where they go to work, instead their stay there even threatens their marriage. The working environment is very demanding and they have no time for one another. The Europeans relate with them as workers and no more
  • David suffers a stroke a few days before he comes back to Jamaica. The “healing rivers” and the friendly atmosphere make him comfortable and relieve his pain. He belongs to Jamaica. David and Edith find satisfaction and contentment back at home
  • Brenda left Jamaica at age fourteen before she called it home, she feels out of place in the USA where she lives with her father, her step mother and her step sister
  • Brenda feels alienated at school too. She has to do a lot of placement tests. In the end

she is not fully integrated to the American society

  • ( 2: 2: 2: 2: 2: 2: = 12 marks)                                                                               
  • Conclusion ( 2 marks)                                                                                                      
  • Language and presentation

 

5          Write a composition on the challenges that immigrants encounter. Refer to the novel Homestretch”         Velma Pollard.

 

      Challenges immigrants encounter.

(i) – When moving there is the problem of disposal of property that one can’t carry.

–  There’s a lot of documentation i.e need to have passports certificates e.g birth certificates.

–  Moving is time consuming and tiresome i.e packing and unpacking.

–  Emotional breakdown due to families being torn when David and Edith leave for

England other (family) relatives are left in Jamaica/Loneliness.

(ii) – Unfriendly climatic conditions in foreign countries.  Edith and David find England

to be too cold for them.

–  Loss of personal freedom.  David realizes that he has no piece of land for himself to

Do what he pleases and that he has to follow instructions from other people yet

Back home he was a boss over himself.

(iii) – There is social discrimination.  David is discriminated by his workmates at the factory.

While at the factory  they pretend to chat with him but once outside none Seems to be familiar with him and even fail to respond to his greetings.

–  Brenda feels she’s been despised by schoolmates in Jamaica due to her strong American   discriminatory as she is subjected various tests before admission and is even referred to a lower grade.

–  Immigrants have difficulty in social adjustments.  Brenda falls in love with Milton a Nigerian      student who later dumps her.

(iv) –  There is a problem in getting employment.  David finds it difficult to get a job in   England.

–  Working conditions are unfavorable i.e too long working hours.

(v)  –   Medical challenges.  David gets a stroke perhaps due to the Stressful/demanding nature of

the working   conditions.  David’s medical condition put emotional stress on Edith.

 

Instructions.

–  introduction –   2 marks

–                         4 well illustrated points – 12 marks   (4×3)

–  Language – 4 marks

–                        Conclusion – 2 marks.          

 

  1. “One can make home be the best place by engaging in community development activities”

With close reference to Velma pollard’s Homestretch’, write an essay to show how David and Edith prove the validity of the above statement.

 

Points:

-Edith started a girls group to attend to the deteriorating church and to renovate it

-Edith saw that children below 7yrs were no longer going to school but instead fetched water. immediately she  sought  help  from several agencies, she  paid teachers, sliced out rent from  her rent  town  house  to cater  for the  young  ones education

-Edith started a public service at home. It was called the book mobile

-David sacrificed so much time and resources to provide and make furniture for the classmate a t the school in woods village.

-David taught the boys carpentry.

-David and Edith planted vines and others plants including vegetables

 

Conclusion: Home became  the  best  place  to  stay in as even David  who ca me  back ill  found cure  back hoe from medicinal spar.

Marks: Introduction-2mks

Language and presentation-4mks

Body: 6 points, well illustrated, 2mks each =12marks

Conclusion-2mks

Total=20marks

 

  1. Specifically focusing on Brenda in the novel, ‘Homestretch’ by Velma Pollard; Write a  composition  to illustrate how early childhood experiences shape one’s perception of life.

Optional set text

Specifically focusing on Brenda in the novel ‘Homestretch by Velma Pollard, write a composition to illustrate how early childhood experiences shape one’s perception of life.

 

Introduction

The way a person responds or relates to issues in life is many times determined by the experiences he or she had encountered in life. If a person has suffered from discrimination and mistreatment, he or she is likely to be suspicious of other people’s motives and actions. Then such a person is likely to be aggressive and confrontational.

When we first meet Brenda in the novel she is having confrontation with a customs official at the airport and she is quite negative towards the officials. A lot of this can be explained when we look at her earlier life.

 

  • Brenda moved to the U.S in her teens to live with a father she barely knew. She suffered harassment from Johnie and her daughter at home, and she found a lot of trouble adjusting at school.
  • – She relocates to England and she has to readjust t another of her father’s ‘women and to high school in a third country. She had no control over her life. She was tense at the thought of another adjustment to a different school.
  • -She suffers prejudice at college because of being black and speaking in an American accent. She was shy and insecure. She appeared proud to the Jamaicans because of her accent.
  • She tries to be different and gangs jump with Africans but she gets disappointed by her Nigerian boyfriend.
  • At the end of it, Brenda didn’t have even one positive word to say about England.
  • When we first meet her, her frustrations come out in form of anger, confrontation and unrealistic ideals. She is unhappy with the customs officers with the drivers on the roads, and with the environment.

 

Conclusion :-Thus Brenda’s view of reality has been distorted by the emotional hurts she has gone

                       through  as a result of the discrimination in the US and in England.

Consider any other relevant conclusion

(Expect any four well illustrated pts each 3mks)

Introduction -02mks

Content – 3+3+3+3 = 12mks

Language = 4mks

Conclusion =2mks

 

 

8 .          Write an essay showing how Brenda’s contact with Laura changes her attitude towards Jamaica.

Brenda’s initial attitude to Jamaica is that of pessimism, however, her encounter with Laura changes this to one of patriotism.

Accept any other relevant introduction but the changes in attitude must be captured.(otherwise do not award any mark)

A         i) Laura’s company

Laura is good company for Brenda and share with her experiences that have helped Brenda look at Jamaica more positively as opposed to the previous negative mage.

She now appreciates and creates interest in Jamaica. After her tour of Jamaica with Anthony, Brenda writes back to Laura about the attraction of Jamaica (p181)

  1. ii) Promotion of Jamaica’s image abroad

Brenda, Laura and Anthony raises funds to sponsor the English youth club to tour Jamaica (pp 115,185)

iii) Patriotism

Brenda rediscovers Jamaica. She finds her “Jamaican self”p51 she feels one with Jamaica and she is proud of her country.

She markets her country facilities abroad through mails (p185)

  1. iv) Building friendship

The friendship of David and Edith is part of the Jamaica that Laura gives to Brenda.

expect all the four points and mark 3:3:3:3:=12marks

Conclusion

The influence of a friend can either change one in a positive or negative way. Brenda is positively influenced by Laura to be patriotic

expect any other relevant conclusion=2marks

grammar=4 marks

 

  1. With illustrations from the novel ‘Homestretch’, write an essay on the problems that people who migrate to foreign countries encounter

 

Introduction (2marks)

Many people go to foreign countries hoping to enjoy better standards of living, but they end up suffering due to racial dissemination, bad weather and even educational adjustment.

Accept any other valid introduction.

 

POINTS OF INTERPRETATION:  (12MARKS)

P(i)difficult in finding jobs/job discrimination

  • David’s case]
  • Edith friend’s case] pg 6
  • Brenda’s case pg 90-91

P(ii) pressure at work place

  • This makes David and Edith lose  their closeness as a couple pg 7
  • People lack time to have proper meals pg 41
  • Leads to David getting a stroke

P (iii) Difficult to adjust to different weather

  • David pg 7
  • Brenda pg 62,74

P (iv) Racial discrimination that leads to psychological trauma

  • David and Edith pg 20-21 ,30-32
  • Brenda pg 75-76 ,90

P (v) Difficult in educational adjustment

  • Brenda finds it hard to adjust to America system of education pg 59-60
  • She also finds it taxing to adjust from America system to British curriculum

P (vi) Strange meals

Those who migrate find it difficult in adjusting to new types of meals and miss their meals they are used to e.g. Brenda pg 75-78

 

Accept any other relevant point

Mark 3:3:3:3 = 12

Indeed most people who migrate to other counties face numerous problems in the foreign counties as exemplified in the points above

Accept any valid conclusion

 

GRAMMAR (4marks)                                                                                                                      

Award a numerical language mark depending on the sore in the point vis-à-vis the communication ability of the candidate.

 

 

  1. Write a composition on the beauty of homecoming after a period of absence abroad.

Draw  your illustrations from Velma Pollards Homestretch

 

Introduction   – In the novel many characters had once migrated from Jamaica and lived in Diaspora to seek fortune. However, life there has proved to be full of hardships. When they come back home, they find joy

(i) David and Edith                                                                                                         

Have lived in England for 30 years

  • Life has proved difficult
  • Had no time to be socialized with friends and neighbors
  • Had little time to be together since they worked in different places
  • Were subjected to long working
  • David suffered a stroke just before coming back from Jamaica
  • Life changes tremendously upon their return from Jamaica
  • They get a warm reception from Laura
  • They socialize with long time friends (Charley)
  • They involve themselves in community work
  1. ii) Brenda
  • Is frustrated in America
  • Mistreated by her step mother
  • Lacks basic necessities like clothes (pp 58)
  • Cant fit in the education system
  • When Brenda later makes a trip to Jamaica, she ends up appreciating the cultural heritage e.g. food, dance environment after attending several tours in Jamaica (pp 68 – 98)

iii) Anthony                                                                                                                           

  • Does not enjoy life in America
  • Has taken a degree in engineering but not satisfied
  • Has not come back to Jamaica every time he gets an opportunity (pp 101)
  • He intends to come back and live in Jamaica (pp 101)
  • Together with Brenda, he makes several tours in Jamaica which makes them appreciate the Jamaican cultural heritage (pp 160 – 169)
  • Mark 4: 4:         4

Conclusion

2 marks

 

  1. Using at least two characters from Velma Pollards Homestretch write an essay on the role

played by women in the community.

  1. Introduction

Over the generations, women have been looked down upon the society. They have been seen as

tools of procreation and domestic servants. These women include: Edith, Laura, Brenda

Mama Joy,   Mrs. Saul and Mrs. Stewart

 

  1. Body

Edith:-

  • Loving, determined and a hard- working lady who strives to improve the living standards of the community both in Woods and in England
  • She gives the church a face – lift with the help of the school girls
  • Initiates reintroduction of basic school and is even willing to use her own resources at the beginning
  • In Birmingham she teaches the West Indian children to play the organ
  • She is instrumental in helping David settle down in Jamaica. She encourages him when he decides to make furniture to the school, to restore his self confidence
  • She gives part- time domestic science lessons to the senior girls from the local school

Laura:- 

  • Responsible and friendly young woman
  • She helps her aunt and uncle to settle down in Jamaica
  • She organizes for the renovation of their houses
  • Level headed, dedicated to David and Edith
  • Arranges of myrtle to meet David and Edith after 30 years. They organize a trip to MilkRiver
  • Advises Brenda on how to choose courses at the University when they meet in England

Brenda :Strong determined and aggressive

  • Brought up almost single handedly by the mother
  • Experiences racial prejudice in her place of work but plays the role of exposing Jamaican culture to the world through journalism e.g. coverage of events of Men to yard
  • She is the driving force in the idea of bringing West Indian children to Jamaica

Mama joy:

  • Loving, patient and committed though a victim of teenage pregnancy. Struggles to bring up Brenda through good education and counsel, through to university in US
  • Goes to school in middle age to fulfill her dreams

Conclusion

These women characters prove that women have a vital role to play in the community and at home

Marks:

At least two roles for three characters each = 12 mks (mark 4 : 4 : 4)

Grammar and presentation = 4 mks

Introduction and conclusion 2 mks                                                                            *

 

 

  1. “If well planned for, retirement is not to be feared. It can in fact be a useful period in a person’s life.” Basing  your reasoning  on what  happens  in the  novel ,write  a  composition to  explain this statement.

Introduction – With proper planning retirement need not to be a time of stress in a person’s life.

With proper planning and utilization of time, retirees can infact make useful contributions to the communities

  1. i) On education

David and Edith decide to be useful and would work to improve education in the village

  • Edith is determined to give children under seven access to education
  • David makes his project to provide for the village school. He becomes the woodwork teacher while Edith teaches girls domestic work and uses them to dress the church on Saturdays

 

  1. ii) Catalyst of development
  • Jamaica becomes poor but David and Edith become catalysts of development and because of their efforts, government/ service activities commence with the grading of road in the village
  • The villages economy starts to grow as more stock is added to shops, more traffic starts to pass through the village and young people working in towns start coming to the village

iii) David and Edith rediscover their closeness in Jamaica

  • In Jamaica they are happy and relaxed
  • They can sit and enjoy breakfast, something that was unheard of in England
  • They can also entertain friends in their new home
  • They can relieve their favourite pass- time of reading for one another and pleasure. Edith found a joke in a book she was reading and called David to share it
  1. iv) Farming David and Edith are able to find time to do some-gardening- growing flowers and vegetables.
  • The climax of their happiness at returning home is experienced during the occasion of their first anniversary of returning to Jamaica when Laura gathers so many relatives together for celebrations
  1. v) Proper saving
  • Edith and David used to send money to Laura and she on her part used to renovate their house. They had not sold their house when they left for England like so many others who sold their houses when they went to live in England
  • They had also saved money that would enable them live comfortably in Jamaica
  • Laura had helped them buy a house from where they were drawing rent
  • Both were also receiving pension

 

CONCLUSION

But all in all, David and Edith’s life is one of success and serves to illustrate that people in retirement can indeed make useful contributions to their communities

 

NB                  – Credit should be given to well illustrated points and relevance

  • Every point to be given two illustrations
  • Mark 4 points for 4:4:4:4 (16) for well illustrated points
  • Award 2 marks for introduction and 2 marks for conclusion

 

  1. Write a composition on challenges! Problems experienced by Africans in the diaspora.

Draw your illustrations from the novel Homestretch by Velma Pollard.

 

Introduction: Living in the Diaspora is portrayed as demanding and challenging experience. It is

a life of adjustment and settlement is elusive in the process one suffers uncertainty, nostalgia, loneliness and discrimination

Points I

Racial discrimination — David discriminated against in England, where he had $o luxury for rest and Whites would not like to be seen with him however they work with him. Elsewhere Brenda reveals open racism while she searched for a job . Whites have one place for blacks — the ground floor, manual work. Anthony also comments that America think about colour everyday. Loneliness — David and Edith work for the motherland but never get to belong this society. The working life is demanding to the extent of alienating David and Edith from each other. The had no time to sit, chat and interact with people. The only thing they common with whit* man is work. Brenda it as well haunted by feelings of rejection, placeless and homelessness as he leaves Jamaica before she calls it home and in America she is a stranger to the father, stepmother and stepsister

Weather — When Brenda retreats to England she finds the place cold and unbearable. It rained most of the time

Nostalgia — there is longing for the past sweet memories e.g. Brenda has feeling of childhood with the grandmother

Sickness! mental torture — Due to the experiences of discrimination and exploitation it is clear that those who go to America don’t return while normal. For example David returns on a wheel chair while others like Miss Betty’s daughter and Miss Gerald’s son are mad

(Any 4 points 4×3 = 12mks)

Conclusion: The humble appeal to African’s is that they be proud of their islands and find a

lasting home there

 

  1. Despite challenges, women still become usefully successful. Using any two of the characters given below from Pollard’s novel ‘Homestretch’ support this statement.

(i) Brenda

(ii) Edith

(iii) Mama Joy

 

BRENDA-Challenges

(i) She is neglected by her father in early childhood

(ii) Faces discrimination in America (in the school homeroom)

(iii) Lives with a hostile step mother in America.

(iv) Suffers the cold weather of Britain

(v) Faces discrimination in a University in Britain

 

 

Usefulness

(i) She succeeds in education    e.g.-Writes winning essays

– Gets As in high school

– Achieves a second upper degree in University

– Studies for masters

(ii) She supports/intercedes for Jamaican children in school

(iii) She organizes a tour for Jamaican children to Jamaica

(iv) She becomes a successful journalist

(v) She builds a house for her mother

 

EDITH-          Challenges

  • Together with David, she had gone to seek employment in Britain
  • Overworked in Britain
  • Alongside David, she suffers racial discrimination in Britain
  • Her love with David is affected by the hostile circumstances in Britain
  • She has no children
  • Her husband (David)suffers a stroke n Britain)

 

Usefulness

  • Useful in her employment in England
  • She and her husband (David) supported Laura when her mother passed on
  • She was a loving/devoted wife to David. She nurses him when he undergoes a stroke
  • Back in Jamaica, she teaches domestic matters to girls
  • She assists in the local church
  • She resettles successfully back in Jamaica

 

MAMA JOY- Challenges

  • She is by her lover once she becomes pregnant
  • Initially, she struggle to bring up Brenda alone
  • She suffers unemployment until later in life when she joints teaching

 

Usefulness

  • Despite neglect by the husband, she takes care of Brenda
  • Trains and acquires a job later life

Marking

Any two characters

Each character challenges – at least 3 x2mks = 6mks

Usefulness – at least 3 x 2mks  =6mks

                                                              Total 12mks

Introduction -2mks

Body – 12mks

Conclusion -2mks

Language – 4mks   Total – 20mks

(N/B – Accept any other relevant points on the above characters)

– If the candidate does not bring out the two areas i.e. challenges and usefulness,

(mark each point out of (3mks)

 

 

  1. Using illustrations from Velma Pollard; “Homestretch” write an essay how Laura helps Edith and David to settle down in Jamaica.

 

Introduction – 2mks

Brief introduction of who Laura is

Explanation of why Edith and David need help

Content           (12mks)

 

  1. She renovates and furnishes their house
  2. she designs the house with a view to maintaining the old architectural plan Edith and David were used to
  3. She receives them at the airport and has transport ready to take them home
  4. She relates with them as her real parents
  5. She does not spare any effort to ease Edith and David’s adjustments to life in Jamaica after thirty years in Britain

(any 4 points well illustrated each 3+3+3+3=12mks)

N/B: Get illustrations from the novel

conclusion – 2mks)

We need to help someone who is in problems. This is seen when Laura helped Edith and David to settle down        (accept any valid conclusion)

Agriculture Form 1 to 4 Free Best Notes Booklet

TOPICS COVERED

 

SECTION I QUESTIONS

 

  •  INTRODUCTION TO AGRICULTURE………………………………………………………..3
  • CROP PRODUCTION I (LAND PREPARATION) ……………………………………………5
  •  FACTORS WHICH INFLUENCE AGRICULTURE……………………………………………5
  • WATER SUPPLY, IRRIGATION AND DRAINAGE…………………………………..………….
  • SOIL FERTILITY 1 (ORGANIC MANURE) ………………………………………………..…..8
  • AGRICULTURE ECONOMICS  (BASIC CONCEPTS AND FARM RECORDS) ……………9
  •  SOIL FERTILITY II (IN ORGANIC FERTILIZERS) ……………………………….………..10
  • CROP PRODUCTION II (PLANTING) ………………………………………………..……….12
  • CROP PRODUCTION III (NURSERY MANAGEMENT PRACTICES) …………………….14
  • CROP PRODUCTION IV (FIELD MANAGEMENT PRACTICES) …………………………15
  • CROP PRODUCTION V (VEGETABLES) …………………………………………………..16
  • LIVESTOCK HEALTH (INTRODUCTION TO LIVESTOCK HEALTH) ……………………17
  • AGRICULTURAL ECONOMICS II (LAND TENURE AND LAND REFORM) …………….18
  • SOIL AND WATER CONSERVATION…………………………………………………………18
  • WEEDS AND WEED CONTROL………………………………………………………………19
  • CROP PESTS AND DISEASES………………………………………………………………….21
  • (pp1): CROP PRODUCTION VI  ( FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM,
  • BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFEE
  • AND TEA CROP PRODUCTION III(NURSERY MANAGEMENT PRACTICES) …………23
  • FORAGE CROPS…………………………………………………………………………………24
  • AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)………………………..25
  • CROP PRODUCTION IV (FIELD MANAGEMENT PRACTICES) ……………………………
  • CROP PRODUCTION V (VEGETABLES)……………………………………………………….
  • AGRICULTURAL ECONOMICS IV………………………………………………………….29
  • LIVESTOCK HEALTH (INTRODUCTION TO LIVESTOCK HEALTH) ……………………
  •  AGRICULTURAL ECONOMICS II (AND TENURE AND LAND REFORM) …………….…
  • SOIL AND WATER CONSERVATION……………………………………………………..…..
  • WEEDS AND WEED CONTROL………………………………………………………………..
  • CROP PESTS AND DISEASES………………………………………………………………..
  • CROP PRODUCTION VI  (FIELD PRACTICES FOR MAIZE, MILLET,
  • SORGHUM, BEANS AND RICE:
  • HARVESTING OF COTTON, PYRETHRUM, SUGAR CANE COFFEE & TEA………………
  •  AGRICULTURE ECONOMICS (V) …………………………………………………….……..32
  •  AGRO FORESTRY…………………………………………………………………………….32

      SECTION I ANSWERS………………………………………………………………..……..34

  • SECTION II QUESTIONS
  • FARM TOOLS AND EQUIPMENT…………………………………………………………….92
  • LIVESTOCK PRODUCTION I (COMMON LIVESTOCK BREEDS) ………………………96
  •  LIVESTOCK HEALTH II     (LIVESTOCK PARASITES) ……………………………………97
  • LIVESTOCK PRODUCTION II (NUTRITION) ………………………………………………..98
  •  LIVESTOCK PRODUCTION III (SELECTION AND BREEDING) ……………………..    99
  • LIVESTOCK PRODUCTION IV (LIVESTOCK MANAGEMENT PRACTICES)…………..100
  • FARM STRUCTURES ………………………………………………………………………103
  •  LIVESTOCK HEALTH III    (LIVESTOCK DISEASES) ……………………………………108
  • LIVESTOCK PRODUCTION V (POULTRY) ………………………………………………110
  • LIVESTOCK PRODUCTION III (LIVESTOCK REARING PRACTICES) …………………112
  • FARM POWER AND MACHINERY…………………………………………………………..113

SECTION II   Answers ………………………………………………………………………..117

 

 

SECTION I : QUESTIONS

 

INTRODUCTION TO AGRICULTURE

This topic entails the following:-

  • Definition of agriculture
  • Main branches of agriculture
  • Farming systems
  • Farming methods
  • Role of agriculture to Kenya’s economy
  • Varied opportunities in agriculture.

 

The following relevant questions and their answers in this topic will help and motivate the user to       comprehend and understand the required concepts and practices:

 

  1. Give two factors which characterize intensive farming
  2. State three reasons why organic farming is encouraged in farming
  3. State two ways in which agriculture contributes to industrial development
  4. State four ways by which wind affects the growth of crops
  5. State one physical characteristic used in classifying soil
  6. Outline four advantages of organic farming
  7. State two conditions under which shifting cultivation is practiced
  8. Differentiate between the following terms as used in Agriculture:-

(a) Oleculture and floriculture

(b) Apiculture and aquaculture

 

FACTORS WHICH INFLUENCE AGRICULTURE

In this topic, the following factors influence agriculture.

-Human factors e.g. -level of education, -Health HIV/AIDS, -Economic status of the farmer e.t.c

– Biotic factors e.g. pests, parasites, decomposers, pathogens, pollinators, predators e.t.c.

– Climatic factors e.g. rainfall, temperature, wind and relative humidity, light

– Edaplus factors e.g. type of soils, soil profile, soil structure, soil texture, soil chemical properties.

The following relevant questions and their answers in this topic will greatly help and

motivate the user to comprehend and understand the required concepts:

 

  1. State two roles of humus in the soil that are beneficial to crops
  2. a) outline five activities that may be  undertaken in organic farming
  3. List four effects of temperature on crop growth
  4. State four ways by which wind affects the growth of crops
  5. Name two factors related to light that affect crop production and distribution in Kenya
  6.  Describe the environmental conditions that may lead to low crop yields
  7. List three environmental factors that affect crop distribution in Kenya
  8. State one physical characteristic used in classifying soil
  9. Outline four advantages of organic farming
  10. The diagrams below show an experiment carried out by a form 1 class. Study them carefully and
E
D

answer questions that follow:

 

 

 

 

 

 

 

 

 

(a) What was the aim of the experiment?

(b) What was the observation that form 1 students made at the end of the experiment in

flasks D and E?

(c) Give the reason for the observation made in flask D

           

  1. Briefly explain how sub-soil as a horizon in a soil profile can affect soil productivity
  2. (a) What are the three aspects of light that are important to a farmer?

(b) Mention three ways through which relative humidity affect crop production

  1. The diagram labeled E and F below illustrates some type of soil structure. Study the diagrams

carefully and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

(a) Identify the types of soil structure illustrated in diagrams E and F

(b) Identify the parts labeled (i) and (ii) in diagram F

(c) Outline the influence of physical characteristics of soil on its properties

  1. State three physical characteristics of soil
  2. Study the diagram below and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) State merits of horizon A                                                                                                  
  2. b) State distinct features of horizon B
  3. c) What does the term transition zone refer to in soil profile
  4. i) Name horizon C and state its importance
  5. Outline two ways temperature affects crop production
  6. List four ways by which biological agents can enhance the process of soil formation
  7. List four environmental factors that affect crop production in Kenya
  8. Explain the role played by topography in soil formation
  9. Mention two importance of parent’s material in soil profile
  10. Mention four ways of modifying soil temperature in crop production
  11. a) Mention two factors that   affect  selectivity of herbicides
  12. b) Name two farming practice that cause water pollution
  13. Give four factors that influence soil formation
  14. State three properties of soil that is influenced by soil texture
  15. Name any three agents of biological weathering

 

 

 

CROP PRODUCTION I (LAND PREPARATION)

  • Land preparation entails the following farming practices.
  • Land clearing or bush clearing tools, chemicals and equipment used.
  • Primary cultivation, tools and equipment as machines used.
  • Primary cultivation, tools and equipment as machines used.
  • Secondary cultivation, tools and equipment used.
  • Tertiary operations e.g. ridging, rolling and leveling.
  • Sub-soiling, tools used and reasons for the same.
  • Minimum tillage and reasons for the secure.

 

The following relevant questions and their answers in this topic will greatly help and motivate

the user to comprehend and understand the required concepts and farming practices:

 

  1. Give three factors that determine depth of ploughing during land preparation
  2. List four reasons for cultivating land before planting
  3. (a) What is minimum tillage?

(b) Give four farming practices that help in achieving minimum tillage.

  1. (a) Describe the establishment of grass pasture from the time the land is ploughed using a mould

board plough to the time the pasture is ready for grazing

(b) Explain five practices that a farmer should carry out to ensure uniform germination of seeds         (c) Describe five factors that determine the number of cultivations when preparing a seedbed

  1. State four physical conditions of the seedbed that need to be changed to facilitate germination
  2. State four importance of sub soiling as a tertiary operation
  3. Outline four advantages of rolling in seedbed preparation
  4. State four disadvantages of minimum tillage
  5. The diagram below illustrate a tertiary operation carried out in the farm

 

 

 

 

  1. a) Identify the tertiary operation
  2. b) (i) State the importance of the tertiary operation identified in 20(a) above

(ii) Give two other  tertiary operations carried out in the field besides the one identified above

  1. Give two reasons why it is advisable to cultivate the field during the dry season
  2. How are hard pans caused by cultivation?
  3. Give four factors that determine the number of secondary cultivation operations
  4. Define the term minimum tillage
  5. List four advantages of timely planting
  6. State any two factors that determine the number of cultivation on a field before it is ready for

planting

  1. Give three benefits of timely planting of annual crops
  2. State four factors determining the depth of ploughing land

 

 

 

 

 

 

 

WATER SUPPLY, IRRIGATION AND DRAINAGE

 

This topic entails the following:

  • Hydrological cycle
  • Sources of water on the farm
  • Water collection and storage
  • Pumps and pumping of water
  • Types water pipes
  • Water treatment
  • Uses of eater of the farm.
  • Types of irrigation advantages and disadvantages.
  • Importance and methods of drainages
  • Water pollution causes and prevention.

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the required concepts and practices:

 

  1. State two reasons for treating water for us on the farm
  2. State three reasons for draining swampy land before growing crops
  3. Use the diagram below of irrigation method to answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the method of irrigation
  2. b) State four advantages of the above irrigation system
  3. c) State three factors that determine the type of irrigation on the farm
  4. d) State two disadvantages o f the above system of irrigation
  5. a) What is irrigation
  6. b) Outline three methods of irrigation
  7. a) List four use of water on the farm
  8. b) Give four methods of harvesting water on the farm
  9. c) Outline the stages involved in water treatment process
  10. List any four uses of water in the farm
  11. State two types of irrigation used in Kenya
  12. Outline four disadvantages of cambered beds

Describe the process of water treatment

  1. Give four roles of drainage as a method of land reclamation
  2. Name two types of water pumps which can be used in the farm
  3. Name any four examples of working capital in maize production
  4. List four types of water pumps which can be used in the farm
  5. State four methods of drainage
  6. Distinguish between a dam and a weir                                   
  7. How do the government control prices of essential farm produce
  8. What is the difference between pumping and piping of water in the farm?
  9. List four reasons of draining water logged soils before planting.
  10. Give three Agricultural practices which lead to water pollution
  11. The diagrams below illustrate some methods of irrigating crops in the field. Study the diagrams

and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the methods used ;   (i) A              (ii) B

(b) State two advantages of method A over method B

(c) What material should be inserted at point T

  1. b) Name two farming practice that cause water pollution
  2. Give four reasons for practicing irrigation
  3. a) State four  importance  of water to plants
  4. b) State four reasons for treating water before use c) Describe water treatment system in a chemical treatment plant
  5. Name four diseases caused to man by drinking untreated water
  6. State the functions of the following chemicals as used in water treatment;

(a) Chlorine.

(b) Aluminum sulphate (AIlum)

  1. The diagrams labeled S and T illustrate some methods of draining waterlogged fields; use it to

answer the questions that follow:

 

 

 

 

 

 

(a) Identify the methods illustrated

            (b) What are the materials in S labeled M and N

           (c) Name two types of crops that can be planted in the field instead of carrying out the practice

illustrated in S and T

(d) What is the importance of carrying out land reclamation?

 

 

SOIL FERTILITY 1 (ORGANIC MANURE)

This topic entails the following:

  • Characteristics of a fertile soil
  • How soil loses soil fertility
  • Soil fertility maintenance
  • Reasons of adding organic matter to soil
  • Disadvantages of organic manure
  • Types of organic manure i.e green manure, farm yard manure and compost measure.

 

The following relevant questions and their answers in this topic will greatly help the user to             comprehend and understand the required concepts and practices:

 

  1. State two roles of humus in the soil that are beneficial to crops
  2. List four characteristic of fertile soil
  3. The diagram below illustrates a compost heap. Study it and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Name the part labeled Q and state its function
  2. b) What is the function of each of the following components in preparation of compost manure
  3. i) Top soil
  4.       ii) Wood ash

iii) Rotten manure

 

 

  1. The illustration below shows a four heap system of making compost manure. Study it and answer

the questions that follow.

 

 

 

 

 

 

 

 

 

(a) By use of arrows indicate on the diagram above how the following material should be

transferred from one heap to another till the manure is applied in the field

(b) How long does the material take to be ready for application in the field as manure?

(c) Give a reason for turning the material in the heap regularly

(d) Give two reasons why it is necessary to sprinkle water on the heap

  1. Name four indicators of well-decomposed manure
  2. (a) State two factors that should be considered when siting a compost manure heap

(b) When preparing compost manure, explain the importance of each of the following:-

(i) Addition of ash

(ii) Regular turning of the compost manure

  1. What is leaching?
  2. State four advantages of adding organic matter to a sandy soil
  3. (a) Describe the preparation of the following farm materials:-

(i) Farm yard manure

(ii) Hay

(b) Explain the factors considered in timely planting of annual crops

  1. A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

method to calculate the value  of feedstuffs  to be used to prepare 100kgs  of the feed

  1. ii) A part from Pearson square method, name two other methods that can be used to formulate

feed ration

 

AGRICULTURE ECONOMICS

(BASIC CONCEPTS AND FARM RECORDS)

This topic entails the following

  • Definition of scarcity, preference and classic, opportunity cot as used in agriculture production.
  • Uses of farm records
  • Types of farm records i.e production records, filed operation records, breeding records, feeding records, health, labour records and master roll.

 

The following relevant questions and their answers in this topic will greatly help and motivate

the user  comprehend and understand the concepts and practices.

 

  1. (a) What are the uses of farm records to a farmer?

 

  1. Identify the farm record below and the questions that follow:
Date Disease symptoms Animals affected Drug used Cost of treatment Remarks
           

(a)Identity of the record

(b) State two different information that should be entered in the remarks column

(c) Give two importance of keeping the farm record illustrated above

  1. State four uses of farm records
  2. State four uses of farm records
  3. Outline two ways the level of education and technology influence the efficiency of agricultural

production

  1. Study the illustration below of farm records:- Use it to answer the questions that follow:

Enterprise

Month                     

Name of cow DAYS IN MONTH
  1   2   3   4   5   6  
AM PM AM PM AM PM AM PM AM PM AM PM
                       

 

(a) Name the type of the farm record illustrated above

(b)  Give three reasons for keeping health records in a livestock production

(c) Give three pieces of information a dairy farm manager should collect for planning purposes

  1. List down four pieces of information recorded in a field operation record.
  2. List two events occur during induction stroke in a four stroke engine
  3. Give two conditions under which a farmer may prefer the use of donkey trailed cart instead of

a tractor drawn trailer in his farm

 

 

SOIL FERTILITY II (IN ORGANIC FERTILIZERS)

 

This topic entails the following;

  • Essentials elements required by cops
  • Classification of essential elements
  • Role o micro-nutrients
  • Deficiency symptoms of macro-nutrients and micro-nutrients.
  • Identification and classification of fertilizers.
  • Soil sampling and testing methods of fertilizer application.
  • Effect of soil acidity/alkalinity air crops
  • Fertilizer rate calculations

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the required concepts and practices:

 

  1. State four advantages of applying lime in clay soil
  2. a) Give the form in which the following elements are absorbed by crops
  3.     i) Sulphur
  4. ii) Nitrogen

iii) Carbon

  1.     iv)  Magnesium
  2. b) List three effects of nitrogen to plants
  3. Mr. Malombe of Shinyalu village prepared to top dress 10 hectares of nappier grass using

sulphate of ammonia (21%N). Sulphate of ammonia is applied at rate of 150kg per hectare.

Calculate

  1. a) The quantity of sulphate ammonia fertilizer the farmer will need for 10 hectares
  2. b) The number of 50kg bags of fertilizer he will purchase
  3. Give two disadvantages of using farmyard manure
  4. State four factors which influence the stage at which the crops are harvested
  5. A form four student was given a sample of a fertilizer with the following characteristics:

(i) Grey in colour

(ii) It is granular

(iii) Causes no corrosion

(iv) It is highly hygroscopic

(v) It is neutral

(a) Identify the fertilizer

(b) At what stage of growth of maize should it be applied?

(c) Calculate the amount of K2O contained in 400kg of a compound fertilizer 25:10:5

  1. State two pieces of information that soil sample should have before being taken to the laboratory

for testing

  1. A compound fertilizer bag has the labels 20-20-0. What do the figures stand for?
  2. Give four functions of sulphur in crops
  3. State four advantages of lining as a measure of soil improvement
  4. State two methods of increasing soil PH
  5. (a) State three factors that determine the amount of inorganic fertilizers needed to be applied

to crops

(b) What are the necessary precautions observed when carrying out soil sampling?

  1. List three functions of nitrogen in crops
  2. (a) Distinguish between fertilizer grade and fertilizer ratio

(b) List four elements whose deficiency results into chlorosis in plants

  1. The diagram below shows a method of soil sampling

 

 

 

 

 

 

 

 

 

 

 

(a) Name the method illustrated in the diagram

(b) State three precautions taken when collecting the soil for testing using the above method

(c) Give four reasons why soil from the farm is tested

  1. A farmer was advised to apply compound fertilizer 20-20-10 on an orchard measuring

20m X 10m at the rate of 80kg/ha. Calculate the amount of fertilizer the farmer would require

for the orchard.                                                                                     (Show your working)

  1. a) A compound of fertilizer  has a fertilizer grade of 25:10:5.calculate  the a mount

of phosphorus fore sent in 400kg of this fertilizer

  1. b) The diagram below illustrate methods of collecting soil sample from a field

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the methods illustrated 1-
  2. ii) xx

iii) State three importance of carrying out soil sampling and testing

  1. (a) What is an incomplete compound fertilizer?

(b) State four reasons why a maize crop continued showing deficiency of potassium despite

applications recommended amount of potassic fertilizer

  1. The diagram below shows a soil sampling method.

 

 

 

 

 

 

 

 

(a) Identify the method illustrated above

(b) Name any two spots in a farm that should be avoided during sampling

(c) Describe the steps followed while carrying out the exercise in (a) above

 

CROP PRODUCTION II (PLANTING)

This topic entails the following:

  • Correct  planting materials for various crops
  • Selection and preparation of planting materials
  • Determination of optimum time of planting
  • Factors which determine planting depth
  • Planting procedure for different crops
  • Factors which determine seed rate, spacing and plant population.
  • Calculation of plant population
  • Economic value of land.

The following relevant questions and their answers in this topic will greatly help and motivate

the user to comprehend and understand the required concepts and practices:

 

  1. State two reasons for seed treatment of tree species before planting
  2. Give three factors that determine spacing of beans
  3. State four reasons for using certified seeds for planting
  4. Below are diagrams showing vegetative material used for propagation.

 

 

 

 

 

 

 

 

 

 

  1. a) Name the propagation materials A, B, C, D
  2. b) What is the term used for inducing B to start germinating?
  3. c) State four advantages of vegetative propagation on crop production
  4. Differentiate between hybrid and composite
  5. a) A farmer planted 100 maize seeds and 90 seeds germinated.

Calculate the germination percentage

  1. b) Given that maize is planted at a spacing of 75cm by 25cm, calculate the plant population in a

plot measuring 4m by 3m

  1. Give four qualities of a mother plant which should be considered when selecting vegetative

material for propagation

  1. Explain five practices that a farmer should carry out to ensure uniform germination of seeds
  2. State two factors which determine the depth of planting
  3. State two advantages of adding organic matter to sandy soil

 

  1. Calculate the number of tea plants in two hectares (2ha) given that the spacing is 150cm x 75cm

and one seedling is planted per hole

  1. Outline four reasons why training is important in some crops
  2. Give four factors that influence the depth of planting
  3. Two precautions taken when harvesting cotton
  4. Outline four reasons why training is important in some crops
  5. Give four factors that influence the depth of planting
  6. Two precautions taken when harvesting cotton
  7. State four factors that determine the spacing of annual crops
  8. Outline four advantages of rolling in seedbed preparation
  9. List two factors that effect rooting of cuttings in crop production
  10. Outline three ways of preparing materials before sowing
  11. Outline three ways of preparing materials before sowing
  12. Distinguish between over sowing and under sowing

 

  1. Study the illustration below of a tea vegetative material and answer the questions that follow

 

 

 

 

 

 

 

 

  1. a) What name is given to the vegetative material drawn above for tea propagation
  2. b) State two devisable characteristics of the selected plants used to develop the plant shown
  3. c) Give two precautions observed during the preparation of the material above before planting
  4. The diagram below illustrates the spacing which is used when planting beans. Study the diagram

and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

  1. a) State the spacing illustrated above
  2. b) Suppose the student is asked to use the illustrated spacing to plant in a plot 4m by 3m leaving

30cm distance from the edge; calculate;

  1. i) The number of rows on the wider side of the plot
  2. ii) Calculate the plant population
  3. Using planting material whose diagram is shown below, list four factors that would influence the

rooting of the structure

                           

 

 

 

 

 

 

 

 

  1. Describe the selection, preparation and raising of vegetative tea seedlings in the nursery
  2. Explain the factors considered in timely planting of annual crops
  3. Give four disadvantages of broadcasting as a method of planting.
  4. Define the following terminologies as used in Agriculture
  5. Give two advantages of producing crops by use of seeds over vegetative propaganda
  6. State four ways of preparing planting materials before planting

 

 

 

 

CROP PRODUCTION III

NURSERY MANAGEMENT PRACTICES

 

This topic entails the following:

  • A nursery bed
  • A nursery bed and a seed bed
  • Reasons of establishing nursery bed
  • Suitable site for nursery bed
  • Nursery bed preparation
  • Nursery bed management practices
  • Transplanting seedling crops from nursery bed
  • Budding a seedling
  • Grafting a seedling
  • Reasons for budding, grafting and layering
  • Tissue culture
  • Damage caused by animals to a seedling and prevention.

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the required concepts and practices.

 

  1. Name three methods of grafting that are used in propagation of plants
  2. State two practices done during hardening-off of seedlings in a nursery bed.
  3. List two methods of budding used in crop propagation
  4. List four management practices carried out on a nursery bed
  5. Outline two importance of tissue culture in crop propagation
  6. Differentiate between a nursery bed and a seedling bed
  7. Give four advantages of under sowing in pasture production
  8. Give four advantages of under sowing in pasture production
  9. The diagram below shows a structure used in crop production:

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the structure above

(b) Give a reason for carrying out each of the following practices in the structure shown above

(i) Pricking out

(ii) Hardening off

(c) State three importance of the part labeled A in the above structure

  1. (a) Describe the siting and establishment of a crop nursery

(b) Explain management practices in a crop nursery

  1. State four importance of thinning seedlings in the nursery bed
  2. State the difference between a seedling bed and a seedbed.
  3. Below is a diagram of a nursery for raising the seedlings

 

 

 

 

 

 

 

 

 

 

(a) State two advantages of having the part labeled J

(b) State any three management practices that should be carried out on the nursery from the time

seedlings emerge to the stage of transplanting

 

 

CROP PRODUCTION IV (FIELD MANAGEMENT PRACTICES)

This topic entails the following:

  • Crop rotation
  • Reasons for crop rotations
  • Crop rotation programme
  • Terms used in crop farming
  • Mulching
  • Reasons for various field management practices
  • Correct stage for harvesting crops
  • Harvesting practices of various crops.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Distinguish between staking and propping as a field management practice on crops
  2. Explain five advantages of crop rotation
  3. State four factors which influence the stage at which the crops are harvested
  4. The diagrams labelled B and C below are illustrations of coffee plants established using two

different formative pruning systems.

Examine the diagrams and answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

(a) Identify the system of pruning illustrated in B

(b) Identify the system of pruning in C

(c) Outline the procedure of how pruning in diagram C is carried out

  1. Give two functions of earthing up in crop production
  2. Describe the factors which determine the stage of harvesting of crops
  3. Give two ways in which inorganic much helps to conserve water
  4. State four factors that determine the spacing of annual crops
  5. Explain the importance of each of the following practices: (i) Hardening off

(ii) Pricking out

(iii) Gapping

  1. Outline two factors that determine the stage of harvesting crops
  2. (a) List four factors that determine harvesting sage of a crop

(b) Give four practices that can be used to control storage pests

  1. List four benefits of pruning in crop production
  2. (a) What is winnowing?

(b) Give one importance of the following practices:            (i) Mulching                                                                                                                                                   (ii) Threshing

(c) Which factors are considered when carrying out a crop rotation program?

  1. What is frelishing?
  2. Briefly explain how each of the factors listed below will determine the stage at which a crop is harvested

(a) Intended use of the crop

(b) Market demand

  1. What is roguering in crop production?
  2. What is meant by the term “changing the cycle” in coffee growing?
  3. The diagram below shows a practice carried out on various crops on the farm. Study them

carefully and answer the questions that follow;

 

 

 

 

 

 

 

 

 

 

(a) Identify the farm practice represented by B

(b) State the importance of the above practice in the following crops;

(i) Maize

(ii) Irish potatoes

(c) At what stage of growth should the above practice be carried out in maize?

  1. Mention four factors which determine the stage at which crops are harvested
  2. State two limitation of using polythene sheets as mulching materials in a field of tomatoes
  3. Give two management practices carried in a banana stool
  4. State two functions of polythene sheet when used as mulch material
  5. Give four crops requiring training

 

CROP PRODUCTION V (VEGETABLES)

This topic entails the following:

  • Growing or production of a vegetable crop form nursery establishment to harvesting
  • Keep records of crop production.
  • Market vegetable crop produce
  • Give reasons or importance of growing vegetable crops.
  • The vegetable crops include the following: Tomatoes, cabbages, onions, carots, kales.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

 

 

 

  1. The diagram below is of a tomato plant. Study it and answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

  1. a) State three management practices that have not been carried on the plant above                         b) For each management practice state one reason why it should be carried  out
  2. c) Name two diseases that attack the crop above in the field
  3. Describe the production of tomatoes (lycopersicon esculentum) under the following subheadings
  4. a) Varieties
  5. b) Nursery establishment
  6. c) Field management practices
  7. List four symptoms of late blight in tomatoes
  8. State any four factors considered when grading tomatoes for fresh market
  9. State two ways of controlling purple blotch in onions
  10. The following is an illustration of an infected tomato plant. Study it carefully and answer the

questions below:-

 

 

 

 

 

 

 

 

(a) Identify the disease which may have caused the condition shown in the illustration

(b) Name any other crop which may be affected by the disease identified in (a) above             (c) Mention two other factors which can lead to the same condition as shown by the illustration

(d) State two measures that can be sued to control the disease named in (a) above

  1. Give two ways in which pruning helps to control diseases in tomatoes
  2. Outline four ecological requirements for cabbages
  3. a) Mention two pests which attack tomatoes
  4. b) Give two causes blossom end rot disease in tomatoes
  5. List three ecological requirements of tomatoes.

 

 

LIVESTOCK HEALTH

(INTRODUCTION TO LIVESTOCK HEALTH)

 

This topic entails the following:

  • Definition of Health and disease.
  • Signs of sickness in animals livestock diseases
  • Categories of livestock diseases
  • Reasons for keeping livestock in good health
  • Disease control practices
  • Appropriate methods of handling livestock.

The following relevant questions and their answers in this topic will greatly motivate and help the user to comprehend and understand the required concepts and practices.

  1. Identify four physical appearances to be observed in a sick animal
  2. State two reasons why tsetse fly control is considered to be a land reclamation method
  3. a) Explain five factors to consider when siting a fish pond
  4. b) Explain the measures used to control livestock diseases
  5. a) Name four notifiable diseases in livestock
  6. b) Discuss four ways in which livestock disease are spread in the farm
  7. c) Describe the methods of controlling livestock disease giving an example of different disease

in each case

 

AGRICULTURAL ECONOMICS II

(LAND TENURE AND LAND REFORM)

  • Definition of land tenure.
  • Description of tenure systems.
  • Descriptions of land reforms.

The following relevant questions and their answers in this topic will greatly motivate and help the user to comprehend and understand the required concepts and practices.

 

  1. State four ways by which Re-afforestation help in land reclamation
  2. State three objectives of land reforms that are taking place in Kenya
  3. State two causes of land fragmentation in Kenya since independence
  4. Outline the process followed in land adjudication
  5. State four benefits of a farmer having land title deed
  6. State four reasons for practicing land consolidation
  7. Give four advantages of communal land tenure system
  8. State four advantages of landlordism and tenancy
  9. Outline four objects of land tenure reform
  10. State three advantages of communal land tenure system
  11. List down four important details in a land title deed.

 

SOIL AND WATER CONSERVATION

This topic entails the following:

  • Definition of soil erosion
  • Explanation of various factors which influence erosion.
  • Agents of erosion
  • Description various methods of erosion
  • Description of various methods of erosion control
  • Description of micro-catchments and then uses.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Name three human activities that may influence soil erosion
  2. Below is a diagram showing soil erosion control method
Soil
Cultivated land with crops

 

 

 

 

 

 

 

 

  1. a) Identify the structure used to control soil erosion
  2. b) What is the function of the structure made
  3. c) Why was soil not put on the upper side of the trench made
  4. d) State four effects if water was allowed into the cultivated land
  5. Give two roles played by Grassley in soil erosion control
  6. List three materials that may be used for constructing a gabion
  7. State one factor that would determine the width and depth of a cut off drain
  8. Explain five ways by which grass helps to conserve soil
  9. Give four farming practices that help in reducing the effects of water shortage in crop production
  10. Name two types of terraces
  11. Name two forms of gully erosion

9          -V- shaped

-U – shaped

  1. Explain the cultural methods of soil erosion control
  2. Mention four control measures of river bank erosion
  3. The figure below represents a physical soil and water conservation measure used on various slopes

 

 

 

 

 

 

 

 

 

  1. a) Identify the measure represented above
  2. b) Describe the construction of the identified measure above
  3. a) What is soil erosion
  4. b) Give four types of water erosion
  5. c) Explain factors which influence soil erosion
  6. d) State any seven cultural ways of controlling weeds
  7. Give two ways through which gabions control soil erosion

 

 

WEEDS AND WEED CONTROL

This topic entails the following:

  • Definition of a weed
  • Identification of weeds
  • Classification o weeds
  • Competitive ability of weeds
  • Description of weed control methods
  • Harmful effects of weeds

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Study the diagram below and answer the questions that follow:

 

 

 

 

 

 

 

 

(a) Identify the weed

(b) Why is it difficult to control the weed?

(c) State the economic importance of the weed shown above

 

 

 

 

  1. The following is an illustration of a common weed of arable land

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the weed                                                                                                                          (b) Why is it difficult to control the weed?

(c) State one harmful effect of the weed on crop production

(d) Give two measures used to control the weed

  1. Below is a diagram of some common weeds. Study then and answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

(i) Identify weed A and B                                                                                                                   (ii) State two effects of weed B on crop production

(iii) Give a reason why weed B is difficult to control

(iv) State the effective method of controlling weed B                                             

  1. Give four methods of propagation which make weeds have a high competitive ability

over crops

  1. The diagrams below show weeds:-
C
D

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify the weeds C and D

(b) State why it is difficult to control weed C                                                                      

(c) State two economic importance of weed D

  1. (a) List any four types of weeds known to be poisonous to livestock

(b) At what stage of life cycle is best recommended to control weeds?

  1. State two disadvantages of using herbicides
  2. a) Name four herbicides that can be used to control weeds in a field of maize
  3. b) At what stage of growth of maize should the weeds be controlled by use of a post

emergence herbicides

  1.       (b) Give an account of economic importance of weeds
  2. a) mention two factors that   affect  selectivity of herbicides
  3. Listing specific examples of weeds describe their harmful effects in agricultural production

 

 

 

 

CROP PESTS AND DISEASES

This topic entails the following:

  • Definition of a pest and a disease
  • Main cause of crop diseases
  • Description of harmful effects of crop pests and diseases
  • Identification of crop pests and diseases
  • Control measures of crops pests and diseases

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. State two possible causes of swelling on the roots of legume crops
  2. Discuss the various cultural methods of controlling pests in crops
  3. What does the term ‘close season’ mean in crop production?
  4. Explain five cultural methods of pest control in stored grains
  5. Name four symptoms of viral infections in plants
  6. Study the illustrations given below and then answer the questions that follow:-
C

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the pests shown by the illustrations B, C and D

(b) State one effective method of controlling the pest labelled

(c) Name the type of crop commonly attacked by the pest labelled ‘C

  1. State the various practices carried out in the field to help control crop diseases
  2. State two ways in which pesticides kill crop pests

 

 

 

 

 

 

  1. The diagram below shows kale seedling attacked by a pest

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the pest

(b) What damage does the pest cause to the crop

(c)  State two methods of controlling the pest

  1. Define the term ‘economic injury level of a pest and integrated pest control management
  2. List four harmful effects of crop pests
  3. The diagram below shows a fungal disease in a section of potato crop leaf

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the fungal disease
  2. b) (i) State  the causal  organism of  the disease identified above
  3. ii) Give two symptoms of the above disease
  4. c) Give two control measures of the disease
  5. The diagram below shows a banana fruit infected by a certain disease.

 

 

 

 

 

  • Identify the disease
  • Suggest any one control measure for the disease you have named in (a)
  1. The diagram below shows a crop pest;

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the crop pest

(b) State two damages the pest would cause to crops

 

  1. Give two symptoms of nematode attack on bananas.
  2. Give four cultural practices used in controlling crop pests
  3. State three symptoms of coffee berry disease.

 

19        (i) Use the diagrams below to answer the question that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the crop pests labeled M, N and P

(b) State one control measures of crop pests labeled M                                                                  

(c) State the damage caused to crops by crop pest labeled N

  1. State and explain the cultural methods of pest control

 

 

CROP PRODUCTION VI

FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFE AND TEA

 

This topic entails the following:

  • Description of management practices of the food crops from planting to harvesting and marketing.
  • Economic value of food crops and industrial crops

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. List four management practices carried out in maize field at 45cm high
  2. Why is it not recommended to use sisal bags in handling cotton
  3. Describe the production of rice under the following sub-headings:-

(a) Land preparation

(b) Water control

(c) Fertilizer application

(d) Weed control

(ii) Describe the environmental conditions that may lead to low crop yields

  1. Describe the production of maize for dry grain production under the following sub-headings:-

(a) Seedbed preparation                                                                                                                     (b) Planting

(c) Weed control

(d) Pest control

(e) Disease control

(f) Harvesting

  1. Two precautions taken when harvesting cotton
  2. Describe production of maize under the following sub-headings ;

(a) Varieties

(b) planting

(c) pest and pest control

(d) harvesting and storage

  1. Describe the field production of maize under the following sub headings
  2. a) Ecological requirement
  3. b) Varieties
  4. c) Seedbed preparation
  5. d) Pests and diseases
  6. e) Harvesting
  7. a) Discuss harvesting of cotton                                  b) Explain the roles of Agricultural co-operatives in Kenya
  8. Describe the production of maize under the following sub-headings:

(a) Ecological requirements

(b) Land preparation                                                                                                                          (c) Planting and field management

(d) Pests and disease control

(e) Harvesting and marketing

  1. Give two precautions measures a farmer should put into consideration when harvesting cotton
  2. Describe the production of beans under the following sub headings:

(a) Ecological requirements

(b) Seedbed preparation                                                                                                                                 (c) Planting                                                                                                                                                    (d) Pest and pest control

 

 

FORAGE CROPS

This topic entails the following:

  • Definition and classification of pasture crops.
  • Identification of pasture corps
  • Description of ecological requirements of forage crops
  • Description of the establishment of pasture and fodder crops
  • Description of forage utilization and conservation.

The following relevant questions and their answers in this topic will greatly motivate and help the user to comprehend and understand the required concepts and practices.

