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FORM 4 AGRICULTURE SCHEMES OF WORK TERM 1-3

AGRICULTURE SCHEMES OF WORK

FORM FOUR 

REFERENCES:

  1. Longhorn Secondary Agriculture Book
  2. Golden Tips KCSE Agriculture
  3. Certificate Agriculture Book
  4. KLB Top Mark Agriculture
  5. KLB Secondary Agriculture
  6. Teacher’s Guide

WK

LSN

 

 

TOPIC

 

 

SUB-TOPIC

 

 

 

OBJECTIVES

 

L/ACTIVITIES

 

L/T AIDS

 

REFERENCE

 

REMARKS

 

1

 

1

 

Livestock production (V) poultry

 

Parts of an egg

 

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

Identify the various parts of an egg

Explain the functions of each part of an egg

 

Identifying the parts of an egg

Explaining the functions of each part of an egg

Note making

Illustrations

Asking and answering questions

 

Text books

Labeled diagram of internal structure of an egg

Boiled egg

KLB secondary Agriculture form 4 pg 1-3

Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 39

Golden tips agriculture page 303-304

 
   

2

 

Livestock production (V) poultry

 

Natural incubation

 

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

Describe natural incubation

State the advantages and disadvantages of natural incubation

 

Describing natural incubation

Stating the advantages and disadvantages of natural incubation

Illustration

Note making

Asking and answering questions

 

Text books

A diagram illustrating natural incubation

An egg

Realic of nesting box

KLB secondary Agriculture form 4 pg 1-3

Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 39

Golden tips agriculture page 303-304

 
  3-4 Livestock production (V) Poultry  

Artificial incubation

 

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

Outline the conditions necessary for artificial incubation

Describe the management of an incubator

State the advantages and disadvantages of artificial incubation

Outline the conditions necessary for artificial incubation

Description

Stating the advantages and disadvantages of artificial incubation

Illustration

Note making

Asking and answering questions

 

Text books

Diagrams illustrating  the structure of an artificial incubator

Realic of an artificial incubator

An egg

 

 

KLB secondary Agriculture form 4 pg 7-9

Longhorn secondary Agriculture form 4 pg 5-6

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 411

Golden tips agriculture page 305

 
2 1 Livestock Production (V) poultry Natural Brooding By the end of the lesson, the learner should be able to

Define the term brooding

Describe natural brooding

Defining and describing natural brooding

Note making

Asking and answering questions

illustration

text books

diagram of broody hen

Realia of a broody hen

samples of chicken variety

KLB secondary Agriculture form 4 pg 9

Longhorn secondary Agriculture form 4 pg 7

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 41-42

Golden tips agriculture page 305-306

 
   

2

 

Livestock Production (V) Poultry

 

Artificial Brooding

 

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

Explain artificial brooding

Identify the requirements in an artificial brooder

 

Explanation of artificial brooding

Identification of the artificial brooding requirements

Note making

Illustration

Asking and answering questions

 

Text books

Diagrams of a brooder

Realia of a brooder in a chicken

KLB secondary Agriculture form 4 pg 10-13

Longhorn secondary Agriculture form 4 pg 8-10

Gateway Agriculture revision paper 2 page 42

Golden tips agriculture page 306

 
   

3 and

4

 

Livestock Production (V) Poultry

 

Recring  systems

Free range

Fold system

 

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

Describe free range on fold system

Outline the requirements of free range systems

State the disadvantages and advantages of free range and fold system

 

Describing free range and fold system

Outline the requirements of free range

Stating the advantages and disadvantages of free range and fold

Asking and answering questions

 

Text books

Poultry Farm

Sample of chicken feed

Photographs

KLB secondary Agriculture form 4 pg 14-15

Longhorn secondary Agriculture form 4 pg 11-13

Gateway Agriculture revision paper 2 page 43

Golden tips agriculture page 306

 
 

3

 

1

 

 

Livestock Production (V) poultry

 

Rearing systems

Free range fold system

 

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

Describe free range on fold system

Outline the requirements of free range systems

State the disadvantages and advantages of free range and fold system

Describing free range and fold system

Outline the requirements of free range

Stating the advantage and disadvantages of free range and fold system

Illustration

Asking and answering questions

 

Text books

Poultry farm

Sample of chicken feed

photographs

KLB secondary Agriculture form 4 pg 16-18

Longhorn secondary Agriculture form 4 pg 12-13

Gateway Agriculture revision paper 2 page 43

Golden tips agriculture page 307

 
   

2

 

Livestock Production (V) Poultry

 

Rearing systems

Deep litter system

Battery cage system

 

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

Outline the requirements in deep litter system

State the advantages and disadvantages of the deep litter and battery cage system

Outlining the requirements of deep litter

Stating the advantages and disadvantages of deep litter on battery cage system

Note making

Illustration

Asking and answering questions

 

Test books

School poultry farm

Sample of chicken feed

photographs

KLB secondary Agriculture form 4 pg 18-21

Longhorn secondary Agriculture form 4 pg 12-13

Gateway Agriculture revision paper 2 page 45

 

 
   

3

 

Livestock production (V) poultry

 

Stress in chicken

 

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

Define the term stress

Identify the causes of stress in chicken

State the control measures of stress in chicken

 

Identifying the causes of stress in chicken

Stating the control measures of stress in chicken

Illustration

Note making

Asking and answering questions

 

Text books

Poultry farm

photographs

KLB secondary Agriculture form 4 pg 16-18

Longhorn secondary Agriculture form 4 pg 12-13

Gateway Agriculture revision paper 2 page 45

Golden tips K.C.S.E agriculture page 307

 
   

4

 

Livestock Production (V) poultry

 

Vices in chicken

 

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

Identify the kinds of vices in chicken

Identify the causes of such vices in chicken

State the control measures of vices in chicken

 

Identifying the vices in chicken

Identifying the causes of vices in chicken

State the control measures of vices in chicken

 

Text books

Poultry farm

Photos illustrating example of such vices

KLB secondary Agriculture form 4 pg 23-24

Longhorn secondary Agriculture form 4 pg 20-21

Gateway Agriculture revision paper 2 page 45

Golden tips K.C.S.E agriculture page 307

 
 

4

 

1

 

Livestock Production V Poultry

 

Marketing of poultry products

eggs

 

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

Describe the marketing of eggs

 

Describing the marketing of eggs

Note making

Illustration

Asking and answering question

 

Text books

Eggs

Poultry farm

store

KLB secondary Agriculture form 4 pg 24-25

Longhorn secondary Agriculture form 4 pg 22-23

Gateway Agriculture revision paper 2 page 46

Golden tips K.C.S.E agriculture page 307

 
   

2

 

Livestock production Poultry

 

Marketing of poultry production

Chicken meat

 

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

Describe the marketing of chicken meat

 

Describing the marketing of chicken meat

Note making

Illustration

Asking and answering questions

 

Text books

Poultry farm

photos

KLB secondary Agriculture form 4 pg 23-24

Longhorn secondary Agriculture form 4 pg 20-21

Gateway Agriculture revision paper 2 page 46

Golden tips K.C.S.E agriculture page 307

 
  3 and 4  

Livestock production VI (Cattle)

 

Raising of the young stock

 

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

Describe the feeding of a new born calf

Describe the preparation of artificial colostrums

State the importance of colostrums

Describing the feeding of a new calf

Describe the preparation of artificial colostrums

State the importance of colostrums

Illustrations

Note making

Asking and answering of questions

 

Text books

Dairy farm

Calf

Sample of artificial colostrums

KLB secondary Agriculture form 4 pg 23-24

Longhorn secondary Agriculture form 4 pg 20-21

Gateway Agriculture revision paper 2 page 45

Golden tips K.C.S.E agriculture page 307

 
5 1 Livestock Production VI (Cattle)  

Methods of calf rearing

 

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

Describe the natural and artificial methods of feeding a calf

State the advantages and disadvantages of both natural and artificial rearing

 

Describing the methods of rearing

Stating the advantages and disadvantages of the methods of rearing

Illustrations

Note making

Asking and answering of questions

 

Text books

Dairy farm

Calf

Sample of artificial colostrum

KLB secondary Agriculture form 4 pg 29-30

Longhorn secondary Agriculture form 4 pg 26-28

Gateway Agriculture revision paper 2 page 48

Golden tips K.C.S.E agriculture page 308

 
   

2

 

Livestock Production (Cattle

 

Weaning of calves

 

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

discuss late weaning and early weaning programmes

 

Discussing both weaning and late weaning

Illustrating

Note making

Asking and answering questions

 

Text books

Dairy farm

Calf

Sample of colostrums

KLB secondary Agriculture form 4 pg 30-32

Longhorn secondary Agriculture form 4 pg 30-32

Gateway Agriculture revision paper 2 page 48

Golden tips K.C.S.E agriculture page 308

 
   

3 and 4

 

Livestock production VI (Cattle)

 

Calf housing

 

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

Identify the types of calf pens

Outline the requirements of calf pens

 

Identifying the types of calf pens

Outlining the requirements of calf pens

Illustration

Note making

Asking and answering questions

 

Text books

Dairy farm

Calf pen

Diagrams and photos of calf pens

KLB secondary Agriculture form 4 pg 32-34

Longhorn secondary Agriculture form 4 pg 30-32

Gateway Agriculture revision paper 2 page 48

Golden tips K.C.S.E agriculture page 308-309

Top mark series Revision Agriculture pg 124

 
 

6

 

1

 

Livestock production VI (Cattle)

 

Routine management practices

 

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

Describe the various routine practices in managing a calf

© Education Plus Agencies

 

Describing the routine management practices

Illustration

Note making

Asking and answering questions

 

Text books

Dairy farm

Realize on some tools for calf managements

KLB secondary Agriculture form 4 pg 34-36

Longhorn secondary Agriculture form 4 pg 30-32

Gateway Agriculture revision paper 2 page 49

Golden tips K.C.S.E agriculture page 308-309

 
   

2

 

Livestock Production VI (Poultry)

 

Milk and milking

Factors affecting milk composition

Milk secreting and let down

 

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

explain the factors that affect milk composition

Illustrate milk secretion and milk let down

 

Explaining factors that affect milk composition

Illustrate milk secretion and milk let down

 

Text books

Milk sample

Diagram illustrating the udder

Milking equipment

KLB secondary Agriculture form 4 pg 36-40

Longhorn secondary Agriculture form 4 pg 32-38

Golden tips K.C.S.E agriculture page 309-310

Top mark series Revision Agriculture page 124-126

 
   

3 and 4

 

Livestock production VI (Poultry

 

Milk and milking

Clear milk production

Dry cow therapy

 

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

Describe clean milk production

Describe the milking procedure

Explain dry low therapy

Describing clean milk production

Describing the milking procedure

Explaining dry low therapy

Illustration

Note making

Asking and answering question

 

Text books

Milking equipment

Dairy farm

cow

KLB secondary Agriculture form 4 pg 40-46

Longhorn secondary Agriculture form 4 pg 32-38

Top mark series Agriculture Revision Pg 120

 
 

7

 

1

 

Livestock production VI (Cattle)

 

Marketing of milk and beef cattle

 

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

Discuss the marketing of milk

Discuss the marketing of Beef

 

Discussing the marketing of milk and beef

Illustration

Note making

Asking and answering questions

 

Students text book

Milk products

Photographs

KLB secondary Agriculture form 4 pg 47-48

Longhorn secondary Agriculture form 4 pg 38-41

Golden tips K.C.S.E agriculture page 310

 

 

 

 

   

2

 

Farm power and machinery

 

Sources of power in the farm

Human power

Animal power

 

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

Describe animal power

Describe human power

Stating the advantages and disadvantages of animal power

 

Describing human and animal power

Illustration

Note making

Asking and answering questions

Stating the advantages and disadvantages of animal power

 

Text books

Photo of farm workers

An agricultural farm

KLB secondary Agriculture form 4 pg 50-51

Longhorn secondary Agriculture form 4 pg 42-45

Gateway Agriculture revision paper 2 page 48

Top Mark Series Agriculture Revision pg 139

 
   

3 and 4

 

Farm power and machinery

 

Sources of power in the farm

Wing power

Water power

 

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

Describe wind power

Describe water power

 

Describing wind and water power

Illustration

Note making

Asking and answering questions

 

Text books

Diagrams of wind mill

KLB secondary Agriculture form 4 pg 50-51

Longhorn secondary Agriculture form 4 pg 42-45

Gateway Agriculture revision paper 2 page 77

Top Mark Series Agriculture Revision pg 139

Golden tips K.C.S.E agriculture page 308

 
 

8

 

1

 

 

Farm power and machinery

 

Sources of power in the farm

biogas

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

describe biogas wood and charcoal fuel

state the advantages of biogas charcoal and wood fuel

 

describing biogas wood and fuel

stating the advantages of biogas, charcoal and wood fuel

 

text books

wood and charcoal

biogas plant

photos

diagram of biogas digester

KLB secondary Agriculture form 4 pg 52-54

Longhorn secondary Agriculture form 4 pg 46-48

Golden tips K.C.S.E agriculture page 234-235

 
   

2

 

Farm power and machinery

 

Sources if power in the farm

Fossil fuels

Hydro-power

Geothermal power

 

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

Describe fossils fuels

Describe fossil fuels

Describe hydro-power

Describe geothermal power

 

Describing fossils fuels and hydro-electric power

Illustrations

Note making

Asking and answering questions

 

Text books

Photos of a geothermal station

Longhorn secondary Agriculture form 4 pg 46-48

Gateway Agriculture revision paper 2 page 71

Top Mark Series Agriculture Revision pg 139

 
   

3 and 4

 

Farm power and machinery

 

Sources of power in the

Nuclear power

Storage battery

Electrical power

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

Describe nuclear power

Describe storage battery

Describe solar power/radiation

Describe electrical power

 

Describing nuclear storage battery and solar power

Illustration

Note making

Asking and answering questions

 

Text books

Storage battery

Photos of solar panels

KLB secondary Agriculture form 4 pg 54-55

Longhorn secondary Agriculture form 4 pg 51-52

Top Mark Series Agriculture Revision pg 401

 
 

9

 

1

 

Farm power and machinery

 

Tractor engine

 

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

Describe a four stroke cycle engine

Differentiate between a petrol engine and a diesel engine

 

Describing a four structure engine

Differentiating between dsel and petrol engine

Illustration

Note making

Asking and answering questions

 

Text books

Models of engines

A tractor

photographs

KLB secondary Agriculture form 4 pg 56-61

Longhorn secondary Agriculture form 4 pg 53-56

Top Mark Series Agriculture Revision pg 140-141

Golden tips K.C.S.E agriculture page 308

 
   

2

 

Farm power and machine

 

Tractor engine

 

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

Describe a two stroke cycle engine

 

Describing a two stroke engine

Illustration

Note making

Asking and answering questions

 

Text books

Models of engines

A tractor

photographs

KLB secondary Agriculture form 4 pg 61-63

Longhorn secondary Agriculture form 4 pg 57-58

Top Mark Series Agriculture Revision pg 141

 
   

3 and 4

 

Farm power and machinery

 

Systems of a tractor

Fuel system

Electrical system

 

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

Describe the fuel system

Describe the electrical system

Describe the maintenance of the fuel and electrical systems

Describing the fuel and electrical systems

Illustrations

Note making

Asking and answering questions

Describing the maintenance of the fuel and electrical systems

 

Text books

Models of engines

A tractor

photographs

KLB secondary Agriculture form 4 pg 63-69

Longhorn secondary Agriculture form 4 pg 60-62

Top Mark Series Agriculture Revision pg 141-142

 

 
 

10

 

1

 

Farm power and machinery

 

Systems of a tractor

Cooling systems

Lubricating system

 

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

Describe the coding and its maintenance

Describe the lubricating system and its maintenance

 

Describing the coolong and lubricating systems and their maintenance

Illustration

Note making

Asking and answering questions

 

Text books

Models of engines

photographs

KLB secondary Agriculture form 4 pg 69-72

Longhorn secondary Agriculture form 4 pg 63-64

Top Mark Series Agriculture Revision pg 143-144

 
   

2

 

Farm power and machinery

 

Systems of a tractor

Transmission system

 

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

Describe the power transmission system

 

Describing the power transmission system

Note making

Illustration

Asking and answering questions

 

Text books

Models of engine

photographs

KLB secondary Agriculture form 4 pg 72-76

Longhorn secondary Agriculture form 4 pg 64-65

Top Mark Series Agriculture Revision pg 144

 
   

3 and 4

 

Farm power and machinery

 

Tractor servicing

Short term services

Long term services

 

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

Discuss the various practices on tractor maintenance, both short term services and long term services

 

Discussion the tractor maintenance Practices

Illustrations

Asking and answering questions

Note making

 

Text books

Models of engines

A tractor

photographs

KLB secondary Agriculture form 4 pg 76-77

Longhorn secondary Agriculture form 4 pg 65-66

Top Mark Series Agriculture Revision pg 144-145

 
 

11

 

1

 

Farm power and Machinery

 

Farm implements

Tractor drawn implements

Disc plough

trailer

 

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

Outline the various methods of attachment

Describe a trailer and its maintenance

 

Outline the methods of attachment

Describing the trailer and its maintenance

Illustration

Note making

Asking and answering of questions

 

Text books

Photos illustrating the various implements

Agricultural farm

KLB secondary Agriculture form 4 pg 77-79

Longhorn secondary Agriculture form 4 pg 66-70

Gateway Agriculture revision paper 2 page 81

Top Mark Series Agriculture Revision pg 145

 
   

2

 

Farm Power and Machinery

 

Tractor drawn implements

Disc plough

Mould board plough

 

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

Identify the various parts of a disc plough and mould board plough

State the maintenance practices of a disc plough and mould board plough

State the differences between a disc plough and a mould board plough

Identification of the parts of a disc and mould board plough

Stating the maintenance practices of disc and mould board plough

Stating the differences between a disc and mould board plough

Illustration

Note making

Asking and answering questions

 

Text books

Photos illustrating a disc and mould board plough

An agricultural farm

KLB secondary Agriculture form 4 pg 79-82

Longhorn secondary Agriculture form 4 pg 73-77

Gateway Agriculture revision paper 2 page 81-82

Top Mark Series Agriculture Revision pg 145-148

 

 
  3&4  

Farm power and machinery

 

Tractor drawn implements

Harrows

Disc harrows

Spring time harrows

Spike tooth harrow

Sub soilers

 

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

Describe the various types of harrows and sub-soilers

State the maintenance practices of the various types of harrows and sub-soilers

Description of the various types of harrows and sub-soilers

Stating the maintenance of practices of the harrows and sub-soilers

Illustration

Asking and answering questions

Note making

 

Text books

Photos illustrating the harrows and sub-soiler

An agricultural farm

KLB secondary Agriculture form 4 pg 82-84

Longhorn secondary Agriculture form 4 pg 73-77

Gateway Agriculture revision paper 2 page 82

Top Mark Series Agriculture Revision pg 147-148

 
 

12

 

1

 

Farm power and machinery

 

Tractor drawn

Implements

Ridges

rotary tillers

 

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

Describe the ridges and rotary tillers

State the maintenance practices of the ridges and rotary tillers

 

Description of the ridgers and rotary tillers

Stating the maintenance practices of the ridges and rotary tiller

Illustrations

Not making

Asking and answering questions

 

Text books

Photos illustrating the ridges and rotary tillers

An agricultural farm

KLB secondary Agriculture form 4 pg 85

Longhorn secondary Agriculture form 4 pg 77-79

Gateway Agriculture revision paper 2 page 82

Top Mark Series Agriculture Revision pg 148-149

 
   

2

 

Farm power and machinery

 

Tractor drawn Implements

Mowers

Planters and seeders

 

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

Describe the various types of mowers and the planters and seeders

State the maintenance practices of the various types of mowers and the planters and seeder

Description of the various types of mowers and planters and seeders

Stating the maintenance of practices of mowers and planters and seeders

Illustration

Note making

Asking and answering questions

 

Text books

Photos

Illustrating the mowers and planters and seeders

An agricultural farm

KLB secondary Agriculture form 4 pg 85-88

Longhorn secondary Agriculture form 4 pg 79-81

Gateway Agriculture revision paper 2 page 83

Top Mark Series Agriculture Revision pg 149-151

 
   

3 and 4

 

Farm power and machinery

 

Tractor drawn implements

Cultivators and seeders

Sprayers

Harvesting machines

 

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

Describe the cultivators/seeders, sprayers and various types of harvesting machine

State the maintenance practices of the cultivators/seeders, sprayers and harvesting machines

Describing the cultivators/seeders, sprayers and harvesting machines

Stating the maintenance practices of the cultivators seeders, sprayers and harvesting machines

Illustrations

Note making

Asking and answering questions

 

Text books

Photos illustrating the

Cultivators/seeder

Sprayers

Harvesting machines

An agricultural farm

KLB secondary Agriculture form 4 pg 88-90

Longhorn secondary Agriculture form 4 pg 81-82

Gateway Agriculture revision paper 2 page 84

Top Mark Series Agriculture Revision pg 149-151

 

 
 

13

 

1

 

Farm power and machinery

 

Animal drawn implements

Ox-drawn plough

Ox-line harrow

Ox-carts

Ox-ridger

 

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

Describe the ox-drawn plough, ox-time harrow, ox-carts and ox-ridger

State the maintenance practices of animal drawn implements

Identify the parts of an ox-drawn plough

 

Describing the animal drawn implements

Stating the maintenance of the animal drawn implements

Identifying the parts of an ox-drawn plough

Illustration

Note making

Asking and answering questions

 

Text books

Photos illustrating the animal drawn implements

An agricultural farm

KLB secondary Agriculture form 4 pg 91-95

Longhorn secondary Agriculture form 4 pg 82-85

Gateway Agriculture revision paper 2 page 84-85

Top Mark Series Agriculture Revision pg 152-154

 
   

2

 

Agricultural economics (III) production economics

 

-nation income

GDP

GNP

Per capital income

 

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

Explain how household firms and central authority contributes to the national income

Explain the terms GDP, GNP and per capital income

 

Explaining how household firms and central authorities contribute to national income

Explaining  – GDP, GNP, Per capital income

Illustrations

Note making

Questioning and answering

 

Text books

Chart containing formulae

Newspapers

Statistical abstractor

KLB secondary Agriculture form 4 pg 96-98

Longhorn secondary Agriculture form 4 pg 87-90

Gateway Agriculture revision paper 2 page 101-102

Top Mark Series Agriculture Revision pg 161

 
   

3 and 4

 

Agricultural Economics (III) productions economics

 

Factors of production

Land

labour

 

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

discuss land and labour and factors of production

to explain how land and labour affect production

 

Discussing land and labour as factors of production

Explanation of how land and labour affect production

Illustrations

Note making

Questioning and answering

 

Text books

Newspapers

Statistical abstracts

KLB secondary Agriculture form 4 pg 99-102

Longhorn secondary Agriculture form 4 pg 92-94

Gateway Agriculture revision paper 2 page 102

Top Mark Series Agriculture Revision pg 161-162

 
14   END OF TERM EXAMINATIONS  
15   PREPARATION OF REPORTS AND CLOSING  

 

 

AGRICULTURE SCHEMES OF WORK

FORM FOUR 2012

TERM II

 

 

 

 

 

REFERENCES:

  1. Longhorn Secondary Agriculture Book
  1. Golden Tips KCSE Agriculture
  2. Certificate Agriculture Book
  3. KLB Top Mark Agriculture
  4. KLB Secondary Agriculture
  5. Teacher’s Guide

 

WK

LSN

 

 

TOPIC

 

 

SUB-TOPIC

 

 

 

OBJECTIVES

 

L/ACTIVITIES

 

L/T AIDS

 

REFERENCE

 

REMARKS

 

1

 

1

 

Agricultural Economics (III) production economics

 

Factors of production

Capital

The management

 

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

Discuss capital and management as factors of production

Explain how capital and management affect production

 

Discussion of capital and management factors of production

Explanation of how capital and management affect production

Illustrations

Note making

Questioning and answering

 

Text books

News papers

Statistical abstracts

KLB secondary Agriculture form 4 pg 102-104

Longhorn secondary Agriculture form 4 pg 94-96

Gateway Agriculture revision paper 2 page 103

Top Mark Series Agriculture Revision pg 162

 
   

2

 

Agricultural economics (III) production economics

 

The production function

 

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

Define production function

Identify the types of production function

Describe the types of production function

 

Defining production function

Identifying the types of production functions

Describing the types of production functions

Illustrating

Asking and answering of questions

 

Text books

Graphs of various production functions

Tables of various production functions

KLB secondary Agriculture form 4 pg 104-111

Longhorn secondary Agriculture form 4 pg 96-99

Gateway Agriculture revision paper 2 page 103

Top Mark Series Agriculture Revision pg 162-163

 
   

3 and 4

 

Agricultural Economics (II) production economics

 

Economic laws and principles

Law of diminishing rations

 

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

State the law of diminishing returns

Explain how it affects agricultural production

 

Stating the law of diminishing return

Explanation of how the law affects agricultural production

Illustration

Questioning and answering

 

Text books

Graphs on the three zone of a production of a function

Tables on production under this law

KLB secondary Agriculture form 4 pg 111-115

Longhorn secondary Agriculture form 4 pg 100-102

Gateway Agriculture revision paper 2 page 103

Top Mark Series Agriculture Revision pg 163

 

 

 

 

2

 

1

 

Agricultural economics (II) production economics

 

Economic law and principles

Law of substitution

 

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

State the law of substitution

Explain how law of substitution affects Agricultural productions

 

Stating the law of substitution

Explanation of how the law affects agricultural production

Illustration

Asking and answering questions

 

Text books

Charts

Statistical abstracts

KLB secondary Agriculture form 4 pg 115-117

Longhorn secondary Agriculture form 4 pg 102-103

Gateway Agriculture revision paper 2 page 103

Top Mark Series Agriculture Revision pg 163

 
   

2

 

Agricultural economics (III) production economics

 

Economic law and principles

Law of equimarginal returns

 

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

State the law of equimarignal returns

Explain how the law of equimarginal returns affects production

 

Stating the law of equimarginal returns

Explaining how the law affects production

Illustration

Questioning and answering

 

Text books

Charts

Statistical abstracts

KLB secondary Agriculture form 4 pg 117

Longhorn secondary Agriculture form 4 pg 104-105

Gateway Agriculture revision paper 2 page 104

Top Mark Series Agriculture Revision pg 164

 
   

3 and 4

 

Agricultural Economics (III) production economics

 

Principle of profit maximization

 

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

State the principle of profit maximization

Describe various types of costs

Explain the concept of revenue

 

Stating the principle of profit maximization

Describe the various types of costs

Explanation of the concept of revenue

Illustration

Questioning and answering

 

Text books

Tables on revenues

Charts on revenue

Statistical abstracts

KLB secondary Agriculture form 4 pg 117-121

Longhorn secondary Agriculture form 4 pg 105

Gateway Agriculture revision paper 2 page 104

Top Mark Series Agriculture Revision pg 164-165

 
 

3

 

1

 

Agricultural economics (II) Production economics

 

Farm planning

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

Explain the factors to consider in drawing a farm planning

Outline steps in making a farm plan

 

Explaining the factor to consider when drawing a farm plan

Outlining the steps in making a farm plan

Illustration

Questioning and answering

 

Text books

Charts

Statistical abstracts

KLB secondary Agriculture form 4 pg 121-123

Longhorn secondary Agriculture form 4 pg 108-109

Gateway Agriculture revision paper 2 page 104

Top Mark Series Agriculture Revision pg 165

 
   

2

 

Agricultural Economics (III) production economics

 

Farm budgeting

 

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

Define farm budgeting

State the importance of farm budgeting

 

Definition of farm budgeting

Stating the importance of farm budgeting

Illustration

Note making

Questioning and answering

 

Text books

Farm records

Ag agricultural farm

KLB secondary Agriculture form 4 pg 123-127

Longhorn secondary Agriculture form 4 pg 110-112

Gateway Agriculture revision paper 2 page 104

Top Mark Series Agriculture Revision pg 165

 
   

3 and 4

 

Agricultural economics (III) production economics

 

Farm budgeting

 

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

Describe the types of budgeting in agriculture

 

Description of the types of budgeting

Illustration

Note making

Question and answering

 

Text books

Farm records

An agricultural farm

KLB secondary Agriculture form 4 pg 123-127

Longhorn secondary Agriculture form 4 pg 110-112

Gateway Agriculture revision paper 2 page 104

 
 

4

 

1

 

Agricultural Economics (III) Production economics

 

Agricultural support services available to the farmer

Extension and training

Banking

Credit services

Agricultural Research

marketing

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

explain the agricultural support services available to the farmers

extension and training

banking

credit

AI services

Agricultural research

marketing

 

Explanation of the Agricultural support services available to the farmer

Illustrations

Note making

Questioning and answering

 

Text books

Farm record

An agricultural farm

KLB secondary Agriculture form 4 pg 112-132

Longhorn secondary Agriculture form 4 pg 112-114

Gateway Agriculture revision paper 2 page 105-106

Top Mark Series Agriculture Revision pg 165-166

 
   

2

 

Agricultural Economics (III) production economics

 

Agricultural support services available to the farmers

Veterinary services

Farm input supplies

Tractor hive services

 

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

Explain the Agricultural support services available to a farmer

Veterinary services

Farm input supplies

Tractor hive services

 

Explanation of the Agricultural support services available to a farmer

Illustration

Note making

Asking and answering questions

 

Text books

Farm records

An agricultural farm

KLB secondary Agriculture form 4 pg 133-134

Longhorn secondary Agriculture form 4 pg 110-112

Gateway Agriculture revision paper 2 page 104

Top Mark Series Agriculture Revision pg 166-167

 
  3 and 4  

Agricultural economics (IV) farm accounts

 

Risks and uncertainties in farming

 

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

Identify the types of risks on uncertainties of a farmer may face

Outline the ways in which a farmer may adjust to uncertainty

 

Identification of the types of risk and uncertainties

Outlining the ways in which a farmer may adjust to the uncertainties

Illustration

Note making

Questioning and answering

 

charts

Text books

Financial documents

An agricultural farm

KLB secondary Agriculture form 4 pg 134-136

Longhorn secondary Agriculture form 4 pg 116-119

Gateway Agriculture revision paper 2 page 106

Top Mark Series Agriculture Revision pg 166-167

 
 

5

 

1

 

Agricultural economics (IV) farm accounts

 

Importance of keeping farm accounts

Type of farm accounts

 

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

State the importance of keeping farm accounts

Identify the types of farm accounts

 

Stating the importance of keeping farm records

Identification of the types of farm accounts

Illustration

A sample of financial documents

charts

 

charts

Text books

Financial documents

An agricultural farm

KLB secondary Agriculture form 4 pg 139

Longhorn secondary Agriculture form 4 pg 121

Gateway Agriculture revision paper 2 page 108

Top Mark Series Agriculture Revision pg 168

 
   

2

 

Agricultural economics (IV) farm accounts

 

Financial statements

Invoice

Statement of accounts

 

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

Describe an invoice and a statement of account

Distinguish between invoice and a statement of account

 

Distinguishing an invoice and a statement of account

Describing an invoice and a statement of accounts

Note making

Questioning and answering

 

 

Text books

An invoice

An agricultural firm

A chart

KLB secondary Agriculture form 4 pg 140-141

Longhorn secondary Agriculture form 4 pg 122-124

Gateway Agriculture revision paper 2 page 108

Top Mark Series Agriculture Revision pg 168

 
   

3 and 4

 

Agricultural economics (IV) farm accounts

 

Receipts

Delivery note

Purchase order

 

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

Describe a receipt, delivery note and purchase order

Distinguish between, receipts, delivery note and a purchase order

 

Description of a receipt delivery note and a purchase order

Distinguish the three documents

Illustrations

Note making

Questioning and answering

 

Text books

A receipt

A railway note

A purchase order

An agricultural farm

KLB secondary Agriculture form 4 pg 141-145

Longhorn secondary Agriculture form 4 pg 124-125

Gateway Agriculture revision paper 2 page 108

Top Mark Series Agriculture Revision pg 168-169

 
 

6

 

1

 

Agricultural Economics (iV) Farm accounts

 

Books of accounts

Cash book

inventory

 

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

identify the cash book and the inventory

state the uses of cash book and the inventory

 

identification of the cash book and the inventory

stating the uses of the cash book and the inventory

note making

illustration

questioning and answering

 

Text books

A cash account

An inventory

Charts

KLB secondary Agriculture form 4 pg 146-150

Longhorn secondary Agriculture form 4 pg 125-127

Gateway Agriculture revision paper 2 page 109

Top Mark Series Agriculture Revision pg 169

 
   

2

 

Agricultural Economics (IV) farm accounts

 

Books of Accounts

Journal

ledger

 

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

describe the journal and ledger

state the uses of a journal and ledger

 

description of the ledger and journal

stating the uses of the ledger and journal

illustration

questioning and answering

 

Text books

A ledger account page

A journal

Charts

KLB secondary Agriculture form 4 pg 150-153

Longhorn secondary Agriculture form 4 pg 127-129

Gateway Agriculture revision paper 2 page 109

Top Mark Series Agriculture Revision pg 169

 
   

3

 

Agricultural Economics (IV) farm accounts

 

Financial statements

Balance sheet

 

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

Analyses and prepare a balance sheet

 

Analyzing and preparing a balance sheet

Illustration

Questioning and answering

Note taking

Explanation

 

Text books

Charts

Format of balance sheet

A  balance sheet

KLB secondary Agriculture form 4 pg 154-157

Longhorn secondary Agriculture form 4 pg 124-125

Gateway Agriculture revision paper 2 page 109-111

Top Mark Series Agriculture Revision pg 169

 
 

7

 

1

 

Agricultural economics (IV) farm accounts

 

Financial statements

Profit and loss account

 

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

Analyse and prepare a profit and loss account

 

Analyzing and preparing profit and loss account

Note making

Explanation

Illustration

Questioning and answering

 

Text books

Charts

A format of profit and loss account

A profit and loss account

KLB secondary Agriculture form 4 pg 157-159

Longhorn secondary Agriculture form 4 pg 132-133

Gateway Agriculture revision paper 2 page 109-111

Top Mark Series Agriculture Revision pg 169

 
   

2

 

Agricultural economics (IV) farm accounts

 

Financial statements

Cash analysis

 

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

Analyses and prepare a cash analysis

 

Analyzing and preparing cash analysis

Explanation

Illustration

Note making

Questioning and answering

 

Text books

Charts

A cash analysis

KLB secondary Agriculture form 4 pg 159-162

Longhorn secondary Agriculture form 4 pg 133-135

Gateway Agriculture revision paper 2 page 111

Top Mark Series Agriculture Revision pg 169

 
 

8

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Market and marketing

 

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

Define marketing and market

Identify the types of markets

Describe the various types of markets available

Definition of market and marketing

Identification of the types of markets

Description of the various types

Note taking

Asking and answering questions

Illustrations

 

Text books

Charts

Local markets

KLB secondary Agriculture form 4 pg 137-138

Longhorn secondary Agriculture form 4 pg 164-166

Gateway Agriculture revision paper 2 page 109-111

Top Mark Series Agriculture Revision pg 173

 
   

2

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Demand, supply and price theory

demand

 

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

Define demand

State the law of demand

Explain the factors influencing demand for a commodity

 

Define demand

Stating the law of demand

Explaining the factors influencing demand

Note taking

Asking and answering questions

illustration

 

Text books

Charts

A local market

Tables

Graphs

KLB secondary Agriculture form 4 pg 166-169

Longhorn secondary Agriculture form 4 pg 139-141

Gateway Agriculture revision paper 2 page 114

Top Mark Series Agriculture Revision pg 174

 
   

3 and 4

 

Agricultural Economics (V)

Agricultural marketing and organization

 

 

Elasticity of Demand (ED)

 

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

Describe elasticity of demand

Explain the factors influencing elasticity of demand

 

Description of elasticity

Explanation of the factors that influencing elasticity of demand

Illustration

Note making

Questioning and answering

 

Text book

Local market

Tables

Graphs

KLB secondary Agriculture form 4 pg 170-174

Longhorn secondary Agriculture form 4 pg 140-144

Gateway Agriculture revision paper 2 page 114

Top Mark Series Agriculture Revision pg 174

 
 

9

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Supply

 

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

Define supply

State the law of supply

Explain the factors influencing supply of a commodity

 

Definition of supply

Explanation

Stating the law of supply

Illustration

Note making

Questioning and answering

 

Text book

A local market

Charts

Tables

Graphs

KLB secondary Agriculture form 4 pg 174-177

Longhorn secondary Agriculture form 4 pg 144-145

Gateway Agriculture revision paper 2 page 115

Top Mark Series Agriculture Revision pg 174-175

 
   

2

 

Agricultural Economics (V)

Agricultural marketing and organization

 

 

Elasticity of Supply (ES)

 

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

Describe elasticity of supply

 

Description of elasticity of supply

Explanation

Illustration

Note making

Asking and answering questions

 

Text books

A  local market

Tables

Graph charts

KLB secondary Agriculture form 4 pg 177-178

Longhorn secondary Agriculture form 4 pg 145-149

Gateway Agriculture revision paper 2 page 115

Top Mark Series Agriculture Revision pg 17

 
   

3 and 4

 

Agricultural economics (V)

Agricultural marketing and organization

 

Price Theory

 

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

Define the term price

Discuss the determination of market prices

 

Definition of the term price

Discussion of the market price determination

Illustrations

Note taking

Questioning and answering

 

Text books

A local market

Tables

graphs

KLB secondary Agriculture form 4 pg 178-179

Longhorn secondary Agriculture form 4 pg 149-150

Gateway Agriculture revision paper 2 page 115

Top Mark Series Agriculture Revision pg 175

 
 

10

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Price control

 

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

Describe price control

Illustrate the price control graphically

 

Description of price control

Illustration of price control graphically

Note taking

Asking and answering questions

 

Text books

A local market

Tales

Graphs

charts

KLB secondary Agriculture form 4 pg 178-179

Longhorn secondary Agriculture form 4 pg 149-150

Gateway Agriculture revision paper 2 page 115

Top Mark Series Agriculture Revision pg 175

 
   

2

Agricultural Economics (V)

Agricultural marketing and organization

 

Marketing

Marketing functions

 

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

Define the term marketing

Identify the meaning of the term marketing functions

Discuss the various marketing functions

 

Discussion

Defining marketing

Explanations

Illustration

Note making

Questioning and answering

 