 

  1. State three factors which affects the quality of standing forage given to livestock
  2. Explain Napier grass production under the following sub-headings
  3. i) Seedbed preparation
  4. ii) Planting

iii) Fertilizer application

  1. iv) Weed control
  2. v) Utilization
  3. Why is it necessary to allow freshly cut nappier grass to wilt before ensiling
  4. Describe the establishment of grass pasture from the time the land is ploughed using a mould

board plough to the time the pasture is ready for grazing

  1. State two causes of failure in pasture establishment
  2. State two advantages of grass-legume mixture
  3. List four factors that determine the quality of hay
  4. i) Discuss the production of Guatemala grass (Trypsacum Laxum) under the following headings
  5. a) Ecological required
  6. b) Land preparation
  7. c) Planting
  8. d) (i) Utilization and defoliation
  9. ii) Discuss six effects of late defoliation of fodder
  10. Give four factors that determine the nutrient content in hay
  11. (a) Describe the preparation of the following farm materials:-

(i) Farm yard manure

(ii) Hay

(b) Explain the factors considered in timely planting of annual crops

  1. (a) What is topping in pasture management

(b)State two methods used in topping in pasture management

  1. Give two advantages of grass-legume pasture over pure grass pasture
  2. Why are farmers encouraged to conserve excess forage in the farm?
  3. Give two factors affecting the quality of hay

 

 

 

AGRICULTURAL ECONOMICS III

(PRODUCTION ECONOMICS)

 

This topic entails the following:

  • Parameter of national development
  • Factors of production
  • Law of diminishing returns
  • Farm planning and budgeting
  • Agricultural services
  • Risks and uncertainities
  • How to adjust to risks and uncertainities.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. State four ways of increasing labour efficiency on the farm
  2. The table shows egg production from individual birds with varying mounts of layers mash

 

100 layers

(Fixed number)

Layers mash

Kgs/week

Total egg production per week Marginal production per week
100 0 140 0
100 10 155 15
100 20 180 25
100 30 240 60
100 40 340 100
100 50 470 130

(a) Sketch a graph representing the total egg production per week against amount of feed given

(b) Identify the type of production function represented by the graph in (a) above

 

  1. (a) What are the uses of farm records to a farmer?                             (b) Explain four ways in which a farmer may improve Labour productivity in the farm

(c) Outline the process followed in land adjudication

  1. Name any three types of agricultural services available to the farmer
  2. Outline four management guideline questions which assist a farm manager in making accurate

farm decisions

  1. Give four ways of improving labour productivity
  2. List four variable inputs in sorghum production
  3. List four agricultural support services available to a crop farmer in Kenya
  4. Define the following as used in Agricultural economics:-

(a) Gross domestic product (GDP)

(b) Per capita income

  1. Explain the various ways in which farmers may adjust to risks and uncertainties
  2. (a) The table below represents the yield of maize in 90kg bags in response to application of

different quantities of planting fertilizer

(i) Fill in the blank spaces

 

Input 50kg bag fertilizer Out put 90kg bag maize Average product (AP) Marginal product (MP)
0

1

2

3

4

5

6

7

8

6

10

24

31

36

40

43

43

40

 

(ii) Suggest the best level of production in relation to the inputs and output

(b) A farmer is considering undertaking the production of either maize or beans. Study the

following  information about the two crops then answer the questions that follow:

 

(i) Maize

Yield per hectare                                5,500 kg

Price                                                    15 per kg

Cost of cultivation / ha                       Kshs. 3000

Amount of seeds/ha                            25kgs

Cost of DAP fertilizer/bag                 Kshs.1,500

Amount of DAP fertilizer/ha             3bags

Cost of seeds/kg                                 Kshs.100

Labour requirements/ha                     50 man days

Cost of labour                                    Kshs.150 per man day

Amount of CAN fertilizer/bag           3 bags

Cost of CAN fertilizer/bag                 Kshs.1000

 

(ii) Beans

Yield per hectare                                5000kg

Price                                                    50per kg

Cost of cultivation / ha                       KShs.3600

Labour requirements/ha                     75 man days

Cost of labour                                     Kshs. 200 per man day

Cost of DAP fertilizer/bag                 Kshs. 1500

Amount of DAP fertilizer/ha             2bags

Cost of seeds/kg                                 Kshs.800

Amount of seed/ha                             20kg

Amount of CAN fertilizer/bag           1bag

Cost of CAN fertilizer/bag                 Kshs.1,000

Cost of sprays                                                 Kshs.3,000

(i) Calculate the gross margins for each crop                                                                                   (14mks)

(ii) From your calculation, which crop is profitable to grow?

  1. Below is a graphical representation of the law of diminishing returns.

 

 

 

 

 

 

 

 

 

 

 

 

NPK fertilizer input (in 50kg bags)

 

 

(a) Explain what happens in each of the three zones marked I and III in relation to the output

of maize     and the NPK fertilizer input

(b) Which of the three is a rational zone of production

  1. Give four variable costs in maize production
  2. A farmer has the following yield from a two hectare millet crop enterprise at Oluch irrigation schemes.

Study it and prepare his gross margin. is it  profitable to grow millet? He spent the following in

his operations

Weed                        800/=

Seeds                        20kg/ha

Irrigation                  600/=/ha

Ploughing                500/=/ha

Clearing the land   1200/=

Cost of seeds           300/= /10kg bag

Planting                   400/= /ha

Harvesting              1200/= /ha

Yield                       32bags

DAP fertilizer         2 bags at 10 000/= /50kg bags

CAN fertilizer        2 bags at 700/= /50kg bags

Gunny bags            40/= /bag

Transport to market    2000/=

  1. A farmer has the following yield from a two hectare millet crop enterprise at Oluch irrigation schemes. Study it and prepare his gross margin. is it profitable to grow millet? He spent the following in his operations

Weed                        800/=

Seeds                        20kg/ha

Irrigation                  600/=/ha

Ploughing                500/=/ha

Clearing the land   1200/=

Cost of seeds           300/= /10kg bag

Planting                   400/= /ha

Harvesting              1200/= /ha

Yield                       32bags

DAP fertilizer         2 bags at 10 000/= /50kg bags

CAN fertilizer        2 bags at 700/= /50kg bags

Gunny bags            40/= /bag

Transport to market    2000/=                                                             (20mks)

 

  1. What is profit maximization in Agricultural Economics
  2. a) A farmer is considering undertaking the production of either maize or beans. Study the

following information about the two crops and then answer the questions that follow:

 

Maize  
Yield per hectare 5500kg
Price Kshs.15 per kg
Cost of cultivation/ ha Kshs. 3000/=
Amount of DAP fertilizer/ bag Kshs.1500/=
Amount of DAP fertilizer/ ha 3 bags
Cost of seed/ Kg Kshs.100
Labour requirements / ha 50 man days
Cost of labour Kshs.150 per man day
Amount of CAN fertilizer 3 bags
Cost of CAN fertilizer/ bag Kshs.1000

 

Beans  
Yield per hectare Kshs.5000
Price Kshs.50 per kg
Cost of cultivation/ ha Kshs.3600
Labour requirements/ ha 75 man- days
Cost of labour Kshs.200 per man day
Cost of DAP fertilizer/ bag Kshs.1500
Amount of DAP fertilizer/ ha 2 bags
Cost of seed/ kg Kshs.80
Amount of seed/ ha 20kg
Amount of CAN fertilizer/ 1 bag
Cost of CAN fertilizer/ bag Kshs.1000
Cost of sprays Kshs.3000

 

  1. i) Calculate the gross margin for each crop
  2. ii) From your calculation which crop is profitable to grow
  3. b) Discuss five factors considered when planning a farm
  4. Using the data provided in the table below, make an interpretation and advice the farmer on which

crop to grow ;

Type of crop Gross margin (Ksh)
Cotton 18,400
Ground nuts 20,050
  1. Outline three advantages of budgeting in farm business
  2. A farmer has 1 Ha piece of land on which he grows maize. His farm record on maize

production for nine years is as shown in the table below:

Year Fertilizer applied (bags) Total output of maize (bags)
1995 0 4
1996 2 10
1997 4 28
1998 6 42
1999 8 52
2000 10 60
2001 12 66
2002 14 66
2003 16 64

 

(a) i) Using an appropriate scale, with input on the X-axis draw a graph to show the relationship

between inputs and total output

(ii) From the graph you have drawn, how many bags of maize would the farmer produce if

he applied 9bags of fertilizer?

Calculate the farmers marginal products and average products for the years                                  (i) From the data given, what rate of fertilizer application would the farmer choose if he

wanted to grow maize in 2004?

(ii) Give an explanation for your choice in (c) (i) above

(b) Assuming that the average price of fertilizer over the years recorded was shs. 1,200/= per bag

and the price of maize was ksh.1000/= per bag :

Calculate the gross income for the years 2002 and 2003

Calculate the net income for the year 1999. (Assume no other costs were incurred)

  1. Name five types of costs incurred in a farming business
  2. List any four sources of credit to farmers.
  3. List three ways in which labour peaks can be overcome in the farm (1½ mks)
  4. State four ways of improving farm labour productivity
  5. A farmer had a plot of land measuring 5 hectares in which be intended to plant maize.

He was advised to apply 150 kg of P20 per hectare at planting and 200kg N per hectare during

top dressing. The fertilizer available in the market was Calcium Ammonium Nitrate containing

20% N and Di-ammonium phosphate 46% P205. Calculate.

(a)  (i) The amount of Di—ammonium phosphate required

(ii) The amount of calcium ammonium nitrate required

(b) Baraka farm manager plans to grow Irish potatoes or maize for grains. Study the information

below and answer the questions that follow:

 

Irish potatoes

Cost of fertilizers/ha____________________________ Ksbs 10,000.

Labour requirements/ha ______________________ Kshs 50 man – days

Yield /ha ___________________________________ 10,000kg

Seed potato/ha ________________________________Kshs20, 000

Cost of labour ___________________________ Kshs 200 per man day

Cost of fungicides___________________________ Kshs 5000

Cost of ploughing____________________________ Kshs 4000

Selling price of potatoes per kg __________________ Kshs 30.

 

Maize

Yield per hectare ______________Kshs.7,500kg

Selling price of maize per kg _____________Kshs 20.

Cost of ploughing /ha ________________Kshs.4000

Seed maize/ha _____________________Kshs.3000

Labour requirement /ha _________________________ 200 man days.

Cost of fertilizers /ha ____________________Kshs 10,000

Cost of top dressing fertilizers __________________Kshs 4,800

Cost of labour _____________Kshs 150 per man – day

 

(i) What is gross margin?

(ii) Calculate the gross margin of each of the crops

(iii) From the calculation above which crop should the farm grow?

(d) Describe the environmental factors that may lead to poor yields in crop production

                       

AGRICULTURAL ECONOMICS IV

 

This topic entails the following:

  • Importance of farm accounts
  • Financial documents and their uses
  • Analysis  of financial statements
  • Books of accounts and their uses.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Name three methods of grafting that are used in propagation of plants

2          a) The following transactions were extracted from Mr. Tembo’s financial books for the year

ending 31st Dec 2003.study and answer the questions that follow:

            Particulars                                                       cost (ksh)

Milk sale                                                          8 000

Goat sale                                                             500

Purchase of farm tools                                     1 000

Construction of zero grazing unit                  10 000

Depreciation of machinery                                 800

Closing stock                                                 16 000

Veterinary bills                                                     400

Interest payable                                                   750

Wages                                                              4 800

Sales of cabbages                                                750

Sales of tea                                                       4 700

Opening stock                                                 12 000

Sales of heifers                                                  9 400

Purchase of pesticides                                          300

 

(a) i) Prepare a profit and loss account for Mr. Tembo’s farm for the year ending 31st Dec. 2003

  1. ii) Calculate the percentage profit or loss made by the farm
  2. b) i) Give five functions of farmer’s cooperative societies
  3.     ii) Outline five common risks and uncertainties in farming

 

  1. State four reasons for using certified seeds for planting
  2. List any two financial statements which may be prepared on a farm
  3. The following information was obtained from Lang’at’s farm records for the year ending

December, 2004. Study it and answer the questions that follow:-

Goats                              4,000

Poultry                          15,000

Causal workers             12,000

Opening valuation      150,000

 

His sales and receipts are as follows:

Mohair                        75,000

Rabbits                        3,600

Eggs to hotel               15,000

Closing valuation       200,000

(a) Prepare the profit and loss A/C of Lang’at’s farm

(b) State the benefit of a profit and loss A/C to Mr. Lang’at

 

 

 

 

  1. (a) List any four financial documents used in the farm

(b)  Prepare a profit and loss account for Mr. Rob’s farm for the year ending 31st Dec. 2009, given

the following information:-

Sale of milk                Kshs.10,000

Sold two heifers         kshs.10,000

Cabbage sold              Kshs. 20,000

Debts payable                         Ksh.4,200

Sold tomatoes             Kshs. 3,000

Veterinary bills          Kshs.2,500

Bought livestock feeds Kshs.2,500

Purchase fertilizers    Kshs.5,000

Bought seeds              Kshs. 4,000

Debts receivable         Kshs.20,000

Opening valuation      Kshs.150,000

Closing valuation       Kshs.200,000

(c) Did the farm make a profit or a loss? Calculate the percentage profit or loss made by the Farm

(d) Explain the various ways in which farmers may adjust to risks and uncertainties

  1. a) The following transactions were extracted from Mr. Tembo’s financial books for the year

ending 31st Dec 2003.study and answer the questions that follow:

            Particulars                                                       cost (ksh)

Milk sale                                                          8 000

Goat sale                                                             500

Purchase of farm tools                                     1 000

Construction of zero grazing unit                  10 000

Depreciation of machinery                                 800

Closing stock                                                 16 000

Veterinary bills                                                     400

Interest payable                                                   750

Wages                                                              4 800

Sales of cabbages                                                750

Sales of tea                                                       4 700

Opening stock                                                 12 000

Sales of heifers                                                  9 400

Purchase of pesticides                                          300

 

  1. i) Prepare a profit and loss account for Mr. Tembo’s farm for the year ending 31st Dec 2003
  2. ii) Calculate the percentage profit or loss made by the farm
  3. b) i) Give five functions of farmer’s cooperative societies
  4.      ii) Outline five common risks and uncertainties in farming

 

  1. At the end year ended 31/12/2005 Bidii farm recorded the following:

Perennial crops           250,000

Bank loans                  30,000

Cash at hand               5,000

Bank overdrafts          15,000

Land                            350,000

Unpaid wages             3,000

Debts receivable         20,000

Stocks in store                        25,000

Livestock                    200,000

Bank balances             100,000

(a) Prepare a balance sheet as at 31/12/2005

(b) Did Bidii farm qualify for a loan and why?

 

  1. State one condition in which each of the following documents is used.
  2. i) Invoice
  3. ii) Delivery note

iii) Receipt

  1. Below is a transaction showing Mrs.Okello’s financial position in her business for the year 2009

-Purchase of pesticides                           3,000  00

-Milk sales                                              8,000  00

-Sales of goats                                        5,000  00

-Construction of store                           10,000  00

-Closing valuation                                 16,000  00

-Depreciation of machinery                     3,000 00

-Interest payable                                      1,750  00

-Purchase of farm tools                               800 00

-Veterinary bills                                        1,400 00

-Sales of tomatoes                                    1,750  00

-Wages                                                   10,000  00

-Sales of heifer                                       10,000  00

-Opening valuation                                 12,000  00

-Sales  of coffee                                        5,000  00

  1.  i) Prepare a profit and loss account for Mrs. Okello’s farm
  2. ii) Calculate the percentage profit or loss that Mrs. Okello made during the year 2009

iii) Explain six ways in which farmers adjust to risk and uncertainties in farming

  1. Name two examples of liabilities in a balance sheet

 

AGRICULTURE ECONOMICS (V)

This topic entails the following:

  • Market and marketing
  • Types of markets
  • Supply and demand
  • Marketing functions
  • Problems of marketing
  • Agricultural organizations

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. a) Explain the principle that govern the  operations of farmers’  co-operative societies
  2. b) Explain the role of agricultural cooperatives in Kenya
  3. c) Explain various functions of agricultural marketing
  4. a) Give four marketing functions
  5. b) Outline four problems associated with marketing of agricultural products
  6. State two roles of agricultural society of Kenya
  7. (a) What is elasticity of demand for a commodity

(b) Given that at a price of shs.1000 per bag, 20 bags of maize are demanded but when the price

changes to shs.800 per bag, 22 bags are demanded. Calculate the elasticity of demand. Show

your working

(c)Outline six problems of marketing maize as an agricultural product

(d) Determine nine principles governing cooperatives in Kenya

  1. Outline four reasons why training is important in some crops
  2. (a) Explain marketing activities in Agriculture

(b) Discuss problems experienced in marketing of Agricultural products

  1. What is elasticity of supply

 

  1. How do the governments control prices of essential farm produce
  2. b) Explain the roles of Agricultural co-operatives in Kenya
  3. State the law of demand and supply.
  4. What do the following initials stand for?

(i) K.N.F.U – Kenya National Farmers Union

(ii) H.C.D.A – Horticultural Crops Development Authority

  1. (a) What is a co-operative society

(b) List two functions of co-operatives

(c) State and explain the nine principles of governing co-operatives

  1. Give four factors which influenced the demand of tomatoes in the market

 

 

 

 

AGROFORESTRY

 

This topic entails the following:

  • Definition of agro forestry
  • Importance of agro forestry
  • Forms of agro forestry
  • Importance of trees
  • Selection f trees to plant
  • Routine management practices on trees
  • Methods of tree harvesting.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

 

  1. State two reasons for seed treatment of tree species before planting
  2. State four ways by which Re-afforestation help in land reclamation
  3. List four advantages of agro-forestry
  4. The illustrations below are techniques of harvesting agroforestry trees. Study them carefully and

then answer the questions below:-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the harvesting techniques represented by techniques A and B

(b) Give an example of a tree species suitable for technique B and C as a method of harvesting

  1. State four factors considered when choosing trees for Agroforestry
  2. (a) Five characteristics of trees used in agroforestry are;

(b) The benefits of agroforestry are:

  1. Name four forms of agro- forestry
  2. Give four characteristics that good agro-forestry tree should posses

 

 

 

 

 

 

 

 

ANSWERS SECTION 1

 

INTRODUCTION TO AGRICULTURE

 

  1. two factors which characterize intensive farming
  • Small farms
  • Huge capital
  • Skilled labour
  • Produce for sale

Mechanization done

  1. three reasons why organic farming is encouraged in farming
  • Cheap
  • Environmental friendly

No chemical residues in produce

  1. two ways in which Agriculture contributes to industrial development.

– Provide raw materials for industries.

– Provide market for industrial goods.

– Is a source of capital for starting industries.

  1. four ways by which wind affects the growth of crops.

– Causes physical damage to crops.

– Cause rapid spread of diseases/ pests/ weeds.

– Can cause water stress as a result of evaporation.

– Causes stress of crops due to chilling caused cold winds.

– Encourage transpiration hence water and mineral uptake.

  • Agriculture – rearing of fish in fish ponds
  1. One physical characteristic used in classifying soil is:
  • Colour,
  • Texture,
  • Structure
  1. Four advantages of organic farming
  • Environmental friendly
  • Products do not have organic farming
  • Products do not have organic chemical residue
  • Improve soil structure
  • Replenishes nutrients in the soil as it uses organic manure
  • Enhances soil water retention
  • Provides food for soil microbes
  • Enhances soil water infiltration
  1. Two conditions under which shifting cultivation is practiced are:
  • Can only be practiced where land is abundant
  • Practiced where population is sparse
  • Practiced where number of livestock per units low (2 ½mks)
  1. Four factors that determine the time of planting a crop

(a) Olericulture – production of vegetables

  • Floriculture – production of flowers

(b) Apiculture – bee keeping

  • Agriculture – rearing of fish in fish ponds

 

 

 

 

FACTORS WHICH INFLUENCE AGRICULTURE

  1. two roles of humus in the soil that are beneficial to crops
  • Provide nutrients
  • Increase water holding capacity
  • Increase soil temperature

Neutral soil PH

  1. a) five activities that may be  undertaken in organic farming
  • Mulching
  • Apply manure
  • Use medicinal plants to control parasites and diseases
  • Crop rotation
  • Rear livestock on natural organically grown pasture
  • Physical/ cultural/ biological/ pests, weeds and disease control
  1. four effects of temperature on crop growth

Low temp-slow growth rate

-increase incidence of negative infection e.g. CBD

-improve quality of some crop

High temp-cause wilting

-increase growth rate

-improve quality of some crops

-increase pest and disease incidences (1/2×4=2mks)

  1. four ways by which wind affects the growth of crops.

– Causes physical damage to crops.

– Cause rapid spread of diseases/ pests/ weeds.

– Can cause water stress as a result of evaporation.

– Causes stress of crops due to chilling caused cold winds.

– Encourage transpiration hence water and mineral uptake.

  1. Two factors related to light that affect crop production and distribution in Kenya:-
  • Light intensity
  • Light duration

–     Light wavelength

  1. The environmental conditions that may lead to low crop yields
  • Poor soil fertility /infertile soil
  • Damage by hailstorms
  • Less rainfall/unreliable/drought
  • Poor soil type resulting into leaching or water logging
  • Inappropriate soil PH
  • Inappropriate temperature (too low or high)
  • Excessive wind leading to increase in water loss from the soil
  • Extreme relative humidity
  • Extreme of light intensity
  • Topography / some attitudes e.g. very high may limit crop growth ( 1mk x any 7pts = 7mks)
  1. – Rainfall
  • Soil
  • Topography
  • Light
  • Wind
  1. One physical characteristic used in classifying soil is:
  • Colour,
  • Texture,
  • Structure

 

 

 

  1. Four advantages of organic farming
  • Environmental friendly
  • Products do not have organic farming
  • Products do not have organic chemical residue
  • Improve soil structure
  • Replenishes nutrients in the soil as it uses organic manure
  • Enhances soil water retention
  • Provides food for soil microbes
  • Enhances soil water infiltration ( 4x ½ = 2mks)
  1. (a) The aim of the experiment was:- to show presence of living organisms in the soil

(b) observations were:

  • Flask D  – Limewater turns milky/turbid       (1mk)
  • Flask E – Lime water remains clear  (1mk)

(c)  The reason for the observation in flask D is:-

Carbon dioxide which turns water milky in flask D would have been produced only during the respiration of living organisms present in fresh soil

  1. – It may have hard pan which interfere with water infiltration
  2. a) – Light duration
  • Light intensity
  • Light wave length ( ½ x3=1 ½ mks)
  1. b)  Evapotranspiration
  • Presence of pest
  1. a) – E – Single grained structure

– F – Granular structure                                                                                                (1×1=1 mk)

  1.  b)        i) Humus with clay                                                                                         (1×1=1 mk)
  2. ii) Air space (1×1=1 mk)

c)-  Colour affects soil texture and hence micro- organisms in the soil Ö

– Texture – affects drainage, aeration and capillary

– Structure – affects aeration and root penetration

  1. three physical characteristics of soil (1 1/2mks)
  • Soil structure
  • Soil texture
  • Soil colour
  1. a) State merits of horizon A
  • source of plant nutrients
  • support/anchor the crops
  • store of water for the crops
  • sources of soil micro organism
  1. b) State distinct features of horizon B
  • deficient of humus(nutrients)
  • contain leached nutrients
  • contains more compact soil particles
  • presence of hard pans in  some soils
  1. c) Transitional zone-this is a zone bordering two adjacent layer of soil profile

i)Weathered rock

Importance

  • Give rise  to sub soil
  • Source of minerals
  • Determine mineral content of  soil and type  of soil

16

  • Low temperatures encourages crop diseases such as leaf rust
  • Low temperatures may increase or lower the quality of farm produce
  • High temperatures hastens maturity/ improves the quality/ lower the quality
  • Increases the rate of evapo transpiration which may result loss plant moisture/ leading to wilting of crops
  • Movement of animals in large numbers
  • Decomposition of plant and animal remains by soil micro- organisms
  • Physical breaking of rocks by roots of higher plants
  • Man’s activities e.g. cultivation, mining and road construction
  • Mixing up of soil by animals e.g. earth worms and
  1. – Temperature/ Altitude

– Soil type;

– Prevailing winds;

– Rainfall;       (4x ½ =2mks)

  1. – It influences the movement of the weathered materials hence affecting the depth of soil development;
  2. two importance of parent’s material in soil profile
  • Determine  soil characteristics
  • Determine  soil  depth

Determine  soil  nutrients

  1. four ways of modifying soil temperature in crop production
  • Mulching
  • Pruning
  • Shading of crops
  • Irrigation (4x ½ mks)
  1. a) two factors that   affect  selectivity of herbicides
  • Stage of plants  growth
  • Plants morphology and anatomy
  • Mode  of action
  • Environmental factors (2×1=2mks)
  1. b) Name two farming practice that cause water pollution
  2. four factors that influence soil formation
  • Parents  rock  material
  • Climate
  • Topography
  • Biotic/organic/living organism
  1. – Drainage

-Aeration

-Water-holding capacity

-capillary

  1. -large animals e.g. Buffaloes

-Man activities e.g. farming

-Root pressure of plants

-Burrowing animals e.g moles, termites

 

 

CROP PRODUCTION I (LAND PREPARATION)

 

  1. three factors that determine depth of ploughing during land preparation
  • Crop to be planted
  • Implement available

Type of soil

  1. Four reasons for cultivating land before planting.

– To improve soil aeration.

– To improve germination.

– Destroy weeds.

– Destroy weeds.

– Incorporate organic matter in the soil.

– Increase water infiltration.

  1. (a)Is a situation in which least possible cultivation operations are carried out in crop

production.

(b) – Clearing the land / bush clearing.

– Using appropriate chemicals to kill the existing vegetation.

– Weeding using herbicides.

– Planting / drilling seeds directly into the stubble of previous crop.

  1. (a) – Harrow the land to a fine filth;

– Harrow during the dry or before the rains;

– Make the seed be weed – free / ensure clean seed bed;

– Firm the seed bed using rollers after sowing;

– Select a desirable variety of seed for the ecological zone,;

– Sow seeds at the onset rains/ early planting;

– Apply phosphatic fertilizers at appropriate rate of 200 – 300 kgs/ ha at planting time;

– Drill or broadcast  the seeds evenly;

– Use a recommended seed rate for the variety / seed rate of 1.5 – 2.0 kh/ha pure seeds;

– Bury seeds at 2 ½ times their diameter;

– Control weeds by uprooting/ apply a suitable herbicide;

– Apply nitrogenous fertilizers about 6 weeks after germination in split application.

– Avoid grazing when the pasture is too young.

– Practice light grazing in the field phase of pasture establishment.            (10 x 1 = 10 mk)

(b) – Select seeds of  the  same size, variety, age and free from pests and diseases.

– Plant seeds at the same time.

– Prepare the whole field to required uniform tilth.

– Plant at the right moisture content of the soil / irrigation uniformly.

– Treat seeds before planting i.e. break dormancy.

– Plant at the correct depth.                                                                                        (5 x 1 = 5 mks)

(c) – Soil moisture content.

– Type of soil.

– Cost of operation.

– Size of seed/ type of planting material/ type of crop.

– Type of machinery available / use of tractors.

– Topography / gradient of the land/ liability of soil erosion.

– Skills of the operator.

– Initial conditions of the land/ the cropping history of the land.

– Time available to carry out the operation before planting.

  1. Four physical conditions of the seedbed that need to be changed to facilitate

Germination

  • Size of soil clods (clods (made small or medium size
  • Appropriate soil depth
  • Soil looseness
  • Should be weed free

–    Soil moisture content improved

 

  1. Four importance of sub soiling as a tertiary operation
  • Brings leached nutrients to the surface
  • Breaks hard pans
  • Promotes aeration of the soil
  • Promotes water infiltration

–    Ensures better root penetration

 

  1. Four advantages of rolling in seedbed preparation are:
  • Press the seeds against the soil moisture
  • Controls soil erosion
  • Ensure uniform germination
  • Controls removal of small seeds by wind
  • Breaks large soil cods
  1. four disadvantages of minimum tillage
  • The less porous surface increased soil erosion especially  in heavily sols
  • Difficulty in weed control
  • Speed of planting to reduce due to large amount of residues in the soil and big clods

Leads  to accumulating of soil borne  pests and diseases

  1. a)      – ridging
  2. b) (i) Encourage tuber expansion
  • Allow easy harvesting of crop roots

(ii)     Rolling

  • Leveling
  • Leads to timely planting
  • Weeds are appropriately controlled especially the perennial such as couch grass
  • Farmers take advantage of availability of labour reducing the cost of labour
  • Control of soil borne pests

Gives time for better organic decomposition

  1. – By repeated cultivation at the same depth;

– Cultivating the soil when wet using heavy machinery;

  1. – Type and size of planting material;

– Topography/slope f land;

– Soil moisture content;

– (Initial) condition of land/amount of vegetation on the land;

-Capital available

– Type of implement used;

  1. It is the least number of cultivation operations either during preparation of the seed bed or

during the management of the crops.

14.

  • Market demand
  • Type of crop to be planted
  • Moisture condition of the soil and rainfall pattern
  • Prevalence of pests and diseases
  • Prevalence of weeds
  1. two factors that determine the number of cultivation on a field before it   is ready for planting
  • purpose of crop
  • moisture content
  • concentration  of desired  chemical
  • weather
  • market demand
  1. – Enables crop to benefit maximumly from available moisture

-Crops make use of nitrogen flush available at that time

-Crops fetch high market prices

-Crops escape from pests and diseases

-There is high vigour in crops that resist diseases

-Ensures timely harvesting

  1. – type of crop to be planted

-Implements available

-Type of soil

-Climatic conditions

WATER SUPPLY, IRRIGATION AND DRAINAGE

  1. State two reasons for treating water for us on the farm
  • Remove chemical impurities
  • Remove foreign material
  • Remove disease earning organisms

Remove bad smell & taste

  1. State three reasons for draining swampy land before growing crops
  • Increase soil volume
  • Improve aeration
  • Increases activities of micro organisms
  • Control erosion

Reduce toxic substance in soil

3 .         a )Sprinkle irrigation

  1.  b) four advantages of the above irrigation system
  • Little water required
  • Done on nay topography
  • Control weeds between rows
  • Water under low pressure
  • Prevent fungal diseases
  1. c) three factors that determine the type of irrigation on the farm
  • Where tree crops are planted
  • Little water supply
  • Enough capital for the method is available
  • Slope land                                                                                                       3x ½ = 1 ½ mks
  1. d) two disadvantages o f the above system of irrigation
  • Difficult to carry field mechanization
  • Require a lot of capital
  • Require clean water
  • Regular repair of broken pipes and blocked pipes

Applicable where tree plants are grown

  1. a) Artificial√ application of water to the soil  surface for purpose of supplying enough

moisture√  for plants growth(mark  whole)

  1. b) Surface,

overhead,

subsurface,

drip/trickle

  1. a) four use of water on the farm
  • Irrigation
  • Domestic use
  • Diluting  chemicals
  • Construction work
  • Watering  livestock and washing buildings
  • Processing  farm produce(1/2×4=2mks)
  1. b) four methods of harvesting water on the farm (2mks)
  • roof cantonment
  • weirs
  • rock cantonment
  • dams
  • ponds

 

  1. c) the stages involved in water treatment process
  • filtration of  water intake
  • softening
  • coagulation and sedimentation
  • filtration in  tanks
  • chlorination  storage  (1/2×6=3mks)
  1. four uses of water in the farm.

– For diluting chemicals used to control pests.

– For watering livestock.

– For watering plants e.g. irrigation.

– For washing utensils, calf pen bully sheds.

– For domestic use e.g. drinking, cooking.

– For rearing fish.

– For recreation

– Processing of farm produce.

– In construction of buildings.

  1. two types of irrigation used in Kenya.

– Overhead / sprinkler.

– Surface / Flood / furrow/ basin.

– Drip/ trickle.

  1. Four disadvantages cambered beds
  • High cost of maintenance
  • Provides breeding ground for vectors of malaria
  • Prevents proper mechanization of the farm

–     Labour intensive

(c) Stage I:      Filtration of water intake.

– Water from source river is made to pass through a series of sieves.

– Large particles of impurities are trapped by the sieves.

– Water then enters into the large pipe to be directed to the mixing chamber.

Stage II:          Softening of the water.

  • Water circulates in the mixing chamber and doses of soda ash to soften the water.

Stage III:         Coagulation and sedimentation

  • Water is passed through coagulation tank where fresh air enters to remove bad smell/ chloride of lime used.

 

  • Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed.
  • Alum added to coagulated solid particles which settle at the bottom.

Stage IV:         Filtration

  • Water is passed through filtration tank with layers of sand and gravel to filter it.
  • Water leaving the filtration tank is clean.

Stage V:          Chlorination

  • Water is passed through chlorination tank where chlorine is added.
  • Micro-organisms in the water are killed by chlorine.

Stage VI:         Storage

– The treated water is stored in large overhead tanks before distribution and use.

  1. – Improves soil aeration
  • Raises soil temperature
  • Increases activities of micro- organisms
  • Increases soil volume

–     Prevent accumulation of poisonous substances in the soil

  1. – Semi-rotary
  • Hydram
  • Piston/ reciprocating
  • Centrifugal
  • Rotary
  1. Four examples of working capital in maize production are;
  • Seeds
  • fertilizer
  • Herbicides
  • Pesticides
  • Fuel fragticides
  • Casual labour  (4x ½  = 2mks)
  1. four types of water pumps which can be used in the farm
  • Centrifugal/rotadynathic pumps
  • Piston/reciprocating pump
  • Semi-Rotan pump
  • Hydram pump
  1. four methods of drainage

Open ditches

  • Under ground drain pipes
  • French drains
  • Cambered beds
  • Pumping
  • Planting of trees/planting of trees such as Eucalyptus
  1. A dam is a barrier constructed a cross a  river  or a dry valley to hold water and raise its level

to form a reservoir  or  lake

  • A weir is a barrier constructed across a river to raise  the level  of water and still allow water to flow over it
  1. – Giving subsidies by reducing the cost of production inputs

Fixes prices of the related products

  1. – Piping is the conveyance of water through pipes from one place to the other while pumping is the lifting of water from one point to another by use of mechanical force;

17.

  • To facilitate the action of soil living organisms
  • To check or reduce leaching
  • To moderate or increase soil temperature
  • To reduce accumulation of dissolved soil salts
  • To reduce erosion rate of top soil
  • To improve soil structure
  • To increase effectiveness of phosphorous fertilizer and conserve soil nitrogen
  • As a way of reclaiming areas such as coastal plains and the river belts which may have high water tables
  • In rice fields, water should be controlled by draining the water for a different crop cycle.

18.

  • Allowing livestock to graze near water sources often results in organic waste products being washed into the water ways.
  • Fertilizer application
  • Pesticides
  • Over grazing
  • Irrigation
  • Over cultivation
  • Use of farm machinery
  1. a) i) A – Drop/ trickle irrigation
  2. ii) B – Sprinkler/ overhead irrigation
  3. b) Two advantages of method A over method B
  • Conserves water
  • Does not damage flowers, leaves
  • Does not cause splash/ splatter irrigation
  • Does not encourage spread of fungal diseases from crop to crop
  • Does not encourage the growth of weeds all over the field
  • Agro- chemical can be dissolved in the water and directly applied to the crop
  1. c) i) Cotton wool
  2. ii) Rough sand
  3. four reasons for practicing irrigation
  • Increase crop production by  applying adequate  moisture
  • To reclaim  dry areas
  • To meet  moisture requirement  of crops
  • To produce and  benefit  from off  season crops
  • Growing  of paddy vice
  1. – to prevent rotting

-For processing

– For long storage

– Prevent pest and disease attack

  1. (a) Kill germs

(b) For sedimentation

  1. S- French drainage T- Vambedred peds                M – soil- stones

 

SOIL FERTILITY 1 (ORGANIC MANURE)

  1. two roles of humus in the soil that are beneficial to crops
  • Provide nutrients
  • Increase water holding capacity
  • Increase soil temperature

Neutral soil PH

  1. four characteristic of fertile soil (2mks)
  • Well drained
  • Correct PH
  • Good water  holding capacity
  • Adequate  plant  nutrients
  • Free from pest   and diseases
  • Correct soil nutrients
  1. a) Q-stick√

Function-checking temperature√ and other conditions within the heap

  1. b) i) Top soil-introduces organisms to effect composition√
  2. ii) Wood ash-increases the level of phosphorus and potassium√

iii) Rotten manure-provides food for micro-organism√

  1. The illustration below shows a heap system of making compost manure. Study it and answer

the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) use of arrows indicate how the decomposing material should be transferred from one heap

to another till the manure is applied in the field.

b)- 3  – 6 wks

  1. c) one reason for turning the material in the heap regularly.

– Proper decomposition.

– Facilitate air circulation.

– Microbial activities.

  1. d) two reasons why it is necessary to sprinkle water on the heap.

– To regulate the internal temperatures in the heap.

– Create moist environment for microbial activity.

  1. Four indicators of well-decomposed manure
  • Absence of bad odour and instead the smell of forest soil
  • Light weight
  • Brown colour
  • Moist but not wet
  • – Original nature of material not noticeable (½ x 4pts = 2mks)
  1. (a) Two factors that should be considered when siting a compost manure heap are:-
  • Accessibility
  • Drainage
  • Direction of prevailing wind
  • Size of the farm/proximity

(b) Five advantages of rotation grazing are: (5mks)

  • Livestock with maximum use of pastures
  • Reduces build up of parasites and diseases
  • Animal waste evenly distributed
  • Pasture area given time to regenerate
  • Excess pasture conserved
  • Possible to apply fertilizer in the parts of the pasture which are not in use (5×1=5mks)
  1. It is movement of dissolved nutrients front p soil to lower horizons of soil becoming

Unravel able to crops

  • Improves soil structure
  • Adds nutrients
  • Increases cation exchange capacity
  • Increases microbial activity in the soil
  • Improves water holding capacity/ reduces leaching
  • Buffers soil PH

Moderates soil temperature

  1. (a) (i) Preparation of farm yard manure:-
  • Collect animal waste/refuse/dung and urine;
  • Collect animal bedding/litter and other rotten plant residues;
  • Store collected materials under roof/shed to prevent leaching and oxidization of nutrients;
  • Turnover the materials regularly;
  • Sprinkle water if dry;
  • leave the material to rote completely before use; (6×1=6mks)

(ii) Preparation of Hay

  • Cut the grass /legume in the field when 50% of it is starting to flower;
  • The cut forage is spread in the field for four continuous days (sunny days)
  • The cut forage is turned daily for even for four uniform drying;
  • Gather the dried material in a central spot;
  • Bale the material;
  • Properly store the baled hay (6×1=6mks)

 

 

 

(b) Factors to consider in timely planting of annual crops

  • Escape from serious weed competition;
  • Utilization of early rainfall;
  • Exploitation of Nitrogen flush in the soil that has accumulated during dry season;
  • Escape from serious pest + disease attack e.g. stalk borer in maize;
  • Fetch high market prices when harvested early;
  • Reduce competition for labour during labour peak period;
  • For harvesting season to coincide with dry period to reduce losses e.g. cotton

Early planting means early farming/calendar for the farmer to enable him /her to finish up other farm activities;          (8×1=8mks)

 

  1. i) A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed (3mks)

  1. ii) two other methods that can be used to formulate feed ration (2mks)
  • Linear programming
  • Trial and error

Graphical method.

 

AGRICULTURE ECONOMICS

(BASIC CONCEPTS AND FARM RECORDS)

  1. (a) – Help to determine the value of the farm/ determine assets and liabilities.

– Provide history of the farm.

– Assist in planning and budgeting in various fields.

– Helps to detect losses or theft in the farm.

– Assists when sharing losses or profits (dividends)for communal owned farms/ partnership.

– Help to settle disputes in the farm among heirs.

– Help to support insurance claim e.g. against fire and theft.

– Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees.

– Help to compare the performance of different enterprises within a farm or other farms.

– Help in the assessment of income tax to avoid over or under taxation.

– Records, helps to show whether the farm business is making profit or losses. This information

helps in obtaining credit.                                                                                     (10 x 1 = 10 mks)

 

  1. (a)Health record

(b) Next date of treatment /vaccination

  • – Occurrence of the disease
  • – Response to treatment ( ½ x 2 =1mk)

(c) – Select and cull animals on health ground

  • Know the course of action to be taken in the event of a disease and maintenance of good health
  • Know the prevalent disease

–    Calculate cost of treatment

 

3          Four uses of farm records are;

  • Used to compare the performance of different enterprise
  • Shows history of the farm
  • Help in planning and budgeting of farm operations
  • Assessment of income tax
  • Calculation of profits and losses
  • Securing loans
  • Settling disputes where no will is left
  1. four uses of farm records
  • Help compare performance  of different enterprises within  the farm  and other farms
  • Shows the history of the farm
  • Guide a farmer in  planning and budgeting  of farm operations
  • Helps to detect losses or theft on the farm
  • Helps to avoid over taxation or under taxation
  • Helps to determine the value of the farm in terms of assets and liabilities
  • Helps in sharing of profits and losses  in partnership
  • Helps  in setting disputes among heirs in absents of a will
  • Shows whether the farm business is making profit or losses
  • Helps in supporting insurance claims of farm assets
  • Provide labour information
  • Understanding the technical language used in agriculture
  • Application of the right amounts of inputs
  • Correct/ appropriate measurements in farming

Uses of appropriate technology

 

  1. (a) Milk production record (1×1=1mk)

(b) Determine prevalent diseases;

– Establish treatment of diseases;

– Establish disease control method;

– Determine cost of medication/health care;

– Determine the health status of different animals;  (4×1=4mks)

 

(c) Price trends/market situation

– Production techniques

– Labour trends

– Breeds of dairy cattle

– Production constraints/risks and certainties

  • Field
  • Area of the land
  • Season
  • Crop planted
  • Crop variety
  • Land preparation date
  • Type of fertilizer at planting
  • Type of fertilizer at top dressing
  • Seed rate used
  • Type of  weed and date of weed control
  • Type of pest and date of pest control
  • Date of harvesting
  • Remarks    (Any 4)

 

  1. List two events occur during induction stroke in a four stroke engine. (1mk)
  • Piston moves down from TDC
  • Exhaust valve is closed
  • Inlet valve is open
  • Air / fuel mixture get into combustion chamber
  • Piston reaches BDC. (4x ½ = 2mks)

 

  1. – Where the resources are free

– where there is no alternative

– where the alternatives are very many.

 

SOIL FERTILITY II (IN ORGANIC FERTILIZERS)

 

  1. four advantages of applying lime in clay soil
  • Lower soil acidity
  • Increase calcium content
  • Hastens decomposition of organic matter
  • Improve soil structure/ improve drainage
  • Facilitates availability and absorption of nitrogen and phosphorous
  • Improve legume nodulation and nitrogen fixation

Increase multiplication of micro- organisms

  1. a) i) Sulphur- SO₄²⁻,SO₂
  2. ii) Nitrogen-NO₃⁻,NH₄

iii) Carbon-CO₂

  1. iv) Magnesium-mg²⁺
  2. b) three effects of nitrogen to plants (1 1/2mks)
  • delayed maturity
  • excessive succulence
  • excessive vegetative growth
  • weak stems
  • lodging
  1. a) The quality of sulphate ammonia fertilizer the farmer will need for 10 hectares (1mk)

100kg SA supplies   21kg N

1ha requires 150kg SA

10ha requires (150×10) kg SA

= 1500kg SA in 10ha

  1. b) The number of 50kg bags of fertilizer he will purchase (1mk)

50kg fill 1 bag

  • 1 x 1500=30bags (1)

50

  1. two disadvantages of using farm yard manure

– It’s bulky hence difficult to apply by one laborer.

– It may spread weeds.

– It may spread diseases.

– It releases nutrients slowly.

  1. four factors which influence the stage at which the crops are harvested.

– Purpose of the crop / maturity.

– Moisture content.

– Concentration of certain chemicals.

– Water condition.

– Market demand.

  1. a) – Calcium Ammonium Nitrate CAN.

b)- Knee high

– 30 – 45 cm height.

  1. c) Calculate the amount of K2O contained in 400 kg of a compound fertilizer 25 : 10 : 5.

5 kg of K2O is in 100 kg of 25 : 10: 5

∴ 400 kg of compound fertilizer

400 x 5            = 20 kg of K2O

100

  1. Two pieces of information that soil sample should have before being taken to the laboratory

for testing are:-

–     Name of the farmer

  • Address of the farmer
  • The type of test to be carried out

–      Date of sampling

  1. A compound fertilizer bag has the labels 20-20-10. What do the figures stand for
  • 20 – 20% Nitrogen (N)
  • 20 – 20% Phosphorous Pentoxide (P2O5)

–     0- 0% Potassium Oxide (K2O)

  1. Four functions of sulphur in crops are:-
  • Amino acids/protein synthesis
  • Formulating enzymes and hormones
  • Increase oil content and hormones
  • Needed for formation of chlorophyll

Needed in carbohydrate metabolism

  1. – Improves soil PH hence microbial activities
  • Allows wide production of different crop varieties
  • Improves soil aeration
  • Improves drainage

Improves soil structure

  1. -Liming
  •  use of alkaline fertilizer (2 ½ = 1mk)

 

  1. a) -Type of crop
  • Fertilizer characters
  • Type of soil
  • Environmental condition ( ½ x3=1 ½  mks)
  1. b) – Avoid unique sites e.g. compost, along fence
  • Remove all vegetation parts
  • Mix the samples thoroughly

Make as many samples as possible

  1. three functions of nitrogen in crops                                                                       (1 1//2mks)
  • Protein synthesis/formation
  • Forms part of chlorophyll molecule
  • Encourages vegetative growth
  • Regulate availability of phosphorus and potassium in plant
  • Increase to  size of grains and protein  content increases
  1. Fertilizer ratio is the proportion of various nutrients in a fertilizer grade is the percentage of

nutrients in a fertilizer;

(b)- Nitrogen

– Calcium

– Potassium

– Magnesium

– Sulphur

 

  1. (a) Diagonal/transverse method; (1×1=1mk)

(b) – Avoid contamination/use sterilized container;

– Avoid sampling soil from unusual sites e,g ant hills

– Avoid mixing top soil with sub-soil;          (3×1=3mks)

(c) – To determine the nutrient status of te soil;

– To determine the soil PH/type of fertilizer to add to the soil/lime to add to the soil;

– To determine the type of crop to grow;

– May help in diagnosing low crop yield/mineral deficiency;

  1. Area – 10×20 =200m² (1mk)

100,000m²   require 80kgs of 20-20-10

200m² will require

200 x  80

10,000

═ 1.6kgs                          (1mk)

  1. a) A compound of fertilizer  has a fertilizer grade of 25:10:5.calculate  the a mount

of phosphorus fore sent in 400kg of this fertilizer

N:P:K

25:10:5

If 10kg P2O5√1 = 100kg NPK

?             = 400kg NPK√1

= 400 x 10

100

= 40kg P2O5√1  (3 steps x 1=3mks)

  1. b) i)    – zigzag method
  2. ii) xx –traverse/diagonal

iii) State three importance of carrying out soil sampling and testing

  • determine  the type  of  crop  to grow
  • determine the  type of fertilizer  to be used
  • determine  type of  nutrients  in the  soil (3×1=3mks)
  1. (a) Lacks one of the major fertilizer NPK elements

(b) – The soils could be very acidic

– Too much rainfall.

  1. (a) Random/zigzag soil sampling

(b) – old manure heaps

– Ant hills

-Dead furors

-Fence lines

-Cattle bomas

(c)  – Clear vegetation

– Mark points using pegs

Collect top soil and sap soil n different paper bag.

– Dry the soil and mix thoroughly

– Sent dispatch to laboratory for fasting

 

 

 

 

CROP PRODUCTION II (PLANTING)

  1. two reasons for seed treatment of tree species before planting
  • Break dormancy

Control pests and diseases

  1. three factors that determine spacing of beans
  • Type of soil
  • Moisture in soil
  • Species/ size of bean plant
  • Machinery to be used
  • Purpose of beans

Stand in the field

  1. four reasons for using certified seeds for planting
  • High yielding
  • Quality produce
  • High germination percentage
  • Grow faster

 

  1. a)      A   Banana sucker

B  Stem tubes

C     Bulb

D Stem cutting

  1.  b)        Chitting
  2.  c) four advantages of vegetative propagation on crop production
  • Grow faster
  • True copy of mother plant
  • Have no dormancy period
  • Easy to obtain             4x ½ = 2 mks
  1. Differentiate between hybrid and composite
Hybrid composite
Seeds produced  by

crossing  inbreedlines

and controlled pollination√

Seeds  produced  by  growing  different

varieties together under uncontrolled

pollination√     2//

 

 

 

 

 

  1. a) Germinated seed x100√

Total seeds planted

=90 x100                              (2)

100  = 90%√

  1. b) Given that maize is planted at a spacing of 75cm by 25cm, calculate the plant population in a plot measuring 4m by 3m

plant ppl = land area

Spacing

4mx3m

75x25cm

400cmx300cm

75cmx25cm           = 64plants√             (2)

  1. four qualities of a mother plant which should be considered when selecting vegetative

material for propagation.

  • High quality.
  • High yielding.
  • Disease resistance / healthy/ disease tree.

Fast growth/ fast maturity.

  1. – Select seeds of the  same size, variety, age and free from pests and diseases.

– Plant seeds at the same time.

– Prepare the whole field to required uniform tilth.

– Plant at the right moisture content of the soil / irrigation uniformly.

– Treat seeds before planting i.e. break dormancy.

– Plant at the correct depth.                                                                                        (5 x 1 = 5 mks)

  1. two factors which determine the depth of planting

–      Soil type

  • Size of seed
  • Soil moisture content

–    The type of germination

  1. – Reduces leaching
  • Improves water holding capacity
  • Improves soil structure
  • Suffer soil pH
  • Moderate soil temperature
  • Increases microbial activities
  • Increases cation exchange capacity

–    Improve fertility of the soil after decomposition

 

  1. Area

Spacing

Tea population (10,000×2

1.5mx 0.75)                1

20,000m²

1.125m²                           1

= 17,777 plants

Needed in carbohydrate metabolism

  1. Four reasons why training is important in some crops
  • Facilitate field practices of spraying and harvesting
  • Improves crop quality by preventing solving
  • Enable crop grow in the required direction
  • Improve yield
  • Control pest and diseases

 

  1. Four factors that influence the depth of planting are:
  • The size of the seed
  • Soil moisture content
  • Type of soil /soil texture
  • Type of germination

14.

  • Avoid mixing with foreign materials
  • Harvesting during the dry weather
  • During harvesting separate grade A and B

Don’t put in gunny/sisal bags

Needed in carbohydrate metabolism

  1. Four reasons why training is important in some crops
  • Facilitate field practices of spraying and harvesting
  • Improves crop quality by preventing solving
  • Enable crop grow in the required direction
  • Improve yield
  • Control pest and diseases
  1. Four factors that influence the depth of planting are:
  • The size of the seed
  • Soil moisture content
  • Type of soil /soil texture
  • Type of germination

17

  • Avoid mixing with foreign materials
  • Harvesting during the dry weather
  • During harvesting separate grade A and B

Don’t put in gunny/sisal bags

  1. – Moisture content of soil
  • Use of which the crop is to be put
  • Number of seeds per hole
  • Prevalence of certain diseases/ pests
  • Machinery to be used in subsequent operations
  • Fertility status of the soil
  1. Four advantages of rolling in seedbed preparation are:
  • Press the seeds against the soil moisture
  • Controls soil erosion
  • Ensure uniform germination
  • Controls removal of small seeds by wind
  • Breaks large soil cods
  1. two factors that effect rooting of cuttings in crop production
  • Temperature
  • Relative humidity
  • Light  intensity
  • Oxygen  supply
  • Chemical treatment
  • Leaf area
  • Breaking seed dormancy
  • Seed dressing

Seed inoculation

  • Breaking seed dormancy
  • Seed dressing

Seed inoculation

  1. Under sowing is the establishment of pasture under a cover crop usually maize while over sowing is the establishment of pasture legume in an existing grains pasture
  2. a) Stem cutting

b)

  • High yielding
  • High quality
  • Good rooting ability
  • Adaptable to the ecological zone

c)

  • Make top cut near the auxiliary bud as close as possible and sloping away from it
  • Lower cut must be sloping at an angle and be 2.5 – 4cm below the leaf
  • Single leaf internodes cuttings must be kept shaded and wet floating in water from the time of cutting to planting

 

25        a) (30 X 15) cm2  / 30cm X 15cm

b)

4M – 0.6 M   + 1

0.3M

3.4    +  1

0.3= 12 raws

  1. c) Plant population

3M – 0.6    +1

0.15

= 2.4    + 1

0.15

= 16 plants X 12 raws = 192 plants

  1. – Temperature;

– Relative humidity;

– Light intensity;

– Oxygen supply;

– Leaf area;

– Chemical treatment;

  1. Selection of mother plants (tea);

– Select healthy bushes/free of pests and diseases;

– Select high quality bushes;

– Select those which are high yielding;

– Select those with good rooting ability;

– select those which adapt to a wide range of ecological conditions;            (4×1=4mks)

Preparation of planting materials

  • Prune the selected tea bushes and leave unchecked for six months;
  • Select and cut good branches for making cuttings
  • Obtain the cuttings form the middle of the branches/discard the brown and the hard bottom part/ the green soft top part
  • Make single leaf internodes cutting carefully 2.5-4cm long;
  • Make slant cut with the use of scalpel/sharp knife taking away from the node;
  • Make top cutting near the auxiliary bud as much as ossible;
  • Keep the cuttings wet in the water to avoid dehydration until they are planted;
  • Keep the cutting under the nursery;

Raising of tea seedlings in the nursery

  • Plant cuttings on rooting medium in polythene sleeves/sleeves measure 25 x 7.5-10cm and sealed
  • Rooting medium consists of fertile sub-soil and phosphate fertilizer;
  • Plant single leaf internodes per polythene sleeve,
  • Place the sleeves in the vegetative propagation units,
  • Erect wooden hoops over the sleeves cuttings, then place polythene sheet over it/erect shade over the nursery;
  • Water sleeved seedlings every 3weeks/main high humidity;
  • Uproot weeds when they appear;
  • Hardening off done 4 months after raising (9×1=9mks)
  1. Factors to consider in timely planting of annual crops
  • Escape from serious weed competition;
  • Utilization of early rainfall;
  • Exploitation of Nitrogen flush in the soil that has accumulated during dry season;
  • Escape from serious pest + disease attack e.g. stalk borer in maize;
  • Fetch high market prices when harvested early;
  • Reduce competition for labour during labour peak period;
  • For harvesting season to coincide with dry period to reduce losses e.g. cotton

Early planting means early farming/calendar for the farmer to enable him /her to finish up other farm activities;          (8×1=8mks)

29.

  • It is wasteful because a higher seed rate is used.
  • It is not possible to use machines.
  • It is not possible to establish plant population.
  • Lack of uniformity in seed establishment.
  1. (i) Seed inoculation;
  • It is the treatment of legume seeds with Nitro-culture/artificial bacteria to increase their Nitrogen fixation in the soil ,if grown in Nitrogen deficie soils.