Text books

Charts

A local market

KLB secondary Agriculture form 4 pg 186-189

Longhorn secondary Agriculture form 4 pg 153-156

Gateway Agriculture revision paper 2 page 116

Top Mark Series Agriculture Revision pg 176

 
 

11

 

1

Agricultural Economics (V)

Agricultural marketing and organization

 

Agricultural organizations

 

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

Describe agricultural organizations

List the various agricultural organizations

List the functions of the various organizations

 

Description

Listing the agricultural organization

Listing functions of the organization

Illustration

Note taking

Asking and answering questions

 

Text books

Charts

A local market

KLB secondary Agriculture form 4 pg 189-192

Longhorn secondary Agriculture form 4 pg 157-159

Gateway Agriculture revision paper 2 page 92-94

Top Mark Series Agriculture Revision pg 176

 

 

 

   

2

Agricultural Economics (V)

Agricultural marketing and organization

Co-operative societies By the end of the lesson, the learner should be able to

Define a co-operative

Describe the formation of a co-operative

Outline the principles of co-operatives

Give the types of co-operative societies

State the functions of farmers co-operative societies

Defining a co-operative

Description

Outlining principles of a co-operative

Giving types of co-operatives

Stating the functions of a co-operative

Text books

Local market

Wall charts

KLB secondary Agriculture form 4 pg 192-195

Longhorn secondary Agriculture form 4 pg 159-162

Gateway Agriculture revision paper 2 page 117

Top Mark Series Agriculture Revision pg 176-177

 
   

3 and 4

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Association and unions

 

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

List the various agricultural union

State the roles of agricultural unions

 

Listing the various unions

Stating their roles

Illustrations

Asking and answering questions

 

Text books

Farmers

Magazines

Wall charts

KLB secondary Agriculture form 4 pg 192-195

Longhorn secondary Agriculture form 4 pg 159-162

Gateway Agriculture revision paper 2 page 117

Top Mark Series Agriculture Revision pg 177

 
 

12

 

1

 

Agroforestry

 

Forms of Agro foresty

Importance of agroforestry

 

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

Define agroforestry

Describe the various forms of agroforestry

State the importance of agroforestry

 

Definition of agroforestry

Description

Stating the importance of agroforestry

Illustration

Note taking

Questioning and answering

 

Text books

Specimen of fees and shrubs

Charts

Photos

Agroforestry farm

KLB secondary Agriculture form 4 pg 200-203

Longhorn secondary Agriculture form 4 pg 166-168

Gateway Agriculture revision paper 2 page 139

Top Mark Series Agriculture Revision pg 22

 
   

2

 

Agroforestry

 

Tree nursery

 

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

List various types of tree nurseries

Describe the various types of tree nurseries

 

Listing the types of nurseries

Description

Note making

Illustration

Asking and answering questions

 

Text books

Nursery books

Nursery beds

Agroforestry farm

Charts

photos

KLB secondary Agriculture form 4 pg 203

Longhorn secondary Agriculture form 4 pg 168-170

Gateway Agriculture revision paper 2 page 100-101

Top Mark Series Agriculture Revision pg 23

 
  3 and 4 Agroforestry Nursery establishment and management By the end of the lesson, the learner should be able to

Discuss the establishment of tree nurseries

Describe the management of tree nurseries

Discussion

Description

Illustration

Note taking

Asking and answering questions

explanation

text books

garden tools

tree seedlings

charts

watering cans

nursery beds

KLB secondary Agriculture form 4 pg 203

Longhorn secondary Agriculture form 4 pg 168-170

Gateway Agriculture revision paper 2 page 100-101

Top Mark Series Agriculture Revision pg 23

 
13   MID YEAR EXAMS  
14   PREPARATION OF REPORTS AND CLOSING  

 

 

AGRICULTURE SCHEMES OF WORK

FORM FOUR 2012

TERM III

 

 

 

 

 

REFERENCES:

  1. Longhorn Secondary Agriculture Book
  1. Golden Tips KCSE Agriculture
  2. Certificate Agriculture Book
  3. KLB Top Mark Agriculture
  4. KLB Secondary Agriculture
  5. Teacher’s Guide

 

WK

LSN

 

 

TOPIC

 

 

SUB-TOPIC

 

 

 

OBJECTIVES

 

L/ACTIVITIES

 

L/T AIDS

 

REFERENCE

 

REMARKS

 

1

 

1

 

Agroforestry

 

Care and management of trees

Agroforestry practices

 

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

Discuss the various care and management of trees

Discuss the various agroforestry practices

 

Discussion

Explanation

Illustration

Asking and answering questions

Note making

 

Text books

Nursery beds

Watering cans

Garden tools

Tree seedlings

charts

 

KLB secondary Agriculture form 4 pg 208-212

Longhorn secondary Agriculture form 4 pg 174-175

Gateway Agriculture revision paper 2 page 143

Top Mark Series Agriculture Revision pg 25-26

 
   

2

 

Agroforestry

 

Sites for agroforestry trees

Tree harvesting methods

 

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

Describe the sites for agroforestry trees

Discuss the various tree harvesting methods

 

Description

Discussion

Note making

Illustration

Question and answers methods

 

Text books

Nursery  beds

Watery cans

Garden tools

Tree seedlings

Charts

 

KLB secondary Agriculture form 4 pg 212-217

Longhorn secondary Agriculture form 4 pg 176-179

Gateway Agriculture revision paper 2 page 144

Top Mark Series Agriculture Revision pg 26-27

 

 
2 & 3   TOPICAL EXAMS  
4&5   POST MOCK EXAMS  
6&7   REVISION AND PREPARATION FOR KCSE EXAMS  
8   KCSE EXAMS  

 

ENGLISH FORM 3 LESSON PLANS

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC:Stress

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

(a)          Stress the appropriate syllables in words correctly

(b)          Demonstrate appreciation of the fact that stress contributes to meaning

T/L RESOURCES: Charts, blackboard

 REFERENCES: Secondary English Bk 3 Pg 1-2

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)    Reviews the previous lesson. Asks learners to prepare to stress syllables in words appropriately.

(b)    Tells the learners that they will be learning how to place stress in words correctly.

(a)    Explains how a speaker prepares to deliver a speech.

(b)    Listens and takes notes.

DEVELOPMENT

32 minutes

1.      Asks learners to read words after the teacher placing stress appropriately and correctly.

2.      Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning.

3.      Groups the learners. Tell them to underline the stressed syllables in the words given.

4.      Asks learners present their answers.

1.      States how they grabbed and kept the attention.

2.      Listens and takes notes. Seeks clarification.

 

 

3.      Discusses.

 

4.      Presents their answers.

CONCLUSION

4 minutes

a)      Review how stress manifests itself in words.

b)       Writes the exercise on the chalkboard.

a)      Explains the ways.

b)      Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Stress

How to put stress in words

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Study Reading

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

  • Develop techniques of studying.
  • Identify the main points and the supporting materials in a text.

T/L RESOURCES:Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 3 Pg 2-3

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a)   Asks students to how they do their studies.

(b)   Tells them that they would be learning how to develop good study techniques.

(a)   Gives the features of summary.

(b)   Listens and takes notes.

DEVELOPMENT

30 minutes

1.     Outlines the best study techniques for maximum concentration.

2.     Issues a handout with a passage to be read.

3.     Tells the learners to read it using the techniques explained and identify the main points as well as the supporting material.

4.     Summarizes the points to consider when preparing for  private studies

 

1.     Listens and takes notes.

2.     Reads the passage.

3.     Writes down the answers.

 

4.     Writes a summary.

CONCLUSION

5 minutes

(a)   Asks some students to read aloud their answers to the question given earlier.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

 

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

STUDY SKILLS

Study Reading

Techniques of Concentration

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/Comprehension

SUB-TOPIC:The Miracle of Adolescence

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 3-5

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

 

(b)   Answers the questions asked.

 

(c)    Opens their books.

DEVELOPMENT

33 minutes

1.     Asks students to read the paragraphs in turns.

2.     Asks students to retell the passage in their own words.

3.     Asks students some questions on the passage.

4.     Identifies some new words and asks students to give their meanings and use in each in their own words.

1.     Reads the paragraphs.

2.     Retells the passage in their words.

 

3.     Answers the questions.

4.     Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3 minutes

(a)   Asks students to discuss the lessons they learn from the passage.

(b)   Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                           READING

                                                COMPREHENSION

The Miracle of Adolescence

COMMENTS:

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FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Common ways of forming nouns

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

(a)          Form nouns using common noun-forming suffixes correctly.

(b)          Use nouns with suffixes correctly in sentences.

T/L RESOURCES: Flashcards with suffixes

Chart showing suffixes

REFERENCES: Secondary English Bk 3 Pg 5-8

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a)    Writes a sentence containing a noun with a suffix on the board.

(b)    Asks learners to identify the noun and the suffix.

(c)    Tells them that they will be learning about ways of forming nouns.

(a)    Reads the sentence.

(b)

(c)    Explains the meaning of the suffixes.

(d)    Listens and takes notes.

DEVELOPMENT

30 minutes

1.      Displays the chart containing suffixes.

 

2.      Explains more suffixes.

 

3.      Asks students to form nouns with the displayed suffixes in their own sentences.

4.      Groups the learners and shows them the flashcards.

1.      Reads the nouns formed from the suffixes.

2.      Listens and takes notes. Seeks clarification.

3.      Uses the nouns formed from the suffixes in sentences.

4.      Adds a word to it and uses the phrasal verb formed in their own sentence.

CONCLUSION

5 minutes

(a)    Asks students to give more nouns formed from suffixes and use them in sentences.

(b)    Gives an exercise.

(a)    Writes down the suggested nouns and uses them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Common Ways of Forming Nouns

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Substitution in Writing

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

(a)          Write neatly and legibly.

(b)          Substitute words for others in order to eliminate clumsiness and repetition.

T/L RESOURCES: Sample letter of application

 REFERENCES: Secondary English Bk 3 Pg 2-3

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)    Asks students whether they know the meaning of substitution.

(b)    Explains what substitution is.

(c)    Tells them that they are about to learn how to use substitution to eliminate repetition.

(a)    Says whether they know the meaning of substitution.

(b)    Listens and seeks clarification.

(c)    Listens and takes notes.

DEVELOPMENT

32 minutes

1.      Writes on the chalkboard some examples of substitution in sentences.

2.      Groups the learners. Asks them to substitute repeated words with single words.

3.      Asks learners to read aloud the substituted sentences.

1.      Reads the sentences.

 

2.      Write the exercise.

 

3.      Reads aloud the sentences.

CONCLUSION

4 minutes

(a)    Asks students to outline the importance of substitution.

(b)    Gives an exercise.

(a)    Outlines the importance.

 

(b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

WRITING

Substitution in Writing

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: INTENSIVEREADING/ Blossoms of the Savannah

SUB-TOPIC: About the author, title, setting and synopsis:

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

  1. a) Discuss the author, title, setting and synopsis in the text.

T/L RESOURCES: Novel to be read, Sample context and essay questions

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

a)     Asks students to freely talk about the author, title, setting and synopsis

b)     Tells students that they will be learning about the author, title, setting and synopsis

a)     Gives details about

 

b)     Listens and takes notes.

 

DEVELOPMENT

32 minutes

1.     Tells the students to read some sections of the novel.

2.     Asks the students to explain the author, title, setting and synopsis.

3.     Asks them to discuss in groups the author, title, setting and synopsis

4.     Allows the groups to present their projects.

 

1.     Reads the sections.

2.     Explains about the author, title, setting and synopsis.

 

3.     Discusses the author, title, setting and synopsis

4.     Presents their project.

 

CONCLUSION

4 minutes

a)     Asks students to suggest reasons for the title, setting and synopsis

b)     Gives an assignment.

a)     Suggests reasons

b)     Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the savanna

Author, Title, Setting and Synopsis

 

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC:Intonation

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

(a)          Define intonation correctly.

(b)          Use rising and falling intonation appropriately in sentences.

T/L RESOURCES: Posters, chalk board

REFERENCES: Secondary English Bk 3 Pg 9-11

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
  PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)    Reviews the previous lesson. Asks how speakers prepare to use intonation in sentences.

(b) Tells the learners that they will be learning about intonation.

(a)  Explains what intonation is.

 

(b) Listens and takes notes.

DEVELOPMENT

32 minutes

1. Asks learners the difference between rising and falling intonation.

2. Explains the situations when rising and falling intonation is used in sentences.

3. Groups the learners. Writes sentences on the chalkboard. Asks learners to identify the appropriate intonation.

4. Asks learners present their answers.

1. States the difference between rising and falling intonation.

2. Listens and takes notes. Seeks clarification.

3. Discusses.

 

4. Present their answers.

CONCLUSION

4 minutes

c)      Asks them to explain the situations when rising and falling intonation is used.

d)       Writes the exercise on the chalkboard.

c)      Explains the situations.

d)      Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Intonation

Rising and Falling Intonation

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Techniques of Pre-reading

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

  • Survey reading materials and explain at a glance the impressions they get from the title.
  • Formulate three questions whose answers they expect to get when they read the passage.

T/L RESOURCES:Chalkboard

REFERENCES:  Secondary English Bk 3 Pg 11-12

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a) Asks students to give their impression of the title of the comprehension passage The bitter Forbidden Fruit.

(b) Tells them that they would be learning about the techniques of pre-reading.

(a) Givetheir impressions.

 

 

(b) Listens and takes notes.

DEVELOPMENT

30 minutes

1. Explains how to survey a text.

2. Refers them to the passage The Bitter Forbidden Fruit to be survey.

3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage.

4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage

 

1. Listens and takes notes.

2. Surveys the passage.

 

3. Formulates the questions.

 

 

4. Compare their questions and their answers

 

CONCLUSION

5 minutes

(a) Asks some students to read aloud their questions.

(b) Gives an exercise in the textbook.

(a) Corrects the others.

 

(b) Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

                                                                   READING

                                                                  Reading Skills

Techniques inPre-reading

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:The Bitter Forbidden Fruit

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 12-14

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)Asks students question concerning the issue.

(c) Tells the students the passage they are about to read and asks them to open their course books.

(a) Listens and seeks clarification.

 

(b) Answers the questions asked.

(c) Opens their books.

DEVELOPMENT

33 minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage in their words.

 

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3 minutes

(a) Asks students to discuss the lessons they learn from the passage.

(b) Gives an exercise.

(a) Discusses the lessons they learn from the passage.

(b) Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM

                                                           READING

                                                COMPREHENSION

The Bitter Forbidden Fruit

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Gender-sensitive Language

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

(a)          Define the term gender-sensitive language.

(b)          Use gender-sensitive language in sentences.

T/L RESOURCES: Flashcards with gender-sensitive words and terms

Chart showing gender-sensitive language

REFERENCES: Secondary English Bk 3 Pg 14-16

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a) Writes a sentence containing a gender-sensitive word on the board.

(b) Asks learners to explain the meaning of gender-sensitive language

(c) Tells them that they will be learning about gender-sensitive language.

(a) Reads the sentence.

 

(b) Explains the meaning of the phrasal verb.

 

(c) Listens and takes notes.

DEVELOPMENT

30 minutes

1. Displays the chart containing gender-sensitive terms.

2. Explains more gender-sensitive words.

3. Asks students to use the gender-sensitive terms learnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Reads the gender-sensitive terms.

2. Listens and takes notes. Seeks clarification.

3. Uses the gender-sensitive words in sentences.

4. Adds more gender-sensitive words to it.

CONCLUSION

5       minutes

(a)    Asks students to use them in sentences.

(b)    Gives an exercise.

(a)    Uses them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Gender-sensitive Language

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Transitional words that add information

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

(a)          Write neatly and legibly.

(b)          Identify transitional words used in adding information.

(c)           Use transitional words used in adding information correctly in sentences.

T/L RESOURCES:Chart with transitional words, chalkboard

 REFERENCES: Secondary English Bk 3 Pg 16-17

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a) Asks students to define transitional words.

(b) Explains what transitional words are.

(c) Tells them that they are about to learn about transitional words.

(a) Says what transitional words are.

(b) Listens and seeks clarification.

(c) Listens and takes notes.

DEVELOPMENT

32 minutes

1. Displays the chart with transitional words to the learners.

2. Asks students to write them down in their books.

3.  Groups the learners. Asks them to use the transitional words given in sentences of their own.

4.      Asks learners to read aloud some of the sentences.

1. Reads the transitional words.

2. Writes the transitional words in their exercise books.

3. Discuss and write sentences using transitional words.

4.      Reads aloud the sentences.

CONCLUSION

4 minutes

(a) Asks students to suggest more transitional words.

(b) Gives an exercise.

(a) Suggests more transitional words.

(b)Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Transitional words that add more information

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter One and Two

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

  1. a) Discuss the setting of chapter oneand Two.
  2. b) Explain the character traits, themes and style in Chapter Oneand Two

T/L RESOURCES: Novel to be read, Guidebooks

REFERENCES:  Blossoms of the savanna, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a) Asks students to freely talk about the novel

(b) Tells students that they will be reading Chapter One and Two

(a) Gives details about the novel

(b) Listens and takes notes.

 

DEVELOPMENT

32 minutes

1. Tells the students to read Chapter one and Two of the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3. Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2. Explains the setting, traits, themes and style in the chapter

3. 4. Presents their project.

 

4. Listens and takes notes.

CONCLUSION

4 minutes

1. Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

2. Gives an assignment.

1. Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

2. Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the savanna

Plot analysis

Chapter One and Two

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

 

 

 

 

 

 

 

 

 

THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC:Rhythm

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

(a)          Define rhythm in poetry.

(b)          Identify features of rhythm in poetry.

T/L RESOURCES: Chart with features of rhythm, chalkboard

 REFERENCES: Secondary English Bk 3 Pg 18-20

  • Understanding Poetry by Ezekiel Alembi
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a) Reviews the previous lesson. Asks learners to define rhythm.

(b) Tells the learners that they will be learning about rhythm in poetry.

(a) Explains the meaning of rhythm.

(b) Listens and takes notes.

DEVELOPMENT

32 minutes

1. Asks learners to read a given poem aloud in chorus.

2. Explains the features of rhythm in a poem.

3. Groups the learners. Give them another poem and tell them to identify features of rhythm in the poem.

4. Asks learners present their answers.

1. Read the poem aloud in chorus.

2. Listens and takes notes. Seeks clarification.

3. Discusses.

 

4. Presents their answers.

CONCLUSION

4 minutes

(a) Asks them to explain the features of rhythm in a poem.

(b)Gives an exercise in their textbook.

(a) Explains the features.

(b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Poetry

Rhythm

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Concentration techniques in reading

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

  • Read a passage given and respond to questions on it.
  • Summarize the passage read.

T/L RESOURCES:Chalkboard

REFERENCES:  Secondary English Bk 3 Pg 20-21

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a) Asks students to give their impression of the title of the comprehension passage Kinetic Theory and Gas Laws.

(b) Tells them that they would be learning about the techniques of pre-reading.

(a) Givetheir impressions.

 

 

(b) Listens and takes notes.

DEVELOPMENT

30 minutes

1. Explains how to survey a text.

2. Refers them to the passageKinetic Theory and Gas Laws to be survey.

3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage.

4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage

 

1. Listens and takes notes.

2. Surveys the passage.

 

3. Formulates the questions.

 

 

4. Compare their questions and their answers

 

CONCLUSION

5 minutes

(a) Asks some students to read aloud their questions.

(b) Gives an exercise in the textbook.

(a) Corrects the others.

 

(b) Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

                                                                   READING

                                                                  Reading Skills

Concentration techniques in reading

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:Restoring Integrity in the Public Service

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 21-24

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

33    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage in their words.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

(a)   Asks students to discuss the lessons they learn from the passage.

(b)   Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 4

                                                           READING

                                                COMPREHENSION

Restoring Integrity in the Public Service

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Case in Pronouns

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

(a)          Explain the meaning of case in pronouns

(b)          Identify pronouns in their various case forms

(c)           Use pronouns correctly in the various case forms

T/L RESOURCES: Flashcards with various case forms of pronouns

Chart showing various case forms of pronouns

REFERENCES: Secondary English Bk 3 Pg 24-27

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)    Writes a sentence containing pronoun on the board.

(b)    Asks learners to explain the meaning of case in pronouns

(c)    Tells them that they will be learning about case in pronouns.

(a)    Reads the sentence.

(b)    Explains the meaning of the phrasal verb.

(c)    Listens and takes notes.

DEVELOPMENT

30    minutes

1. Displays the chart containing various case forms of pronouns.

2. Explains more about the various cases of pronouns.

3. Asks students to use the various case forms of pronouns in sentences of their own.

4. Groups the learners and shows them the flashcards showing the various case forms of pronouns.

1. Reads the pronouns in their various cases.

2. Listens and takes notes. Seeks clarification.

3. Uses the various case forms of pronouns in sentences.

4. Write down the pronouns on the flashcards.

CONCLUSION

5       minutes

(a)    Asks students to use them in sentences.

(b)    Gives an exercise.

(a)    Use them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Pronouns

Case in Pronouns

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Transitional Words that show Contrast

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

(a)          Write neatly and legibly.

(b)          Identify transitional words that show contrast.

(c)           Correctly use transitional words that show contrast

T/L RESOURCES:Chart with transitional words that show contrast

 REFERENCES: Secondary English Bk 3 Pg 28

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a) Asks students to define transitional words.

(b) Explains what transitional words are.

(c) Tells them that they are about to learn about transitional words that show contrast.

(a) Says what transitional words are.

(b) Listens and seeks clarification.

(c) Listens and takes notes.

DEVELOPMENT

32 minutes

1. Displays the chart with transitional words that show contrast to the learners.

2. Asks students to write them down in their books.

3.  Groups the learners. Asks them to use the transitional words given in sentences of their own.

5.      Asks learners to read aloud some of the sentences.

1. Reads the transitional words.

2. Writes the transitional words in their exercise books.

3. Discuss and write sentences using transitional words.

4. Reads aloud the sentences.

CONCLUSION

4 minutes

(a) Asks students to suggest more transitional words.

(b) Gives an exercise.

(a) Suggests more transitional words.

(b)Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Transitional words that show contrast

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the savanna

SUB-TOPIC: Plot analysis: Chapter Three and Four

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

  1. a) Discuss the setting of Chapter Three and Four
  2. b) Explain the character traits, themes and style in Chapter Three and Four

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)    Asks students to freely talk about

(b)    Tells students that they will be reading Chapter Three and Four

(a)    Gives details about

(b)    Listens and takes notes.

 

DEVELOPMENT

30minutes

1. Tells the students to read Chapter Three and Four of the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3.Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2.Explains the setting, traits, themes and style in the chapter

3.Discusses other traits of

4. Presents their project.

 

CONCLUSION

5minutes

1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

2. Gives an assignment.

1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

2. Writes the assignment.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Three and Four

 

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC:Alliteration and assonance

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

(a)          Define alliteration and assonance

(b)          Identify alliteration and assonance in a given poem.

(c)           Use alliteration and assonance in a poem.

T/L RESOURCES: Charts with examples of alliteration and assonance, chalkboard

 REFERENCES: Secondary English Bk 3 Pg 28

  • Understanding Poetry
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)    Reviews the previous lesson. Asks learners to define alliteration and assonance.

(b)    Tells the learners that they will be learning about alliteration and assonance.

(a)    Explains how a speaker prepares to deliver a speech.

(b)    Listens and takes notes.

DEVELOPMENT

30minutes

1. Asks learners to differentiate between alliteration and assonance.

2.      Explains the meanings of alliteration and assonance and their difference.

  1. Groups the learners. Gives them a poem. Asks learners to identify alliteration and assonance in the poem.
  2. Asks learners present their answers.
1. Differentiates between alliteration and assonance.

2.      Listens and takes notes. Seeks clarification.

3.      Discusses.

  1. Presents their answers.
CONCLUSION

5minutes

(a)    Asks them to explain what alliteration and assonance is and their differences.

(b)     Writes the exercise on the chalkboard.

(a)    Explains the ways.

 

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Poetry

Alliteration and assonance

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Note-making

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

  • Read a passage given and respond to questions on it.
  • Make notes from the passage read.

T/L RESOURCES: Articles and passage to be read

REFERENCES:  Secondary English Bk 3 Pg 31-32

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)   Asks students to give the features of note-making.

(b)   Tells them that they would be learning how to make notes effectively.

(a)   Gives the features of note-making.

(b)   Listens and takes notes.

DEVELOPMENT

30    minutes

1. Outlines the steps in making notes.

2.     Issues a handout with a passage to be read.

3.     Groups the learners. Writes 2 questions to be answered in note form.

4.     Asks individuals to write notes using the points drafted in step 3 above.

1. Listens and takes notes.

2.     Reads the passage.

  1. Writes a draft in note form..
  2. Writes notes from the passage.
CONCLUSION

4       minutes

(a)   Asks some students to read aloud their notes.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

                                                                   READING

                                                                  Reading Skills

Note-making

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:Women Break from Shackles of Traditions

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 32-34

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

33minutes

1. Asks students to read the paragraphs in turns.

2.     Asks students to retell the passage in their own words.

  1. Asks students some questions on the passage.
  2. Identifies some new words and asks students to give their meanings and use in each in their own words.
1. Reads the paragraphs.

2.     Retells the passage in their words.

3.     Answers the questions.

  1. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION

3       minutes

(a)   Asks students to discuss the lessons they learn from the passage.

(b)   Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                           READING

                                                COMPREHENSION

Women Break from Shackles of Traditions

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Demonstratives

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

(a)          Define demonstratives.

(b)          Use demonstratives in sentences correctly.

T/L RESOURCES: Flashcards with demonstratives, Chart showing demonstratives

REFERENCES: Secondary English Bk 3 Pg 34-36

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)    Writes a sentence containing a demonstrative on the board.

(b)    Asks identify the demonstrative.

(c)    Tells them that they will be learning demonstratives.

(A)    Reads the sentence.

(B)    Explains the meaning of the phrasal verb.

(C)    Listens and takes notes.

DEVELOPMENT

30    minutes

1. Displays the chart containing demonstratives.

2. Explains more about demonstratives.

3. Asks students to use the demonstratives learnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Reads the demonstratives.

2. Listens and takes notes. Seeks clarification.

3. Uses the demonstratives in sentences.

4. Adds a word to it and uses the demonstratives formed in their own sentence.

CONCLUSION

4       minutes

(a)    Asks students to give explain the meaning of some demonstratives and use them in sentences.

(b)    Gives an exercise.

(a)    Explains the meaning of the demonstratives and use them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Demonstratives

 

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Transitional Words that show consequences, cause and effect

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

(a)          Write neatly and legibly.

(b)          Identify transitional words that show consequences, cause and effect.

(c)           Correctly use transitional words that show consequences, cause and effect

T/L RESOURCES:Chart with transitional words that show consequences, cause and effect

 REFERENCES: Secondary English Bk 3 Pg 36-37

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a) Asks students to define transitional words.

(b) Explains what transitional words are.

(c) Tells them that they are about to learn about transitional words that show consequences, cause and effect.

(a) Says what transitional words are.

(b) Listens and seeks clarification.

(c) Listens and takes notes.

DEVELOPMENT

32 minutes

1. Displays the chart with transitional words that show consequences, cause and effect to the learners.

2. Asks students to write them down in their books.

3.  Groups the learners. Asks them to use the transitional words given in sentences of their own.

4. Asks learners to read aloud some of the sentences.

1. Reads the transitional words.

2. Writes the transitional words in their exercise books.

3. Discuss and write sentences using transitional words.

4.Reads aloud the sentences.

CONCLUSION

4 minutes

(a) Asks students to suggest more transitional words.

(b) Gives an exercise.

(a) Suggests more transitional words.

(b)Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Transitional words that show consequences, cause and effect

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Five and Six

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

  1. a) Discuss the setting of ChapterFive and Six
  2. b) Explain the character traits, themes and style in ChapterFive and Six

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1.Asks students to freely talk about

2.Tells students that they will be reading Chapter Five and Six

1.Gives details about

2. Listens and takes notes.

 

DEVELOPMENT

31    minutes

1. Tells the students to read Chapter Five and Six of the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3.Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2.Explains the setting, traits, themes and style in the chapter

3.Discusses other traits of

4. Presents their project.

 

CONCLUSION

4 Minutes

1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

2. Gives an assignment.

1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

2. Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Five and Six

 

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Dilemma Stories

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

(a)          Define a dilemma story.

(b)          Identify the features of dilemma stories.

(c)           Discuss the functions of dilemma stories

T/L RESOURCES:

 REFERENCES: Secondary English Bk 3 Pg 36-37

  • Oral Literature for Schools
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)    Reviews the previous lesson. Asks learners to define dilemma stories.

(b)    Tells the learners that they will be learning about dilemma stories

(a)    Explains how a speaker prepares to deliver a speech.

(b)    Listens and takes notes.

DEVELOPMENT

32    minutes

1. Narrates a dilemma story to the learners.

2.      Explains the features and functions of a dilemma story.

  1. Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it.
  2. Asks learners present their projects.
1. States how they grabbed and kept the attention.

2.      Listens and takes notes. Seeks clarification.

  1. Discusses.
  2. Presents their projects.
CONCLUSION

4       minutes

(a)    Asks them to narrate a dilemma story of their own.

(b)    Gives them an exercise.

(a)    Explains the ways.

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Oral Literature

Dilemma Stories

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Studying a Poem

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

  • Develop an interest in reading poetry
  • Distinguish among different kinds of vocabulary used in a poem.
  • Relate diction to the meaning of the poem

T/L RESOURCES: Articles and passage to be read

REFERENCES:  Secondary English Bk 3 Pg 40-41

  • Understanding Poetry
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Asks students to give the features of a poem.

(b)   Tells them that they would be learning about diction in a poem.

(a)   Gives the features of a poem.

(b)   Listens and takes notes.

DEVELOPMENT

31    minutes

1. Reads through a given poem.

2.     Identifies the key words in the poem and explains their meanings.

3.     Groups the learners. Gives them another poem and tells them to identify the key words in the poem and explain their meanings.

4.     Asks the groups to present their findings.

1. Listens to the poem

2. Takes down notes.

3.     Discusses the poem and writes down the key words

4.     Presents their findings

 

CONCLUSION

4       minutes

(a)   Gives an exercise in the textbook. (a)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

                                                                   READING

                                                                  Reading Skills

Studying a poem through analysis of diction

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

FORM THREE LESSON PLAN TERM1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:Citizens Role in Good Governance

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 43-45

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Open their books.

DEVELOPMENT

32    minutes

1. Asks students to read the paragraphs in turns.

2.     Asks students to retell the passage in their own words.

  1. Asks students some questions on the passage.
  2. Identifies some new words and asks students to give their meanings and use in each in their own words.
1. Reads the paragraphs.

2.     Retells the passage in their words.

  1. Answers the questions.
  2. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION

4minutes

(a)   Asks students to discuss the lessons they learn from the passage.

(b)   Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                           READING

                                                COMPREHENSION

                                 Citizens Role in Good Governance

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Transitive and intransitive verbs

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

(a)          Explain the meaning of Transitive and intransitive verbs.

(b)          Use Transitive and intransitive verbsin their own sentences.

T/L RESOURCES: Flashcards with transitive and intransitive verbs, Chart showing transitive and intransitive verbs

REFERENCES: Secondary English Bk 3 Pg 45-48

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Writes sentences containing transitive and intransitive verbson the board.

2.      Asks learners to explain the difference between transitive and intransitive verbs.

  1. Tells them that they will be learning transitive and intransitive verbs.
1. Reads the sentences.

2.      Explains the difference betweentransitive and intransitive verbs

  1. Listens and takes notes.
DEVELOPMENT

30    minutes

1. Displays the chart containing transitive and intransitive verbs.

2.      Explains more about transitive and intransitive verbs.

3. Asks students to use the transitive and intransitive verbslearnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Reads the transitive and intransitive verbs.

2.      Listens and takes notes. Seeks clarification.

3. Uses the transitive and intransitive verbsin sentences.

4. Adds a word to it and uses the transitive and intransitive verbsformed in their own sentence.

CONCLUSION

5minutes

(a)    Asks students to give explain the meaning of some phrasal verbs and use them in sentences.

(b)    Gives an exercise.

(a)    Explains the meaning of the phrasal verbs and use them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Transitive and intransitive verbs

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Using the colon, semi-colon and writing reminders

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

(a)          Write neatly and legibly

(b)          Demonstrate mastery in the use of the colon and the semi-colon.

(c)           Write a good reminder

T/L RESOURCES: Sample reminders

 REFERENCES: Secondary English Bk 3 Pg 45-46

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4minutes

(a)    Asks students state the uses of the colon and the semicolon.

(b)    Explains the functions of the colon and the semi-colon.

(c)    Tells them that they are about to learn how to write reminders.

(a)    States the uses of the colon and the semicolon.

(b)    Listens and seeks clarification.

(c)    Listens and takes notes.

DEVELOPMENT

32 minutes

1Issues the sample reminder.

2. Asks students to list the elements of the reminder.

3.  Groups the learners. Asks them to write a reminder on the topic given.

4. Asks learners to read aloud some of the reminders.

1. Reads the reminder.

2. Lists the elements.

3. Write the letter.

 

4. Reads aloud the letter.

CONCLUSION

3       minutes

(a)    Asks students to outline the features of a reminder.

(b)    Gives an exercise.

(a)    Outlines the features.

(b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Functions of the colon and the semi-colon

Reminders

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Seven and Eight

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

  1. a) Discuss the setting of Chapter Seven and Eight
  2. b) Explain the character traits, themes and style in Chapter Seven and Eight

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)    Asks students to freely talk about

(b)    Tells students that they will be reading Chapter Seven and Eight

(a)    Gives details about

(b)    Listens and takes notes.

 

DEVELOPMENT

32minutes

1. Tells the students to read Chapter Seven and Eight of the novel.

2.      Asks the students to explain the setting, and the character traits in the chapter.

  1. Asks them to discuss in groups the themes and style in the chapter
  2. Allows the groups to present their projects.
1. Read in turns.

2.      Explains the setting, traits, themes and style in the chapter

3.      Discusses other traits of

4.      Presents their project.

5.      Listens and takes notes.

CONCLUSION

4       minutes

(a)    Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

(b)    Gives an assignment.

(a)    Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

(b)    Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Seven and Eight

 

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Features of Dilemma Stories

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

(a)          Identify the features of dilemma stories.

(b)          Discuss the functions of dilemma stories

T/L RESOURCES: Samples of dilemma narratives

 REFERENCES: Secondary English Bk 3 Pg 51-52

  • Oral Literature for Schools
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(c)    Reviews the previous lesson. Asks learners to define dilemma stories.

(d)    Tells the learners that they will be learning about dilemma stories

(c)    Explains how a speaker prepares to deliver a speech.

(d)    Listens and takes notes.

DEVELOPMENT

 

30    minutes

1. Narrates a dilemma story to the learners.

5.      Explains the features and functions of a dilemma story.

  1. Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it.
  2. Asks learners present their projects.
1. States how they grabbed and kept the attention.

5.      Listens and takes notes. Seeks clarification.

  1. Discusses.
  2. Presents their projects.
CONCLUSION

5       minutes

(c)    Asks them to narrate a dilemma story of their own.

(d)    Gives them an exercise.

(c)    Explains the ways.

(d)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Oral Literature

Features of Dilemma Stories

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Appreciating a Poem

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

  • Identify the features of a poem systematically
  • Analyze a poem accurately

T/L RESOURCES:Samples of poems

REFERENCES:  Secondary English Bk 3 Pg 40-41

  • Understanding Poetry
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

 

6       minutes

(a)   Asks students to give the features of a poem.

(b)   Tells them that they would be learning about appreciating a poem.

(a)   Gives the features of a poem.

(b)   Listens and takes notes.

DEVELOPMENT

30    minutes

1. Reads through a given poem.

2. Analyses the poem systematically, identifying the features of the poem to the learners.

3. Groups the learners. Gives them another poem and tells them to analyze it systematically and identify the important features in the poem.

4. Asksthe groups to present their findings.

1. Listens to the poem

2. Takes down notes.

3.Discusses the poem and writes down the key words

4.Presents their findings

 

CONCLUSION

4       minutes

(a)Gives an exercise in the textbook. (a)Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

                                                                   READING

                                                                  Reading Skills

Appreciating a poem

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:HIV: The Emotional Journey

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 55-56

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

33 minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage in their words.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

(a)   Asks students to discuss the lessons they learn from the passage.

(b)   Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 4

                                                           READING

                                                COMPREHENSION

HIV: The Emotional Journey

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Infinitives

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

(a)          Explain the meaning of infinitives.

(b)          Use infinitivesin their own sentences.

T/L RESOURCES: Flashcards with infinitives, Chart showing infinitives

REFERENCES: Secondary English Bk 3 Pg 56-58

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Writes a sentence containing infinitiveson the board.

2. Asks learners to explain what the infinitive is made up of.

3. Tells them that they will be learning about infinitives.

1. Reads the sentence.

2. Explains the composition of the infinitive.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Displays the chart containing infinitives.

2. Explains more infinitives.

3. Asks students to use the infinitiveslearnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Reads the infinitives.

2. Listens and takes notes. Seeks clarification.

3. Uses the infinitivesin sentences.

4. Adds a word to it and uses the infinitivesformed in their own sentence.

CONCLUSION

5minutes

(a)    Asks students to give explain the meaning of some infinitivesand use them in sentences.

(b)    Gives an exercise.

(a)    Explains the meaning of the infinitivesand use them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Infinitives

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Using the dash, parentheses and writing personal journals

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

(a)          Write neatly and legibly

(b)          Demonstrate mastery in the use of the dash and the parentheses.

(c)           Write a good personal journal

T/L RESOURCES: Sample reminders

 REFERENCES: Secondary English Bk 3 Pg 58-60

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

 

5 minutes

(a)    Asks students state the uses of the dash and the parentheses.

(b)    Explains the functions of the dash and the parentheses.

(c)    Tells them that they are about to learn how to write personal journals.

(a)    States the uses of the dash and the parentheses.

(b)    Listens and seeks clarification.

(c)    Listens and takes notes.

DEVELOPMENT

30 minutes

1. Issues the sample personal journal.

2. Asks students to list the elements of thepersonal journal.

3.  Groups the learners. Asks them to write apersonal journal on the topic given.

4. Asks learners to read aloud some of the personal journals.

1. Reads the r personal journal.

2. Lists the elements.

3. Write the personal journalr.

 

4. Reads aloud the personal journal.

CONCLUSION

 

5minutes

(a)    Asks students to outline the features of apersonal journal.