(ii)Chitting;- Breaking of dormancy in Irish potatoes before planting

(iii) Tipping;- Removal of three leaves and a bud from each shoot above the required height of the

table in tea during plucking table formation / formation of a uniform and flat plucking table in tea.

  1. two advantages of producing crops by use of seeds over vegetative propaganda
  • Seed treatment is easier
  • Seeds can  be  stored for a long time
  • Faster and uniform germination
  • Mechanization of farm operation is easy/possible

Application of fertilizer/manure is easy and  can also be mechanized

  1. four ways of preparing planting materials before planting
  • Breaking  seed dormancy
  • Seed dressing
  • Chitting
  • Seed cleaning
  • Seed inoculation

Root trimming  as  in banana  or tree seedlings

CROP PRODUCTION III

NURSERY MANAGEMENT PRACTICES

  1. three methods of grafting that are used in propagation of plants
  • Whip are tongue grafting
  • Side grafting
  • Approach grafting
  • Bark grafting

Notch grafting

  1. two practices done during hardening-off of seedlings in a nursery bed.
  • Gradual removal of shade

Gradual reduce of watering

  1. two methods of budding used in crop propagation (1mk)
  • T-budding
  • Top budding
  • Paten budding

 

  1. four management practices carried out on a nursery bed (2mks)
  • Watering
  • Shading
  • Pest  an  disease control
  • Weed control
  • Mulching
  • Hardening off
  • Pricking out  (1/2×4=2mks)
  1. Two importance of tissue culture in crop propagation
  • Propagate pathogen free plants
  • Appropriate soil depth
  • Soil looseness
  • Should be weed free

–     Soil moisture content improved

  1. – A nursery bed is a portion of land specially prepared to raise seedlings before transplanting while a seedling bed is a specially prepared portion of land for receiving pricked out seedlings from the nursery bed Mark as a whole (1 mk)
  2. Four advantages of under sowing in pasture production
  • Amino acids/protein synthesis
  • Formulation of  enzymes and hormones
  • Increase oil content and hormones
  • Needed for formation of chlorophyll
  • Aid in nitrogen fixation in legumes

Needed in carbohydrate metabolism

  1. Four advantages of under sowing in pasture production
  • Amino acids/protein synthesis
  • Formulation of  enzymes and hormones
  • Increase oil content and hormones
  • Needed for formation of chlorophyll
  • Aid in nitrogen fixation in legumes

Needed in carbohydrate metabolism

  1. (a) The structure is a nursery

(b) Reason for carrying out each of the following practices in the structure shown above is:-

  • Pricking out – to avoid overcrowding /allow seedling to grow strong and healthy transfer seedlings from one nursery to another
  • Hardening off – To prepare seedlings to ecological conditions in the main field/reduce transplanting shock

(c) Three importance of the part labeled A in the above structure  (1/2 x 3= 1 ½ mk)

  • To reduce the amount of water through vaporization
  • To modify nursery temperature
  • To reduce the impact of raindrops/hailstones hence minimizing damage on seedlings
  • Reduce splash erosion
  • Reduce the scorching effect in the seedlings
  • Reduce the scorching effect in the seedlings
  1. a) – Sitting crop nursery
  • Good soil fertility
  • Security against destruction
  • Accessibility
  • Should be near source of water
  • Topography should discourage water logging (1×5=5 mks)

b)- Establishment

  • Prepare fine filth
  • Add manure or fertilizers to the nursery
  • Sterilize soil against soil borne pests/ diseases
  • Shade the nursery bed
  • Ensure nursery is 1m wide
  • Plant seeds in drills and cover with light soil layer (1×5=5 mks)
  1. b) Management practices
  • Mulch to conserve moisture and suppress weeds
  • Water regularly in the morning and afternoon
  • Pricking – remove excess seedlings and transfer to another nursery or use polythene sleeves
  • Weed control – done by hand uprooting
  • Pest and disease control – use clean seeds and apply chemicals as recommended
  • Hardening off – Done by removal of shade
  • 1 week to transplanting to make seedlings survive after transplanting
  1. State four importance of thinning seedlings in the nursery bed
  • To control  spread  of pests and diseases
  • To create space far  other seedlings
  • To avoid  competition for light, nutrients
  • Allow rapid growth of seedlings/vigorous(1/2×4=2mks)
  1. Seedling bed is where overcrowded seedlings from the nursery bed are transferred while

seedbed is the final land where planting materials are raised until they are ready for harvesting.

  1. a) two advantages of having the part labeled J
  • To reduce the amount of water loss through evapo- transpiration
  • To modify the temperature
  • To reduce the impact of the raindrops thereby minimize the damage of seedlings/ reduce splash
  • Retaining water
  1. b) Management practices carried out on the nursery from the time the seedlings emerge to stage of transplanting
  • Proper watering
  • Controlling weeds
  • Hardening off
  • Pricking out

 

CROP PRODUCTION IV

(FIELD MANAGEMENT PRACTICES)

  1. Staking is supporting tall varieties of tomatoes using a stick fixed next to the plant and tied with

sisal string while propping is supporting banana plant with sticks Mark as a whole= 1 mk

  1. five advantages of crop rotation
  • Improves soil fertility: where legumes are included nitrogen is fixed/ added in the soil
  • Control pests and diseases: disrupts the life cycle of certain pests and diseases
  • Control weeds: control weeds which are specific to certain crops e.g. striga in cereals/ cover crops in a rotation will smother certain weeds
  • Better use of the soil nutrients: different crops (due to differing root systems) draw nutrients from varying soils horizons/ different crops require different nutrients
  • Control of soil erosion: cover crops included reduce soil erosion
  • Improve soil structure: When grass lays are included which during the period organic matter will accumulate to enrich the soil and improve soil structure
  1. four factors which influence the stage at which the crops are harvested.

– Purpose of the crop / maturity.

– Moisture content.

– Concentration of certain chemicals.

– Water condition.

– Market demand.

  1. a) B.   –  Single stem pruning system.          (1×1=1mk)
  2. b) Identify the system of pruning in C.

– Multiple stem pruning system.        (1×1=1mk)

  1. c) Outline how pruning in diagram C is carries out.

– Main stem of the seedling is capped/ cut stem at 38 – 60 cm high.

– Two or three suckers are selected and allowed to grow while the rest are removed

  1. Two functions of earthling up in crop production
  • To influence tuber expansion
  • To retain water between the ridges which increases water conservation/infiltration
  • Reduces soil erosion

–    To prevent the greening effect in potatoes

  1. (a) The factors which determine the stage of harvesting of crops
  • Stage maturity of the crops
  • Use of the crop
  • Tastes and preferences of consumers
  • Weather conditions
  • Chemical conditions
  • Chemical concentration of the chemical
  • Moisture content ( 1mk x any 6pts = 6mks)
  1. – Reduces runoff thus increasing amount of water into the soil

Reduces evaporation thus increasing the amount of water retained

  1. – Moisture content of soil
  • Use of which the crop is to be put
  • Number of seeds per hole
  • Prevalence of certain diseases/ pests
  • Machinery to be used in subsequent operations
  • Fertility status of the soil
  1. i) To acclimatized the seedlings to direct light/ conditions in the seedbed
  2. ii) To avoid overcrowding and reduce competition for light.

iii) Produce healthy and strong seedling

  1. iv) To obtain correct plant population
  2. Two factors that determine the stage of harvesting crops are:-
  • Purpose of crop
  • concentration of required chemical

11        a)    –   Weather condition

  • Use/ purpose
  • Stage of growth
  • Concentration of the required chemicals (i.e. tea) ( ½ x4=2 mks)
  1.  b)    –    Proper drying of produce
  • Keeping storage facility/ structure clean
  • Use of pesticides on storage structure
  • Treating produce with pesticides e.g. cereals

Use of rodent guards

  1. Enable controlling over bearing by ensuring required leave ratio
  • Open up canopy for air and light penetration
  • Reduce chemical waste
  • Control pests and diseases
  • Allow other field operation

Give crop desired shape

(c) Which factors are considered when carrying out a crop rotation program?

  1. a) -Removing of chaffs by use of wind

b)i)-  Prevent erosion

  • Add organic matter
  • Conserve soil moisture
  • Raise soil temperature ( ½ mk)
  1. ii) – improve quality of grains by separating them from rest of plant (½ x1= ½ mks)
  2. c) – Root systems of crops
  • Botanical relation of crops
  • Nutrient absorption by plant

Susceptibility to pests, diseases or weeds

  1. a)This is support  given  to crops with  weak stem. So as to grow in the desired direction
  2. b) -Makes the plant to get enough sunlight to manufacture food i.e. prevent shading

-leads to more productivity

-reduced infections of diseases from the grounds

  1. (a) Some crops are harvested earlier e.g. maize for silage at silking stage while maize for grains when the grains are dry;

(b) A crop can be harvested earlier when the market demand is high;

  1. It is a farming practice that involves the removal and destruction of crop plants which are heavily

infested with pests and diseases from the field.

  1. It is the replacement of old bearing stems by suckers. The cycle is usually changed

after 4 – 6 years.

  1. a)- Earthening up
  2. b) Importance of the above practice
  3. i) Maize – provides support to prevent lodging
  4. ii) Irish potatoes – Improves tuber formation
  5. c) During second weeding
  6. Four factors which determine the stage at which crops are harvested
  • Original  conditions of land
  • Soil type
  • Cost
  • Size  of  planting materials
  • Soil moisture type of implement
  1. Two limitation of using polythene sheets as mulching materials in a field of tomatoes Expensive
  • Requires skilled labour
  • Does  not  decompose

May overheat soil around  crop roots

  1. – suckering

-Pruning of leaves

-Propping

-Mulching

-Earthing up

  1. – Smothers weeds

-Regulate soil temperature

-Conserve moisture

  1. -passion fruits

-Deep rooted

-Nitrogen fixing

-Good by-products

– Friendly too crops / not affent crop

 

 

CROP PRODUCTION V

(VEGETABLES)

  1. a)three management practices that have not been carried on the plant above
  • Pruning
  • Staking
  • Weed control 3x ½ = 1 ½ mks
  1.  b) For each management practice state one reason why it should be carried out
  • Pruning
  • Staking – prevents lying on ground where fruits are soiled and get diseases

Easy movement in field                                                                             1x ½ = ½ mk

  • Weeding – reduce competition for nutrients, water and space 1x ½ =1/2 mk

 

  1. c) Name two diseases that attack the crop above in the field
  • Tomato blight
  • Bacterial wilt

Blossom – end rot

  1. the production of tomatoes (lycopersicon esculentum) under the following subheadings
  2. a) Varieties
  • fresh market e.g. money maker, beef eater, marglobe  supermande
  • processing varieties-cal –j, marzano, Kenya  beauty  (1/2×4=2mks)
  1. b) Nursery establishment
  • select  site and  clear
  • dig to remove weeds and  narrow  to fine tithe
  • mark out  nursery  beds I  wide with convenient length   and level it
  • make drills 10cm apart  and  crop seeds  singly in furrows
  • cover with  thin layer of  soil, mulching, water (1/2×4=2mks)
  1. c) Field management practices
  • gabbing-to  reduce dad seeds  and maintain  optimum plant  population
  • weed  control-remove  weeds  mechanically to  prevent competition  avoid during flowering
  • top  dressing-use fertilizers at 20kg/ha when  plants are 25-30cm tall
  • staking-train  plants  to  grow  in desired   shape; to produce clean fruits, control pests  and disease
  • pruning-to remove unwanted  braches  to input micro climate  facilitate  spraying
  • pest control-use pesticides  and  other  appropriate methods to control pests e.g. aneucal ball worm, leaf hopper
  • disease  control-use  fungicides, legislative  methods ,etc to control early blight, damping off, bacterial  wilt  (7×2=14mks)

 

  1. two symptoms of late blight in tomatoes.

– Rapid drying of leaves.

– Brownish dry rots of fruits.

– Destruction / drying of the whole plant.

 

 

  1. four factors to consider when grading tomatoes for fresh market.

– Size i.e. large, medium, small.

– Degree of ripeness of fruit.

– Damage of tomatoes e.g. bruises on skin.

– Shape of the fruit.

  1. Two ways of controlling purple blotch in onions
  • Crop rotation

–     Application of fungicides

  1. (a) The disease which may have caused the condition shown in the illustration

.Bacterial with (Pseudomonas solana cerum). ( ½ x 2 = 1mk)

(b) Any other crop which may be affected by the disease identified in (a) above

  • Irish potatoes( ½ x 2 = 1mk)

(c) Two other factors which can lead to the same condition as shown by the illustration

  • Nematode attack
  • Lack of water
  • Physical damage on the roots/male attack ( ½ x 2 = 1mk)

(d) Two measures that can be sued to control the disease named in (a) above

  • Crop rotation
  • Regueing /field hygiene

–    Use of certified seeds

  1. -Enables efficient coverage of plant with chemicals
  • Creates unfavorable micro climate for disease causing organism
  • Diseased branches are removed hence reduced incidences of disease spread

Remove branches touching the ground to avoid infection

 

  1. – Altitude – 900-2900 meters above sea level

–  Rainfall – well distributed throughout the growing period

– 750mm – 2000 mm per annum

– practice irrigation

– Soils – well drained

– Deep rich

– Slightly acidic PH of 6.5

  1. a)
  • American boll worm
  • Cut worm
  • Red spider mite
  • Nematodes
  1. b) Lack of calcium
  • Irregular watering
  • Excessive application of Nitrogen in early stages of the plants growth

 

10

  • Altitude                       0 – 2100m above sea level.
  • Temperature range      18 – 29º C
  • Sunlight is important during ripening to give the tomatoes a bright red or yellow colour depending on the variety
  • Rainfall – well distributed during the growing season. (760 – 1300mm pa)
  • Soils      – warm and well drained soils with a PH of 5.5 – 7.0

 

LIVESTOCK HEALTH

(INTRODUCTION TO LIVESTOCK HEALTH)

  1. four physical appearances to be observed in a sick animal
  • Behaviour of  animal-over  excitement, aggression, abnormal  sores
  • General  appearance-dull  eyes, restlessness
  • Movement of  animals  -limping/straining  when walking
  • Posture (4x ½ =2mks)
  1. two reasons why tsetse fly control is considered to be a land reclamation method
  • Allows livestock rearing
  • Enables human settlement
  1. a) Siting a fish pond
  2. i) Soil type- clay soil is the best
  3. ii) Topography – requires gentle slope not Lilly and flat

iii) Source of water – near reliable source

  1. iv) Marketing centre should be close
  2. v) Accessibility from the homestead
  3. vi) Security – protected against predators

vii) far from natural source of fish

b)

  • General farm hygiene, cleanliness of houses, equipment proper carcass disposal by burning/ burying/
  • Disinfection to destroy pathogens e.g. Anthrax and calf diseases
  • Isolation of sick animals – separated from healthy ones to avoid spread of diseases e.g. foot mouth
  • Drenching/ deworming to control internal parasites e.g. tapeworms and roundworms
  • Treatment of the sick animal – to prevent spread of diseases
  • Vaccination to create resistance to diseases on regular basis e.g. foot and mouth, anthrax, new castle
  • Control vectors – to avoid disease transmission e.g. ECF, nagana/ specific method
  • Prophylactic approach/ use of drugs to avoid injection e.g dry cow therapy against mastitis
  • Trypanocidal drugs to control trypanosomiasis
  • Proper breeding to control breeding diseases e.g. brucellosis
  • Proper feeding to prevent nutritional disorders e.g. milk fever, anaemia
  • Slaughtering/ killing – to prevent spread of contagious diseases e.g. anthrax
  • Quarantine – to avoid spread of diseases
  • – prevent introduction of diseases
  • Proper housing to avoid predisposing the animal to diseases e.g. ventilation, spacing
  • Foot trimming to minimize occurrence foot rot
  1. a) four notifiable diseases in livestock   (4mks)
  • Lumpy skin disease
  • Newcastle
  • Anthrax
  • African swine fever
  • Rinderpest
  • Rabbies (4×1 = 4 mks)
  1. b) Discuss four ways in which livestock disease are spread in the farm (4mks)
  • Ingestion of contaminated feed and water.
  • By carrying agents /vectors
  • Through wounds
  • Through inhalation of pathogens
  • By abrasion in the body
  • Through contact with the disease causing organisms. (4×1 = 4mks )
  1. c) the methods of controlling livestock disease giving an example of different disease in each case
  • Use of prophylactic drugs e.g.coccidiostat to control coccidiosis
  • Use of antiseptics / disinfectants to maintain farm hygiene to control calf scours
  • Quarantine to control foot and mouth disease
  • Isolation to control infectious diseases e.g. foul pox
  • Mass slaughter to control zoonotic diseases e.g. anthrax
  • Vaccination to control black quarter
  • Control vectors like tsetse flies to control nagana.
  • Use of healthy breeding stock / to prevent breeding diseases
  • Proper nutrition to control bloat and milk fever.
  • Treat sick animals to prevent spread e.g. mastitis
  • Drenching /control of internal parasites like flascioliasis , ascariosis
  • Keep resistant breeds e.g. zebu to control ECF
  • Foot trimming to reduce occurrence of foot rot
  • Proper housing to control pneumonia. (12×1 =12mks)

 

 

AGRICULTURAL ECONOMICS II

(LAND TENURE AND LAND REFORM)

  1. Four ways by which Re-afforestation help in land reclamation
  • Add organic matter from falling leaves
  • Recycles soil erosion
  • Control soil erosion
  • Improve drainage of swampy areas

Play part in hydrological cycle

 

  1. three objectives of land reforms that are taking place in Kenya
  • Increase output from land
  • To meet changing national and market demands
  • To achieve increasing productivity of both land and labour
  • Proper utilization of national land resources and arid lands
  • Increases commercial farming

Increase land conservation and improvement

 

  1. two causes of land fragmentation in Kenya since independence.

– People buying pieces of land elsewhere.

– Compensation when the government takes pat of ones land for public use.

– Inheritance of land.

 

4  – Establishment of land ownership.

– Measurement of land size.

– Description of the land.

– Recording and mapping of the surveyed land.

– Solving objections if any.

– Submission of the maps and records to the district land office registration

  1. Four benefits of a farmer having land title deed
  • As security to get a loan
  • As security of land ownership
  • Minimizes land disputes
  • Acts as an encouragement to the farmer to carry out long term investment on the land
  1. Four reasons for practicing land consolidation are
  • To save time and transport
  • Make supervision of land easier and more effective
  • To facilitate mechanization of farm
  • To make it easy for long term investments in the farm
  • To have sound farm planning
  1. four advantages of communal land tenure system
  • Problems  of landlessness does not exist
  • Land cannot be easily fragmented
  • The system allows free  merchant of  livestock
  • The  land is  left rest  for a  while so s  to allow pasture regeneration
  • No  land dispute
  1. four advantages of landlordism and tenancy
  • Enables  landlords  who cannot use land  to get income from tenants
  • Idle  land can be  put into good agriculture use increasing agricultural production
  • The landless c an  rent  land  to earn a living
  • Ensure equitable distribution  of land as a  natural resource
  • It reduces land  dispute since  the  land  lord  or  the state control its allocation
  • To achieve flexibility in farming patterns to meet changing national and market demands
  • Achieve effective utilization of National land and introduction of irrigation schemes
  • Encourages measures on the land and general improvement of land
  • To achieve increasing productivity of both land and labour
  • Encourage commercial instead of subsistence production in order to ensure meaningful self employment in rural areas
  • Encourages farmers to invest more through offering security of tenure
  1. – Freedom to us eland by all members

– Promotes unity among members

– Promotes use of land according to general requirements of the community

11.

  • The number of the title deed
  • Size of the land
  • The name and identity of the owner
  • Date of registration
  • Type of land ownership
  • Seal of the government
  • Issuing officer’s signature

 

SOIL AND WATER CONSERVATION

  1. Three human activities that may influence soil erosion
  • Ploughing up and down slope
  • Over cultivation
  •  Planting annual crops on slopes
  • Overstocking/ burning vegetation/ clean weeding

Over irrigation

  1. a)Cut off drain             1×1=1 mk

b)Collect water from uncultivated land and drain it into a water bay                     1×1=1 mk

c)Will be washed by water back to the trench, filling it then to cultivated land

  1.  d) four effects if water was allowed into the cultivated land
  • Will wash top fertile soil away
  • Will uproot planted crops
  • Expose unproductive soil

Soil washed will cover crops on the lower end of the farm

  1. two roles played by Grassley in soil erosion control (1mk)
  • Improves  soil  structure by  holding loose particles  together
  • Provides ground cover  to prevent exposure of soil to  agents of soil erosion
  • Reduce movement  of surface run  off
  1. three materials that may be used for constructing a gabion.

– Wires.

– Stones.

– Concrete/ sand/ cement/ water/ ballast.

– Wood/ poles/ metal pegs/ rods.

  1. one factor that would determine the width and depth of a cut off drain.

– Expected volume of run – off.

– Bed rock / soil type.

  1. (a) – Reducing the speed of surface run-off – hence reducing the runoffs water erosive power.

– Trap soil from surface run-off/ filter out soil.

– Reduce the impact of rain drops on the soil thus reducing splash erosion.

– Grass holds soil particles together hence reducing soil erosion.

– Soil structure is improved by organic matter from grass thus rate of water infiltration increases.

  • Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed.
  • Alum added to coagulated solid particles which settle at the bottom.

Stage IV:         Filtration

  • Water is passed through filtration tank with layers of sand and gravel to filter it.
  • Water leaving the filtration tank is clean.

Stage V:          Chlorination

  • Water is passed through chlorination tank where chlorine is added.
  • Micro-organisms in the water are killed by chlorine.

Stage VI:         Storage

– The treated water is stored in large overhead tanks before distribution and use.

  1. Four farming practices that help in reducing the effects of water shortage in crop production are:-          -Mulching
  • Early planting
  • Planting early maturing crops
  • Practice land fallowing

–     Contour cropping/Contour farming

  1.  – Fanya juu terraces
  • Broad base terraces
  • Bench terraces
  • Narrow based terraces

–    Fanya chini terraces

  1. The cultural methods of soil erosion control are:
  • Planting cover crops – The more the soil is covered by a crop or grass, the less erosion will occur
  • Early planting- Established an early ground cover by crops thus reducing the risk of soil erosion
  • Inter-cropping – Increases the ground cover protecting the soil from erosion
  • Crop rotation – improves soil structure where the rotation includes a grass
  • Strip cropping/contour/field strip cropping – This is the growing of alternate strips of different crops in the same field with the purpose of interrupting the continuous flow of water or wind
  • Weed or disease and pest control – This ensures a good crop stand that covers the soil more
  • Harvesting procedures that leave crop residues on the field
  • Mulching- The covering of the soil with organic or inorganic materials
  • Contour farming follows the contours during ploughing, ridging and planting which reduces surface run off
  • Grass strips formed by either leaving narrow strips of land un ploughed or planting grass on strips along the contour
  • Afforestation and reafforestation
  • Fallowing – leave the land uncultivated for same time        (any 10×2=20mks)
  1. – Construction of dams
  • Construction of dykes
  • Planting trees along river bank to hold soil together

Observing government regulation on leaving a sizeable strip of an uncultivated land along

the river bank

  1. a) Bund
  2. b) It is constructed along the contours
  • A channel is dug with the upper width (y) 1.5cm and bottom width (x) 90cm
  • Excavated soil is put on the lower part of the channel leaving the part (W) the ledge
  • The steeper the slope the closer the bunds
  1. a) It is the process by which top soil is detached, removed and carried away from one place to

another place where it is not useful

  1. b) four types of water erosion
  • rain drop/splash erosion
  • sheet erosion
  • rill erosion
  • gully erosion
  1. c) factors which influence soil erosion
    • Amount and intensity of the rainfall
    • Excess water run off take with it loose soil articles
    • Slope of the land (topography)
    • Sped of water as it flows to determine by the slope of the land .the steeper
    • The slope the higher the rate of erosion
    • Type of soil
    • Some soils drain water faster than the other as sandy soil is easily eroded than sandy soil
    • Soil depth
    • Shallow soil become saturated with water quickly than deep soils
    • Vegetation cover
    • Forests protect soil against erosion than bare soil
    • Overstocking
    • Overstocking increase soil erosion
    • Deforestation
    • Cutting down of trees expose   soil to agents of erosion leading tom soil erosion
    • Planting annual crops in steep slope
    • It leads to frequent cultivation hence exposure soil to erosion
    • Indiscriminate   burning of vegetation before cultivation
    • The land is exposed to erosive forest of rain and wind
    • Clear weeding
    • This leaves the soil less protected against water erosion
    • Pruning up and down the slope
    • Increase soil erosion
  1. d) seven cultural ways of controlling weeds

i)matching-matching smother weeds

ii)cover  cropping-cover  crop smother weeds

iii) Crop rotation-some weed only grow well when in association with certain crops

e.g.  Striga grow only where some cereal crops and sugar cane are growing .when

these crops are rotated with dicots, striga does not germinate

  1. iv) Timely planting-crops establish early before weeds thus smothering them
  2. v) use of clean seed/planting material-prevents the introduction of weeds to the form land
  3. vi) Proper spacing-helps to create little space for weed growth

vii) Clean seedbed-this starts off the crops on a clean bed so that they effectively compete

with weeds

viii) flooding-mainly practiced in  rice fields

  1. -Slow down surface run – off

-Filter soil particles from surface run off

WEEDS AND WEED CONTROL

 

  1. Oxalis (sorrel)

-(oxalis latifolia)

b)- The weed contain builbs i.e Elaborate  & extensive root system that support the plant.

– Because it has rhizomes.

  1. c) State the economic importance of the weed shown.

– Reduces yields of crops.

– Increases cost of production.

– It’s a livestock feed.

– Fixation of nitrogen.

  1. (a)Couch grass Digetaria Scalarum ( ½mk)

(b) Why is it difficult to control the weed?

  • It has got underground rhizomes which grow deep in the soil ( ½ x 1pt =  1mk)

(c) One harmful effect of the weed on crop production

  • Competes with crops for nutrients/soil moisture and space resulting to low yields
  • Increases the cost of production when controlling it

(d) Two measures used to control the wed

  • Use of appropriate herbicides

–    Physical removal of rhizomes

  1. i)- A-Double thorn (oxygonium sinuatum)

– B- Coach grass (Digiteria  scalarum)

  1.  ii)  – Lower the quality of produce
  • Lower yields
  • Compete with intended plants for nutrients and water

iii)  Weed B is difficult to control as it has underground rhizomes

  1.  iv)   Can be effectively controlled by use of chemicals
  2. Four methods of propagation which make weeds to have a high competitive ability over crops
  • Availability to produce many viable seeds
  • Ability to propagate vegetative –with bulbs, rhizomes
  • Ability to regenerate woody stems-quickly
  • Efficient means of propagation

Ability to remain viable in the soil for a long period of time

  1. Weed C – Nutgrass (Cyprus rotundus)

Weed D – Sow thistle (sonchus oleraceous)

  1. a) – Thorn apple
  • Sodom apple
  • Oxalis
  • Tick berry                                                             ( ½ x4=2 mks)
  1. b)     – Before flowering to avoid spread through seeds

– Early stage before spreading underground organs

  • Requires skilled labour
  • Have long residual effect which interferes with future crops

It is not environmental friendly/ pollutes the environment

  1. a)
  • MCPA
  • 2 – 4 – D
  • Bentazon
  • Bromoxynil
  • Linuron
  • Loxyyril
  • Atrazine
  • Metrubuzin

 

  1. b) – 10 – 15cm high

– 2 – 4 weeks after emergence

  • Complete for nutrients/ light/ space
  • ACD as alternate host of insect pests
  • Some produce poisonous substances
  • Blocks water cords
  • Lowers the quality of pasture
  • Poisonous to man and livestock
  • Parasites of desired crops
  • Aquatic weeds affect navigation and water animals
  • Increase the cost of production
  • Cause irritation to workers
  • Some have medicinal value
  • Eaten by man and livestock
  • Acts as soil cover
  • Add organic matter in the soil

–     Some are legumes

  1. a) two factors that   affect  selectivity of herbicides
  • Stage of plants  growth
  • Plants morphology and anatomy
  • Mode  of action
  • Environmental factors (2×1=2mks)
  1. specific examples of weeds describe their harmful effects in agricultural production
  • Compete with crops for  nutrients spacing  ,light, moisture lowering yield  e.g. MacDonald’s  eye  etc
  • Some  are  parasitic  e.g.  wihhweed
  • Low  quality of  produce e.g. Mexican  marigold lowering quality of milk/pigweed  seeds  in finger millet
  • Poisonous to both  man and livestock e.g. Dahira  stramonium, Bracken fern
  • Allirnate  hosts  for  pests and  diseases  e.g. mallow weed –for  cotton strainer
  • Some  are  allelopallic/hinder  germination  e.g.  Mexican marigold
  • Block irrigation channel e.g. salvinia/water hyacinth
  • Affect  fishing and navigation-salvinia and water hyacinth
  • Lower quality of pasture e.g. manyatta grass
  • Reduce workers  efficiency/irritate  e.g. double  thorn, shnging nelthe, devil’s  horse whip

 

CROP PESTS AND DISEASES

 

  1. two possible causes of swelling on the roots of legume crops
  • Infection by nematodes

Nodulation/ nitrogen fixing bacteria

  1. the various cultural methods of controlling pests in crops
  • Timely planting-done early e.g. maize escape stalk borer
  • proper  tillage-to expose  soil boring pest i.e. white grubs
  • Timely harvesting-enables crops i.e.  maize to escape weevil attacks
  • close season-avoids  growing  susceptible crops for   some period to control pink worms in cotton
  • trap cropping-plant  crops together with main crop  to  trap/attract pests before they attack e.g. sorghum round the  maize plantation
  • trap rotation-rotate crops preferred  by certain  pests  with those  which are  not e.g. groundnuts and  potatoes rotated with maize  and beans to starve  pests
  • establishing resistance crop varieties-this enables crops  to resist pest using natural mechanism e.g. goose neck sorghum  against birds ,tiltering  sorghum against  shoot fly
  • field/farm hygiene-keep the  field free  from  any plant material harboring  pests by rouging ,removal  of crop residues
  • Alteration of environmental conditions by creating microclimates that are not conducive to some pests e.g. open pruning, mulching for  traps
  • Destruction of alternative host especially weeds that host pests e.g. Removal of mallow weeds help control cotton strainers. Use of clean planting material e.g. seeds, suckers, crown bananas weevils are  controlled
  • Proper  spacing-makes it  difficult for pests to move  from one  plant  to another  through close spacing in  ground  nuts  controls aphids
  • Using  organic  manure  which  discourages  eelworms
  • Irrigation-overhead  irrigation in  cabbages controls aphids(any 10×2 must  be  discussed)
  1. What does the term close season mean in crop production?

– A period during when a particular crop is not supposed to grown in a given areas so as to

control   diseases and pests built up.

  1. – Use of clean planting materials.

– Timely planting.

– Proper seed bed preparation.

– Use of resistant crop varieties.

– Proper weed control/ destruction of alternate host.

– Observing field hygiene.

– Mulching.

– Use of  close season.

– Use of trap crops.

– Proper spacing.

– Timely harvesting.

– Use of crop rotation.

  1. Four symptoms of viral infections in plants

– Leaf curling

– Mosaics

– Malformation/distortions

– resetting (short internodes)

– Leaf chlorosis

 

(a)       B – American bollworm ½mk

C – Weaver bird ½mk

D – Mongoose bird     ½mk

(b)- Flooding with water

  • – Fumigation of the soil with furadan
  • – Physical killing ( ½ x1 = ½mk)

(c)    Fruits      ( ½ x 1 = ½mk)

  1. (b) The various practices carried out in the field to help control crop diseases
  • Crop rotation
  • Rugueing/destroy infected plants
  • Plant disease-free plant/use certified seeds
  • Closed season
  • Early planting /timely planting
  • Proper spacing
  • Timely weed control
  • Use of resistant varieties
  • Application of appropriate chemicals
  • Use of clean equipment
  • Quarantine
  • Heat treatment to kill pathogens
  • Pruning to create unfavorable micro-climate for diseases

–     Proper nutrition to prevent deficiency

 

  1. – Some pesticides cause suffocation of pests by blocking respiratory surfaces
  • Some pesticides are stomach poisons that kill pests by damaging the cells/ tissues
  • Some pesticides damage the pests nervous system

–    Some pesticides kill pests by destroying digestive system

  1. a) Cutworm
  2. b) – Cuts the stem causing lodging

– Reduce plant population

  1.  c) – Use of appropriate insecticides

Removing and killing it

  1. i) This is a situation in which pest population caused damage beyond tolerance
  2. ii) This is the use of combination of both chemical and cultural pest control methods
  3. four harmful effects of crop pests
  • Some e.g. nematodes  damage crop roots  causing wilting and death of the plant
  • Some like squeals unearth planted seeds leading to low plant population some destroy crop leaves lowering photosynthetic area-result to reduced yield
  • Sucking pest deprive plants  of  food by  sucking plants sap
  • Some pests attack fruits  berries  and  flowers lowering  their quality and quantity
  • Some pests destroy embryo seeds lowering  their germination potential
  • Some transmit crop diseases
  • Some e.g. stalk borer eat the growing points causing retarded growth
  • They lower mansetabills of crops produce  by lowing quality
  • Where the leaf is the major product pest  damage lower the  quality and  quantity  through defoliation
  1. a)Potato blight
  2. b) (i) Pythophthora infestants
  3. ii) dry patches i.e. necrotic lessiory on leaves and fruits
  • affected fruits appear rotten and fall off prematurely
  1. c) spraying with copper fungicides
  • rogueing the affected crop
  1. (a) – Anthracnose of Bananas / Banane anthrancnose;(1×1=1mk)

(b) – Spray with (appropriate) fungicide

– Plant resistant varieties

  1. a)- Mouse bird
  2. b) – Destroys grains in records

– Destroys fruits e.g. tomatoes

16.

  • Cause swellings called galls on the roots.
  • Leads to blockage of the vascular vessels which transport materials within plants leading to wilting and stunting growth of the crops.
  1. four cultural practices used in controlling crop pests
  • Timely planting
  • Proper tillage
  • Close season
  • Trap  cropping
  • Timely harvesting
  • Crop rotation
  • Planting resistant  varieties

Field  hygiene

  1. three symptoms of coffee berry disease.
  • Fungal disease
  • Favoured by high rainfall
  • Flowers have dark brown blotch /stred on brown petals
  • Green servier have small dark sunken parches/lessions
  • Barry (dip in the ground/dry up on the  in the black mummified condition and when squeezed they are empty
  1. (a) M – hedgehog N- Squirrel      P – Rat

(b) M – Use dogs

N- eat germinating maize/bean seedling

– timely planting

  • Early planting
  • Timely harvesting
  • Early harvesting
  • Proper tillage
  • Close season- period when that crop is not grown anywhere trap cropping
  • Crop rotation
  • Planting resistant carieties
  • Field hygiene
  • Alteration of environmental
  • Crop nutrition
  • Destroying alternative host
  • Use of clean planting material
  • Proper spacing
  • Lose of organic manure
  • Irrigation.

 

CROP PRODUCTION VI

FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFE AND TEA

  1. four management practices carried out in maize field at 45cm high
  • Weed control
  • Thinning
  • Farthing up
  • Top dressing
  • Pest and disease control
  • Rouging (1/2×4=2mks)
  1. To prevent contamination of the cotton by the sisal strings
  2. (i)             (a) Land preparation
  • Land is plaughed /dug
  • Ploughs/jembes used for primary cultivation
  • The land is leveled
  • Bunds are constructed around the plots to control water
  • The land is flooded up to a depth of 5cm
  • The soil-water mixture should be worked on until a fine mud is produced

 

(b) Water control

  • Bunds are constructed around the plots to control the water level
  • The land is flooded with water to a depth of 5cm before transplanting
  • The level of water is gradually increased to a height of 15cm by the time the rice crop is fully grown
  • Water should be allowed to flow slowly through the field
  • Old water should be drained and fresh one added where the flow of water is not possible
  • Old water should be drained every 2-3weeks
  • The field should be drained off 3weeks before harvesting ( 1mk x any 4pts = 4mks)

 

(c) Fertilizer application

Sulphate of Ammonia is applied in the nursery before sowing

  • Sulphate of Ammonia s applied at the rate of 25kg for each nursery unit of 18.5m x 18.5m
  • Sulphate of Ammonia is applied in two splits before transplanting and 40days after transplanting
  • Sulphate of ammonia is applied at the rate of 125kg/ha before transplanting and 125kg/ha about 40days after transplanting
  • Double super phosphate is broadcasted in the field before transplanting
  • DSP is applied at the rate of 120kg/ha ( 1mk x any3pts = 3mks)

 

(d) Weed control

  • Flooding
  • Uprooting
  • Use of herbicides such as propanil against aquatic weeds ( 1 x any 3pts = 3mks)

(ii) The environmental conditions that may lead to low crop yields

  • Poor soil fertility /infertile soil
  • Damage by hailstorms
  • Less rainfall/unreliable/drought
  • Poor soil type resulting into leaching or water logging
  • Inappropriate soil PH
  • Inappropriate temperature (too low or high)
  • Excessive wind leading to increase in water loss from the soil
  • Extreme relative humidity
  • Extreme of light intensity
  • Topography / some attitudes e.g. very high may limit crop growth ( 1mk x any 7pts = 7mks)

Seedbed preparation

  • Prepare land in dry period/ early/ before onset of rains
  • Clear the land
  • Remove stumps/ perennial weeds
  • Plough/ primary cultivation
  • Harrow/ carry out secondary cultivation           (1×5=5 mks)

Planting – Early planting/ plant at onset of rains

  • Select suitable variety/ certified seed
  • Depth of planting 2.5 cm-10 cm
  • Plant with 1-2 seeds per hole
  • Plant with DAP/ SSP/ DSP at rate of 120kg/ ha DAP/100-150kg/ha/DSP
  • Plant 1-2 seeds per hole
  • Spacing 75-90cmx23-30 cm

 Weeding- Uproot weeds

  • Tillage
  • Use herbicides

 Pest control

  • Use chemicals/ pesticides
  • Early planting
  • Planting certify seeds
  • Rogueing/ field hygiene

Disease control- Uprooting and burning affected crop/rogueing

-Use appropriate chemicals

-Crop rotation

-Field hygiene

Harvesting      –Harvested after 4-6 months depending on variety and ecological time

– Harvested when dry 14-20 % moisture content

– Stalk, are cut and stoked in the field

– Cabs are removed by hand

 

  1. Two precautions taken when harvesting cotton
  • Avoid mixing with foreign materials
  • Harvesting during the dry weather
  • During harvesting separate grade A and B

Don’t put in gunny/sisal bags

  1. a) – Maize varieties
  • Different varieties are developed for different ecological zones
  • Example: Hybrids and composites available
  • Kitale hybrids e.g. 612, 622 for high and medium altitudes
  • Embu hybrids 511, 513 e.t.c. for medium altitudes
  • Composites for lower altitudes like katumani composite, coast composite e.t.c. (1×5=5 mks
  1. b) Planting
  • Plant early at the onset of rains
  • Dry planting is encouraged in low rainfall areas
  • Depth of planting 3 – 10 cm
  • One – two (1-2) seeds per hole
  • Spacing vary with variety (i.e. 20-30cm x 75-90cm)
  • Plant either manually or use planters    (1×5=5 mks)
  1. c) Pest and pest control
  • Maize stalk borer – early planting, rogueing, destroy crop remains, apply appropriate pesticides (placed in cone)
  • Army warm – use of recommended pesticides
  • Aphid – spray with appropriate pesticides
  • Maize weevil – proper drying and dusting with pesticides
  • Red flour beetle – good storage
  • Rats – use rat proof stores, cats, traps or poison

Pests 5x ½ = 2 ½

Control 5x ½ = 2 ½

  1. d) – Harvesting and storage
  • Storing in cool areas can be practiced
  • Carry out direct delusking in other warm areas
  • Store in bulk (grains)
  • Stored on cobs

Can be stored in bags

  1. a) Ecological requirement (3mks)
  2. i) Altitude 0-2200m above sea level
  3. ii) SOU- fertile alluvial or loam soil well drained

iii) temperature-moderate

  1. iv) rainfall-moderate

v)PH-neutral or alkaline

  1. b) Varieties (3mks)
  • Kenya flat complex
  • Double comb variety
  • Kitale hybrids
  • Embu hybrids
  • Coast composites
  • Katumani composite
  1. c) Seedbed preparation (5mks)

 

  • early land preparation  to allow rotting  of vegetation
  • clearing of land using appropriate tools
  • Ploughing done using  appropriate  implementing e.g. disc or mould board plough
  • harrowing  ids done where  the seedbed  is rough  to a medium tilth
  • does not require a very fine tilth
  • eradicate perennial weeds

 

  1. d) Pests and diseases (3mks)

 

PEST CONTROL
Maize stalk borer
  • Early planting
  • rogueing
  • Burning infected maize crops
  • Use of pesticides
Army warm
  • Dusting with appropriate chemicals
aphids
  • Spraying using suitable  insecticides
birds
  • Scared  away
Maize weevil
  • Dusting maize comb or shelled  maize with  appropriate chemical
  • Proper  storage hygiene
rats
  • Use  of rat  proof  stores, cats, traps
  • Bush  clearing around stores
                       (1×4=4mks)
DISEASES CONTROL
White  leaf blight
  • Planting resistant variety
Maize streak
  • Early planting
  • Use of resistant  varieties
  • rogueing
rust Planting resistant variety
smut   Crop rotation
                         (2×1=2mks)

 

 

 

 

 

 

 

  1. e) Harvesting
  • Period varies from one variety to anther
  • In some cases stalks are cut and stocked in the field to allow combs to dry

Properly followed by removal of the combs which are stoked   in the store

  • De-husking directly in the field
  • Use of the combined harvesters
  1. a) Harvesting of cotton
  • Harvesting is the picking of the cotton lint
  • Harvesting is done 4 – 5 months after planting
  • Cotton picking is done at weekly interval
  • Picked lint is placed clean containers/ never use sisal bags whose fibres may mix with the lint
  • Never pick wet lint
  • Grade lint as it is picked in the field
  • Place clean lint AR (safi) in one container and BR(fifi) in another container
  • Pick lint which is exposed/ fully opened and the lint dry
  • Harvesting is done in dry season
  • Avoid picking lint with contamination such as twigs, dry leaves or soil
  1. b) The role of Agricultural Co-operatives in Kenya
  • Co-operators pool their resources together to buy expensive machinery e.g. tractor for use by the members
  • Provide education/ technical information to members
  • Provide loans to members in form of inputs and cash
  • Negotiate for higher prices for members
  • Reduce overhead costs e.g. transportation, storage and use of machinery
  • Bargain with supplier to give discount on seed, fertilizers and other farm inputs/ provide inputs at lower prices
  • Provide employment for their members
  • Benefit members from lower taxes charged
  • Provide strong bargaining power for members on policy issues
  • Market farmers produce
  • Invest and pay out returns to members in form of dividends
  • Help to negotiate for loans for members without security
  • Some provide banking services to members
  1. Field production of maize under the following sub-headings
  2. a) Ecological requirements

– Altitude (0 – 2200) m above sea level

– Temperatures 23 – 27c

– Rainfall 750mm-1250mm

– Soils, fertile, well drained PH 7 -8

  1. b) Field preparations

– Done during the dry season

– Disc, mold board ploughing to a depth of 20cm

– Disk harrowing to break the soil clods to a medium tilth

–  Ridging done at spacing of 75cm apart

  1. c) Planting and field management

– Seeds placed in the ferrous at a spacing of 30cm and covered with soil mixed with DAP

– Gapping, thinning done depending on germination percentage

– Clean weeding done after every 4 weeks interval.

– Top dressing done at interval i.e. 1st done with CAN when the crop is knee high, 2nd when the

crop is tussling

  1. d) Pests and disease control

– Spraying the crop with fungicides (head smut control)

– Uprooting fully infected crops and burning them

– Spraying the crop with insecticides and dusty the base of the leaves (control stalk borer)

– Field hygiene

  1. e) Harvesting and marketing

–  Hand harvested by plucking the cobs/ or machine harvested

– Shelled, dusted for storage pests and packed

– Delivered to millers consumers

– Delivered to national cereals and produce board

  1. Give two precautions measures a farmer should put into consideration when harvesting *RCH*
  • Lint  should not e mixed  with  foreign  matter
  • Use different containers  for  different cotton  grades
  • Avoid picking during  wet weather

Avoid using  gunning bags

  1. (a) – Rainfall that is well distributed

Well drained fertile soils

Neutral soils

Warm temperatures

(b)       Clear the land/vegetation plought to appropriate tilth

Levelise for uniform planting

(c)       – Make holes 45 x  15cm

– put in 1 teas spoonful of DAP and cover with soils lightly

– Put I seed per hole and cover with soil when soils are moist

(d)pests           – Been aphids

Been brachids

American ball worm

Golden ring month

Hens at flowering stage

Control – spray using appropriate pesticide e.g diazinol

 

 

FORAGE CROPS

  1. three factors which affects the quality of standing forage given to livestock
  • Forage species
  • Stage of harvesting

Mode of feeding

  1. i) Seedbed preparation
  • Done during dry period/ done early
  • Clear vegetation/ remove stumps
  • Carry primary cultivation/ harrowing to
  • Make furrows/ holes
  • Spacing 90cm x 50cm for cutting and 90cm x 50cm for splits
  1.  ii) Planting
  • At on set of rains/ early planting/ irrigate if necessary
  • Select variety for ecological condition of the area
  • Use health planting material
  • Place the planting material in holes/ furrows
  • Cover the planting material with soil to an appropriate depth
  • Use cuttings or splits
  • Select cutting from mature cane/ stems
  • Cutting should have 3-5 nodes

iii) Fertilizer application

  • Apply phosphatic fertilizer at planting 200kg/ha
  • Apply manure before planting, 7-10 tonnes/ha
  • Top dress phosphorous fertilizer after 8 weeks after planting
  • Apply manure after harvesting and dig it
  1.  iv) Weed control
  • Cultivation/ tillage/ mechanical
  • Uprooting
  • Slashing
  • Suitable herbicide application
  • Interplanting legumes as cover crops e.g. Desmodium,
  1. v) Utilization
  • Cut and take to animals when proportion of leaf is higher than the stem/ 3-5 months after planting/ frequency 8 weeks
  • Cut down excess foliage to conserve as silage or hay
  • Cut and sold
  • Cut when mature to get stem cuttings for planting
  • Cut stems at 2.5 – 5cm above the ground surface
  • Use a sharp panga for harvesting
  • Chop forage into small pieces before feeding
  • Na[pier grass is cut, dried and used as mulching material
  1. to reduce moisture content √ which can lead to  rotting  instead of formation  during   ensiling
  2. (a) – Harrow the land to a fine filth;

– Harrow during the dry or before the rains;

– Make the seed be weed – free / ensure clean seed bed;

– Firm the seed bed using rollers after sowing;

– Select a desirable variety of seed for the ecological zone,;

– Sow seeds at the onset rains/ early planting;

– Apply phosphatic fertilizers at appropriate rate of 200 – 300 kgs/ ha at planting time;

– Drill or broadcast  the seeds evenly;

– Use a recommended seed rate for the variety / seed rate of 1.5 – 2.0 kh/ha pure seeds;

– Bury seeds at 2 ½ times their diameter;

– Control weeds by uprooting/ apply a suitable herbicide;

– Apply nitrogenous fertilizers about 6 weeks after germination in split application.

– Avoid grazing when the pasture is too young.

– Practice light grazing in the field phase of pasture establishment.            (10 x 1 = 10 mk)

  1. Two causes of failure in pasture establishment
  • Poor seed germination due to wrong placement of seeds
  • Poor inoculation of legume seeds
  • Lack f nutrients in the soil
  • Unfavourable chemical conditions in the soil
  • Poor drainage

–     Pest and disease attacks

  1. – High nutritive value
  • relieve bloat
  • Higher yields of forage per unit area
  • Improve soil fertility due to nitrogen fixation

Economy in use of nitrogen fertilizers

  1. four factors that determine the quality of hay
  • Forage species  used
  • Stage  of  harvesting i.e. leaf-stem ratio
  • Length of drying period
  • Weather condition during process
  • Conditions of storage  structure
  1. a) Altitude           – High altitude

– 2000 m above sea level

Soils                – well drained

– deep fertile

Rainfall           High rainfall above 900mm per annum

Well distributed throughout the growing period

b)

  • Prepare land early enough/ during dry season/ before onset of rains
  • Carry out primary cultivation appropriately
  • Harrow to a medium tilth
  • Remove all perennial weeds

 

  1. – Establishment from stem cutting or splits or seeds makes furrows at a spacing 1m apart. Plant the grass 0.5m apart within the rows. Holes may also be used

Planting is done on the onset of long rains

Phosphate fertilizers are used as planting fertilizers

DAP fertilizer is applied at the rate of 100 – 150kg/ ha

Organic manure is applied at the rate 10 tones/ ha

 

d)

Utilization – chopped and fed to livestock as green fodder

Detoliation – can be harvested when it is over 8 – 12 weeks

 

ii)

  • Forage has high DM content hence high DM yield
  • High cellulose content hence it is woody and fibrous
  • High lignin cuten lannin and silia content which are all indigestible
  • It has low crude protein content
  • It has low leaf stem – ratio
  • It has low dry matter digestibility
  1. – Weather conditions during dry process;

-Length of the drying period

– Stage of growth at harvesting time/leaf-stem ratio of the plant species;

– Species of the hay crop;

– Storage facilities/method of storage;

– Period of storage

– Disease and pest attack on the crop;

– Fertility of the soil;

  1. (a) (i) Preparation of farm yard manure:-
  • Collect animal waste/refuse/dung and urine;
  • Collect animal bedding/litter and other rotten plant residues;
  • Store collected materials under roof/shed to prevent leaching and oxidization of nutrients;
  • Turnover the materials regularly;
  • Sprinkle water if dry;
  • leave the material to rote completely before use; (6×1=6mks)

(ii) Preparation of Hay

  • Cut the grass /legume in the field when 50% of it is starting to flower;
  • The cut forage is spread in the field for four continuous days (sunny days)
  • The cut forage is turned daily for even for four uniform drying;
  • Gather the dried material in a central spot;
  • Bale the material;
  • Properly store the baled hay (6×1=6mks)

(b) Factors to consider in timely planting of annual crops

  • Escape from serious weed competition;
  • Utilization of early rainfall;
  • Exploitation of Nitrogen flush in the soil that has accumulated during dry season;
  • Escape from serious pest + disease attack e.g. stalk borer in maize;
  • Fetch high market prices when harvested early;
  • Reduce competition for labour during labour peak period;
  • For harvesting season to coincide with dry period to reduce losses e.g. cotton

Early planting means early farming/calendar for the farmer to enable him /her to finish up other farm activities;          (8×1=8mks)

  1. (a)It is the constant removal of the steruny fibrous material left behind after continuous grazing

(b) -Done by slashing the whole pasture to the base, leaving only the maintenance forage.

– Burning is also done.

  1. two advantages of grass-legume pasture over pure grass pasture
  • More  nutritious to livestock
  • Improves soil fertility through nitrogen fixation
  • More total  yield per unit  area
  • Security against total  pasture lose (2×1=2mks)

-to feed animals during the dry seasons

– forage species used

-Stage of harvesting / leaf to stem ratio

-Length of drying period

-Weather conditions

-Storage conditions

 

AGRICULTURAL ECONOMICS III

(PRODUCTION ECONOMICS)

  1. four ways of increasing labour efficiency on the farm
  • Training them
  • Giving incentives
  • Supervision
  • Good operator – worker relationship
  • Farm mechanization
  • Assigning tasks according to skills & specialization
  • Proper remuneration : Attractive salaries

 

  1. a) graph representing the total egg production per week.

 

 

 

 

 

 

 

 

  1. b) – Increasing returns production function.
  2. (a) – Help to determine the value of the farm/ determine assets and liabilities.

– Provide history of the farm.

– Assist in planning and budgeting in various fields.

– Helps to detect losses or theft in the farm.

– Assists when sharing losses or profits (dividends)for communal owned farms/ partnership.

– Help to settle disputes in the farm among heirs.

– Help to support insurance claim e.g. against fire and theft.

– Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees.

– Help to compare the performance of different enterprises within a farm or other farms.

– Help in the assessment of income tax to avoid over or under taxation.

– Records, helps to show whether the farm business is making profit or losses. This information

helps in obtaining credit.                                                                                     (10 x 1 = 10 mks)

(b) – Training worker e.g. in F.T.C’s, during field days, Agricultural shows, through

demonstrations and workshops.

  • Measuring farm operations to supplement the labour force.
  • Providing incentives to workers such as attractive wages, free protective wear, housing, medical facilities, proper feeding, rewarding good workers. Et.c
  • Supervising and counseling workers.
  • Creating good operator – worker relationships.
  • Assigning specific tasks to the labor force.

(c) – Establishment of land ownership.

– Measurement of land size.

– Description of the land.

– Recording and mapping of the surveyed land.

– Solving objections if any.

– Submission of the maps and records to the district land office registration

  1. Three types of agricultural services available to the farmer
  • Credit
  • Extension and training
  • Agricultural research
  • Banking
  • Artificial insemination

–     Veterinary

  1. Four management guideline questions which assist a farm manager in making accurate

farm decisions

  • What product to produce?
  • How much to produce?
  • What to produce?

–    For whom to produce?

  1. – Training
  • Farm mechanization
  • Labor supervision
  • Giving incentives and improving terms and conditions of service

Assign specific tasks

  1.  – Fertilizers                – Seeds
  • Pesticides -Casual labor
  1. – Banking
  • Extension and training
  • Credit facility
  • Agricultural research
  • Marketing
  • Farm input supplies

Tractor hire service

  1. (a) Is the sum total of goods and services produced by a country within a period of one year (b) -Per capital income: Is the gross national income divided by the number of people living

in a country

  1. -Diversification- Setting up several and different enterprises on the farm. If one fails the

farmer cannot  incur total loss.

  • Contracting- farmers can enter into contract with consumers. It guarantees a constant fixed market for goods/services
  • Insurance- Taking an insurance cover to compensate them incase of loss
  • Input rationing- Farmers can control the quantities of inputs used in various enterprises to reduce losses
  • Flexibility in production methods- Ability to change from one enterprise to another in response to demand changes
  • Adopting modern methods of production e.g. disease control, irrigation, mechanization e.t.c.
  1. Application of fertilizer
Input 50kg bag fertilizer Out put 90kg bag maize Average product (AP) Marginal product (MP)
0

1

2

3

4

5

6

7

8

6

10

24

31

36

40

43

43

40

10

12

10.33

9

8

7.18

6.14

5

0

4

14

7

5

4

3

0

-3

(ii) The best level of production in relation to the inputs and out put is level 3

(b) (i) Gross margins for the crops

(i) Maize

Value of maize/incomve 5,500 x 15 = 82,500/=   (1mk)
Cost of labour      50x 150 = 7,500/=   (1mk)
Cost of cultivation /ha 1 x 3,000 =    3,000/=   (1mk)
Cost of seed 25 x 100  =    2,500/=    (1mk)
Cost of DAP fertilizer 3 x 1,500 =    4,500/=   (1mk)
Cost of C.AN fertilizer 3 x 1000 =     3,000/=    (1mk)
Total variable costs                     20,500/=    (1mk)
GM for maize 82,500 – 20,500 = 62,000 (1mk)

(ii) Beans

Value of beans/income 5,000 x 500 = 250,000/=   (1mk)
Cost of labour      75 x 200 = 15,000/=   (1mk)
Cost of cultivation /ha 1 x 3,600 =    3,600/=   (1mk)
Cost of seed 20 x 80  =    1,600/=    (1mk)
Cost of DAP fertilizer 2 x 1,500 =    3,000/=   (1mk)
Cost of C.AN fertilizer 1 x 1000 =     1,000/=    (1mk)
Total variable costs                     27,200/=    (1mk)
GM for beans 250,000 – 27,200 = 222,800 (1mk)

 

(b) (ii) The crop which is profitable from the calculation is that :   (1mk)

  • It is more profitable to grow beans than maize
  1. a) ZONE I

– For each additional unit of input applied the output of maize increased at an increasing

rate because the fertilizer resources are underutilized Ö1                          (1×2=2 mks)

ZONE II

– For each additional unit of input applied the output of maize increased at a decreasing

rate because the resources are used to the maximumÖ1                             (1×2=2 mks)

ZONE III

– For each additional unit of input applied the output of maize decreases because

the fertilizer/ resources are excessively appliedÖ1                                                (1×2=2 mks)

  1. b) ZONE II
  2. Give four variable costs in maize production
  • Cost of fertilizer
  • Cost of seeds
  • Cost of pesticide
  • Cost of weeding
  • Cost of  harvesting
  • Cost of casual  labour
  • Cost of  fuel

 

ITEM QUANTITY NO. OF UNITS COST  PER UNIT TOTAL      VARIABLES

COST

Weeding

Seeds

Irrigation

Ploughing

Clearing land

Planting

Harvesting

DAP fertilizer

DAN fertilizer

Gunning bags

transport

20kg

2bags

2bags

32

2

2ha

2ha

2ha

2ha

2

2

32

300

600

500

400

1 200

10 000

700

40

800                   00

600                   00

1200                 00

1000                 00

1200                 00

800                   00

2400                 00

20 000              00

1400                 00

1280                 00

2000                 00

Total variable cost       32 680              00
income 32bags 1200 38 400              00

 

Gross margin=total revenue-total variable cost

= 38400-32680  = 5720.00

  • Profit maximization is the profit in a production process where the highest net returns (Net revenue) on invested capital is realized/ when the difference between total revenue (TR) and total cost (TC) is the highest point in a production process/ where profit is highest
  • Is where marginal revenue (MR) is equal to or almost equal to marginal costs

 

  1. a) i)  Gross margins for the crops

 

Value of maize/ income 55000 X 15 = 82500 1 mark
Cost of labour 50 X 150 = 7500 1 mark
Cost of cultivation/ ha 1 X 3000 = 3000 1 mark
Cost of seed 25 X 100 = 2500 1 mark
Cost of DAP fertilizer 3 X 1500 = 4500 1 mark
Cost of CAN fertilizer 3 X 1000 = 3000 1 mark
Total variable costs                    20500 1 mark
GM for maize 82500- 20500 = 62000 1 mark

 

 

 

 

  1. ii) Beans
Value of beans/ income 5000 X 500 = 250000 1 mark
Cost of labour 75 X 200 = 15000 1 mark
Cost of cultivation/ ha 1 X 3600 = 3600 1 mark
Cost of seed 20 X 80 = 1600 1 mark
Cost of DAP fertilizer 2 X 1500 = 3000 1 mark
Cost of CAN fertilizer 1 X 1000 = 1000 1 mark
Cost of sprays                     3000 1 mark
Total variable costs                    27200 1 mark
GM for beans  250000 – 27200 = 222800 1 mark

iii) It is more profitable to grow beans than maize 1 mark

b)

  • Size of the farm
  • Climatic conditions
  • Fairness objectives and preferences
  • Existing market conditions
  • Available resources
  • Expected returns
  1. – The farmer should grow groundnuts;

– The crop has a higher gross margin than cotton;

  1. – The farmer may be able to estimate the required production resource e.g labour capital e.t.c

– Assists farmer when e.g. labour capital etc

– Assists farmer in making management decisions;

– Helps to reduce uncertainties in the production process;

– Shows progress or lock of progress in farm business;

  1. (a) (i) See the graph paper

(ii) 56 bags;    (1×1=1mk)

(b) Table – (    16x ½ =8mks)

Year Fertilizer applied (bags) Maize output (bgs) Marginal  product Average product
1995

1996

1997

1998

1999

2000

2001

202

2003

0

2

4

6

8

10

12

14

16

4

10

28

42

52

60

66

66

64

6

18

14

10

8

6

0

-2

5

7

7

6.5

6

5.5

4.7

4

(c) (i) 4 bags (1×1=1mk)

(ii) MP is maximum;           AP is maximum;           (2×1=2mks)

(d) Gross income = Total output x price per unit

in 2002  66 x 1000 = 66000/=            (1×1=1mk

in 2003: 64 x 1000 = 64000/=            (1×1=1mk)

(ii) Net income = Total income – Total cost

in 1999: Total income was 52 x 1000 = 52000/=

total cost was 8 x 1200 = 9,600/=

Hence 5200/= – 9600; (1mk)

= Shs. 42,400/=           (1mk)

 

 

21.

  • Flood costs (F.C)
  • Variable costs (V.C)
  • Total costs (T.C)
  • Average costs (A.C)
  • Marginal costs (M.C)

 

22.

  • Co-operative societies
  • Crop boards
  • Commercial banks
  • Agricultural finance corporation (A.F.C)
  • Settlement fund trustees
  • Hire purchase companies
  • Insurance companies. (Any 4 )
  1. three ways in which labour peaks can be overcome in the farm
  • Overtime  working  for casual labourers
  • Greater use of casual workers
  • Mechanization
  • Use of  contractors  who may  be  engaged to do some work  at a fee
  • Cropping system devised such that  ripening  of crops could be  at  different times

Work study to devise new techniques of  doing  work more  quickly and   efficient

24        . – training

-giving incentives/motivation

-farm mechanization

-labour

  1. (a) 1000kg of NAP con 46kg P2O5S

150 x 100 – 150

50

300kg of DAP per hectar

1ha = 300kg of DAP

5ha x 300

1                      = 1500g of DAP

1 bag = 50kg

1500 x 1 = 1500kg

50        = 30bags pf DAP

N/B Approximation = 3obags

 

CAN

100kg contain 20kg of price N

200x 100 = 200kg

30                    = 1000kg

I ha = 1000kg

5ha = 1000 x 5 = 5000kg

1bag = 50kg

5000 x 1 = 5000kg

50

= 100bags of CAN

 

 

(b) (i) – cross margin is variable cost – total revenue

Gross margin of irish potatoes

Cost of fert = shs 10000 x 5 = 50000

Cost labour requirement = 50 x 200 x 5 = 50,000

Cost of seed potatoes 20,000 x 5 = 100000

Cost of fungicides 5000 x 5 = 25000

Cost of ploughing 400 x 5 = 50,000

Total variable cost shs.145,000

Total revenue = shs.50,000 x 50 = shs.1,500,00

Gross margin shs. 1,500,000 – shs.145,000 =shs.1,255,100

 

(i)                    Maize

Cost of fert. shs 10000 x 5 = shs.50000

Cost of fert. shs. 4800 x 5 = shs.24000

Cost of maize seed shs.3000 x 5 = shs.15000

Cost f labour shs.200 x 150x 5 = shs.150000

Cost of ploughing shs.4000 x 5 = shs.20000

Total cost                          = shs.259000

Revenue 750000 X 5 X 20= Shs.750000

Gross margin   = 750000

259000

Shs.481000

(ii)He should grow potatoes

– pests

Diseases

Unreliable rainfall

Change in temperature

Strong wind

Light aspect

Infertile soils

 

AGRICULTURAL ECONOMICS IV

  1. three methods of grafting that are used in propagation of plants
  • Whip are tongue grafting
  • Side grafting
  • Approach grafting
  • Bark grafting

Notch grafting

  1. a) i) Prepare a profit and loss account for Mr. Tembo’s farm for the year ending

31st December 2003                                                                                                        (9mks)

PROFIT AND LOSS ACCOUNT FOR MR. TEMBO√

FARM FOR THE YEAR ENDING 31ST DEC 2003

  Sales and receipts
                                                     sh         cts    
Opening stock√

Purchase of farm tools√

Zero grazing unit construction√

Machinery depreciation√

Interest payable √

Pesticide  purchase√

Veterinary  bills √

wages √

 

TOTAL

net profits √

 

12000   00

1000    00

10000   00

800    00

750    00

300    00

400    00

4800    00

 

30050   00

9300  00

Milk sale√

Sale  of goats√

Cabbage sale√

Sale of heifers√

Sale of tea√

Closing valuation√

8000         00

500       00

750       00

9400         00

4700         00

16000    00

 

 

 

39350         00

 

 

 

 

  39 350   00   39 350√    00

 

  1. ii) Calculate the percentage profit or loss made by the farm (1mk)

%profit=profit x 100

Total income

=9300 x 100

39350           = 23.6%

  1. b) five functions of farmer’s cooperative societies
  • function of farmers cooperative societies
  • marketing farmers produce
  • negotiating fair  prices for  produce and input
  • keeping records  of the  cooperative activities and  in forming the members accordingly
  • paying dividends to members
  • giving loans in kind  to members
  • educating members on matters relevant  to cooperative(5×1=5mks)
  1. ii) Outline five common risks and uncertainties in farming
  • risks and uncertainties
  • pest and diseases outbreak
  • price fluctuation
  • sickness and  injury
  • natural  catastrophes e.g. floods, earth quakes ,storm ,strong  wind
  • new technologies  of  production
  • ownership  uncertainty
  • physical yield  on  what is expected
  1. four reasons for using certified seeds for planting
  • High yielding
  • Quality produce
  • High germination percentage
  • Grow faster
  1. two financial statements which may be prepared on a farm.

– Balance sheet.

– Cash analysis.

– Profit and Loss Account.

  1. (a) Profit and loss A/C for Langat’s farm for the year ending 31st December, 2004

 

Purchases & Expenses Shs. Cts Sales & receipts Shs. Cts
Opening  valuation

Goats

Poultry

Casual worker

Subtotal

Net profit

150000

4000

15000

12000

181000

112600

00

00

00

00

00

00

Mohair

Rabbits

Eggs to hotel

Closing valuation

75000

3600

15000

200000

00

00

00

00

 

Total 293,600     293,600  

Awarding:-

–  Title (½mk)

– (Purchases & expenses and sales & receipts) ½mk

– Entries each ½ x 10 (5mks)

 

(b) State the benefit of a profit and loss A/C to Mr. Lang’at

  • Helps the farmer to detect whether he has loss or profit
  • Helps in tax assessment to avoid over taxation

–   Acts as evidence when a farmer requires a loan

  1. a) – Invoice
  • Receipt
  • Delivery note
  • Purchase order
  • Statement of account        (4×1=4 mks)

 

 

  1. b) ROBS,

PROFIT AND LOSS ACCOUNT

AS AT 31ST DEC, 2009

Purchases and expenses√ ½ mk Sales and receipt√ ½ mk
Opening stock                150,000

Vetenary bills                       2500

Livestock feeds                     2500

Fertilizer                              5000

Seeds                                   4000

Debts payable                       4200

TOTAL    √ ½ mk                168000   Profit   √ 1 mk                       94,800

 

263000

 

 

Sale of milk                                             10,000

Sale of cabbages                                       20,000

Sale of two heifers                                     10,000

Sale of tomatoes                                            3000

Debts available                                            20,000

Closing valuation                                        200,000

√ ½ mk                     263,000

√ 1 mk                            263,000

( ½ mk each entry 6 mks)

Total 10 mks

.

  1. c) It made profit

Profit ksh. 94,800√ 1 mk

% profit= profit   x 100

Opening Valuation

 94,800×100

150,000

= 63.2%√ 1 mk

 

  1. d) -Diversification- Setting up several and different enterprises on the farm. If one fails the

farmer cannot  incur total loss.

  • Contracting- farmers can enter into contract with consumers. It guarantees a constant fixed market for goods/services
  • Insurance- Taking an insurance cover to compensate them incase of loss
  • Input rationing- Farmers can control the quantities of inputs used in various enterprises to reduce losses
  • Flexibility in production methods- Ability to change from one enterprise to another in response to demand changes
  • Adopting modern methods of production e.g. disease control, irrigation, mechanization e.t.c.

 

 

 

 

 

  1. a) i) profit and loss account for Mr. Tembo’s farm for the year ending 31st Dec. 2003

PROFIT AND LOSS ACCOUNT FOR MR. TEMBO√

FARM FOR THE YEAR ENDING 31ST DEC 2003

 

Purchases and expenses Sales and receipts
                                                     sh         cts    
Opening stock√

Purchase of farm tools√

Zero grazing unit construction√

Machinery depreciation√

Interest payable √

Pesticide  purchase√

Veterinary  bills √

wages √

 

TOTAL      net profits √

 

12000   00

1001    00

10000   00

801    00

751    00

301    00

401    00

4801    00

 

30050   00

9300  00

Milk sale√

Sale  of goats√

Cabbage sale√

Sale of heifers√

Sale of tea√

Closing valuation√

8001         00

501       00

751       00

9401         00

4701         00

16000    00

 

 

 

39350         00

 

 

 

 

  39 350   00   39 350√    00
  1. ii) Calculate the percentage profit or loss made by the farm (1mk)

%profit=profit x 100

Total income

=9300 x 100

39350

= 23.6%

 

  1. b) five functions of farmer’s cooperative societies
      • Function of farmers cooperative societies
      • marketing farmers produce
      • negotiating fair  prices for  produce and input
      • keeping records  of the  cooperative activities and  in forming the members accordingly
      • paying dividends to members
      • giving loans in kind  to members
      • educating members on matters relevant  to cooperative(5×1=5mks)
  1. ii) five common risks and uncertainties in farming
    • Risks and uncertainties
    • pest and diseases outbreak
    • price fluctuation
    • sickness and injury
    • natural catastrophes e.g. Floods, earth quakes ,storm ,strong  wind
    • new technologies of  production
    • ownership uncertainty
    • physical yield on  what is expected

 

 

 

 

 

 

  1. a) Prepare a balance sheet s at 31.12.2005

BIDII FARM BALANCE SHEET AS AT 31.12.2005

LIABILITIES                           SHS                 CTS

Current liabilities

Overdraft                      15000                 00

Unpaid wage                3000                  00

Long term liabilities

Bank l                           30000                 00

Net worth                 897000                   00

 

 945000                    00

 

ASSETS                           SHS                 CTS

Current assets

Debt receivable                 20000                 0

Stocks                               25000                 00

Bank balance                 100000                 00

Fixed assets

Perennial crops               250000                00

Land                              350000                 00

Livestock                        200000                00

 945000                  00

 

  1. b) Yes it qualified for a loan because it was solvent i.e. has more assets than liabilities
  2. one condition in which each of the following documents is used.
  3. i) Invoice –when  goods //services are sold /bought  on credit
  4.  ii) Delivery note-when goods are  physically  delivered  to the buyer

iii) Receipt-when goods/services are bought or rendered on cash

  1. i) Prepare a profit and loss account for Mrs. Okello’s farm

profit  and loss A/C  for Mrs.Okello’s farm  for the  year ending 31/12/2009

Purchase  and  expenses Sales and receipts
Opening valuation                      12000    00

Pesticides                                     3000     00

Construction  of  store                 10000    00

Depreciation  of  machines            3000   00

Interest payable                                1750   00

Purchase  of  tools                              800    00

Veterinary  bills   1                           400

Wages  10,000

 

Net profit         3800

 

Milk sales         8000

Sales  of  goats  5000

Sales of tomatoes 1750

Sales  of  heifer     10 000

Sales of coffee 5000

Closing valuation  16000

 

 

 

 

 

                                    45750                          45750

 

Award  of  marks        Title -1mk

Purchases and expenses  side -1mk

Sales and receipt sales-1mk

Net profit – 1mk

Both totals-1mk  (5×1=5mks)

Each of the correct  entries in purchase and expenses  and sales and receipt sides (14x ½ =7mks)

  1. ii) Calculate the percentage profit or loss that Mrs. Okello made during the year 2009

3800 x100√1

45750

= 8.3%√1

iii) six ways in which farmers adjust to risk and uncertainties in farming

  • diversification-production of services  products at the same time to  avoid risks  due  to  weather, fluctuation in price  and disease
  • contracting-make  contracts  with dealers  to  supply or  buy  certain commodities at fixed prices  thus  transfer the risk  of  drop in demand and  supply
  • insurance-purchase security by  payment of  small  sum of  money for compensation in case of  failure
  • input rationing-use  of inputs  sparingly to avoid wastage
  • flexibility in production-combination and  substitution of  inputs  and  techniques of  products for  each  other use the cheapest
  • use of  government price stabilization policies
  • adapting modern methods of farming-use  of  researched  varieties, breeds better  adapted to local conditions

selecting more certain   enterprises-engage in enterprises  with  more surerity  of success i.e. artificial insemination as opposed to natural insernimation (any 6×1=6mks)

  1. – Bank overdraft

-Bank loans

-Debts payable

-Tax payable

-rent

 

AGRICULTURE ECONOMICS (V)

  1. a) the principle that govern the  operations of farmers’  co-operative societies
  • Open membership
  • Equal rights
  • Share limit
  • Neutrality
  • Non- profit motive
  • Loyalty
  • Withdrawal of membership
  1. b) the role of agricultural cooperatives in Kenya
  • Provide education/ technical information to members
  • Negotiate for higher prices for members products
  • Market farmers produce
  • Help to negotiate for loans for members without security
  • Provide inputs to members at lower prices
  • Invest and pay out returns to members in form of dividends
  • Provide transportation, storage and use  of machinery to farmers
  1. c) various functions of agricultural marketing
  • Advertising: They advertise farm products in order to increase demand
  • Financing: Provide capital to carry out agricultural activities
  • Transportation: Provide transport to farm produce to the areas of consumption
  • Storage: store farm produce after harvest in order to minimize losses
  • Selling: Sell on behalf of the farmer
  • Packing: pack the farm produce to reduce storage space and make transportation easy
  • Processing: process the farm produce in order to provide a variety, increase value and prolongs shelf life
  • Grading: putting into grades to provide uniform standards
  • Assembling: gathering the farm produce for bulking and transportation
  • Insurance: Bearing risks by protecting farm damage
  1.  d) Explain five problems farmers face in marketing agricultural products
  • Perishability: detoxation of quality
  • Seasonability: affect price and storage problems
  • Bulkiness: occupy large space hence problems of handling and storage
  • Storage: lack of storage facilities on farms
  • Poor transport system: Lead to spoilage of farm produce
  • Change in market demand: time between planning and actual production create lack of market
  • Lack of market information: concerning prices, how much to produce, where to sell goods; farmers end up disposing of the surplus at throw away prices
  • Fluctuation in market price due to seasonality in nature of agricultural products
  • Poor marketing systems for some produce: Result in lack of market
  1. a) four marketing functions (4mks)
  • Buying and assembling
  • Transportation and  distributing
  • Storage
  • Packing
  • Processing
  • Grading
  • Marketing research
  • Selling
  • Financing
  • Bearing risk                                                                                                    (4×1=4mks)
  1. b) Outline four problems associated with marketing of agricultural products. (4mks)
  • perishability
  • seasoning
  • bulkiness
  • poor  storage facilities
  • poor transport system
  • lack of  market  information
  • limited  elasticity  of demand
  1. Two roles of agricultural society of Kenya

–     Promotes the agricultural industry

  • Organizes national ploughing competitions
  • Publish the Kenya farmer magazine
  • Improve useful indigenous animals
  • Publish a ‘stud’ book
  • Hold competitive shows
  • Hold trade fairs on livestock
  • Demonstration on how to use agricultural machinery

–    Encourage breeding and importation of pure breed stock

  1. (a) Elasticity of demand for a commodity is the degree of responsiveness of demand to price

OR – The sensitivity of demand to change in price  (1mk) (mark as a whole)

Pmk

(b) Calculation of  the elasticity of demand:-                                                                                   (4mks)

Elasticity of demand = % D Quantity

% D price

% DQuantity = Change in quantity x 100

Pmk

Quantity

=  (1000 – 800 ) x 100 = 25%

800

% DPrice= Change in price x 100

Pmk

price

= (20- 22) x 100 = 9%

Pmk

22

Ed = 25 = 2.8

9

(c) Six problems of marketing maize as an agricultural product

  • Bulkiness
  • Poor storage
  • Seasonality of crops hence demand
  • Perishability of farm produce
  • Poor transport system
  • Delayed payments
  • Competition from cheap imports ( 1mk x any6pts = 6mks)

 

 

(d)  Nine principles governing cooperatives in Kenya

  • Open membership- voluntarily joining on payment of membership fees
  • Equal rights – One man one vote run democratically
  • Share limit – A member buys shares up to a specific maximum limit.
  • Interest on shares – Any money distributed according to shares
  • Withdrawal form ownership – voluntarily
  • Loyalty – Members to be faithful and loyal
  • Education – continuously educating its members
  • Co-operative principle- cooperative members joint cooperative movement

–    Non-profit motive – cooperatives are non-profit making organizations

  1. Four reasons why training is important in some crops
  • Facilitate field practices of spraying and harvesting
  • Improves crop quality by preventing solving
  • Enable crop grow in the required direction
  • Improve yield
  • Control pest and diseases

6 .        a) – Buying and assembling – acquisitions from small scale farmers and accumulate

  • Transporting and distribution – from area of production to areas of consumption and retailers
  • Storage – kept to accumulate in amount before selling off or to wait for time of scarcity
  • Packing- to protect agent damage, theft
  • Processing – involve preparation of produce for consumption e.g. pasteurizing milk
  • Grading and sorting – placing in groups according to size, colour e.t.c.
  • Each group attracts different prices
  • Packaging – presentation of produce in a way to attract consumers e.g. labeling, good packing materials
  • Collecting marketing information – through media, on prices and demands of goods on markets
  • Selling – Final presentation of produce to consumer’s e.g. advertising, display e.t.c.
  • Financing – availing capital for marketing activities
  • Bearing risks – at each stage of marketing, apart is to bear the cost of uncertainties
  1. b)   – Marketing problems of agri products
  • Perishability – short life cycle
  • Seasonality – supply depends on the season/ vary with season
  • Bulkiness – demand for more space Vs value
  • Storage – need costly storage e,g. cold rooms, refrigeration
  • Poor transport system especially in rural areas
  • Changes in market demand – take long to produce hence cannot meet changes in market
  • Limited elasticity of demand – restrict supply
  • Lack of market information
  1. Is the degree of responsiveness of supply to change in price
  2. – Giving subsidies by reducing the cost of production inputs

Fixes prices of the related products

  1. b) The role of Agricultural Co-operatives in Kenya
  • Co-operators pool their resources together to buy expensive machinery e.g. tractor for use by the members
  • Provide education/ technical information to members
  • Provide loans to members in form of inputs and cash
  • Negotiate for higher prices for members
  • Reduce overhead costs e.g. transportation, storage and use of machinery
  • Bargain with supplier to give discount on seed, fertilizers and other farm inputs/ provide inputs at lower prices
  • Provide employment for their members
  • Benefit members from lower taxes charged
  • Provide strong bargaining power for members on policy issues
  • Market farmers produce
  • Invest and pay out returns to members in form of dividends
  • Help to negotiate for loans for members without security
  • Some provide banking services to members
  1. Law of demand – when the price of a good or service is low, many consumers are able and willing to

buy it and vice versa

  • Law of supply – when the price of commodity is high, many sellers are able to provide the commodity in market for sale. (mark as a whole )
  1. (i) K.N.F.U – Kenya National Farmers Union

(ii) H.C.D.A – Horticultural Crops Development Authority

  1. a)- It is an organization of people who have joined together voluntarily with a common purpose

for  a mutual economic benefit

  1. b) Two functions of co-operatives

– Marketing farmers produce

– Negotiating for fair prices for farmers produce and also for Inputs

– Keeping records of the co-operative activities and informing the members accordingly

– Paying dividends to the members

– Giving loans in hand to the members

– Educating the members on matters relevant to their co-operative through field days,

seminars, workshops and demonstrations

  1. c) – Open and voluntary membership: Rights of anybody who fulfills the conditions set out by the

laws of co-operative society

  • Democratic control: All members have equal rights to say on the affairs of the co-operative
  • Each member is only allowed one vote regardless of shares possessed
  • Share limit: All members should have equal chances of buying shares
  • Distribution of dividends: Any profits should be distributed to members as dividends depending on their share contributions
  • Withdrawal of membership: Should be voluntary
  • Selling of produce: Only members can sell their produce through the co-operatives
  • Loyalty: members are bound to be loyal to their co-operative society
  • Non- profit motive: Co-operatives are not supposed to be profit motivated. They should sell their products to members at seasonable prices
  • Co-operative organization: The co-operative should join the co-operative movement from primary level to national or international level
  • Co-operative should sell on cash – goods sold on credit are sometimes not paid for
  • Continuous expansion: Co-operatives should aim at continuous expansion in terms of membership and physical facilities
  • Neutrality: Co-operatives should be neutral in terms of religion, politics or language
  1. four factors which influenced the demand of tomatoes in the market
  • Quality of  tomatoes
  • Price of  tomatoes
  • Presence of other  substitutes
  • Price of the  substitute

 

 

 

AGROFORESTRY

  1. two reasons for seed treatment of tree species before planting
  • Break dormancy

Control pests and diseases

  1. four ways by which Re-afforestation help in land reclamation
  • Add organic matter from falling leaves
  • Recycles soil erosion
  • Control soil erosion
  • Improve drainage of swampy areas

Play part in hydrological cycle

  1. four advantages of agro forestry
  • Source  of wood fuel (energy)
  • Source of  income
  • Conserve  environment/reduce  soil  erosion/improve water catmint
  • Source of food /fruits
  • Medicine/value
  • Aesthetic value
  • Feed  for  livestock
  • Labour saving
  1. (a) A – Pollarding technique (½mk)

B – Coppicing (½mk)

(b) An example of a tree species suitable for technique B and C as a method of harvesting     B

(i) Calliandra              calothyrus

(ii) Markahmia           lutea

(iii) Psidum                guajava

(iv) Croton                  macrostachyus                        ( ½ x 1 = ½mk)

C (i) – Grevillea          robusta

Calliandra     calothyrsus

Croton           cacrostachyus ( ½ x 1= ½mk)

  1. -Deep rooted
  • Nitrogen fixing/ leguminous
  • Fast growing

Good in by product production

  1. (a) Five characteristics of trees used in agroforestry are;
  • Fast growth rate
  • Nitrogen fixing/leguminous
  • Good in by product use timber, fruits etc
  • Deep rooted
  • Nutritious and palatable
  • easily coppiced
  • Non-competitive ability with main crop (5×1=5mks)

(b) The benefits of agroforestry are:

  • Provides food
  • Source of energy/fuel
  • Fodder for livestock
  • Aesthetic value
  • Provides shelter
  • Income generation
  • Soil and water conservation
  • Balancing of atmospheric gases (8×1=8mks)
  1. four forms of agro- forestry
  • Alley cropping
  • Woodlots
  • Multi-storey
  • Source of wood fuel
  • Source of income
  • Labour saving
  • Aesthetic value
  • Reduces the carbon dioxide reducing the depletion of Ozone layer

Used as a method of soil and water conservation

  1. – Border//edge grow
  • Source of wood fuel
  • Source of income
  • Labour saving
  • Aesthetic value
  • Reduces the carbon dioxide reducing the depletion of Ozone layer
  • Used as a method of soil and water conservation
  1. – fast growth

-Deep rooted

-Nitrogen fixing

-Good by-products

– Friendly to crops/not affent crop

 

 

PAPER ONE AND TWO

SECTION II QUESTIONS

 

FARM TOOLS AND EQUIPMENT

 

There are five categories of farm tools and equipment namely:

  • Garden tools and equipment e.g. pangas, jembe, pick axe, spade e.t.c.
  • Workshop tools and equipment e.g. saws, hammers, planes, chisels e.t.c
  • Livestock production tools and equipment e.g. milking stool, strip cup, milk churn etc.
  • Masonry tools and equipment e.g. wood float, spirit level, plumb bob e.t.c
  • Plumbing tools e.g. pipe wrench spanner, stock and die e.t.c

 

It is very important to identify the farm tools and equipment, give the correct users and      maintenance practices.

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the require concepts and practices:

 

  1. List four maintenance practice carried out on a cross-cut saw
  2. Identify the following tools and state their functions

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify A, B, C, D

  1. Study the illustration below and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the equipment represented by the illustration
  2. ii) What is the use of the equipment?

iii) Name the parts labeled A and B

  1. iv) What is the function of the part labeled A and B
  2. What is the use of a garden fork?
  3. Name the tool that a builder would use to check the vertical straightness of a wall during

construction

  1. Name the farm tool that can be used when removing nails from timber
  2. Give two examples of equipment that a livestock farmer can use in administering oral

anti helminthes

  1. Below are farm tools, study them and answer
O………………………………………
……………………………….

the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the tools L, M, N, O

(b) Give one functional advantage of tool M over tool N   

  1. Name a tool used to perform the following functions on the farm;

(i) Drilling of small holes on metal

(ii) Bore holes on wood

  1. State the common faults in the operation of Knapsack spray
  2. (a) Name the three tools in castration of livestock
  3. Name the most appropriate set of animal handling tools that a farmer uses for the following operations:-

(i) Restraining a large bull when taking it around the show ring

(ii) Cutting tail in sheep

  1. a) Below are illustrations of  farm tools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) State the use of the tools
  2. ii) Name the type of hammer that may be used for driving tool K during work

 

  1. b) Given below is an illustration of one of the routine management practices in livestock

Production.

Study the diagram and answer the following questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the practice indicated in the diagram above
  2. ii) Describe the procedure you would follow when carrying out the practice named

in (i) above in piglets

 

  1. Study the diagram below and answer the questions that follow;

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the tools
  2. ii) Give the use of each of the tools named above

iii) State two maintenance practices that should be carried out on tool D

  1. List two equipments used in handling cattle during an Agricultural exhibition
  2. Mention the use of the following tools.
  3. i) Dibber
  4. ii) Spokeshaves

iii) Tinsnips

  1. iv) Burdizzo

 

  1. List four precautions that should be taken when using workshop tools and equipment.
  2. i) Below is an illustration of a farm equipment. Study it and answer questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the farm equipment illustrated above                                                                                          b) What is the use of the equipment                                                                                                              c) Name the parts labelled W, X and
  2. d) What is the functions of Y on the equipment
  3. Use the diagram below to answer questions which follow

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the above diagram
  2. ii) Name the parts labelled A and B

 

 

 

 

LIVESTOCK PRODUCTION I

COMMON LIVESTOCK BREEDS

This topic entails the following:

  • Reasons of keeping livestock
  • Parts of a cow
  • Characteristics of indigenous and exotic cattle breeds
  • Dairy cattle breeds
  • Beef cattle breeds
  • Dual purpose cattle breeds
  • Pig breeds
  • Sheep breeds
  • Goat breeds
  • Rabbit breeds
  • Camel breeds

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the re1quired concepts and practices:

  1. State two reasons for treating water for us on the farm
  2. State four advantages of applying lime in clay soil
  3. State four ways by which Re-afforestation help in land reclamation
  4. Give two distinguishing features between the following breeds of rabbits; Kenya white

and California white

  1. Give four reasons why most farmers keep livestock in Kenya
  2. Give three ideal conformation features of beef cattle
  3. (i) Name a dual purpose cattle breed reared in Kenya
  4. ii) State three uses of a rotavator
  5. Name a pig breed with the following features:

White body colour, erect ears, dished snout, big in body size

  1. What does the term ‘epistasis’ mean in livestock improvement?
  2. (a) Explain the role of livestock industry in Kenya’s economy

(b) Outline the general characteristics of indigenous cattle

  1. Below is a diagram of a cattle. Study it an answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

(i) What type of animal is represented above?

(ii) If you stand at a point marked X, state five characteristics that tells you that the animal belong

to type name in (i) above?

(iii) State three areas on the body of a cow where ticks are commonly found

  1. Name four breeds of dairy goats
  2. List two distinguishing characteristics of Californian breed of rabbit
  3. Name the common milk breed of goats reared in Kenya
  4. Name four dairy cattle breeds reared in Kenya.
  5. Differentiate between ‘breed’ of animal and ‘type’ of animal.

17        Name the camel breed that is adapted to cooler regions and has a woolly body covering

  1. State any two channels through which beef is marketed in Kenya.

 

 

(LIVESTOCK HEALTH II

(LIVESTOCK PARASITES )

 

This topic entails the following:

  • Host-parasite relationships
  • Effects of parasites on livestock
  • Life cycle of parasites
  • Methods of parasite control in livestock
  • Identify different parasites

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

  1. Name two chemical methods used in deworming cattle
  2. a) state six  effects  of parasites
  3. b) Describe the life cycle of Taenia solium species of tapeworm
  4. c) State four control measures of the tapeworm
  5. Give two functions of calcium in dairy cows
  6. Give two control measures of fleas in a flock of sheep
  7. Give two measures a poultry farmer can use to control fleas in flock
  8. State two reasons why drenching alone is not an effective method of controlling internal parasites
  9. Give two forms in which a tape worm is found in livestock
  10. Below are diagrams showing different types of internal parasites. Study them carefully and

answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the parasites K & M
  2. b) Identify the parts labelled
  3. c) Name the organs where each parasites is found
  4. d) Give the intermediate host of parasite M
  5. Give any two effects of external parasites that are harmful to livestock
  6. Outline the procedure followed when hand-spraying cattle to ensure effective use of acaricides

to control ticks

11        a) A boar gained 90Kg live weight after eating 360Kg pig finisher meal over a period of

time. Calculate the feed conversion ratio

  1. b) Describe digestion in the four stomachs of the ruminant animal
  2. c) Give the significance of lubrication system
  3. State four ways of controlling tsetseflies
  4. Name two types of roughages
  5. Name the common milk breed of goats reared in Kenya
  6. Why are the element calcium and phosphorus important in the diet of young livestock?

16        Give two parasites of cattle which are also disease vectors

17        Give three control measures of fleas in a flock of layers

 

 

LIVESTOCK PRODUCTION II (NUTRITION)

This topic entails the following:

  • Identification and classification of livestock feeds.
  • Digestion and digestive systems of cattle, pigs and poultry
  • Definition of terms used to express field values
  • Preparation of balanced ration for various livestock
  • Functions and deficiency symptoms of various nutritional elements.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices;

 

  1. Give two ways by which production ration may be utilized by dairy goats
  2. Given that the livestock reared require a ration of 18% DCP and the farmer has maize bran of

10% DCP and sunflower meal of 30% DCP. Use Pearson’s square method to calculate how

much of the feedstuffs a 150kg rations

  1. State the importance of the following in livestock nutrition: i) Water                                                                                                                                                        ii) Vitamin A
  2. Name the compartment of the ruminant stomach where microbial digestion takes place.
  3. i) A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

method to calculate the value  of feedstuffs  to be used to prepare 100kgs  of the feed

  1. ii) A part from Pearson square method, name two other methods that can be used to formulate

feed ration

  1. (a) Define the term ration as used in livestock nutrition

(b) A farmer wanted to prepare a 200kg of pig’s ration containing 16% D.C.P. Using the persons

square method, calculate the amount of maize containing 10% D.C.P and cotton seed

containing              28% D.C.P the farmer would need to prepare the ration (show your work)

  1. Give two livestock feed additives
  2. State three factors that would determine the amount of concentrate fed to dairy cattle
  3. State three factors that would determine the amount of concentrate fed to dairy cattle

 

 

LIVESTOCK PRODUCTION III

(SELECTION AND BREEDING)

 

This topic entails the following:

  • Description of reproduction
  • Description of reproduction systems
  • Selection f breeding stock
  • Description of breeding system.
  • Identification of livestock on heat
  • Description of methods used in serving livestock.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. State four ways of minimizing disowning of lambs by ewes
  2. State the gestation period of the following farm animals
  3.  i) Pigs
  4. ii) Rabbits
  5. i) What is selection in live stock production
  6. ii) State three methods used in selection of livestock
  7. Give four signs of heat observed on female rabbit
  8. Name four meat breeds of rabbits
  9. State four reasons for cutting a breeding boar
  10. List the methods of selection in livestock
  11. Define the following terms as used in livestock breeding
  12. i) Heterosis
  13. ii) Epistasis
  14. State three signs of heat in Does (Female Rabbits)
  15. Give the gestation period of the following:
  16. i) Cow
  17. ii) Sow
  18. State three disadvantages of natural methods of mating in cattle breeding
  19. a) Explain the advantage of battery cage system of rearing layers
  20. b) Outline ten factors considered when selecting dairy cattle for breeding
  21. What is upgrading as used in livestock production?
  22. Define the word breech of birth as used in livestock production
  23. What does the term “drift lambing’ mean in livestock production?

 

LIVESTOCK PRODUCTION IV

(LIVESTOCK MANAGMENT PRACTICES)

 

This topic entails the following:

  • Description of livestock rearing practices
  • Carrying out livestock rearing practices
  • Livestock routine management practices i.e. feeding, de-beaking e.t.c.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Give four reasons of carrying out crutching sheep management
  2. Name two ways a farmer can perform closed methods of castration on his male livestock
  3. Below is a diagram of a farm animal. Study the diagram carefully and then answer the questions

that follow

 

 

 

 

 

 

 

 

 

 

 

  1. a) On the drawing, mark the letters indicated in brackets the part of the animal where:
  2. i) Branding should take place (B)
  3.       ii) Vaccination should be carried out (V)

iii) Body temperature of the animal should be taken (BT)

  1.       iv) Mastitis infection may occur (M)
  2. b) Name three areas of the animal body where ticks are likely to be found
  3. c) Name the parts of the animal numbered 1-4

 

  1. a) What is castration as used in livestock production?
  2.  b) State four reasons why castration is done in livestock
  3. (a) Describe the management of a gilt from weaning to furrowing

(b) Discuss the preparation a poultry farmer should make before the arrival of day old chicks

  1. Outline two reasons for raddling in sheep management
  2. State any four reasons for castrating male piglets
  3. What are the methods of stocking bees? Give two.
  4. State two ways that show how good feeding help to control livestock diseases
  5. Name any two recommended methods of docking lambs
  6. State three disadvantages of inbreeding
  7. State four routine management practices that should be carried out on a lactating ewe
  8. (a) Describe the procedure which should be followed to castrate a three weeks old piglet using

surgical  method

(b) (i) State five factors that should be considered when sitting a bee hive in a farm

(ii) Describe the management practices that would ensure maximum harvest of fish from a

fish pond

  1. Give three types of bees found in a bee colony
  2. List three methods of castrating farm
  3. Outline the routine management practices of piglets from the 1st day to the 8th week
  4. List three types of calf pens
  5. State two factors that could lead to failure to conceive in sows after service
  6. List three advantages of hoof trimming in sheep production
  7. State four factors considered when citing an apiary in the farm
  8. Name three methods of stocking a beehive with honey bees
  9. List three common methods of extracting honey from the combs
  10. a)The illustration below shows a method  of  identifying pigs, study  the diagram  and answer the questions  that follow:-

 

 

 

 

 

 

 

 

 

 

  1. i) On the diagram A provided below, draw the mark to indicate a pig number 147,

using the procedure of ear-notching in diagram

 

 

 

 

 

 

 

 

A

 

 

 

 

  1. ii) What is the recommended stage of growth in pigs at which the ear-notching should be

carried out?

iii) State any three reasons why weight is an important routine management practice in pig

production

  1. b) Below are illustrations showing the various parts of the Kenya top bar hive. Use the illustration

to answer the question that follow

D

 

C

 

 

 

 

 

B

 

 

 

  1. i) label the parts B ,C and D                                                                                                                       
  2. ii) How can a farmer attract bees to colonize a new hive?

iii) Outline the procedure of opening the hive to harvest honey

  1. a) Below are illustrations of  farm tools
E
G
F
H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) State the use of the tools

iii) Name the type of hammer that may be used for driving tool F during work                                         b) Given below is an illustration of one of the routine management practices in livestock

production.

Study the diagram and answer the following questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the practice indicated in the diagram above
  2. ii) Describe the procedure you would follow when carrying out the practice named

in (i) above in piglets

  1. a) State and explain four advantages of  age  grouping farm animals as a management  practice
  2. b) Explain four major causes of lamb mortality from birth to weaning
  3. c) Describe brucellosis under the following sub headings

i)Cause

  1. ii) Transmission

iii) Symptoms

  1. iv) Control measures
  2. a) Explain the advantage of battery cage system of rearing layers
  3. Give two reasons why it is important to castrate animals when they are still young
  4. (a) Give two reasons why dehorning is carried out in farm animals

(b) State four methods of dehorning livestock

  1. (a) What is steaming up in livestock production?

(b) Give two reasons why the practice is important in pig rearing

  1. State four management practices that should be carried on a fish pond in order to obtain

maximum fish production.

  1. List four factors considered when formulating livestock ration. (2mk)

 

  1. Study the diagram of a cow below and answer the subsequent questions

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the livestock equipment marked E above
  2. ii) State two uses of the equipment in 17(i) above

iii) Name the two types of identification marks applied on the animal above

  1. iv) Show with an arrow and mark with letter P where pye-grease acaricide should be applied

on the anima1

  1. v) Give one disadvantage for each of the identification marks made on the animal

 

Identification  marks  Disadvantage
A  
 
B  
 

 

  1. a) Describe the management practices of a gilt from weaning to the time of farrowing
  2.  b) State five factors to consider in selecting a gilt for breeding stock.

 

  1. State four conditions that necessitate the handling of farm animals .
  2. Give any two reasons why docking is an important practice in sheep management.
  3. Why is crutching a very important management practice in sheep breeding.

 

  1. Study the diagram of a sheep shown below carefully and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

(i) What operation is usually carried out on the part labelled A?

(ii) Give two reasons for carrying out the operation in (i) above

(iii) At what age should the above operation be carried out?

(v) Name routine management practice carried out on the part labelked B

 

 

FARM STRUCTURES

 

This topic entails the following:

  • Description of parts of a building
  • Identification of materials for construction
  • Description of various farm structures and their uses
  • Construction and maintenance of farm structures.

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Mention four disadvantages of using steel materials for construction of farm structures
  2. Give two reasons for placing a polythene sheet on a foundation of farm buildings
  3. What is “calf crop” in beef production?
  4. a) Outline the procedure  in construction of a  barbed wire  fence
  5. b) List any four wood preservatives
  6. c) Give four factors that will determine the choice of farm building materials
  7. i) Give four factors considered when citing a fish pond
  8. ii) Give four features of a good laying nest

6          State two uses of a footbath in cattle dip

7          a) What is a green house

  1. b) Name four materials used in green house construction
  2. c) Give four maintenance practices carried out on a green house
  3. d) Explain the importance of maintaining farm structures

8          Give two disadvantages of a barbed wire fence when used in paddocking

9          The diagram below illustrates a cross-section of a fish pond. Study it carefully and answer the

questions that follow:-

 

 

Y
Z
X

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the parts marked A, B, C and C

(b) On the diagram the points marked X, Y and Z are possible sites where fish feeding

can be done.  Which is the most appropriate point for feeding?

(c) Give two reasons why the floor of the pond should be covered with lime 14days before

filling it   with water                                                                                                                                 (d) Why should part marked B be screened?

(e) State three maintenance practices carried out on the structure

 

  1. Study the farm structure below illustrating a pass:-

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the type of pass illustrated above

(b) Distinguish between a pass and a gate

(c) Name one type of live fence

11        State four requirements of a good maize store

12        State three factors that determine the depth and size of foundation in a farm building

13        (a) Explain the uses of  various hand tools in the construction of a poultry house

(b) Describe the procedure of erecting wooden rail fence

(c) Explain various factors considered when choosing the construction materials for farm building

14        State four features of a good calf pen

15        State four uses of a fence

 

16        Below is a diagram of a cross section of a farm structure. Study it carefully and answer the

following questions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) Identify the labeled parts A, B, and C

(ii) What is the importance of the part labeled B to the structure

(b) (i) When making concrete blocks the ratio 1:3:5 may be used. What do these figures

represent?

(ii) In a concrete mixture 1:3:5, twenty four cubic metres of sand were recommended to be

used in putting up of a foundation of a building. Find the volume of the other two

17        (a) Explain the maintenance practices of a fish pond

(b) Give four ways of controlling fish predators in a fish pond

18        Mention four reasons of treating timber before roofing farm buildings

19        List four uses of crushing in the farm

20        a) Define  the term fence                                                                                                       

  1. b) List various types of fences
  2. c) Describe advantages of fences

21        Study the illustration of a farm structure below and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the parts labeled
  2. ii) State the function of the parts labeled

iii) Name two chemicals preservatives used to treat the wooden parts of the structure against

insects and fungal damage

 

  1. Below is a diagram of a fish pond, study it and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1.     i) Label the parts marked K and L
  2. ii) Give a reason why part M is usually deeper than the rest of the pond

iii) State three maintenance practices carried out in the pond

  1. a) Explain five factors to consider when siting a fish pond
  2. b) Explain the measures used to control livestock diseases
  3. State four factors which influence the selection of materials for constructing a diary shed
  4. a) State five  maintenance practices of a  mould board plough
  5. b) Explain five structural and functional differences between  the petrol and diesel engines                  c) List five uses of farm fences
  6. State four uses of farm buildings
  7. List four structural requirements for proper housing of farm animal to maintain good health
  8. The diagram below is part of a farm structure. Study it and then answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

(a) Name part of structure represented above

(b) Identify parts labeled P, Q, R, and S

(c) Give the functions of the part labeled P and S

  1. The diagram below shows an activity of processing a farm product. Study it and answer the

questions that follow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the product being processed

(b) Identify the method used in processing the product names in the diagram

(c)  Outline the procedure used when harvesting the product named in the diagram

(d) List two factors that affect quality of the product processed in the diagram

 

31        (a) Describe five parts of a plunge dip

(b) Outline six uses of live fences on the farm

(c) Outline four factors that influence power output of drought animals

  1. a) Explain the factors a farmer needs to consider before siting a farm structure on his farm
  2.  b) Outline the desirable features of a good grain store
  3. c) Describe the uses of farm fences in promotion of agriculture
  4. Name any two pests that attack timber used for construction in the farms
  5. State three factors that may lead to dip wash being exhausted or weakened while in the

dip tank

 

 

LIVESTOCK HEALTH III

(LIVESTOCK DISEASES)

 

This topic entails the following:

 

  • Description of causes and vectors of the main livestock diseases.
  • Signs of each stated livestock disease
  • Stating predisposing factors where applicable
  • Control measures of livestock disease

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. Name two diseases that affect female animals only
  2. Give four pre disposing factors of foot rot disease in sheep
  3. i) Name the causative organism of contagious abortion in cattle
  4. ii) Give four symptoms of contagious abortion in cattle

iii) State three methods of controlling contagious abortion in cattle

  1. What is a vaccine?
  2. (a) Discuss black quarter under the following sub-headings:-

(i) Animal affected

(ii) Casual organism

(iii)Symptoms of disease

(iv) Control measures

(b) (i) Explain four measures used to control liver flukes

(ii) Name an intermediate host of liver fluke

(c) Explain the following terms as used in livestock production

(i) Embryo transfer

(ii) Artificial insemination

(iii) Line breeding

(iv) Cross breeding

(v) Up-grading

  1. Give four predisposing factors of foot rot disease in sheep
  2. (a) Discuss coccidiosis disease under the following headings:-

(i) Causal organism

(ii) Livestock species attacked

(iii) Symptoms of attack

(iv) Control measures

(b) (i) What are the characteristics of an effective acaricide?

(ii) Explain three methods of acaricide application

  1. Name four ways of controlling coccidiosi in the farm
  2. State four predisposing factors of scour in calves
  3. Name four notifiable diseases of livestock
  4. Name two diseases of poultry that are controlled by vaccination
  5. State three signs of anthrax injection disease observed in the carcass of a cattle
  6. Differentiate between active immunity and acquired passive immunity
  7. Name four systems of a tractor engine
  8. State two adjustments that should be carried out on a tractor – mounted mould board plough

in preparation for ploughing

 

  1. List three causes of ruminal lympany (Bloat) in ruminant animals
  2. (a) Give four symptoms of milk fever

(b) State two methods of controlling milk fever

 

  1. (a) Describe East Coast Fever (E.C.F) under the following sub-topics:

(i) Animal attacked

(ii) Causal organisms

(iii) Symptoms of attack

(iv) Control and treatment

(b) Explain ten measures used to control livestock diseases

 

  1. Name two livestock diseases that are spread through natural mating.
  2. a) Give the method used in introducing a vaccine to poultry against fowl typhoid             b) State other methods introducing vaccines to livestock

 

 

 

LIVESTOCK PRODUCTION V

(POULTRY)

This topic entails the following:

 

  • Identification of parts of an egg.
  • Selection of eggs for incubation
  • Identification of suitable sources for chicks.
  • Descriptions of broodiness
  • Description of condition for incubation
  • Description of rearing systems
  • Categories of poultry feds according to age-of birds
  • Stating causes of stress and vices in poultry and control measures.
  • Marketing of eggs and poultry meat.
  • Selection, sorting and grading of eggs.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. A deep little poultry house measures 9mx3m. Suppose the amount of space allowed for one

bird is 0.27m2.Calculate the number of birds that can be kept comfortably in the house. Show

your working

  1. Give two functions of isthmus in female bird
  2. Give four features of a good laying nest
  3. State four qualities of marketable eggs
  4. Study the diagram showing the behaviour of chicks in a brooder and answer the questions that

follow:-

Heat source
B
Chicks
A
Heat source
C
Brooder guard

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) State the behaviour of chicks in A, B and C                                           

(b) Explain why the brooder guard is rounded as shown in the diagram

  1. Mention six characteristics of an egg selected for incubation
  2. Describe the management of layers in deep litter system
  3. State four reasons for egg breaking and drinking by layers in a deep litter rearing system
  4. Below are diagram showing condition of eggs seven days after incubation study them and answer

the questions

 

 

 

 

 

 

  1. a) Identify the conditions of eggs
  2. b) Identify the egg which suitable for incubation and give a reasons for your answer
  3. c) Name the practice which used to determine the state of eggs above
  4. The diagram U below illustrates an activity carried by a poultry farmer keeping layers. Study the

diagram carefully and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the activity carried out using the set up illustrated in diagram U
  2. b) List down four preparations that should be carried out structure U before arrival of

day old chicks

  1. c) List down one behaviouristic activity which would indicate that the chicks are under stress

 

  1. Give two reasons for using litter in a poultry house
  2. Give two reasons why it is important to castrate animals when they are still young
  3. (a) Give two reasons why dehorning is carried out in farm animals

(b) State four methods of dehorning livestock

  1. State four abnormalities of eggs that can be detected during egg candling.
  2. Describe the management of day old chicks in a deep litter system from preparation of brooder up

to eight (8)weeks old

  1. a) Describe the management practices of a gilt from weaning to the time of furrowing
  2.  b) State five factors to consider in selecting a gilt for breeding stock.
  3. Study the diagram of an egg be1ow and answer the questions that fol1ow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the parts labeled N, O and P
  2. ii) State the functions of the parts M and L

iii) Why should the egg be turned during incubation

  1. State three reactions of chicks in a brooder which has higher temperature than normal.
  2. Give three types of bedding material a poultry farmer may use in deep litter rearing of layers
  3. Give two properties of good eggs for incubation

 

 

 

LIVESTOCK PRODUCTION III

(LIVESTOCK REARING PRACTICES)

 

This topic entails the following:

  • Raising young stock
  • Milk and milk components
  • Milk secretion and milk let-down
  • Correct milking techniques
  • Marketing of milk and beef.