(b)Gives an exercise.

(a)    Outlines the features.

(b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Functions of the dash and the parentheses

Personal journals

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Nine and Ten

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

  1. a) Discuss the setting of Chapter Nine and Ten
  2. b) Explain the character traits, themes and style in Chapter Nine and Ten

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)    Asks students to freely talk about

(b)    Tells students that they will be reading Chapter Nine and Ten

(a)    Gives details about

(b)    Listens and takes notes.

 

DEVELOPMENT

 

30    minutes

1. Tells the students to read Chapter Nine and Ten of the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3.Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2.Explains the setting, traits, themes and style in the chapter

3.Discusses other traits of

4. Presents their project.

5. Listens and takes notes.

CONCLUSION

5       minutes

(a)    Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

(b)    Gives an assignment.

(a)    Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

(b)    Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Nine and Ten

 

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Aetiological Narratives

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

(a)          Define Aetiological Narratives.

(b)          Identify the features of Aetiological Narratives

(c)           Discuss the functions of Aetiological Narratives

T/L RESOURCES:

 REFERENCES: Secondary English Bk 3 Pg 61-63

  • Oral Literature for Schools
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

 

4       minutes

(a)    Reviews the previous lesson. Asks learners to define Aetiological Narratives.

(b)    Tells the learners that they will be learning about Aetiological Narratives

(a)    Explains what an aetiological narrative is.

(b)    Listens and takes notes.

DEVELOPMENT

 

30    minutes

1. Narrates an aetiological narrative to the learners.

2. Explainsthe features and functions of Aetiological Narratives.

3. Groups the learners. Gives the learners a sample aetiological narrative. Asks learners to identify the features of an aetiological narrative in it.

4. Asks learners present their projects.

1. States how they grabbed and kept the attention.

2. Listens and takes notes. Seeks clarification.

3. Discusses.

4. Presents their projects.

CONCLUSION

6       minutes

(a)    Asks them to narrate an aetiological narrative of their own.

(b)    Gives them an exercise.

(a)    Explains the ways.

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Oral Literature

Aetiological Narratives

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Critical Reading: Looking for evidence

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

  • Read a passage critically identifying evidence.
  • Read critically evaluating evidence.

T/L RESOURCES: Articles and poems to be read

REFERENCES:  Secondary English Bk 3 Pg 63-64

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Asks students to read a passage critically.

2. Tells them that they would be learning how to read critically identifying evidence.

1. Gives the features of summary.

2. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Outlines the steps in critical reading.

2. Issues a handout with a passage to be read.

3. Groups the learners. Writes 2 questions to be answered from the passage.

4. Asks individuals to read another passage and identify critical evidence.

1. Listens and takes notes.

2. Reads the passage.

3. Answers the questions.

4. Reads the passage and identifies critical evidence.

CONCLUSION

 

5 minutes

(a)   Asks some students to read aloud their answers.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 4

                                                                   READING

                                                                  Reading Skills

Critical reading: Looking for evidence

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:Our Rights Our Responsibilities

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 64-66

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

32minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage in their words.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

4       minutes

(a)Asks students to discuss the lessons they learn from the passage.

(b)Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                           READING

                                                COMPREHENSION

Our Rights and Our Responsibilities

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR/ Phrasal Verbs and Idiomatic expressions

SUB-TOPIC: Phrasal Verbs and idiomatic expressions

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

(a)          Explain the meaning of phrasal verbs and idiomatic expressions

(b)          Use phrasal verbs and idiomatic expressions in their own sentences.

T/L RESOURCES: Flashcards with phrasal verbs and idiomatic expressions, Chart showing phrasal verbs and idiomatic expressions

REFERENCES: Secondary English Bk 3 Pg 66-69

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Writes a sentence containing phrasal verb and idiomatic expression on the board.

2. Asks learners to explain the meaning of the phrasal verb and idiomatic expressions.

3. Tells them that they will be learning phrasal verbs and idiomatic expressions.

1. Reads the sentence.

2. Explains the meaning of the phrasal verb and idiomatic expression.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Displays the chart containing phrasal verbs and idiomatic expressions.

2. Explains more about phrasal verbs and idiomatic expressions.

3. Asks students to use the phrasal verbs and idiomatic expressions learnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Reads the phrasal verbs and idiomatic expressions.

2. Listens and takes notes. Seeks clarification.

3. Uses the phrasal verbs and idiomatic expressionsin sentences.

4. Uses the phrasal verb and idiomatic expression formed in their own sentence.

CONCLUSION

5       minutes

(a)    Asks students to give explain the meaning of some phrasal verbs and idiomatic expressionsand use them in sentences.

(b)    Gives an exercise.

(a)    Explains the meaning of the phrasal verbs and idiomatic expressionsand use them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Phrasal Verbs

Idiomatic Expressions

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Thank You and Congratulatory Messages

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

(a)          State the steps in writing Thank You and Congratulatory Messages.

(b)          Follow the steps outlined in writing Thank You and Congratulatory Messages.

T/L RESOURCES: Sample Thank You and Congratulatory Messages

 REFERENCES: Secondary English Bk 3 Pg 69-70

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)    Asks students whether they have ever Thank You and Congratulatory Messages.

(b)    Explains what Thank You and Congratulatory Messages are.

(c)    Tells them that they are about to learn how to write Thank You and Congratulatory Messages.

(a)    Says whether or not they have written Thank You and Congratulatory Messages.

(b)    Listens and seeks clarification.

(c)    Listens and takes notes.

DEVELOPMENT

 

32minutes

1. Issues the sample Thank You and Congratulatory Messages.

2. Asks students to list the elements of the Thank You and Congratulatory Messages.

3. Groups the learners. Asks them to write Thank You and Congratulatory Messageson the topic given.

4. Asks learners to read aloud some of the Thank You and Congratulatory Messages.

1. Reads the Thank You and Congratulatory Messages.

2. Lists the elements.

3. Write the Thank You and Congratulatory Messages.

 

4. Reads aloud the Thank You and Congratulatory Messages.

CONCLUSION

4       minutes

(a)    Asks students to outline the features of Thank You and Congratulatory Messages.

(b)    Gives an exercise.

(a)    Outlines the features.

(b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Thank You and Congratulatory Messages

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Eleven and Twelve

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

  1. a) Discuss the setting of Chapter Eleven and Twelve
  2. b) Explain the character traits, themes and style in Chapter Eleven and Twelve

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)    Asks students to freely talk about

(b)    Tells students that they will be reading Chapter Eleven and Twelve

(a)    Gives details about

(b)    Listens and takes notes.

 

DEVELOPMENT

 

30minutes

1. Tells the students to read Chapter Eleven and Twelveof the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3.Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2.Explains the setting, traits, themes and style in the chapter

3.Discusses other traits of

4. Presents their project.

5. Listens and takes notes.

CONCLUSION

5       minutes

(a)    Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

(b)    Gives an assignment.

(a)    Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

(b)    Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Eleven and Twelve

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Features of aetiological narratives

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

(a)          Identify the features of aetiological narratives.

(b)          Discuss the functions of aetiological narratives

T/L RESOURCES: Samples of aetiological narratives

 REFERENCES: Secondary English Bk 3 Pg 51-52

  • Oral Literature for Schools
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)Reviews the previous lesson. Asks learners to define aetiological narratives.

(c)    Tells the learners that they will be learning about aetiological narratives

(a)    Explains how a speaker prepares to deliver a speech.

(b)    Listens and takes notes.

DEVELOPMENT

 

30minutes

1. Narrates an aetiological narrative to the learners.

2. Explains the features and functions of an aetiological narrative.

3. Groups the learners. Gives the learners a sample aetiological narratives. Asks learners to identify the features of a dilemma story in it.

4. Asks learners present their projects.

1. States how they grabbed and kept the attention.

2. Listens and takes notes. Seeks clarification.

3. Discusses.

4. Presents their projects.

CONCLUSION

5minutes

(a)    Asks them to narrate an aetiological narratives of their own.

(b)Gives them an exercise.

(a)    Explains the ways.

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Oral Literature

Features of aetiological narratives

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Recognizing Tone and Attitude

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

  • Define tone and attitude correctly.
  • Summarize the passage read.

T/L RESOURCES: Articles and poems to be read

REFERENCES:  Secondary English Bk 3 Pg 73-74

  • Understanding Poetry
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)   Asks students to define tone and attitude.

(b)   Tells them that they would be learning how about tone and attitude

(a)   Gives the features of summary.

(b)   Listens and takes notes.

DEVELOPMENT

30    minutes

1. Explain the meaning of tone and attitude and how to identify it in a poem.

2. Issues a handout with a poems to be analyzed for tone and attitude.

3. Groups the learners. Writes 2 questions on tone and attitude to be answered from the poem.

 

1. Listens and takes notes.

2. Reads and analyzes the poem.

3. Writes the answers.

CONCLUSION

5minutes

1. Asks some students to read aloud their answers.

2. Writes an exercise on the chalkboard.

1. Corrects the others.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 4

                                                                   READING

                                                                  Reading Skills

Tone and attitude

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:A Slip not a Fall

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 74-76

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

31    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage in their words.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

6minutes

(a)   Asks students to discuss the lessons they learn from the passage.

(b)   Gives an exercise.

(a)   Discusses the lessons they learn from the passage.

(b)   Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 4

                                                           READING

                                                COMPREHENSION

A Slip not a Fall

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Participles

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

(a)          Explain the meaning of Participles.

(b)          Use participlesin their own sentences.

T/L RESOURCES: Flashcards with participles, Chart showing participles

REFERENCES: Secondary English Bk 3 Pg 76-80

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Writes a sentence containing a participle on the board.

2. Asks learners to explain the meaning of the participle.

3. Tells them that they will be learning participles.

1. Reads the sentence.

2. Explains the meaning of the participles.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Displays the chart containing participles.

2.Explains more about participles

3. Asks students to use the participleslearnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Reads the participles.

2. Listens and takes notes. Seeks clarification.

3. Uses the participlesin sentences.

4. Adds a word to it and uses the participlesformed in their own sentence.

CONCLUSION

5minutes

1. Asks students to give explain the meaning of some phrasal verbs and use them in sentences.

2. Gives an exercise.

1. Explains the meaning of the participlesand use them in sentences.

2. Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Participles

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Condolence Messages

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

(a)          State the steps in writing condolence messages.

(b)          Follow the steps outlined in writing condolence messages.

T/L RESOURCES: Sample condolence messages

 REFERENCES: Secondary English Bk 3 Pg 80-81

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)    Asks students whether they have ever condolence messages.

(b)    Explains what condolence messages are.

(c)    Tells them that they are about to learn how to write condolence messages

(a)    Says whether or not they have written condolence messages.

(b)    Listens and seeks clarification.

(c)    Listens and takes notes.

DEVELOPMENT

 

30minutes

1. Issues the sample condolence messages

2. Asks students to list the elements of the condolence messages.

3. Groups the learners. Asks them to write condolence messages on the topic given.

4. Asks learners to read aloud some of the condolence messages.

1. Reads the condolence messages.

2. Lists the elements.

3. Write the condolence messages

 

4. Reads aloud the condolence messages.

CONCLUSION

5minutes

(a)    Asks students to outline the features of condolence messages.

(b)    Gives an exercise.

(a)    Outlines the features.

(b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Condolence Messages

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Thirteen and Fourteen

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

  1. a) Discuss the setting of Chapter Thirteen and Fourteen
  2. b) Explain the character traits, themes and style in Thirteen and Fourteen

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)    Asks students to freely talk about

(b)    Tells students that they will be reading Chapter Thirteen and Fourteen

(a)    Gives details about

(b)    Listens and takes notes.

 

DEVELOPMENT

 

30minutes

1. Tells the students to read Chapter Thirteen and Fourteen of the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3.Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2.Explains the setting, traits, themes and style in the chapter

3.Discusses other traits of

4. Presents their project.

5. Listens and takes notes.

CONCLUSION

5minutes

(a)    Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

(b)    Gives an assignment.

(a)    Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

(b)    Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Thirteen and Fourteen

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC:Giving and Receiving Instructions

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

(a)          Outline situations when instructions are likely to be given

(b)          Give oral and written instructions clearly and effectively.

T/L RESOURCES: Sample instructions

 REFERENCES: Secondary English Bk 3 Pg 82-83

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

1. Reviews the previous lesson. Asks the learners to prepare to give and receive instructions.

2.Tells the learners that they will be learning how to give and receive instructions

1. Prepares to give and receive instructions.

2. Listens and takes notes.

DEVELOPMENT

32minutes

1. Asks learners how to give and receive instructions effectively.

2. Explains how one should give and receive instructions effectively.

3. Groups the learners. Gives learners a question. Asks learners to discuss the question and write down good instructions based on the question.

4. Asks learners present their projects.

1. States how to give and receive instructions.

2. Listens and takes notes. Seeks clarification.

3. Discusses.

4. Presents their projects.

CONCLUSION

4       minutes

(a)    Asks them to explain the ways of giving and receiving instructions.

(b) Writes the exercise on the chalkboard.

(a)    Explains the ways.

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                         LISTENING AND SPEAKING

Giving and Receiving Instructions

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Distinguishing Facts from Opinions

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

  • Develop a critical attitude as they read or listen
  • Distinguish between a fact and an opinion.

T/L RESOURCES: Articles and poems to be read

REFERENCES:  Secondary English Bk 3 Pg 83-84

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Asks students to differentiate between a fact and an opinion.

2. Tells them that they would be learning how to distinguish facts from opinions.

1. Gives the differences between facts and opinions.

2. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Outlines the steps in distinguishing facts from opinions.

2. Issues a handout with a passage to be read.

3. Groups the learners. Writes 2 questions to be answered in note form.

4. Asks individuals to write distinguish facts from opinions in the passage given.

1. Listens and takes notes.

2.     Reads the passage.

3. Discuss the questions.

4. Answers the questions.

CONCLUSION

5       minutes

1. Asks some students to read aloud their summaries.

2. Writes an exercise on the chalkboard.

1. Corrects the others.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

                                                                   READING

STUDY SKILLS

Distinguishing Facts From Opinions

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC:The Great Revelation

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

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.
 

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 82-83

  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

1. Talks about the issue raised in the passage without letting them know they are about to read a passage.

2. Asks students question concerning the issue.

3. Tells the students the passage they are about to read and asks them to open their course books.

1. Listens and seeks clarification.

 

2. Answers the questions asked.

3. Opens their books.

DEVELOPMENT

32    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage in their words.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

4minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                           READING

                                                COMPREHENSION

The Great revelation

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Quantifiers: few, a few, little and a little

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

(a)          Use the quantifiers few, a few, little and a littlecorrectly in their own sentences.

T/L RESOURCES: Flashcards with the quantifiers few, a few, little and a little, Chart showing the quantifiers few, a few, little and a little

REFERENCES: Secondary English Bk 3 Pg 86-88

  • Head Start English Bk3
  • New Integrated English Bk 3
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Writes sentences containing the quantifiers few, a few, little and a littleon the board.

2. Asks learners to explain the meaning of the quantifiers few, a few, little and a little.

3. Tells them that they will be learning phrasal verbs.

1. Reads the sentence.

2. Explains the meaning of the quantifiers few, a few, little and a little.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Displays the chart containing the quantifiers few, a few, little and a little.

2. Explains more aboutthe quantifiers few, a few, little and a little.

3. Asks students to use the quantifiers few, a few, little and a littlelearnt in their own sentences.

4. Groups the learners and shows them the flashcards.

1. Readsthe quantifiers few, a few, little and a little.

2. Listens and takes notes. Seeks clarification.

3. Usesthe quantifiers few, a few, little and a littlein sentences.

4. Adds a word to it and uses the phrasal verb formed in their own sentence.

CONCLUSION

5minutes

(a)    Asks students to give explain the meaning of the quantifiers few, a few, little and a littleand use them in sentences.

(b)    Gives an exercise.

(a)    Explains the meaning of the quantifiers few, a few, little and a littleand use them in sentences.

(b)    Writes the exercise.

 

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 3

                                                        GRAMMAR

Quantifiers few, a few, little and a little

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Imaginative Composition

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

(a)          State the steps in writing an imaginative composition.

(b)          Follow the steps outlined in writing an imaginative composition.

T/L RESOURCES: Sample an imaginative composition

 REFERENCES:

  • Head Start English Bk 3 Pg 88-89
  • Teachers Book page 98

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

1. Asks students whether they have ever written an imaginative composition.

2. Explains what an imaginative composition is.

3.Tells them that they are about to learn how to write an imaginative composition

1. Says whether or not they have written an imaginative composition.

2. Listens and seeks clarification.

3. Listens and takes notes.

DEVELOPMENT

30 minutes

1. Issues the sample imaginative composition.

2. Asks students to list the elements of an imaginative composition.

3. Groups the learners. Asks them to write an imaginative compositionon the topic given.

4. Asks learners to read aloud some of the imaginative composition.

1. Reads the imaginative compositionletter.

2. Lists the elements.

3. Write the imaginative composition.

 

4. Reads aloud the letter.

5 CONCLUSION 1. Asks students to outline the features of application letters.

2. Gives an exercise.

1. Outlines the features.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Imaginative Compositions

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Fifteen and Sixteen

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

  1. a) Discuss the setting of Chapter Fifteen and Sixteen
  2. b) Explain the character traits, themes and style in Chapter Fifteen and Sixteen

T/L RESOURCES: Novel to be read

REFERENCES:  Blossoms of the Savannah, Guide Books

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a)    Asks students to freely talk about

(b)    Tells students that they will be reading Chapter Fifteen and Sixteen

(a)    Gives details about

(b)    Listens and takes notes.

 

DEVELOPMENT

 

30minutes

1. Tells the students to read Chapter Fifteen and Sixteen of the novel.

2. Asks the students to explain the setting, and the character traits in the chapter.

3.Asks them to discuss in groups the themes and style in the chapter

4. Allows the groups to present their projects.

1. Read in turns.

2.Explains the setting, traits, themes and style in the chapter

3.Discusses other traits of

4. Presents their project.

5. Listens and takes notes.

CONCLUSION

5 minutes

(a)    Asks students to suggest reasons it would be necessary for the people to emulate the traits of  the characters in the Chapter

(b)Gives an assignment.

(a)    Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter

(b)    Writes the assignment.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 3

                                                        READING

                                           Blossoms of the Savannah

Plot Analysis

Chapter Fifteen and Sixteen

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

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Woodwork

Metalwork

Building Construction

Power Mechanics

Electricity

Drawing and Design

Aviation Technology

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German

Arabic

Kenya Sign Language (KSL)

Music

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FORM TWO AGRICULTURE NOTES- MOST RECENT

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 (S042-,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

= 60x 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.

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.

  1. 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 :-

  • Broadcasting.
  • 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.

  • Spacing.

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.
  • Gives a high germination percentage hence a lower seed rate is used.

 

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.

Establishment of Vegetable Nurseries.

– Clear bushes from the site.

– Dig deeply to remove all perennial weeds.

– Map out/measure out the dimension of the bed : 1 m wide and any convenient length.

– Harrow to obtain a fine tilth.

– Broadcast phosphatic fertilizer or well rotten organic manure.

– Level the beds using garden rake to mix fertilizer or organic manure with soil and remove any trash.

– Make shallow drills 10 – 20 cm apart .

– Drill seeds uniformly.

– Cover the seeds lightly with soil.

– Water the nursery bed thoroughly.

– Apply light mulch /thin layer of mulch.

  • Tomatoes, cabbages, kale, onions, brinjals and peppers.

Vegetable Propagation Nurseries:

  • They are used for inducing root production in cuttings before they are transplanted,

Procedure of preparing a vegetative nursery bed.

– Select a suitable site.

– Clear and level the area.

– Mark out/measure the bed, measuring 3.66 m by 1.22 m.

– Fill polythene sleeves with a mixture of rooting medium.

– Arrange the polythene sleeves on the site to form a vegetative propagation unit.

– Water the polythene sleeves.

– Push well-prepared cuttings (tea) into each of the polythene sleeves and at the centre.

– Make sure that cutting leaves do not touch the soil.

– Construct a shade over the cuttings, using wooden loops which are covered with a polythene sheet.

  • Tree Nurseries:
  • These are used for raising tree seedlings.

Preparation of a tree seedling nursery.

– Choose the site.

– Clear the site.

– Mark the bed.

– Dig deeper than in the vegetable nursery.

– Plant directly or in polythene sleeves containing rooting medium.

 

Importance of polythene sleeves.

– Alleviates/ control root disturbances during transplanting.

– Seedlings can be stored awaiting conducive environmental conditions for planting.

– It is easy to transport the seedlings.

– The mixture used to fill the polythene sleeves is free from soil borne pests and diseases.

– Seedlings establish faster in the field.

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 the nurserybed.Itshould be removed after seedlings emerge.
  • Weed control should be done through uprooting.
  • Shading should be done but dark conditions should be avoided.
  • Pricking out should be done in case of overcrowding to enable seedlings to grow strong and healthy.
  • Pests should be controlled through spraying suitable pesticides.
  • Diseases should be controlled through spraying appropriate chemicals.
  • Hardening off to expose seedlings to ecological conditions prevailing in the seedbed.
  • Watering should be regular preferably in the morning and evenings.

 

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.
  • Stool layering.

 

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.
  • Small space can be used to raise many propagules.
  • Resultant plant products are of high quality.
  • The plantlets are high yielding.

 

Disadvantages of tissue culture.

 

– high level of technical know-how is needed.

– requires a special working environment/controlled conditions are required.

– it is expensive.

– takes time before desired results are realized.

Transplanting Seedlings

  • Transplanting is the practice of transferring seedlings from the nursery bed/seedling bed to the final field.

1) Vegetable seedlings.

It should be done when:

  1. a) plants are 1 – 11/2 months old.
  2. b) 4 – 6 true leaves have formed or at 10 – 15 cm height.
  3. c) of pencil thickness.
  4. d) at the onset of rainfall/when soil is moist enough.
  5. e) in the afternoon or morning or when it is cool.

PROCEDURE

– water the nursery before uprooting seedlings to avoid root damage.

-uproot seedlings using a garden trowel.

– ensure a lump of soil is attached to the roots.

– place the seedlings gently in a planting hole.

– mix soil thoroughly with either well rotten organic manure or phosphatic fertilizer in the planting hole.

– cover the seedlings to the same depth as they were in the nursery.

– firm the soil around the seedling base .

– water the seedling adequately.

– apply light mulch around the seedling base.

 

2) Transplanting of tree seedlings.

– transplant after 6 – 12 months.

– open the planting holes so that they are 60 cm by 60 cm in size.

– separate the topsoil from the subsoil.

– ensure that the planting holes are dug

 

 

 

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
  • Routine practices
  • Crop protection
  • Harvesting

 

Crop Rotation

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

Importance of Crop Rotation

  • Maximizes use of nutrients and moisture – through alternating deep rooted crops with shallow rooted crops.
  • Breaks the life cycle of pests and disease agents by ensuring crops of the same family should not follow one another in the rotation sequence
  • Maintains good soil structure/improve soil structure through establishment of a grass ley which binds soil particles.
  • Reduces soil erosion due to adequate soil cover through alternating crops planted in rows with cover crops.
  • Controls weeds that are specific to certain crops e.g. striga on cereals
  • Improves soil fertility when legumes are included in crop rotation as they fix nitrogen.

Factors to consider when designing a crop rotational programme.

  • Crop root depth – deep rooted crops should be alternated with shallow rooted crops.
  • Crop nutrient requirements – crops which require high amounts of nutrients should come first in a newly opened land which is relatively fertile.
  • Weed control – crops associated with certain weeds should be alternated with those that are not.
  • Pests and disease control- crops from the same families should not follow one another as they are attacked by the same pests and diseases.
  • Soil fertility – leguminous crops should be included to improve soil fertility.
  • Soil structure – a grass ley should be included in therotation programme to bind soil particles together.

Mulching

  • This is the placement of materials such as banana leaves or polythene sheets on the soil surface 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 (organic mulches).

  • 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.
  • Helps to control pests, e.g. banana weevil.

Disadvantages of Mulching

  • It is a fire risk especially during the dry weather.
  • 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.
  • Some mulch material can be irritating to the skin.

Importance of inorganic mulch.

– moderates soil temperature.

– conserves soil moisture.

– smothers weeds / controls weed growth.

– prevents splash erosion.

 

3) Thinning

  • Removal/ uprooting of the excess seedlings to allow space for the remaining seedlings.

Importance of thinning.

– helps to avoid unnecessary competition.

– helps to maintain the appropriate plant population.

– encourages good crop growth and high yields.

– high light intensity to remaining plants.

 

Precautions to observe when thinning.

– should be done when the crop is young.

– ensure that there is appropriate moisture in the soil.

– uproot carefully to avoid root damage.

 

4)Gapping

  • Is the replacement of seedlings which have died after germination or filling in where seeds have failed to germinate.
  • It should be done early enough for the seedlings to catch up with the other plants.
  • Reasons why gapping is important.

– provides efficient ground cover hence controlling erosion.

– ensures that the appropriate plant population is achieved.

– efficient ground cover controls weed growth.

Rogueing

  • This is the removal and destruction of plants that have been attacked by pests and diseases to avoid the spread.
  • The destruction can be achieved through burning of the uprooted plant.
  • Pests controlled include; bean fly, maize stalk borer.
  • Diseases controlled include; maize streak and armilaria root rot.

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 Solanaceaecrop 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:
  • 750-2000mmper 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 (Daucuscarota)

  • 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 Diazinonor 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
  • colourof 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-Healthin Livestock

  • Abnormal behaviour for example separation from the rest of the herd and restle
  • Abnormal posture for example limping and lameness.
  • Alimentary canal disfunctionsuch as blood stained faecesand 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 diseasesfor 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:

  • Emaciation.
  • Pot belliedcondition.
  • Swellings in the jaw or other areas.
  • Rough hair or rough coat.
  • Anaemia.
  • Diarrhoea.
  • Presence of worm segments and blood stains in the defecation.

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 ground.
  • 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 (Boophilusdecoloratus).
  • 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 sickness.

Three-Host Tick

  • This requires three hosts to complete its life cycle.
  • Example: The brown ear tick (Rhipicephalusappendiculatus)
  • Preferred sites: Ears, tail switch and around the eyes.
  • Disease transmitted: East coast fever and redwater.
  • Bonttick 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.gRoundworms.

 

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:
  • Fasciolagigantica
  • Fasciolahepatica.
  • Fasciolahepaticais 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 cercariagets 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;

  • Taeniasolium
  • Taeniasaginata.

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

  • The intermediate host of Taeniasoliumis pig.
  • The intermediate host of Taeniasaginatais 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;

  • Ascarissuum(pig roundworms),
  • Ascarislumbricoidesfound in man and sheep
  • Haemonchuscontortusfound 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 fibrecontent.

     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.
           – thusmonogastric.
  • 3.
  • Regurgitate food.
  • 3.
  • Cannot regurgitate food once
  • 4.
  • Can digest cellulose. Have
swallowed.
  • micro-organisms in the rumen
  • 4.
  • Have no micro-organisms
  • thatdigest 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

 

 

 

SimilaritiesBetween 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 nonruminants

A STUDY GUIDE TO A DOLL’S HOUSE BY HENRIK IBSEN FREE

A STUDY GUIDE TO

 A DOLL’S HOUSE

 BY HENRIK IBSEN

ABOUT THE AUTHOR

Henrik Ibsen was born on March 20, 1828, in Skien, Norway. He was the second son in a wealthy family that included five other siblings. When he was about 8 years old, his family was thrown into poverty due to complications with his father’s business. It was after this when Ibsen started to invest his time reading, writing, painting, and doing magic tricks.

Ibsen wrote his first play, Catiline, in 1850 which generated little interest. His second play, The Burial Mound, however, was performed at the Christiania Theatre on September 26, 1850.

Later, he wrote a series of plays which included Lady Inger (1855), The Feast at Solhoug (1856), Olaf Liljekrans (1857), The Vikings at Helgeland (1858), The Pretenders (1863), Peter Gynt (1867), The League of Youth (1869), Emperor and Galilean (1873), Pillars of Society (1877), A Doll’s House (1879), Ghosts (1881), An Enemy of the People (1882), The Wild Duck (1884), Hedda Gabler (1890), The Master Builder (1892), Little Eyolf (1894), John Gabriel Borkman (1896) and When We Dead Awaken (1899). He also wrote a dramatic epic poem, “Brand” (1866).

He married Suzannah Thoresen in 1858 and their only child, Sigurd, was born the following year. In 1900, Ibsen suffered his first of several strokes and poor health ended his writing career. He died on May 23, 1906.

GENRE

A Doll’s House is a family drama for the obvious reason that it concerns a family. It is a “drama” because it is a play—a piece of literature that is never fully realized until it is put on stage in front of an audience.

It is also a modern tragedy because it focuses on the trials and tribulations that face women in a patriarchal society.  The play explores not only the status of women, but how they are victims of social forces to the extent that they are left with the role of a “doll-wife.” In this tragedy, we don’t get blood and death at the end; we get the death of a marriage and of the characters’ old selves. Ibsen shows Nora, and maybe all the other characters, trapped in a society defined by restrictive gender roles. In order to become more than a doll, Nora must shatter the cornerstone that her entire society is based on: marriage.

The play can also be categorized as a realist drama. In a realist drama, the characters talk in a close approximation of everyday speech. The speeches are straightforward, conversational and concerned with normal, everyday things; which makes the play really easy for a modern audience to associate with.

Example

MRS. LINDE: “You must not forget that I had a helpless mother and two little brothers. We couldn’t wait for you, Nils; your prospects seemed hopeless then.” (Pg 86)

The vast majority of modern plays, TV shows, and movies are written in a similar style.

ABOUT THE TITLE

Just before Nora leaves her husband and children at the end of the play, she has the following to say to her husband, Torvald: “Our home has been nothing but a playroom. I have been your doll-wife.”(Pg 111-112)

It is therefore not too hard to guess where the play’s title might have come from. Torvald has never treated Nora as anything more than a plaything. He admires her beauty. He gets her to dance for him. He even dresses her up in costumes. In effect, she is his doll. The home they live in seems perfect and picturesque, but in reality it is just like the Helmers’ marriage: all for show.

Nora adds, “at home I was papa’s doll-child.”(Pg 112) She has never been anything but a man’s plaything. Every house she’s ever lived in has been just as artificial; first her father’s house, and now her husband’s house.

No wonder the play is titled A Doll’s House!

TONE

In the beginning, the play seems to be biased toward Nora. We are definitely inclined to sympathize with her. It is very hard to be on Torvald’s side. From his reaction toward Nora for eating macaroons, we know that he is overbearing. His demeaning little pet names for Nora further confirm this.

Torvald, however, redeems himself in the end with the last line, “The most wonderful thing of all?”(Pg 120) The line seems to indicate that he is heading toward the same spiritual awakening as Nora.

This makes us move from seeing Nora as Torvald’s prisoner to seeing that all the characters, Torvald included, have been prisoners in some way.

In the end, the tone of the play becomes more objective. Sympathy can be found for all its characters. Hence the play can be said to end with a serious, intense and somber tone.

SETTING

Setting can be discussed from three dimensions: Geographical, historical and social setting.

Geographical setting

This refers to the place or location where the events in the play are taking place. In the play A Doll’s House, the events take place in The Helmers’ Living Room. The dwelling contains comfortable and stylish furniture and such items as a china cabinet, a bookcase with well-bound books, and a piano on carpeted floor—all of which demonstrate a stable financial situation. On a broader level, it is assumed that the events take place in Norway in Europe; however there are no references to anything specially Norwegian. This assumption is made because that is where Ibsen was born and raised.

Historical setting

This refers to the time in history when the events in the play took place. The events in A Doll’s House took place in The Victorian Era, presumably around the late 1870s. During this time, gender roles were very stiff and clearly outlined. Women were expected to be submissive to their husbands; husbands were expected to dominate. Women raised the children; men went out to work. Anyone who challenged these deeply entrenched values faced some serious consequences. This charged atmosphere of gender division was the reason that the play became such a phenomenon.

Social setting

Social setting refers to the kind of a society in which the events in the play are taking place. The play involves a middle-class society of family and friends who are reeling under the pressure of strict Victorian values which eventually result to conflicts.

STRUCTURE

Henrik Ibsen’s A Doll’s House is divided into three Acts. Ibsen followed the form of a well-made play. Features of a well-made play include increasing suspense by methodical plotting, introducing past events early on and unraveling a secret, which leads to the climax of the play.

The play circumvents through four major stages:

  1. Major conflict – This comes in the form of Nora’s struggle with Krogstad, who threatens to tell her husband about her past crime, incites Nora’s journey of self-discovery and provides much of the play’s dramatic suspense. Nora’s primary struggle, however, is against the selfish, stifling, and oppressive attitudes of her husband, Torvald, and of the society that he represents.
  2. Rising action – This comes in Nora’s first conversation with Mrs. Linde; Krogstad’s visit and blackmailing of Nora and Krogstad’s delivery of the letter that later exposes Nora.
  3. Climax – This is reached when Torvald reads Krogstad’s letter and erupts angrily.
  4. Falling action – This finally comes in Nora’s realization that Torvald is devoted not to her but to the idea of her as someone who depends on him and her decision to abandon him to find independence.

 

 

 

 

 

 

CHARACTER LIST

Nora Helmer

Nora is the play’s protagonist and the wife of Torvald Helmer. She is the central character, who is a “doll” for her husband to dress up, show off, and give direction to. She is childlike and romps easily with her three children. She has never lived alone, going immediately from the care of her father to that of her husband. Inexperienced in the ways of the world as a result of this sheltering, Nora is impulsive and materialistic. She takes a loan from Krogstad to make her husband’s holiday possible. Later, she emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

Torvald Helmer

Torvald Helmer is Nora’s husband of eight years. At the beginning of the play, he has been promoted to manager of the bank. He was once gravely ill and needed to go to a southern climate to improve his health. He has built his own legacy through his own work and not from family money. He lives his life according to society’s norms – both professionally and personally. He spends a great deal of his time at home in his study, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife. Torvald is particularly concerned with morality. He also can come across as stiff and unsympathetic. Still, the last Act of the play makes it very clear that he dearly loves his wife.

Dr. Rank

Dr Rank is a friend of the family of Torvald as well as his physician. He is sick from consumption of the spine (tuberculosis of the spine) as a result of a venereal disease contracted by his father. He confesses his desire for Nora in the second Act and dies in the third Act.

Mrs. Christine Linde

Mrs Linde is an old schoolmate of Nora’s. She is a widow. She comes back into Nora’s life after losing her husband and mother. She successfully asks Nora to help her secure a job at Torvald’s bank. Ultimately, she gets married to Krogstad.

Nils Krogstad

Nils Krogstad is a man from whom Nora borrows money to pay for her family’s trip to Italy. He is an acquaintance of Torvald’s and an employee at the bank which Torvald has just taken over. He is also a lawyer and moneylender. Krogstad was involved in a work scandal many years previously; as a result, his reputation is tainted because he once committed a forgery. When his job at the bank is threatened by Torvald, he blackmails Nora to ensure that he does not lose it. Dr. Rank calls Krogstad “morally diseased.”(Pg 25)

Ivar, Bob, and Emmy

These are Nora’s young children. They spend little time with their mother or father: they are mostly with their nurse, Anne. In the play, the children speak no individualized lines; they are “Three Children.” Ibsen facilitates their dialogue through Nora’s mouth.

Anne

Anne is the family nurse. She raised Nora too after she (Nora) lost her mother to death. She stayed on to raise Nora’s children. Nora is confident that she can leave her children in Anne’s care. She gave up her own daughter to “strangers.”

Helen

Helen is a housemaid employed by the Helmers.

 

 

Porter

The porter brings in the Christmas tree at the very beginning.

Nora’s father

Although he never makes a physical presence during the play, Nora’s father’s influence is felt throughout its course. Torvald repeatedly brings up his loose morals and past scandals to compare them to Nora.

 

 

 

 

 

 

 

 

 

 

 

 

 

SYNOPSIS

Nora Helmer once secretly borrowed a large sum of money so that her husband, Torvald Helmer, could recuperate from a serious illness in Italy. She never told him of this loan and has been secretly paying it back in small installments by saving from her household allowance. Her husband thinks her careless and childlike, and often calls her his doll.

When he is appointed bank director, his first act is to relieve a man who was once disgraced for having forged his signature on a document. This man, Nils Krogstad, is the person from whom Nora has borrowed her money! It is then revealed that she forged her father’s signature in order to get the money.

Krogstad threatens to reveal Nora’s crime and thus disgrace her and her husband unless Nora can convince her husband not to fire him. Nora tries to influence her husband, but he thinks of Nora as a simple child who cannot understand the value of money or business. Thus, when Torvald discovers that Nora has forged her father’s name, he is ready to disclaim his wife even though she had done it for him.

Later when all is solved, Nora sees that her husband is not worth her love and she leaves him.

PLOT SUMMARY AND ANALYSIS

ACT I

SUMMARY

The play opens on the day before Christmas. Nora returns home from shopping; although her husband is expecting a promotion and payrise, he still criticizes her excessive spending. In response, Nora plays around with her husband as a child might, and, indeed, Torvald addresses her as he might a child. He hands her more money but only after having criticized her spending. Their relationship compares with that of a daughter and father and, indeed, is exactly like the relationship Nora had with her father. Early in this act the audience is aware that the relationship between the Helmers is based on dishonesty when Nora denies that she has eaten macaroons, knowing that her husband has forbidden her to do so.

Nora is visited by an old friend, Christine Linde. Mrs. Linde tells Nora that she has had some difficult problems and is looking for employment. Nora confesses to Mrs. Linde that she, too, has been desperate and reveals that she had been forced to borrow money several years earlier when her husband was ill. The money was necessary to finance a trip that saved her husband’s life, but Nora forged her father’s signature to secure the loan and lied to Torvald that her father had given them the money. Thus, she has been deceiving her husband for years as she worked to repay the loan. She tells this story to Mrs. Linde to demonstrate that she is an adult who is capable of both caring for her family and conducting business. Unfortunately, Nora’s secret is known by Krogstad, an employee at Torvald’s bank. After a confrontation with Krogstad, Torvald decides to fire Krogstad and hire Mrs. Linde in his place.