 

The following relevant questions and their answers in this topic will greatly motivate and help

the user to comprehend and understand the required concepts and practices:

 

  1. What is “calf crop” in beef production?
  2. a) Describe the procedure of hand milking in a dairy cow
  3. b) Explain the practices observed in clean milk production
  4. Give two reasons for washing a cow’s udder with warm water before milking
  5. Give two roles of uterus in egg formation process
  6. The diagram below is a structure of part of a cow’s udder

 

 

 

 

 

 

 

 

 

O

 

 

 

 

(i) Name the parts labeled M, N, and O on the diagram above

(ii) State the functional difference between the following hormones which influence milk

let-down;

(a) (i) Oxytoxin

(ii) Adrenalin

(b) Mention three qualities of clean milk

  1. Give four characteristics of clean milk
  2. State three maintenance practices carried out on a milking machine
  3. State four reasons for feeding Colostrums to calves immediately after calving
  4. Give three ways of stimulating milk let down in a dairy cow
  5. a) Describe the operational differences of a disc plough and mould board plough
  6. b) Explain six marketing problems affecting dairy farming in Kenya
  7. c) State four reasons for culling a boar
  8. List three advantage of artificial method of calf rearing
  9. State three methods that may be used to improve milk production in a breed

of indigenous goats

  1. (a) Outline ten physical characteristics between a good layer and a poor layer in a deep

litter house

(b) Describe five factors that influence milk production in a dairy herd

  1. a) State two reasons for washing the udder of a cow with warm water before milking.
  2. b) Name the hormone that causes each of the following in dairy cows:.
  3. i) milk letdown.
  4.  ii) lactogenesis
  5. State four methods of increasing the depth of penetration of a disc harrow.
  6. List four farm machines implements that obtain power from P.T.O shaft of a tractor
  7. List two  tractor  drawn implements used for  breaking  hardpan  in  a crop field

 

  1. State any three machines which are used for harvesting crops

 

  1. a) describe the daily maintance and  servicing of  a tractor before use
  2. b) State one function of each of the following parts of a tractor engine.
  3.     i) Fly wheel
  4.     ii) Ignition coil

iii) Thermostat

  1.     iv) Injector
  2.    v) Piston

 

 

FARM POWER AND MACHINERY

 

This topic entails the following:

  • Sources of farm power
  • Systems of a tractor
  • Tractor implements, uses and maintenance
  • Animal drawn implements uses and maintenance
  • Tractor servicing and maintenance practices

The following relevant questions and their answers in this topic will greatly motivate and

help the user to comprehend and understand the required concepts and practices:

 

  1. Give four farm operations powered by engines

 

  1. a) Describe the maintenance practices required on a tractor before it is put to daily use
  2. b) Outline the factors that influence the power output by a draught animal

 

  1. State two uses of gear box in a tractor
  2. State two uses for which wind power is harnessed
  3. Name three implements that are connected to the power take-off shaft
  4. Below is a farm implement, study it keenly and answer the questions that follow:-
N

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the farm implement drawn above

(b) Identify the parts labelled L and M above

(c) Give the function of the part labeled M

(d) State the field condition under which the implement can work better than the others  (½mk)

 

 

  1. (a) Explain the factors that a farmer should consider in ensuring fast and efficient cultivation

by oxen

(b) Outline the importance of lubrication system in a tractor

(c) State the daily maintenance and servicing of a tractor

 

  1. State the functions of the following parts of power transmission in a tractor:

(i) Hydraulic system

(ii) Draw bar

(iii) Propeller shaft

(ii) State three sources of tractor hire service

 

  1. (i) What is a tractor hires services (1mk)

(ii) State three sources of tractor hire service           (1½mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. The diagram below represents an assembled differential of a tractor. Use it to answer the
D
A
B
Wheel

questions   that follow:-

 

 

 

C

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the parts labeled A, B, C and D

(b) State two functions of differential system of a tractor

(c) Give two reasons why wheel skidding of a tractor is not allowed

 

  1. State four sources of power in the farm

 

  1. Give the four strokes of a four stroke cycle tractor engine

 

  1. State four factors which ensure efficient working by oxen in the farm

 

  1. Mention two sources from which farmers can hire tractors
  2. (a) Below is a diagram of a farm implement

 

 

 

 

 

 

 

 

 

 

(i) State the use of the implement shown above

(ii) Name the parts labeled A, B, C, and D                                                                           

                (iii) State two methods of increasing the depth of penetration of the implement

 

  1. State four ways through which a farmer would ensure maximum power output from

ploughing animals

 

  1. State three advantages of a disc plough over mould board plough

 

  1. a) Explain the differences  between petrol and chisel engine
  2. b) Describe components of transmission system of a tractor

 

  1. Name four systems of a tractor engine

 

  1. Give one function of the clutch

 

  1. State two adjustments that should be carried out on a tractor – mounted mould board plough

in preparation for ploughing

  1. The diagram below illustrates a farm implement. Study it and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the implement
  2. b) Name the parts labeled X, Y and Z
  3. c) State three maintenance practices that are carried out on a disc plough

 

  1. a) Describe the operational differences of a disc plough and mould board plough
  2. b) Explain six marketing problems affecting dairy farming in Kenya
  3. c) State four reasons for culling a boar

 

  1. Name the role of the following parts of a mould board plough
  2. a) Share .
  3. b) Mould board
  4. c) Land side….

 

  1. a) State five  maintenance practices of a  mould board plough
  2. b) Explain five structural and functional differences between  the petrol and diesel engines                  c) List five uses of farm fences

 

  1. Give two uses of ox-drawn fine harrow

 

  1. List four care and maintenance of a tractor battery

 

 

 

 

 

 

 

 

 

  1. Study the diagram of a farm implement shown below and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the farm implement illustrated above

(b) Label parts A, B and C

(c)  Outline the functions of  the parts labeled E and F

(d) Give two care and maintenance of the above implement

 

  1. Outline six uses of live fences on the farm

 

  1. List two possible causes of over heating in a tractor engine

 

  1. List two events occur during induction stroke in a four stroke engine

 

  1. i) the diagram below shows a tractor drawn implement.

 

 

 

 

 

 

 

 

  1. a) Name the implement
  2. b) Give two uses of the implement above
  3. c) State three maintenance practices carried out on the above implement.       ii) Below is an illustration of a farm equipment. Study it and answer questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the farm equipment illustrated above                                                                                          b) What is the use of the equipment                                                                                                              c) Name the parts labelled W, X  and Y                                                                                                        d) What is the functions of Y on the equipment

 

  1. a) Explain the factors that influence  the power  output of farm animals
  2. b) State the importance of farm fences

 

  1. Study the illustration of a biogas digester plant and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

  1. a) Name the major component of biogas that is trapped in part L above
  2. b) Give the name of the material deposited in part labeled M and its use
  3. c) What is the component of K in the biogas production
  4. d) Give three disadvantages of biogas as a source of farm power

 

  1. Other than hydro-electricity mention two sources of electrical energy which can be available

for use in the farm

 

  1. a) Describe the maintenance practices required on a tractor before it is put to daily use
  2.  b) Discuss the factors that influence the power output by a draught animal

 

PAPER ONE AND TWO

SECTION II ANSWERS

FARM TOOLS AND EQUIPMENT

  • Store the saw properly after use
  • Oil the blade for long storage to avoid rust
  • Sharpen the teeth properly

Tighten the handle screw if loose

 

  1. A-Tin snip – cutting thin metal sheets

B-Spokes have – smoothing curved and circular surfaces

C- Ceardeners trowel – uprooting seedlings during transplanting

D-Brace drill – boring/ drilling holes in wood

 

  1. i) Stir up pump/ bucket pump
  2. ii) Spraying livestock with acaricide

iii) A – Nozzle                  B – lance handle

  1. iv) A – Atomises the acaricide into spray      B – Direct the nozzle to the parts to be sprayed

 

  1. Garden fork is a tool used in weeding in the nursery beds/and in carrot fields

 

  1. The tool for checking the vertical straightness of a wall is Plumb bob and plumbline

 

  1. A tool for removing nails from timber is a claw harmer (1mk)

 

  1. Two examples of equipment that a livestock farmer can use in administering oral

anti-helminthes                                                                                                                      (1mk)

  • Narrow necked bottle
  • Drenching gun

–    Dosing gun

 

8.

O………………………………………

(a)       L…- Pickaxe                           M- Adjustable spanner

N..- Ring spanner                   O..- Pipe wrench

(b) Give one functional advantage of tool M over tool N     ( ½

 

  1. Tools used to perform functions on the farm

– Hand drill

– Bit brace

 

  1. – Blockage of nozzles and filters leading to uneven or no release of spray.

– Control pump may slacken or loosen, making it difficult to regulate the rate of spraying.

– Inadequate operating pressure due to leakages in the compressor pump, hoses or control valves.

 

  1. (a) – Elastrator and rubber ring.

– The burdizzo.

– Sharp knife / scalpel.

(iii) Extracting blood samples for laboratory analysis

 

  1. most appropriate set of animal hand tools that a farmer uses for the following operations:-

(i) Restraining large full when taking it around the show ring-bull  ring and  lead  stick    (1mk)

(ii) Cutting tail in sheep-rubber  ring  and  elastrator           (1mk)

(iii) Extracting blood samples for laboratory analysis-hypodermic needle and syringe

 

  1. Provision of extra and quality feeds to sheep, two or three weeks before mating

 

  1. ai) On the diagram a provided below, draw the mark to indicate a pig number 147,

using the procedure of ear-notching in diagram above

  1. ii) the recommended stage of growth in pigs at which the ear-notching should be carried out?
  • before  wearing/3-7 weeks of age/21-56 days/1 month-22months)

iii) three reasons why weight is an important routine management practice in pig production

  • to determine  growth rate  i.e. weight gain
  • facilitate  administration of drugs  e.g. drenching
  • for feeding i.e.  to  know  the  amount  of feed to give
  • to determine the service/breeding time  (1×3=3mks)

 

  1. b) i)B-entrance

C-top bar/bar

D-top  cover/lid(1×3=3mks)

 

  1. ii) by applying bees wax/honey/molasses on the sides or top  of the  hive/jaggery/sheep

sorrel/saliva /sugar syrup (Accept concentrated sugar solution-reject-sugar solution)  (1×1=1mk)

iii) Outline the procedure of opening the hive to harvest honey

smoke  the  hive  through  the entrance using  a  smoker then light the hid  to  remove  the  top  bar(the  order must be  considered)  (1×2=2mks)

 

  1. a) i) E-key hole saw/compass saw

F-wood chisel

G-cold/metal chisel

H-plumb bob  (1/2×4=2mks)

  1. ii) E-to cut  or make key holes              F-cutting timber

G-cutting  metal                     H-checking  whether a  tall wall is vertical

iii)  wooden hammer/mallet(1mk)

 

b)i) open castration/surgical castration  (1mk)

  1. ii) procedure you would follow when carrying out the practice named in( i) above in piglets
  • restrain  the  piglets
  • sterilize the  blade
  • disinfect the secretal sac
  • slit  the secretal sac  to  expose  the testicle
  • locate  and  hold  the  sperm duct
  • cut  the  sperm  dust  by scrapping  with the slide
  • sew up  the wound
  • sterilize/disinfect  the wound
  • release the animal(piglet

 

  1. i) A – Sickle

B- Pruning saw

C- Hoof cutter

D- Metal float

  1. ii) A sickle is used in harvesting grass, rice, wheat by cutting

B    Pruning saw is used for pruning tree crops, cutting hard stems in coffee

C      Hoof cutter – Trimming hoofs in animals e.g. cattle, goats, sheep

D     Float (wood or metal) smoothing concrete during plastering

iii) Maintenance on B

  • Sharpen and reset the teeth
  • Replace broken handle
  • Oil the blade for long storage
  • Halter
  • Rope
  • Nose ring and leading stick

 

  1. Mention the use of the following tools.
  • -making holes for  transplanting
  • Spoke shaves.-planning curved surface
  • Tin snip.-cutting metal/iron  sheets
  • Burdizzo-castration (4x ½ =2mks)

 

  1. four precautions that should be taken when using workshop tools and equipment.
  • Use tools for correct purpose.
  • Maintain them in good working conditions.
  • Keep them safely after use.
  • Handle tools correctly during use.

Use of safety devices / protective clothes

 

  1. a) Bucket pump /stir – up pump (1×1 = 1mk)
  2. b) Spraying acaricide on livestock (1×1 =1mk)
  3.  c) W – Nozzle
  •             X – Trigger
  •             Y –  Pail /bucket

d)For holding acaricide solution during spraying. (1×1 = 1)

 

  1.  i) Identify the above diagram   (1mk)
  • Artificial vagina.
  1.  ii) Name the parts labelled A and B (2mks)
  • A – warm water
  • B – collecting cap

 

 

LIVESTOCK PRODUCTION I

COMMON LIVESTOCK BREEDS

  1. two reasons for treating water for us on the farm
  • Remove chemical impurities
  • Remove foreign material
  • Remove disease earning organisms

Remove bad smell & taste

 

  1. four advantages of applying lime in clay soil
  • Lower soil acidity
  • Increase calcium content
  • Hastens decomposition of organic matter
  • Improve soil structure/ improve drainage
  • Facilitates availability and absorption of nitrogen and phosphorous
  • Improve legume nodulation and nitrogen fixation

Increase multiplication of micro- organisms

 

  1. four ways by which Re-afforestation help in land reclamation
  • Add organic matter from falling leaves
  • Recycles soil erosion
  • Control soil erosion
  • Improve drainage of swampy areas

Play part in hydrological cycle

 

  1. Distinguishing feature between Kenya white and California Kenya white is white all over the body, has pink eyes California white is white with black nose and eras; has black/ brown eyes

 

  1. Reasons why farmers keep livestock in Kenya
  • Source of food
  • Source of income
  • Cultural uses e.g. paying dowry, recreation
  • Provide source of power e.g. oxen

–    Provides raw material to the industries

 

  1. Ideal conformation features of beef cattle
  • Blocky/ square/ rectangular
  • Deep well flashed bodies
  • Short strong legs to support their heavy bodies

–    Compact body

 

  1. (i) Dual purpose cattle in Kenya.

– Sahiwal;

– Red Poll;

– Simmental;

(ii) Uses of Rotavator.

– Mixes trash and the soil;

– Cuts the furrow slices and harrows them; 92 in one pass).

– Break up large soil clods into smaller ones / performs 20 tillage;

– Cut the furrows slices / primary tillage;

 

  1. Large white is the pig with such characteristics

 

  1. Epistasis is s combination of genes which on their own could have been inferior on undesirable(1mk)

 

  1. (a) The role of livestock industry in Kenya’s economy
  • Provision of food; various livestock products such as milk, eggs, meat and honey are used as food
  • Source of labour: some livestock can be used to provide power for carrying out various activities e.g. oxen, donkeys and camels
  • Provides employment; Several people are employed in the livestock industry ether directly of indirectly e.g. those employed by KMC
  • Social cultural uses: depending on the culture of the society e.g. dowry, status, symbol e.t.c
  • Source of income when livestock and livestock products are sold either locally or internationally: income is earned whish is used for national development which is used for national development
  • Industrial development, various products are processed n industries which are taxable to raise income or national development

(stating any 5pts = 1mk x 5; Explanation each 1mk x 5pts =5mks          (10mks)

(b) The general characteristics of indigenous cattle

  • they have large thoracic humps for storing fat
  • they are tolerant to high temperatures
  • They are able to resist tropical diseases e.g East Coast fever
  • They have relatively long calving interval (beyond one year)
  • They have a slow growth rate and mature rate
  • They have smooth and short coat of hair
  • They have along and narrow head
  • they have a relatively short lactation period
  • they can walk for long distances without serious loss in condition
  • They are relatively small in size even when mature (1mk each for any 10pts = 10mks)

 

  1. (i) Dairy cattle

(ii) five characteristics that tells you that the animal belong to type name in (i) above?

  • Straight  top line
  • Large udder/well develop udder
  • Prominent milk vein
  • Large swell develop head  quarter
  • Triangular  shape
  • Large  stomach capacity (any 5×1=5mks)

(iii) three areas on the body of a cow where ticks are commonly found      (1½mk)

  • Base of ear/inside the  ears
  • Neck
  • Flanks
  • Tail switch/tail
  • Belly
  • Brisket/dew  lap (any 3x ½ =1 ½ mks)

 

  1. 4 dairy goats

– Saanen

– Jamnapari

– Anglo- Nubian

– Toggenburg

– British Alphine

 

  1. two distinguishing characteristics of Californian breed of rabbit
  • White body
  • Black ears /nose/paws/tail  (2x ½ =1mk)

 

  1. two common milk breed of goats reared in Kenya
  • British Saaren
  • The  Toggenburg
  • Anglo-Nubian
  • Jamnapari
  • The  British alpine ( ½ x2=1mks

 

  1. four dairy cattle breeds reared goats in Kenya.
  • Ayrshire
  • Friesian
  • Guernsey
  • Jersey   (4x ½ =2mks)

 

  1. Differentiate between breed of animal and type of animal. (2mk)
  • Breed-group of animals with similar characteristics and common origin.
  • Type –the purpose for which the animal is kept. (2x1mk = 2mks)    (mark as whole)

– smothers weeds

– Regulate soil temperature

– Conserve moisture

 

 

(LIVESTOCK HEALTH II

(LIVESTOCK PARASITES )

 

  1. – Use of caustic potash stick (potassium hydroxide)

– Use of dehorning collodion

 

  1. a)
  • Cause anaemia
  • Deprive the hoof animal of food
  • Cause injury and damage to animal tissue and organs
  • Transmit diseases
  • Cause irritation
  • Cause obstruction to internal organs
  1. b)
  • Human beings drop tapeworm segments/ progloltudes together with their faeces
  • Eggs are released from the segment. Once outside the human body
  • Eggs are picked by pigs when feeding
  • Eggs hatch into embryos in the intestine of pigs
  • The embryo penetrate the intestinal wall and enter into the blood stream
  • Embryo localize in the liver
  • Embryos are disturbed throughout the muscle where they become cyst/ bladder worms
  • Bladder worms get into human beings through eating under cooked pork/ bacon
  • Once inside the human intestines the cyst wall dissolves and the bladder worm attach themselves to the wall of intestines
  • Bladder warm develop into adult tape worm
  • Adult tape worm releases segments/ progloltides containing fertilized eggs with human faeces
  1. c)
  • Use prophylactic drugs/ deworms to kill the internal parasites
  • Keep animal houses clean and disinfected
  • Practice rotational grazing
  • Use of clean feeding and watery equipment
  • Use of latrines/ proper disposal of human faeces

Proper cooking of meat

  1. Functions of calcium in dairy cows.

– Milk and egg formation / production;

– Bones / skeleton / teeth formation;

– Blood clotting;

 

  1. Control measures of fleas.

– Keep clean animals sleeping places;

– Dust animal surroundings with appropriate insecticides;

– Cover with petroleum jelly to suffocate stick fast fleas;

 

  1. Control measures of fleas             *NYR*
  • Dusting with appropriate insecticide in the pen
  • Ensuring cleanliness in poultry house
  • Dusting of the birds with correct insecticide
  • Applying petroleum jelly on infected parts (1mk each for any 2 pts = 2mks)

 

  1. two reasons why drenching alone is not an effective method of controlling internal parasites
  • Cannot  kill  all  stages  of  parasites
  • Cannot kill  the  eggs (2x ½ =1mk)

 

  1. -Embryo

-Cyst/bladder worm (2x ½ =1mk)

 

  1. a) K-tapeworm M-liver fluke
  2. b) a-hooks     b-suckers

c-mouth          d-digestive glands

  1. c) i) Small intestine
  2.         ii) the liver
  3. d) Water snail (1×1=1mk)

 

  1. – External parasites effects

– Transmit diseases

– Causes anemia/ sucks blood

– Causes irritation/ discomfort

– Causes wounds on the skin that may predispose animal to secondary infection

– Loss of hair

 

  1. – Read the manufacturers instructions carefully
  • Mix the acaricide appropriately
  • Pour the chemical solution into the knapsack sprayer through the sieve/ stir up pump container
  • Restore in the animal
  • Spray along the back to loin
  • Spray the sides
  • Spray under the belly including the udder/ scrotum
  • Spray the rear/ hind quarters
  • Spray fore limbs
  • Spray the face, the eras last
  • Allow the animal to drain the chemical
  • Release the animal

 

  1. a) Feed conversion is 90Kg/360Kg = ¼  = 1 : 4                                                                          *MMS*
  2. Digestion in ruminant animal – 4 stomachs
  3. i) Rumen (A pauch)

– Stores food temporarily

– Fermentation of food

– contains bacteria, fungi, protozoa which breaks down cellulose

– Synthesis of amino acids from ammonia gas

– Synthesis of vitamin B complex

  1. ii) Reticulum (Honey comb)
  • Sieves and separates fine from coarse food particles
  • Retrains foreign and undigestible materials

iii) Omasum (Many plies or book)

  • Stores food temporarily
  • Grinds and sieve food particles
  • Absorption of water
  1. iv) Abomasum (True stomach)
  • Enzymetic digestion takes place

c)

  • Prevents rusting of surfaces
  • Reduces the rate of wear and tear of moving parts
  • Minimizes power loss due to friction
  • Acts as a cleaning agent
  • Reduces the heat created by the rubbing surfaces and acts as a seal between them

 

  1. Bush clearing to destroy breeding places

– Spraying breeding places with insecticides

– use fly traps with impregnated nets

– use stressing agents e.g. radio isotopes on male file sand then releasing them

 

  1. – Succulent

– Dry

 

  1. two common milk breed of goats reared in Kenya
  • British Saaren
  • The  Toggenburg
  • Anglo-Nubian
  • Jamnapari
  • The  British alpine ( ½ x2=1mks

 

  1. the element calcium and phosphorus important in the diet of young livestock?
  • For bone  formation  and development
  • For proper  teeth  development
  • For  increased  conversion  of feed
  • Increase livestock appetite  (  ½  x1=1mk)

 

16        two parasites of cattle which are also disease vectors

  • Ticks
  • Tsetse flies

Mosquitoes

 

  1. -training

-Giving incentives/motivation

-Farm mechanization

-Labour supervison

 

 

 

LIVESTOCK PRODUCTION II (NUTRITION)

  1. Production ration may be utilized by dairy goats in:
  • Milk formation
  • Growth

–     Foetal/embryo development

  1. Use Pearson’s square method to calculate how much of the feedstuffs a 150kg rations (5mks)

 

 

 

 

 

 

 

 

 

Maize bran = 12 x 150 = 90kg maize bran

20

Sunflower   8 x 150 = 60kg sunflower

20

 

  1.         i) Water (1mrk)
  • Transport  medium
  • For  metabolic processes
  • Regulates  body  temperature
  • Maintains  shell  shape
  • Component of livestock product
  • Lubricant of body joints (2x ½  = 1mk)
  1.  ii) Vitamin A (1mrk)
  • Bone formation
  • Prevents diseases / Increases disease resistance
  • Improves vision

Improves vigour/ for proper growth

 

  1. Rumen.

 

  1. i) A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed (3mks)

  1. ii) two other methods that can be used to formulate

feed ration

  • Linear programming
  • Trial and error

Graphical method.

 

  1. (a) The daily amount of food given to an animal/ the amount of food given to an animal

per day

 

 

(b) Quantity of maize = 12 x 200Kg

18   = 133.33kg

Quantity of cotton seed = 6 x 200

18    = 66.67kg

 

  1. Hormones

Antibiotics

Medicants

  • Qualities of roughages
  • Availability of the concentrates
  • Level of production
  • Physiological states of the animals
  • Quality of concentrates
  • Economic factors
  • Qualities of roughages
  • Availability of the concentrates
  • Level of production
  • Physiological states of the animals
  • Quality of concentrates
  • Economic factors

 

 

LIVESTOCK PRODUCTION III

(SELECTION AND BREEDING)

  • Steaming up of ewes to have milk to be suckled
  • Use of lambing pens
  • Ewes as made to recognize lambs after lambs
  • Blind folding ewes to activate maternal instinct
  • Attend/ treat inflamed udders/ painful
  • Pig 112 – 15 days

Rabbits 28 – 32 days

3          (i) Selection.

– It is the process of allowing certain animals to be the parents of the future generations while

culling  others;

(ii) Methods used in selection.

  • Mass selection;
  • Progeny testing;
  • Contemporary comparison;

 

  1. – Restless.

– Frequent urination.

– Swollen vulva.

– The doe throws itself on its side.

– She (does rubs herself against the wall or any other solid object.

– The doe tries to contact other rabbits in the next hutch by peeping through the cage walls.

 

  1. four meat breeds of rabbits
  • Flemish giant
  • California white
  • New Zealand white
  • Ear lop
  • chinchilla

 

  1. four reasons for cutting a breeding boar
  • Bareness/loss of Libido
  • Loss of sight, limb, cannot mate
  • Old age
  • Perpetual sickness/contract
  • Reproductive diseases
  • Aggressiveness/wildness

 

  1. – Mass
  • Progerry testing
  • Comparison

 

  1. (i) Heterosis- Increased vigour/ performance resulting from mating two superior unrelated Breeds

(ii) Epitasis- Is a combination of genes that individually could have been both undesirable

or inferior

  • Heat signs in rabbits (doe)
  • The doe throws itself on its sides
  • She rubs herself against walls or solid objects
  • Tries to contact other rabbits in the next hutch (peeping)
  • Restlessness
  • Swollen vulva
  • Frequent urination
  1. Gestation periods of :- Cow 270 – 285 days

Sow – 113 117 days

  1. Disadvantages of natural mating
  • A lot of semen is wasted
  • High chances of inbreeding
  • Large males can injure small females
  • Expensive to transport bull over long distance
  • May need extra pasture, extra cost

 

  1. a) the advantage of battery cage system of rearing layers
  • Higher  egg production due  to  less  energy wastage  by  birds
  • Accurate egg production records re kept
  • Cannibalism and egg  eating are  controlled
  • Eggs are clean
  • Allows for  mechanization
  • Birds  do not  contaminate food  and water
  • Makes handling  easy as birds  are restricted  within small areas
  • Discourages broodiness
  • Increases the sticking rate
  • Sick  birds can easily  be isolated
  • The  wire floor prevails re-infection on the parasites, worms  and coccidiosi
  • There  is no bully during feedings
  • There is low labour requirement (1×10=10mks)
  1. b) Outline ten factors considered when selecting dairy cattle for breeding
  • age-young animals  have  longer  productive live and are more productive and

Economical to keep than old animals

  • level of  performance-animals  with highest production level  be kept
  • health-consider  animals which are less susceptive to  disease
  • body  confirmation  go  for ones well people dairy characteristics
  • temperature/behaviour select only decline animals which  are easy to  handle mothering ability
  • adaptable under suitability  to  the environment
  • prolycacy  ability to give  built to  many  off springs at a time
  • physical defects
  • quality of products  (1×10=10mks)

 

 

 

 

 

 

  1. A type  of mating  where  the female of  low grade  is  mated  to a pure  bred sire of

superior  quality (1mk)

 

LIVESTOCK PRODUCTION IV

(LIVESTOCK MANAGMENT PRACTICES)

 

  1. Reasons of carrying out crutching in sheep.

– Facilitates easy mating;

– Minimizes blowfly infestation;

– Provides hygienic conditions at lambing time;

– Allows easy access to the teats by the lambs;

– Provides hygienic suckling conditions;

 

  1. Ways of performing closed castration.

– Use of elastrator and rubber ring;

– Use of the burdizzo;

 

  1. (a)
  • B – Should take place – Hooks, cheek, rump
  • V – Is done – Thigh muscles and the shoulders
  • BT – is taken – Anus
  • M – May occur – Udder and teats
  1. b) — Ears (ear lobes)

– Tail switch..

– Under the tail head.

– Both fore and head flanks.

– Between the hooves.

  1. c) 1 – Muzzle

2 – Poll

3 – Shoulder

4 – Heart girth

 

  1. (a) – The removal of the testicles in male livestock or stoppage of production of spermatozoa or

semen.

– It is the rendering of male reproductive organs non- functional.

(b) – To control breeding and inbreeding.

– To make animals, especially the bulls docile.

– To improve quality of meat by removing unpleasant smell especially in goats.

– To encourage faster growth rates of the castrated male animals.

– To control breeding diseases such as brucellosis, vaginitis trichonomiasis and others that area

transmitted through mating.

 

  1. (a) The management of a gilt from weaning to furrowing
  • Feed gilt on at least 3kg of sow and weaner meal daily/balanced diet
  • Provide clean drinking water
  • Control any external parasites by spraying with pestcides or washing
  • Treat the gilt next to the bear at the age 12months ready to be served/serve gilt at the right age.
  • Keep the pen clean by maintaining clean
  • Flush the gilt 3-4weeks before service by feeding high quality diet
  • Take the gilt to the boar’s pen for service and let it stay there for at least 12hours
  • Observe the return to heat, f any after three weeks, and repeat the services if necessary
  • Steaming up should start 1 ½ months before furrowing by giving 3-4kg of feed
  • 7-10days furrowing, the gilt should be washed
  • The gilt should be moved to disinfected pen/clean en
  • provide guard rails or furrowing crate in a furrowing pen
  • Provide a source of heat
  • Sow and weaner meal should be reduced three days before furrowing and fed with bran
  • Observe the signs furrowing and supervise the process of furrowing
  • Deworm the gilt 7-10days before furrowing
  • Weigh the gilt regularly
  • Keep proper records

 

(b) The preparation a poultry farmer should make before the arrival of day old chicks

  • Ensure the brooder is ready 2-3days before arrival of chicks
  • Brooder should be cleaned and disinfected to reduce risk of disease infection
  • Spreading litter on the floor to provide warmth
  • Provide a functional heat source e.g. electric bulb, lantern e.t.c
  • Provide adequate feeding equipment
  • Ensure adequate floor space considering the number of chicks
  • Ensure the chick mash is ready before chicks arrive
  • Provide wire guard
  • Make holes on the walls of brooder for ventilation
  • To identify mated ewes
  • To indicate active rams hence help in culling

Identify the sire of each lamb

  • Promote docility
  • Improve meat quality
  • Control breeding diseases
  • Control interbreeding/ control hereditary defects

Improve growth rate

  • Use of swarm net
  • Use of catcher box

Placing the hire in a strategic position  for bees to occupy

  • Control deficiency diseases
  • Impact resistance to diseases

Good physical appearance/ good coat cover

 

  1. two recommended methods of docking lambs
  • Use elastrator and  rubber ring
  • Sharp knife/scalpel (2x ½ =1mk)

 

  1. three disadvantages of inbreeding
  • Loss  of  hybrid vigour
  • May lead to decline fertility  leading to species extinction
  • May  bring about reduction in performance
  • Leads to high rate of prenatal mortality (any 3x ½ =1 ½ mks)

 

  1. four routine management practices that should be carried out on a lactating ewe
  • Inadequate  feeding  /balance diet
  • Spraying/dipping  to control external  parasite
  • Drenching/deworming  to   control internal  parasite
  • Provision of clean  water  ad-lib
  • Tugging
  • Avoid extensive movement
  • Provide mineral licks (any 4x ½ =2mks)
  1. the procedure which should be followed to castrate a three weeks old piglet using

surgical Method

  • Assemble  equipment and sterilize
  • Restrain the  animal to be castrated
  • Thoroughly  wash  hands before opening  up  animals  skin
  • Artery of  forces  is used to close up the open blood vessel to stop excess  bleeding
  • Cut the  skin of scrotum
  • Remove  the  two  tests  completely, leaving  on empty scrotal sac
  • Disinfect the wound
  • Animals  heals faster  since  its  castrated  when young (7×1@=7mks)

(b) (i) State five factors that should be considered when sitting a bee hive in a farm

  • Away  from  homestead, pastures and road
  • Sheltered/quiet place
  • Near  source  of water
  • Nearest to flowers producing ants
  • Safe from predators (5×1=5mks)

 

(ii) Describe the management practices that would ensure maximum harvest of fish from a fish

pond

  • Control stocking rate
  • Control  water pollution
  • Supply  enough  food to fish
  • Aerate  the  water/constant  in flow  and  out flow of  water
  • Maintain appropriate depth of water
  • Control predators
  • Harvest fish art  correct  maturity stage
  • Fertilize  the pond/adequate  water  plants

 

 

  1. three types of bees found in a bee colony
  • The queen
  • The drown
  • The workers
  1. List three methods of castrating farm
  • Closed method-use buidizzer
  • Open method-use surgical method
  • Caponization-use  hormones

 

  1. the routine management practices of piglets from the 1st day to the 8th week
  • Placenta  disposal
  • Umbilical cord  cutting  with sharp and sterilized scalpel
  • Disinfecting  the umbilical  cord with iodine solution
  • Extracting needles teeth/teeth clipping/di-tusking
  • Keeping  piglets in  warm creep area
  • Weighing   the  piglets 24hrs  after birth
  • Feeding the piglets on colostrums
  • Iron supplementation through the intra-muscular injection/paste
  • Vaccination against diseases
  • Feed  the piglets with creep  feeds
  • Water provision  at adlibitum
  • Nose ringing
  • Putting if identification  marks e.g. ear notching
  • Deworming /drenching with antihelminthes
  • Tail  cutting of the  piglet
  • Castration of the male piglet
  • Ensure that  they are breathing
  • Assist  the weak piglets  to suckle
  • Changing  the beddings regularly
  • Removing dead piglets from the pen
  • Providing furrowing crate  to avoid crushing  of  piglets
  • Raised pers with slatted floor
  • Permanent calf pen with concrete floor
  • Movable calf pen
  • Temporary calf pen
  1. Poor nutrition – infertility

Poor timing of service

  1. three advantages of hoof trimming in sheep production
  • Facilitate easy movement
  • Control foot rot disease
  • Prevents the ram  from injuring the ewe during mating ( ½ x3=1 ½ mks)
  1. State four factors considered when citing an apiary in the farm
  • Availability  of water
  • Availability  of flowers
  • A sheltered  place
  • An area free from noise/disturbance
  • Away  from lime stead and grazing grounds
  • Well drained area (2×2=4mks)

 

  1. three methods of stocking a beehive with honey bee
  • Use  swarm nets
  • Use of a catcher box
  • Use of  an  empty  hive  ( ½ x3=1  ½ mks)

 

  1. three common methods of extracting honey from the combs
  • Use of  heat
  • Crushing  and straining

Centrifugal extractor

  1. a) i)
  2. ii) before wearing/3-7 weeks of age/21-56 days/1 month-22months)

iii) -to determine  growth rate  i.e. weight gain

  • -facilitate  administration of drugs  e.g. drenching
  • -for feeding i.e.  to  know  the  amount  of feed to give
  • -to determine the service/breeding time  (1×3=3mks)

 

  1. b) i) B-entrance

C-top bar/bar

D-top  cover/lid(1×3=3mks)

  1. ii) by applying bees wax/honey/molasses on the sides or top  of the  hive/  jaggery/sheep

sorrel/salvial/sugar syrup

(Accept concentrated sugar solution-reject-sugar solution)  (1×1=1mk)

iii) Outline the procedure of opening the hive to harvest honey

smoke  the  hive  through  the entrance using  a  smoker then light the hid  to  remove  the  top  bar(the  order must be  considered)  (1×2=2mks)

 

  1. a) i) E-key hole saw/compass saw

F-wood chisel

G-cold/metal chisel

H-plumb bob  (1/2×4=2mks)

  1. ii) E-to cut  or make key holes

F-cutting timber

G-cutting  metal

H-checking  whether a  tall wall is vertical  (1/2×4=2mks)

iii)  wooden hammer/mallet(1mk)

b))i) open castration/surgical castration  (1mk)

  1. ii) procedure you would follow when carrying out the practice named in( i) above in piglets
  • restrain  the  piglets
  • sterilize the  blade
  • disinfect the secretal sac
  • slit  the secretal sac  to  expose  the testicle
  • locate  and  hold  the  sperm duct
  • cut  the  sperm  dust  by scrapping  with the slide
  • sew up  the wound
  • sterilize/disinfect  the wound
  • release the animal(piglet)  (1/2×6=3mks)
  1. four advantages of  age  grouping farm animals as a management  practice
    • Avoids bullying among the animals
  • Facilitate feeding /adequate and economic use  of feed
  • Facilitate  the administration of  drugs e.g. drenching
  • Easy keeping  of management records
  • Facilitate  breeding/cutting  of livestock  (2×4=8mks)
  1. b) four major cause of lamb mortality from birth to weaning
  • chilling
  • scours
  • internal parasitic infertation
  • loss of  mother/lack of foster  parents
  • inadequate mothers  milk/malnutrition
  • crushing  by t he  mother (1×4=4mks)

 

  1. c) i)cause-bacteria/brucella abortus brucells
  2. ii) Transmission-sexually transmitted/it is a breeding diseases

iiI) Symptoms

  • abortion/premature  birth
  • yellowish  slimy  and odourless discharge through  the vulva
  • retained afterbirth/placenta
  • the cow  may become  barren  (1×4=4mks)
  1. iv) Control measures
  • vaccination
  • use of healthy semen/bull/Al
  • cull/destroy  affected cattle
  • proper  disposal of foetus  and carcass (1×2=2mks)

 

  1. Reasons for castrating animals when young
  • Less pain
  • Quick healing

–    Little loss of blood

 

 

  1. a) Reasons for dehorning farm animals
  • Reduce space occupied by animal
  • Making handling easier
  • To reduce destruction of farm structures
  • To make them
  • To reduce risk, injury to farmer and other animals 2x ½ = 1 mark
  1. b) Methods of dehorning livestock
  • Use of caustic potash stick (Potassium hydroxide)
  • Use of dehorning iron
  • Use of dehorning saw or wire
  • Use of rubber ring and elastrator

–     Use of dehorning collation

  1. a)Is the giving of high quality seeds to a gestating animal towards end gestation period
  2. b) Reasons for steaming up
  • Increase milk yield after farming
  • Help build up body reserves for lactation
  • Ensure rapid growth and development foetus

–     Ensure healthy and string young at birth

 

  1. four management practices that should be carried on a fish pond in order to obtain maximum

Fish production.(2mrk)

  • Control predators.
  • Control Water pollution.
  • Maintain appropriate water level.
  • Maintain correct stocking rate.
  • Supply adequate food. (4x ½  =2mks

 

  1. four factors considered when formulating livestock ration. (2mk)
  • Body weight / size
  • Available feeds
  • Cost of feeds
  • Nutrient composition of feeds available.
  • Ingredients required in the ratio.
  • Animals level of production.
  • Age / stage of growth.

Type of production.

 

  1. four conditions that necessitate the handling of farm animals. (2mk)
  • During treatment
  • When spraying or hand dressing
  • When milking
  • When performing some management practices e.g. dehorning

When inspecting animals for any signs of a disease

 

  1. – Large animals e.g. buffaloes

– man activities e.g. farming

– root pressure of plants

– burrowing animals e.g. moles, termites

 

  1. (a) – Random/zigzag soil sampling-Arrow roots

(b) -Old manure heaps

– Ant hills

– Dead furrows

– Rice

– Fence lines

– Cattle bomas

 

 

FARM STRUCTURES

  • Steel is expensive
  • Require high skilled labour
  • Heavy and difficult to transport
  • Rusts easily

Low workability

  • To prevent termites from rising up to the wall
  • To reduce moisture rising up the wall
  1. A group of calves kept according to age

 

  1. a) Procedure in construction of a barbed wire fence
  • Slash/ clear vegetation around fence line 2 m wide
  • Measure and mark spots for holes using pegs
  • Dig holes 60cm – 90cm deep depending areas where the poles are to be placed
  • Assemble poles and other requirement materials
  • Drop pole and struts at respective points
  • Prepare concrete mixture
  • Erect poles in pole holes
  • Align the poles and put concrete using spade or soil
  • Compact the concrete in holes
  • Allow to settle for a few days while curing
  • Put barbed wire around using appropriate tools
  • Tighten the wire using wire strainer
  • Mail barbed wire using fencing staple at required distance
  • Put droppers along the fence as required             12×1=12 mks
  1. b) Wood preservatives
  • Creosote
  • Old engine oil
  • Paint/ far/ tanesc
  • Copper sulphate
  • Sodium dichromate
  • Arsenic pentoxide
  • Pentachloroplenol
  • Triputyl tin oxide             4×1=4 mks
  1. c) Choice of farm building materials
  • Cost of materials
  • Availability/ strength of the material
  • Workability

Type of enterprise

 

  1. (i) Factors considered when sitting a fish pond.

– Reliable source of water/ water source;

– Soil type / poorly drained clay soil the best;

– Topography / gently sloping;

– Security/ be secure from thieves / predators;

– Water quality / free of pollutants;

– Machine milking;

(ii) Features of a laying nest.

  • Dimly lit; dark;
  • Spacious / large enough to accommodate bird comfortably;
  • Dry clean beddings;
  • Have lockable doors;
  • Kept in secluded parts of the house;
  • Have slanting roofs to prevent birds from perching on;
  1. Uses of footbath in cattle dip.

– To wash the foot off mud;

– Contains chemicals for controlling foot rot; CUSO4 (blue vitriol/ formalin solution;)

  1. (a) – A green house is a farm structure made up of glass or translucent material as wall and

roof to  enhance and achieve optimum condition for valuable horticultural crop production.

(b) Material used in green house construction.

– Galvanizing iron.

– Aluminium or wooden frame.

– Glass or clear polythene sheet.

– Fibre glass or reinforced panels.

(c) Maintenance practices on green house.

– Dirty polythene sheet should be clear.

– Blocked systems should be repaired and cleared.

– Torn polythene material should be replaced.

– Should be fenced for security.

(d)  Importance of maintaining farm structures.

– Last longer/ enhance durability.

– Reduce replacement cost.

– Protect livestock from predator.

– Prevent straying animals.

– To prevent diseases brought by cold winds.

– Make them effective in their use.

 

  1. Disadvantages of barbed wire fence in paddocking:-
  • Can remove wool from sheep
  • Barbs can injure the animals

–    Smaller animals can pass through if the wire strands are widely spread

 

  1. (a)       A .Inlet

B – Spillway/ overflow.

C –  Drain pipe/outlet             (1 ½ mk each = 1 ½  mks)

(b) The most appropriate part for feeding is part X  (1mk)

(c) Two reasons why the floor of the pond should be covered with lime

  • Facilitate the work of fertilizer in the pond
  • Maintain PH of pond water            ( ½  mk each 2pts = 1mk)

(d) Why should part marked B be screened?

  • Prevent escape of fish
  • Prevent entry f foreign /unwanted organisms ( ½ x 1pt = ½mk)

(e) three maintenance practices carried out on the structure

  • Removing weeds
  • Unblocking inlet and outlets
  • Maintaining same water level
  • repairing leakages on walls, floor e.t.c

–    Draining of water during harvesting

 

  1. (a)Stille ( ½ mk x 1pt =  ½ mk)

(b) A pass allows only human passage while gate allows for both human and livestock in and

out of the farm      ( ½mk mark as a whole)

(c) One type of live fence

  • Electric

–    Hedges

 

  1. four requirements of a good maize store
  • Leak proof
  • Rat proof
  • Properly ventilated
  • Easy to clean
  • Raised off the ground properly drained
  • easy to load and unload/spacious (any 4x ½ =2mks)

 

  1. three factors that determine the depth and size of foundation in a farm building
  • Function  of  building
  • Soil type
  • Soil  depth
  • Drainage of area (any 3x ½ =1 ½ mks)

 

  1. (a) the uses of various hand tools in the construction of a poultry house
  • Jembe- levelling the  ground
  • Spade-scooping soil
  • Tape-measuring distance
  • Wheel barrow-carrying small load
  • Spirit level-checking whether surface  is vertical or  horizontal
  • Rip-saw/tenor saw-cutting  timber
  • Hand drill/bit brace-boring in  wood
  • Claw hammer-driving  in/hitting and removing nails
  • G-clamp-holding  objects /wood  when  joining
  • Tin-snip-cutting  iron  sheet
  • Chisel
  • Mallet (any 10×1=10mks)

(b) the procedure of erecting wooden rail fence(7mks)

  • Locate  the area  to  be fenced off
  • Determine the amount of  material  needed
  • Treat  the  post
  • Clear the area
  • Measure  the  distance  3-4m  apart and  place  pegs
  • Dig  holes  up to 60cm deep
  • Put fencing  post  in hole and  reinforce with  concrete
  • Place 3-4 horizontal rails
  • Space at  about 125mm,175mm, 225mm  and 275mm from  ground
  • Fixed  them  onto  post using nail (10x1pt=10mks)

(c) factors considered when choosing the construction materials for farm building

  • Purpose  of building determine  strength and durability of material
  • Availability of capital; depends  on  ability to purchase
  • Aesthetic aspect:-determine by economic status of farmers
  • Availability of material: easily obtained
  • Durability: good quality .not be  repaired  often
  • Resistant to extreme weather  condition
  • Safely  of  farm animals and farmer:- not have side  effects/workability
  • Suitability of the  material.(any5pointsx2mks=10mks)

 

 

  1. – Have adequate space

– single housing ( 1caf per pen)

– Properly lit

– Have proper drainage

-Well ventilated

– Drought free

 

  1. – Demarcates boundaries of farms

– Prevents intruders, wild animals, thieves in the farms

– Facilitate mixed farming

– Enhance paddocking of farm for effective rotational grazing

– Control unnecessary movement in the farm

– Control inbreeding

– Isolate sick animal

 

  1. (a) (i) A – Wall plate/team beam/lintel

B – Damp proof coarse

C- Hard core

(ii) – Prevents termite invasion

– Prevents water capillarity /dampness

(b) (i) 1 bag of cement

3 parts/wheel barrows of sand

5 parts /wheel barrows of ballasts or gravel

(ii) Sand

3 parts of sand = 24m3

1 bag = 1×24 = 8m3

3

ballast

parts = 24m3

5 parts = 5×24 = 40m3 (½mk)

3

  1. (a) Maintenance of the fish pond

– Protection of the pond – regularly check pond walls, plant grass on the walls to help control soil erosion

– Pond bottom repair- check water seepage problems regularly, It can be done introducing an even layer of clay to seal off the bottom of pond properly

– Removal of weeds; -regularly remove all weeds that grow on the walls and around the ponds

– Maintenance of appropriate water level: Maintain the same level of water in the pond by use of inlet and outlets

– Inspection of pond: – Regularly check for cracks in the walls and seal immediately

– Cleaning the pond- once n a while to drain out the pond water, remove all stones, silt or roots that may have settled at the pond bottom, lime the water before refilling it with water

– removal of organic materials – any vegetative matter or food remains should be removed as soon as they are noticed to ensure they do not start decomposing

– Repair fence around the pond- In case of worn out posts, repair/replace immediately

(b) Ways of controlling of fish predators in a fish pond

– Put a strong wire fence around the pond

– Provide a wire screen above the pond to guard against prevatory birds

– A sire screen is put in the inlet, outlet and in the spillway

– Scare away in the binds as necessary

– occasionally drain the ponds to kill all unwanted predatora in the pond bottom

 

  1. four reasons of treating timber before roofing farm buildings
  • Prevent attack from insects
  • Prevent attack from fungi (rotting)
  • Resist weather condition:-extreme temperature
  • Resist water penetration
  • To harden woo-make it durable and more strong
  • To avoid warping

 

  1. four uses of crushing in the farm
  • Spraying livestock  against external parasites
  • Identifying animals by use  of  such   methods as branding ,ear-tagging and ear notching
  • Vaccination
  • Administering prophylactic drugs to the animals
  • Treating sick animals
  • Dehorning
  • Pregnancy test
  • Artificial insemination
  • Taking  body temperature
  • Hoof trimming
  • Milking

 

  1. a) A fence is a structure that encloses a designated area and forms a physical barrier for

animals and human

  1. b) List various types of fences
  • live  fence
  • electric  fence
  • barbed wire fence
  • chicken wire  fence
  • wooden fence
  • pole and rail fence
  • plain  wire  fence
  • trench fence
  • wall  fence
  1. c) Describe advantages of fences
  • keep off intruders/thieves
  • prevent  damage of crops  by  animals
  • control grazing in paddocks
  • control breeding by separating male and female
  • acts as wind break
  • control pests and disease by controlling  wild animals
  • add aesthetic value
  • provide livestock feed or human fruits  or firewood
  • add value  to the farm
  • provide security to the  house stead and farm animas
  • they form perimeter fence along the boundary to demarcate farm land from the  neighbours
  • used to isolate sick animals from the rest of the herd  to prevent spread of diseases
  • separate crop field from pasture facilitating mixed farming

 

  1. i) E – rafter         F- Struct

G- Eaves                     H- Wall plate

  1. ii) E (Rafter) – To provide support for the roofing materials

F (Strut) – To support the rafter/ holding the weight of the roof

G (Eaves) – Prevent rain from falling on the wall

H- (wall plate)- To support the roof

iii) Chemicals for treating timber

  • Tar
  • Sodium dichromate
  • Copper sulphate
  • Arsenic pentoxide
  • Old engine oil
  • Pentachlorophenox
  • Tributyl tin oxide
  • Creosote
  • Paint

 

  1. i) K- Spill way (reject over flow pipe)

L- Drainage channel

  1. ii) M is deeper to provide breeding place for the fish

iii) Maintenance of the pond

  • Cleaning the pond by removing all foreign materials
  • Repairing the dyke (bunds)
  • Maintain good level of water
  • Control predators
  • Weed control around the pond
  • Plant grass on dykes to prevent erosion
  • Remove the silt if accumulated
  • Regular pond fertilization
  • Apply lime before refilling

 

  1. a) Siting a fish pond
  2. i) Soil type- clay soil is the best
  3. ii) Topography – requires gentle slope not Lilly and flat

iii) Source of water – near reliable source

  1. iv) Marketing centre should be close
  2. v) Accessibility from the homestead
  3. vi) Security – protected against predators

vii) far from natural source of fish

b)

  • General farm hygiene, cleanliness of houses, equipment proper carcass disposal by burning/ burying/
  • Disinfection to destroy pathogens e.g. Anthrax and calf diseases
  • Isolation of sick animals – separated from healthy ones to avoid spread of diseases e.g. foot mouth
  • Drenching/ deworming to control internal parasites e.g. tapeworms and roundworms
  • Treatment of the sick animal – to prevent spread of diseases
  • Vaccination to create resistance to diseases on regular basis e.g. foot and mouth, anthrax, new castle
  • Control vectors – to avoid disease transmission e.g. ECF, nagana/ specific method
  • Prophylactic approach/ use of drugs to avoid injection e.g dry cow therapy against mastitis
  • Trypanocidal drugs to control trypanosomiasis
  • Proper breeding to control breeding diseases e.g. brucellosis
  • Proper feeding to prevent nutritional disorders e.g. milk fever, anaemia
  • Slaughtering/ killing – to prevent spread of contagious diseases e.g. anthrax
  • Quarantine – to avoid spread of diseases
  • – prevent introduction of diseases
  • Proper housing to avoid predisposing the animal to diseases e.g. ventilation, spacing
  • Foot trimming to minimize occurrence foot rot

 

 

 

  1. four factors which influence the selection of materials for constructing a diary shed
  • Kind of dairy shed i.e.  permanent  or  temporary
  • Availability of  materials
  • Cost of  materials
  • Environment conditions of climate and soil type
  • Durability of materials a
  • Availability of killed labour for  construction
  • Capital available  (1/2×4=2mks)

 

  1. a)
2
  1. i) On the diagram a provided below, draw the mark to indicate a pig number 147,

using the procedure of ear-notching in diagram above

ii)the recommended stage of growth in pigs at which the ear-notching should be carried out?

  • before  wearing/3-7 weeks of age/21-56 days/1 month-22months)

iii) State any three reasons why weight is an important routine management practice in pig production

  • to determine  growth rate  i.e. weight gain
  • facilitate  administration of drugs  e.g. drenching
  • for feeding i.e.  to  know  the  amount  of feed to give
  • to determine the service/breeding time  (1×3=3mks)

 

  1. b) i) B-entrance

C-top bar/bar

D-top  cover/lid(1×3=3mks)

 

  1. ii) by applying bees wax/honey/molasses on the  sides or top  of the  hive/ jaggery/sheep

sorrel/salvial/sugar syrup

(Accept concentrated sugar solution-reject-sugar solution)  (1×1=1mk)

iii) Outline the procedure of opening the hive to harvest honey

smoke  the  hive  through  the entrance using  a  smoker then light the hid  to  remove  the  top  bar(the  order must be  considered)  (1×2=2mks)

 

  1. a) State five  maintenance practice of a  mould board plough
  • Lubricate  the moving pests
  • Sharpen blunt  share
  • Tighten bolts and   nuts
  • Clean  the  plough after  use
  • Coat  the unpainted  parts with old engine oil before any storage
  • Replace worn out parts (1×5=5mks)
  1.  b) Explain five structural   and functional differences between the petrol and diesel engines
Petrol engine Diesel engine
i)has a carburetor

ii)fuel and air mixed in the carburetor

iii)fuel ignited by an electric spark

 

iv)produces little smoke

v)is  light  in weight

i)Has  an  injector pump

ii)Fuel and air  mixed  within  the cylinder

iii)fuel ignited by  compression of air and  fuel

mixture  in the cylinder

iv)produces  a lot of  smoke

v)relatively  heavy

 

  1.  c) List five uses of farm fences
  • keep of wild  life ,predation and  intruders
  • demarcates boundaries
  • separate crop field from pasture land
  • divide pasture land into  paddock
  • control  movement of  animals and people within  the farm and  prevent formation of unnecessary pests
  • control disease  and parasites helps in isolate  sick animals
  • helps in  controlling breeding
  • provide security
  • act as  wind break  (1×5=5mks)

 

  1. Uses of farm buildings
  • Protect the farm animals from predators
  • Provide shelter to the farmer and livestock
  • Used to store farm produce and valuable inputs
  • Controls livestock diseases and parasites

–     Enhances efficiencies in farm planning, budgeting and production

 

  1. Structural requirements for proper housing
  • Well ventilation
  • Free from cold/ draught
  • Adequate space
  • Proper drainage
  • Leak proof roof
  • Well lighting
  • Easy to clean/ concrete floor

 

  1. a) – roof
  2. b) P- purklin                    Q- Rafter

R- Cross tie                 S- Gutter

  1. c) P- Support roofing material/ iron sheet

Q – Collect water and safely directs it away from building

 

  1. a) Honey
  2. b) Crushing and straining
  3. c) Procedure of harvesting the named product
  • Wear protective clothes
  • Approach hive quietly from behind
  • Blow smoke around hive then through entrance
  • Lower hive
  • Remove lid/ cover
  • Lift top bars and brush off with bees
  • Cut honey combs with honey leaving 3cm of wax
  • Put combs in container
  • Place back bars
  • Put lid
  • Return hive in position
  1. d) Factors that affect quality of product harvested
  • Type of plant from which nectar is obtained
  • Maturity stage
  • Method of harvesting
  • Method of processing
  1. i)Docking
  2. ii) Reasons for carrying out the operation
  • Avoid incidences of blowfly
  • Make mating easy
  • Even distribution of fat in body
  • Avoid dirtifying wool

iii) Age of operation

  • within two weeks from lambing
  1. iv) Methods used for operation
  • use of rubber ring and elastrator
  • cutting with sterilized docking knife
  • use of burdizzo
  • use of hot iron bar
  1. v) Routine management practice carried out on part B

– hoof trimming

 

  1. a) Five parts of plunge dip
    1. Holding yard- Hold animal before dipping
    2. Foot bath- Wash animal feet off dung, mud

-Prevent foot rot/ contain copper sulphur,

  • Jump- Narrow entrance allow single animal easily to jump in dip wash
  1. Draining race- Animal held while dip wash drain back in dip tank
  2. Drying yard- Animals need to dry before allowed to pasture, avoid contamination
  3. Silt trap-raps mad, dung before dip wash flow back to dip tank, prevent siltation of dip tank
  • Shelter-Prevent evaporation

-Prevent dilution of dip wash with rains

  1. b) Six uses of live fences
  • Thorn species prevent wild animals and other invaders into the farm
  • Tall varieties act as wind breakers
  • Add aesthetic value to the homestead
  • Roots holds soil firmly controlling soil erosion
  • Species such as lantana canara can be used to feed livestock
  • Provide shade to livestock and man
  • Trimmed branches can be used as organic manure, wood fuel
  • Some species have medicinal value       1×6=6 marks

 

  1. c) Four factors that influence power output of drought animal
  2. i) Training- Proper training of oxen will plough better and faster than untrained animal
  3. ii) Feeding- Well fed animals work better than poorly fed animals

iii) Rest-Animals given enough rest work better than those that are not

  1. iv) Honestly-Animals housed are protected from harsh condition e.g. cold thus work better
  2. v) Disease control- Animals treated when sick, vaccinated, sprayed/ dipped against

external parasites/ dewormed against internal parasites are more efficient

  1. vi) Age of animals- Young and very old animals give low output than averagely aged

 

 

 

LIVESTOCK HEALTH III

(LIVESTOCK DISEASES)

  1. -Mastitis

– Milk fever

  1. Pre-disposing factors of foot rot.

– Overgrown / untrimmed hooves;

– Tick infestation between hooves;

– Muddy / filthy living / grazing areas;

– Presence of sharp objects e.g. stones;

  1. (i) Causative agents of Brucellosis.