Krogstad threatens Nora, telling her that if he loses his job he will expose her earlier dishonesty. For her part, Nora cannot believe that forging her father’s signature – an act that saved her husband’s life – could lead to a serious punishment. Still, she is concerned enough to plead with Torvald on behalf of Krogstad. Torvald refuses to reconsider firing Krogstad and forbids Nora to even mention his name.

ANALYSIS

The Helmers’ house is decorated tastefully, showing they are relatively well-off. Nora’s happiness as she returns with the Christmas shopping reveals that she enjoys both spending money and doing nice things for her husband and children. At the same time, it will soon become clear that eating the macaroons is an act of deceit and disobedience, as she has been forbidden by Torvald.

Torvald’s nicknames for Nora suggest that he thinks of her almost as a child or a pet. This impression is emphasized when Nora hides the macaroons, like a mischievous child afraid of getting caught. Torvald’s parent-like attitude is highlighted by the way he talks to Nora about money, implying that he thinks she’s not intelligent enough to be financially responsible.

Nora’s happiness shows she enjoys performing the role of a wife and mother. At the same time, her request for money to buy something for herself suggests she wants to be allowed to make decisions for herself. But Torvald clearly doesn’t trust Nora with the money.

Even though Torvald and Nora appear to be in love, Torvald does not trust her, and Nora on her part doesn’t hesitate to lie to him; she was eating macaroons earlier.

Money is central to Torvald and Nora’s happiness. Torvald’s emphasis on their new prosperity suggests how important money is to him as well.

Mrs. Linde has been visibly changed by her life experiences. Nora’s happiness in the last eight years has left her remaining girlishly innocent and naive, whereas Mrs. Linde seems much older. Mrs. Linde’s decision to travel alone was unusual for women at the time, and Nora’s admiration of her “courage” suggests a desire for independence. Mrs. Linde’s status as a widow adds to the impression that she is much older than Nora.

In this part of the play Nora is childishly impolite. Mrs. Linde is obviously in a bad situation following the death of her husband, yet instead of listening to her Nora begins to insensitively boast about her and Torvald’s good fortune. Her speech also shows that she believes money leads to freedom and happiness.

Mrs. Linde’s story shows how difficult it was for women to survive without the financial support of men. The need for money effectively forced her to marry her husband, and after his death her struggle to support her family highlights the obstacles women faced in earning a reasonable income.

Both Mrs. Linde and Nora have strange and suspicious reactions to Krogstad’s arrival. Thus when Krogstad claims he is here on “routine” business matters, we are tempted to believe there is more to the story.

Here, Krogstad reveals more about Nora’s deceitful nature; not only did she lie to Torvald (and everyone else) about where the money for the trip to Italy came from, but she also committed forgery, an illegal act. He threatens to reveal the secret unless she does him a particular favour. Nora is terrified to the point that she even seems to be going mad.

ACT II

SUMMARY

Mrs. Linde stops by to help Nora prepare for a costume ball. Nora explains to Mrs. Linde that Krogstad is blackmailing her about the earlier loan. After Nora again begs Torvald not to fire Krogstad, her husband sends Krogstad an immediate notice of his dismissal. Nora is desperate and decides to ask help from Dr. Rank, a family friend, for a loan, to clear Krogstad. Before she can ask him for his help, Dr. Rank makes it obvious that he is in love with her and Nora decides that because of this it would be unwise to ask his help. Krogstad visits Nora once again and this time leaves a letter for Torvald in which Nora’s dishonesty is revealed. To divert Torvald’s attention from the Krogstad’s letter in the mailbox, Nora engages him to help with her practice of the dance she is to perform, the tarantella. Finally, Nora asks Torvald to promise that he will not read the mail until after the party.

ANALYSIS

In the opening of the second act, the stripped Christmas tree not only shows that time has passed, but also symbolizes a negative shift from the  joy of Christmas to a sense of ruin and chaos. Nora’s obsession in checking to see if any person or letter has arrived and assurances that no one will come for two days gives a sense of time running out and impending disaster.

Nora cannot think of anything else but her secret and the possibility of someone finding out. She tries to occupy herself with the clothes but is unable to.

As the play progresses, it becomes more and more clear how possessive Torvald is. Nora’s pride at saying Dr. Rank is “her” friend suggests she doesn’t really have many friends now that she is married. Nora believes that the reason that Torvald is so controlling is because he is so in love with her.

Nora seems increasingly desperate and crazed. Her mutterings to herself when she is alone show the effect that concealing her secret in front of others is having on her. She lies easily to Dr. Rank, showing how natural lying has become to her.

Nora flirts with Dr. Rank in a very provocative manner. When she teases him with the stockings, this is a very explicit sexual gesture. Her promise to dance for him likewise betrays a disregard for the boundaries of her marriage and a delight in displaying her femininity and sexuality.

Nora is almost asking Dr. Rank to help with keeping the secret of the debt from Torvald, but she is stopped by his confession of love. The confession changes her view of Dr. Rank completely. Where before she perhaps thought flirtation was harmless, the fact that Dr. Rank seems to genuinely love her becomes too much to handle, and she retreats in a rather childlike way.

Krogstad is determined to keep his position at the bank, to the extent of lacking etiquette for Nora, which shows he is desperate. Meanwhile, Nora must cover her tracts in front of everyone—even the maid—hence increasing her isolation.

 

 

 

ACT III

SUMMARY

In this act, it is revealed that Krogstad had years earlier been in love with Mrs. Linde. At the beginning of this act they agree to marry, and Krogstad offers to retrieve his letter from Torvald. However, Mrs. Linde disagrees and thinks that it is time that Nora is forced to confront the dishonesty in her marriage. After the party, the Helmers return home and Torvald opens the letter from Krogstad. While Torvald reads it in his study, Nora pictures herself as dead, having committed suicide by drowning in the icy river. Torvald interrupts her fantasy by demanding that she explains her deception.

However, he refuses to listen and is only concerned with the damage to his own reputation. Torvald’s focus on his own life and his lack of appreciation for the suffering undergone by Nora serve to open her eyes to her husband’s selfishness. She had been expecting Torvald to rescue her and protect her, and instead he only condemns her and insists that she is not fit to be a mother to their children.

At that moment another letter arrives from Krogstad telling the Helmers that he will not take legal action against Nora. Torvald is immediately excited and is willing to forget the entire episode. But having seen her husband revealed as self-centered, egoistic and hypocritical, Nora tells him that she can no longer live as a doll and expresses her intention to leave the house immediately. Torvald begs her to stay, but the play ends with Nora leaving the house, her husband, and her children.

ANALYSIS

Here, Mrs. Linde radically disrupts the course of events in the play. While it would have been easier for her to ask Krogstad to get his letter back, thereby ensuring that life between the Helmers went on as normal, Mrs. Linde’s belief in honesty triumphs over her promise to Nora. This finally benefits Nora, as Torvald’s behaviour when he reads the letter allows her to see the reality of her situation and that she no longer wants to remain in her marriage.

In this act it is clear that Torvald is thinking of Nora far more as a possession that he can display in order to impress other people than a real person with her own thoughts and feelings. To him, Nora was at the party merely to perform for the enjoyment of him and others, not to have a good time herself.

Nora’s bitterness toward Mrs. Linde because she did not get Krogstad to retrieve the letter shows that she has cut herself off even from her close friends in her obsession with the secret of the debt. All the hope and innocence seems to have drained out of her, and she has become a much more serious, grave person.

In his speech we see that Torvald’s love and desire for Nora is revealed to be cosmetic, rather than an appreciation for whom she truly is as a person. He talks about his sexual desire for her with no consideration of whether she is feeling the same way at the moment; indeed, when she tells him that she doesn’t want to be with him that night, he dismisses her feelings by saying she must be playing a game. In reminding her that he is her husband, Torvald is suggesting that their marriage means Nora does not have the right to refuse sex with him, a commonly held belief at the time.

Nora is preparing to kill herself, perhaps the ultimate symbol of self-sacrifice. Her whispering murmurs on the stage suggest that she is becoming mad.

Throughout this whole section of the play Torvald only thinks of himself and doesn’t pause to consider the way Nora has been and will be affected by Krogstad’s threats, or that Nora did what she did purely out of love for him.

Nora has evidently undergone a transformation both visually and in the way she speaks to Torvald. For the first time, she is addressing him as an equal and demanding that he treats her with respect by listening and not interrupting.

Finally, Nora conducts what can be considered an unofficial divorce ceremony. Although Torvald doesn’t want her to go, the fact that he agrees to give her his ring and not to write or try to help her shows that he finally respects her wishes and ability to make decisions for herself.

 

 

 

 

 

 

 

 

 

 

CHARACTERS, CHARACTERIZATION AND

ROLE

NORA HELMER

Nora Helmer is the protagonist or the main character or the heroine in the play.  Still a young woman, she is married to Torvald Helmer and has three children. Nora is by far the most interesting character in the play. Her whole life is a construct of societal norms and the expectations of others.

CHARACTER TRAITS

  1. Impulsive and a spendthrift

-In her first moments onstage, we see her give the porter an overly generous tip.

-She comes in with tonnes of Christmas presents, and shrugs at the idea of incurring debt.

-Unbeknown to Torvald, Nora borrowed money so that they could afford a year-long trip to Italy.

  1. Loving

-Nora borrowed money so that they could afford a year-long trip to Italy. Doctors said that Torvald would die without it—but that he shouldn’t know how bad his condition was.

-Nora brings home lots of Christmas presents for everybody in her house.

-She plays hide-and-go-seek with her kids.

  1. Independent and farsighted

-In the past, Nora was always a passive child-like possession who followed Torvald’s orders, but towards the end of the play, she is an independent adult and is able to dominate Torvald.

  1. Wise and intelligent

-Nora uses wisdom and intelligence to confront an emergency. She forges her father’s signature in order to secure a loan from Krogstad so as to save her husband’s life.

-Nora realizes that her understanding of herself, her husband, her marriage, and even her society was all wrong. She decides that she can no longer be happy in her life and marriage, and resolves to leave Torvald and her home in order to find a sense of self and learn about the world, a newly empowered woman boldly escaping the oppressive clutches of her old life.

-Nora has been leading a double life. She has not been thoughtlessly spending their money. Rather, she has been saving to pay off a secret debt.

 

  1. Childlike, immature, ignorant and whimsical

-She happily accepts the pet names “little lark”, “little squirrel”, and “Little Miss Extravagant” that her husband calls her without any opposition. In fact she seems to enjoy and even play into it.

-The maturity level Nora exhibits demonstrates that the relationship between Torvald and Nora is more like father and daughter than husband and wife.

  1. Irresponsible and reckless

-Her first act on stage is paying the porter. Though his service only costs sixpence, she gives him a shilling. (Pg 1) The casual way in which she gives it to him is indicative of her irresponsibility. She hands him the shilling and before he can thank her, she decides in the middle of the transaction that she is not patient enough to wait for change.

-She forges loan documents to raise money for an expensive trip to Italy. Even if the documents were not forged, Nora did not have any means to repay the loan anyway.

-She has never spent serious time with her husband of nearly a decade, and is always dumping her children on the nurse rather than bonding with them herself.

 

  1. Dishonest and deceitful

-She falsely blames Mrs. Linde for smuggling forbidden macaroons into the house.

-She has been eating macaroons, something she has been forbidden by her husband, despite her promises of total obedience to him.

– At the beginning of her marriage, she secretly borrowed money from Nils Krogstad and forged her father’s signature in order to finance a trip to Italy that was necessary to save Torvald’s life.

  1. Unfeeling

– She blames Mrs. Linde for smuggling forbidden macaroons into the house. Though she is just trying to hide her indiscretions, she does not care whom she hurts in the process.

  1. Materialistic

-She is always trying to make herself happy by buying things: dresses, toys, candy etc., rather than doing anything meaningful with her life.

– She is infatuated with the acquisition of possessions.

  1. Decisive, resolute and independent-minded

– At the end of the play, it becomes clear to Nora that “[she] had been living all these years with a strange man, and [she] had born him three children.”(Pg 117-118) This realization forces her into the real world and she ceases to be a doll. At the end of the above statement, she adds “Oh, I cannot bear to think of it!”

-She tells her husband, “Our home has been nothing but a playroom. I have been your doll-wife, just as at home I was papa’s doll-child.”(Pg 118) In the end, Nora has a sort of spiritual awakening. She walks out into the night alone but, for perhaps the first time in her life, she’s on the path to becoming a fully realized, fully independent human being.

– She decides to desert her family to go on a quest of personal enlightenment.

-The act of concealing the ill-gotten loan signifies Nora’s independent streak. She is proud of the sacrifice she has made. Although she says nothing to Torvald, she brags about her actions with her old friend, Mrs. Linde.

– Nora is independent enough to negotiate the loan to make her family’s holiday possible, and over the course of the play, Nora emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

 

 

  1. Manipulative

-At the end of the play, Nora seats Torvald at the table and explains her situation to him. She does not let him speak until she has finished what she wants to say.

– Other examples of manipulation are having a nanny take care of her children, having Mrs. Linde repair her dress, behaving seductively around Dr. Rank, influencing Torvald to give her money, and most importantly convincing Krogstad to overlook the similarity between her penmanship and her “father’s.”

  1. Selfish

– She does not want to forgive Torvald. She would rather start another life than try to fix her existing one.

  1. A dreamer

– Until she comes to the realization that her life is a sham, she spends her whole life in a dream world in which she does not take anything seriously.

– In her dream world, Nora takes a back seat approach to life and becomes like an object, reacting to other’s expectations rather than advancing herself.

 

 

  1. Trusting and naïve

-She trusted that Krogstad would not blackmail her and it therefore comes as a rude shock when he does so.

-Until she comes to the realization that her life is a waste, she spends her whole life in a dream world of naivety. In this dream world, Nora does not take life seriously, an attitude that led to many of the plot’s complications.

-She believes that Torvald loves her enough to take all blame upon himself, but she is mistaken. When she realizes that he is more concerned with appearances and respectability than with her happiness, she decides to leave him and find her own way in life.

-She naively thought that Torvald would selflessly give up everything for her. When he fails to do this, she accepts the fact that their marriage has been an illusion. Their false devotion has been merely play acting. She has been his “child-wife” and his “doll.”

  1. Determined

-Whenever Nora would get money from Torvald, she would reserve half of it to repay the debt, determined to clear it all one fine day.

-She was so determined to save her husband that she committed fraud to do so.

  1. Hardworking

-She has been secretly working odd jobs to pay back the debt.

  1. Courageous, bold, daring and tenacious

-To save her husband from poor health, she committed fraud. She valued love over the law.

-She courageously confronts Torvald about the demeaning way he treats her at the end of the play.

-She slammed the door on her husband as she left.

-Although she has been forbidden from eating macaroons by her husband, she still does it anyway despite her promises of total obedience to him.

  1. Calculating

-She is blackmailed by Krogstad, so she begs Torvald to let Krogstad keep his job.

-She flirts with Dr. Rank in the hope of borrowing money from him.

– She gets Christine to go and talk to Krogstad on her behalf regarding the withdrawal of the letter.

-She dances the tarantella to distract Torvald from the mail.

  1. Principled and firm

-She decides against borrowing from Rank when he reveals that he is dying and is in love with her.

-She rejects Torvald’s drunken advances after the party.

  1. Secretive

-She has never told Torvald where the money for their trip to Italy came from, as his pride would suffer.

-She also hides her thoughts and actions from her husband even when there is no real benefit in doing so.

  1. Suicidal

-She contemplates committing suicide in order to eliminate the dishonour she has brought upon her family.

  1. Rebellious

-She eats macaroons even though she has been forbidden by her husband.

ROLE

  1. Advancement of the plot – Nora is the central character in the play around whom the play circulates. As a result of her borrowing money from Krogstad, the conflict in the play is born as Krogstad tries to blackmail her with that secret, in order to make Nora’s husband, Torvald, to allow him keep his former job at the bank. When Torvald refuses, Krogstad sends him a letter to inform him about Nora’s indebtedness. Torvald’s reaction to this letter not only betrays his true nature, but also leads to Nora leaving him and her children to seek independence and freedom.
  2. Development of themes – Nora helps in developing themes such as love and marriage, women and feminity, lies and deceit, money and materialism, the sacrificial role of women, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, growth and development and betrayal
  3. Revealing character traits of other characters – Nora helps in revealing the character traits of other characters. For example, she helps in revealing Torvald as selfish and egoistic, naïve, strict, loving, hypocritical and hardworking. Through her, we learn that Krogstad was on one hand, vicious and ruthless, but on the other hand, merciful and forgiving. Dr Rank’s friendly but immoral nature is revealed through Nora. Mrs Linde traitorous nature is also revealed through her.
  4. Enhancing style – Nora helps in enhancing the style of symbolism (through the symbols like the Christmas tree, tarantella, the dolls, macaroons), dramatic irony, foreshadow, etc.

TORVALD HELMER

Torvald Helmer is a lawyer who at the start of the play has recently been promoted to Bank Manager. He is married to Nora Helmer, with whom he has three children. He does not seem particularly fond of his children; even once saying that their presence makes the house “will only be bearable for a mother now!”(Pg 30) His best friend is Dr. Rank, who visits him every day.

  1. Loving and affectionate

-He loves and is very affectionate towards Nora. That is why he showers her with endearments like “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” and “Little Miss Extravagant.” With every term of endearment, the word “little” is always included to show affection.

– His despair as Nora exits at the very end of the play suggests that, despite his patronizing and unjust treatment of her, Torvald really does love Nora.

  1. Generous

-He treats Nora generously, giving her extra money when she asks for it.

  1. Proud

-Typical of many contemporary heads-of-the-family, he is a proud specimen of a middle-class husband.

  1. Morally upright

– He sees Krogstad as irredeemably morally tainted, and hence decides to give his job to Mrs Linde.

– He is keenly concerned with his place and status in society and wouldn’t allow anybody to threaten his reputation, including his own wife.

  1. Selfish

-He considers Nora merely as an ornamental sex object instead of an equal partner in their marriage and the mother of his children.

-He maintains amorous fantasies toward his wife: he dresses her as a Capri fisher girl and encourages her to dance in order to arouse his desires.

-At the end of the play, Nora imagines that Torvald will defend her honour and not allow Krogstad to blackmail the Helmers. Nora imagines that Torvald would sacrifice his own reputation and future to save her, but Torvald tells her that he would not make the sacrifice, shattering Nora’s dream world. At this point it becomes clear to her that she had been living all these years with a strange man, and she had born him three children.

-He planned to cope with the scandal resulting from blackmail by stripping Nora of her spousal and motherly duties, but would keep her in the house for appearance sake.

-He is overly concerned with his place and status in society, and he allows his emotions to be swayed heavily by the prospect of society’s respect and the fear of society’s scorn.

  1. Hardworking and diligent

-He spends a great deal of his time at home in his study working, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife.

  1. Dictatorial, authoritarian and patronizing

-He restrains Nora with rules, much as a father would have to inhibit a child, forbidding her from eating macaroons and other temporal pleasures.

  1. Manipulative

-He insists on Nora wearing the fish girl costume for the tarantella. The costume and dance are part of Torvald’s fantasy of gazing upon Nora from across the room at a party and pretending that she is something exotic. Torvald made Nora take on a foreign identity; he used her as a doll.

  1. Unforgiving

-When he finds out about the debt, he fails to forgive her until he is sure that his reputation is safe.

  1. Heartless and unfeeling

-At the end of the play, Torvald seems untroubled and even a little relieved at the thought of Dr. Rank’s death.

-When he finds out about Nora’s secret debt, he instantly turns on her until he confirms that his reputation is safe.

-His heartless and unfeeling nature makes Nora not to tell him the truth about her loan, and Dr Rank not to tell him about his imminent death.

  1. Conservative and traditional

-Torvald’s focus on status and being treated as superior by people like Nils Krogstad points at his obsession with reputation and appearances.

-He has straightforward and traditional beliefs about marriage and society.

-When Nora tells him she is leaving him, Torvald at first reacts by calling her mad and saying she is acting like a stupid child.

-He is unable to cope with the disagreeable truths of life.

However, he can be said to be flexible because when he realizes how resolute Nora is in her decision, he offers to change and desperately searches for a way to make her change her mind.

  1. Shallow and vain

-He is incapable of understanding his wife or of properly returning her love.

  1. Hypocritical and self-righteous

-Though he regards her as his wife, he never considers her an equal partner in the relationship.

-Many times throughout the play, Torvald criticizes the morality of other characters. He trashes the reputation of Krogstad, one of his lesser employees. He speculates that Krogstad’s corruption probably started in the home. Torvald believes that if the mother of a household is dishonest, then surely the children will become morally infected. He also complains about Nora’s late father. When Torvald learns that Nora has committed forgery, he blames her crime on her father’s weak morals.

-In the beginning of Act Three, after dancing and having a merry time at a holiday party, Torvald tells Nora how much he cares for her. He claims to be absolutely devoted to her. He even wishes that some calamity would befall them so that he could demonstrate his steadfast, heroic nature.

Of course, a moment later, such an opportunity arises. Torvald finds the letter revealing how Nora has brought scandal and blackmail into his household. Nora is in trouble, but Torvald fails to come to her rescue as he had promised.

  1. Naïve

-Throughout the play, Torvald is oblivious to his wife’s craftiness. When he discovers the truth at the end, he is outraged.

ROLE

  1. Advancement of the plot – Torvald is also a major character in the play who plays an instrumental role in the development of the plot. It is as a result of his illness and the subsequent one-year stay in Italy that caused Nora to get into a debt trap with Krogstad. When he refuses to reinstate Krogstad to his former job at the bank, he intensifies the conflict because this makes Krogstad to send him a letter exposing his wife’s secret. The fact that he at first refuses to forgive her leads to Nora’s sudden discovery that he was a selfish, egoistic man. She has no alternative but leave him and her children to seek independence and freedom.
  2. Development of themes – Torvald also helps in developing themes such as love and marriage, pride, honour, respect and reputation, money and materialism, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, and betrayal.
  3. Revealing character traits of other characters – Torvald helps in revealing the character traits of other characters. For example, he helps in revealing Nora as impulsive and a spendthrift, childlike and immature, irresponsible and reckless, dishonest and deceitful, manipulative, calculating and traitorous. Through him also, we learn that Krogstad was unscrupulous, vicious and ruthless but merciful and forgiving.
  4. Enhancing style – Torvald helps in enhancing the style of imagery through his pet names for Nora such as “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” He also enhances the style of symbolism like his insistence that Nora should wear the dancing costume, similes like when he says he will protect her “like a hunted dove,” dramatic irony, verbal irony, hyperbole, etc.

 

MRS CHRISTINE LINDE

Mrs. Linde is an old schoolfriend of Nora’s. She is a woman whose marriage was loveless, and based on a need for financial security, and who doesn’t have any children. She and Krogstad had been in love before, but he was too poor to support her family. She arrives in town in search of a job in order to earn money and survive independently.

CHARACTER TRAITS

  1. Honest and Truthful

-She tells Krogstad that Nora must eventually conclude, through her own sufferings, that the only way of life which can survive crises is one based on truthful relationships.

-She believes very deeply in honesty and stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret.

-She insists that, “Helmer must know everything. This unhappy secret must come out!”(Pg 90) Even though she has the power to change Krogstad’s mind, she uses her influence to make certain that Nora’s secret is discovered.

 

 

  1. Hardworking

-Towards the end of the play, she explains to Krogstad that she finds joy and meaning in work.

-She worked hard to support her helpless mother and two younger brothers since the death of her husband.

  1. Independent-minded

-She arrives in town in search of a job in order to earn money and survive independently. In this way, she is a fairly modern woman.

  1. Traitorous

-She stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret, which seems like betrayal to her friend Nora.

  1. Conservative and traditional

-She tells both Krogstad and Nora that she is miserable without other people to take care of, thereby fitting into the traditional role of women as caretakers and nurturers. It is this conviction that causes her to marry Krogstad towards the end of the play.

  1. Selfish and materialistic

-She ended up marrying another man in order to have enough money to support her dying mother and young brothers. Apparently, Krogstad was too poor at this time to marry her. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

  1. Resilient

-She has lived an independent life as a single working woman. She has struggled financially and now that she has no one to look after, she feels empty.

ROLE

  1. Plot development– she lets the audience know the inner thoughts of the protagonist. She has a major effect on events that happen in the play.
  2. Reveals character traits of Nora and Krogstad – Mrs. Linde functions as a convenient device for exposition. She enters Act One as an almost forgotten friend, a lonely widow seeking a job from Nora’s husband. However, Nora does not spend much time listening to Mrs. Linde’s troubles. Rather selfishly, Nora discusses how excited she is about Torvald Helmer’s recent success. Through Mrs Linde, Nora launches into a dramatic explanation of all her secret activities (obtaining a loan, saving Torvald’s life, paying off her debt). Mrs Linde therefore functions as the primary means by which the audience learns of Nora’s secret and her character traits. She is the first character to see that Nora is not a child.
  3. Develops themes– she introduces the theme of deception. Through Mrs. Linde, Nora reveals that she has lied to save Helmer’s life and therefore deceived him with her cleverness.
  4. Enhances style– she foreshadows how Nora will confront a bitter future after learning that her marriage is based on deception by recounting how she herself sacrificed her rights to love and self-determination by marrying for financial security.

DR RANK

Dr. Rank is a medical doctor who is best friends with Torvald and Nora, who he visits every day. He suffers from spinal tuberculosis; a condition he believes was caused by his father’s vices, which included having extramarital affairs and consuming too much luxurious food and drink. He is unmarried and lonely, and over the course of the play it is revealed that he is in love with Nora.

CHARACTER TRAITS

  1. Friendly and loyal

-Nora explains how she always feels at ease around Dr. Rank because he does not have any expectations or demands of her.

-He visits the Helmers every day.

  1. Immoral

– It is revealed that he is in love with Nora, his best friend’s wife.

  1. Courageous

-He is unconcerned with what others think of him.

-He has accepted his fate and his impending death.

  1. Cynical

-He rejoices when he finds out that his illness is terminal, and insists that neither Torvald nor Nora visits him in his dying days. As he predicted, he is not particularly missed by the other characters.

  1. Trusting

– He trusts Nora completely. He refrains from telling Torvald of his imminent death because it is too “ugly” an idea for him to tolerate, but he does tell Nora, an indication of the bond between them. He talks with her about his coming death in a code that excludes Torvald and protects him from the harsh reality.

  1. Hypocritical

-Dr Rank is not as straightforward as he appears. His real motive for visiting the Helmers is that he is in love with Nora.

 

  1. Realistic

– On the subject of the costume party, Dr. Rank suggested that Nora should go as herself and that Torvald should be invisible. Under the surface, Rank is suggesting that Nora should not be a doll. With an invisible chaperon, Nora would not be dominated by a figure placing an identity over her.

ROLE

-To provide amusement for Nora as a change from the tiresome rules of Torvald, just as she used to seek the conversation of the maids as a refreshing change from the strictness of her father.

– Dr. Rank adds to the somber mood of the play; he is not essentially useful to the conflict, climax, or resolution.

NILS KROGSTAD

Nils Krogstad Krogstad is an employee at the bank at which Torvald is made manager. He leant Nora the money to take Torvald to Italy to recuperate. He is, at least at the beginning, the main antagonist: Everything is going well for the Helmers until Krogstad enters the story. Known to the other characters as unscrupulous and dishonest, he blackmails Nora, who borrowed money from him with a forged signature, after learning that he is being fired from his job at the bank. In the past, he too committed the crime of forgery, an act that he did not go to prison for but that nonetheless ruined his reputation and made it extremely difficult to find a respectable job.

CHARACTER TRAITS

  1. Morally Corrupt

-In the past, he too committed the crime of forgery, an act that ruined his reputation, though he did not go to prison. But it made it extremely difficult for him to find a respectable job.

-He was once in love with Kristine Linde, who ended up marrying another man in order to have enough money to support her dying mother and young brothers. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

-Torvald, who sees Krogstad as irredeemably morally tainted, decides to give his job to Mrs Linde.

  1. Merciless, vicious and callous

-At first he treats Nora without mercy when demanding his money. He argues that no mercy has been shown to him in life.

 

 

 

  1. Unscrupulous and dishonest

-He blackmails Nora with the threat of exposing her indebtedness unless she talked her husband Torvald into giving him back his job at the bank.

-Unless Nora persuades Torvald to keep Krogstad in his job (he later extends this to a promotion), he will tell Torvald about her loan and her forgery of her father’s signature.

  1. Forgiving and remorseful

-At first he treats Nora without mercy on the basis that no mercy has been shown to him in life; however, after Mrs. Linde and he decide to marry, he becomes happier and rescinds his threats to Nora, saying he regrets his behaviour.

-He removes his threats to the Helmers and sends Nora’s bond back to her, relinquishing his power over her.

-After engaging in a conversation with his lost love, the widow Mrs. Linde, they reconcile, and once again their romance is reignited, Krogstad no longer wants to deal with blackmail and extortion. He is a changed man!

-Although Mrs. Linde suggests that he should leave the first letter in the mailbox so that Nora and Torvald can finally have an honest discussion about things, he later drops off a second letter explaining that their secret is safe and that the IOU is theirs to dispose of.

-He has been trying to remake his life after having made earlier mistakes.

– Although he has been labeled as corrupt and “morally sick,” Krogstad has been trying to lead a legitimate life. He complains, “For the last year and a half I have not had a hand in anything dishonourable, amid all that time I have been struggling in most restricted circumstances. I was content to work my way up, step by step.”(Pg 75) Then he angrily explains to Nora, “And be sure you remember that it is your husband himself who has forced me into such ways as this again. I will never forgive him for that.”(Pg 76)

– He is one of several examples in the play of a person being forced into morally questionable action as a result of the rigid and unmerciful forces of society.

  1. Loving and responsible

-As soon as Mrs Linde tells him that she has always loved him and asks him to resume their relationship, he reveals himself as a more loving, joyful and merciful character.

-In matters concerning his children, we find the true measure of the man. Nils Krogstad is a good father and is not afraid of doing whatever it takes to make sure his family is secure.

– Despite the financial strain that he found himself under as a single parent Nils Krogstad still brought up his two boys as best he could.

– Although at times Krogstad is vicious, his motivation is for his motherless children, thus casting a slightly sympathetic light on his otherwise cruel character.

  1. Hardworking and resilient

– Here is a man who is a single parent of two boys who is totally unsupported by the society he exists in. He has been dealt many blows by life, first by Mrs. Linde who rejected him on financial grounds many years ago, and then by the death of his wife. He has to work multiple jobs to support himself and his family; by day he is a lowly bank clerk and by night he is a moneylender and he even finds time to write for a paper.

  1. Frank and sincere

-When Mrs. Linde proposes they resume their old relationship, Krogstad remains truthful and makes sure she is aware of his past deeds as well as what people think of him. He even makes sure she knows about his current dealings with the Helmers.

ROLE

  1. He advances the plot – Krogstad initiates the conflict by attempting to blackmail Nora Helmer. He serves as a catalyst. Basically, he initiates the action of the play. He sparks the flames of conflict, and with each unpleasant visit to the Helmer residence, Nora’s troubles increase. In fact, she even contemplates suicide as a means of escaping his torments.
  2. Develops themes – Krogstad helps to develop the themes of love and marriage, pride, honour, respect and reputation, money and materialism, parental obligations and individual vs. society.
  3. Reveals character traits of other characters– Through him we are able to know that Nora is secretive and deceitful, and Mrs Linde is traitorous and materialistic for leaving him when he was poor.

NURSE

She is a nurse to both Nora and Nora’s children. Her name is Anne Marie. The nursemaid is an example of a woman in bad circumstances forced to do anything in order to survive.

 

CHARACTER TRAITS

  1. Kind

-She was forced to give up her own child, who it is suggested was born out of wedlock.

  1. Reliable and responsible

-When Nora first thinks of leaving, she considers the fact that her children will be raised by the nursemaid and, remembering what a good mother the nursemaid had been to her, decides that she would also raise Nora’s children well.

  1. Immoral

-She gave birth to a baby out of wedlock,

  1. Irresponsible

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers.

  1. Self-sacrificial

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers. Nora finally leaves her children in her care, believing that they will be better off than they would be with her.

 

 

ROLE

  1. Developing themes – She helps to develop the theme of the sacrificial role of women by giving away her child to strangers so that she could concentrate on her job.

IVAR, BOB, AND EMMY

These are Torvald and Nora’s young children. Raised primarily by Anne, the Nurse (and Nora’s old nurse), the children spend little time with their mother or father. The time they do spend with Nora consists of Nora playing with them as if she were just another playmate. The children speak no individualized lines in the play; they are “Three Children.” Their dialogue is facilitated through Nora’s mouth, and they are often cut entirely in performance.

CHARACTER TRAITS

  1. Playful

-They asked their mother to play child games with them and they played hide-and-seek.

  1. Insistent

When their mother showed reluctance to participate in the children’s game, they insisted until she gave in.

 

  1. Loving

-They loved their mother dearly and would have wanted to spend more time with her and to continue playing children’s games with them.

ROLE

  1. 1. To bring out the character of Nora as a loving mother. She showers them with Christmas gifts and even plays children games with them. When Nora later refuses to spend time with them because she fears she may morally corrupt them, she acts on her belief that the quality of parenting strongly influences a child’s development.

HELEN

She is a housemaid employed by the Helmers.

CHARACTER TRAITS

  1. Humble

-She answers Nora with a lot of humility.

  1. Hardworking

-She does her work diligently.

PORTER

This is the porter who brings the Christmas tree to the Helmers house at the very beginning of the play.

CHARACTER TRAITS

  1. Obedient

-He obediently delivers the Christmas tree to the Helmers house.

  1. Grateful

-He thanks Nora for the tip that she gives him. (Pg 1)

  1. Honest

-He honestly states his charges without exaggerating and was already giving her back the change when she told him to keep it. (Pg 1)

NORA’S FATHER

Though Nora’s father is dead before the action of the play begins, the characters refer to him throughout the play. Though she clearly loves and admires her father, Nora also comes to blame him for contributing to her subservient position in life.

CHARACTER TRAITS

  1. Manipulative

-He manipulated Nora to do according to his wishes and whims. She complains that her father and her husband both treated her like a doll.

 

 

  1. Immoral

-Torvald criticizes him as having been a morally crooked man who engaged in corrupt deals.

  1. Insensitive

-The way he treated Nora was too insensitive for a father to treat his daughter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THEMES

MARRIAGE AND LOVE

At the beginning of the play, Nora and Torvald appear to be very happily married, even to themselves. Nora talks joyfully about her love for Torvald, and Torvald refers to Nora using affectionate pet names. At first the Helmers seem happy, but over the course of the play, the imbalance between them becomes more and more apparent.

Their loving marriage stands in contrast with the lives of the other characters. For example, the marriage of Krogstad and Mrs. Linde was based on necessity rather than love, and were unhappy. Dr. Rank, on the other hand, was never married, and it is later revealed that he has silently loved Nora for years.

Yet although Nora and Torvald’s marriage is based on love (as opposed to necessity, as was the case with Krogstad and Mrs. Linde), it is still governed by the strict rules of society that dictated the roles of husband and wife. It is clear that Nora is expected to obey Torvald and allow him to make decisions for her.

At first it seems that Nora and Torvald both enjoy playing the roles of husband and wife in a way that is considered respectable by society. However, Nora soon reveals to Mrs. Linde that she secretly borrowed the money from Krogstad behind Torvald’s back, and therefore has already broken both the law and the rules of marriage at the time. This creates a dilemma: Nora broke the rules of marriage, yet did so in order to save her husband’s life – a true act of love.

By the end, the marriage breaks apart due to a complete lack of understanding. Nora Helmer, the “doll” wife, realizes after eight years of marriage that she has never been a partner in her marriage. At the play’s conclusion, she leaves her husband in order to establish an identity for herself that is separate from her identity as a wife and mother.

The main message of A Doll’s House seems to be that a true marriage is a joining of equals. The play centres on the dissolution of a marriage that doesn’t meet these standards.

There is a lot of talk about love in A Doll’s House. Throughout the play we hear of and see many different forms of love: familial, maternal, paternal, and fraternal. Romantic love even blossoms for two of the secondary characters, namely Krostad and Mrs Linde. However, for the main characters, the Helmers, true romantic love is elusive.  They finally discovered that true love never existed between them.

WOMEN AND FEMININITY

Nora has often been painted as one of modern feminist heroines. Over the course of the play, she breaks away from the domination of her dictatorial husband, Torvald. Also throughout this play, there is constant talk of women, their traditional roles, and the price they pay when they break with tradition.

When A Dollʼs House was written in 1879, a wife was not legally permitted to borrow money without her husbandʼs permission. On her wedding day, a woman transferred from living under the authority of her father to under that of her husband.

Poverty had already forced women into the workplace early in the nineteenth century, and the Norwegian government passed laws protecting and governing women’s employment. By the middle of the 19th century, Norwegian women were permitted inheritance rights and the right to an education. But many of the rights provided to women favoured the lower economic classes. Employment opportunities for women were limited to low paying domestic jobs, teaching, or clerical work. Middle class women, such as Nora, noticed few of these new advantages. It was the institution of marriage itself that restricted the freedom of middle class women. Universal women rights were eventually achieved in 1913, making Norway the first country in Europe to have equal voting rights for men and women.

PRIDE, HONOUR, RESPECT AND REPUTATION

The men characters in A Doll’s House are obsessed with their reputation. Some have good names in their communities and will do anything to protect it; others have lost their good names and will do anything to get them back.

Honour

Honour is extremely important to Torvald; it is what motivates his behaviour. Early in the play, his value for honour is the reason he gives for sacking Krogstad, claiming that because he once displayed a lack of honour, it means that Krogstad is forever dishonoured. When he learns of his wife’s mistake, Torvald’s first and foremost concern is for his honour. He cannot appreciate the sacrifice that Nora has made for him; he is only concerned with how society will react to his family’s shame. For Torvald, honour is more important than family and far more important than love; he simply cannot imagine anyone placing love before honour. This issue brings out the glaring difference between Nora and Torvald.

Pride

Like honour, pride is another quality that Torvald upholds. He is proud of Nora in the same way one is proud of an expensive or rare item or possession. When her scandal threatens to be exposed, Torvald is very fearful of losing his public pride. Instead of accepting Nora with her misperfections, Torvald instead rejects her when she is most in need of his support. His pride in himself and in his possessions blinds him to Nora’s worth and value. Nora is left with no choice but to leave him. Only when she has made the decision to leave Torvald does she begin to develop pride in herself.

LIES AND DECEIT

The tension that runs throughout A Doll’s House comes from Nora’s fear of her secret being discovered. Her great terror being exposed leads her to tell a lie after a lie. When her web of lies finally reaches a climax, her marriage proves too weak to bear the strain.

At the beginning of the play, Nora appears to be a dutifully obedient and honest wife, however it is quickly revealed that she is hiding a serious secret from her husband—the fact that she borrowed money from Krogstad to finance a trip to Italy that she claims saved Torvald’s life. This confirms that all her statements about never disobeying or hiding anything from him were nothing but deceitful. When she reveals her dishonesty to Mrs. Linde, Mrs. Linde insists that she ought to confess to Torvald immediately, insisting that a marriage cannot succeed when husband and wife are not completely honest with each other.

But Nora is not alone in telling lies and being deceitful. Krogstad is also revealed to have committed a forgery. The fruits of their acts of deception are devastating: Krogstad’s reputation is ruined, and Nora is forced to leave her husband and family at the end of the play.

It should however be noted that the motivation behind Nora’s dishonesty was love – she lied in order to save her husband’s life. Furthermore, she wouldn’t have been deceitful if it weren’t for societal law dictating that women were not allowed to handle financial matters independently. Therefore Nora’s deceit was not the result of a personal flaw, but rather an attempt to commit a noble act of saving her husband’s life that went awry.

Dr. Rank also comes out as deceitful and dishonest. He has been deceiving both Nora and Torvald for years about the depth of his feelings for Nora. Only when she attempts to seek his financial help does Nora finally see beneath the surface to the doctor’s real feelings. He has been lusting for his best friend’s wife all those years. Nora is so shocked to discover this that she automatically decides not to ask Dr. Rank for financial assistance.

Torvald, who has been deceived throughout most of the play, is finally revealed in the final act to be the one most guilty of deception. He has deceived Nora into believing that he loved and cherished her, while all the while he had regarded her as little more than his property.

MONEY AND MATERIALISM

Throughout the entire play everyone is talking about money, as if it was a god. As the entire issue starts over a debt, the play revolves around money and who has it as well as who does not have it. It is a prevailing theme due to that.

In the very first scene, Nora gives the porter one shilling, telling him to “keep the change”, thus indicating her relaxed attitude to money and spending. The next scene with Torvald almost entirely revolves around the subjects of money, spending and borrowing, with Nora portrayed as a spendthrift. Torvald has very strong views on borrowing and debt. He says to her, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3)

A need for money affects all the major characters in A Doll’s House. In the beginning of the play it is revealed that Torvald was recently promoted and will receive “a big salary.”(Pg2) However, he still criticizes Nora for overspending, arguing that they need to be cautious financially. Mrs. Linde is in desperate need of a job following the death of her husband. Krogstad’s replacement at the bank leaves him threatening to reveal Nora’s secret in order to get his job back because he fears he will lose his source of income. Indeed, the bank works as a symbol for the pervasive presence of money in the characters’ lives.

Throughout the play A Doll’s House, the characters spend a good deal of time talking about their finances. Some are said to be doing quite well financially, and some have the promise of their finances improving in the future. Others are struggling to make ends meet. Either way, each character’s financial status seems to be a defining feature.

In the play, money symbolizes the power that the characters have over one another. In the first Act, Torvald’s ability to dictate how much Nora spends on Christmas presents shows his power over her. On the other hand, the debt that Nora owes Krogstad allows him to have power over her and Torvald. Both Nora and Mrs. Linde cannot earn large incomes because they are women; their inability to access significant amounts of money shows the power that men have over the women in this society.

It is also clear that, while earning money leads to power, it can also be dangerous. For instance, even if money actualized Nora and her family’s trip to Italy, the debt she owed Krogstad soon became a source of terror, dread, and shame. The thrill of obtaining money soon became a nightmare for her.

Krogstad is a moneylender, and money (or lack of it) has had a major effect on his life. We learn that Mrs Linde ended her relationship with him many years ago because of his lack of financial security, choosing to marry a richer man instead. Throughout his life Krogstad has been poor, struggling to support his family, and it is this dependency on financial income that leads him to blackmail Nora in an attempt to keep his job at the bank. Mrs Lindeʼs life has also been directly affected by money, or lack of it. Her late husbandʼs business collapsed, leaving her with nothing to live on, and since then she has had to work hard to survive.

Dr Rank is the only main character who appears to be comfortable financially, having inherited money from his late father. However, although he is financially comfortable he is terminally ill, referring to his body as being “bankrupt.”

Torvald in particular focuses on money and material goods rather than people. His sense of manhood depends on his financial independence. He was an unsuccessful lawyer because he refused to take “unsavory cases.” As a result, he switched jobs to the bank, where he will primarily be dealing with money.

THE SACRIFICIAL ROLE OF WOMEN

In A Doll’s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classes in his society.

In order to support her mother and two brothers, Mrs. Linde found it necessary to abandon Krogstad, her true but poor lover, and marry a richer man.

The nanny had to abandon her own child to support herself by working as Nora’s and later as Nora’s children’s caretaker. As she tells Nora, the nanny considers herself lucky to have found the job, since she was “a poor girl who has got into trouble…” (Pg 50)

Though Nora is economically advantaged in comparison to the play’s other female characters, she nevertheless leads a difficult life because society dictates that Torvald be the marriage’s dominant partner. Torvald issues rules and looks down on Nora, and Nora must hide her debt from him because she knows Torvald would never accept the idea that his wife had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtain a loan without her husband’s permission.

Nora’s abandonment of her children can also be interpreted as an act of self-sacrifice. Despite Nora’s great love for her children, as seen in her interaction with them and her great fear of corrupting them, she chooses to leave them. Nora truly believes that the nanny will be a better mother and that leaving her children is in their best interest.

All the three women in the play have made some kind of personal sacrifice in their lives in order to fulfill the roles which society expects of them. Nora, besides risking her dignity by borrowing money on behalf of her family, she also has sacrificed all her own opinions, thoughts and ideas and adopted Torvaldʼs views as her own. Besides that, she has been saving every bit of money she had and working odd hours of the night to repay Krogstad. And at the end of the play she sacrifices her home, family and children for the sake of her own self-discovery.

Mrs Linde, after her husbandʼs death, continued to make personal sacrifices for the sake of her family, taking on any work she could to support them financially.

Anne-Marie, on the other hand, sacrificed motherhood for a respectable job, which was all too common for young unmarried mothers in the 19th century.

PARENTAL AND FILIAL OBLIGATIONS

There is a strong emphasis throughout the play on the importance of parental and filial responsibility, and of the effect that the actions of parents have upon their children.

Parental obligations

Nora, Torvald, and Dr. Rank believe that a parent is obligated to be honest and morally-upright, because a parent’s immorality is passed on to his or her children like a disease.

For instance, Dr. Rank has a disease that is the result of his father’s wickedness. Dr. Rank implies that his father’s immorality, which included affairs with many women, led him to contract a venereal disease that he passed on to his son, causing Dr. Rank to suffer for his father’s misdeeds. He talks about the unfairness of this, of the sins of the father being passed on to the son.

Torvald, on the other hand, talks about a parentʼs immorality being passed on to the children like a disease. He voices the idea that one’s parents determine one’s moral character when he tells Nora, “Almost everyone who has gone to the bad early has had a deceitful mother” (Pg 30) He speaks about Krogstad poisoning his own children with lies and immorality. He also refuses to allow Nora to interact with their children after he learns of her deceit; for fear that she will corrupt them.

Nora is referred to as being like her father, having inherited a lot of his qualities. It is also important to note that she never had a mother, with Anne-Marie fulfilling the maternal role in her life.

Anne-Marie was forced to give away her own child to take on the role of Noraʼs maid; in contrast Nora chooses to leave her own children at the end of the play.

Filial obligations

Filial means the duties, feelings or relationships which exist between a son or daughter and his or her parents.

The play suggests that children too have an obligation to protect their parents. Nora recognized this obligation, but she ignored it, choosing to be with, and sacrifice herself for, her sick husband instead of her sick father.

Mrs. Linde, on the other hand, abandoned her hopes of being with Krogstad and undertook years of labour in order to tend to her sick mother. Mrs Linde has fulfilled her filial responsibility by dedicating her life to care for her mother, at the expense of her own personal happiness. Her motherʼs illness has directly affected the life she has led and the personal decisions she has made.

Ibsen does not however pass judgment on either woman’s decision, but uses the idea of a child’s debt to her parent to demonstrate that familial obligation is not one way – it is reciprocal.

THE UNRELIABILITY OF APPEARANCES

Over the course of A Doll’s House, appearances prove to be quite misleading and hide the true reality of the play’s characters and situations. Our first impressions of Nora, Torvald, and Krogstad are all later proved quite wrong.

Nora, at first, seems a silly, childish woman, but as the play progresses, we see that she is intelligent, motivated, and, by the end of the play, a strong-willed, independent thinker.

Torvald, on the other hand, though he appears as the strong, benevolent husband, reveals himself to be cowardly, petty, and selfish when he fears that Krogstad may expose him to scandal.

Krogstad, who initially appears to be a vicious, ruthless blackmailer, later reveals himself to be a much more sympathetic and merciful character. He also turns out as an earnest lover. Indeed, the play’s climax is largely a matter of resolving identity confusion – we see Krogstad as a loving merciful man, Nora as an intelligent, brave woman, and Torvald as a helpless, sad man.

Situations too are misinterpreted both by the audience and by the characters. The seeming hatred between Mrs. Linde and Krogstad turns out to be love. Nora’s creditor turns out to be Krogstad and not Dr. Rank, as the audience and Mrs. Linde had thought. Dr. Rank confesses that he is not just a friend to Nora but instead he is in love with her, to Nora’s and the audience’s surprise. The seemingly ruthless Krogstad repents and returns Nora’s contract to her, while the seemingly kindhearted Mrs. Linde fails to help Nora, leading to Torvald’s discovery of Nora’s secret.

GENDER ROLES

A Doll’s House exposes the restricted roles of women during the time of its writing and the problems that arise from a drastic imbalance of power between men and women.

Throughout the play, Nora is treated like a child by the other characters. Torvald calls her his “pet” and his “property,” and suggests that she is not smart or responsible enough to be trusted with money. Neither Krogstad nor Dr. Rank take her seriously, and even Mrs. Linde calls her a “child.” Nora seems unperturbed by the views of others about her; even calling herself “little Nora” and promising that she would never dream of disobeying her husband.

However, there are clues that she is not entirely happy with the limited position she has as a woman. For example, when revealing the secret of how she borrowed money to finance the trip to Italy, she refers to it as her “pride” and says it was fun to be in control of money, explaining that it was “like being a man.” (Pg 21) Nora seems to wish to enjoy the privileges and power enjoyed by males in her society. She seems to understand the confinement she faces simply by virtue of her sex.

Nora’s dissatisfaction with her status as a woman intensifies over the course of the play. In the final scene she tells Torvald that she is not being treated as an independent person with a mind of her own. According to her, the bitter solution to this issue is to leave married life behind, despite Torvald’s begging that he will change. Nora’s problems arise because as a woman she cannot conduct business without the authority of either her father or her husband. When her father is dying, she must forge his signature to secure a loan to save her husband’s life. That she is a responsible person is demonstrated when she repays the loan at great personal sacrifice.

The men in this play have a very conservative view of the roles of women, especially in marriage and motherhood. Torvald, in particular, believes that it is the sacred duty of a woman to be a good wife and mother. Moreover, he tells Nora that women are responsible for the morality of their children. In essence, he sees women as childlike, helpless creatures detached from reality on the one hand, but on the other hand as influential moral forces responsible for the purity of the world through their influence in the home.

The men of A Doll’s House are in many ways just as trapped by traditional gender roles as the women. The men must be providers. They must bear the burden of supporting the entire household. They must be the undoubted kings of their respective castles. Besides providing for their families, the men are obsessed by a desire to achieve higher status. Respectability is of great concern to both Torvald and Krogstad. When Nora’s borrowing is revealed, Torvald’s first thoughts are for his reputation. On the other hand, Krogstad is obsessed with achieving success now that he has changed his character. He intends to one day take over Torvald’s job and run the bank.

By the end of the play, these traditional ideas are truly put to the test.

INDIVIDUAL VS. SOCIETY

Nora, a dutiful mother and wife, spends most of the play putting others before herself. She thinks little about herself to the extent of engaging in an act of forgery and taking a debt for the sake of her husband’s health. She doesn’t stop to worry about how these actions might impact the lives of her husband and children. Even when she plans to kill herself near the end of the play, it is not to hide her shame but rather because she thinks that if she is alive then Torvald will ruin himself in trying to protect her.

Similarly, Mrs. Linde admits that, without a husband or any family members to care for, she feels that her life is pointless. Therefore both women find a sense of meaning in their lives through serving others and performing the caring, obedient role that society requires of them.

However, Nora later learns that prioritizing her duty as a wife and mother cannot lead to real happiness. She realizes that while she thought she was sacrificing herself to protect her love, in fact no such love existed. It becomes clear that Torvald would never have sacrificed his reputation to protect her. She therefore decides to leave him in order to develop a sense of her own identity. The play ends with Nora choosing to put herself as an individual before society’s expectations of her.

Some characters, however, are more concerned about themselves as individuals rather than the society. A good example is Krogstad. Throughout most of the play, it seems that he cares more about his reputation than anything else. Punished by society for his act of forgery, he is desperate to reclaim respectability in the eyes of others. However, he realizes that he will only achieve happiness through truly reforming himself and regaining the personal integrity that he lost, rather than the outward respectability.

In a similar way to Nora, Krogstad learns that society’s view of him is meaningless if he doesn’t respect himself as an individual.

BETRAYAL

Betrayal is a theme of this play in several ways. Nora has betrayed her husband’s trust in several instances. She has lied about borrowing money, and to repay the money she must lie about how she spends her household accounts and she must lie about taking odd jobs to earn extra money. She also chooses to lie about eating macaroons which her husband has forbidden her.

Torvald betrays Nora when he rejects her pleas for understanding. Torvald’s betrayal of her love is clearly shown when he doesn’t want to understand that Nora took the loan because of his own welfare. To him, she threatened his otherwise good reputation in the eyes of the society, which was an unforgivable sin to him. This was the reality that Nora requires to finally awaken from; her previous view about her husband and their marriage was just but a sham.

Mrs Linde also betrays Krogstad when she opts to marry a richer man because Krogstad was too poor to help her sustain her sick mother and needy siblings.

GROWTH AND DEVELOPMENT

In Act I, Nora is portrayed as nothing more than a “doll,” a child who has exchanged a father for a husband without changing or maturing in any way. But as the play progressed, she realized that she had no identity separate from that of her husband. Torvald owned her just as he owned their home or any other possession. She was finally forced to face the reality of the life she was living. She realized in the final act that if she had to develop an identity as an adult, she must leave her husband’s home. When Nora finally gave up her dream for a miracle and, instead, accepted the reality of her husband’s self-centredness, she finally took her first steps toward maturity. She realized the inequity of her situation; she also recognized her own self worth. Her decision to leave is a daring one that indicates the seriousness of Nora’s desire to find and create her own identity.

THE HOME

The fact that the play is called A Doll’s House means that home might be a prevalent theme. Early on in the text, the home is seen as a thing of joy, a place of comfort and shelter. The idea of home is enmeshed with the idea of the happy family, which the Helmers seem to be.

Toward the play’s conclusion, however, the imbalance of power in the family becomes an issue. Now the seemingly happy home is revealed as having been an illusion – a doll’s house – that hid the gulf between the Helmers. The Helmers’ home is really more of a prison than a shelter.

The title, A Doll’s House, implies that everything is a façade, an illusion. Just like a doll that has a plastered smile on its face, the doll’s house hides the problems in the marriage.

STYLISTIC/LITERARY DEVICES

Stylistic or literary devices are techniques (ways to do things, styles, or forms) that authors use to get the attention of the reader which include playing with words, creating imagery, comparing and contrasting, or using metaphors, just to name a few. In A Doll’s House, the author has used a variety of stylistic devices, as discussed below.

SYMBOLISM

Symbols are objects, characters, figures, or colours used to represent abstract ideas or concepts. The following are the symbols used in the play:

  1. Christmas and New Year Days

The action of the play is set at Christmas and New Year season. Christmas and New Year holidays are both associated with rebirth and renewal and several of the characters go through a kind of rebirth over the course of the play.

Both Nora and Torvald have a spiritual awakening, which could be seen as a “rebirth.” Nora’s trials and tribulations wake her up to the sorry state of her marriage. When the “wonderful thing” fails to happen, she realizes she will never be a fully realized person until she breaks away from her husband. And when she slams the door behind her, she is in a way reborn.

Nora is not alone in her spiritual awakening, however. Torvald’s last line, “The most wonderful thing of all?”(Pg 120) seems to indicate that he has also realized the complete inadequacy of his existence. By the end of the play, both Helmers have been reborn.

Krogstad and Christine are reborn as well. When these “two shipwrecked people…join forces,” (Pg 88) they each get a fresh start in life. Both of them view their renewed love affair as a chance for salvation. Krogstad hopes that it will help increase his standing with the community, and that Christine’s influence will make him a better person. Christine, on the other hand, is overjoyed that she will have someone to care for. She once again has purpose in her life.

Nora and Torvald both look forward to New Year’s as the start of a new, happier phase in their lives, a new beginning with no debts. In the New Year, Torvald will start his new job, and he anticipates with excitement the extra money and admiration the job will bring him. Nora also looks forward to Torvald’s new job, because she will finally be able to repay her secret debt to Krogstad. By the end of the play, however, the nature of the new start that New Year’s represents for Torvald and Nora has changed dramatically. They both must become new people and face radically changed ways of living. Hence, the New Year comes to mark the beginning of a truly new and different period in both their lives and their personalities.

In the end of the play, it resembles new beginnings as almost all the characters are starting new lives, Nora and Torvald separately, while Christine and Krogstad together.

  1. Christmas Tree

The Christmas tree symbolizes Nora’s role in her household. She is only a decoration to be looked at. Her function in the household is pretty much the same as the tree. She is merely decorative and ornamental. She dresses up the tree just as Torvald dresses up her for the party. It’s interesting that she tells the maid not to let the children see the tree until it’s decorated.

The Christmas tree, therefore, a festive object meant to serve a decorative purpose, symbolizes Nora’s position in her household as a plaything who is pleasing to look at and adds charm to the home.

It also symbolizes family happiness and unity, as well as the joy Nora takes in making her home pleasant and attractive.

At the beginning of Act Two, the Christmas tree has been stripped of its ornaments and is only left with burnt-down candle-ends on its disheveled branches. Nora is alone in the room, walking about uneasily. Basically, Nora is a mess and so is the tree. She’s gotten the bad news from Krogstad, and as a result her mind is just as disheveled as the poor tree.

The tree seems to mimic Nora’s psychological state. It can be interpreted as symbolic of Nora’s disintegrating web of lies. The pretty decorations that Nora used to cover up her deceit are falling away. Soon the bare, ugly truth will emerge. This represents the end of Nora’s innocence and foreshadows the Helmer family’s eventual disintegration.

  1. Macaroons

Torvald has banned Nora from eating macaroons. Although Nora claims that she never disobeys Torvald, this is proved false in the very opening of the play when Nora eats macaroons while she was alone in the living room. The macaroons are symbolic of Nora’s disobedience and deceit. She lies to Dr. Rank about having been given some by Mrs. Linde, and after giving her performance of the tarantella asks that macaroons be served at dinner, which indicates a close relationship between the macaroons and her inner passions, both of which she must hide within her marriage.

  1. The tarantella

Tarantella takes its name from a spider, a Tarantula,   which, according to the Italian legends, bites its victim to quick death. The only way to get rid of its poison is to dance so as to let the poison come out of the body with the sweat. Similarly, the wild dance of Nora is a symbolic expression of her tragic inner condition and, at the same time, a therapeutic instrument that gives her courage to face up the suicide that she plans to carry out. Nora dances the Tarantella at a time when she had accelerated anxiety, on the border of madness. So through the dance, her body was trying to express what couldn’t be said in words.

Like the macaroons, the tarantella symbolizes a side of Nora that she cannot normally show. It is a fiery, passionate dance that allows her to drop the mask of the perfect Victorian wife and express her desperate and tragic interior condition and her inner feelings.  It is a dance of recovering from the madness of her fate; Tarantella has the power to heal Nora.

After the dance, in fact, she reemerges matured and able to look death in the eyes.

It is important to note that the rehearsal of Tarantella is the first moment in which Nora doesn’t obey what Torvald commands. Her repressed feelings are not allowed to come out in her marriage, the only way she can express them is through a performance. And her performance is wild and hysteric. Through the dance Nora liberates herself from her sexual doll’s role, which is a transformation from an old existence to a new one.

  1. The Doll’s House

The title of the play A Doll’s House is also symbolic. It represents something impermanent or short-lived.

There are a few mentions of dolls early on in the play; for example, when Nora shows Torvald the dolls she bought for her daughter, and says that the fact that they are cheap doesn’t matter because she will probably break them soon anyway. This probably suggests that Nora is raising her daughter for a life similar to her own. It also foreshadows Nora breaking up her family life by leaving Torvald.

When Nora plays with her children she also refers to them as her “little darlings.” (Pg 42) However, it is not until the end of the play that the metaphor becomes explicitly clear. Nora tells Torvald that both he and her father treated her like a doll, and cites this as one of the reasons why she has become dissatisfied and disillusioned with her life with him.

  1. The dance costume

At the end of the play, Nora decides to leave Torvald. The next thing Nora does is to change out of her fancy dance dress. Torvald bought this dress for Nora to wear at a costume party because he wanted her to appear as a “Neapolitan fish girl”. As one would put clothes on a doll, Torvald dresses Nora. When she sheds this dress, she is symbolically shedding her past life with Torvald and her doll-like existence.

  1. Dr. Rank

Dr. Rank is a symbol of moral corruption within society. He has been lusting for Nora secretly. His illness is symbolic of the moral illness of the society as represented by himself, Krogstad and, by extension, Torvald.

 

 

  1. Mrs Linde

Mrs Linde is a symbol of a modern, independent woman. She arrives in town in search of a job in order to earn money and survive independently. She perhaps also symbolizes hollowness in the matriarchal role.

  1. Torvald Helmer

Torvald Helmer is a symbol of a male dominated, authoritative, and autocratic society.

  1. The slamming of the door

The slamming of the door symbolizes the finality of the relationship between Torvald and Nora Helmer.

USE OF FIGURATIVE LANGUAGE

IMAGERY

Metaphors

A metaphor is a comparison without using the terms ‘like’ or ‘as.’ Henrik Ibsen uses quite a number of metaphors in A Doll’s House. These include the following:

  1. Torvald’s pet names for Nora

-He calls her “featherhead,” “songbird,”  “squirrel,” “hunted

dove…saved from hawk’s claws,” and “skylark.” When she leaves him, he calls her a “heedless child.” All these metaphors are, on one hand, aimed at reflecting Nora’s apparently innocent, carefree nature, and on the other hand, they suggest that her husband does not think of her as a proper adult because she is a woman.

-Another metaphor is where Torvald says, “…how much it costs a man to keep such a little bird as you.” Here, Torvald is comparing Nora to a bird by saying that people would not expect her to spend as much money as she does.  The “bird” reference means that birds are typically low maintenance, but Nora is not.

  1. The doll

-In Act 3, Nora tells Torvald that both her father and Torvald have treated her like a doll-child, with no opinions of her own, and have only played with her. Both men, she says, have committed “a great sin” against her in discouraging her from growing up. Torvald’s pet names for her are prefaced by “little,” showing that he sees her as a child.

  1. Big black hat

-In Act 3. Dr. Rank has a coded conversation with Nora (designed to protect Torvald from unpleasant truths) in which he says he will attend the next fancy dress ball wearing “a big black hat” that will make him invisible. This is a way of saying that he will be dead.

Other metaphors

-Krogstad is labeled “morally diseased” because of the incriminating forged bond and the forged documents that tarnished his reputation.

-Nora and Torvald crumbling marriage and home are referred to as a “doll’s house” to mean their impermanency.

– Krogstad uses this metaphor, “I am a shipwrecked man clinging to a bit of wreckage” (Pg 87) to describe how he felt when Mrs. Linde chose to marry her late husband instead of him. Mrs. Linde replies that she had her mother and younger brothers to take care of and she needed financial stability, which Krogstad could not offer her. In this metaphor, Krogstad might be suggesting that he is still in love with Mrs. Linde.

-Torvald refers to his wife as his “frightened little songbird” and promises her that his “big broad wings” would protect her.

-The title of the play A Doll’s House is an extended metaphor. It is comparison of a small toy with that of a perfect house. It compares Nora’s relationship with every man in her life to that of a young child playing with her, merely a pretty plaything.

Similes

A simile is a comparison by use of the terms ‘like’ or ‘as.’ Similes are used in different places in the story to compare certain necessary ideas.

Examples

-“It was like being a man.”(Pg 21) This simile was used by Nora to compare the role she played in sustaining the family during their one-year stay in Italy. It made her feel like a man supporting them for all that time.

-Torvald brags that he will protect Nora “like a hunted dove that [he has] saved from the talons of a hawk.” Here, he wants to emphasize his commitment in ensuring Nora of her safety.

IRONY

Irony is a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. There are three types of irony evident in A Doll’s House, namely: verbal, situational and dramatic irony.

 

 

Dramatic irony

Dramatic irony occurs when the audience is more aware of what is happening than one, some or all the characters on stage.

The full significance of a character’s words or actions is clear to the audience or reader although unknown to the character. In other words, the audience’s or reader’s knowledge of events or individuals surpasses that of the characters.

Examples

-This happens in A Doll’s House near the opening of the play when Nora eats macaroons. When Torvald then asks Nora if she has been eating sweets, she lies and says she has not. Nora and the audience know this is a lie and so know more than Torvald, making this a situation of dramatic irony.

-Torvald tells Nora, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3) But nevertheless, she has borrowed money from Krogstad which she has been paying for a long time without his knowledge.

-The reader is aware that Nora borrowed money from Krogstad without her husband’s permission. Nora also forged her father’s name to gain the money. She says, “You don’t know all. I forged a name.” In the following conversation between Nora and Christine it is clearly stated that Torvald does not know of Nora’s actions

Mrs. Linde: And since then have you never told your secret to your husband?

Nora. Good heavens, no! (Pg 20)

-Another example of dramatic irony in A Doll’s House is when Nora wants to practise a dance called the Tarantella. When Torvald goes to look in the letter box Nora says, “Torvald please don’t. There is nothing in there.” (Pg 80) The reader knows there is a letter in the mailbox that has been dropped by Krogstad. The reader also knows that Nora has not forgotten the dance as she claimed, she was just pretending. The reader knows this when Torvald goes to check the mail and Nora begins to play the Tarantella. Nora then says, “I can’t dance tomorrow if I don’t practise with you.” (Pg 81) The reader knows that all Nora is trying to do is keep Torvald from reading the mail which contains a letter from Krogstad.

-Dramatic irony is evident throughout the text to indicate Nora’s exit from her marriage with Torvald. Some escalating events have happened in the three acts to give clues to the audience that she has already decided to leave.

Examples

  1. i) Nora to Nurse regarding the children:

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

  1. ii) Nora to Torvald:

Nora: “Torvald, you will be sorry for not letting me stay, even

for just half an hour.”

She knows that the letter is still in the mailbox and doesn’t want Torvald to find out about the contract.

iii) Nora to Mrs Linde:

Nora: “You all think I’m incapable of doing anything serious…or of ever having to face the brutality of life.”

 

 

 

Situational irony

Situational irony occurs when something entirely different happens from what the audience may be expecting, or the final outcome is opposite to what the audience is expecting.

Examples

-Situational Irony is present when Nora is discussing Krogstad’s forgery with her husband in Act 1. Minutes before this conversation, Krogstad approached Nora about her own forgery of her father’s signature.

-There is very little hint that Nora is going to leave Torvald until the end of the play. At the beginning of the play she acts as if she loves him very much. Not until she says “Or if anything else should happen to me – anything, for instance, that might prevent me from being here” does anyone think about Nora leaving Torvald. At the end of the play she calls Torvald a “stranger” and walks out.

-It is ironic that Torvald states that he awaits the moment when Nora will be in trouble so that he can rescue her. When in fact the truth comes out and Torvald has been given his opportunity to rescue Nora, all he is concerned with is his reputation. He yells at her. He insults her by calling her feather brain. He screams at her, telling her to go to her room. He is not interested in how he can rescue her. He is interested in how he can get out of this mess without ruining his good name.

-When Krogstad returns the IOU document, Torvald exclaims that he is saved and that he has forgiven Nora. When Nora asks if she is saved, Torvald exclaims that she is, of course. Only moments earlier, he was furious with her. Ironically, he did not even consider that she had borrowed the money to in fact save him.

-Situational irony is also evident earlier on in the play during Nora’s chat with Mrs. Linde, where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) Here, Nora visualizes a happy and blissful life with Helmer. However, there is irony in what she says because later on in the play, her marital relationship will be shattered and she will leave her husband and all the “money” that she had visualized, for an uncertain future away from Torvald after realizing that the world she was living in was equivalent to the world of a puppet, or rather, a doll.

 

Verbal irony

Verbal irony occurs when a speaker’s intention is the opposite of what he or she is saying.

Examples

-Verbal irony is present when Helmer says, “Is that my little skylark twittering out there?” (Pg 2) He is not really asking if Nora is a bird. He is not even saying that she is twittering like a bird. He is just asking if it is his wife, Nora, and if she is saying something. When Torvald Helmer says, “Is it my little squirrel bustling about?” (Pg 2) he does not think that Nora is a squirrel either.

-Nora has her share of verbal irony too. When she is sitting down talking to Mrs. Linde she says, “There now, it is burning up.” The place is not literally burning up. The house is not on fire. Nora is just stating that the temperature inside the house is hot.

– When Nora is chatting with Mrs. Linde, where she says “just fancy, my husband has been made manager of the Bank!”(Pg 11) where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) The reader is tempted to think that her life and that of her family is one smooth ride. But it emerges that she is deep in debt and even has to work extra hours at night in order to keep up with the payments.

FORESHADOW

Foreshadowing refers to clues that point to events that will happen later.

Examples

-Nora’s early rebellion of eating the macaroons against Torvald foreshadows her later rebellion

-The way Torvald always called Nora “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” was a foreshadow. She ends up saying something like “I’m just your little dove” in the later Acts when she decides to leave him. She acknowledges the fact there was never actually love between them; she was just his play toy, hence the name of the play, A Doll’s House.

-In the following conversation between Nora and Anne-Marie, there is use of foreshadow.

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

Nora eventually leaves her family, which was why she asked Anne-Marie how she possibly could have done it.

-Torvald’s stubbornness about denying Krogstad the banking job has complicated Nora’s attempt to continue hiding her little secret. We know there is going to be trouble later on. Nora’s secret is bound to come out. Ibsen has foreshadowed an ironic inevitability.

-Mrs. Linde plays the role of foreshadowing the future of Nora and a mirror to Nora’s character. She delves into the mistakes Nora will make and views her for what she truly is. She is the wise woman who has hindsight of what becomes of women who spend their money and borrow. She provides exposition to the play because she is the only one Nora can discuss her history with without consequences. Talking to Mrs. Linde provides an opportunity for the audience to understand Nora’s character.

-Mrs. Linde shares with Nora that her husband had died and that, due to her habits and his unstable business, she was now poor and struggling to make ends meet. She seems to be foreshadowing Nora’s impending fate.

CONTRAST/JUXTAPOSITION

Contrast or juxtaposition involves two characters or things being placed together with a contrasting effect.

Examples

-The father-daughter relationship between Nora and her father and that of Nora and Torvald is contrasted in the final Act. Nora makes this connection that life with her father was like life with Torvald. Nora’s father would force his beliefs on her and she would comply with them lest she upset him; she would bury her personal belief under Papa’s. According to Nora, Torvald was guilty of the same things. A good example was his insistence on her wearing the fish girl costume and his frustration over her inability to grasp the tarantella.

-Krogstad and Nora are also contrasted. The more we learn of Krogstad, the more we understand that he shares a great deal with Nora Helmer. First of all, both have committed the crime of forgery. Moreover, their motives were out of a desperate desire to save their loved ones. Also like Nora, Krogstad has contemplated ending his life to eliminate his troubles but was ultimately too scared to follow through.

– Dr. Rank’s treatment of Nora is contrasted sharply with that of Torvald. Rank always treats Nora like an adult. He listens to her and affords her a dignity, which is definitely missing in Torvald’s treatment.

– Mrs Linde’s relationship with Krogstad also provides a point of comparison with that of Nora and Torvald.

-Nora and Mrs Linde are also contrasted. Whereas Mrs. Linde took responsibility for her sick parent, Nora abandoned her father when he was ill. Mrs. Linde’s account of her life of poverty underscores the privileged nature of the life that Nora leads. Her sensible worldview contrasts sharply with Nora’s somewhat childlike outlook on life.

FOIL

A foil is a literary character who contrasts another character in order to highlight certain aspects of the other character.

Examples

-Mrs Linde’s life’s journey from independence to marriage is a foil to Nora’s journey in the opposite direction.

-Dr Rank is a foil to Torvald in that he treats Nora as an intelligent human being and she in return speaks more openly to him than she does to her husband.

-Mrs. Linde is the character that really makes Nora look bad in comparison and acts as a foil for Nora. In fact, you could argue that all the characters act as foils for Nora.

MOTIFS

Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.

Examples

Nora’s definition of freedom

-Nora’s understanding of the meaning of freedom recurs in the course of the play. In the first act, she believes that she will be totally “free” as soon as she has repaid her debt, because she will have the opportunity to devote herself fully to her domestic responsibilities. After Krogstad blackmails her, however, she reconsiders her outlook regarding freedom and questions whether she is happy in Torvald’s house, subjected to his orders and commands. By the end of the play, Nora seeks a new kind of freedom. She wishes to be relieved of her familial obligations in order to pursue her own ambitions, beliefs, and identity.

Use of letters

-Many of the plot’s twists and turns depend upon the writing and reading of letters. Krogstad writes two letters: the first reveals Nora’s crime of forgery to Torvald; the second retracts his blackmail threat and returns Nora’s promissory note.

-The first letter, which Krogstad places in Torvald’s letterbox near the end of Act Two, represents the truth about Nora’s past and initiates the inevitable dissolution of her marriage. The second letter releases Nora from her obligation to Krogstad and represents her release from her obligation to Torvald.

-The two letters have exposed the truth about Torvald’s selfishness, and Nora can no longer participate in the illusion of a happy marriage.

-Dr. Rank communicates his imminent death through another form of a letter: a calling card marked with a black cross in Torvald’s letterbox. By leaving his calling card as a death notice, Dr. Rank politely attempts to keep Torvald from the “ugly” truth, as he had said earlier about his best friend, Torvald.

Other letters include Mrs. Linde’s note to Krogstad, which initiates her life-changing meeting with him, and Torvald’s letter of dismissal to Krogstad.

HYPERBOLE

Hyperbole refers to extreme exaggeration of statements or claims which makes someone or something sound bigger, better or more than they are.

Examples

  1. i) Nora: Yes, that’s just it.

Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is horrible to think of! I am in the power of an unscrupulous man; he can do what he likes with me, ask anything he likes of me, give me any order he pleases – I dare not refuse. And I must sink to such miserable depths because of a thoughtless woman! (Pg 104)

It is a hyperbole because although Nora may have caused a major accident of forging a signature and hiding it from Helmer, it is not obvious it will affect his future. Helmer is exaggerating that his happiness is destroyed because he feels betrayal and anger, just to show the seriousness of the shame that Nora has caused.

  1. ii) Linde: But now I am quite alone in the world – my life is so dreadfully empty and I feel so forsaken.

This is a hyperbole because Mrs. Linde is exaggerating about her situation.

iii) NORA: I should like to tear it into a hundred thousand pieces.

It is a hyperbole because Nora cannot possibly be able to tear the letter into a thousand pieces.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REVISION QUESTIONS

CONTEXT QUESTIONS

  1. Where is A Doll’s House set?

-In a middle-class living-room; nice but not extravagant furniture; piano, fire, winter’s day; Norway

  1. Why does Nora tell the porter to hide the tree?

-So the kids don’t see it before it’s decorated

  1. What does Nora sneak at the beginning of the play?

-Macaroons

  1. What does Torvald call Nora?

-Squirrel, skylark

  1. Why does Torvald scold Nora at the beginning of the play?

-for buying things and being careless with money

  1. When is Torvald getting a new job? Why does he want Nora to wait to spend money?

-New Year; what if he gets hit in the head with a brick and therefore never gets the job?

  1. How does Nora suggest they buy things before the promotion?

-borrowing from people (Helmer thinks she’s just a typical woman who doesn’t understand debt)

  1. What does Nora want Torvald to get her for a present? Why doesn’t he want to give it to her?

-money; he calls her a spendthrift and says she’ll just waste all the money on unimportant things

  1. What does Torvald think runs in Nora’s family?

-spending too much money (like her father)

  1. Does Nora want to be like her dad? Does Torvald want this?

Yes, no

  1. What is the first thing Nora lies about?

-she denies that she would ever eat macaroons because she promised not to…but she did

  1. What did Nora do the Christmas before this one?

-locked herself away to make paper flowers to decorate the tree (the cat ripped up the flowers, though)

  1. Who is Mrs. Linde?

-Christine; Nora’s childhood friend; they haven’t seen each other in 9 or 10 years

  1. What does Nora think of Mrs. Linde’s appearance?

-she looks pale

  1. What work has Nora had to do?

-sewing, embroidery, etc.

  1. What secret does Nora tell Mrs. Linde first?

-when Torvald worked too hard in the first year of their marriage and got sick and had to go to Italy to recover, she borrowed money from her father in order to pay for it (at the time: her father was dying, she was pregnant, and she couldn’t go see him)

  1. What is Christine’s backstory?

-she never loved her husband, she just married Mr. Linde because she had a sick mother and two little brothers to support; when he died, his business fell apart and she was left with nothing; she had been working ever since; recently, her mom died and her brothers are now old enough to take care of themselves.