Brucella abort – Cattle

Brucella suis  – Pigs

Brucella malitensis – sheep and goats;                                                                   (½ x 1 = ½ mk)

(ii) Symptoms of contagious abortions.

  • Retained after birth;
  • Sterility in cows;
  • Spontaneous abortion;
  • Yellowish – brown, slimy discharge, odourless discharge from the vulva after abortion;

 

(iii) Methods of controlling contagious abortion.

  • Use of artificial insemination (A.I).
  • Vaccination against the disease in young animals;
  • Avoid contact with the aborted fetus;
  • Blood tests of all breeding animals before mating;

Cull, slaughter infected animals;

 

  1. A vaccine is an active disease pathogen reduced in strength /virulence or killed and is

introduced into an animals body to induce immunity

 

  1. (a) Discuss black quarter under control predators under the following sub-headings:-

(i) animal affected-cattle, sheep, goats

(ii) casual organism-clostridium chauvei

(iii) Symptoms of disease      (5mks)

  • Rise in body temperature
  • Lameness  and  swelling of  upper part  of  limbs,  making animals  lie on side
  • Swollen  shoulders  on either side of  body, chest or  back,  formation of gas under skin
  • Difficulties in breathing
  • Muscle appear black and spongy
  • Grunting and grinding of teeth
  • Failure to  chew cud
  • On  exposure  to air, muscle of  body rapidly  darken

(iv) control measures (3mks)

  • Annual vaccination  using  black  quarter  vaccine
  • Burning  of   carcass
  • Carcass  should not be  skinned or  opened
  • Cleaning  and treating  of  all wounds  with antiseptics (any 3×1=3mks)

(b) (i) Explain four measures used to control liver flukes    (4mks)

  • Controlling liver flukes
  • Draining  swampy  areas
  • Avoid grazing animals in swamps  area
  • Burning heavily infested pastures
  • Apply  chemicals (copper  sulphate) to kill snails
  • Remove and  kill snails
  • Fencing  off swampy area (any 4×1=4mks)

(ii) Name an intermediate host of liver fluke

Water  snail (limnea sp.)

(c) Explain the following terms as used in livestock production

(i) Embryo transfer

  • Method  of breeding  which involve  removal of ova  from a  superior animal, fertilize externally   in a test tube  then transfer to a foster mother which carry pregnancy to term

(ii) Artificial insemination

  • Introduction of semen  in to the females reproductive system by  use of a tube

(iii) Line breeding

  • Is mating  of distantly related animals but  within the same breed

(iv) Cross breeding

  • Mating  of animals  belonging  to  different breeds e.g. fresian bull and  jersey cow

(v) Up-grading

  • Is   the  mating  of high grade  bull/sire  to a low  grade cow/dam (05×1=5mks)

 

 

  1. – Overgrown hooves

– Presence of sharp objects/stores

– Muddy living/grazing areas

– Living infestation between hooves

  1. (a) (i) Coccidia

(ii) Poultry, calves, young rabbits, kids, lambs

(iii) -Diarrhea

– Dysentery in the dung

– Euraciation

– Ruffled feathers

– Birds become dull with dropping wings

– sudden death in birds, rabbits and kids

(iv) Drugs such as coccidiostats mixed with food or water

– Isolation of infected animals

– Avoid filthy, unhygienic animal surroundings

– Avoid common dunking points for livestock from different farms

– Avoid overcrowding in poultry houses

(b) (i) – Able to kill ticks

– Harmless to both human beings and livestock

– stable – remains effective even after contamination by dung, mud or hair

(ii) – Spraying animals

  • dipping – involves immersing the animal into the acaricide or wetting the animal by the acaricide

– Hand dressing – involves smearing pyegrene on areas not likely to be reached by the acaricide

e.g. in the ears

  1. four ways of controlling coccidiosis in the farm
  • Avoid overcrowding in poultry
  • Provision of coccidiostat in feeds and water
  • Use of portable calf pen
  • Practicing proper hygiene
  1. four predisposing factors of scour in calves
  • Unhygienic  condition in the house of the young ones
  • Feeding  the calves on cold milk
  • Lack of colostrums and
  • Feeding at irregular intervals
  1. four notifiable diseases of livestock
  • Rinderpest
  • Foot and mouth
  • Anthrax
  • Rift valley fever
  • New  castle  disease: mud cow disease
  1. New castle, fowl pox, fowl typhoid, gumboro, marek – injections, pursaa disease
  • Signs of anthrax in carcasses
  • Blood does not clot
  • No rigormatics after death
  • Stomach swells/ bloat
  • Darkened blood oozes out through the natural opening
  1. Differentiate
  • Active immunity – animal producing antibodies
  • Acquired/ passive immunity – external source of immunity
  • Fuel system
  • Electrical system
  • Cooling
  • Lubrication
  • Transmission
  • Ignition
  • Hydraulic

 

  1. 2 adjustment on mould board plough
  • Adjust the plough depth
  • Front furrow depth
  • Lowering/ raising ploughing pitch
  • Front furrow width

 

  1. a) Disc plough reject disc alone
  2. b) X – Disc scrapper

Y-  Rear wheel/ furrow wheel

Z – Disc

  1. c) – Replace broken discs
  • Clean plough after use reject wash plough
  • Lubricate hubs and furrow wheel bearing/ moving parts reject movable parts
  • Lighten loose nuts and bolts
  • Store in a cool dry place
  • Apply old engine oil to prevent rusting during long storage/ paint implement
  1. Causes of ruminal tympany (Bloat)
  • Obstruction of esophagus due to bulky food e.g. potatoes
  • Abnormal pressure exerted on esophagus by swelling in wall of chest

Indigestion due to eating poisonous herbs, soft young green foliage

 

  1. a) Symptoms of milk fever
  • Muscular twitching
  • Staggering
  • Animal lies down on its side most of the time
  • Animals lies on sternum with rock twisted on one side
  • General paralysis
  • Breathing becomes slow and weak 4x ½ =2 marks
  1. b) Control measures of milk fever
  • Feed animal o diet rich in calcium
  • Give intramuscular injection of calcium 2-3 days before cavity
  • Partial milking

–     Cull susceptible animal

 

  1. East coast fever (ECF)
  2. i) cattle 1×1=1 mark
  3. ii) Theirelia parva Reject if not underlined, spellings are wrong

iii)

  • Fever/ high temperature
  • Salivation
  • Lachrimentim/ tears from eyes
  • Difficult in breathing
  • Haemorrhages in vulva/ mouth
  • Coughing
  • Sight impairment                              6×1=6 marks

iv)

  • Regular spraying/ dipping/ hand dressing with acaricide
  • Fencing/ rotational grazing
  • Treatment using appropriate drugs       2×1=2 marks
  1. b) Ten measures used to control livestock diseases
  2. i) Proper breeding and selection

– Animals fed on balanced ration adequate in quantity and quality are strong and able to resist    diseases

  1. ii) Proper breeding and selection

– Animals selected that are free from diseases or resistant to diseases will prevent transmission of diseases

 

iii) Proper housing and hygiene’s

– Animals houses should be built to meet construction requirement e.g. ventilation, space, drainage, leak proof, lighting and will prevent and protect animals from contracting diseases

  1. iv) Isolation of sick animals

– Is separation and confinement of animals from health ones while undergoing treatment, this prevents spread of the diseases

  1. v) Imposition of quarantine

– Is restriction of movement of animals and their products from and into affected areas, thus prevents spreads of diseases

  1. vi) Prophylactic measure and treatment

– Involves use of drugs before disease attack to prevent occurrence e.g. use of coccidiostat to control coccichosis, drenching to prevent anti helminites

– Also involve vaccination, spraying with appropriate acaricize and treatment to restore good health

vii) Slaughtering affected animla

– Highly infection and contagious diseases e.g. rinderpest, new cattle foot and mouth animals should be slaughtered and carcasses will dispose to prevent spread

viii) Use of antiseptics and disinfectants

– Applied on skin to kill germs or clean livestock to maintain hygiene

  • Vaginitis.
  • Brucellosis.
  • Trichomaniasis.
  • Vaginitis.
  • Brucellosis.
  • Trichomaniasis.
  • Leptospirosis. (2x ½  = 1mk)

 

  1. (a) injection             (b)oral

 

 

LIVESTOCK PRODUCTION V

(POULTRY)

  1. One bird occupies 0.27m2                    

Area available 9m x 3m= 27m2

1 bird        0.27m2

?          27m2

= 27m2    = 100 birds        1×2=2mis

0.27m2

 

  1. Functions of isthmus.

– Shell membranes formed/ determines shape of egg;

– Water mineral salts and vitamins added;

 

  1. Features of a laying nest.
  • Dimly lit; dark;
  • Spacious / large enough to accommodate bird comfortably;
  • Dry clean beddings;
  • Have lockable doors;
  • Kept in secluded parts of the house;
  • Have slanting roofs to prevent birds from perching on;

Have an appropriate height from floor;

 

  1. Qualities of marketable eggs.
  • Smooth texture;
  • Right shape, colour, size and weight;
  • Right shell hardness;

Clean and fresh;

 

  1. (a)           A – Too high temperature

B- draught C chilliness from left side

C – Inadequate heat supply /low temperatures          ( ½ x 3 = 1 ½ mk)

(b) Explain why the brooder guard is rounded as shown in the diagram

To avoid overcrowding in the corners which can lead the suffocation and death

 

  1. – Fertilized

– Medium size (55-60gm)

– oval shaped

– free form abnormalities e.g. double yolk/ blood spots

– Be freshly collected (not more than 1 week)

– Have smooth shells

– Be free from cracks in the shells

– Be clean

 

  1. Adequate space

– Litter to be kept dry and free form dust

– Turn the liter frequently

– Perches and rosters should be adequate and well spaced

– Adequate waterers

– Well distributed waterers

–  Provide clean and adequate water

– equipment to be kept clean

– Replenish soft litter in the nest

– ensure the nest is dark

– Collect eggs regularly

– Feed the birds well

– Supply gut to assist in digestion

– Keep the birds busy by hanging greens

– Curl the birds and pool layers

– De-beak birds to prevent cannibalism

– Vaccinate birds regularly

– Check birds for disease symptoms

– control parasites

– Avoid stress factors

– Discourage broodiness

– Maintain and repair the houses

– Provide enough fed troughs

– Keep proper records

– Dispose off dead birds

 

 

  1. four reasons for egg breaking and drinking by layers in a deep litter rearing System Bright light in the laying boxes/over corroding/few laying boxes
  • Poor feeding without mineral rich feeds
  • Undebeaked birds
  • Irregular egg collection

 

  1. a)      a-infertile (clear)

b-fertile egg

c-damage yolk

  1. b) Identify the egg which suitable for incubation and give a reasons for your answer Egg b-it is fertile and will develop into a chick
  2. c) Name the practice which used to determine the state of eggs above

Candling

 

  1. a) Brooding of chicks (1×1=1mk)
  2. b) four preparations that should be carried out structure U before arrival of day old chicks

cleaning the house and brooder with disinfectant

  • dusting with chemical to kill etoparasites
  • placing  the polythene  paper on  fresh  and clean saw  dust
  • fixing  and setting of sources of heat  and  light
  • Fixing the feed and water troughs and putting fresh feed and water.
  1. c) List down one behaviouristic activity which would indicate that the chicks are under stress Moving away or close to the heat source
  • Fighting
  • Cannibalism

 

  1. – Litter gives comfort and warmth to the birds

– Helps in drying dropping

– keeps birds bust

  1. Reasons for castrating animals when young
  • Less pain
  • Quick healing

–    Little loss of blood

 

  1. a) Reasons for dehorning farm animals
  • Reduce space occupied by animal
  • Making handling easier
  • To reduce destruction of farm structures
  • To make them
  • To reduce risk, injury to farmer and other animals                         2x ½ = 1 mark
  1. b) Methods of dehorning livestock
  • Use of caustic potash stick (Potassium hydroxide)
  • Use of dehorning iron
  • Use of dehorning saw or wire
  • Use of rubber ring and elastrator

–     Use of dehorning collation

  1. four abnormalities of eggs that can be detected during egg candling. (2mk)
  • Absence of yolk.
  • Double / triple yolk.
  • Air space in wrong position.
  • Excessively large air space.
  • Cracks on egg shell.
  • Blood / meat spots.
  • Deformed / broken yolk.
  1. The management of day old chicks in a deep litter system from preparation

of brooder up to eight (8)weeks old (20mks)

  • ensure  brooder is  working  well 2-3days  before  arrival  of  chicks
  • provide  brooded  with  litter  for  warmth and  moisture  absorption
  • provide  heat  source
  • put  wire gauze around  the  heat source
  • make holes on the  brooder to provide fresh  air
  • provide dim light to prevent  cannibalism
  • cover  litter with  polythene  sheet  or  newspaper  and place feeds on them to discourage  chicks  from  eating litter
  • check the temperature at  above 15cm above  the  floor to  ensure  that  the temperature  is  appropriate
  • from 4th -6th week withdraw the  heat source gradually
  • feed  chicks  on chicks mash
  • provide  plenty of  clean water
  • vaccinate against  Newcastle disease  after 2-3  weeks
  • keep proper records
  • dust  birds  with  insecticide  to control external parasites
  • at 6 weeks  introduce growers  mash
  • isolate sick birds  from  healthy ewes
  • remove  and treat sick birds
  • clean  and  disinfect the  house
  • provide  greens
  • remove dead  chicks from the  house
  • provide  foot bath with disinfectants

 

  1. (a)- Piglets are weaned at the age of 8 weeks and feet on sow and weaner meal.

– Deworming should be done to control internal parasites.

– Vaccinate to control diseases e.g African swine Fever.

– Spray to control external parasites

– Identification is done by ear notching

– Take it to pork when it shows signs of being heat

-Trim over grown hooves.

– Gestation period is 4 months

– Prepare furrowing pen by disinfecting the walls

– Sow brought to furrowing pen 3 days to.

 

(b) -Age

-Mothering ability be good

-Physical fitness

-Health of gut

-Body confirmation

-Temperament of behaviour

-Adaptability

-prolificacy

 

  1. (i) M- Chalaza                       L- Space

N- Yolk                              O- Inner shell membrane       P- Shell

(ii) M- Hold the yolk in position at centre of the egg.

L- Air trappd in this space used by developing embryo

(iii) – To avoid germinal disc sticking on the egg shell

 

  1. – Move away from the source of heat to the periphery

 

  1. -saw dust

Wood shavings

Crushed maize cobs

Coffee husks

Rice husks

20.

  • Be fertilized
  • Should be medium in size i.e 50-65 gm in weight
  • Have smooth shells
  • Be oval in shape
  • Be free of any cracks in shells
  • Be clean to ensure that pores are clean
  • Not have any fresh i.e collected withine one week
  • Should be fresh i.e collected within one week

 

 

LIVESTOCK PRODUCTION III

(LIVESTOCK REARING PRACTICES)

  1. A group of calves kept according to age

 

  1. (a) – Assemble all milking equipments such as buckets, milking can and towels.

– Put animals in milking shed and restrain appropriately.

– Wash udder and teat using warm water mixed with an appropriate sanitizing agent.

– Dry the udder using a towel.

– Use trip cup to test the first few drops of milk for mastitis.

– Carry out milking by squeezing out the milk / teats.

– Strip the udder dry.

– Dip the teats in ant-mastitis solution after milking.

– Apply milking jelly 9milk salve) on the teats.

– Release the cow.

– Weigh and record the milk.

– Strain the milk into the milking can to cover immediately.

-Cool the milk  rapidly to a temperature of 40c.

(b)       – Keep cow healthy/ free from diseases.

– Wash cow flanks, udder  and region around the udder using clean water then dry using clean

towels.

  • Milking shed should be clean, wash after every milking and disinfect.
  • Clean and sterilize milking utensils.
  • Keep milk in a dust free environment.
  • Deliver milk to collecting centres.
  • Don’t feed cows on feeds which may taint milk a few hours to milking e.g. Mexican marigold, silage, garlic e.t.c.
  • Do not expose milk to direct sun.
  • Milk should be carried in aluminium container.

Copper and iron containers may cause oxidation of milk fats.

 

  1. Reasons for washing a cow’s udder with warm water
  • To remove dirt
  • To stimulate milk let down ( ½ mk each = 1mk)

 

  1. two roles of uterus in egg formation process
  • Additional of calcium which harden egg shell
  • Additional of egg pigmentation (2x ½ =1mk)

 

  1. (a) M – Alveolus N – Gland cistem        O – Teat          ( ½ x 3= 1½mks)

(ii) Oxytocin – Controls the muscle fibres surrounding alveoli to allow milk secretion

adrenalin – A hormone that relaxes the udder muscles to all milk let down            (1×2=2mks)

(b) Free from disease causing organisms

  • Has no hair/dirt dust
  • Its of high keeping / lasting quality
  • Chemical composition is within the expected standards ( ½  x3=1 ½mks)

 

  1. four characteristics of clean milk
  • Has normal taste
  • Free  from physical materials
  • Free from pathogens
  • Free from foul smell
  • It is of  high  keeping quality
  • Is chemical composition  is within  the expected standards

 

  1. three maintenance practices carried out on a milking machine
  • Flushing the tubes under high pressure to deblock it
  • Greasing/orling the rotating parts in the pump
  • Storing it to dry upside down after through washing

 

  1. four reasons for feeding Colostrums to calves immediately after calving
  • Easily digested
  • Has high nutritive value
  • Contains antibodies which protect the calf from diseases
  • Has laxative effect

 

  • Presence of milk man/ milky parlour
  • Washing/ massaging udder
  • Feeding
  • Sounds associated with milking
  • Maintain regular milking time
  1. a) Differences operational
Disc plough Mould board plough
Can be used in fields with obstacles Cannot be used in fields with obstacles
Ploughs/ cuts at varying depths Ploughs/ cuts at constant depths or confirm depth
Requires less skills to operate Requires more skills to operate
Works well in sticky soils Does not work well in sticky soils
Rotates and not easily broken since rolls over obstacles Easily broken by obstacles
Requires more harrowing Requires fewer harrowing
Poor furrow slice inversion Proper furrow slice inversion
Does not require constant replacement of parts More power to pull

b)

  • Poor communication network/ poor infrastructures
  • Lack of cooling/ handling facilities/ processing facilities
  • Competition with non- dairy products/ cheap imported dairy products
  • Prevalence of Zoonotic diseases
  • Inefficient/ poor management of marketing society/ dairy boards
  • Late/ non- payment by marketing agents/ exploitation by marketing agents/ middle men
  • Lack of capital to finance marketing activities
  • Price fluctuation due to changes in supply
  • Lack of market information
  1. c) Reasons for culling livestock
  • Old age
  • Poor health
  • Low libido/ infertile
  • Physical deformities
  • Hereditary defects
  • To avoid inbreeding

 

  1. three advantage of artificial method of calf rearing
  • Accurate records  of milk  yield may be  kept
  • It is easy to regulate the amount of  milk  taken by  the calf
  • Cows  produce milk eve in  the absence  of  the  calf
  • It is easy to maintain high standard of cleanliness/sanitations
  • The farmer  is likely  to sell more milk  hence  maximizing profit (1/2×3=1 1/2mks)

 

  1. three methods that may be used to improve milk production in a breed of indigenous goats
  • Proper selection/culling
  • Proper breeding/upgrading/ cross  breeding
  • Maintaining good  health
  • Proper feedings
  • Proper milking  methods
  • Proper housing   ( ½ x3=1  ½ mks)

 

  1. a) Physical characteristics between good layer and poor layer
Part/feature Good Poor
Comb/wattle Large warm,wavy Small, shrunken, dry, scaly pace, cold
Eyes Bright, orange, alert race Dark, pace, yellow
Beak Oval, moist, reddish, active Yellowish
Vent Soft, pliable, wide Round, dry, less active
abdomen Soft, pliable,wide Hard, full
Space between keel and petric bone Wide fits 3-4 fingers Small fits 1-2 fingers
Temperate Alert- active Dull, less active
Moulting Start late Start early
Plumage Dry,rugged, rough Preened, glossy, smooth
Shanks Pace Yellowish
broodiness rare common

 

  1. b) i) – Young animals produce with high butter fat content than older animals
  2. ii) Pregnant, emaculated animals have lower butter fat content than normal animals

iii) early and late stage of lactation has lower butter fat content while middle phase has higher butter fat content

  1. iv) last drawn milk from udder has more butter fat
  2. v) – Different breeds of animals produce milk with different % composition e.g. Jersey produces milk with high butter fat content than fresian
  3. vi) Season of the year
  • Fat % increases during cold season of year but decreases during dry season

vii) Animals fed roughages produce milk with high fats, protein and lactase than those fed on

grains

viii) mastitis reduces lactose composition in milk

  1. ix) Certain drugs are known to lower milk composition if animal is under treatment

 

  1. a) – Remove dirt.

– Stimulate milk letdown  (2x ½  =1mk)

  1. b)           i) Milk letdown – oxytocin
  2.  ii) Lacto genesis – Prolactin (2x ½  = 1mk

 

  1. four methods of increasing the depth of penetration of a disc harrow
  • Exert more hydraulic force.
  • Use fewer discs.
  • Increase space between discs.
  • Add weights.

Increase cutting angle of discs

  • Boom sprayer
  • Spray race
  • Rotavator
  • Maize Sheller

Mowers

  • Chisel plough

Sub soiler

  • Combine harvester
  • Forage harvester
  • Potato lifter

Mowers

 

 

  1. a)
  • Oil bath air cleaner – check for oil level and add more if low
  • Check for cleanliness in oil bath and wash bowl – replace oil if dirty
  • Battery – check for electrolyte level and top up if low
  • Fuel – check and fill if low
  • Radiation- check for water level and top up with clean water if low
  • Check for trash in tins and remove if any
  • Fan belt- checks for tension and tighten if loose
  • Engine oils – check oil level using a dip stick and add more if level is low
  • Tyres- check for tyre pressure and add if low
  • Bolts, nuts and pins- check for tightness and tighten if loose
  • Grease all the moving parts
  • Check for any physical abnormalities and rectify accordingly
  • Check sediment bowl and drain if dirty
  • Use of right type of oil                                                                                               15×1=15 mks
  1. b) i) Flywheel – maintain the rotational motion of the crankshaft
  2. ii) Ignition coil – steps up the voltage from the battery

iii) thermostat – controls engine temperature

  1. iv) Injector – Atomises the fuel into very fine spray/ injects fuel into cylinder
  2. v) Piston – compresses air/ fuel mixture in the cylinder/ expels exhaust gases/ transmits power

 

 

FARM POWER AND MACHINERY

  1. Farm operations powered by Engines.

– Ploughing and harrowing / land preparations;

– Transporting farm produce;

– Spraying of herbicides/ pesticides.

– Mowing the grass;

– Lighting of homes;

– Pumping water for irrigation.

– Harvesting farm produce;

– Machine milking.

 

  1. (a) Maintenance practices required on a tractor before setting out to work.

– Check the engine oil daily using dip stick.

– Check fuel and add if necessary.

– Nuts and bolts are tightened whenever they loosen.

– Water level in the radiator be checked and added if necessary.

– Battery electrolyte be checked daily and if below level, top up be done using distilled water.

– Greasing be done on the bearings.

– Tyre pressure be checked and if low, should be added.

– Fan belt tension be checked.

– Break shaft bearing  should be greased.

– Ensure break fluid and clutch fluid levels are maintained.

– Sediments from the sediment bowls should be removed.

– Check battery terminals and grease.

– Oil cleaner be cleaned.

(b) Factors that influence power output by a draught animal.

– Age – Mature animals produce more power output than young ones.

– Breed & Type – Indigenous animals are more hardy than exotic.

– Training Level – better trained animals have better work output.

– Body Weight – A draught animal  can pull 10 – 20% of its body not for 6 – 8 hours.

(The bigger the animal, the more output).

– Harnessing of the animal – well harnesses animal is more efficient at work than poorly

harnessed  work.

  • Condition of working equipment on well maintained equipment have higher work output with the draught animal than poorly maintained ones.
  • Environmental/ Ambient temperature – Cool temperatures lead to higher work output with a draught animal than high temperature.
  • Health Status – A healthy draught animal has higher workout put than a sick animal.

 

  1. Uses of a gearbox:-
  • Stops the tractor without switching off engine
  • Provides different forward speeds
  • Enables reversing ( ½ x 2pts = 1mk)

 

  1. Two uses for which wind power is harnessed
  • To pump water
  • To generate electricity
  • For processing /winnowing of grains e.g. millet, rice e.t.c
  1. Name three implements that are connected to the power take-off shaft
  • Sprayers
  • Rotarators
  • Reciprocating (1mk each = 3mks)

 

  1. (a) Implement identity – Disc plough

(b)           L – Furrow wheel                  M – Beam

(c) – Adds weight

  • Forms attachment of all the other parts ( ½ x 1pt = ½ mk)

(d) Where there are hidden obstacles e.g. stumps , rocks e.t.c

–    Heavy soils

 

  1. (a) Factors that a farmer should consider in ensuring fast and efficient cultivation by oxen
  • A well trained personnel
  • Using well trained animals
  • use of efficient implement
  • Avoiding overworking the animals (allow them to rest
  • Good working environment should be created for the animals
  • Animals should be handled well
  • Feeding the animals properly
  • Using of males animals to do the work
  • Using healthy animals only to do the work (1mk x 8pts = 8mks)

 

(b) The importance of lubrication system in a tractor

  • Prevents rusting i.e when oiling is done
  • It pacts as a cleaning agent as it washes off the dirt, dust
  • Reduces the heat/cooling
  • Increases efficiency of the machine and reduces the rate of wear and tear on moving parts

 

(c) The daily maintenance and servicing of a tractor

  • Checking of maintenance and servicing of a tractor
  • Checking of engine oil by use of dip stick and add if low
  • The level of electrolyte in battery should be checked daily and add if low
  • Inspect the H2O level in radiator and add if low
  • Loose nuts and bolts should be tightened
  • Tyre pressure should be checked and added if low
  • Level of fuel should be checked and added if low
  • Removal of large sediments from the sediment bowl
  • Greasing should be done by use of grease on nipples of bearings
  • Fan belt tension should be checked to ensure that it deflects between 1.9–2.5cm when pushed
  • Break shaft should be greased
  • Maintain break fluid level (1mk each for any 9pts= 9mks)

 

 

  1. (i) Hydraulic system-raise and  lower  mounted  implements like  plough

(ii) Draw bar-attachment  of trail  implement

(iii) Propeller shaft-connect gearbox to  differential which has  axle  to  drive wheel

making tractors  to move backwards or forward.(@ 1mkx3=3mks

 

  1. (i)Hiring of tractors and  implements  by  farmers  who do not  have  them(correct definition=

(ii) three sources of tractor hire service        (1½mks)

  • Government tractors  hire service
  • Private  contractors
  • Individual  farmers
  • Cooperative  societies (any 3x ½ =1 ½ mks)

 

  1. (a) A-ring pinion gear

B-bevel side gear

C-wheel exle

D-drive pinion gear

(b) State two functions of differential system of a tractor    (2mks)

  • Change  direction  of  drive to right angle for power to be transmitted  to rear  wheel
  • Enable  rear  wheel to  travel faster/slower than other when negotiation corner (1×2=2mks)

(c) Give two reasons why wheel skidding of a tractor is not allowed          (1mk)

  • To make tyres  last  longer
  • To make  it easy to control the  tractor
  1. Wind , water, human, animal, biogas, wood fuel, charcoal, kerosene, fossil fuel, petroleum,

ethane (natural gas), hydroelectric power, nuclear , Geothermal, storage battery

  1. Induction, compression, power exhaust
  2. – Keeping them healthy

– Proper feeding

– Proper handling e.g not over working /not beating them

– Proper training

– Not overloading them

  1. Individual owners

– Government tractor hire service

– Co-operative societies

– Companies

  1. (i) Primary cultivation

A- To link bracket

B _ scrapper

C- Standard/disc hanger

D – Rear finow wheel / thrust wheel  2mks

(ii) Adding weight on beam

  • exerting more hydraulic force
  • – Sharpen the disc blade
  • – Increased space between the disc
  • – Loosen the area of disc contact with the soil
  • Increase the cutting angle
  1. four ways through which a farmer would ensure maximum power output from

Ploughing animals

  • Feeding and watering animals well before working
  • Training animals on  draft techniques
  • Allowing  animals  to rest well after a day work/avoid overworking the animals
  • Keeping the  animals in good  health while working
  1. three advantages of a disc plough over mould board plough
  • Tears and wear is less
  • Needs less power to pull
  • It can ride over obstacle
  1. a) the differences  between petrol and diesel engine
Diesel Petrol
i)use diesel as fuel

ii)has injector pump

iii)has no spark  plug

iv)fuel is ignites by  compression

v)air and fuel first meet in cylinder  before ignition

vi)specific fuel consumption is low

vii)higher air compression ratio

viii)air/fuel ratio is not constant

ix)has sediment bowls

x)operation cost is lower

xi)it is  heavy in weight and suited  to heavy machines

xii)produces a lot  of smoke

 

Use petrol as  fuel

Has carburetor

Has  spark plug for ignition

Fuel ignites by spark  plug

Air and fuel meet in carburetor before  ignition

 

Specific fuel consumption is high

Lower air compression ratio

Air/fuel ratio is  constant

No sediments bowls

Operation cost  is  high

Operation cost is  high light in weight and suited to light machines

Produce  minimal smoke

 

  1. b) Describe components of transmission system of a tractor
  2. i) Clutch- It disconnects the engine from the rest of the transmission system. It is mounted on the

flywheel and made up of pressure plates and clutch plate in the middle. The clutch

allows the driver to temporarily interrupt the power flow from the engine to the fear

box and shift from one gear to the other

  1. ii) Gear- These are toothed wheels. They provide towards speed or reverse. The set of gears are

housed in the gear box.

iii) Differential- it is located between the wheel axial. it enables one wheel to move faster than the

other while negotiating a corner

  1. iv) Driving axial- The final drive is brought about by driving axial which gets the power from the

differential.

When the axial rotates they rotate the wheels making the tractor to move either engorged gear

  1. Wheels- Comprises of the tyres, tubes rims nuts and bolts. They must be inflated to the

movement  of the tractor

  • Fuel system
  • Electrical system
  • Cooling
  • Lubrication
  • Transmission
  • Ignition
  • Hydraulic

 

  1. Functions of clutch
  • Connects or disconnects the drive shaft to or from the engine
  • Facilitates smooth and gradual take off
  • Provides power from the engine to the P.T.O (Power Take Off)
  1. 2 adjustment on mould board plough
  • Adjust the plough depth
  • Front furrow depth
  • Lowering/ raising ploughing pitch
  • Front furrow width
  1. a) Disc plough reject disc alone
  2. b) X – Disc scrapper                               Y-  Rear wheel/ furrow wheel

Z – Disc

 

  1. c) – Replace broken discs
  • Clean plough after use reject wash plough
  • Lubricate hubs and furrow wheel bearing/ moving parts reject movable parts
  • Lighten loose nuts and bolts
  • Store in a cool dry place
  • Apply old engine oil to prevent rusting during long storage/ paint implement
  1. a) Differences operational
Disc plough Mould board plough
Can be used in fields with obstacles Cannot be used in fields with obstacles
Ploughs/ cuts at varying depths Ploughs/ cuts at constant depths or confirm depth
Requires less skills to operate Requires more skills to operate
Works well in sticky soils Does not work well in sticky soils
Rotates and not easily broken since rolls over obstacles Easily broken by obstacles
Requires more harrowing Requires fewer harrowing
Poor furrow slice inversion Proper furrow slice inversion
Does not require constant replacement of parts More power to pull

b)

  • Poor communication network/ poor infrastructures
  • Lack of cooling/ handling facilities/ processing facilities
  • Competition with non- dairy products/ cheap imported dairy products
  • Prevalence of Zoonotic diseases
  • Inefficient/ poor management of marketing society/ dairy boards
  • Late/ non- payment by marketing agents/ exploitation by marketing agents/ middle men
  • Lack of capital to finance marketing activities
  • Price fluctuation due to changes in supply
  • Lack of market information
  1. c) Reasons for culling livestock
  • Old age
  • Poor health
  • Low libido/ infertile
  • Physical deformities
  • Hereditary defects
  • To avoid inbreeding
  1. a) Share-makes a horizontal cutting  on  the furrow slice
  2.  b) Mould board-completes the turning of the furrow  slice
  3.  c) Land side-stabilizes the plough by absorbing the side pressure ( ½ x3=1 ½ mks)
  4. a) five  maintenance practice of a  mould board plough
  • Lubricate  the moving pests
  • Sharpen blunt  share
  • Tighten bolts and   nuts
  • Clean  the  plough after  use
  • Coat  the unpainted  parts with old engine oil before any storage
  • Replace worn out parts (1×5=5mks)
  1.  b) five  structural   and functional differences between  the petrol and diesel engines
Petrol engine Diesel engine
i)has a carburetor

ii)fuel and air mixed in the carburetor

iii)fuel ignited by an electric spark

 

iv)produces little smoke

v)is  light  in weight

i)Has  an  injector pump

ii)Fuel and air  mixed  within  the cylinder

iii)fuel ignited by  compression of air and  fuel

mixture  in the cylinder

iv)produces  a lot of  smoke

v)relatively  heavy

  1.  c) List five uses of farm fences
  • keep of wild  life ,predation and  intruders
  • demarcates boundaries
  • separate crop field from pasture land
  • divide pasture land into  paddock
  • control  movement of  animals and people within  the farm and  prevent formation of unnecessary pests
  • control disease  and parasites helps in isolate  sick animals
  • helps in  controlling breeding
  • provide security
  • act as  wind break  (1×5=5mks)
  1. Uses of ox-dram tine harrows
  • Leveling of seed bed
  • Breaking large soils clod
  • Mixing up soil with organic matter
  • Destroy weeds
  • Cover seeds

Collecting trash

  1. Care and maintenance of tractor battery
  • Maintain correct level of electrolyse by topping up with distilled water
  • Scrap corroded terminals and smear with grease
  • Fix battery tightly in box to avoid spillage and damage
  • Charge regularly and periodically
  • Under storage empty battery and keep it upside down
  • Generator belt should always be functioned to charge
  1. a) moulboard
  2. b) A – Shaire                   B- Mouldboard                       C- Disc coulter
  3. c) E- Stabilize the plough

– absorb side thrust by pressing against furrow wall

F- Scrapes of mind from disk coulter

  1. d) Care and maintenance
  • Lubrication of moving parts
  • Loose nuts and bolts should be tightened
  • Clean after use/ remove trash and wet soil
  • For long shortage paint with old engine to prevent
  • Replace/ repair worn out parts
  1. Six uses of live fences
  • Thorn species prevent wild animals and other invaders into the farm
  • Tall varieties act as wind breakers
  • Add aesthetic value to the homestead
  • Roots holds soil firmly controlling soil erosion
  • Species such as lantana canara can be used to feed livestock
  • Provide shade to livestock and man
  • Trimmed branches can be used as organic manure, wood fuel
  • Some species have medicinal value
  1. two possible causes of over heating in a tractor engine
  • Slack fan belt
  • Low  oil  level

Low water level in radiator

  • Deformed / broken yolk.
  1. two events occur during induction stroke in a four stroke engine. (1mk)
  • Piston moves down from TDC
  • Exhaust valve is closed
  • Inlet valve is open
  • Air / fuel mixture get into combustion chamber
  • Piston reaches BDC. (4x ½ = 2mks)
  1. i) a)   Spike tooth harrow (1×1 =1 m k)
  2. b) two uses of the implement above.(2mks)
  • Level seed bed
  • Break soil clods
  • Stir soil
  • Destroy weeds
  • Incorporate fertilizer in the soil
  • Removing trash from the field. (2×1 = 2)
  1. c) three maintenance practices carried out on the above implement.(3mk)
  • Replace worn out parts
  • Clean after work
  • Tighten loose bolts and nuts
  • Oil unpainted parts for storage. (3×1 = 3mks)
  1. ii) a) Bucket pump /stir – up pump (1×1 = 1mk)
  2.         b) Spraying acaricide on livestock (1×1 =1mk)
  3.        c) W – Nozzle                  X – Trigger                 Y –  Pail /bucket
  4. d) For holding acaricide solution during spraying. (1×1 = 1)
  5. a) the factors that influence  the power  output of farm animals (8mks)
  • Training
  • Level  of  nutrition
  • Harnessing  animals properly
  • Body  weight
  • Age-mature ones produce  more  power than young
  • Handling  of  animals
  1. b) State the importance of farm fences (12mks)
  • demarcates farm land from that  of  neighbours
  • keeps  wild  animals  and other intruders from entering  the  farm
  • separates crop field  from pastures facilitating mixed  cropping
  • used  to divide  pastures into paddocks facilitating controlled  grazing
  • controls  movement  of  animals  and people preventing  formation of  unnecessary paths  in the  farm
  • helps  control spread of  diseases  and  parasites in the  farm by keeping  wild animals  away
  • helps  isolate sick animals from the rest of the herd preventing  the  spread of diseases
  • enables farmer to control breeding rearing  different  animals in different  paddocks
  • provide security  to the homestead
  • they have  aesthetic value
  • live  fences  act as  animal feeds
  • live  fences  act  as wind breakers (1×12=12mks)
  1. (a) Methane

(b) slurry

(c) Fresh mixture of waste material

(d) Initial capital investment is high hence very expensive

Requires management skills that may not be available & it available expensive

Requires large number of farm animals to produce animal waste.

35        . – Solar panels

– Petrol and diesel generators

– wind mills

– steam production form boilers using organic or inorganic

  1. (a) Check engine oil, fuel, water level, electronic in the battery

-Tighten nuts and bolts

-Apply grease

-Remove large sediments from sediment bowl

-Check the tyre pressure and inflated or deflated appropriately

-Fan belt tension should be checked to ensure it defients between 1.9cm to 2.5cm when punched

-Grease the brake shaft and maintain brake fluid level

(b) -Health of animal

-Level of feeding

-Animal slpeciesa

-Care and handling

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KCPE-2002 NE WS LETTER MARKING S CHEMES
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21 C A C A A A A
22 A B A B B A A
23 D A C A C D D
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26 D C C C B C C
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31 C D C C C
32 A B A D D
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35 C D A D C
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56 B
57 C
58 D
59 B
60 D

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101/3

ENGLISH

(CREATIVE COMPOSITION AND ESSAYS BASED ON SET TEXTS)

PAPER 3

TIME: 2 HOURS 30 MINUTES

END OF TERM 2 EXAM 

Kenya Certificate of Secondary Education (K.C.S.E.)

FORM FOUR

English

Paper 3

INSTRUCTIONS TO THE CANDIDATES:-

  • Answer THREE QUESTIONS in this paper
  • Question 1a or 1b (20mks)
  • Question 2 is compulsory (20 mks)
  • Question 3a or 3b or 3c (20mks)
  • Where a candidate presents work on more than one optional text, only first one to appear will be marked.
  • All answers to be written in the answers booklet provided.

For Examiners Use Only. 

Question Maximum Candidate’s score
1 20  
2 20  
3 20  
Total Score 60  

 

  1. Imaginative composition
  • Write a story ending with;

………………. Truth be told, we strongly believe that he was innocent.                    (20mks)

Or

  • Write a story to illustrate the saying:

A fool and his money are soon parted                                                                       (20mks)

  1. (The compulsory set test (20mks)

“People who do bad deeds to others never go unrepaid”

Show the validity of this statement with reference to Henry Ole Kulet’s novel. Blossoms of the savannah”

  1. The option set – test (20mks)

Answer only one of the following questions 

Either

  • The short stories

Chris Wanjala, memories we lost and other stories

Using Leila Aboud’s story “missing out” write an essay on how majoly’s stay in London alienates him from his people

Or

  • Drama

David Mulwa, inheritance

“Pretenders are worse than murderers.” Write an easy to show the truthfulness of this statement basing your answer on the inheritance by David Mulwa.

     Or

  • The novel

John Steinbeck, the pearl

“The society has lost its moral values” using illustrations from The Pearl by John Steinbeck show the truth of this statement.




MARKING SCHEME

1.

  • It must be a story that ends with the given statement.
  • It must be a story explaining/ illustrating the meaning of the given statement.

2.

“people who do bad deeds to others never go unrepaid”

Show the validity of this statement with reference to Henry Ole kulet’s novel “Blooms of the Savannah.

In the text, characters like Oloisudori, Ole kaelo and others perpetuate evil towards other characters, but they also receive their equal measure of pain and suffering as discussed below.

Oloisudori is a businessman but with questionable deals. Despite his age, and being polygamous, he shamelessly wants to marry Ole Kaelo’s teenage daughter. He blackmails Ole Kaelo into giving his daughter Resian in marriage to him or forgets his numerous business contracts which Oloisudari had helped Ole Kaelo to secure. He further puts Ole kaelo in a tight corner where he has to forcibly circumcise. Taiyo and give her to him in marriage after Resian runs away from home. However, his actions never go unpaid, in a bid to forcibly take his bride from Minik’s ranch, his convoy of vehicles is attacked and several of hi cars burnt. He ends up losing both Resian and Taiyo, his money and his property.

Ole kaelo betrays their trust of his daughter Resian. He openly resents Resian and is quick to scold her for the slightest of mistakes. He insults her just because he expected a boy child for his second born and not a girl child. He readily agrees to marry off Resian to Olisudori rather than forfeit his numerous business contracts which Oloisudiri had helped secure. He also turns down her request to join Egerton University saying that he had already received her dowry. However, Ole kaelo pays dearly for his decisions since Resian openly comfronts him at his shop and turns down the marriage deal with Oloisudari, she later escapes from home and leaves Ole kaelo with no option but to give out Taiyo in marriage to Oloisudori.

Mama Milanoi’s bad deeds towards her daughters leaves them with a strong dislike for their mother. As a mother, she never comes to the defense of her daughter when Ole kaelo constantly scolds her. She further colludes with her husband to marry off Resian to Oloisudori. They collect gifts and dowry from Oloisudori and even shamelessly hatches a plan on how Olisudari will collect his bride Mama Milano also colludes with the Enkamuratuni to have Taiyo forcibly circumcised thereby causing her a lot of physical and emotional pain. All her actions never go unrepaid as her two daughters all run away from home and vow never to copy her example as their mother.

Oloisudori bad deeds towards Resian never go unpunished. He rescues Resian just before her attempted suicide promising to take her to Minik’s Ranch. He however turns on his words, forcibly abducts her with the intentions of marrying her. She endures a long torturous journey at the back of an old pick – up track. She forced to stay in a lonely dark hut and even physically assaults her when his attempted rape on her backfires. He however pays dearly for his actions as Resian bites off his thumb to near amputation during the attempted rape. He is rebuked by his mother for his actions and forced to go into hiding for a number of days.

In conclusion bad deeds are always paid with bad deeds as seen above.

3(a) Memories we lost

Using Leila Aboulela’s story ‘missing out’ write an essay on how Majoly’s stay in London alienates him from his people.

INTRODUCTION (UP TO 2MKS)

Majoly is at first unhappy when he gets to London.

He pleads to come home, but his mother pleads with him to stay on and read.

Eventually, Majoly becomes distant from his people. He drops their practices and sets his mind on staying in London.

BODY

Majoly abandous his people prayer habit while in London.

When Samra asks him for a prayer mat, he confesses he does not have one. He does not even know the direction of the Ka’ba or where the Qibla is. He does not even observe the mandatory Friday prayers.

Majoly considers London civilized, and Khartoum backward. He does not want to come back home. He even enrolls for a PHD. He is unable to appreciate the more relaxed, simple and rich family life back home.

Majdy is so indifferent to his people that he is not able to sympathize with his mother. Samra informs Majoly of her struggle when she went to call him at central post office. She could not get transport due to petrol shortage. Samra accuses him of disloyalty of indifference.

Majoly is eventually so distant, from his people that he does not desire to go back home. When he is almost done with his PHD, he is invited to a conference in Bath.

CONCLUSION ( UP TO 2 MARKS)

Majoly feels a childish sense of exclusion, of being left out of life at home, however he has no desire to go back home.

NB;     Any four point x 3 =(12marks)

Language = 4 (marks)

(3b) Pretenders are worse than murderers. Write an essay to show the truthfulness of this statement basing you answer to inheritance by David Mulwa.

INTRODUCTION

In the society, some people may pretend to have moral standard or opinion that they do not actually have. This is a situation we find many characters in the play Inheritance.

Or

Most people in any society may pretend that everything is alright, yet they do know that something is wrong.this is what David Mulwa demonstrates in his play The Inheritance.

Lacuna pretends to honour King Kutula xv during his commemoration. He says ‘lets always remember with gratitude what my father the king did for us. On your behalf I shall now walk to the Royal grave to pay our continued National respects.’ Yet he was the one who killed the King in order to pave way for his leadership.

Lucuna also pretends that Judah’s death was as a result of faulty machines but he is the one who arranged his killing. We get to know this from Robert’s words. It was Murder for poor Judah, not the age of the machines as you would like the world to believe?

Bishop Menninger calls himself a man of God and teaches and adheres to the teachings of Christianity, but he is involved in plotting and poising of King Kutula xv. “……..it was time to bring Kutula back to dignity ……….”   “ ……… An then it happened ……. I must do it for her future… Menninger say so ……….”

Goldstein pretend to care about Katula citizens yet he advices Lacuna to reduce the work force, thus creating unemployment, more so the wages should be kept low, While the working hours are to be extended. This is unfair to the citizens. He also tricks Lacuna into taking loans and advices him to take drastic actions which will only benefit themselves “you will nationalize that valley and we shall occupy it.”

Meshack, the commander of Katula’s armedforces, is hypocritical. He pretend to be so much supportive to King Lacuna yet, we know that he is against his rush decisions. “ I know sir. Its hard to be a leader like you.” He flees for his life without notifying his master, when he sees that his end has come.

Thorne Macay and Bishop Menninger tell King Kutula xv that they have the interest ‘of his people at heart but behind his back, they plot his killing leading to the citizens of Kutula being left in the hands of a bad leader as Lacuna. They see that King Kutula xv doesn’t serve their interest, thus thinking Lacuna will serve their interest better.

In conclusion Lacuna, Goldenstein,  Meshak, Bishop Menninger and Thorne are all hypocritical.

(3) (c)

The novel: the pearls by John Steinbeck

‘The society has lost its moral values: using the Pearl by John Steinbeck. For your illustrations show the truth of the above statement

INTRODUCTIONS (2MKS)

Accept

  • General introduction or contextual introduction

BODY (12MK)

Greed

When Kino gets the pearl, people are greedy to either have the pearl or the money when the Pearl is sold.

The priest thinks about the church repairs. He also wonders how much the Pearl is worth. He tells Kino to give thanks to one who has given him the treasure. All this translates to him getting part of the money when the Pearl is sold.

Materialism

Kino guards the pearl with all the energy including killing several people who attempt to steal it from him. When Juana wants to throw away the Pearl, he slaps and kicks her.

The pearl buyers’ are materialistic. They offer the least to Kino to maximize on the profit they make once they sell the pearl.

Hypocrisy

The doctor is hypocrital. When Kino and Juana take Coyotito for treatment at his house, he sends the servant informing them he is not in because they have no money. When he learns about the pearl, he visits Kino and offers to treat Coyotito and wait for money. The reason why he is ready to treat him is because there is hope for money once the pearl is sold.

Exploitation

  • The doctor is interested in the money than the lives of the poor villages
  • The priest also exploits his congregation when he learns about the pearl, he thinks about whether he had married them in church and the repair the church needs.
  • The pearl buyers exploit the buyers by buying their pearls at a lower price than the actual.
  • They conspire to cheat Kino off his pearl.

Violence

  • Kino attacks Juana who wants to throw back the pearl to the sea.
  • The three trackers carry weapons of war. It ends in Coyotito’s death.

Any other plausible answer

Conclusion (2mks)

NB: the essay should be written in continuous prose.

Language (4 marks)

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FORM 4 ENGLISH SCHEMES OF WORK FOR TERM 1-3 (INTEGRATED)

 
SCHEME  OF WORK               FORM  FOUR ENGLISH            TERM  ONE 
 
WK NO

 

L/
NO
TOPIC
 
 
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS       /
RESOURCES
REFERENCES
1  

 

1

 

 

Listening and speaking.

 

 

Etiquette.

Paying attention.

By the end of the lesson, the learner should be able to:

Highlight importance of paying attention.

Identify some attention detractors.

Suggest ways of improving skill in paying attention.

 

 

 

Listening.

Speaking.

Discussion.

 

 

 

 

Class readers.

Integrated English Bk IV

 

Pg 1-3

 

 

 
2 Reading.

 

 

Comprehension. Answer questions and make sentences using vocabulary learnt.

 

Silent reading.

Reading aloud.

Discussion.

Writing.

Dictionary.

 

Integrated English Bk IV

Pg 3-4

 
3 Grammar.

 

 

Nouns as subjects. State whether a noun has been used as a subject or object in a sentence.

 

Reading.

Writing.

Listening.

Detailed discussion.

Extracts from set books.

 

Integrated English Bk IV

Pg 7-8

 
4 Grammar.

 

 

Nouns as objects / complements. Identify nouns used as direct or  indirect objects.

Identify nouns used as complements.

Reading.

Writing.

Listening.

Detailed discussion.

Written exercise.

Extracts from set books.

 

Integrated English Bk IV

Pg 9-11

 
5 Writing.

 

 

 

Paraphrasing. Paraphrase a given passage.

State differences between a paraphrase and a summary.

 

Review summary writing;

Reading.

Writing.

Discussion.

Extracts from set books.

Chart.

 

Integrated English Bk IV

Pg 12-14

 
6 Speaking.

 

 

Verbal and non- verbal cues that enhance listening & speaking. Demonstrate ability to use verbal and non-verbal skills in narrating a story.

 

Role-play.

Speaking.

Guided discussion.

Group competitions.

Readers. Readers.  
7

&

8

Reading.

 

Intensive reading:

Set book.

 

Read some chapters and analyse language and literally appreciation. Detailed discussion.

Reading.

Written exercises.

 

Set book guide. Set book.  
2 1 Listening and speaking.

 

 

Stress to distinguish word class. Use stress to distinguish word class. Guided practice & supervision.

Group work.

Flash cards.

 

Integrated English Bk IV

Pg 15-16

 
2 Reading.

Poetry- mood.

 

Reading skills:

 

Study reading.

Define mood as used in poetry.

Identify adjectives used to describe mood.

Reading.

Listening.

Answering questions. Discussion.

 

Extracts from literature set books.

Charts.

 

 

Integrated English Bk IV 16-17

 

 
3 Reading.

 

Comprehension.

 

Answer comprehension questions on the set passage correctly. Reading.

Speaking.

Writing.

Guided discussion.

 

Readers.

Charts.

Dictionary.

Integrated English Bk IV

Pg 18-21

 
4 Writing. Debate. Write points for and against a motion on a given subject. Speaking.

Writing.

Guided discussion.

 

 

  Integrated English Bk IV

Pg 21-22

 
5 Grammar. Relative pronouns. The learner should be able:

Identify and use relative pronouns.

Form and use compound relative pronouns.

 

Listening & speaking

Answer questions.

Written exercises.

 

Extracts.

From set books.

Integrated English Bk IV

Pg 22-26

 
6 Writing. Public writing. Write formal and informal requests.

Decline a request politely.

Reading.

Discussion.

Written exercise.

 

  Integrated English Bk IV

Pg 26-32

 
7 & 8 Reading.

 

 

Intensive reading of Set book.

 

Read analytically and identify themes style and character traits.

 

Reading.

Answering probing questions.

Detailed discussion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Set book guide. Set book.  

 

3 1 Writing. Dictation. Take a dictation taking note of punctuation marks. Reading aloud.

Writing.

Reviewing.

 

 

Integrated English Bk IV

Pg 33

 
2 Reading. Interpretive reading. Bring out meaning that is not explicitly stated in a given text. Reading aloud.

Discussion.

Readers.

Newspapers.

Journal.

Integrated English Bk IV

Pg 33-34

 
3,

 

 

 

4

Grammar. Interrogative pronouns.

 

 

Compound interrogative pronouns.

Identify interrogative pronouns.

Use interrogative pronouns correctly.

Form compound interrogative pronouns.

 

Listening & speaking

Answer questions.

Written exercises.

 

Readers.

 

Integrated English Bk IV

Pg 35-39

 
5,6 Writing. Personal writing.

 

Recipes.

Define a recipe.

Identify words used in recipes.

Write a recipe of a dish for preparing a meal for an occasion.

 

 

Listening.

Reading.

Answer questions.

Writing.

Review exercise.

 

 

  Integrated English Bk IV

Pg 40-43

 
7

&

8

Reading. Intensive reading:

Set book.

Read the assigned chapters and discuss language aspects as well as literally devices.

 

Reading.

Detailed discussion.

Written exercises

 

.

Set book guide. Set book.  

 

 

 

 

 

 

 

 

 

 

4 1,2 Listening and speaking.

 

Polite interruption and disagreeing. Demonstrate the etiquette of interrupting and disagreeing politely.

 

Silent reading.

Group work.

Guided discussion.

 

Readers.

 

Integrated English Bk IV

Pg 44-45

 
3 Reading.

 

 

Comprehension. Answer comprehension questions on a passage and use vocabulary correctly.

 

Reading aloud.

Silent reading.

Writing.

Guided discussion.

 

 

Readers.

Charts.

Dictionary.

Integrated English Bk IV

Pg 48-49

 
4 Grammar. Relative pronouns II. Use relative pronouns as interrogative pronouns and interrogative adjectives. Discussion.

Oral exercise.

Written exercise.

 

 

  Integrated English Bk IV

Pg 50-51

 
5,6 Reading.

 

 Reading skills:

Critical reading.

 

Telestiches.

The learner should be able:

Apply critical reading skills to analyse a given text.

 

 

Review acrostic poetry.

Reading.

Guided discussion.

Group writing.

  Integrated English Bk IV

Pg 51-52

 
6 Reading.

 

 

Intensive reading:

Poetry:

Atmosphere

 

 

Read a poem & identify the prevailing atmosphere projected. Oral exercise: reciting.

Written exercises.

Presentation.

Anthologies of poem. Poem extracts.  
7 & 8 Reading.

 

 

Intensive reading:

Set book.

Read the assigned sections and discuss grammar & literally devices. Read paragraphs and Identify the devices

Guided discussion.

Assignment: common devices.

 

Set book guide. Set book.  

 

 

 

 

 

5 1 Listening & Speaking. Use of tone to reveal attitude. The learner should be able:

Interpret and express attitude using tone.

Listening.

Guided discussion.

Group work.

Readers.

Charts.

Integrated English Bk IV

Pg 53-54

 
2 Writing.

 

E-mail.

 

Use e-mail efficiently in communication. Oral exercise:

Written exercise.

Discussion.

 

Newspapers.

Magazines.

Computers.