 

  1. What does Christine ask of Nora?

-if Torvald can give her a job at the bank he’ll be managing

  1. Why does Christine think it’s nice of Nora to care so much about her troubles?

-because she says Nora has never had any of her own

  1. What does Nora reveal to Mrs. Linde after being insulted because Christine said she didn’t really know trouble?

-she didn’t actually borrow money from her father; she borrowed it from someone else, but Torvald doesn’t know this; he didn’t even know how sick he was and that the Italy trip was to make him survive; she pretended that she just wanted to travel abroad and secretly borrowed the money to spare his pride

  1. When does Nora plan on telling Torvald the truth?

-when she’s old and he’s not attracted to her any more

  1. How has Nora been paying back the loan?

-lots of odd jobs secretly, scrimping on buying new clothes for herself (cheap clothes look good on her so Torvald doesn’t notice); last winter she copied letters late every night (perhaps she didn’t really spend all that time making tree decorations?)

  1. What does Nora dream?

-a rich old man would come and give her all the money she needs

  1. How does Mrs. Linde first claim to have known Krogstad?

-he was a lawyer in her area

  1. What is Krogstad’s backstory?

-had an unhappy marriage, now has several children, got himself into bad business troubles

  1. What does Mrs. Linde say when Dr. Rank tells her and Nora what a bad guy Krogstad is?

-people should try to help the diseased (Dr Rank says Krogstad is morally diseased)

  1. What does Torvald say when Nora asks if Christine can have a job?

-yes; she’s come at a good time

  1. What does Krogstad first ask Nora? Then what does he ask of her?

-if Mr. Helmer is giving Christine a job; if she will use her influence to get him a job (she says she doesn’t have much influence)

  1. Why is Nora no longer afraid of Krogstad when he first comes to visit?

-come New Year she’ll be out from under his thumb

  1. Why does Krogstad want to regain the community’s respect?

-for the sake of his sons

  1. Why does Nora tell Krogstad not to tell Torvald about the money?

-that would only confirm what a bad person Torvald sees Krogstad as saying it would make everything unpleasant

  1. What does Krogstad tell Nora that makes the whole thing worse?

-she forged her father’s signature; he can prove it because the signature is in Nora’s handwriting and she dated the document after her father died; basically he can prove that not only does she owe money but she broke the law (Nora says she didn’t have time to think about it because her husband was dying)

  1. When does Nora start decorating the Christmas tree?

-after Krogstad leaves after blackmailing her

  1. Why does Torvald think Krogstad was at the house?

-to get Nora to put in a good word for him

  1. What does Nora ask Torvald to do for her?

-pick out her costume for the Stenborgs’ party because she’s helpless without his taste

  1. What crime did Krogstad commit? Why does Torvald not like him?

-forgery; he never admitted his guilt, he got off through loopholes, he is corrupt and has lived a life of lies even around his family

  1. How does the Christmas tree look at the start of Act 2?

-stripped and bedraggled

  1. Who is Anne?

-nurse; she got pregnant by a bad guy and had to give up her child

  1. What costume is Nora going to wear to the Stenborgs’ party?

-Neapolitan fisher girl

  1. What dance does Torvald want Nora to do?

-tarantella

  1. What does Christine offer Nora?

-to fix up her costume (if she can come by and see Nora in it)

  1. What is Dr. Rank sick with? How did he get it?

-consumption of the spine; his promiscuous father

 

  1. What can Nora not talk about with Torvald? Why?

-her old school friends; he gets jealous

  1. Who does Christine guess lent Nora the money?

-Dr. Rank

  1. What does Christine think of Nora and Dr. Rank’s relationship?

-they should stop talking to each other so much because he’s probably interested in Nora

  1. Who does Nora think about borrowing money from to pay Krogstad?

-Dr. Rank

  1. What does Nora tell Torvald she’ll do anything he asks of her for? What does Torvald say?

-if he’ll not fire Krogstad; he’s given his job to Mrs. Linde

  1. What reasoning does Nora give as to why Torvald should not fire Krogstad?

-he writes small newspapers and he might write nasty articles about Torvald if he’s fired (like when her father got in legal trouble and was slandered by the papers); he should fire someone else and let Mrs. Linde and Krogstad both have jobs

  1. What does Torvald think of Nora’s dad’s business?

-his dealings were shady

  1. Why won’t Torvald give in to Nora’s request for a job for Krogstad?

-he already said no and told everyone at the bank he’s firing Krogstad, and he’s worried that if he changes his mind people will think his wife rules him; also, he knew Krogstad when they were kids and Krogstad insists on calling Torvald his first name which is really embarrassing given Krogstad’s corrupt past

  1. What finally makes Torvald send a letter firing Krogstad?

-Nora calls him petty for worrying about his affiliations with Krogstad

  1. Why does Torvald forgive Nora’s behavior in wanting a job for Krogstad?

-shows how much she loves him; but if trouble comes from the firing, he can handle it

  1. What does Dr. Rank ask of Nora?

-to keep Torvald away from Dr. Rank’s sick room, because he is sensitive to such unpleasantness and Rank doesn’t want to upset him

  1. How will Dr. Rank inform Nora of his death?

-business card with black cross in their mailbox when he starts to die (Nora says it’s morbid and depressing)

  1. Who does Dr. Rank think will replace him as Nora’s friend after he dies?

-Mrs. Linde

  1. How does Nora react when Dr. Rank tells her he loves her?

-she says it’s inappropriate; it makes her uncomfortable, he shouldn’t have said that

  1. How does Nora respond when Rank tells her that she seems like she loves him more than Torvald?

-she says the people you have fun with aren’t the same as the ones you love; when she was little she loved her father the most, but had fun gossiping with the maids

  1. What relationship does Nora liken her relationship with Torvald to?

-her relationship with her father

  1. Why is Krogstad surprised Torvald would fire him at first?

-knowing what power he has over them

  1. What does Krogstad offer?

-that the three of them can settle the matter, and no one else has to be involved

  1. How does Krogstad plan to use the blackmail?

-to blackmail Torvald into giving him a promotion; in a year it’ll be him running the bank instead of Torvald

  1. What does Nora threaten to do? What does Krogstad say?

-commit suicide; doesn’t believe she’ll do it, and it wouldn’t do any good because he would still be able to ruin her reputation which Torvald would never let happen

  1. What does Nora expect Torvald to do when he finds out?

-take all the blame on himself; a wonderful, yet terrible thing

  1. How does Mrs. Linde reassure Nora?

-says she will go and convince Krogstad to ask Torvald for the unopened letter back because they used to be close

  1. What does Nora ask Torvald to help her with?

-practising the tarantella (she does it, and he says she has a lot of practising to do, which she agrees with and says he will have to help her every moment between then and the party)

  1. What does Torvald guess when Nora says he will have no time to open letters since he’s helping her practise? What does he agree to do?

-that there’s a letter from Krogstad; wait till after the party to open it

  1. Why is Nora kind of glad that Torvald’s going to find out?

-the wonderful thing, the miracle will happen – he’ll jump to her rescue and take all the blame

  1. Where does Mrs. Linde wait for Krogstad? Why?

-at the Helmers’ house while they’re at the party; there’s no private entrance at the place where she’s staying

  1. What is Krogstad and Mrs. Linde’s past?

-she broke up with him abruptly for the man she married because she needed his money to support her family

  1. What does Krogstad say he has been like since Christine left him? What does she say?

-a man lost at sea on a wreck; she feels the same, and the shipwrecks should get together

  1. Why does Mrs. Linde tell Krogstad she came to town? What does he say?

-for him: she needs someone to work for, to help, or she feels like she has no purpose in life; Krogstad calls her hysterical and says she’s just looking for a chance at self-sacrifice

  1. What does Mrs. Linde say when Krogstad asks if she only got back together with him for Nora?

-she sold herself in the past and would never do it again

  1. Why does Christine tell Krogstad not to get his letter back?

-all the lies in the Helmers house need to come to light

  1. Did Nora want to leave the party so early?

-no

  1. Why does Mrs. Linde say she is at their house?

-to see Nora’s costume

  1. What did Torvald think of Nora’s performance at the party?

-a bit too realistic, she was a bit too much like a Neapolitan fisher girl for his taste (but the other guests loved it)

  1. What does Torvald think Mrs. Linde should do instead of knitting?

-embroidery (more tasteful since knitting needles looks Chinese)

  1. What does Torvald pretend when the Helmers go to parties?

-Nora’s not his wife, but his secret lover

  1. What does Dr. Rank say he will be at the party next year?

-invisible

  1. Why does Dr. Rank tell Torvald he had a right to drink a lot at the party?

-he did medical research all day and has found something for sure and was very productive (but really, he found out he’s definitely going to die)

  1. What does Torvald notice about the mailbox? What is Nora’s response?

-someone tried to pick the lock; one of Nora’s hairpins is jammed into it; she blames it on the kids

  1. What does Torvald find in the mailbox from Rank?

-two cards with black crosses on them

  1. What does Torvald tell Nora after he says he’s glad to have her?

-he sometimes wishes she were in trouble so he could save her

  1. What does Torvald do after reading Krogstad’s letter?

-screams at Nora, says she is just as disgusting as her father was; says his happiness is now destroyed because he will have to obey Krogstad

  1. What does Torvald say in response to Nora’s threatening to commit suicide?

-it won’t do any good because Krogstad will still have power and suspect him as an accomplice (he doesn’t really care that she’d be dead?!)

  1. What is Torvald’s solution?

-Nora can still live in the house to keep up appearances, but the relationship is over and she’s not allowed near the children because she’ll corrupt them

  1. How does Krogstad fix the problem?

-sends another letter with the forgery and says he’s ashamed he tried to blackmail them

  1. Why does Torvald say his love for Nora is even deeper now?

-after having forgiven her from the bottom of his heart; his possession of her has grown even greater; she shouldn’t worry because hewill continue to guide her through life as if she were a child

  1. What does Nora complain about after Torvald forgives her?

-she says they have never had a serious conversation before now

  1. Who does Nora accuse of treating her like a doll?

-Torvald and her father; they dressed her up and made her into what they wanted her to be

  1. Why does Nora say she’s leaving Torvald and the kids?

-she has a duty to herself that she’s never fulfilled; she realizes she’s never been happy with Torvald; she will spend the night at Mrs. Linde’s

  1. Why does Torvald admonish Nora for wanting to leave?

-he says she’s forsaking her sacred duties to her husband and children; then he says what Jesus would do

  1. What does Nora need to learn by leaving?

-whether she’s just too ignorant to understand society, as Torvald says, or if society’s wrong

  1. Why does Nora realize she never loved Torvald?

-she realizes he isn’t the man she thought he was when the “miracle” of him taking the blame from her didn’t happen

  1. When does Nora say she would come back?

-if they had a true marriage instead of just living together

  1. What does Helmer end with?

“The most wonderful thing of all”

ESSAY QUESTIONS

  1. What is important about the title? Who is the “doll” Ibsen refers to?
  2. Who is the more significant female character in terms of plot development, Nora or Christine? Explain your answer.
  3. Do you think Christine’s decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora? Does this act ultimately hurt or benefit Nora?
  4. How does Henrik Ibsen reveal character in A Doll’s House? Is Nora a sympathetic character? Did your opinion of Nora change from the beginning of the play to its conclusion?
  5. Does the play end the way you expected? Do you think this was a happy ending?
  6. A Doll’s House is generally considered a feminist work. Do you agree with this characterization? Why or why not?
  7. What does the Tarantella dance symbolize in A Doll’s house?

Best Agriculture Notes Form 3 Free (Editable)

Livestock Production III…

(Selection and Breeding)

 

Introduction

  • The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation.
  • The breeder makes a choice.
  • The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs.
  • The qualities can be maintained or improved in the next generation.

 

The performance of an animal is influenced by two major factors; 

  • Genetic potential
  • The environment, which includes:
  • Feeding,
  • Health,
  • Care
  • The ecological conditions.
  • The genetic potential of an animal is inherited from its parents.
  • In selection and breeding animals with superior characteristics are selected and allowed to mate.
  • In the process they transmit the superior characteristics to their offspring.
  • When this is done over a long period of time, it results in livestock improvement.

 

Reproduction and Reproductive Systems

 

  • Reproduction is the process by which off-springs are produced.
  • All farm animals multiply by means of sexual reproduction.
  • It begins with fertilization which is the fusion of male and female gametes to form a zygote.
  • Fertilization takes place internally in the body of the female.
  • The embryo(zygote) formed develops inside body of mother, fed and protected until end of gestation period.
  • In poultry, the process is different in that eggs are fertilized internally but laid and development of the chick takes place outside during incubation.
  • In both male and female, certain organs are specialized for the process of reproduction.
  • Some of these organs secret fluids which are necessary for the movement and survival of the gametes(reproductive cells.)

Reproduction in Cattle

  • The male reproductive organs produce the male gametes,the spermatozoans.
  • These are introduced into female reproductive system, where they fuse with the sperm to form zygote.

 

 

  • The testis:
  • There are two testes hanging loosely between hind legs.
  • Enclosed by loose skin (scrotum)scrotum regulate temperature of testis for optimum production of sperms.
  • Produce spermatozoa(sperms)which are stored in coiled tube called epididymis.
  • Epididymis: Storage of spermatozoa.
  • Sperm ducts:
  • Conveys sperm from the testis and urine through the penis.
  • sphincter muscles contract to allow each to pass separetly.
  • Seminal vesicles produce fluid called semem.
  • semen carries sperms out of penis in fluid form.

 

  • Prostate gland -produce fluid that neutralize the acidic effects of urine in the urethra preventing death of sperms.
  • Accessory glands: Include seminal vesicles cowpers gland and prostate gland.
  • Urethra: Conveys urine and semen.
  • Penis:
  • Surrounded by a sheath which is an extension of skin.
  • It introduces sperms into the vagina of a cow through the vulva during mating.
  • It is a copulatory organ, also used for urination.

 

 

Ovaries and fallopian tubes(oviduct)

  • Two ovaries located in abdomen, left and right.
  • Produce ova/eggs and hormones which control sexual cycle.
  • Oestrogen produced by graafian follicle inside ovary induces oestrus
  • ie. Heat period so that the cow shows signs of heat
  • After every 21 days the ovary releases a mature ovum and the cow comes on heat.
  • The ovum travels through the fallopian tubes to the uterus.
  • The release and movement of the ovum down to the uterus is called ovulation.
  • If mating is done at this time, fertilization will take place.
  • The fertilized egg implants itself onto the endometrium(walls of uterus)and  develops into foetus.

 

Fallopian tubes:

  • Fertilization takes place here.
  • Also a passage for the egg from the ovary to the uterus.

The uterus:

  • Embryo develops h
  • The cervix: Closes the uterus.

The vagina and Vulva:

  • Vulva is the external opening of female reproductive system.
  • It allows mating to take place so that sperms are deposited into the vagina.
  • The foetus and urine are removed through the vulva.

 

Pregnancy

 

  • Is period between fertilization of ova and the expulsion of the foetus through the vulva.
  • Also called gestation period.
  • In cattle gestation period is 270-285 days.
  • Ends with the birth of a calf.
  • The reproductive tract undergoes a period of rest during which it is repaired and returns to normal.
  • During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus.

 

Parturition(giving birth)

  • Act of giving birth called parturition.
  • This time the foetus expelled through the birth canal.

 

When an animal is about to give birth, it shows signs;-

  • Distended udder which produces thick milky fluid called colostrums.
  • Swollen vulva producing thick mucus.
  • Loose and slackened pelvic girdle.
  • Visible pin bones.
  • General restlessness.
  • Animal parturates within 2-3 hours after this signs.
  • The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee.
  • Any other presentation called mal-presentation or breech presentation and requires assistance.

 

 

Reproduction in Poultry

 

  • The cock has no penis but a small opening near the vent through which sperms are emitted.
  • Cock has testes within the body.
  • The hen has elongated oviduct for formation of an egg.
  • Fertilization occurs internally.
  • During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then  sucked to the oviducts.

 

The Reproductive System of a Hen

                                                                             

Ovary

  • Hen has two ovaries but one functional.
  • Ova formed in ovaries.
  • 3500-4000 ova present inside ovary held by follicle.
  • Mature ovum released via rapture of follicle.
  • It moves into oviduct received by the funnel.

 

Funnel(infundibulum)

  • Fertilization occurs here.
  • Chalazae also added to yolk.
  • Time here is 15 minutes.
  • It is 11.6cm long.

 

Magnum

  • Thick albumen is added.
  • Stays for 3hrs.its 33cm long.

 

 Isthmus

  • Its 10.6cm long.
  • Shell membranes added.
  • Determines shape of egg.
  • Water, mineral salts and vitamins added.
  • Takes 15 minutes.

 

Uterus(shell gland)

  • Calcium deposited 9ie.shell added around the egg.
  • Pigments added.
  • Addition of albumin finished.
  • Stays here for 18-22hours.

Vagina

  • Short, 6.9cm long.
  • For temporal storage of egg before laying

Cloaca

  • Egg moves out of cloaca through the vent.
  • The cloaca extents out to prevent the egg from breaking.

 

NB;

  • Egg formation not depended on fertilization.
  • Egg formation takes 24-26hours.
  • The components of egg are obtained from body reserves of the hens body.

 

 

Selection of a Breeding Stock

 

  • Selection is used as a tool for livestock improvement.
  • A breeding stock is a group of males and females which act as parents of future generations.
  • Selection is the process of allowing certain animals to be parents of future generations while culling others.
  • Culling is the removal of animals which do not perform to the desired level, from the herd.
  • The animals retained have certain desirable characteristics which make them produce more.
  • Selected animals make up the breeding stock.
  • The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock.
  • Selection process repeated for many generations increases chances of formation of desirable qualities in an animal.
  • Genetically termed as gene frequency(occurrence of the genes that carry desirable characteristics.)
  • Selection increases occurrence of desirable genes and decreases occurance of undesirable genes.
  • During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic make-up.
  • Selection helps improve characteristics which are highly heritable.
  • Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited.
  • A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment.

 

The degree to which selection affects a character depends on the following factors;

  • The heritability of the character
  • The intensity with which the selection is done
  • The interval between generations and kind of selection being practiced.

 

 

 

Factors To Consider When Selecting A Breeding Stock.

 

  • Age
  • Level of performance
  • Physical Fitness
  • Health
  • Body Conformation
  • Temperament or Behaviour
  • Quality of products
  • Mothering Ability
  • Adaptability
  • Proliferation

 

  • Age
  • Young animals,
  • Those that have not parturated for more than 3-times, should be selected.
  • They have a longer productive life.
  • Old animals are poor breeders and low producers.
  • Production and breeding efficiency decline with age.
  • Level of performance
  • Animals with highest production level selected.
  • Performance best indicated by records.

Good performance of animal indicated by;

  • High milk, wool and egg production,
  • Good mothering ability
  • High prepotency which is the ability of a parent to pass good qualities to their offsprings.
  • The animals with poor performance should be culled.
  • Good records kept and used by the farmer for this purpose.
  • Physical Fitness

Animals selected should be free from any physical defect

e.g.

  • mono-eyed,
  • limping,
  • irregular number of teats,
  • scrotal hernia,
  • defective and weak backline

 

  • Health
  • Sick animals do not breed well and are expensive to keep.
  • Animals that are resistant to diseases pass these characteristics to their offsprings

 

  • Body Conformation

 

  • Animals for breeding to be selected according to proper body conformation.
  • A dairy cow should be wedge-shaped with a large udder, thin legs, long neck.
    • Temperament or Behaviour
  • Animals with bad behaviors should be culled.eg
  • Cannibalism, egg eating, aggressiveness, kicking

 

  • Quality of products
    • Select animals that give products of high quality.
  • Mothering Ability
    • Animals selected should have a good mothering ability,
    • That is animals with good natural instinct towards their young ones.
    • This will enable them to rear the young ones up to weaning.

 

  • Adaptability
    • Animals selected should be well adapted to the prevailing climatic condition in the area.
    • Prolificacy
      • Animals selected should be highly prolific.
      • That is, animals with the ability to give birth to many offsprings at a time(larger litter).
      • This is a quality that should be considered when selecting pigs and rabbits.

 

Selection in cattle, and sheep,

 

Selection in cattle

Consider the following;

  • Level Of Performance Which Include;
  • Milk Yield Buter Content.
  • Length Of Lactation Period.
  • Calving Intervals.
  • Age Of The Animal,
  • Fertility,
  • Physical Fitness,
  • Health Of The Animal,
  • Body Conformation,
  • Suitability Of The Enterprise-Milk Or Beef

 

Selection in sheep

Consider the following;

  • Level of performance which includes;
  • Mothering ability
  • Growth rate
  • Wool quality
  • Carcass quality
  • Twining rate
  • Age
  • Suitability to the enterprise-wool or mutton
  • Flocking instinct
  • Health of the animal
  • Physical fitness
  • Inheritable defects
  • Fertility
  • Inheritable defects.
  • Fertility.

Selection in Goats

 Consider the following:

  • Fertility.
  • Mothering ability.
  • Growth rate.
  • Twining rate
  • Carcass quality/dressing percentage.
  • Growth rate.
  • Suitability to the enterprise – milk or mutton.
  • Health of the animal.
  • Age.

Selection in Pigs

  • Consider the following:
  • Carcass quality/dressing percentage.
  • Suitability to the enterprise (bacon or pork)
  • Growth rate.
  • Health of the animal.
  • Mothering ability.
  • Prolificacy.
  • Number of teats.
  • Temperament.
  • Body formation.
  • Age.
  • Heredity defects

Selection in Camels

  • Health of the animal.
  • Age.
  • Temperament.
  • Foraging ability.
  • Fertility.
  • Level of performance-milk, meat, fur and transport.

Method of Selection

These include:

  • Mass selection – Animals with superior characteristics are selected from a herd and then allowed to mate among each other.
  • Progeny testing – assessing on the breeding value of an animal on the basis of performance of its offsprings.
  • Contemporary comparison ­-comparison of performance between heifers of the same age and sexual maturity.

Breeding

  • Process of mating selected males and females to produce offspring with the desired characteristics.

Reasons:

  • To expand the inherited potential of the animal.
  • To improve production.
  • To overcome production problems created by the environment.
  • To satisfy consumers taste.
  • For economic reasons.

Terms Used in Breeding

 Inheritance

  • Genetic transmission of characteristics from parents to offsprings.
  • The mechanism of inheritance is carried by the sex cells (gametes) and is controlled by genes found in the chromos
  • Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production.
  • Chromosomes are  genetic materials which carry genes.
  • They exist in pairs paternal and maternal) in the nucleus f the body cells.
  • They are always constant in number.

 

 

Dominant and Recessive Characteristics

  • A dominant gene is one that suppresses the othe
  • It produces a dominant characteristi
  • A recessive gene is one that is suppressed by the other.
  • It produces a recessive characteristic.

Hybrid and Hybrid Vigour

  • A hybrid is an animal which is the product of crossing animals of two different breeds.
  • Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breed

Epistasis

  • This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus.

Breeding Systems

Inbreeding

  • Mating of animals which are related. Reasons:
  • To increase genetic uniformity in a herd.
  • Used to fix the required characteristics in new breeds.
  • To increase phenotypic u
  • To get proven si

Limitations

  • It can bring about loss of hybrid vigour.
  • It may lead to decline in fertility.
  • It may lead to high rate of pre-natal mortality.

Systems of Inbreeding

  • Close Breeding: mating between very closely related animals, for example sib-mating and parents sib-mating.
  • Line Breeding: mating of distantly related animals that had a common ancestor for example cousins.

Outbreeding

  • Mating of animals which are not related.

 

Reasons:

  • To introduce new genes in an existing breeding herd.
  • To exploit heterosis resulting from a cross between two breeds.
  • To develop a new breed or a grade animal.

Limitations

  • Lack of uniformity in animals that result from outbreeding.
  • Desirable characteristics may be lost due to variation.

Systems of Outbreeding

  • Cross-breeding

Mating of animals from two different pure breeds.

  • OutCrossing

Mating of unrelated animals from the same breed.

  • Upgrading/Grading up

Mating where the female of a cow grade stock (locals) is mated with a pure breed sire.

The resultant animal is referred to as a high grade.

Mating in Livestock

Mating in Cattle

  • Heat signs occur every 21 days.
  • The heat period last for 18-30 hours­ on average 24 hours.
  • Cow should be served 12-18 hours after showing the first heat signs.

      Heat Signs

  • Restlessness.
  • Mounting on others and when mounted on she stands still.
  • Rise in body temperature.
  • Drop in milk production in lactating cows.
  • Vulva swells and becomes reddish.
  • Clear or slimy mucus from the vulva.
  • Bellowing or mooing frequently.

Mating in Pigs

  • Heat signs in pigs occur after every 21 days.
  • The heat lasts about 72 hours.
  • Sows or gilts should be served in 18- 36 hours of the heat period.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swelling and reddening of the vulva.
  • Clear or slimy discharge from the vulva.
  • Frequent mounting on others.
  • It responds very well to the ‘riding test’.

Mating in Rabbits

  • Does are ready for mating 6-7 months of age.
  • Heat signs occur every 14 days.
  • The doe should be taken to the buck and not vice versa.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swollen vulva.
  • The doe throws herself on the side.
  • The doe rubs herself against the wall or any other solid object.
  • The doe tries to contact other rabbits in the next hutch by peeping.

Methods of Service in Livestock

 Natural Mating

Advantages:

  • It is more accurate.
  • It is less laborious.
  • Useful when heat signs of females cannot be easily detected.

Disadvantages

  • Inbreeding is not easily controlled.
  • Transmission of breeding diseases.
  • Extra feed for the male is required.
  • Large males can injure small females.
  •  Wastage of semen.
  • It is cumbersome and expensive to transport a bull to remote areas.

Artificial  insemination

  • Introduction of semen into the female reproductive tract by artificial means.

Advantages

  • There is economical use of semen.
  • It controls transmission of breeding diseases.
  • Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows.
  • It prevents large bulls from injuring small cows.
  • It reduces the expenses of keeping a male animal.
  • A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost.
  • Semen can be stored for long.
  • It helps to control inbreeding.
  • It eliminates the threat of keeping dangerous bulls from the farm.
  •  It makes research work easier.

Disadvantages

  • Harmful characteristics can be spread quickly by one bull to the offsprings.
  •  It requires skilled labour.
  • Low chance of conception due to death of semen during storage.
  • It is laborious:

Embryo Transplant

  • It is the implantation of an embryo (fertilized ova) from a high quality female (donor) in the uterus of a low grade female (recipient).

Advantages

  • Faster multiplication of an animal with superior characteristics .
  • It is easier to transport embryos than the whole animal.
  • Embryos can be stored for a long period awaiting the availability by recipient females.
  • It stimulates milk production in a female (recipient) that was not ready to produce milk.
  • Low grade animals can be used in production and rearing of high quality animals.
  • Offsprings of a superior female can spread quickly in an area.

Disadvantages

  • It is expensive.
  • It requires skilled personnel.
  • It requires special equipment for fertilization and storage of embryos.

Signs of Parturition in Livestock

  • Parturition is the act of giving birth in female animals.

Parturition in Cattle

  • The gestation period in cattle is 270-285 days averaging 280days.

     Signs of Parturition

  • Restlessness
  • Enlarged or swollen vulva.
  • Clear mucus discharge from the vulva.
  • Slackening of the pelvic muscles.
  • Full and distended udder.
  • Thick milky fluid from the teats.
  • A water bag appears and bursts just before calving.

Parturition in Pigs

  • The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days.

     Signs of Parturition

  • Restlessness.
  • The vulva turns red and swells.
  • The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen.

Parturition in Rabbits

  • The gestation period in rabbits is 28-32 days.

     Signs of Parturition

  • Preparing a nest by plucking off hair from her belly.
  • Goes off feeding
  • Restlessness.
  • The udder distends.

Livestock Production IV

(Livestock Rearing Practice)

 

Introduction

  • In the management of livestock there are many activities that are carried out on animals to enhance production.
  • They require care in feeding, health, breeding.
  • Specific management also important in bee and fish farming.

Routing livestock rearing practices.

  • A routine is a fixed/regular way of doing something.
  • done repeatedly after a certain period of time

Feeding Practice

  • Animals are fed to cater for both maintenance and production requirements.
  • These are special types of feeding carried out on certain animals to cater for specific needs.

These include:

Flushing

  • The practice of giving extra quality feed to an animal around service time.
  • In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping.
  • In pigs it is done 3-4 weeks before service.

Importance of Flushing

  • It increases conception rates.
  • It enhances implantation of the zy
  • In sheep it increases twinning percentage by 15-20%.

Steaming Up

  • Giving extra quality feed to an animal during the last weeks of gestation.
  • In cattle it is done 6-8 weeks before calving.

Importance Steaming Up

  • It provides nutrients for maximum foetal growth.
  • It helps in the build up of energy for parturition.
  • It ensures the birth of a healthy animal.
  • It promotes good health of the mother.
  • It increases and maintains high milk yield after birth.

Creep Feeding

  • Feeding of young animals from birth to weaning.

Piglets

  • 10 days old – introduced to creep pellets.
  • 5 weeks old – creep pellets mixed with sow and weaner meals.
  • 8 weeks old – weaning.

Lambs

  • Run with their mothers for natural suckling.
  • Bucks – introduced to succulent feeds and concentrates.

Kids

  • Meat goats kids suckle naturally.
  • Dairy goats, fed on milk artificially,
  • Given 0.5-1.25 litres up to the third week.
  • Introduced to concentrates at 3-4 months.
  • Weaned at 6-8 weeks of age.

Parasite and Disease Control Practices

 

Vaccination

  • Introducing active disease organsms which are reduced in strength or virulent into the animals’ body to induce immunity.

Administration of Vaccination done through:

  • By injection.
  • Orally through the mouth.
  • By inhalation through the nose.
  • Eye drops.

Deworming

 

  • Practice of killing/removing internal parasites by administering drugs known as dewormers / antihelmitics.

 

Hoof Trimming

 

  • Cutting back overgrown hooves with the help of a hoof trimming knife, a hoof cutter or a hoof rasp.

     Importance

  • Facilitate easy movement.
  • Control of foot rot disease.
  • Facilitate mating – prevent the ram from injuring the ewe during tupping.

 

Docking /tailing

  • This is the removal (cutting oft) of tails in sheep during the first week after birth.

Importance

  • Even distribution of body fat.
  • Facilitate easy mating in adult life.
  • Minimise fouling of the wool with faeces.
  • Reduce incidences of blowfly infestation.

 

   Methods of Docking /tailing

  • Cutting with sharp knife or scalpel.
  •  Use of elastrator and rubber ring.

Dipping and Spraying

 

  • These are methods of applying acaricides on the animals to control external parasites.

 

Dusting

 

  • It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites.
  • It is used to control stick-fast parasites and fleas in poultry.

 

Breeding Practices

 

These are practices carried out to enhance successful breeding.

 

  • Crutching and Ringing

 

  • Crutching – cutting of wool around the external reproductive organs of female sheep.
  • Ringing – trimming wool around the sheath of the penis of the rams to facilitate mating.

 

  • Tupping and Serving

 

  • Tupping refers to mating in sheep and goats.
  • Serving refers to mating in cattle and pigs.

 

  • Raddling

 

  • This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating
  • to identify mated ewes and to indicate the active rams hence help in culling of the weak rams.

 

Identification

 

The practice of putting identification marks on animal.

  • Branding – burning marks on the animals skin.
  • Ear tagging – placing marked plastic or metallic tags on the animals ears.

 

  • Ear notching – cutting different shapes bearing different values on the ear lobes.
  • Tattooing – use of permanent ink or dye to mark animals with light skin.
  • Neck strap or chain – Fixing of tags round the animals neck with a chain or a strap.

 

Importance/ purpose of Identification

  • record keeping
  • Setting disputes in case animals get mixed up in the pasture.

 

Debeaking

  • Cutting about 1/3 of the upper beak with a knife, scissors or hot iron.

 

  • Importance
  • Control egg eating.
  • Control cannibalism.

Tooth Clipping

  • The removal (clipping) of the needle (canine) teeth in piglets 24 hours after birth.

Culling

  • Removal of undesirable animals from a herd.

Dehorning

  • Removal of horns or horn buds from an animal.

       Importance

  • It prevents animals from injuring each other.
  • It makes the animal docile and therefore easy to han
  • For easy transportation and feeding.
  • Prevents destruction of farm structures.

Shearing

  • The practice of cutting wool from all over the body of a sheep.
  • It starts at the age of 8 months and then done once a year.
  • Should be done during the dry season.
  • Tools used: wool shears.
  • Care must be taken not to cut the skin, testicles, udder, vulva and penis.

Castration

  • It is the rendering unserviceable the testicles of a male animal.

    Importance

  • To control breeding diseases.
  • To control breeding.
  • For faster growth rates.
  • Increase quality of meat by removing unpleasant smell especially in goats.

Methods Used:

  • Closed/bloodless method
  • involves use of burdizzo or rubber ring and ela
  • Animals do not bleed but may not be 100% effecti
  • Open method
  • A surgical method used for castrating cocks, piglets and rabbits whose testes are internal.
  • Also used for lambs, kids and calves.
  • Animals bleed a lot.
  • However, it is 100% effective.
  • It is not recommended for mature adults.
    • Caponisation
  • It is the practice of making male birds lose their male characteristics by use of hormones.
  • Hormones used include stilboestrol which is injected into the birds when they are one day old and female hormones implanted beneath the skin at the neck.
  • Birds which have lost their male characteristics in this way are referred to as capons.

Management During Parturition

  • Parturition is the act of giving birth to fully grown foetus.

Parturition in Cattle

  • It is referred to as calving.
  • Gestation period lasts 270-285 days after conception.
  • When the signs of parturition are observed the cow should be separated from the rest of the herd.
  • Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first.
  • In case of other presentations the mother should be assisted.
  • Provide the mother with plenty of water and feed after par
  • If the after birth does not come out within 48 hours a veterinarian should be called to remove it.

Parturition in Sheep

  • It is referred to as lambing.
  • Gestation lasts 21 weeks (150 days) after conception.
  • The ewe lamb naturally without any problem.
  • If complications arise the ewes should be assisted.

     Signs of Parturition in Sheep

  • Udder becomes full.
  • Teats are bright red in colour.
  • Restlessness and bleating.
  • Slackening of the hip muscles.

After these signs are seen the ewes should be separated from the others.

  • The normal presentation is forelegs and head first.
  • After birth the mother should be allowed to lick the lamb to ensure the coat is dry.

Parturition in Goats

  • It is referred to as kidding.
  • It takes place 150 days after conception.
  • Nannies carrying twins, kid a few days earlier.
  • Kidding nannies should be kept in a clean dry place which should be well sheltered.
  • Signs of parturition are similar to those of ewes.
  • Kidding nannies should be kept with another female for company.

Parturition in Pigs

  • It is referred to as farrowing.
  • Gestation period 113-117 days ( 4 months).

Signs of Farrowing

  • The sow becomes restless.
  • There is enlargement of the vulva .
  • Muscles on each side of the tail slacken.
  • There is loss of appetite.
  • The udder and the teats become enlarged.
  • The sow collects bedding material in one comer to build a nest.
  • Milk present in the teats 24 hours before farrowing.

After the signs are seen;

  • Farrowing takes about 2-6 hours under normal conditio
  • An attendant should be there to assist the mother and piglets.
  • Ensure the removal of the after birth to prevent the sow from eating it.
  • The sow should be fed well and given plenty of clean water.

Parturition in Rabbits

  • It is referred to as kindling.
  • It takes place 28-32 days after conception.
  • Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation .

 Signs of Parturition

  • The doe plucks off the fur from her body.
  • Uses the fur to build a nest about 3-10 days earlier.

 

Bee Keeping (Apiculture)

  • Bees are insects which live in very well organised colonies.

Each colony consists of:

  • Queens – fertile females that breed to ensure the continuity of the species.
  • Drones – fertile males that mate with the queen for reproduction process.
  • Workers – non-fertile or sterile females that maintain the colony.

Duties of Workers

  • They rear and nurse the brood (eggs, larvae and pupae), queen and drones.
  • They collect nectar and make honey.
  • They make the honey combs.
  • They protect the hives.
  • They clean the hive.

Importance of Bees

  • Collect nectar from flowers.
  • Make honey – a nutritious product used by man as food.
  • Helps in crops pollination of plants.
  • Bees produce wax used to make candles.
  • They make propolis – a bee product which is medicinal.

Routine Management

Siting/locating of an Apiary

Factors to consider;

  • Nearness or accessibility to nectar or flower-producing vegetation.
  • Areas with shade. Bees are sensitive to the sun’s heat and require some shade to protect them.
  • Safe distance from human residence and other livestock.
  • Bees are stinging insects and can be a hazard to humans or other animals.
  • Nearness to a source of water for use in their nutrition.
  • A good distance from source of noise and other disturbances.
  • Safety from predators for example honey badgers, ants (safari ants), birds and other parasites such as wax moths.

    Feeding

  • Normally bees are self-sufficient in providing their food from the honey they make.
  • However, during the dry season, their feeding should be supplemented by providing a solution (syrup) of sugar water or giving molasses.
  • This should be placed strategically so that it is easily accessible to the bees.

Parasites

  • Ants
  • Wax moths
  • Bee louse
  • Honey badger

Control of Parasites

  • Use of physical barriers such as Vaseline/grease to control ants.
  • Smoke the hive to control bee louse.
  • Suspend the hive to control honey badgers.
  • Burn infected combs to control wax moths.

Diseases and Control

  • African bees are seldom attacked by diseases.

Harvesting Honey

Factors to consider;

  • Stage of ripening: Honey must be harvested when it is fully matu
  • Season of the year: Harvested at the end of the rainy season.

Procedure

  • Blow light smoke through the hole.
  • This makes bees suck honey and become engorged and docile.
  • Lower the hive to the ground.
  • Open the hive to expose honey combs.
  • Brush the bees off the honey combs.
  • Cut the honey combs, leaving a small margin on the bars and keep them in a closed container.

Honey Processing

  • Using heat in a water bath to melt the honey.
  • Crushing and straining.
  • Using a centrifugal extractor.

Precautions When Handling Bees

  • Avoid excessive smoking.
  • This kills the brood and lowers quality of the honey.
  • Use protective clothing to avoid sting.
  • Protect the hive from rain water.
  • Use clean equipment and containers to avoid contamination of the honey.
  • Use recommended method of extracting honey.
  • Use recommended type of hive such as Kenya top bar hive.

Fish Keeping (Aquaculture)

Introduction

  • The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds.

A good fishpond should have the following features:        

  • Site should be on a fairly level ground with a permanent supply or source of water.
  • The area should have clayey soil to avoid loss of water through seepage.
  • Water must be free from any pollutants such as chemicals and other wastes.