 

Integrated English Bk IV

Pg 51-52

 
3 Reading. Responsive reading. Relate what is in a text to own experiences. Reading.

Discussion.

  Integrated English Bk IV

Pg 54-58

 
4 Grammar. Parts of speech – revision. Write correct form of verbs.

Complete sentences according to instructions given.

 

 

Review parts of speech.

Oral and written exercises.

  Integrated English Bk IV

Pg 58-59

 
5 Writing. Public writing.

 

Letter of inquiry.

Write a letter of inquiry in the correct format. Reading aloud.

Discussion.

Newspapers. Integrated English Bk IV

Pg 59-60

 
6 Reading. Intensive reading:

Poetry.

Figurative language.

Read a poem and identify metaphors, similes, and hyperbole. Listening & writing an exercise.

Reciting poems.

Guided discussions.

Anthologies of poems for further reading. Poems from East Africa by Cook and Rubadiri.  
7 & 8 Reading. Intensive set book reading:

 

Read the assigned sections and discuss grammar & literally devices. Reading. Discussion.

 

Video& Audio tapes.

Prescribed set books guides

 

 

Prescribed set books.

 

 

 

6 1 Listening & speaking.

 

Oral poetry –

 

Recitations.

 

 

 

 

Analyse a poem that is in form of a recitation. Reading aloud.

Exposition.

Guided discussion.

Writing.

 

 

Readers.

Charts.

Dictionary.

Integrated English Bk IV

Pg 63-64

 
2 Reading. Critical reading. Identify literal, implied and inferred meanings in a text.

 

Reading texts.

Writing.

Listening.

Discussion.

 

Extracts from Prescribed set books.

 

Integrated English Bk IV

Pg 64-66

 
3 Reading. Comprehension. Answer comprehension questions correctly. Guided practical activity.

Reading.

Inferring meanings of given words.

 

 

Readers.

Charts.

Integrated English Bk IV

Pg 63-64

 
4 Grammar.

 

Verbs – participle phrases. Rewrite sentences using participle phrases. Q/A to review participle tenses. Discussion.

Reading.

Listening.

Dictionary.

Audio tapes.

Integrated English Bk IV

Pg 67-69

 
5 Writing. Advertisement. Highlight details that should be included in advertisements.

 

Discussion.

Group work.

Group resentations.

 

Sample adverts. Integrated English Bk IV

Pg 70-71

 
6 Reading. Intensive reading:

Poetry:

 

Critically analyse issues raised, style, and themes in a given poem. Listening.

Speaking.

Reading.

Writing.

 

Poetry book.    
7 & 8 Reading. Intensive reading:

Set book.

Critically analyse plot, characters, themes, and style in the novel. Guided discussion.

Probing questions.

Dramatization.

Written exercise.

 

set book guide.

 

Selected set book.  
7 1 Listening & speaking.

 

Tongue twisters. State functions of tongue twisters.

Translate tongue twisters to other languages.

Reading aloud.

Discussion.

Formulating tongue twisters.

  Integrated English Bk IV

Pg 70-71

 
2 Reading. Reading skill:

Facts and opinions.

Distinguish facts from opinions.

 

Reading.

Discussion.

  Integrated English Bk IV

Pg 73-75

 
3 Grammar.

 

 

Verbs –the gerund. Identify a gerund used as a subject or object. Discussion.

Oral and written exercises.

  Integrated English Bk IV

Pg 75-76

 
4 Writing. Institutional writing.

 

Speeches.

Outline points to be highlighted in a speech.

Write a sensible speech.

Exposition.

Discussion.

Written exercise.

 

  Integrated English Bk IV

Pg 77-80

 
5 & 6 Reading.
Intensive reading:

 

Set book.

 

Critically analyse plot, characters, themes and style in a novel. Guided discussion.

Probing questions.

Dramatization.

Written exercise.

 

Set book guide,

Audiotapes.

 

One of the set books.  
7-8
TEST & MID-TERM BREAK
         

 

 

 

 

 

 

 

 

8 1 Listening & speaking.

 

 

Ogre narrative. Identify features of style used in a given narrative.

Cite moral lesson(s) from a given narrative.

Silent reading.

Role playing.

Practise oral renditions.

Discuss characters, moral lessons.

 

Readers.

 

 

Integrated English Bk IV

Pg 84-86.

 
2 Reading.

 

 

Study reading.

 

Textual information.

Interpret textual information. Exposition.

Oral and written exercises.

  Integrated English Bk IV

Pg 77-80

 
3 Reading.

 

 

Reading comprehension. Answer comprehension questions correctly.

Infer meanings of given words and phrases.

 

Reading.

Inferring meanings of given words.

Look words from the dictionary.

 

 

Dictionary. Integrated English Bk IV

Pg 87-89

 
4 Grammar.

 

 

Adverbs. Identify types of adverbs.

Form adverbs from adjectives.

Q/A to review parts of speech.

Oral and written exercises.

  Integrated English Bk IV

Pg 89-93

 
5-6 Writing.

 

 

Writing reviews. Write a review of a narrative. Guided discussion.

Reading.

Listening

Group presentations.

 

  Integrated English Bk IV

Pg 93-96

 
7 & 8 Reading. Reading

Intensive reading

Set book.

Critically analyse plot, themes, characters and style in a set book. Guided discussion.

Reading.

Listening & speaking.

 

 

Video & and audiotapes, Set book guide.

 

Selected set book.  
9 1 Listening and speaking. Proverbs. Complete proverbs and interpret them. Group competitions.

Discussion.

Essay writing to illustrate a given proverb.

  Integrated English Bk IV

Pg 97

 
2 Reading and writing. Reading

Comprehension.

Answer questions based on a passage.

 

Reading aloud.

Writing.

 

 

Readers.

Dictionary.

 

Integrated English Bk IV

Pg 98-100

 
3 Writing and speaking.

 

 

Persuasive speech. Write short speeches and present them to class.

 

Individual and group reflections.

 

Readers. Integrated English Bk IV

Pg 101

 
4 Writing. Study writing.

 

Questionnaires.

 

 

Structure questionnaires.

Fill in questionnaires.

 

 

Exposition.

Individual and group reflections.

 

 

 

Sample questionnaires.

Integrated English Bk IV

Pg 105-110

 
5-6 Grammar.

 

 

Typical endings of adverbs. Form adverbs using typical endings. Discussion.

Oral exercise.

Written exercise.

Exercise review.

  Integrated English Bk IV

Pg 101-104

 
7 & 8 Reading. Intensive reading

Set book.

 

Evaluate the plot, characters, styles, and themes in the novel. Oral & written exercises.

Dramatization.

Guided discussion.

 

Audio tapes.

Set book guide.

 

Prescribed set book.

 

 

 

 

 

 

 

 

 

 

 

 

 

10 1-2 Intensive reading.

 

Background and setting of a story. Describe the background and setting of a story.

Identify the time-span of events in a story.

Brain storming.

Probing questions.

Discussion.

  Integrated English Bk IV

Pg 111-4

 
3 Intensive reading.

 

Character and characterization. Analyse characters in literary texts. Probing questions.

Oral questions.

Guided discussion.

Extracts.

 

Integrated English Bk IV

Pg 115-6

 
 4

 

Listening & speaking.

 

 

Themes. List down themes revealed in a story.

Arrange themes in order of  prominence.

Brain storming.

Probing questions.

Discussion.

  Integrated English Bk IV

Pg 116-7

 
5-6 Intensive reading.

 

Style. Identify stylistic devices used in stories / narratives.     Integrated English Bk IV

Pg 117-9

 

 
7 & 8 Intensive reading:

 

 

Contextual questions. Answer context questions on set books. Guided tasks.

Written exercise.

Review of the exercise.

Set book guide. Set book.  
11 1 Listening & speaking.

 

 

Features of proverbs. Describe features of proverbs.

Translate proverbs to English.

 

Exposition of new concepts.

Give examples of proverbs.

Discussion.

 

  Integrated English Bk IV

Pg 120-2

 
2 Study reading.

 

Non-textual information. Derive non-textual information from diagrams.

 

 

Examine diagrams.

Probing questions.

Discuss derived information.

  Integrated English Bk IV

Pg 123-4

 
3
Grammar.
Prepositions. Identify prepositions in given sentences.

Use simple and complex prepositions correctly.

Identify words that serve as prepositions and adverbs.

 

Q/A to elicit preposition of time, place, direction.

Oral and written exercises.

 

  Integrated English Bk IV

Pg 124-7

 
11 4 Reading. Comprehension. The learner should be able to answer questions based on a comprehension. Reading.

Writing.

Marking.

Infer meanings of new words.

  Supplementary readers.

 

 
5 Writing. Writing reviews. Review a short story using the 5W and H technique. Probing questions.

Discussion.

Supplementary readers.

 

Integrated English Bk IV

Pg 127-9

 
6 Reading. Vocabulary. The learner should be able to use new words in sentences correctly.

 

Reading.

Listening.

Q/A.

Speaking.

Take an exercise.

Dictionary.

Flash cards.

Group competitions.

Supplementary readers.

 

 
7-8 Reading. Intensive  reading.

 

The learner should be able to analyse characters and themes in a given text.

 

Reading.

Discussion.

Writing.

Set book guide. Set book.  
12-13 END  OF  TERM  ONE EXAMS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    SCHEME  OF WORK               FORM  FOUR ENGLISH            TERM  TWO   
WK NO

 

L/
NO
TOPIC
 
 
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS       /
RESOURCES
REFERENCES
REMARKS
1 1 Grammar. Short and long vowels. Pronounce short and long vowels. Reading.

Writing.

Review exercise.

  Integrated English Bk IV

Pg 130

 
2-3 Reading. Comprehension:

 

 

Answer questions on a text and analyse theme, style, and issues raised. Expressive reading.

Detailed discussion.

Writing an exercise.

Extracts from readers and

supplementary readers.

Integrated English Bk IV

Pg 131-2

 
4 Writing and speaking. Duality of words. Spell words backwards.

Give meanings of new words formed.

Group competitions.

Group presentations.

  Teacher’s choice.  
5-6 Writing. Social writing.

 

Emails and faxes.

Write informal and formal emails / faxes. Guided practical activities. Computers /mobile phones, telephone lines, modem. Integrated English Bk IV

Pg 134-6

 
7 & 8 Reading. Intensive   Reading:

Set book.

Analyse plot, themes, characters, and style. Role-play.

Listening.

Writing.

Set book guide. Set book.  

 

 

 

 

 

 

 

 

2 1 Reading. Intensive   Reading

 

Tone and attitude.

 

Identify tone and attitude in a given poem. Silent reading.

Reading aloud.

Guided discussion.

Anthologies of poems.

 

Poems of East Africa / Teacher’s choice/ Integrated English Bk IV

Pg 137-9

 

   
2-3 Grammar. Inverted sentences. Write inverted sentences.

Give reasons for sentence inversion.

Oral exercise.

Discussion.

Written exercise.

Exercise review.

 

  Integrated English Bk IV

Pg 140-2

   
4-5
Writing.
Report writing. Identify sections of a report.

Write a sensible report.

  Sample reports. Integrated English Bk IV

Pg 143-5

 
6 Reading. Comprehension:

 

 

The learner should be able to:

Answer questions from a given passage.

Q/A: discussion.

Expressive reading.

Writing.

Supplementary readers.

Dictionary.

 

Teacher’s choice.  
7 & 8 Reading. Intensive reading:

 

Set book.

Analyse themes and style in a novel. Examples.

Oral exercise.

Written exercise.

Dramatization.

 

Set book guide. Prescribed set book.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 1 Listening and speaking. Etiquette.

 

Turn- taking.

Demonstrate proper turn-taking skills in discussions, presentations and speeches.

 

Reading.

Listening.

Simulations.

Discussion.

 

  Integrated English Bk IV

Pg 148-9

 
2 Grammar. Sentence connectors. Identify some sentence connectors.

Join sentences using connectors.

Brain storming.

Oral and written exercises.

  Integrated English Bk IV

Pg 152-4

 
3 Writing. Writing a confidential report. Write a confidential report / reference letter. Q/A to review a formal letter format.

Read a sample report.

Written exercise.

  Integrated English Bk IV

Pg 155-6

 
 

 

 

 

 

 

 

4
Speaking.
Discussion.

 

The learner should be able to:

Initiate and sustain a discussion on a given topic.

 

Read a passage.

Deduce the implications of the words used by the speakers.

  Teacher’s choice.  
5 Listening & speaking. Giving and receiving instructions. The learner should be able to:

Give instructions in given situations.

Oral examples.

Written exercise.

Guided discussion.

Set of instructions.

Magazines.

Newspapers.

Teacher’s choice.  
6 Reading. Intensive reading:

Characterization.

The learner should be able to:

Discuss characters in specific contexts.

Expressive reading.

Discuss characters.

Assignments & their review.

  Literature set books.

Readers.

 

 
7 & 8 Reading. Intensive reading:

 

Set book.

The learner should be able to:

Analyse plot, themes, and style in a novel.

Brain storming.

Discussion.

Written exercise.

Set book guide. Set book.  

 

 

 

 

 

 

4 1-2 Reading. Comprehension. The learner should be able to:

Answer questions on a given passage correctly.

Reading a passage.

Answer questions.

Review the exercise.

 

Supplementary readers.

Dictionary.

 

Integrated English Bk IV

Pg 157-161

 
3 Grammar. Sentence and paragraph connectors (review) Rewrite sentences adding sentence and paragraph connectors appropriately. Oral and written exercises.

Discussion.

  Integrated English Bk IV

Pg 164

 
4 Writing. Essay writing. Write an application letter with reference to an advertisement. Reading.

Writing.

Discussion.

  Integrated English Bk IV

Pg 161

 
5 Reading. Reading skills.

 

Note-making.

Make notes based on a given passage.   Supplementary readers.

 

Integrated English Bk IV

Pg 162-3

 
6 Writing. Creative writing.

 

Autobiography.

Differentiate between a biography and an autobiography.

Outline important aspects of an autobiography.

 

Exposition.

Reading.

Writing.

Discussion.

 

Supplementary readers.

 

Integrated English Bk IV

Pg 165-8

 
7 & 8 Reading. Intensive reading:

 

Set book.

The learner should be able to:

Analyse  themes and style in a novel.

Brain storming.

Discussion.

Written exercise.

Set book guide. Set book.  

 

5 1 Listening & speaking. The vowel sound. Write down words that have the same vowel sound. Reading.

Writing.

Discussion.

  Integrated English Bk IV

Pg 169

 
2 Reading. Comprehension. The learner should be able to:

Answer questions on a given passage correctly.

Reading a passage.

Answer questions.

Review the exercise.

 

Dictionary.

 

Integrated English Bk IV

Pg 170-4

 
5 3 Grammar. Conjunctions. Outline functions of conjunction. Oral exercise.

Written exercise.

Exercise review.

  Integrated English Bk IV

Pg 175-7

 
4-5 Writing. Institutional writing.

 

Curriculum vitae.

Write a C.V. in the correct format. Reading.

Writing.

Discussion.discussion.round to the writing.wel sound.

Supplementary readers.

 

Integrated English Bk IV

Pg 178-180

 
6 Reading. Institutional writing.

Curriculum vitae.

The learner should be able to:

Write a CV from a passage.

Expressive reading.

Guided discussion.

Written exercise.

Supplementary readers.

 

Integrated English Bk IV

Pg 181-2

 
7 & 8 Reading. Intensive reading:

Drama:

Introduction to the play.

 

List characteristics of a particular play and give the background to the writer. Written exercise. Expressive reading.

Guided discussion.

  Prescribed

Set books.

 

 

 

6 1-2 Listening and speaking. Role play.

Negotiation skills.

Demonstrate proper negotiation skills. Reading.

Guided discussion.

  Integrated English Bk IV

Pg 183-7

 
3 Reading. Comprehension. The learner should be able to:

Answer questions on a given passage correctly.

Reading a passage.

Answer questions.

Review the exercise.

 

Dictionary.

 

Integrated English Bk IV

Pg 188-190

 
4 Grammar. Revision exercise. Answer questions correctly. Written exercise.

Exercise review.

     
5-6 Writing. Argumentative essay. Write an argumentative essay based on a given topic. Discussion in groups.

Writing.

Guided discussion.

 

  Integrated English Bk IV

Pg 191

 
7 & 8 Reading. Intensive reading:

Set book.

Analyse plot, characters, themes and style in the play. Oral questions & written exercise.

Dramatizing.

Set book guide.

Audio and video tapes.

Set book guide. Set book.
7 1 Listening & speaking. Study skill. Answer questions from a read- out passage.

 

Listening.

Writing.

Answering questions.

Selected set book Integrated English Bk IV

Pg 192

 
2 Reading. Comprehension. Answer questions on a given passage correctly. Written exercise.

Oral exercise.

Mixed exercise.

 

Supplementary readers.

 

Integrated English Bk IV

Pg 192-5

 
3 Grammar. Punctuation. Use punctuation marks correctly. Written exercise.

Exercise review.

  Integrated English Bk IV

Pg 195

 
4 Writing. Devices for presenting titles, quotations and headings. Present titles of publications, quotations and headings in the correct format. Exposition.

Supervised practice.

  Integrated English Bk IV

Pg 195-9

 
5 & 6 Reading. Intensive reading:

Set book.

Analyse plot, characters, themes and style in a given play. Oral questions. Written exercise.

Dramatizing.

Set book guide.

Audio and video tapes.

Set book.  
7-8 TEST  & MID-TERM BREAK        

 

8 1-2 Listening & speaking. Oral reports.

Discourse markers.

The learner should be able to:

Explain functions of discourse markers.

Exposition.

Brain storming.

Oral exercise.

  Integrated English Bk IV

Pg 200-1

 
3 Listening & speaking. Oral reports.

 

Signposting.

Give examples of signposting as used in oral presentations. Exposition.

Brain storming.

Oral exercise.

  Integrated English Bk IV

Pg 202-3

 
4-5 Reading. Reading comprehension. Answer questions on a given passage correctly. Written exercise.

Mixed exercise.

 

Supplementary readers.

 

Integrated English Bk IV

Pg 208-9

 
6 Writing. Clauses. Rewrite sentences according to instructions given. Written exercise.

Mixed exercise.

 

  Integrated English Bk IV

Pg 205-8

 
7-8 Writing. Creative writing.

 

Biography.

Describe components of a biography. Exposition.

Reading.

Group work.

  Integrated English Bk IV

Pg 209-214

 

 

9 1
Listening and speaking.
Debate.
Give points for  / against a given subject in a motion. Group debate.

Inter-group debate.

  Integrated English Bk IV

Pg 221

 
2-3 Reading. Reading comprehension. Answer questions on a given passage correctly. Written exercise.

Mixed exercise.

 

Supplementary readers.

 

Integrated English Bk IV

Pg 221-3

 
4 Grammar. Typical endings of adjectives. Form adjectives from nouns and verbs. Discussion.

Oral questions.

Written exercise.

 

  Integrated English Bk IV

Pg 223-8

 
5-6 Writing. Expository writing. Plan and present expository essays. Exposition.

Discussion.

Written exercise.

  Integrated English Bk IV

Pg 229-231

 
7 & 8 Reading. Intensive reading:

 

Set book.

Analyse plot, characters, themes, and style of the play. Oral and written exercises.

Discussion on the set books.

 

 

Set book guide. Selected set book.  

 

10 1 Listening & speaking.
Etiquette.

 

Table manners.

 

Cite bad habits that may be exhibited at the table. Reading aloud.

Open discussion.

  Integrated English Bk IV

Pg 232-3

 
2-3 Reading. Reading comprehension. Answer questions on a given passage correctly. Written exercise.

Mixed exercise.

 

Supplementary readers.

 

Integrated English Bk IV

Pg 234-6

 
4 Grammar. Adjectives. Outline functions of adjectives in sentences. Discussion.

Oral questions.

Written exercise.

  Integrated English Bk IV

Pg 236-8

 
10 5 Writing. Summary. Write a cohesive summary on a section of a given subject. Read a passage.

Make a summary as guided.

Prescribed literature set books.

 

 

Teacher’s resources.

 

 
6 Writing. Public writing.

Letter of application.

 

Write a letter of application for a job. Reading an advert.

Letter writing.

 

 

  Integrated English Bk IV

Pg 240

 
7-8 Reading. Intensive reading:

 

Set book.

Analyse plot, characters, themes, and style of the play. Oral and written exercises.

Discussion on the set books.

 

Set book guide. Selected set book.  
11 1 Listening & speaking. Stress in words. Write down sentences that bring out two meanings of a given word. Oral and written exercises.

Guided discussion.

  Integrated English Bk IV

Pg 241

 
2 Reading. Comprehension. The learner should be able to:

Answer questions on the passage correctly.

 

Read a passage.

Answer questions.

Infer meanings of new words.

Supplementary readers.

Dictionary.

 

Integrated English Bk IV

Pg 241-3

 
3 Grammar. Cloze and indirect speech. Fill gaps with suitable prepositions.

Rewrite questions in indirect speech.

Oral and written exercise;

Exercise review.

Extracts from set books. Integrated English Bk IV

Pg 245-6

 
4
Writing.
Summary.
The learner should be able to:

Write a summary of a passage.

Written exercise.

Reading a passage.

Marking exercises.

Newspapers.

Magazines.

Reports.

Integrated English Bk IV

Pg 243-5

 
5-6 Social Writing. Giving instructions to family and friends. The learner should be able to:

Give instructions to family and friends in point form.

Oral and written exercises.

Listening & speaking.

Prescribed set books.

 

Integrated English Bk IV

Pg 246-7

 
7 & 8 Reading. Intensive reading:

Set book.

Analyse plot, characters, themes and style of a given  play. Oral exercises.

Discussion on the set books.

Dramatization.

 

Prescribed literature set books. Literature set book guides.  
  END  OF  TERM  TWO  EXAMINATIONS  
  SCHEME  OF WORK               FORM  FOUR ENGLISH            TERM  ONE   
WK NO

 

L/
NO
TOPIC
 
 
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS       /
RESOURCES
REFERENCES
REMARKS
1 1 Listening & speaking.

 

 

Poetry. Answer questions based on a poem that has been read out. Listening;

Oral and written exercises.

Detailed discussion.

 

Readers.

Resource persons.

Integrated English Bk IV

Pg 249-250

 
2
Reading.
Comprehension.
Answer questions on the set passage correctly.

 

Written exercise.

Reading a passage.

Listening & speaking.

Section of a set book. Integrated English Bk IV

Pg 245-6

 
3
Writing.
Composition based on a set book. Write a composition based on a set book. Written exercises;

General review.

 

 

Section of a set book. Integrated English Bk IV

Pg 253

 
4-5 Writing. Essay writing. Write an essay using new terms illustrated in a tree diagram. Look up terms in the dictionary;

Writing;

General review.

Dictionary. Integrated English Bk IV

Pg 254

 
6 Grammar. Indirect speech and idioms. The learner should be able to:

Rewrite sentences in indirect speech.

Explain the meanings of idioms / phrases.

Written exercise;

Exercise review.

 

  Integrated English Bk IV

Pg 253

 
7 & 8 Reading Intensive reading:

 

Set book.

Analyse plot, characters, themes, character, plot and style of the play. Oral exercises.

Discussion on the set books.

Dramatization.

 

 

Prescribed literature set books.  

Literature set books.

 

 

 

 

 

 

 

 

2 1

 

 

 

2

Listening & speaking Features of oral poetry.

 

 

 

Read a passage and answer questions based on it.

 

Translate an oral poem from a given community into English.

Silent reading;

Writing.

 

Reading an oral poem;

Writing translations;

Group reflections.

 

  Integrated English Bk IV

Pg 256

3 Writing Summary writing. The learner should be able to:

Write a summary based on a text.

Reading;

Writing;

General review.

  Integrated English Bk IV

Pg 259

4 Grammar. Clauses; Substitution. Define substitution as used in clauses.

Identify aspects of substitution in sentences.

Reading examples;

Oral exercise;

Written exercise.

  Integrated English Bk IV

Pg 259-260

5 Reading.
Comprehension
Answer questions on a given passage.

 

Written exercise.

Reading a passage.

Listening & speaking.

Readers.

 

Integrated English Bk IV

Pg 257

6 Writing. Writing reviews.

 

Film writing.

Review a film using various techniques. Guided practical activities;

Group reflections;

General review.

  Integrated English Bk IV

Pg 261-2

7 & 8
Reading
Intensive reading:

 

Set book.

Analyse plot, characters, themes, character, plot and style of the play. Oral exercises.

Discussion on the set books.

Dramatization.

 

 

Set book guides.  

Literature set books.

 

 

 

3 1 Reading
Comprehension.
Answer questions on the set passage correctly.

 

Reading aloud.

Guided discussion.

Readers.

 

Integrated English Bk IV

Pg 265-6

2

 

 

 

3

Grammar.
Clauses;

 

Illipsis.

Read a dialogue and identify where illipsis has been used.

Provide the missing words.

 

Identify instances of illipsis and supply words that have been omitted.

Rewrite sentences using illipsis.

 

Guided discussion; Oral and written exercises.

 

 

  Integrated English Bk IV

Pg 267-270

 

 

 

 

4-5 Writing. Report writing. The learner should be able to:

Write a report base on graphs and diagrams.

Oral and written exercises.

Listening & speaking.

Graphs,

Diagrams, charts.

Integrated English Bk IV

Pg 271-2

 

 

 

 

6 Listening & speaking. Poetry games I. Compose poems using same-start-letter style. Reading a poem aloud;

Guided discussion;

Group writing;

General review.

  Integrated English Bk IV

Pg 264-5

 

 

 

 

7 & 8
Reading.
Intensive reading:

 

Set book.

Answer questions based on set books. Guided revision;

Answer review questions.

 

Set book guide. Literature set book.

 

 

 

 

4 1 Listening & speaking. Poetry games II. Compose poem using same-end-letter style. Reading a poem aloud;

Guided discussion;

Group writing;

General review.

  Integrated English Bk IV

Pg 273-4

 

 

 

 

2

 

 

 

 

 

3

Reading. Poetry.

 

Alliteration and assonance.

 

 

Metaphors, irony and contrast.

Define the terms alliteration and assonance.

Identify instances where Alliteration and assonance are used.

 

Describe use of metaphors, irony and contrast and provide textual evidence from a text.

Reading a poem aloud;

Guided discussion;

Writing;

General review.

  Integrated English Bk IV

Pg 276-7

 

 

 

 

4-5 Institutional Writing. Notification of a meeting, memo and CV writing. The learner should be able to:

Write a notification of a meeting, memo and CV correctly.

Writing.   Integrated English Bk IV

Pg 279-280

 

 

 

 

6 Grammar. Rewriting sentences to convey same meaning. The learner should be able to:

Rewrite sentences to convey same meaning.

Oral and written exercises.

 

  Integrated English Bk IV

Pg 278-9

 

 

 

 

7 & 8
Reading
Intensive reading:

 

Set book.

Answer questions based on set books. Guided revision;

Answer review questions.

 

Set book guide. Literature set book.
5-6   EXAMINATION-TYPE  QUESTIONS  
6-10   K.C.S.E. EXAMINATIONS  

 

PHYSICS SCHEMES OF WORK FORM ONE UPDATED

PHYSICS SCHEMES OF WORK

FORM ONE

TERM I

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book
  6. Physics by Nelkon
WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1-4   REPORTING  
5 1-2 Introduction To Physics Physics as a science By the end of the lesson, the learner should be able to:-

-Explain what the study of physics involves.

-Relate physics to other subjects and to technology.

-Identify career opportunities related to physics.

-Discussions of value and meaning of physics.

-Drawing flow charts of the braches of physics.

-Listing career opportunities related to physics.

-Chart on definition of physics.

-Flow charts on branches of physics.

-Chart on scientific method.

-List of career related to physics.

Comprehensive secondary physics

Students Book 1 page 1-2

Teacher’s Book 1 pages 1-3

Secondary Physics students Book 1 (KLB) pages 1-6

 
3-4 Introduction To Physics Basic laboratory rules By the end of the lesson, the learner should be able to:

-State and explain the basic laboratory rules.

-Discussions

-Explanation of rules

-Chart on standard laboratory rules.

-Pictures showing dangers of not observing laboratory rules.

Comprehensive secondary physics

Students Book 1 page 1-2

Teacher’s Book 1 pages 1-3

Secondary Physics students Book 1 (KLB) pages 6-7

 
6 1-2 Measurements Measuring length, area, volume and mass By the end of the lesson, the learner should be able to:-

-Define length, area, volume, mass and state their symbols and SI units.

-Conversions

-Measuring

-Experiment

-Counting

-Demonstrations

-Meter rule

-Burette

-Pipette

-Measuring cylinder

-Weighing balance

-Rod

-Shadow

Comprehensive secondary physics

Students Book 1 page 4-8

Teacher’s Book 1 pages 4-6

Secondary Physics students Book 1 (KLB) pages 8,22,14,33

Golden tips physics pages 1-7

Principles of Physics(M.Nelkon) pages 4-9

 
3-4 Measurements Measuring instruments By the end of the lesson, the learner should be able to:-

-Use the following measuring instrument accurately:

Metre rule, tape measure, beam balance, stop clock, measuring cylinder, pipette and burette

-Demonstrations

-Reading scales and correcting errors

-Meter rule

-Pipettes

-Burettes

-Stop watches

-Tape measure

-Measuring cylinder, beam balance

Comprehensive secondary physics

Students Book 1 page 6-7

Teacher’s Book 1 pages 5-6

Secondary Physics students Book 1 (KLB) pages 10,28

Golden tips physics pages 2

Principles of Physics(M.Nelkon) pages 7-9

 
7 1-2 Measurements Measuring density By the end of the lesson, the learner should be able to:-

-Determine and mentally explain the density of various substances.

-Work out density of mixtures.

-Solve numerical problems involving density

 

-Experiment

-Working out answers to problems

-Measuring cylinder

-Mass weighing balance

-Density bottle

Comprehensive secondary physics

Students Book 1 page 9-12

Teacher’s Book 1 pages 4-6

Secondary Physics students Book 1 (KLB) pages 35-48

Golden tips physics pages 7,10

 

 
3-4 Measurements Measuring Time By the end of the lesson, the learner should be able to:-

-Determine experimentally, the measurement of time.

-Experiments with pendulum

-Timing events

-Pendulum

-Clock

-Watch

Comprehensive secondary physics

Students Book 1 page 12-15

Teacher’s Book 1 pages 6

Secondary Physics students Book 1 (KLB) pages 46-47

Golden tips physics pages 8

Principles of Physics(M.Nelkon) pages 23

 
8 1-2 Forces Types of forces By the end of the lesson, the learner should be able to:-

-Define force and state its SI units.

-Describe types of forces.

-State the effects of force.

-Discussions

-Explaining

-Demonstrations

-Identifying effects of forces

-Charts showing various types of force

-String

-Elastic material

-Magnets

-Water

-Greece

-Oil spring balance

Comprehensive secondary physics

Students Book 1 page 61-19

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 49-68

Golden tips physics pages 11-12

Principles of Physics(M.Nelkon) pages 64-65

 
3-4 Forces Surface tension By the end of the lesson, the learner should be able to:-

-Describe experiments to illustrate cohesion, adhesion and surface tension.

-State the factors affecting surface tension, its consequence and importance.

-Discussions

-Demonstrations

-Explaining the effects of surface tensions

-Funnel

-Water

-Wire loop

-Tap

-Soap/detergent

Comprehensive secondary physicsStudents Book 1 page 19-22

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 63-70

Golden tips physics pages 12

 
9 1-2 Forces Mass and weight By the end of the lesson, the learner should be able to:-

-State and explain the relationship between mass and weight.

-Define scalar and vector magnitude.

-Demonstrations

-Discussions

-Problems solving on mass and weight

-Beam balance

-Spring balance

-Sponge

-Store

-Polythene

Comprehensive secondary physics Students Book 1 page 17-22

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 72-75

Golden tips physics pages 7

Principles of Physics(M.Nelkon) pages 40

 
3-4 Forces Measuring Force By the end of the lesson, the learner should be able to:-

-Measure weight using spring balance.

-Solve numerical problems on forces.

-Discussions

-Experiments

-Spring balance

-Chart on vectors and scalars

Comprehensive secondary physics

Students Book 1 page 17-18

Teacher’s Book 1 pages 17-15

 

 
10 1-2 Forces Pressure and force By the end of the lesson, the learner should be able to:-

-Define pressure and state its SI units.

-Determine pressure exerted by solids.

-Discussions

-Demonstrations

-Problem solving

-Block of wood

-Spring balance

-Meter rule

Comprehensive secondary physics

Students Book 1 page 6-10

Teacher’s Book 1 pages 6-10

Secondary Physics students Book 1 (KLB) pages 82-85

Golden tips physics pages 44

Principles of Physics(M.Nelkon) pages 119-121

 
3-4 Pressure Pressure in liquids By the end of the lesson, the learner should be able to:-

-Investigate experimentally the factors that affect pressure in liquids (Fluids).

-Derive the formula for calculating pressure in fluids.

-State the principle of transmission of pressure in fluids.

-Demonstrations

-Working out problems

-Discussions

-Experiments

-Communication tubes

-Tin with holes at different heights

-Waters

Comprehensive secondary physics Students Book 1 page 27-30

Teacher’s Book 1 pages 12-15

Secondary Physics students Book 1 (KLB) pages 49-68

Golden tips physics pages 44-45

Principles of Physics(M.Nelkom) pages 121-124

 
11 1-2 Pressure Pressure in gases By the end of the lesson, the learner should be able to:-

-Explain atmospheric pressure and its effects.

-State and explain how pressure is transmitted in fluids.

-Demonstrations

-Explanation of pressure transmission in fluids

-discussions

-Water/oil

-Syringe

Comprehensive secondary physics Students Book 1 page 25-26,30-32

Teacher’s Book 1 pages 12-15

Secondary Physics students Book 1 (KLB) pages 115-116,93-100

Golden tips physics pages 45-46

Principles of Physics(M.Nelkon) pages 124

 
3-4 Pressure Gauges and siphons By the end of the lesson, the learner should be able to:-

-Describe the working of siphon and pressure gauge

-Discussions

-Explanations

-Questions and answers

-Barometer

-Bourdon gauge

-Syringes

Comprehensive secondary physics Students Book 1 page 31-34

Teacher’s Book 1 pages 13-15

Secondary Physics students Book 1 (KLB) pages 113,117

Golden tips physics pages 44-45

Principles of Physics(M.Nelko) pages 133

 
12 1-2 Pressure Application of pressure in liquids and gases By the end of the lesson, the learner should be able to:-

-Explain the working of a hydraulic, braking system of vehicle.

-Explain the working of mercury and forties barometer, bicycle pump and pressure gauges.

-Explaining the application of pressure in liquids and gases

-Class discussion on the principles of pressure in liquids

-Experiments

-Chart showing the working of a hydraulic braking system

-Model of hydraulic brake system

-Barometer

-Bicycle pump

Comprehensive secondary physics Students Book 1 page 30-39

Teacher’s Book 1 pages 13-15

Secondary Physics students Book 1 (KLB) pages 96-112

Golden tips physics pages 46-47

Principles of Physics(M.Nelko) pages 124-132

 
  3-4 Pressure Revision on question on the topic pressure By the end of the lesson, the learner should be able to:

-Attempt questions on pressure.

-Questions and answers -Questions in students book 1 Comprehensive secondary physics

Students Book 1 page 39-41

Teacher’s Book 1 pages 13-15

Secondary Physics students Book 1 (KLB) pages 119-123

Golden tips physics pages 54-55

Principles of Physics(M.Nelko) pages 138-140

 
13   TOPICAL REVISION  
14   END OF TERM EXAMS  
15   REPORTS MAKING AND CLOSURE  

 

 

 

 

PHYSICS SCHEMES OF WORK

FORM ONE 2012

TERM II

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
2 1-2 Particulate Nature Of Matter States of matter By the end of the lesson, the learner should be able to:-

-show that matter is made of up tiny particles.

 

 

-Demonstration

-Discussions of kinetic theory

-Beaker

-Crystals

-Solutes

-Solvent

Comprehensive secondary physics Students Book 1 page 42

Teacher’s Book 1 pages 15-18

Secondary Physics students Book 1 (KLB) pages 124-128

Golden tips physics pages 68

Principles of Physics(M.Nelkon) pages 142

 
3-4 Particulate Nature Of Matter The Brownian motion By the end of the lesson, the learner should be able to:-

– proof that matter is made up of tiny particles.

-Demonstrate the Brownian motion in liquids & gases.

-Explain the arrangement of particles in matter.

-Explain the state on matter in terms of particle movement.

-Experiments

-Observations

-Discussions

-Chalk dust

-Transparent lid

-Pollen grains

-Lens

-Beaker

-Smoke cell

-Source of light

Comprehensive secondary physics

Students Book 1 page 43-48

Teacher’s Book 1 pages 15-18

Secondary Physics students Book 1 (KLB) pages 127-130

Golden tips physics pages 68

Principles of Physics(M.Nelkon) pages 148-150

 
3 1-2 Particulate Nature Of Matter

 

 

Diffusion in liquid, gases and solids By the end of the lesson, the learner should be able to:

-Explain diffusion in gases/liquids and solids.

-Experiments

-Discussions

-perfume

-Jars

-Potassium permanganate

-Solvent

-Hydrochloric acid

-Ammonia solution

-Glass tube cotton wool

Comprehensive secondary physics Students Book 1 page 46-49

Teacher’s Book 1 pages 15-18

Secondary Physics students Book 1 (KLB) pages 132-136

Golden tips physics pages 69

Principles of Physics(M.Nelkon) pages 146-147

 
  3-4 Particulate Nature Of Matter

 

 

Revision on Particulate nature of matter By the end of the lesson, the learner should be able to:-

-Attempt  questions in students Book 1

-Discussion

-Demonstrations

-Asking questions

-Answering questions

-Questions

-answer sheet

Secondary Physics students Book 1 (KLB) pages 136-138

Golden tips physics pages 69-70

Principles of Physics(M.Nelko) pages 164

Past Papers

 
 

3

1-2 Thermal Expansion Expansion of solids By the end of the lesson, the learner should be able to:-

-Define temperature.

-Describe the function of various thermometers.

-Explain the expansion and contraction in solids.

-Explain forces due to expansion and contraction.

-Experiments

-Demonstration

-Experiments

 

-Meter rule

-Metal rods

-Materials that conduct or do not conduct heat

-Ball and ring apparatus

-Bar gauge

Comprehensive secondary physics

Students Book 1 page 50-52

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 139-144

Golden tips physics pages 70-72

Principles of Physics(M.Nelko) pages 168,175-176

 
3-4 Thermal Expansion

 

 

 

Applications of expansion in solids By the end of the lesson, the learner should be able to:-

-Explain the application of expansion and contraction

 

-Demonstrations

-Discussions

-Experiments

 

-Charts on the application of expansion

-Rivets

-Bimetallic strips

Comprehensive secondary physics

Students Book 1 page 52-54

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 145,151-153

Golden tips physics pages 73

Principles of Physics(M.Nelko) pages 177-179

 
4 1-2 Thermal Expansion

 

 

 

Expansion and contraction of liquid and gases By the end of the lesson, the learner should be able to:-

-Explain the expansion of liquid.

-Describe the anomalous expansion of water and its effect

 

-Discussions

-Experiments

-Demonstrations

-Water

-Spirit

-Alcohol

-thermometer

Comprehensive secondary physics

Students Book 1 page 54-56

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 149-155

Golden tips physics pages 72-73

Principles of Physics(M.Nelko) pages 182

 
  3-4 Thermal Expansion

 

 

Thermometers By the end of the lesson, the learner should be able to:-

-Explain the functioning of various thermometers.

-Describe the functioning of various thermometers.

-Demonstrations

-Discussions

 

-Liquid in glass thermometers

-Clinical thermometers

-Maximum and minimum thermometers

Comprehensive secondary physics

Students Book 1 page 56-59

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 155-161

Golden tips physics pages 70-72

Principles of Physics(M.Nelko) pages 168-173

 
5 1-2 Thermal Expansion Molecules and heat By the end of the lesson, the learner should be able to:-

-Explain the effect of heat on the molecules of solid, liquid and gases.

-Discussions

-Experiments

-Demonstrations

 

 

-Solids

-Liquids

-Air

-Source of heat

-Containers

Comprehensive secondary physics

Students Book 1 page 60-61

Teacher’s Book 1 pages 18-21

Secondary Physics students Book 1 (KLB) pages 139-162

 
3-4 Thermal Expansion Revision on thermal expansion By the end of the lesson, the learner should be able to:-

-Attempt questions involving thermal expansions.

-attempting Questions

 

-Set questions Comprehensive secondary physics

Students Book 1 page 61-62

Teacher’s Book 1 pages 21

Secondary Physics students Book 1 (KLB) pages 161-162

Golden tips physics pages 85-86

Principles of Physics(M.Nelkon) pages 185

 
6 1-2 Heat Transfer Heat and temperature By the end of the lesson, the learner should be able to:-

-define heat.

-State the difference between heat and temperature

-Definitions

-Discussions

-Experiments

-Materials that conduct heat and materials that do not conduct heat Comprehensive secondary physics

Students Book 1 page 63

Teacher’s Book 1 pages 22-24

Secondary Physics students Book 1 (KLB) pages 163

Golden tips physics pages 774

Principles of Physics(M.Nelko) pages 168

 
  3-4 Heat Transfer Conduction of heat By the end of the lesson, the learner should be able to:-

-State and explain modes of heat transfer.

-Explain factors affecting conduction.

-Discussion

-Demonstration

-Metal rods

-Source of heat

-Test tube

-Water

-Ice in gauge

Comprehensive secondary physics

Students Book 1 page 63-67

Teacher’s Book 1 pages 22-24

Secondary Physics students Book 1 (KLB) pages 163-186

Golden tips physics pages 74-77

Principles of Physics(M.Nelko) pages 234-242

 
7 1-2 Heat Transfer Convection By the end of the lesson, the learner should be able to:-

-Demonstrate convection in liquids.

-Explain the working of hot water systems, car engine, cooling system and land sea breeze.

-Explain the molecular application of convection in fluids.

-Experiments

-Discussion

-Water

-Potassium permanganate

-Source of heat

-Smoke cell apparatus

-Chart on hot water system

Car engine

Comprehensive secondary physics

Students Book 1 page 67-69

Teacher’s Book 1 pages 23

Secondary Physics students Book 1 (KLB) pages 177-188

Principles of Physics(M.Nelko) pages 238-2433

 
3-4 Heat Transfer Radiation By the end of the lesson, the learner should be able to:-

-Compare absorption and emission of radiant heat.

-Explain the working of solar concentrators, heat taps and solar heaters.

-Explain the working of a thermos flask..

 

-Discussion

-demonstration

 

-Hand lens

-thermos flask

– candles

-metal plates

Comprehensive secondary physics

Students Book 1 page 70-74

Teacher’s Book 1 pages 18-24

Secondary Physics students Book 1 (KLB) pages 187-195

Golden tips physics pages 75

Principles of Physics(M.Nelko) pages 246

 
8 1-2 Heat Transfer REVISION By the end of the lesson, the learner should be able to:-

-Attempt questions on heat transfer.

-Questions

-Answers

-Set questions Physics question bank  
  3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces Propagation of light By the end of the lesson, the learner should be able to:-

-Define opaque, translucent and transparent objects.

-Describe the types of beams.

-Perform and describe experiments to show rectilinear propagation of light.

-Discussions

-Experiments

-Descriptions

-Explanations

-Opaque objects

-Glass

-Greased paper

-Card board

-Source of light

-Screens

Comprehensive secondary physics

Students Book 1 page 76-77

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 199-204

Golden tips physics pages 75

Principles of Physics(M.Nelko) pages 251-252

 
9 1-2 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces The pin-hole camera By the end of the lesson, the learner should be able to:-

-Explain the functions and principles involved in working of a pin-hole camera.

-Experiments

-Drawing

-Discussion

-Pin hole camera

-Source of light (candle)

Comprehensive secondary physics

Students Book 1 page 77

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 211-219

Golden tips physics pages 99

Principles of Physics(M.Nelko) pages 252-255

 
3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

Shadows By the end of the lesson, the learner should be able to:-

-Describe the formation of shadows.

-Describe the solar and linear eclipses.

-Experiments

-Discussions

-Demonstrations

-Explanations

-Descriptions

-Opaque objects

-Chart of the eclipse of earth and moon

-Source of light

-Screen

Comprehensive secondary physics

Students Book 1 page 78-79

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 203-219

Principles of Physics(M.Nelko) pages 254-257

 
10 1-2 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

Reflection of light on plane surfaces By the end of the lesson, the learner should be able to:-

-Verify experimentally the laws of reflection.

-Experiments

-Descriptions

-Explanations

-Discussions

-Plane mirrors

-Pins

-White sheets of paper

-Soft boards

Comprehensive secondary physics

Students Book 1 page 80-82

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 222-228

Golden tips physics pages 100

Principles of Physics(M.Nelko) pages 260

 
  3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

Image formation By the end of the lesson, the learner should be able to:-

Locate images in place mirrors and state their characteristics.

-Experiments

-Descriptions

-Discussions

-Pins

-Boards

-Protractor

-Mirror

Comprehensive secondary physics

Students Book 1 page 83-84

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 228-230

Golden tips physics pages 100-101

Principles of Physics(M.Nelko) pages 264

 
11 1-2 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

The application of plane mirrors By the end of the lesson, the learner should be able to:-

-Explain the reflection of light on plane surfaces at an angle.

-Explain the working of a periscope and kaleidoscope.

-Experiments

-Explanations

-Descriptions

-Discussions

-Plane mirrors

-Objects such as candles

-Pipe

-Card board

Comprehensive secondary physics

Students Book 1 page 84-86

Teacher’s Book 1 pages 25-27

Secondary Physics students Book 1 (KLB) pages 235-240

Golden tips physics pages 101

 

 
3-4 Recti-Linear Propagation And Reflection Of Light On Plane Surfaces

 

 

 

Revision By the end of the lesson, the learner should be able to:-

-solve problems involving the propagation and reflection of light on plane surfaces.

 

-Problem solving

-Questions and answers

-Discussion

-Set questions Comprehensive secondary physics

Students Book 1 page 87-88

Teacher’s Book 1 pages 28-29

Secondary Physics students Book 1 (KLB) pages 241-244

Golden tips physics pages 101-102

Principles of Physics(M.Nelko) pages 266-267

 
12 TOPICAL REVISION
13 END OF TERM EXAMINATIONS
14 REPORTS MAKING AND CLOSURE

 

 

 

 

PHYSICS SCHEMES OF WORK

FORM ONE 2012

TERM III

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Electrostatics

 

Charging materials by induction and contact

 

By the end of the lesson, the learner should be able to:-

-Explain the charging of materials by induction and contact.

-Describe origin of charge.

-State the law of charges.

 

-Demonstrations

-Discussions

-Experiments

 

– bags

-Thrust

-Glass rod

Comprehensive secondary physics

Students Book 1 page 89

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 245-250

Golden tips physics pages 133-134

Principles of Physics(M.Nelko) pages 264

 
 

3-4

 

Electrostatics

 

Laws of charge

 

By the end of the lesson the learner should be able to:-

-Describe the electrostatic charge.

-Explain the electrostatic charge.

-State types of charge.

 

-Experiments

-Discussion

-Observations

 

-Rubber

-Piece of paper

-Glass

-Amber

-Silk material

-Fur

-Electroscope

Comprehensive secondary physics

Students Book 1 page 89-91

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 245-248

Golden tips physics pages 133

Principles of Physics(M.Nelko) pages 509-510

 
 

3

 

1-2

 

Electrostatics

 

The leaf electroscope

 

By the end of the lesson, the learner should be able to:-

-State the unit of charges and construct leaf electroscope

 

 

-Discussions

-Constructing an electroscope

-Experiment

 

-Leaf electroscope

-Glass rod

Comprehensive secondary physics

Students Book 1 page 91-92

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 251-252

Golden tips physics pages 133

Principles of Physics(M.Nelko) pages 511

 
   

3-4

 

Electrostatics

 

Charging an electroscope by contract

 

By the end of the lesson, the learner should be able to:-

-charge an electroscope by contact.

 

 

-Demonstration

-Discussions

-Experiments

 

-Electroscope

-Glass rod

-Ebonite rod

Comprehensive secondary physics

Students Book 1 page 94-96

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 249-250

Golden tips physics pages 134

Principles of Physics(M.Nelko) pages 512

 
 

4

 

1-2

 

Electrostatics

 

Charging an electroscope by induction

 

By the end of the lesson, the learner should be able to:-

-charge an electroscope by induction.

 

 

-Demonstrations

-Discussions

-Experiments

 

-Electroscope

-Glass rod

-Ebonite rod

Comprehensive secondary physics

Students Book 1 page 94-96

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 248-249

Principles of Physics(M.Nelko) pages 513-515

 
 

3-4

 

Electrostatics

 

 

Charging an electroscope by separation

 

By the end of the lesson, the learner should be able to:-

-charge an electroscope by separation.

 

 

-Discussions

-Experiments

-Descriptions

 

-Rods of conductors and no-conductors

-Electroscope

-Tiles

Comprehensive secondary physics

Students Book 1 page 96-97

Teacher’s Book 1 pages 29-32

Secondary Physics students Book 1 (KLB) pages 250-251

 
 

5

 

1-2

 

Electrostatics

 

Uses of leaf electroscope

 

By the end of the lesson, the learner should be able to:-

-state the uses of leaf electroscope.

 

 

-Discussions

 

-Rods of conductors and non-conductors

-Electroscope

-Tiles

Comprehensive secondary physics

Students Book 1 page 97

Teacher’s Book 1 pages 29-32

 
 

3-4

 

Electrostatics

 

Revision

 

By the end of the lesson, the learner should be able to

answer questions on electrostatics

 

 

-Questions and answers

 

-Chalkboard

-Text books

Secondary Physics students Book 1 (KLB) pages 259-260

Principles of Physics(M.Nelko) pages 527-530

Golden tips physics pages 138-139

 
 

6

 

1-2

 

Cells And Simple Circuits

 

Sources of continuous current

 

 

By the end of the lesson, the learner should be able to:-

-state sources of continuous current.

 

 

-Experiments

-Discussions

-Demonstration

 

-Cells

-Acids

-Fruits

-Solar panels

-Petroleum products

 

Comprehensive secondary physics

Students Book 1 page 99-100

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 261-265

Golden tips physics pages 140

Principles of Physics(M.Nelko) pages 408-409

 
 

3-4

 

Cells And Simple Circuits

 

Connecting an electric circuit

 

By the end of the lesson, the learner should be able to:-

-Draw and set up a simple electric circuit.

-Identify circuit symbols

 

-Identifying circuit symbols

-Discussions

-Demonstrations

-Experiments

 

 

-Cells

-Wires

-Bulbs

-Charts on circuit symbols

Comprehensive secondary physics

Students Book 1 page 99-101

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 266-273

Golden tips physics pages 140

Principles of Physics(M.Nelko) pages 408-409

 
 

7

 

1-2

 

Cells And Simple Circuit

 

Connecting and electric circuit

 

By the end of the lesson, the learner should be able to:-

-Define electric current.

-Explain the working of a cell.

-Connect cells in series and parallel.

-Measure the effective e.m.f.

 

-Measuring

-Demonstrations

-Discussions

-Experiments

 

-Cells

-Connecting wires

-Bulbs

Comprehensive secondary physics

Students Book 1 page 100-101

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 241-273

Golden tips physics pages 140-143

 
 

3-4

 

Cells And Simple Circuits

 

The measuring of E.M.F

 

By the end of the lesson, the learner should be able to:-

– measure e.m.f.

 

-Experiments

-Discussions

-Measuring

-Demonstrations

 

-Ammeter

-Voltmeter

-Switch

Comprehensive secondary physics

Students Book 1 page 101-102

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 264

Golden tips physics pages 143

Principles of Physics(M.Nelko) pages 409

 
 

8

 

1-2

 

Cells And Simple Circuit

 

Conductivity of materials

 

By the end of the lesson, the learner should be able to:-

-Investigate the electrical conductivity of materials.

 

-Calculating

-Testing

-Conductivity

-Experiments

 

-Conductors

-Non-conductors

-dry cells

Comprehensive secondary physics

Students Book 1 page 101-103

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 273-275

Principles of Physics(M.Nelko) pages

 
 

3-4

 

Cells And Simple Circuits

 

Measuring current in a circuit

 

By the end of the lesson, the learner should be able to:-

– Measure current in a circuit.

 

-Measuring

-Experiments

-Calculating

 

-Voltmeter

-Ammeter

-Switch

-dry cells

Comprehensive secondary physics

Students Book 1 page 101-103

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 266-269

Golden tips physics pages 142

 
 

9

 

1-2

 

Cells And Simple Circuits

 

Primary cells

 

By the end of the lesson, the learner should be able to:-

-Describe the working of primary cells.

-Explain the defect s of primary cells.

-Explain how to care for a primary cell.

 

-Discussions

-Experiments

-Explaining the defects of primary cells

 

-Primary cells

Comprehensive secondary physics

Students Book 1 page 104-106

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 276-280

Principles of Physics(M.Nelko) pages 409-414

 
 

3-4

 

Cells And Simple Circuits

 

Measuring e.m.f in a primary cell

 

By the end of the lesson, the learner should be able to:-

-Measure e.m.f in a primary.

 

-Experiments

-Discussions

-Demonstrations

-Measuring

 

-Primary cells

-Voltmeter

-Switch

Comprehensive secondary physics

Students Book 1 page 106

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 276-280

Principles of Physics(M.Nelko) pages 409-414

 
 

10

 

1-2

 

Cells And Simple Circuits

 

Secondary cells

 

By the end of the lesson, the learner should be able to:-

-Charge a secondary cell

-Discharge a secondary cell

-Take care of a secondary cell

 

-Explanation on charging and maintenance of simple cells

 

-Secondary cells

Comprehensive secondary physics

Students Book 1 page 106-109

Teacher’s Book 1 pages 34-37

Secondary Physics students Book 1 (KLB) pages 280-284

Golden tips physics pages 140

 
 

3-4

 

Revision

   

By the end of the lesson, the learner should be able to:-

-Attempt questions on cells.

-Attempt questions on circuits.