Construction should provide for:

  • an inlet for fresh supply of water,
  • a spill ­way channel to take off overflow or excess water,
  • an outlet to drain off the water when it is necessary to replace pond water,
  • a fence to keep off predators and other intruders.

Feeding Fish

  • Fish naturally feed on worms, insects and algae in the ponds.

These sources of food must be supplemented by throwing in the pond ;

  • kitchen wastes,
  • chopped vegetable materials such as cabbage leaves,
  • cereal brans
  • brewers’ grain .

Management Practices to Ensure Maximum Harvest of Fish

  • Control of stocking rate, that is to, have the recommended population of fish in a pond at anyone time.
  • Harvest at the correct maturity stage.
  • This is done by using the fishing net with correct mesh sizes to avoid catching the fingerlings.
  • Avoid water pollution in the ponds which may poison fish.
  • Ensure adequate supply of food in the pond.
  • Water in the ponds should be kept in motion to facilitate aeration.
  • Maintain appropriate depth (level) of water.
  • Control predators and/or thieves.
  • Drain and refill ponds with fresh water as necessary.

Harvesting Fish

  • Harvesting or extracting fish from the fish­ ponds for consumption

Two main methods:

  • Hookandline method:
  • This is slow, injures small fish and is inefficient.
  • It is only suitable for small-scale fishing.
  • Use of fishing nets:
  • This is the most efficient method as long as a net with the correct mesh sizes is used.
  • Harvesting may be done 6-8 months after the introduction of fingerlings into the fish pond.

Maintenance of the Fish Pond

  • Repairing the dyke or any structure on it.
  • Cleaning the pond and removing foreign materials.
  • Planting grass where necessary.
  • Removing un desirable vegetation.
  • Removing the silt.

Fish Preservation

Practices before preservation:

  • Clean the fish to remove mud and any worms.
  • Removing scales and slime.
  • Opening the fish on the side to remove the gut and the intestines referred to as gutting.             .
  • Cleaning the abdominal cavity thoroughly.
  • Keeping fish in open containers.

Methods of Preservation

  • Freezing
  • Salting
  • Sun drying
  • Smoking

 

 

Appropriate Handling of Livestock During Management

  • Physical beating should be avoided.
  • Structures which help in restraining animals should be used whenever applicable.
  • The correct methods of securing and casting animals should be used.
  • Use as little force as possible.
  • Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately.

Farm Structures

 

Introduction

  • Farm structures are physical constructions on the farm used to increase efficiency in production.

Construction of Farm Structures

 Involves:

Planning for farm structures ;

Consider;

  • Farm activities.
  • Size of the enterprise.
  • Future of the enterprise.
  • Accessibility.
  • Soil type.

Siting farm structures;

Consider:

  • The location of the homestead.
  • Accessibility.
  • Security.
  • Drainage/topography.
  • Wind direction.
  • Relationship between the structures.
  • Proximity to social amenities.
  • Farmer’s taste and preference.

 

Materials for Construction

       Structural Materials and Use

Factors which determine the type of materials to use are;

  • durability,
  • strength,
  • labour,
  • availability,
  • workability,
  • serviceability,
  • cost
  • sa

 

Stones and Bricks

 Advantages

  • Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available.

 

       Disadvantages

  • They are bulky and require skilled labour to make them.

Plastic and Synthetic Materials

These include;

  • glass,
  • asbestos fibre
  • polythene materials.

Advantages

  • Light,
  • cheep depending on quality,
  • easy to disinfect,
  • can be moulded into any shape,
  • are durable,
  • cannot be destroyed by insects and fungus
  • are water-proof.

Disadvantages

  • Are easily destroyed,
  • fragile,
  • very expensive
  • require skilled labour.

Wood (Timber)

Advantages

  • They are workable,
  • cheap,
  • can be re-used
  • are fairly strong.

Disadvantages

  • They can catch fire easily,
  • decay if exposed to water
  • are affected by fungus and insects.

 

Concrete

  • Is a mixture of cement, sand, aggregate and water
  • e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate.

 Uses

  • Making posts for fencing.
  • Making walls and floor of buildings.
  • Making gabions and water channels to prevent erosion.
  • Making water troughs.

 

Advantages

These materials are;

  • durable, workable,
  • easy to disinfect,
  • cheap to maintain,
  • fire resistant

Disadvantages

  • These materials are ;
  • expensive,
  • require skilled labour,
  • bulky,
  • cannot be reused

 

Animal handling structures

 

  • The crush –used when doing following activities;
  • Spraying livestock to control ticks,
  • milking,
  • examining sick animals,
  • artificial insemination,
  • treating animals, eg drenching, vaccination,
  • dong routine jobs such as dehorning, identification marks,
  • The spray race-used in the control of ticks by spraying livestock with acaricides
  • The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock

 

Farm Buildings

Factors to be considered in site selection;

  • Security
  • Nearness to a source of water
  • Topography
  • Direction of the prevailing wind
  • Direction of the sun
  • Personal whims/tastes and preference
  • Nearness to means of communication.

 

 

 

Types of farm buildings

 

  • Houses for farm animals.
  • Stores for farm produce.
  • Stores for equipment, tools and supplies.
  • Buildings for growing crops e.g  green house.
  • Building for processing plant e.g  milk plant.

 

Parts of a building

  • The foundation,
  • The walls,
  • The roof

 

 

 

Include;

  • kingpost,
  • rafters,
  • struts,
  • tie beam,
  • rafter batten

 

 

 

Include;

  • concrete floor,
  • foundation wall,
  • PVC sheet (damp-proof course)
  • the compacted fill (hard core).

Fences

  • Importance of Fence in a Farm
  • Keep out intruders to the farm,
  • Define the boundary lines of the farm.
  • Paddocking of fields to make rotational grazing possible.
  • Live fences serve as windbreaks.
  • Fences are used in mixed farming to protect crops from. damage by livestock.
  • Fences add aesthetic values to the farm.
  • It is easy to control breeding.
  • It is easy to isolate sick animals from the rest of the herd.

Types of Fences

  • Dead fences.
  • Barbed wire fences.
  • Electric fence.
  • Concrete fence.
  • Chicken wire fence (mesh wire fence).
  • Woven wire fence (chain link).
  • Wooden fence.

Fencing Practice

  • Materials include;
  • wires,
  • staples,
  • nails,
  • posts,
  • droppers
  • concrete materials.
  • Size of posts:
  • General purpose 2.5m by 25cm in diameter
  • Strainer units and corner posts 3m by 30cm in diameter:
  • Distance between the posts:
  • 3m between posts, 10m if droppers are to be used.
  • 200m between strainer units.
  • Depth of holes – 60cm.

Gate Posts, Gates and Strainer Units

  • Gates should be hung on posts separate from the fence.
  • Mechanical implements for example tractors require 4.0-4.5m width of gate.
  • Entrance gates for pedestrians can be accommodated within the fence.

 

Steps in Fencing

  • Locate the corners
  • Clear the fencing area.
  • Mark gates, strainers, pass places and standards by pegging.
  • Dig holes to proper depths.
  • Fix the standard posts.
  • Firm around posts or apply concrete.
  • Fix wires on posts.
  • Fix the droppers.

 

 

 

Agricultural Economics II

(Land Tenure and Land Reforms)

Introduction

  • Land is an important factor of production.
  • Without land it is impossible to practice the agricultural business.
  • However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land.

Land Tenure

  • Land tenure is defined as the possession of the legal rights to the use of land.
  • Various kinds of rights to the use of land give rise to different tenure systems.

Land Tenure System

  • All land tenure systems fall into two major classes, namely:

Collective Tenure Systems

This includes:

 Communal Tenure Systems

  • This involves the possession of rights over land by the whole community.
  • It works quite well under conditions of unlimited, land res

 Advantages of Communal Tenure

  • Landless problem does not exist.
  • Land is not fragmented.
  • Allows for free movement of animals in search of better pastures and water.
  • Promotes community spirit among the members.

Disadvantages of Communal Tenure

  • No incentive among the users to conserve the land resources.
  • Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility.
  • There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity.
  • As a result of communal grazing of livestock, it is impossible to improve livestock through;
    • controlled breeding,
    • proper feeding,
    • disease and parasite control.
  • Since there is no title deed, (certificate of ownership) it is virtually impossible to secure loans to develop the land.

Co-operative Tenure System

  • This category includes various collective arrangements under the government or other authorities.
  • Farmers voluntarily group together and buy land which they subsequently operate on co-operative basis.
  • Examples are co-operative ranches.

 

Advantages of Co-operative Tenure

  • No land disputes.
  • Labour is well utilized.
  • Profit is distributed according to the number of shares.
  • Resource use is enhanced for high production.

 

Disadvantages of co-operative tenure.

 

  • Incase of poor management everybody will loose.

 

  • No individual title deed hence cannot secure loans.

 

 

State ownership

  • Land is owned by the whole state and is refered to as government land.

Examples in Kenya;

  • Areas not allocated to individuals
  • Land under local county councils/cities and towns
  • Land under forest, game reserve and parks, land for infra-structure and public utility

 

Advantages of state ownership

  • Generation of income for the state
  • All the citizens benefit from whatever comes out of the land.

Disadvantages

  • Non-competitive in terms of production
  • No individual motivation when working on the land.

Individual Tenure system

The various forms of individual land tenure are;

  • Owner operator,
  • Plantation and Concestion,
  • Land-lordism/Tenancy

 

Owner operator

  • This category includes all persons who operate on land to which they have absolute individual rights.
  • Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued.

Advantages

  • The owner is free to make permanent production plans.
  • The owner can pledge the land title deed to secure loans(credit) from lending agencies for further development
  • An individual is motivated to work harder than when under communal arrangement
  • Managerial failures usually affect small units of production and are therefore negligible.
  • It is easy for the owner to get agricultural advice.

Disadvantages

  • Cost such as machinery for processing may be too high for the individual owner
  • Innovation may be inadequate due to low levels of education.
  • Lack of capital to invest.

Plantation and concession

  • In this form of land tenure, the individual is usually a company or a corporation.
  • Most of them engage in the production of only one commodity
  • They are rigid in their production plans and in most cases labour is hired on wage basis.
  • Example are coffee, tea, sugarcane, sisal estates in Kenya.

Advantages

  • High production from the land hence high economic gains
  • Allows foreigners to use and develop land
  • No land disputes
  • Create employment for the local people
  • Generate government revenue through taxation.

Disadvantages

  • Individuals own large pieces of land while others are landless
  • Large areas of land may be left underdeveloped.
  • Foreigners may repatriate profit to their countries.

Landlordism and tenancy

  • The arrangement here involves the ownership of land by one individual or group of individuals (landlord) who lease it to another individual (tenant).
  • A legal lease specifies the length of time during which the tenure is operative;

and that serves as a security of tenure to the tenant.

  • The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable.

Advantages

  • A person without land can get a chance to use land.
  • A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant.
  • It is a flexible arrangement; that is, it allows room for change of production plans should need arise.
  • Security of tenure gives the tenant incentive to invest depending on the length of tenure.

Disadvantages

  • Poor land use and low production if the tenant does not have enough funds to improve on land.
  • Tenants cannot produce long term crops,
  • Landlords can exploit the tenants by overcharging.
  • Lack of incentives to improve land by the tenants since it does not belong to them.

Land Reforms

Definition

  • Land reform is any organized action designed to improve the structure of land tenure and land use.

Forms of Land Reform

Land Consolidation

  • This means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area.

 

The objective of land consolidation are :

  • To save on time spent while moving from one piece of land to another.
  • To facilitate effective and efficient farm planning.
  • To create an incentive among land operators to invest on and develop land.
  • To facilitate mechanization and improve production through efficiency.
  • To improve level of production through effective supervision of the labour force and sound farming methods,

 

Land Fragmentation and Sub-division

  • This is the subdividing of a (large) piece of land into smaller portions.
  • Sometimes it becomes necessary to sub-divide land for the following reasons:
  • To sell part of the land.
  • The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants.
  • The government may decide to subdivide large farms in order to settle landless citizens.

 

Land Adjudication and Registration

  • Land adjudication involves;
  • Establishing the legitimate ownership,
  • Measurements (to make permanent boundaries)
  • Recording of land details.
    • Once land has been adjudicated, and any disputes concerning the same land are settled,
    • It is then registered in the “Register of Land”.
    • And the owner is issued with a land title deed or certificate of legal ownership.

 

Importance of land title deed

 

  • The legal owner of the land has security of tenure and hence an incentive to invest and improve productivity.
  • A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects.
  • If a farmer who cannot operate the farm, he can still earn income from it by leasing it.
  • Disputes concerning land boundaries and/or land ownership no longer arise.

 

 

Land Settlement and Resettlement

 

Definition

  • Land settlement means the occupation of land which was previously uninhabited.
  • Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one.

Objectives

  • To settle the landless citizens.
  • To relieve population pressure in densely populated areas.
  • To increase or promote agricultural productivity by farming on land that was previously unused or lying idle.
  • To create self-employment thus improving the living standards.
  • Land reclamation, especially by creating tsetse fly-barriers.

Soil and Water Conservation

 

   Introduction

  • Soil and water are two very important natural resources in farming.
  • They should therefore be well maintained and used without wastage to sustain continuous production.
  • Water loss during the rainy season should be prevented and excess water conserved for use during scarcity.
  • Soil erosion must be controlled at whatever cost if soil is to be conserved.

Soil Erosion

  • It is the removal and carrying away of the top soil by the action of water or wind.

Factors Influencing Soil Erosion

  • Amount and intensity of rainfall.
  • The steeper the land the higher the velocity of surface runof
  • The higher the velocity of surface runoff the greater is its erosive power/effect.
  • Type of soil for example sandy soils are more easily detached and carried away than clayey soil
  • Soil depth;
  • The deeper the soil, the longer it takes to be saturated with
  • Land use:
  • Overstocking leads to bareness of the land and looseness of the soil.
  • Deforestation – indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high te
  • Indiscriminate burning of vegetation exposes the soil to erosive agents.
  • Clean weeding leaves the soil bare.
  • Ploughing along the slope.
  • Monoculture or continuous cultivation.
  • Ground cover
  • Trees act as windbreakers.
  • Roots of vegetation cover hold the soil particles together.
  • Leaf fall act as mulch which reduces erosion.
  • Leaves of vegetation cover intercepts raindrops reducing their erosive power.

Agents of Erosion

  • Water – moving water has erosive power.
  • Wind – wind carries away soil.
  • Human beings – through man’s activities such as cultivation and mining.
  • Animals – through overgrazing and creating footpaths where soil erosion takes place.

 

 

Types of Erosion

  • Raindrop (splash) – displacement of the soil caused by raindrops.
  • Sheet – uniform removal of soil in thin layers from flat or gently sloping areas.
  • Rill – removal of soil from small bur well defined channels or rills.
  • Gulley – removal of soil from channels which become progressively deeper and wide
  • Riverbank Erosion – removal of soil along river banks by the river water.
  • Solifluction – gravitational flow of soil saturated with wa
  • Land slides – mass movement of rock debris and soil down a slope,

For example;

  • Slip movement of earth or rock masses for a short distance.
  • Debris slide – materials move at a greater speed.
  • Debris fall – movement of materials/debris along vertical cliff.
  • Rock fall – movement of rock down a very steep slope.
  • Rock slides – mass of rock materials that slide along a bedding plate, a joint or a fault face.

 

Soil Erosion Control Measures

Soil conservation measures can be classified into:

  • Biological or cultural control
  • Physical or structural control

Biological or Cultural Control Measures

These measures are applicable where land slope is between 2-12%.

  • Grass strips/filter strips;
    • These are narrow uncultivated strips along the contour left between cultivated strips.
  • Cover cropping ;
  • The establishment of a crop that spreads out over the surface of the soil to provide it with a cover.
  • Contour farming ;
  • Carrying out all land operations along the contour.
  • Mulching ;
  • Covering of the soil with either organic or synthetic materials.
  • Proper cropping systems such as:
  • Crop rotation
  • Correct spacing
  • Inter-cropping
  • Ridging/furrowing
  • Strip cropping
  • Controlled grazing;
  • Proper stocking rate, rotational grazing.
  • Strip cropping;
  • Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover.
  • Afforestation/re-afforestation.
  • Afforestation – growing of trees where non-existed.
  • Re-afforestation – growing of trees where they have been cut down.
  • Agroforestry – land use that involves the growing of trees in combination with crops and pastures on the same piece of land.

 

Physical or Structural Control Measures

  • These are soil and water conservation measures which involve mechanical constructions on the earth.
  • They are used in areas of moderate slope between 13-55%.

They include:

  • Trash or stone lines;
  • These are rows of heaped crop’ residues or stones made along the
  • Filter strips;
  • It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of wate
  • This increases infiltration.
  • Terraces;
  • Are structures constructed across a slope to reduce the length of a slope thus reducing run-off.
  • Bench terraces;
  • Are constructed where the slope is 35-55%.
  • Tree crops are suitable for such areas.

 

Importance of a Bench Terrace: –       

  • Reduces slope of the land.
  • Conserves soil moisture.
  • Better retention of soil fertility.
  • Narrow based terraces Cannot allow cultivation by machines.
  • Broad based terraces – Is wide enough to allow cultivation by machines.
  • Graded terraces:
  • Have a drainage channel to lead off excess water to a vegetated plac
  • They should be about 100m in length.
  • Level terraces:
  • Have no outlet channels,
  • The aim is to have water infiltrating,
  • Hence no water can flow from the ends of the terr
  • Fanya juu:
  • A ridge made by digging a channel and throwing the soil uphill.
  • Fanya chini:
  • In this case the soil is heaped on the lower side of the channel.
  • Bunds: heaps of soil (earth) made along the contour.
  • Cutoff drains:
  • An open trench with an embankment on the lower side into which water from the farm dra

Water from the trench should be discharged into;

  • Natural waterways,
  • Artificial waterways,
  • Rocky ground
  • Grassland
  • Gabion/Porous dams:
  • Galvanized wire mesh boxes filled with stones which are built across slopes and gullie
  • Dams and reservoirs ;
  • Dams – barriers built across a river/waterway to hold and store water. It reduces speed of runoff.
  • Reservoirs – these are large storage ta
  • Ridging heaps of soil to reduce the speed of water,

They retain the water for some time.

 

Water Harvesting Methods

 

  • Water harvesting and storage should be done during the rainy seasons to avoid wastage.

This should be done using the following methods:

  • Roof catchment – trapping and collection of rain water from roof tops.
  • Rock catchment – water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock.
  • Weirs and dams.

 

  • Dam – a barrier constructed across a river or a dry valley so that it can hold water.
  • Weirs – barriers constructed across a river or a stream to raise the water level and still allow water to flow over it.
  • Ponds – water retention excavations’ made to hold excess surface water.
  • Retention ditches/level terraces.-These are terraces constructed with blocked ends to retain water.

 

            Micro-Catchments

  • A system of harvesting limited rainfall and storing the water in the ground for use by the planted crops.

              Types of Microcatchments;

  • Triangular/Vshaped/Negarims;
  • V­-shaped bunds measuring 25cm
  • Are built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plant
  • Semicircular bunds;
  • Formed around the growing plant to hold water around the plant.
  • Trapezoidal bunds;
  • Trapezoidal shaped bunds, which enclose a large area where the crops are grown.
  • Contour bunds/furrows ;
  • These are furrows made along the contours between the rows of crops where agro­forestry trees are intercropped with annual cro
  • Planting holes/pits ;
  • These are extra large planting holes made and filled with dry plant materials before filling in with soil.

 

Use of Micro-Catchments

  • Slow down the speed of surface runoff.
  • Used during landscaping of the compound, parks and roadside nest areas.
  • Reclamation of land for food crop in dry areas.
  • Water collected and stored can be used for irrigation
  • Afforestation in dry areas.

Weeds and Weed Control

Introduction

  • Weeds cause heavy crop losses if not controlled.
  • Their control is important so as to maintain high quality and quantity produce.

Definition:

  • A weed is any plant growing where it is not required.
  • And whose economic disadvantages outweigh the advantages.

Harmful Effects of Weeds

  • Weeds compete with crops for nutrients, space, light and soil moisture.
  • Some weeds, for example, Striga spp are parasitic to cultivated crops such as maize.
  • Some weeds lower the quality of agricultural produce for example:
  • Mexican marigold gives undesirable flavour to milk if dairy cows feed on it.
  • Devils horsewhip, black jack, bristly fox-tail and others get attached to sheep wool thus lowering its quality.
  • Some weeds are poisonous to human beings and livestock for example:
  • Thorn apple (Datura stramonium)
  • Sodom apple (Solanum incanum)
  • Some weeds have allelopathic effects to cultivated crops.
  • Water weeds block irrigation channels.
  • Aquatic weeds such as Salvinia in Lake Naivasha and water hyacinth in Lake Victoria affect fishing.
  • Some weeds are alternate hosts for insects, pests and disease causing organisms for example:
  • Wild oat (avena fatua) is an alternate host for rusts.
  • Mallow (malva verticillata) is an alternate host for cotton stainers.
  • Weeds lower the quality of pasture for example:
  • Tickberry (Lantana camara)
  • Nut grass (Cyperus rotundus),
  • Manyatta grass (Eleusine jaegeri)
  • Some weeds irritate workers thus reducing the efficiency in which they are controlled for example:
  • Double thorn (Oxygonum sinuatum),
  • Stinging nettle (Urtica massaica) ,
  • Devil’s horse whip (Achyranthes aspera).

Factors Contributing to the Competitive Ability of Weeds

  • They produce large quantities of seeds for example pigweed and black jack.
  • Their seeds remain viable in the soil for a long time awaiting conducive germination conditions.
  • They have effective seed dispersal mechanisms.
  • Some weeds propagate by means of elaborate underground storage structures.
  • They are efficient in utilizing little moisture, nutrients and sunlight.
  • Some have short life cycles.
  • They have elaborate root systems for supporting the plant and absorbing nutrients and water.

Weed Classification

 It is based on:

  • Life cycles for example:
  • Annuals – complete their life cycle in only one season.
  • Biennuals complete their life cycles in two seasons o
  • Perennials – complete their life cycle in more than two seasons.
  •  Morphology – leaf formation such as size, shape and venation.
  • Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others.
  • Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others.
  • Habitat some weeds are terrestrial (grow on land) while others are aquatic (grow on aquatic/marine conditions).

Weed Identification

  • Weeds are identified by their common (individual) names and botanical names.
  • They are named according to specific features or according to person who identified them.

 

Common Name                               Botanical Name

  • Black Jack  ………………………Bidens pilosa
  • Mexican marigold ………………Tagetes minuta
  • 0xalislsorrel ……………………..Oxalis spp.
  • Double thorn ……………………Oxygonum sinuatum
  • Thorn apple ……………………..Datura stramonium
  • Couch grass ……………………..Digitaria scalarum
  • Nut grass ………………………..Cyperus rotundus
  • Wandering Jew …………………Commelina bengalensis
  • Sow thistle ………………………Sonchus ole race us
  • Devil’s horsewhip ……………….Achyranthes aspera
  • Macdonald’s eye/ Gallant soldier. Gallinsoga parviflora
  • Sodom apple …………………….Solanum incanum
  • Black night shade ………………..Solanum nigrum
  • Chinese lantern…………………. Nicandra physalodes
  • Bracken fern ……………………..Pteridium aquillium
  • Love grass/ Bristly foxtail ……….Setaria verticillata
  • Cleavers …………………………Gallium spurium
  • Stinging Nettle …………………..Urtica massaica
  • Fat hen/Goose foot ………………Chenopodium spp.
  • Rape weed ………………………Brassica nap us
  • Wild oats …………………………Avena fatua
  • Lantana/Tick berry ………………Lantana camara
  • Water hyacinth ………………….Eichhornia crassipes
  • Striga/Witch weed ………………Striga hermontheca
  • Creeping indigo ………………….Indigofera spicata

Weed Control Methods

     The methods of weed control determined by:

  • The weed being controlled.
  • Weather conditions.
  • Capital availability.
  • Effect on environment.

 

METHODS OF WEED CONTROL INCLUDE:

 

Chemical Weed Control

  • The use of chemicals known as herbicides to control weed

Classification of Herbicides

Based on:

  • Formulation – the physical form of the herbicides for example:
  • Liquids
  • Wettable powders
  • Emulsion
  • Dust
  • Time of Application
  • Pre-emergence – applied before the planted crop germinates.
  • Post emergence – applied after the planted crop germinates.
  • Selectivity
  • Selectiv
  • Non selective.
  • Mode of Action
  • Contact – herbicides that kill only the parts of the plant which it comes into contact.
  • Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it.

Methods of Herbicide Application

  • Spraying – application of solutions.
  • Dusting – application of dusts.
  • Fumigation – application of fumigants into the soil.

Safety Measures in the Use of Chemicals

  • Read manufacturer’s instructions and follow them.
  • Wear protective clothing such as overalls, breathing mask, gloves and boots.
  • Avoid inhaling the herbicides.
  • Wash thoroughly after handling chemicals.
  • Do not blow or such blocked nozzles.
  • Avoid herbicide drift to unintended crops and other plants.
  • Avoid herbicide drift to livestock feed and water.
  • Avoid spilling herbicides in pastures and fodder crops.
  • Dispose off the empty containers properly for example burying them in the soil.
  • Do not wash spraying equipment in water sources used by animals and human beings.
  • Store chemicals in a safe place.
  • Wash the spraying equipment thoroughly.
  • Sink left over chemicals into the soil after the day’s work.

 

Advantages of Chemical Weed Control

  •  It is less laborious.
  • Effective in the control of difficult weeds such as couch grass and sedges.
  • It does not disturb crop roots and other underground structures.
  • It makes the control of weeds in certain crop easier.
  • It is efficient in both wet and dry conditions.
  • It does not destroy soil structure.
  • Cheaper in large scale production than the use of manual or mechanical cultivation.

Disadvantages of Chemical Weed Control

  • It requires skilled labour in mixing and application.
  • Cause environmental pollution.
  • Herbicides have long residual effects which may interfere with future crops.
  • It is very expensive.

 

Mechanical Weed Control

  • It involves the following operations:

  

Tillage/Cultivation

  • This is the opening and loosening up of the soil.
  • It can be done by hand tools or tractor drawn implements.

Advantages

  • Cheap in small scale production.
  • Increases water and air infiltration into the soil.
  • Incorporates crops residues into the soil.
  • The earthing-up done during tillage encourages root growth.

Disadvantages

  • If done repeatedly it destroys soil structure.
  • It is laborious and expensive in large scale production.
  • It may not effectively control weeds.
  • It may lead to soil erosion and loss of soil moisture.
  • Damage crop roots.

Slashing/Mowing

  • Mechanical removal of shoots from weeds.
  • It is effective in the control of annual weeds.

Uprooting

  • It is done when the crops are too close
  • To allow mechanical cultivation or where weeds are scattered.

Cultural Weed Control

It involves the following practices:

  • Mulching.
  • Cover cropping.
  • Crop rotation.
  • Timely planting.
  • Use of clean seed/planting materials.
  • Proper spacing.
  • Proper seedbed preparation.
  • Flooding.

Biological Weed Control

  • The use of living organisms to control weeds.

     Examples are:

  • Use of livestock to graze and control growth of weeds especially in plantations.
  • Use of weed eating fish to control aquatic weeds.
  • Use of moths to control cactus.
  • Limitations: the method is not reliable.

 

Legislative Weed Control/ Quarantine

  • It involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS.
  • Limitations: Only samples are checked while the bulk of the materials may have some weed seeds.

Crop Pests and Diseases

 

Introduction

  • Crop pests and diseases lead to high losses in crop production hence efficient control measures are
  • Proper control measures require the farmers to be able to;
  • Identify these organisms,
  • Know their life cycles, feeding habits
  • The damage they cause to crops.

Crop Pests

Definition of a Pest:

  • It is a living organism that destroys crops/ trees either directly or indirectly by introducing pathogens (disease causing germs).

 

Classification of Pests

Pests are classified according to the following:

  • Mode of Feeding
  • Pests with biting and chewing mouth parts – they cause physical damage and reduce the photosynthetic area of the plant.
  • Pests with piercing and sucking mouth parts – they suck out the nutritious plant sap and in the process may introduce disease causing organisms.
  • Crops Attacked
  • Some crop pests attack specific crops for example, stem borers prefer cereal crops.
  • Stage of Growth of Crops Attacked
  • There are pests of seedlings attack when the crop is young, for example cutworms.
  • Pests of fruits – attack the crops at fruiting stage.
  • Pests of grains attack the crops when the grains are formed.
  • Field and Storage Pests
  • Some pests attack the crops while in the f
  • Other pests attack the produce after it has been harvested and stored.

 

Identification of Common Pests

Name of Pest Crop Attacked Damage Done Control Measures
Armyworms (i) Cereal crops Defoliate the (i) Early planting
(Spodoptera (ii) Sugar cane whole plant (ii) Use of effective insecticides
exempta) (iii) Grasses      
Cut worms Young seedlings Cut the seedlings (i) Early planting
(Agrotis Spp.)     at the stem base (ii) Use of soil applied insecticides
          (fumigants)
        (iii) Flood/irrigation
Boll worms Cotton, tomatoes, Eat and destroy (i) Crop rotation
(Heliathis migera) citrus, maize, the fruits and (ii) Field hygiene
  beans, millet, other seeds (iii) Spraying with insecticides
  legumes   (iv) early planting
Maize stalk borer Maize sorghum Destruction of the (i) Early planting
(Busseola fusca)     stem and young (ii) Field hygiene
and     growing tissues (iii) Crop rotation
(Chilo partellus)       (iv) Use of stalk borer dust.
Loopers Coffee Make windows in (i) Use of effective insecticides.
(Ascotis selena ria)     crop leaves (ii) Use of parasitic wasps, birds
          and chameleons
Leaf Miner Coffee Make mines in (i) Use of parasitic wasps (natural
( Leucoptera     the leaves   enemies)
meyricki and L.     reducing (ii) Use of effective insecticides.
caffeina)     photosynthetic    
      area.    
Stainers Cotton Stain the cotton (i) Use of parasitic tachinid flies
(Dysdercus spp.)     lint reducing (ii) Spraying with insecticides.
      quality (iii) Control alternate hosts.
        (iv) Crop rotation
Aphids Several crops such (i) Transmit (i) Natural enemies for example,
(Aphis spp.) as citrus, maize, viral diseases.   lady birds
  cotton, beans. (ii) Suck out (ii) Overhead irrigation
  cabbages and sap leading (iii) Use of insecticides
  others to stunted    
      growth.    

 

Other Crop Pests Include:

  • Mealy bugs – coffee
  • Thrips – coffee
  • Beetles – field and storage pests.
  • Birds – field pests – cereals and fru
  • Rodents – field and storage pests ,cereals and t
  • Nematodes – soil borne pests – tomatoes, potatoes, sunflower, beans.

Harmful Effects of Crop Pests

  • Pests such as squirrels and rodents, unearth planted seeds, resulting in poor
  • Some pests like nematodes, termites and moles damage crop roots causing wilting and death of the crops.
  • They lower the quality and quantity of farm produce.
  • They increase the cost of production since farmers will incur expenses in purchasing chemicals to control them.
  • They transmit diseases to crops for example, aphids transmit streak virus disease in maize.
  • Chemicals used to control the pests cause pollution to the environment.
  • They exterminate the crop by feeding on them for example eating embryo of the seed.

Control of Pests

  • If pest population causes damage beyond tolerance then it is said to have reached economic injury level (EIL) hence control measures should be effected before this level.

Before any control measure is effected ,the following should be considered:

  • Know the life cycle of the pest.
  • Correct identification of the pest.
  • Correct assessment of the damage.
  • The weather conditions.
  • The value of the crop in question.
  • The cost factor of the control method.

Methods of Controlling the Pests

  • Cultural methods.
  • Physical/mechanical measures
  • Biological methods.
  • Chemical methods.
  • Integrated pest management.

Cultural Methods:

  • These are farming practices which aim at reducing the pest population by destroying the life cycle of the pests either by exposing them to adverse conditions or denying them food.

These include:

  • Timely planting to escape pest attack.
  • Timely harvesting.
  • Proper tillage.
  • Close season: this is the period when a susceptible crop is not grown in order to control a certain pest.
  • Trap cropping: These are crops which attract pests diverting them from the main crop. The trap crop is grown together with the main crop.
  • Crop rotation: It breaks the life cycle of the pest.
  • Planting resistant varieties: These are plants with natural protective mechanisms against pest for example hairy cotton against jassid bugs, goose necked sorghum against birds, high tillering in sorghum against shoot fly.
  • Field hygiene: This includes rogueing and removal of crop residues which harbour pests from field.
  • Alterations of environmental conditions, such as, creating a micro­climate which is not conducive to pests for example open pruning in coffee.
  • Crop nutrition: application of fertilizers and manures to make the crop strong and able to escape pest attacks.
  • Destruction of alternate hosts, for example, weeds like mallow which harbour cotton stainers.
  • Use of clean planting materials. This helps to prevent introduction of crop pests.
  • Proper spacing: if well spaced some pests find it difficult to move from one plant to another.
  • Use of organic manure, for example, farmyard manure discourages eel worms (nematodes).

Chemical Control

  • Chemicals used to control pests are known as pesticides.
  • Pesticides are administered through dusting, spraying or fumigating.

Classification of Pesticides:

Pesticides are classified on the basis of:

 

Mode of Entry

  • Stomach – ingested by the pest together with the crop materials.
  • Contact – absorbed through the body tissues.
  • Fumigants – through the breathing mechanism.
  • Systemic – translocated to all parts.

Mode of Action

  • Respiratory poisons – interfere with breathing mechanisms.
  • Coagulants – cause the blood of the pest to coagulate.
  • Neurotoxins – act on the nervous system.
  • Protoplasmic poisons – cause the cells to disintegrate.

Target Pests

  • Insecticides – kill insect pests
  • Molluscicides – kill snails and slugs.
  • Rodenticides – kill rodents.
  • Nematocides – kill nematodes.

Formulation .

  • Dusts, granules and powders
  • Emulsifiable concentrates.
  • Miscible liquids.
  • Wettable powders.
  • Fumigants.

Factors That Affect the Efficiency of Pesticides

  • Concentration of the pesticides.
  • Weather conditions at the time of application.
  • Timing of application – efficiency is high if applied when the pest is most susceptible.
  • Persistence of the pesticide having long residual effect in the soil.
  • Resistance of the pests.

Advantages of Chemical Pest Control

  • Faster
  • Immediate results are achieved.
  • Low labour requirements.

Disadvantages of Chemical Pest Control

  • Expensive to buy.
  • Cause pollution to the environment.
  • Require skilled labour to apply.
  • Some pesticides may kill beneficial organisms and predators.
  • Some target pests may build up resistance.

Mechanical Pest Control/Physical

  • This involves the killing of the pests using physical methods.
  • Or creating physical barriers to prevent pests from getting into contact with the crops .

   Example:

  • Flooding/irrigation; for example, moles are suffocated through flooding.
  • Use of lethal temperatures: either too cold or too hot.
  • Suffocation; commonly used in grain storage bins by being made air tight.
  • Trapping and killing, for example, rats.
  • Creation of physical barriers, such as, rat bafflers, sticky materials on tree trunks.
  • Proper drying: this makes them too hard to be destroyed by pests.
  • Scaring devices especially in rice plantations to control birds.
  • Use of explosives thrown at breeding places of birds to kill or scare them away.

Biological Pest Control

  • It involves the use of living organisms to reduce the pest population.

Predator                            Target Pest

  • Parasitic wasp——————-White fly in citrus, boll worms, stalk borers
  • Birds——————————— Crickets, locusts, caterpillar llars.
  • Lady Bird ————————–Aphids
  • Trachnid flies ——————-cotton stainer
  • Praying mantis—————–giant loppers
  • Majimoto ants —————–scales
  • Cats ———————————-moles,rats,mice
  • Brachonid wasps————-mealy bugs
  • Chicken —————cotton stainer, larvae of beetles, grasshoppers, crickets

 

Advantages

  • Cheap
  • No environmental pollution
  • Saves on labour.

Disadvantages

  • Takes too long to get the correct agent
  • Difficult to control the pest effectively.

 

Integrated Pest Management

  • It is a new method which involves the combination of the methods  mentioned above.
  • The aim is to have least hazards to the user and to the environment.
  • Example, attractant-pheromones are used to attract pests to one place where they are sprayed and eradicated.

 

Legislative Method/Quarantine

  • Legislative mearsures of pest control are effected  by the Kenya Plant Health Inspectorate Service(KEPHIS) through seed inspection.

Crop Disease And Their Control

  • A disease is any deviation from the normal performance or functions.
  • A plant disease is any harmful physiological disorder in a plant caused by pathogenic agents such as virus, bacteria, fungi.
  • The study of plant disease is called plant pathology.

Economic importance of crop diseases

  • They lower crop yield
  • They reduce the quality of the produce thus reducing their market value
  • They cause food poisoning. E.g ergot in wheat, afflatoxin in grain crops by fungus.
  • They reduce photosynthetic area of the plant.

 

Classification  and identification of plant disease

 

  • Plant disease are classified according to their causal agents;

Fungal diseases;

  • Fungi are non-green plant-like.
  • Some are parasitic and others are saprophytic.

        Parasitic fungi divided into;

  • Obligate parasites- those that depend on other living organisms for food.
  • Falcultative parasites-those that are able to live on both the living and dead tissues.

    Examples of fungal disease

  • Panama disease(Fusarium oxysperium—bananas)
  • Cigar-end rot(Verticilium theobromae)-bananas
  • Die back –attack the tips of shoots and roots
  • Mildews-foliar disease of several crops
  • Armillaria root rot(Armillaria mellea)-coffee and tea
  • Damping off-disease of seedlings in the nursery
  • Anthracnose (Colletotrichum spp)-coffee,beans,tomatoes.

 

  • Fungus also cause damage to stored grains which are not properly dried or if the store is damp.
  • Fungus cause food poisoning and lower seed viability for example Aspergillus flavus which produces a highly toxic compound called afflatoxin.