 

-Asking questions

-Answering questions

-Question papers

-answer sheet

Secondary Physics students Book 1 (KLB) pages 287-288

Golden tips physics pages 150-151

Principles of Physics(M.Nelkon) pages 422-423

 
11   END OF TERM EXAMS  
12   REPORTS MAKING AND CLOSURE  

 

Form three latest Exams with Marking Schemes (All subjects Free)

Form three latest Exams with Marking Schemes (All subjects)

Questions

101 F3 ENGLISH QS.docx
102 F3 KISWAHILI QS.docx
121 F3 MATHEMATICS QS.docx
231 F3 BIOLOGY QS.docx
232 F3 PHYSICS QS.docx
233 F3 CHEMISTRY QS.docx
311 F3 HISTORY QS.docx
312 F3 GEOGRAPHY QS.docx
313 F3 CRE QS.docx
441 F3 HOMESCIENCE QS.docx
443 F3 AGRICULTURE QS.docx
451 F3 COMPUTER QS.doc
565 F3 BUSINESS QS.docx

Answers

101 F3 ENGLISH MS.docx
102 F3 KISWAHILI MS.docx
231 F3 BIOLOGY MS.docx
232 F3 PHYSICS MS.docx
233 F3 CHEMISTRY MS.docx
311 F3 HISTORY MS.docx
312 F3 GEOGRAPHY MS.docx
313 F3 CRE MS.docx
441 F3 HOMESCIENCE MS.docx
443 F3 AGRICULTURE MS.docx
451 F3 COMPUTER MS.doc
565 F3 BUSINESS MS.docx

Series 2

AGRICULTURE FORM 3 P1.docx
AGRICULTURE FORM 3 P1 MS.docx
AGRICULTURE FORM 3 P2 MS.docx
BIOLOGY F3 CONFIDENTIAL.docx
BIOLOGY FORM 3 P1 MS.docx
BIOLOGY FORM 3 P1.docx
BIOLOGY FORM 3 P2 MS.docx
BIOLOGY FORM 3 P2.docx
BIOLOGY FORM 3 P3 MS.docx
BIOLOGY FORM 3 P3.docx
BUSINESS STUDIES FORM 3 P1.docx
BUSINESS STUDIES FORM 3 P2 MS.docx
BUSINESS STUDIES FORM 3 P2_.docx
CHEMISTRY FORM 3 P1 MS.docx
CHEMISTRY FORM 3 P1.docx
CHEMISTRY FORM 3 P2.docx
CHEMISTRY FORM 3 P3 MS.docx
CHEMISTRY FORM 3 P3.docx
ENGLISH FORM 3 P1 MS.docx
ENGLISH FORM 3 P1.docx
ENGLISH FORM 3 P2 MS.docx
ENGLISH FORM 3 P2.docx
ENGLISH FORM 3 P3 MS.docx
ENGLISH FORM 3 P3.docx
GEOGRAPHY FORM 3 P1 MS.docx
GEOGRAPHY FORM 3 P1.docx
GEOGRAPHY FORM 3 P2 MS.docx
GEOGRAPHY FORM 3 P2.docx
HISTORY FORM 3 P1 MS.docx
HISTORY FORM 3 P1.docx
HISTORY FORM 3 P2 MS.docx
HISTORY FORM 3 P2.docx
KISWAHILI FORM 3 P1.docx
KISWAHILI FORM 3 P2.docx
KISWAHILI FORM 3 P3.docx
MATHEMATICS FORM 3 P1 MS.pdf
MATHEMATICS FORM 3 P1.docx
MATHEMATICS FORM 3 P2 MS.pdf
MATHEMATICS FORM 3 P2.docx
MWONGOZO WA KUSAHIHISHA FORM 3 P1.doc.docx
MWONGOZO WA KUSAHIHISHA FORM 3 P2.docx
MWONGOZO WA KUSAHIHISHA FORM 3 P3.docx
PHYSICS F3 CONFIDENTIAL.docx
PHYSICS FORM 3 P1 MS.docx
PHYSICS FORM 3 P1.docx
PHYSICS FORM 3 P2 MS.docx
PHYSICS FORM 3 P2.docx
PHYSICS FORM 3 P3 MS.docx
PHYSICS FORM 3 P3.docx

Grade 6 CBC KPSEA Exams and Marking Schemes Free

GRADE SIX TERM

  ASSESSMENT

MATHEMATICAL  ACTIVITIES

 

 

 

  1. In a wedding ceremony, Grade six learners carried 2 342 chairs. They later went for 1 009 more chairs. Out of these, 1 810 were used. How many were not used?
    1.  

      1 641

    2. 1 541
    3. 1 531
    4. 1 631
  2. In an Agricultural Exhibition, there were 324 867 participants. What is the place value of digit 2 in this number?
    1.  

      Hundreds.

    2. Tens of thousands.
    3. Thousands.
    4. Hundreds of thousands.
  3. Work out the LCM of 8 and 12.
    1.  

      2

    2. 12
    3. 32
    4. 24
  4. Round off 43 866 to the nearest hundred.
    1.  

      43 900

    2. 43 860
    3. 44 000
    4. 43 800
  5. Out of 12 864 chickens in a school, 6 028 were cocks and the rest were hens. How many hens were there?
    1.  

      18 892

    2. 18 792
    3. 6 836
    4. 6736
  6. The distance between town X and town Y is 2 700m. How many kilometres and metres are between the two towns?
    1.  

      2km 700m

    2. 27km 00m
    3. 2km 700m
    4. 270km 00m
  7.  

    Mwende has a square piece of cloth whose side is 18cm. What is the area of the piece of cloth?

    1. 36cm2
    2. 360cm2
    3. 324cm2
    4. 334cm2
  8. Kilo carried 29kg of maize while Kaloki carried 33kg of sorghum. What was the total mass carried by the two?
    1.  

      957kg

    2. 602kg
    3. 952kg
    4. 62kg

 

  1. How many ¼kg packets can be obtained from 9kg?
    1.  

      36

    2. 18
    3. 4
    4. 24
  2. A tuktuk covered 16km 61m while a motorbike covered 18km 95m. What was the total distance covered?
    1.  

      34km   156m

    2. 35km    56m
    3. 34km    56m
    4. 35km    156m
  3.  

    Work out:
    hrs          mins
    5              16
    x                   7 
    ____________

    1. 35hrs      52mins
    2. 36hrs    112mins
    3. 35hrs    112mins
    4. 36hrs      52mins
  4. Calculate the length of one side of a square whose area is 289cm2
    1.  

      27cm

    2. 14cm
    3. 17cm
    4. 16cm
  5. In the first attempt, an athlete finished a marathon race in 3. 45 hours. In the second attempt, he reduced the time by 1.09 hours. What time did he take in the second attempt?
    1.  

      1. 36 hours

    2. 2. 36 hours
    3. 4. 54 hours
    4. 3.54 hourS
  6. Fractions, 3/10, 7/10, 5/10 and 9/10 were to be arranged from the smallest to the largest which of the following would be the correct arrangment?
    1.  

      9/107/10, 5/10, 3/10

    2. 3/10,5/107/10, 9/10,
    3. 9/105/10, 7/10, 3/10
    4. 3/107/10, 5/10, 9/10
  7.  

    Work out:
    361 x 18

    1. 6 488
    2. 6 398
    3. 5 488
    4. 6 498
  8. One hundred and eight seedlings were to be shared equally among twelve farmers. How many seedlings would each farmer get?
    1.  

      19

    2. 1 111
    3. 1 296
    4. 9.
  9. An NGO organisation donated 1291 600kg of maize to be shared equally among 8 boarding schools in a sub county. What mass of maize did each school get?
    1.  

      16t  1600kg

    2. 15t  200kg
    3. 16t  200kg
    4. 15t  1600kg
  10. Petrol in a 40 litres 800ml container was emptied to fill 8 equal containers. What was the capacity of each container?
    1.  

      50 litres    10ml

    2. 5 litres      100ml
    3. 5 litres      10ml
    4. 50 litres    100mi
  11. Joan bought three bens each sh. 400. She later sold them for sh. 550 cach. What was her profit
    1.  

      Sh. 1 650

    2. Sh. 1 200
    3. Sh. 450
    4. Sh. 550
  12. A. boy stood in the field facing south. How should the boy turn in order to face east? Make a
    1.  

      quarter turn to his left.

    2. quarter turn to his right.
    3. full turn to his left.
    4. half turn to his right.
  1. Mr Hisabati drew an angle like the one shown below.

    What is the name of the angle?

    1.  

      Obtuse angle.

    2. Reflex angle.
    3. Acute angle.
    4. Right angle.

The table below shows the sale of milk in Mwanda’s farm for a period of five days. Use it to answer the following questions.

 Day   Amount sold in litres
 Monday   146
 Tuesday   230
 Wednesday   180
 Thursday  290
 Friday  410
  1. How many less litres of milk were on Wednesday than on Friday?
    1.  

      590ℓ

    2. 130ℓ
    3. 230ℓ
    4. 490ℓ
  1. Which two consecutive days recorded the lowest sale of milk?
    1.  

      Monday and Tuesday.

    2. Tuesday and Wednesday.
    3. Wednesday and Thursday.
    4. Thursday and Friday.
  1. How much milk was sold on Monday, Tuesday and Thursday?
    1.  

      1 256ℓ

    2. 1 246ℓ
    3. 656ℓ
    4. 666ℓ
  1. How much milk was sold on Monday, Tuesday and Thursday?
    1.  

      1 256ℓ

    2. 1 246ℓ
    3. 656ℓ
    4. 666ℓ
  1. Which one of the following lists shows money paid by the public to a county government of Kenya?
 
  1. Land fees, school fees, parking fee, cess
    B. Market fees, cess, business permit, security fee
    C. Market fees, business permit, cess, parking fee
    D. Land fees, security fee, business permit, parking fee
 
  • Which of the following statements does not describe a rectangle? It has
    1. four equal sides.
    2. four equal angles.
    3. two pairs of equal sides.
    4. each of its angles measuring 90 Decrees
  1. A father bought ℓ hens. A mother bought 16 more hens. In total, 25 hens were bought. How many hens did the father buy?
    1.  

      19

    2. 9
    3. 41
    4. 8
  1.  

    Mariarosa received x beads after their teacher divided 125 beads equally among 5 of them. How many beads did Mariarose get?

    1. 25
    2. 35
    3. 15
    4. 45
  1. A carpenter made 32 cupboards, 18 tables and y stools. If the total number of furniture was 63, how many stools were made?
    1.  

      23

    2. 13
    3. 50
    4. 53

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRADE SIX TERM THREE 2023

  ASSESSMENT

ENGLISH

 

 

 

 

 

Read the passage and then answer questions 1 to 4. 

Every child has a number of rights, some of which they know and some they don’t. A child enjoys the right to education when he or she is taken to school and all the academic needs met in good time. Right to shelter is enjoyed when a child is provided with somewhere good to live. This protects them from harsh weather conditions like cold. Children must also be provided with nutritious meals as a way of meeting their right to good food. Other rights include right to play which helps them relate well with their friends and agemates and right to air their views. However, they should know their responsibilities both in school and at home. For instance, it is their responsibility to help in cleaning and taking good care of property. –

  1. A child enjoys his or her right to education when
B
  • His or her parent provides good clothes for him or her.
  1. He or she is exposed to academic activities and needs met early enough.
  2. His or her parent gives him or her good food.
  3. He or she is allowed to air his or her views
  1. According to this passage, how is right to play helpful to a child? It makes them
B

 

  • pass school tests.
  1. grow stronger and stronger.
  2. interact with their friends.
  3. open minded.
  1. Which one of the following child rights has not been highlighted in the passage? Right to
C

 

A

 

  • The writer says that it is the responsibility of a child to
    1. Help in cleaning and take care of property.
    2. Help in cleaning.
    3. Take good care of proper
    4. Provide basic needs for his or her family.

 Read the following conversation and then answer questions 5 to 9.   

Toti:     Hello Hamsa. How are you doing? You have really grown tall this year. Almost the height of our class teacher Mr. Tosha.
Hamsa:   Haa! Toti I’m doing well. You have grown tall as well. Christmas was well with you, right? As a matter of fact, you are already taller than Mr. Tosha!
Toti:         I think this has been made possible because I have always followed the rule of three that Ms Kobole taught us.
Hamsa:   The rule of three? What is that? During all of her lessons in Home Science, I have never heard of such.
Toti:         Oh! Hamsa. I can remember that the day the teacher taught us that, you had gone for a competition in Marema school. The rule   of  three simply means eating a meal with the right amounts of energy giving foods, protective foods and body building foods.
Hamsa:    In other words, a balanced diet, healthy?
Toti:          Exactly. This has really helped me maintain good health.
Hamsa:    I have actually been doing the same. Additionally, I have been drinking enough of clean and safe water and exercising regularly.
Toti:         That is right Hamsa. In our meals, we also need to include minerals such as iron, phosphorous and calcium.

  1. According to this conversation, what is the similarity between Toti and Hamsa?
C

 

  • They are both short boys.
  1. Both of them are taller than their class teacher.
  2. They have both grown tall.
  3. Both of them have grown short.
  1. Where was Hamsa when Toti learned about the rule of three from Ms Kobole?
D

 

  • At home.
  1. In the field.
  2. In Marema school.
  1. In simpler terms, the rule of three means,eating
B

 

  • Fruits and vegetables.
  1. A balanced diet.
  2. Adequate food.
  3. Food in adequate amounts.
  1. According to the conversation, the rule of three doesn’t involve
A

 

  • Locally available foods.
  1. Body building foods.
  2. Energy giving foods.
  3. Protective foods.
  1. All the following minerals have been mentioned in the passage except
B

 

 

Read the passage and then answer questions 10 to 12.    

Many people, especially the young ones, do not really understand or even imagine how people in the past stayed without clothes on them or just had pieces of animal hides and skins barely covering their bodies, imagining this even looks funny. Look at this, young boys and girls seated naked and their teacher gets in class with parts of the body visible to all!

Nowadays, clothes are made in all styles and fashions for all people, young and old. There are suits, vitenge, scarfs, headgears and ties. Others wear necklaces, bracelets, bangles, earrings and others. A part from clothing, there are fashion shows which are organized where different designers bring models who wear their styles and compete in front of judges and spectators.

  1. C

     

    What is unimaginable to many people?  How

    1. People lived in the past.
    2. Clothes were made in the past.
    3. People stayed without clothes in the past.
    4. Old people made clothes in the past.
  2. What was used in the past as clothes?
    1. A

       

      Animal hides and skins.

    2. Pieces of animals.
    3. Pieces of papers.
    4. Leaves and grass.
  3. Who bring models to fashion shows?
    1. Competitors.
    2. B

       

      Designers.

    3. Judges.
    4. Spectators.

Read the passage and then answer questions 13 to 15.   

I hardly slept that night. I kept on thinking about the following day. We were to have a schooltrip to Amboseli National Park. Those who had paid for the trip were lucky. They would see many animals like zebras, elephants, gazelles, buffaloes and giraffes among others. My parents had made the payment and I would accompany the other pupils.

We were to travel by bus. The bus arrived very early in the morning. The class teacher read the list as we boarded the bus. I selected a seat next to the window where I would enjoy locking outside as we travelled.

  1. C

     

    The writer kept on thinking about

    1. The animals they would see.
    2.  The next day.
    3. Amboseli national park.
    4. Those who were lucky.
  2. According to this passage, who were unlucky? Those who
    1. B

       

      Would see different animals.

    2. Never paid for the trip.
    3. Paid for the trip.
    4. Were in the writer’s class.
  3. The writer would accompany other pupils because
    1. They had paid for him.
    2. D

       

      Their class teacher said so.

    3. He liked their company.
    4. He had paid for the trip.

 

 

 

Read the passage below. It contains blank spaces numbered 16 to 29. For each blank.space. select the best alternative from the choices given.

A

 

I love school ____16____ a lot. This is because I get more time to do what I love. Teachers sometimes give us assignments to keep us ____17___ during this period. They know we usually don’t read our___18___ and this makes us forget everything we learn during the school term. I ____19____ my assignment within the first two weeks so that I have the rest of the time to ____20____.

   A  B  C  D
 16.  holidays  buildings  breaktime
B

 

days

 17.  idle  Busy  lazy
B

 

worked

 18.  books  notes  own
C

B

 

work

 19.  begin  Start  finished  complete
 20.  play  work  study
A

 

write

For questions 21 to 23. choose the correct question tags to complete the sentences.

  1. Yesterday you were late for classes,
    1. A

       

      were’nt you?

    2. were you?
    3. aren’t you?
    4. are you?
  2. I am the tallest basketball player,
    1. B

       

      am I?

    2. aren’t I?
    3. can’t I?
    4. isn’t it?
  3. She did not come to school yesterday,
    1. didn’t she?
    2. B

       

      did he?

    3. did she?
    4. didn’t she?

For questions 24 10 27. choose the correct conjuctions to complete the sentences.

  1. Muthoni won the race ________________ was given a trophy.
B

 

  • but
  1. and
  2. yet
  3. because
  1. France played very well _________________ lost the final to Argentina.
C

 

  • also
  1. or
  2. but
  3. for

 

  1. You can either buy a smartphone _______________ a new suit.
A

 

  • or
  1. because
  2. for
  1. We have been here __________________ eight in the morning.
D

 

  • but
  1. for
  2. yet
  3. since

For questions 28 to 30, choose the best alternative to complete the given sentences.   

  1. There wasn’t ___________________ milk in the jar.
    1. A

       

      some

    2. a lot of
    3. lots of
    4. a lot
  2. Elders are people who have lived
    1. A

       

      more.

    2. life.
    3. a lot.
    4. a lot of.
  3. My mother _______________ an apple everyday.
    1. B

       

      bought

    2. buys
    3. buying
    4. buyer

 

 

 

 

 

 

 

 

 

 

KPSEA INTEGRATED LEARNING AREAS –  GRADE 6 TERM 1 EXAM 2022

Questions

Science and Technology

  1. Below is a simplified diagram of the circulatory system.

    Which pair of blood vessels carries blood with carbon dioxide?

    1. A

       

      P, Q

    2. P, S
    3. R, S
    4. P,R
  2. The pie chart below shows the composition of gases that make up air.

    Which of the following statements is true about the composition of air represented above?

    1. B

       

      The gas marked W is used during germination.

    2. Gas X can be used to put out fire.
    3. The gas labeled Y is used to preserve soft drinks.
    4. Gas Z is used by legumes to make proteins.
  3. Which of the following parts of a computer displays the document being typed?
    1. B

       

      Keyboard.

    2. Monitor.
    3. Printer.
    4. Mouse.
  4. The diagram below represents classification of plants.

    Which of the following plants can be used to represent L and R respectively?

    1. D

       

      Mucor, bracket tree.

    2. Moss, grass.
    3. Cabbage, toadstool.
    4. Moulds, sugarcane.
  5. Which of the following statements is true?
    1. C

       

      A VDU is used to process data.

    2. A mouse has a space bar.
    3. A cursor shows the end of text being worked on.
    4. The monitor is used to produce hard copies.
  6. Use the diagram below to answer the following question,

    Which statement does not match with the parts represented by letters in the diagram above?

    1. B

       

      P- its volume decreases during exhalation.

    2. U – cleans and warms the air.
    3. R – helps the trachea to stay open.
    4. V – flattens during inhalation.
  7. Which of the following small animals are all invertebrates?
    1. Newt, cockroach, spider.
    2. B

       

      Snail, spider, mite.

    3. Slug, crab, frog.
    4. Centipede, snake, scorpion.
  8. Which of the following effects of heat on matter are as a result of increase in temperature?
    1. A

       

      Melting and expansion.

    2. Condensation and contraction.
    3. Freezing and evaporation.
    4. Evaporation and contraction.
  9. Which of the following is not a function of leaves?
    1. Photosynthesis.
    2. D

       

      Breathing.

    3. Transpiration.
    4. Absorption.
  10. The diagram below shows transfer of heat on matter.

    The type of heat transfer demonstrated  above is called

    1. C

       

      Convection.

    2. Radiation
    3. Conduction.
    4. Expansion
  11. The following are signs of a certain nutritional deficiency disease:
  1. Sores at the corners of the mouth.
  2. Protruding stomach
  • Swollen body parts.
  1. Brown hair.
    Which of the following foods can be recommended for a person suffering from the disease?
C

 

  • Beans, tomatoes, cabbages.
  1. Rice, ugali, liver.
  2. Meat, fish, groundnuts.
  3. Chips, sugarcane, bananas.
B

 

  • Candle wax is able to float on water because of its
    1. Weight.
    2. Material.
    3. Size.
    4. Shape.
  • Crops such as peas, greengrams and are called
    1. B

       

      Cereals.

    2. Legumes.
    3. Tubers.
    4. Vegetables.
  • Below is a chart showing farm animals  and their uses:

    Which products are represented by W, X  and Y respectively?

    1. A

       

      Milk, mutton, eggs. :

    2. Wool, mutton, eggs.
    3. Mutton, meat, mohair.
    4. Hide, eggs, meat.

Agriculture

  1. Exposed  plant roots on a bare flat ground  is an indication of
    1. Splash erosion.
    2. B

       

      sheet erosion.

    3. gulley erosion.
    4. rill erosion.
  2. All the  following are ways of controlling soil erosion. Which one is not?
    1.  

      Using drip irrigation.

    2. Mulching.
    3. Planting cover crops
    4. Building gabions.
  3. Below is a small domestic animal reared in Kenya.
    Which of the following are the products  from the animal above?
    1.  

      Meat and milk.

    2. Manure and meat.
    3. Milk and skin.
    4. Wool and manure.
  4. Identify the animal drawn below.
    1.  

      Goat.

    2. Dog
    3. Sheep.
    4. Bull.
  5. Which of the following shows a pair of tiny seeded crops?
    1.  

      Sugarcane and banana.

    2. Onions and tomatoes.
    3. Pumpkin and cucumber.
    4. Sunflower and carrots.
  6. Which of the following is not a planting material for creeping crops?
    1.  

      Seeds.

    2. Hoes.
    3. Scissors.
    4. Manure. Burning candle
  7. Which of the following is an example of creeping crops?
    1.  

      Cactus.

    2. Carrot.
    3. Passion.
    4. Pumpkin.
  8. Which of the following is a deterrent of wild animals against farming activities?
    1.  

      Scarecrow.

    2. Chicken.
    3. Mongoose.
    4. Bananas.
  9. All the following are ways of conserving water in the farm except
    1.  

      mulching.

    2. shading.
    3. thinning.
    4. cover cropping.
  10. Kwame came across a bare land with deep  U-shaped channels as shown below.
    Which type of soil erosion was this likely  to be?
    1.  

      Splash erosion.

    2. Rill erosion.
    3. Sheet erosion.
    4. Gulley erosion.

Homescience

  1. Which of the following lists consists of accessories only?
    1.  

      Lipstick, eye pencil, deodorants.

    2. Deodorants, creams, nailpolish.
    3. Perfumes, headgears, lotion.
    4. Scarves, necklaces, wristbands.
  2. A person between 13 and 19 years is
    1.  

      a young man.

    2. an underage.
    3. a small lady.
    4. an adolescent.
  3. Which of the following diseases is non- communicable?
    1.  

      Tuberculosis.

    2. Malaria.
    3. Epilepsy.
    4. Covid-19.
  4. Which of the following is not a factor to consider when making a budget?
    1.  

      Taste and preference.

    2. Amount of money.
    3. The type of food.
    4. The weather of the day.
  5. The following are factors to consider when choosing buttons. Which one is not?
    1. The person you are buying the buttons for
    2.  

      The colour of the garment

    3. The size of the button
    4. The number of button holes
  6. Which or the following lists consists of a balanced diet?
    1.  

      Rice, meat, chapati.

    2. Fish, orange, carrots.
    3. Ugali, eggs, kales.
    4. Chips, sausages, chicken.
  7. A sufuria is a cooking equipment that is commonly cleaned using
    1. Charcoal powder.
    2.  

      steelwool.

    3. a sand paper.
    4. egg shells.
  8. The causes of obesity are listed below. Which one is not?
    1.  

      Excess intake of fat

    2. Lack of regular exercises
    3. Maintaining a healthy body weight
    4. Eating junk foods
  9. Which of the following foods can be stewed?
    1.  

      Meat

    2. Cassava
    3. Yams.
    4. Cabbage.
  10. Which of the following may be needed for baking?
    1. Maize flour.
    2.  

      Oven.

    3. Onions.
    4. Tomatoes.

Physical Health Education.

  1. Which of the following is the first phase in high jump?
    1. Landing.
    2.  

      Take off

    3. The run.
    4. Flight
  2. Below are steps in the scissor technique in high jump. Arrange them in the correct order:
    1. Approach
    2. The flight
    3. The take off
    4. Landing
  1. (ii), (i), (iii), (iv)
  2. (i), (iii), (ii), (iv)
  3. (iv), (iii), (i), (ii)
  4. (iii), (ii), (iv), (i)
  1. Which one of the following is not a fault in a volleyball game?
    1.  

      Stepping on or over the line on a serve.

    2. Reaching under the net and crossing the line.
    3. Hitting the ball twice in a row.
    4. Serving the ball over the net
  1. A group of learners was seen practising single hand dig pass. Which game were they preparing for?
    1.  

      Handball.

    2. Volleyball.
    3. Football.
    4. Basketball.
  2. Which one of the following is not a quality of a good leader?
    1.  

      Charisma

    2. High motivation
    3. Good communication
    4. Selfish
  1. Which of the following can be used to improvise a relay baton?
    1.  

      Broken glasses.

    2. Maize stalks.
    3. Old clothes.
    4. Thread.
  2. Smitts are worn to protect our
    1.  

      hands

    2. eyes
    3. knees.
    4. elbows.
  3. Which of the following is not a pool activity?
    1.  

      Crouch surface dive.

    2. Backstroke
    3. Standing surface dive.
    4. Punting.
  4. When practising tapping in soccer, we can  use our
    1.  

      heads.

    2. hands.
    3. elbows .
    4. highs.
  5. How many players make up one kabaddi team?
    1.  

      7

    2. 11
    3. 12
    4. 6
  1. ‘Which one of the following is not a track event?
    1.  

      Back stroke.

    2. Bunch start.
    3. Shoulder shrug
    4. Drop finish.
  2. Partner work can be applied in
    1.  

      swimming.

    2. football.
    3. athletics.
    4. ropework.
  3. Which of the following is not a rope work technique?
    1. Wounded duck.
    2.  

      Pivoting.

    3. Skier.
    4. Heel taps.
  1. Which equipment below is correctly matched with the event where they are used?
    1. Baton – Javelin
    2.  

      Shot – Non-visual baton exchange

    3. Javelin – Shot put
    4. Cross bar – High jump
  2. Scissor technique can be applied in
    1.  

      high jump.

    2. soccer.
    3. kabaddi.
    4. softball.

 

KPSEA- CREATIVE ARTS & SOCIAL STUDIES – GRADE 6 EXAMS TERM 1 2023

QUESTIONS

  1. Which of the following is an upper case letter?
    1.  

      a

    2. b
    3. H
    4. g
  2. A person who manipulates and control puppet is called:-
    1.  

      marionette

    2. puppeteer
    3. magician
    4. acrobat
  3. Which of the following is nota principal of art?
    1. Balance
    2.  

      Tonal value

    3. Proportion
    4. Overlapping
  4.  The following materials are used in painting except:-
    1.  

      Pencil

    2. Crayon
    3. Thread
    4. Brush
  5.  

    The process of joining these two pieces of leather is called:

    1.  beading
    2. etching
    3. thonging
    4. hemming
  6. Three of the following are benefits of songs except. Songs ________________________ people.
    1. educate
    2.  

      entertain

    3. console
    4. accuse
  7. Erick used the printed fabric shown below to decorate a book cover. How many motif have been used?
    1.  

      Three

    2. Two
    3. Nine
    4. Six
  8. Sarah, a grade five leamer drew a hut on a hard carton. She then applied glue and mounted rice on the drawing. Sarah was making a
    1.  

      mosaic

    2. motif
    3. collage
    4. montage
  9. Which colour do you get when you mix red and yellow?
    1.  

      Green

    2. Violet
    3. Orange
    4. White
  10. The pattern below is used in weaving. It is called:-
    1.  

      twinning

    2. splitting
    3. plaiting
    4. plain weaving
  11. The pattern above can be used to decorate a
    1.  

      mat

    2. pot
    3. sufuria
    4. T.V
  12. Wind instruments are played by:-
    1.  

      plucking

    2. blowing
    3. hitting
    4. shaking
  13. Special clothes that are worn when performing folk songs are called:-
    1.  

      uniform

    2. costumes
    3. adornment
    4. decoration
  14.  

    Which community uses the instrument below?

    1. Kalenjin
    2. Mijikenda
    3. Akamba
    4. Teso
  15. Which of the following types of song is correctly matched with the community it comes from?
    1.  

      Ramogi – Akamba

    2. Isikuti – Luo
    3. Mwomboko – Agikuyu
    4. Kilumi – Luhya
  16. Which of the following materials can be used to make a dancing skirt?
    1.  

      Clay soil

    2. Tree leaves
    3. Manilla paper
    4. Sisal fibres
  17. What is the use of adhesives when mounting an artwork?
    1. Decoration.
    2.  

      Exhibition.

    3. Sticking.
    4. Cutting.
  18. The speed of a song is called:-
    1. tempo
    2.  

      pitch

    3. rhythm
    4. volume
  19. “Natujenge taifa letu”. This statement is found in the:-
    1.  

      East Africa Anthem

    2. Sacred song
    3. Topical song
    4. Kenya National Anthem
  20. A piece of song performed by two people is called:-
    1. duet
    2.  

      solo

    3. choral
    4. trio

 

  1. Which pattern is formed by the population | 25 distribution in Nuru Area?
    1.  

      nucleated

    2. sparse
    3. dense
    4. linear
  2. Nuru area is headed by:-
    1.  

      Assistant County Commissioner

    2. Deputy County Commissioner
    3. Governor
    4. Chief
  3. The climate experienced in the Northern part of Nuru area is :-
    1.  

      cool and wet

    2. hot and wet
    3. cool and dry
    4. hot and dry
  4. The feature marked x is called:-
    1. estuary
    2.  

      delta

    3. confluence
    4. tributary
  5. Which economic activity is notcarried out in Nuru Area?
    1.  

      Lumbering

    2. Farming
    3. Tourism
    4. Mining
  6. Which of the following groups consists of the plain nilotes in Kenya?
    1. Agikuyu, Dawida, Abakuria
    2.  

      Maasai, Samburu, Turkana

    3. Somali, Boran, Rendille
    4. Arabs, Nubians, Indians
  7. A school routine is normally shown on
    1. a timetable.
    2.  

      an exercise book cover.

    3. the school uniform.
    4. the school gate.
  8. Equatorial climate is always:-
    1.  

      hot and wet

    2. hot and dry
    3. cool and wet
    4. cool and dry
  9. On 12th December, Kenyans celebrate:-
    1. Madaraka day
    2.  

      Labour day

    3. Jamhuri day
    4. Mashujaa day
  10. Which of the following minerals is correctlymatched with the place it is found?
    1.  

      Soda ash – Magadi

    2. Diatomite – Malindi
    3. Salt – Kariandusi
    4. Oil – Nakuru
  11. One of the crops below is grown in the subsistence farms. Which is it?
    1.  

      Tea

    2. Flowers
    3. Kales
    4. Coffee
  12. Which of the following is a quality of a good leader?
    1.  

      Dishonest

    2. Caring
    3. Cruel
    4. Unjust
  13. Chege a grade five pupil has been employed in a hotel. The hotel owner is practising:-
    1. Child labour
    2.  

      Early marriage

    3. Good citizenship
    4. Child right
  14. Who among the following traditional leaders practised long distance trade?
    1.  

      Mekatilili wa menza

    2. Njuri Ncheke
    3. Oloibon Lenana
    4. Chief Kivoi Mwendwa
  15. Which of the following economic activities is correctlymatched with the symbol it represents?
    1.  

      Saw mill-fishing

    2. Tea- transport
    3. Quarry – mining
    4. Road – farming
  16. Identify a historic built environment in Kenya.
    1.  

      Wilson airport

    2. River Tana
    3. Mount Kenya
    4. Fort Jesus
  17. Which is the largest country in Eastern Africa?
    1. Tanzania
    2.  

      Sudan

    3. Somalia
    4. Djibouti

Use the diagram below to answer questions 38 and 39

  1. The fishing method illustrated above is
    1. trawling.
    2.  

      net drifting.

    3. harpooning.
    4. purse-seining.
  2. The fishing method above is used where
    1.  

      water is flowing fast.

    2. there are few fish.
    3. a river is shallow.
    4. the sea is deep.
  3. How many basketfuls of food were left after Jesus fed the multitude?
    1.  

      24

    2. 10
    3. 3
    4. 12
  1. Which is the correctway of using social media?
    1.  

      Accusing others

    2. Watching nakedness
    3. Sending greetings to friends
    4. posting immoral pictures
  2. Otieno wakes up very early every Sunday to arrange chairs in their church. Otieno demonstrates:-
    1.  

      responsibility

    2. courage
    3. holiness
    4. loneliness
  3. Who raised the Jairus daughter from death?
    1. Peter
    2.  

      Jesus

    3. Elisha
    4. Paul
  4. Which of the following is notone of the books in the Bible?
    1.  

      Genesis

    2. Exodus
    3. Gideon
    4. Samuel
  5. Who among the following grade six learners used his/her free time well during the December holiday?
    1.  

      Ken- went to steal fruits from a nearby farm

    2. Eliud – went to fetch water for an old lady
    3. Tom was given a ride by a stranger
    4. Betty-talking with her friends about others
  6. One of the Ten commandments tells us to honour our parents because:-
    1.  

      they give us food

    2. we can live long on earth
    3. we can avoid being cursed
    4. they may refuse to pay our school fees
  7. “Do not accuse anyone falsely”. Which lesson do Christians learn from this statement?The importance of being:-
    1. obedient
    2.  

      kind

    3. loving
    4. truthful
  8. Eve was created by God as a ___________________________ of  Adam.
    1. servant
    2.  

      caretaker

    3. helper
    4. enemy
  9. Which of the following prophets challenged the prophet of Baal at Mt. Carmel by bringing fire from heaven?
    1.  

      Jeremiah

    2. Daniel
    3. Elijah
    4. Isaiah
  10. Which of the following prophets challenged the prophet of Baal at Mt. Carmel by bringing fire from heaven?
    1. Jeremiah
    2.  

      Daniel

    3. Elijah
  1. Isaiah

 

 

 

SHUGHULI ZA KISWAHILI

 

Ambatanisha jina na picha sahihi.

 

Punda

 

 

Papa

 

 

Bunda

 

 

Pango

 

 

 

Bibi

 

 

 

Nini majibu ya maamkuzi haya?

 

Shikamoo?                             _____________________

 

U hali gani?                _____________________

 

Hujambo?                              _______________________

 

Waambaje?                          _______________________

 

Habari za asubuhi?               ___________________

 

 

 

Jaza mapengo kwa kutumia vielezi mwafaka;

alfajiri,   juzi,   polepole,    Ijumaa,   kipupwe

____________________ huwa na baridi shadidi

Tutarauka ______________ ili tusichelewe shuleni.

Bendera hupeperushwa kia______________________

___________________ tulikuwa na wageni kwetu.

_________________ ndio mwendo.

 

Kamilisha methali hizi

Pole pole ndio ____________ { kufika, mwendo}

 

Teke la kuku halimwumizi ____________ {mwewe, mwanawe}

 

Mtaka yote hukosa ____________. {baraka, yote}

 

Bendera hufuata ______________. {upepo, hewa}

 

Haraka haraka haina ____________. {mbaraka, baraka)

 

Tumia kiulizi sahihi katika sentense hizi

Wanafunzi _______________ wamesafiri? {ngapi, wangapi}

 

Ulisoma kitabu _____________ jana jioni? {kipi, vipi}

 

Mswaki ____________ umevunjika? {ipi, upi}

 

Kalamu zako ni _____________ kati ya hizi? {lipi, zipi}

 

Unayapenda matunda ________________? {yapi, zipi}

 

Kamikisha sentensi hizi;

Mwana wa ng’ombe huitwa _____________________

 

Kifaranga ni kwa kuku bali ________________ ni kwa ndege.

 

Mwalimu ni kwa wanafunzi bali ________________ ni kwa waumini kanisani.

 

Jina jingine la mlinzi ni__________________

 

 

 

 

         Neno ndege lina maana zaidi ya moja. Kuna ndege, aina ya mnyama na ndege, chombo cha usafiri. Kwa sasa tunasungumza kuhusu ndege kama chombo cha usafiri.

 

Ndege linapokuwa angani twasema kwamba linapaa. Baada ya muda ya usafiri, ndege hutua ili wasafiri washuke.

        Anayeendesha ndege huitwa rubani. Anayeendesha gari huitwa dereva, anayeenesha gari la moshi anaitwa kandawala  na kisha anayeelekeza merikebu huitwa nahodha. Kusafiri kwa ndege ni haraka sana lakini ina gharama ya juu kuliko hivi vyombo vingine.

 

 

 

 

 

 

 

 

 

 

 

Taja maana mbili za neno ndege;

  1. __________________________________________________________
  2. _________________________________________________________

 

Wakati gani wasafiri hushuka kwa ndege? _______________________________________________________

 

Ndege linapokuwa angani twasema kwamba ________________________

 

Mtu anapotaka safari ya haraka atatumia ______________________________

 

Watu hawa fufanya kazi gani?

 

Rubani __________________________________________________________

 

Nahodha _________________________________________________________

 

Kandawala _______________________________________________________

 

Dereva ___________________________________________________________

 

Kwanini watu wenge hawatumii ndege kwa usafiri _____________________

 

Andika insha fupi kuhusu, rafiki yako;

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Latest Chemistry KCSE Predictions and Marking Schemes Free Downloads

Latest Chemistry KCSE Predictions and Marking Schemes Free

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CHEM P1 SET 1.docx
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CHEM P2 SET 2.docx
CHEM P3 – CONF SET 2.doc

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CHEM P3 SET 1.docx
CHEM P1 – MS SET 1.docx
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CHEM P1 SET1.docx
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Grade 7 Schemes of Work For Term 1, 2 & 3 free download pdf

Download free Rationalized CBC Grade 7 schemes of work below. The schemes are both in editable word format and PDF.

TERM 2 FREE GRADE 7 SCHEMES OF WORK

JUNIOUR 7 TERM 1 SST 
JUNIOUR 7 TERM 1 SST 
JUNIOUR 7 TERM 1 SCIENCE 
JUNIOUR 7 TERM 1 SCIENCE 
JUNIOUR 7 TERM 1 PE 
JUNIOUR 7 TERM 1 PE 
JUNIOUR 7 TERM 1 KISWAHILI 
JUNIOUR 7 TERM 1 KISWAHILI 
JUNIOUR 7 TERM 1 HOMESCIENCE 
JUNIOUR 7 TERM 1 HOMESCIENCE 
JUNIOUR 7 TERM 1 ENGLISH 
JUNIOUR 7 TERM 1 ENGLISH 
JUNIOUR 7 TERM 1 CRE 
JUNIOUR 7 TERM 1 CRE 
JUNIOUR 7 TERM 1 COMPUTER 
JUNIOUR 7 TERM 1 COMPUTER 
JUNIOUR 7 TERM 1 BUSINESS EDUCATION 
JUNIOUR 7 TERM 1 BUSINESS EDUCATION 
JUNIOUR 7 TERM 1 AGRICULTURE 
JUNIOUR 7 TERM 1 AGRICULTURE 

Grade-7-c-r-e-schemes-of-work-term-1–mentor.docx

GRADE 7 pre_technical_studies_schemes_of_work_term_1_klb_top.docx
GRADE 7 SOCIAL STUDIES GRADE 7 TERM 1 NOTES.pdf
GRADE 7 TERM 1 AGRICULTURE SCHEMES (1).docx
GRADE 7 TERM 1 CREATIVE ARTS SCHEMES.docx
GRADE 7 TERM 1 SOCIAL STUDIES SCHEMES-1.docx
GRADE 7 TERM 1 SOCIAL STUDIES SCHEMES.docx
GRADE 7-mathematics-schemes-of-work-term-1–mentor (1).docx

grade-7-cbc-business-studies-schemes-of-work-term-1.docx
G7 JSS PA END OF YEAR HOLIDAY ASSIGNMENT (2).pdf
grade-7-computer-science-schemes-of-work-term-1.docx
grade-7-klb-english-schemes-of-work-term-1.docx
grade-7-pre-technical-studies-schemes-of-work-term-1.docx
grade-7-pre-technical-studies-schemes-of-work-term-1 (2).docx

grade-7-home-science-schemes-of-work-term-1.docx
GRADE 7 TERM 1 AGRICULTURE SCHEMES 1.pdf
grade_7_klb_physical_education_and_sports_schemes_of_work_term_1.docx
grade-7-klb-social-studies-schemes-of-work-term-1.docx
GRADE 7 TERM 1 MATHEMATICS SCHEMES 1.pdf

grade-7-health-education-schemes-of-work-term-1.docx
GRADE 7 TERM 1 HEALTH EDUCATION SCHEMES 1.pdf
GRADE 7 TERM 1 ENGLISH SCHEMES 1.pdf
GRADE 7 TERM 1 PHYSICAL EDUCATION SCHEMES 1.pdf
GRADE 7 TERM 1 HOME SCIENCE SCHEMES 1.pdf

GRADE 7 TERM 1 INTEGRATED SCIENCE SCHEMES 1.pdf
GRADE 7 TERM 1 SOCIAL STUDIES SCHEMES 1.pdf
GRADE 7 TERM 1 BUSINESS STUDIES SCHEMES 1.pdf

GRADE 7 TERM 1 CRE SCHEMES 1.pdf
grade-7-kiswahili 2 klb schemes-of-work-term-1.docx

grade-7-kiswahili kurunzi schemes-of-work-term-1.docx

GRADE 7 TERM 1 MATHEMATICS SCHEMES (2).doc
grade-7-pre-technical-studies-schemes-of-work-term-1 (3).docx
grade-7-health-education-schemes-of-work-term-1 (2).docx
grade-7-kiswahili 2 klb schemes-of-work-term-1 (2).docx

TERM 2 FREE GRADE 7 SCHEMES OF WORK

Grade-7-Agriculture-Term-II-2025-Schemes-of-Work.pdf
Grade-7-CRE-Term-II-2025-Schemes-of-Work.pdf
Grade-7-Creative-Arts-Term-II-2025-Schemes-of-Work.pdf
Grade-7-English-Term-II-2025-Schemes-of-Work.pdf
Grade-7-French-Term-II-2025-Schemes-of-Work.pdf
Grade-7-Integrated-Science-Term-II-2025-Schemes-of-Work.pdf
Grade-7-IRE-Term-II-2025-Schemes-of-Work.pdf
Grade-7-Kiswahili-Term-II-2025-Schemes-of-Work.pdf
Grade-7-Mathematics-Term-II-2025-Schemes-of-Work.pdf
Grade-7-Pre-technical-Studies-Term-II-2025-Schemes-of-Work (1).pdf

GRADE 1 RATIONALISED CREATIVE ARTS SCHEMES TERM 2.pdf
Grade-9-CRE-Term-II-2025-Schemes-of-Work.pdf

GRADE 7 TERM 2 SKILLS IN ENGLISH SCHEMES.pdf
GRADE 7 TERM 2 SKILLS IN ENGLISH SCHEMES (2).pdf
GRADE 7 TERM 2 SKILLS IN ENGLISH SCHEMES.pdf
GRADE-7-TERM-2-ENGLISH-SCHEMES (1).docx
GRADE-7-TERM-2-MATHEMATICS2-SCHEMES-1 (3).docx
GRADE-7-TERM-2-MATHEMATICS2-SCHEMES-1 (2).docx
Grade-7-English-Schemes-of-Work-Term-2.docx

Smart_minds_mathematics_grade_7_schemes_of_work_term_2_18_23.doc
G7 JSS PA END OF YEAR HOLIDAY ASSIGNMENT (3).pdf
Grade_7_active_intergrated_science_schemes_of_work_term_3_15.doc
Grade_7_Computer_Science_Schemes_of_Work_Term_2_storymoja.docx

Grade_7_KLB_Social_Studies_Schemes_of_Work_term_2_Rationalised.doc

GRADE 7 TERM 2 CRE SCHEMES oxford (2).doc
GRADE 7 TERM 2 SOCIAL STUDIES SCHEMES.docx
G7 JSS VA END OF YEAR HOLIDAY ASSIGNMENT (3).pdf
Grade-7-English-Schemes-of-Work-Term-2.pdf
Grade-7-English-Schemes-of-Work-Term-2 (2).pdf
G7 JSS BUS END OF YEAR HOLIDAY ASSIGNMENT (2).pdf
Grade-7-English-Schemes-of-Work-Term-2.pdf

Grade_7_spotlight_intergrated_science_schemes_of_work_term (5).docx

GRADE 7 TERM 2 INTEGRATED SCIENCE SCHEMES.pdf
GRADE 7 TERM 2 INTEGRATED SCIENCE SCHEMES (2).pdf
G7 JSS RE END OF YEAR HOLIDAY ASSIGNMENT (3).pdf
GRADE 7 TERM 2 INTEGRATED SCIENCE SCHEMES.pdf
GRADE 7 TERM 2 CRE SCHEMES oxford.doc
2024-grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2.doc
2024_grade_7_klb_top_scholar_kiswahili_ratiba_ya_kazi_term_2_02.doc
GRADE 7 TERM 2 RATIONALIZED SOCIAL STUDIES SCHEMES.pdf
GRADE 7 TERM 2 RATIONALIZED SOCIAL STUDIES SCHEMES (2).pdf

Grade_7_KLB_Social_Studies_Schemes_of_Work_term_2_Rationalised.pdf
Grade_7_KLB_Social_Studies_Schemes_of_Work_term_2_Rationalised (2).pdf
Grade_7_KLB_Social_Studies_Schemes_of_Work_term_2_Rationalised.pdf
GRADE 7 TERM 2 CRE SCHEMES oxford.pdf
GRADE 7 TERM 2 CRE SCHEMES oxford (2).pdf
G7 INTEGRATED SCIENCE.-1.pdf
Grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2 (3).pdf
GRADE 7 TERM 2 CRE SCHEMES oxford.pdf

GRADE_7_TERM_2_RATIONALIZED_PRETECHNICAL_SCHEMES_OF_WORK_2024 (3).pdf

GRADE 7 TERM 2 PRETECHNICAL SCHEMES (3).doc
GRADE 7 TERM 2 PRETECHNICAL SCHEMES (2).doc
Grade_7_pre_technical_studies_schemes_of_work_term_2.doc

GRADE_7_TERM_2_RATIONALIZED_PRETECHNICAL_SCHEMES_OF_WORK.pdf

GRADE 7 TERM 2 SKILLS IN ENGLISH SCHEMES.pdf
GRADE 7 TERM 2 RATIONALIZED SOCIAL STUDIES SCHEMES.pdf
GRADE 7 TERM 2 RATIONALIZED AGRI NUTRITION SCHEMES v2.pdf
GRADE 7 TERM 2 INTEGRATED SCIENCE SCHEMES.pdf
GRADE 7 TERM 2 CRE SCHEMES oxford.pdf
grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2.pdf
Grade_7_KLB_Social_Studies_Schemes_of_Work_term_2_Rationalised.pdf
Grade_7_Agriculture_and_Nutrition_Schemes_of_Work_Term_2_Rationalised.pdf
Grade-7-Mathematics-Schemes-of-Work-Term-2.pdf
Grade-7-English-Schemes-of-Work-Term-2.pdf
 Grade-7-CRE-Schemes-of-Work-Term-2.pdf

Grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2.pdf
Grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2 (2).pdf
Grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2.pdf

Grade_7_spotlight_intergrated_science_schemes_of_work_term (6).docx
Smart_minds_mathematics_grade_7_schemes_of_work_term_2_18_23.doc
Grade-7-CRE-Schemes-of-Work-Term-2.docx
Grade-7-English-Schemes-of-Work-Term-2 (3).pdf
Grade-7-English-Schemes-of-Work-Term-2.docx
Grade-7-Mathematics-Schemes-of-Work-Term-2 (2).docx
Grade_7_Agriculture_and_Nutrition_Schemes_of_Work_Term_2_Rationalised (3).pdf
Grade_7_Agriculture_and_Nutrition_Schemes_of_Work_Term_2_Rationalised.doc
Grade_7_Computer_Science_Schemes_of_Work_Term_2_storymoja.docx
Grade_7_creative_arts_and_sports_schemes_of_work_term_2_19.doc
Grade_7_KLB_Social_Studies_Schemes_of_Work_term_2_Rationalised.doc
Grade_7_klb_top_scholar_kiswahili_ratiba_ya_kazi_term_2_02.doc
Grade_7_pre_technical_studies_schemes_of_work_term_2_04_24.doc
Grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2 (3).pdf
Grade-7-KLB-Top-Scholar-Kiswahili-Ratiba-ya-Kazi-term-2.doc

GRADE 7 TERM 2 AGRI NUTRITION SCHEMES v2 (2).doc
GRADE 7 TERM 2 CRE SCHEMES oxford (2).doc
GRADE 7 TERM 2 KISWAHILI2 SCHEMES.docx
GRADE 7 TERM 2 PRETECHNICAL SCHEMES (2).doc
GRADE 7 TERM 2 PRETECHNICAL SCHEMES (3).doc
GRADE 7 TERM 2 RATIONALIZED SOCIAL STUDIES SCHEMES (3).pdf

GRADE 7 TERM 2 RATIONALIZED AGRI NUTRITION SCHEMES v2.pdf
Grade_7_Agriculture_and_Nutrition_Schemes_of_Work_Term_2_Rationalised (2).pdf
Grade_7_Agriculture_and_Nutrition_Schemes_of_Work_Term_2_Rationalised.pdf
GRADE 7 TERM 2 RATIONALIZED AGRI NUTRITION SCHEMES v2.pdf
Grade_7_Agriculture_and_Nutrition_Schemes_of_Work_Term_2_Rationalised.pdf

GRADE 7 TERM 2 ENGLISH SCHEMES.docx (2).pdf
Grade_7_spark_storymoja_agriculture_scheme_of_work_term_2_27.pdf
Grade_7_spotlight_intergrated_science_schemes_of_work.pdf
Grade_7_spark_storymoja_agriculture_scheme_of_work_term_2_27 (2).pdf
Grade_7_spotlight_intergrated_science_schemes_of_work (2).pdf
GKiswahili_Grade 7_Term-II (2).pdf
GKiswahili_Grade 7_Term-II.pdf
GMathematics_Grade 7_Term-II (2).pdf
GMathematics_Grade 7_Term-II.pdf
GRADE 7 BUS TERM 2 SOW.pdf
GRADE 7 AGRIC TERM 2 SOW.pdf
ARABIC-GRADE-7 (2).pdf
GRADE 7 ENG TERM 2 SOW .pdf
GRADE 7 HE TERM 2 SOW (2).pdf
GRADE 7 HE TERM 2 SOW.pdf
GRADE 7 INT SCI TERM 2 SOW.pdf
GRADE 7 LS TERM 2 SOW (2).pdf
GRADE 7 LS TERM 2 SOW.pdf
CD 7 COMPUTER SCIENCE (2).pdf
GRADE 7 INT SCI SIMPLIFIED NOTES .pdf
GRADE 7 LS SIMPLIFIED NOTES .pdf
GRADE 7 ENGLISH SIMPLIFIED NOTES .pdf
GRADE 7 MAT SIMPLIFIED NOTES .pdf
CD 7- ENGLISH (2).pdf
GRADE 7 PE SIMPLIFIED NOTES .pdf
GRADE 7 PRE TECH SIMPLIFIED NOTES .pdf
GRADE 7 PRE TECH TERM 2 SOW.pdf
GRADE 7 TERM 2 AGRICULTURE SCHEMES.docx (2).pdf
GRADE 7 TERM 2 AGRICULTURE SCHEMES.docx.pdf
GRADE 7 TERM 2 BUSINES STUDIES SCHEMES.doc (2).pdf
GRADE 7 PA SIMPLIFIED NOTES .pdf
GRADE 7 PA TERM 2 SOW.pdf
GRADE 7 SST SIMPLIFIED NOTES .pdf
GRADE 7 SST TERM 2 SOW.pdf
GRADE 7 TERM 2 BUSINES STUDIES SCHEMES.doc.pdf
CD 7 INDIGENOUS LANGUAGE (2).pdf
GRADE 7 TERM 2 ENGLISH SCHEMES.docx.pdf
GRADE 7 TERM 2 HEALTH EDUCATION SCHEMES.docx (2).pdf
CD 7 KISWAHILI (2).pdf
CD 7- PE SPORTS (2).pdf
GRADE 7 TERM 2 HEALTH EDUCATION SCHEMES.docx.pdf
GRADE 7 TERM 2 HOME SCIENCE SCHEMES (2).pdf
GRADE 7 TERM 2 HOME SCIENCE SCHEMES.pdf
GRADE 7 TERM 2 KISWAHILI SCHEMES (2).pdf
GRADE 7 TERM 2 KISWAHILI SCHEMES.pdf
GRADE 7 TERM 2 LIFE SKILLS SCHEMES.docx (2).pdf
GRADE 7 TERM 2 LIFE SKILLS SCHEMES.docx.pdf
GRADE 7 TERM 2 MATHEMATICS SCHEMES (2).pdf
GRADE 7 TERM 2 MATHEMATICS SCHEMES.pdf
GRADE 7 TERM 2 PERFORMING ARTS SCHEMES.docx (2).pdf
GRADE 7 TERM 2 PERFORMING ARTS SCHEMES.docx.pdf
GRADE 7 TERM 2 PHYSICAL EDUCATION SCHEMES (2).pdf
GRADE 7 TERM 2 PHYSICAL EDUCATION SCHEMES.pdf
GRADE 7 TERM 2 PRETECHNICAL STUDIES SCHEMES.docx (2).pdf
GRADE 7 TERM 2 PRETECHNICAL STUDIES SCHEMES.docx.pdf

GRADE 7 TERM 2 AGRICULTURE SCHEMES.docx (4).pdf
GRADE 7 TERM 2 PERFORMING ARTS SCHEMES.docx (4).pdf
GRADE 7 TERM 2 HEALTH EDUCATION SCHEMES.docx (4).pdf
GRADE 7 TERM 2 HOME SCIENCE SCHEMES (4).pdf
GRADE 7 TERM 2 PHYSICAL EDUCATION SCHEMES (4).pdf
GRADE 7 TERM 2 MATHEMATICS SCHEMES (4).pdf
GRADE 7 TERM 2 ENGLISH SCHEMES.docx (4).pdf
GRADE 7 TERM 2 BUSINES STUDIES SCHEMES.doc (4).pdf
GRADE 7 TERM 2 KISWAHILI SCHEMES (4).pdf
GRADE 7 TERM 2 LIFE SKILLS SCHEMES.docx (4).pdf
GRADE 7 TERM 2 PRETECHNICAL STUDIES SCHEMES.docx (4).pdf

FREE GRADE 7 SCHEMES OF WORK FOR TERM 3

Grade_7_active_intergrated_science_schemes_of_work_term.doc

CBC Grade 7 Term 3 Social Studies Schemes of Work Free Editable Word, PDF Downloads

CBC Grade 7 Term 3 Health Education Schemes of Work Free Editable Word, PDF Downloads

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