 

  Examples of fungal disease

 

Disease/cause Crops attacked Symptoms of attack Control measures
Late blight

(Phytopthora

infestans)

Members of

Solanaceae family

(potatoes, tomatos)

Dry patches on the leaves and fruits (necrotic lesions) -Crop rotation

-effective fungicides

-treated seeds

-resistant varieties

 

Rusts (Pucinia spp) Rice, wheat , sorghum, maize Red and brown pistules on the leaves, shriveled grains -resistant varieties

-Recommended fungicides

-Early planting

Smuts(Ustilago spp) Wheat, maize ,

sugarcane

Black powder mass on the spikes and the ear -Field hygiene,

-certified seeds,

-resistant varieties,

-crop rotation

Blasts(Piricularia oryzae) Rice -Small blue sports on leaves with grey centre.

-Attack inflorescence to cause ‘’empty heads’’

-Seed dressing

-Resistant varieties eg        sindano

-Destruction of affected plants

-fungicides

Coffee Berry Disease(CBD) (Colletotrichum coffeanum) Coffee -Dark blotches spots on   the flowers

-Brown concentric rings on the leaves

-Dark sunken wounds on the berries.

-Resistant varieties eg Ruiru 11

-Proper pruning

-Effective fungicides

-strippung

 

 

Bacterial Diseases

  • Bacteria are microscopic single-celled organisms which reproduce by binary fission
  • Transmission; Through irrigation water, seeds, fertilizers, manures, wind ,
  • raindrop splash, insects, soil and mechanical means.

Symptoms of Bacterial Diseases

  • Wilting
  • Cankers(necrotic tissues)localized necrosis
  • Gall formation in infected tissues.

 

 

Examples of bacterial diseases

 

Disease/Cause Crops Attacked Symptoms of Attack Control Measures  
Halo blight Beans i. Irregular dark lesions on 1. Use of resistant varieties  
(Pseudomonas     leaves and pods.   for example Wairimu. ,
phaseolicola)   ii. Yellow band round the ii. Effective fungicide.  
      lesions called “halo”. iii. Crop rotation  
    iii. Water soaked lesions      
Fusarium wilt Tomatoes l. Stunted growth. i. Use of resistant varieties.  
(Fusarium   ii. Yellowing and shedding      
oxysporum)     of leaves.      
    iii. Wilting of the plant.      
Black arm Cotton i. Small round spots on the i. Field hygiene.  
(Anthomonas     cotyledons of young ii. Use of certified seeds.  
malvacearum)     seedlings.      
    ii. The spots elongate to      
      form black lesions on the      
      stem.      
Bacterial wilt Tomatoes and Uniform. wilting of the whole i. Use of certified seeds.  
(Pseudomonas potatoes plant even with enough ii. Crop rotation.  
solanacearum)   water.      

 

 

Viral Diseases

  • Viruses are small living organisms which can only be seen under a very powerful electronic microscope.
  • Viruses interfere with photosynthesis, respiration, transpiration and nitrogen utilization

Symptoms of Viral Infection

  • Leaf chlorosis.
  • Leaf curling.
  • Mosaic(light green or yellow patches).
  • Malformation(distortion)of plant parts.
  • Rosettes; Development of abnormally short internode.

Transmission

  • Through the use of infected vegetative materials and insect vectors like aphids, mealybugs and leafhoppers.

Viral diseases

 

Disease/Cause crops Attacked Symptoms of Attack Control Measures
Ratton stunting Sugar cane Red discoloration on the vascular I. Use of clean materials.
    bundles. 11. Treatment of seed
          canes.
Maize streak Maize Yellow stripes alternating with i. Control leaf hopper.
    green, parallel to the midrib. ii. Use if certified seeds.
        iii. Field sanitation.
Greening Citrus i. Yellow mottling of the leaves. i, Use of clean tools when
disease   ii. Die back.   budding.
    iii. Premature leaf fall. 11. Control of insect vectors.
Leaf mosaic Suzgar cane, i. Yellow mottling. i. Control of aphids.
  cassava. sweet II. Necrosis of stem. ii. Use of clean materials.
  potatoes.     iii. Seed treatment.
Tristeza Citrus I. Dwarfing of plants. i. Stripping affected fruits.
    ii. Die back. ii. Use of clean equipment
          of budding.

 

Other Causes of Crop Diseases

  • Flooding forming ammonia which is poisonous to the crops causing a burning effect on leaves.
  • Chemicals: some may be toxic.
  • Poor weather: Extremes of day and night temperatures.
  • Stress: such as irregular watering as in tomato blossom end rot.

Control of Crop Diseases

  • Cultural method: This involves use of
  • Healthy planting materials.
  • Practicing field hygiene.
  • Proper seedbed preparation.
  • Proper spacing.
  • Heat treatment of the planting materials for example sugar cane.
  • Proper drying of cereals and pulses to 13%M.C.
  • Growing disease resistant varieties.

Legislative Method

  • Involves the imposing of regulations and laws especially in case of disease outbreaks to prevent the introduction and spread of diseases.

Chemical Control

  • Used as a last resort.

Chemical control measures include:

  • Seed dressing before planting.
  • Soil fumigation to control soil borne diseases.
  • Spraying: application of fungicides.

 

 

Crop Production VI

(Field Practices II)

 

Introduction

  • There are many crops cultivated in Kenya.
  • These crops are grown for various uses and require different ecological conditions.

Definitions:

  • Hybrids These are crop varieties developed by crossing two pure lines.
  • Composites – These are crop varieties developed through repeated mass selection.
  • Cultivars – these are varieties of crops which are cultivated in a given area.

Maize

  • Main growing areas: Trans-Nzoia, Nakuru, Uasin Gishu, Laikipia districts and others.
  • Ecological Requirements
  • Altitude: Upto 2000m above sea level.
  • Temperature: About 25°C
  • Soils: Freely draining, fertile loam soils.
  • Rainfall: 750-12S0rnm critical at silking and pollination stage.
  • Varieties
  • High altitude areas: Hybrids 611, 613 and 614C.
  • Medium altitude areas: 511,512,622 and 632.
  • Marginal rainfall areas: Katumani composite and Makueni composite.
  • Coast regions: Coast composite and Katumani composite.

Seedbed Preparation

  • Ploughing should be deep and done during the dry season to eradicate weeds.
  • Require medium tilth.
  • Plant spacing 75-90cm x 20-30cm.
  • Planting done at the onset of the rains. This helps to reduce pest attack.
  • Dry planting in areas with inadequate rainfall is necessary.

Field Maintenance:

  • Apply phosphatic fertilizer during planting at a rate of 120kg/ha P2O5
  • Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN.
  • Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching.

 

 

Pest Control

  • Maize Stalk Borer:
  • Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs.
  • Control: Destruction of previous years crop residue, closed season and apply chemicals
  • Maize Weevils:
  • it is a storage pest.
  • Damage: Bores holes into the maize grains, eating the contents.
  • Control: Proper hygiene and sanitation in the stores.
  • Use of chemicals such as Actellic Super.

Disease Control:

  • Rust
  • Cause:
  • Symptoms: Red or brown pustules on the. leaves.
  • Control: Plant resistant varieties and crop rotation.
  • Smuts
  • Cause: Fungus
  • Symptoms: Black sooty mass of spores on maize heads or cobs(ear).
  • Control: Crop rotation, growing resistant varieties and destruction of affected plant parts.
  • Maize Streak Virus
  • Cause: Virus
  • Symptoms: Yellow longitudinal stripes parallel to the midrib.
  • Control: Certified seed, early planting and rogueing.

Harvesting

  • Harvest the crop 3-9 months after planting depending on variety.
  • Maize stalks are cut and stocked in the field.
  • Cobs removed by hand.
  • For large scale harvesting, combined harvesters are used.
  • Yields about 3,OOOkg and 4500kg/ha.

Bulrush Millet

Areas where grown:

  • Lower areas of Kirinyaga,
  • Embu,
  • Meru,
  • Parts of Machakos
  • Kerio Valley.

Ecological Requirements

  • Altitude: Does well in areas below 1200m.
  • Rainfall: 500-600mrn per annum.
  • Soils: Light sandy soils.
  • Varieties: Serere 2A, 3A, 6A, 17, 16/9

Seed Bed Preparations

  • Ploughing of land during the dry season.
  • Soil should be of fine tilth since the seeds are small.

Planting:

  • Done at the onset of the rains.
  • Planted by broadcasting and row planting at a spacing of 60cm x 15cm.

Field Maintenance:

  • Weeding is done until tillering.
  • Top-dressing is done by use of sulphate of ammonia.

Pest Control

      Birds

  • Nature of Damage: Eats the seeds at milky stage.
  • Control: Bird scaring devices.

Disease Control

Ergot

  • Cause: Fungus.
  • Symptoms: Heads become sticky.
  • Control: Use of certified seeds, crop rotation and destruction of affected crops.

Downy Mildew

  • Cause: Fungus.
  • Symptoms: Long, whitish lines on the leaves.
  • Control: Crop rotation and field hygiene.

Harvesting

  • Done by cutting off the heads.
  • Drying of the heads.
  • Threshing and winnowing of the grains.
  • Stored under well ventilated dry conditions.
  • Yields about 1000kg/ha with good management.

Finger Millet

  • Areas where grown: Western Kenya and Uganda.

Ecological Requirements

  • Altitude: 0-2400m above sea level.
  • Rainfall: 900mm, drought resistant in the early stages.
  • Soils: Free draining fertile soils.

Varieties:

  • Serere varieties developed at Serere in Uganda.
  • Ultra lupin
  • 5.18 oats.

 

Land Preparations

  • The seedbed should be thoroughly prepared to a fine tilth due to the small size of the seeds.
  • It also helps to control weeds.

Field Operations

Planting

  • Finger millet should be planted as early as possible in the season.
  • It is usually broadcasted by hand.
  • If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows.

Fertilizer Application

  • Sulphate of ammonia at the rate of 125kg/ha is recommended for topdressing finger millet.

Weed Control

  • Clean seedbed preparation
  • Uprooting

Pest Control:

  •  Birds are controlled through scaring.

Disease Control

Head blast:

  • Cause: Fungus
  • Symptoms: Brown spots with grey centres on the leaves and stems below the inflorescence.
  • Control: Use of resistant varieties.

     Harvesting

  • Individual heads are cut with knives.
  • Heads are dried, threshed and winnowed.
  • Yields  1650kg/ha with good management.

 

Sorghum

  • It is grown in Western, northern, Rift Valley, Eastern and some parts of Central Province.

    Ecological Requirements

  • Altitude: 0-1500m above sea level.
  • Rainfall: 420-630mm. It is drought resistant.
  • Soils: Fairly fertile and well drained soils.

  Varieties

  • Dobbs variety.
  • Serena variety.

  Field Operations

  Planting

  • Broadcasting the seeds on the firmly prepared seedbed.
  • Intercropped with other crops especially maize and beans.
  • Can be planted in pure stands at a spacing of 60cm x 15cm

  Fertilizer Application

  • Responds well to farmyard manure (FYM).
  • Inorganic fertilizers are not commonly used in growing sorghum.

 Pest Control

  • Bird pests: They are the most common sorghum pests.
  • They include
  • quelea,
  • aethiopica (Sudan Dioch),
  • weaver birds,
  • starling bird
  • bishop’s bird.
  • They are controlled through;
  • killing them using explosives,
  • poison spraying in their breeding places
  • use of flame throwers.
  • Sorghum shoot-fly controlled by early planting, closed season and application of insecticides.
  • Stem borer – control by use of insecticides and field hygiene.

 

Disease Control

       Common sorghum diseases include:

  • Leaf blight
  • Anthracnose.
  • Sooty stripe.
  • Loose smut
  • Head smut

       Smuts are controlled by seed dressing-while the other diseases are controlled by growing resistant varieties.

Harvesting

  • Sorghum is ready for harvesting 3-4 months after planting.
  • Heads are cut off using a sharp knife after which they are sun-dried, threshed, winnowed and stored.
  • Up to 3000kg/hectare can be obtained with good management.

 

Beans

  • Grown in all provinces where maize is grown.

Ecological Requirements

  • Altitude: 10.00-2100 metres above sea level.
  • Rainfall: Average of 62Smm per annum.
  • Soils: Well drained loamy soils rich in organic matter.

Varieties

  Varieties for dry beans:

  • Rose Coco,
  • Mwezi Moja,
  • Canadian Wonder,
  • Wairimu,
  • Haricot,

   Variety for canning: Mexican 142.

   Varieties for French Beans:

  • Primeur,
  • Long Tom,
  • Saza,
  • Master Piece
  • Monel.

Seedbed Preparation

  • Land should be prepared early.
  • Primary and secondary cultivation done to control perennial weeds.

Seed Selection and Treatment

  • Select wholesome seeds free from damage and wrinkles.
  • Seeds are dressed against bean fly.
  • Seeds should be inoculated with appropriate bacteria (none dressed seeds)

Planting

  • Planted at the onset of the rains.
  • Spacing 30-45cm x 15cm.
  • Apply phosphatic fertilizer during planting time.
  • Plant 2-4 seeds per hole.

Field Maintenance

  • Provide sticks for the climbing varieties.
  • Control of weeds through shallow cultivation.
  • Top-dress with nitrogenous fertilizer for example CAN.

PestControl

  • Bean-Fly
  • Nature of damage: Feeds on the stems causing swelling at the roots.
  • This results in wilting and death.
  • Control: Dressing of seeds, early planting and spraying with insecticides.
  • Bean Bruchid (Storage Pest)
  • Nature of damage: Make dark circular windows on the grains.
  • Control: Clean stores, fumigation, and seed dressing.

 

Diseases Control

  • Bean Anthracnose
  • Cause’ Fungus
  • Symptoms: Brown or black lesions on the underside of the leaves, pods and stems.
  • Control: Growing resistant varieties, crop rotation, destruction of crop residues and spraying with fungicides.
  • Bean Rust
  • Cause: Fungus
  • Symptoms: Red brown pustules on the leaves.
  • Control: Planting resistant varieties and spraying copper fungicides.

Harvesting

  • Done during the dry season for dry beans and when the pods are dry.
  • Threshing and winnowing done.
  • Sorting of rotten, off types and damaged ones.
  • Sold to National Cereals and Produce Board when dry.
  • For French beans, pick the pods when soft and green.
  • Market immediately to avoid shrivelling.

 

Rice Production

     Areas where grown;

  • Mwea Tabere Irrigation Scheme
  • Ahero Pilot Scheme in Kano plains.
  • Bunyala in Busia.
  • Bura in Tana River.

Land Preparation

  • Plots of 0.4 hectare are made with bunds constructed around them.
  • Plots are flooded for four days.
  • Rotavators/jembes are used to work the flooded fields on the fifth day.
  • The land is then levelled and allowed to drain.

Water Control

  • During land preparation, water level should be about 7.5-10cm.
  • During levelling water level should be  5cm
  • Water is drained off completely for direct sowing.
  • For transplanted rice, water level should be 5cm at transplanting.
  • Water level should be maintained at 1/3 the height of plant until maturity.
  • Water should be allowed to flow slowly through the fields.
  • Old water should be changed every 2- 3 weeks if the flow of water is not possible.
  • Water introduced should always be warm to ensure pollination.

Fertilizer Application

  • S.A applied in the nursery.
  • Rate of 25kg SA for every nursery unit of 18.5m x 18.5m.
  • Phosphatic fertilizers broadcasted in the field.
  • Rate of 120kg ha DSP before planting.
  • S.A applied in the field in two splits before and after transplanting at a rate of 250kg/ha

Flooding in Rice

Flood water in rice production is important for the following reasons;

  • It provides good conditions for growth such as high humidity.
  • Kills soil organisms.
  • Prevents denitrification.

Weed Control

  • Controlled through flooding.
  • Appropriate herbicides such as propanil and butachlor are also used.

Harvesting of Industrial Crops

  • cotton, pyrethrum, sugarcane, coffee and tea.

Harvesting of Cotton

Stage of harvesting

  • Takes 4 months to mature.
  • Harvest when bolls are dry and fully opened.

Method and Procedure

  • In Kenya cotton is picked manually.
  • Sort out grade AR (safi) from grade BR
  • (fifi) into separate containers.

Precautions

  • Harvest during dry conditions to prevent dirtifying the lint.
  • Avoid use of gunny bags to prevent contamination.
  • Avoid picking leaves.
  • Harvest on weekly basis.

Harvesting of Pyrethrum

Stage of harvesting

  • Takes 3-4 months to mature.
  • Harvest the flowers with disc florets which have assumed a horizontal position.

Methods and Procedure

  • Pyrethrum is picked manually.
  • Flowers are picked by twisting the heads so that no stem is attached.

Precaution

  • Clean harvesting should be done.
  • Avoid picking leaves.
  • Flowers are placed in woven baskets.
  • Overblown flowers are picked and thrown off.
  • Pick the flowers when the dew is dry.
  • Harvested flowers should be taken to the factory the same day.
  • Avoid compaction of flowers in the basket.
  • Harvesting interval, once in two weeks during the wet season and once in a month during the dry season.

Harvesting Sugarcane

Stage of harvesting;

  • Take 14-20 months for the plant crop to mature and 12-16 months for the ratoon crop.
  • Sampling of cane is done before harvesting to ascertain the correct sugar content.

Methods and Procedures

  • Cut the cane at the ground level to avoid yield loss.
  • The green tops are removed from the canes.
  • Harvesting matchet is used for cutting the cane.

Precaution

  • Cane should be harvested immediately at maturity to avoid lowering quality.
  • The green tops should be removed immediately after cutting to avoid reduction of sugar content by enzyme invertase.
  • Burnt cane should be harvested immediately after burning to prevent rapid inversion to monosaccharides.
  • The cane should be processed within 48 hours.

Harvesting of Coffee

Stage of harvesting;

  • Takes 2-4 years depending on the pruning system.
  • Harvest only ripe berries.

Methods and Procedures;

  • Hand picking is done so that ripe berries can be selected.
  • During picking hooked sticks can be used to bend the tall trees.

Precautions

  • Only the uniformly ripe berries should be picked.
  • Over-ripe and under-ripe berries should be dried and sold as buni.
  • Ripe cherries should be processed on the same day they are picked.

Harvesting Tea

Stage of harvesting

  • It takes 2-4 years for tea to mature depending on the method of bringing young tea into bearing.

Method and Procedures

  • Tea harvesting is known as plucking.
  • Fine plucking – 2 leaves and a bud are removed.
  • Coarse plucking – 3 leaves and a bud are removed.
  • A straight fitto(straight stick) is used to guide the plucker on the plucking table.
  • Tipping is done by cutting off shoots that appear above the fitto.

Precautions

  • Plucked tea is placed in woven (well ventilated) baskets to prevent fermenting before it reaches the factory.
  • The plucked tea should be kept in a cool place awaiting transport.
  • It should be processed within the same day of harvesting.
  • Harvesting is done on a weekly basis under wet conditions and once after every two weeks under dry conditions.

Forage Crops

 

 

Introduction

  • These are plants which either grow naturally or are cultivated by man to be used for feeding livestock.
  • The term forage crops include pasture and fodder crops.
  • Fodder crops are purposely grown for feeding livestock.
  • They are cut or uprooted when ready
  • Pasture is a ground cover of grass or a mixture of grass and legumes grazed directly or cut and fed to livestock.

 

Classification of Pastures

  • According to type of stand.
  • Either pure
  • Mixed stands.
  • According to ecological zones .
    • Low altitude,
    • Medium altitude,
    • High altitude pastures
  • According to the establishment .
  • Natural
  • Artificial pastures.

Examples of grasses

  • Napier,
  • Rhodes,
  • Setaria,
  • Molasses,
  • Congo signal,
  • kikuyu,
  • star,
  • Guatemala,
  • Sudan

Examples of legumes;

  • Lucern,
  • Clover,
  • Desmodium,
  • Glycine,
  • Stylo,
  • Centrio,

 

Pasture Establishment

 

     Seedbed Preparation

 

  • This involves clearing the land, primary and secondary cultivation to a fine tilth because the seeds are small.
  • This is done during the dry season.

 

     Selection of planting materials

  • Select seeds of high germination percentage,
  • Free from impurities or buy certified seeds.
  • If vegetative materials are used, select from high yielding, vigorous-growing and healthy plants.

 

    Treatment of legume seeds

  • Legume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop.

    Planting

  • This is done at the beginning of the rains

     Methods of sowing are;

  • Direct sowing,
  • Under sowing,
  • Over-sowing

 

Oversowing

This is introduction of a pasture legume in an existing grass pasture.

Undersowing

The establishment of a pasture in an already existing crop which acts as a cover crop.

     Seeds  rate depend;

  • On purity of seeds,
  • Pasture species
  • Whether pure or mixed stand.

Apply phosphatic fertilizer when planting and later top-dress  with nitrogenous fertilizer.

 

Pasture management

  • Re-seeding or gapping; Re-seeding is done if the grass is completely denudated.
  • But if partially, gapping can be done
  • Control of weeds by slashing, uprooting and mowing
  • Fertilization of pastures-done by use of manures and nitrogenous fertilizer.
  • Topping;This is the removal of stemmy fibrous material left behind after grazing.It allows new growth  after the rains
  • Control of pests-done by trapping of moles, use of pesticides and biological means.

Pasture Utilization

  • Pastures should be utilized at maturity when nutritive value is high.

       It is utilized through the following methods:

  • Direct grazing – this can be done through rotational grazing or herding.
  • Zero grazing – this is where the pasture is cut and fed to the animals in the stalls.

 

Common fodder Crops

Edible Cana

  • Altitude: 1500 – 2000m above sea level.
  • Establishment: Young tubers or bulbs are used.
  • Spacing: 1m x 1m.
  • Management: Does well with application of farmyard manure and requires fertile land.
  • Utilization: Tops and tubers are sliced and fed to livestock.
  • Conservation: Bulbs or tubers are sliced and stored.

   Napier Grass

  • Altitude: 0 – 2000m above sea level.
  • Establishment: Stem cuttings or splits.
  • Spacing: 1 m x 50cm.

Management:

  • Apply phosphatic fertilizers during planting time.
  • Top-dress with nitrogenous fertilizers in split application.
  • Clean weeding when young.
  • Cut when 6-8 weeks or 1m-1.5m in height.
  • Utilization: Cut stem is fed to livestock.
  • Conservation: Ensiled when in plenty.

Types of Napier Grass:

  • Bana grass (broad-leaved with hairy leaves)
  • Clone (thin-stemmed and hairless)
  • French Cameroon (thin-stemmed and not hairy).
  • Pakistan hybrid (thin-leaved with hairy leaves).
  • Used for silage making.

Lucerne

  • Altitude: 1500 – 2500m above sea level.
  • Soil: Deep red soil are ideal.
  • Establishment: Inoculated seeds are planted 30-50cm apart in the rows.
  • Management: Weeding and fertilizer application.
  • Utilization: Cut wilted and fed to livestock before flowering stage.
  • Conservation: Hay, silage, dried materials such as cubes or pencils.

 Mangolds

  • Is a root crop.
  • Root is utilized as livestock feed.
  • Ripe ones are used.

 Kales

  • Leaves used as livestock feeds.

 Guatemala Grass

  • Leaves and stems used as livestock feed.

  Sorghum Grass

Two varieties:

  • Columbus grass
  • Sudan gras
  • Established from seeds which are drilled or broadcasted.
  • Columbus grass should be dried before feeding to animals to avoid hydrocyanic and prussic acid poisoning.

Desmodium (Desmodium spp)

Two varieties ;

  • Green leaf
  • Silver leaf.
  • Established from seeds on thoroughly prepared clean beds.
  • Can also be inter-planted with Napier grass.
  • Cut and wilted before feeding to livestock.

Agroforestry, trees used as fodder crops include:

  • Leucaenia
  • Calliandra
  • Atriplex
  • Sesba

Forage Conservation

Forage can be conserved as;

  • Hay,
  • Silage
  • Standing forage.

Importance of forage conservation:

  • To reserve excess forage for use during time of shortag
  • To avoid unnecessary wastage of f
  • Conserved forage can be sold.
  • To have sustained supply of feed for livestock throughout the year.

Methods

Hay Making

  • This is the dehydration of green pastures to a moisture content of 16-20 per cent:

Steps in hay making:

  • Cut the crop when the sun is shining.
  • Dry the materials for 1-2 days.
  • Windrow the dry material to allow for further drying.
  • Bale the dry materials for storage.
  • Store under shed or shelter.

Factors Determining Quality of Hay

  • Stage of growth at which forage is harvested.
  • Leaf content of the forage material.
  • Method of handling and curing the hay.
  • Form in which material is fed to livestock.
  • Species of forage used.
  • Amount of foreign materials in forage.

 Silage Making

  • This is a feed produced by conserving forage in succulent form through the process of fermentation by anaerobic bacteria.

Steps in silage making:

  • Cut the crop and transport it to the silo,
  • Material with a high moisture content is wilted in the sun for 4-48 hours before ensiling .
  • Material is chopped to reasonable size pieces before filling in the silo.
  • Spread the chopped material evenly.
  • Check temperature if below 31°C, needs further filling; if above 31 °C compaction is necessary.
  • Filling should be complete by the end of the third or fourth day.
  • The silo is covered with 15cm of straw, sawdust then 15cm of soil to make it air and water tight.
  • A trench is dug round the silo to keep off surface water.

Factors Affecting the Quality of Silage

  • Maturity stage of the crop when cut.
  • Type of crop.
  • Moisture content of the material
  • Additives such as molasses.
  • Degree of compaction.
  • Size of pieces ensiled.
  • Amount of foreign materials included in the silage.
  • Amount of leaf of the ensiled material.

Standing Forage

  • This is forage left in the field to be used during the dry season.

Livestock Health III: (Diseases)

 

Introduction

Livestock diseases are classified according to causative agents as follows:

  • Protozoan diseases -caused by protozoans.
  • Bacterial diseases – caused by bacteria:
  • VIral diseases – cause by virus.
  • Nutritional diseases – brought about by nutritional disorders.

Protozoan Diseases

  • East coast Fever (ECF).
  • Anaplasmosis (gall sickness)
  • Coccidiosis
  • Trypanosomiasis (Nagana)

East coast Fever

  • Animals attacked: Cattle
  • Cause: Protozoan. (Theileria parva)
  • It is a tick-borne disease transmitted by red-­legged tick and brown ear tick.

Symptoms

  • Rise in body temperature.
  • Swelling of lymph glands below the ear.
  • Difficulties in breathing.
  • Dullness.

Control and Prevention

  • Control of vectors through dipping and fencing.
  • Treatment by use of clexon in the early stages.

 

Anaplasmosis (gall sickness)

 

Animals attacked:

  • Cattle between 2 months and 2 years.
  • Poult
  • Lambs and kids.
  • Rabbits.

 

Cause: Protozoan (Anaplasma marginale)

  • Transmitted by the blue tick
  • contaminated surgical instruments and hypodermic needles.

Symptoms

  • Fever/rise in body temperature.
  • Constipation or hard dung.
  • Paleness in the gums, eyes and lips.
  • Drop in milk production.

Control

  • Tick control.
  • Intramuscular injection of antibiotics and iron giving injections.
  • Coccidiosis

 

Coccidiosis of Poultry

  • Cause: Protozoan (Eimeria spp.)

Symptoms

  • Sudden death of chicks.
  • Whitish, yellow and blood stained diarrhoea.
  • Ruffled feathers.
  • Chicks become paralysed before dying.
  • Chicks become anaemic and dull.

Control

  • Disinfection of chick house.
  • Prevention of contamination of food and water with droppi
  • Use of prophylatic drugs for example, Coccidiostats.

Trypanosomiasis (Nagana)

  • Animals attacked: cattle, sheep and goats.
  • Cause: Protozoan of the trypanosome species,
  • Vector-tsetse flies.

Symptoms

  • Fever.
  • Dullness.
  • Anorexia/loss of appetite.
  • Loss of body condition/emaciation.
  • Swollen lymph nodes.
  • Lachrimation which leads to blindness.
  • Diarrhoea
  • Rough coat and sometimes without hair and may be cracked.
  • Swelling in parts of the belly.
  • Drop in milk production in lactating cows.
    • /’
  • Loss of hair at tail end.
  • Anaemia.
  • Abortion may occur in pregnant females.

Control

  • Treating animals with trypanocidal drugs.
  • Effective  vector (Tsetse flies)control
  • Confinement of wild animals in game parks.

 

Bacterial Diseases

  • Fowl typhoid
  • Foot rot.
  • Contagious abortion.
  • Scours.
  • Blackquarter.
  • Mastitis.
  • Anthrax.
  • Pneumonia.

Fowl Typhoid

  • Animals attacked: All domestic birds which include chicken, turkey and ducks.
  • Causes: Bacteria (Salmonella gallinarum}

Symptoms

  • Depression/appearing very sick.
  • Respiratory distress.
  • Dullness.
  • Drooping wings.
  • Sleepy eyes.
  • Anaemia resulting in pale and shrunken
  • combs and wattles.
  • Greenish yellow diarrhoea.

Control

  • Killing all affected birds and proper disposal of the carcasses.
  • Maintaining hygiene in the poultry house.
  • Ensuring that the house is dry and well ventilated.
  • Obtaining chicks from reliable sources.
  • Treatment using sulphur drugs which are mixed in drinking water or mash.
  • For example: application of Furazolidone (Furazol) at the rate of 0.04% in mash for 10 continuous days treats the disease effectively.

Foot Rot

  • It is also referred to as foul-in-the foot.
  • Animals attacked: cattle, sheep and goats.
  • However, it is most serious in sheep.
  • Cause: Bacteria (Fusiformis necrophorus and Fusiformis nodosus).

Symptoms

  • Animal’s foot becomes swollen.
  • Lameness is observed.
  • Pus and rotten smell come out of the hoof.
  • Sheep are found kneeling while grazing when the front feet are affected.
  • Animals spend most of their time lying down when the hind feet are affected.
  • Emaciation due to lack of feeding.

 

Control

  • Hygiene in the living places.
  • Regular foot examination and hoof trimming.
  • Use of a foot bath of copper sulphate solution at 5-10% solution or formalin at 2-5% solution.
  • Treating wounds on the feet with antiseptics.
  • Affected animals should be given antibiotic injections.
  • Isolation of sick animals from healthy ones.
  • Avoid dampness and muddy conditions.

Contagious Abortion (Brucellosis/ Bangs Disease)

  • Animals attacked: cattle, sheep, goats and pigs.
  • It also affects ma
  • Cause: Bacteria
  • Brucella abortus in cattle,
  • Brucella suis in pigs
  • Brucella malitensis in goats and sheep.

Symptoms

  • Spontaneous abortion or premature birth.
  • Retained placenta if abortion occurs during the later stages of pregnancy.
  • Infertility in cows while bulls have low libido and inflamed testis also known as orchitis.
  • A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion.

Control

  • Use of artificial insemination.
  • Slaughtering affected animals followed by proper disposal of their carcasses.
  • The attendant to the animals should avoid contact with the aborted foetus.
  • A blood test should be carried out for all breeding animals to detect the infected ones.
  • Hygiene in the animals’ houses.

Scours (white Scours)

  • Animals atacked: calves, piglets, lambs and kids.
  • Cause: A bacterium which attacks young animals in the first week of life.

Symptoms

  • White or yellowish diarrhoea.
  • Pungent smelling faeces.
  • Fever.
  • Anorexia/loss of appetite.
  • Listlessness.
  • Sunken eyes.
  • Undigested milk and mucus with blood spots observed in the faeces.
  • Faecal matter sticks to the hind quarters.
  • Sudden death if no treatment is given.

Control

  • Maintaining hygiene in the young animal housing units.
  • Avoiding dampness on the floor of the house.
  • Fingers of the attendant training calves to drink milk from a bucket must be disinfected.
  • Calving should be carried out in a clean area.
  • Have separate attendants for the infected calves to prevent disease spread.
  • Replacing milk with warm water mixture.
  • Treating affected animals with antibiotics.

Black Quarter

  • It is also known as black leg.
  • Animals attacked: All ruminants aged between 8 – 18 months.
  • Cause: Bacteria (Clostridium chauvei and Chauvei septicum)

Symptoms

  • Lameness.
  • Fever.
  • Fast and heavy breathing.
  • Cracking on the swollen parts if touched.
  • Swelling of the affected parts usually the hindquarters, shoulders and chest or back.
  • Dullness.
  • Anorexia.
  • Grunting and grinding of teeth.
  • Animal stops chewing cud.

Control

  • Treating with recommended antibiotics.
  • Vaccinating using black quarter vaccine known as blanthax.
  • Burying the carcass deep or burning it completely.

Mastitis

  • Is an inflammation of the udder.
  • Animals attacked: Goats, cows, pigs and human beings.
  • Cause: Bacteria (Streptococcus spp. or Staphylococcus spp.)

Predisposing Factors:

  • Incomplete milking.
  • Injuries on the udder and teats.
  • Weak sphincter muscles of the teats allowing free flow of milk.

Symptoms

  • Milk is watery, blood stained or clotted.
  • Swollen udder

Control

  • Proper milking techniques.
  • Treatment by use of antibiotics.
  • Culling of animals which are often attacked.

Anthrax

  • Attacks all domestic animals.
  • Cause: Bacteria (Bacillus anthracis)

Symptoms

  • Sudden death.
  • High fever.
  • Grinding of the teeth.

Pneumonia

  • It is an inflammation of the lungs.
  • Animals attacked: Calves, kids, lambs, piglets and poultry.

Cause:

  • Bacteria (Mycoplasma mycoides)
  • dust
  • worms in the lungs.

Symptoms

  • Dullness.
  • Anorexia/loss of appetite.
  • Staring coat.
  • Emaciation.
  • Breathing rapidly.
  • Abnormal lung sounds when breathing.
  • Coughing if the chest is pressed.
  • Fluctuating body temperature.
  • Nasal discharge.

Control

  • Keeping young animals in warm pens.
  • Proper sanitation.
  • Isolation of the affected animals.
  • Treating using antibiotics.

 

Viral Diseases

  • Rinderpest.
  • Foot and mouth disease (FMD).
  • New Castle
  • Fowl pox
  • Gumboro
  • African swine fever

Rinderpest

  • Animal attacked: Cattle and wild game.
  • Cause: virus.

Symptoms

  • Harsh staring coat.
  • Rise in temperature.
  • Eye discharge (Lachrimation)
  • Diarrhoea and dysentery.
  • Ulcers in the mouth.

Foot and Mouth Disease

  • Animals attacked: Cattle, sheep, goats and pigs.
  • Cause: Virus .

Symptoms

  • Sharp rise in temperature.
  • Blisters in the mouth, hooves, udder and teats.
  • Loss of appetite.

Control

  • Vaccination.
  • Quarantine
  • nursing wounds with disinfectant.

New Castle

  • Animals attacked: Poultry.
  • Cause: Virus.

Symptoms

  • Difficulties in breathing.
  • Beaks remain wide open and necks are strained.
  • Birds become dull.
  • The birds stand with eyes closed all the time.
  • Anorexia/loss of appetite.
  • Nasal discharges which force the birds to shake their heads to clear it.
  • Birds walk with a staggering motion.
  • Paralysis of wings and legs may occur.
  • Birds have their beaks and wings down.
  • Birds produce watery greenish diarrhoea.
  • Birds lay soft shelled eggs.

Control

  • Killing all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock.
  • Vaccination should be done during the first 6 weeks and then 2-3 months later.
  • Quarantine.

FowlPox

  • Animals affected: Poultry.
  • Cause: A virus known as avian fox.

Symptoms

Two types of fowl pox with different symptoms.

  • Cutaneous type
  • Diptheritic type

The cutaneous type affects the skin and has the following signs:

  • Injuries on the combs and wattles, legs, vent and under the wings.
  • Loss appetite.

The diptheritic type affects internal membranes and has the following symptoms:

  • Injuries in the inside of the throat and mouth membranes resulting in difficult breathing and swallowing.
  • Eyes and nose produces a watery liquid.
  • Loss of appetite.
  • Dullness.
  • Emaciation.

Control

  • Killing all affected birds followed by proper disposal of their carcasses.
  • Vaccinating remaining healthy birds.

Gumboro

  • It is also referred to as poultry AIDS.
  • Animals attacked: Poultry.
  • Cause: A virus known as Birma virus.

Symptoms

  • The glands above the vent (bursa) become swollen.
  • Drop in egg production.
  • Birds develop respiratory distress.
  • Loss of appetite.
  • Low water intake by birds.
  • Loss of immunity making the birds more susceptible to opportunistic diseases.

Control

  • Vaccination.
  • Administering vitamins and especially

African Swine Fever

  • Animals attacked: All domesticated pigs.
  • Cause: A virus known as Irido virus.

Symptoms

  • Fever.
  • Loss of appetite.
  • Depression/dullness.
  • Emaciation.
  • Coughing.
  • Nasal discharge.
  • Diarrhoea in serious conditions.

Control

  • Vaccination.
  • Quarantine.
  • Killing all affected animals and proper disposal of their carcasses.
  • Double fencing to keep wild animals away.

Nutritional Diseases/Disorders

Milk Fever

  • It is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth.
  • Animals attacked: Cows, goats and pigs that have recently given birth.

Causes:

  • Due to low calcium levels in the blood.
  • Which leads to an increase in the magnesium and sugar level in the blood.
  • Mostly occurs in high producing cows in the first few months of lactation.
  • This is because these animals loose more calcium through milk secretion than they are getting from the diet.

Symptoms

  • Dullness.
  • Muscular twitching causing the animal to tremble.
  • Staggering as the animals move.
  • Animal falls down ands becomes unconscious.
  • The animal lies down on its side and the whole body stiffens.
  • Body functions such as urination, defecation and milk secretion stops.
  •  Stomach contents are drawn into the mouth which later cause lung fever when breathing in.
  • Loss of appetite.

Treatment

  • Intravenous injection of soluble calcium salt in form of calcium boro-gluconate ,60gms dissolved in 500cc of water.
  • Keeping the animal in a comfortable position on its sternum.
  • Giving fresh water.

Note: The animals suffering from milk fever should not be given medicine orally for   the following reasons:

  • It will not be able to swallow medicine.
  • The medicine may get into the lungs thereby promoting lung fever.

Control

  • Partial milking for the first 10 days.
  • High yielding cows should be given rations containing phosphorus and calcium.
  • Giving high doses of Vitamin D.

Bloat

  • Animals attacked: Cattle and sheep.
  • Cause: Accumulation of gases as a result of fermentation in the rumen.

Symptoms

  • The left side is blown up.
  • Sudden death.

Control

  • Relieve by use of trocar and cannula.
  • Chasing the animal around if noticed early.
  • Drenching by use of stop bloat.
  • Feeding ruminants with dry roughages during the wet season before grazing on lush pastures.

 

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Electricity

Drawing and Design

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