NHIF Members to get direct services and assistance from Customer Care, Facebook, Email and Twitter

NHIF members can get assistance  through info@nhif.or.ke, and customercare@nhif.or.ke.

NHIF members are advised to seek assistance from National Hospital Insurance Fund (NHIF) customer service if they are dissatisfied with the way in which health services are delivered at the hospitals that treat them.

Speaking during sensitisation on the comprehensive medical insurance scheme for civil servants at a hotel in Kapenguria, the NHIF team leader David Kinara urged NHIF members to get in touch with NHIF customer care for assistance by calling the toll-free number 0800 720 601 or sending an email to info@nhif.or.ke, and customercare@nhif.or.ke or through social media on Facebook, Twitter, Instagram, or LinkedIn if they encounter a problem while seeking medical care from accredited hospitals that treat them.

“We have gotten good feedback, just a few issues with hospital access and prioritisation, but these are issues that we will iron out, and our clients with problems here and there can reach us for assistance and advice regarding the NHIF services,” he urged.

He went on: “We want to strongly urge you to contact us for support if you run into issues while seeking medical attention.”

Kinara said NHIF strives to provide effective, quick, and immediate services to all members.

“He said the mission of NHIF is to enhance the equitable and sustainable health and wellbeing of our community by cushioning them from financial hardship,” he emphasised.

Kinara reaffirmed that the NHIF’s service platform has been automated and that members can contact them through  info@nhif.or.ke, and customercare@nhif.or.ke for assistance, among other platforms.

He claimed that by using the Unstructured Supplementary Service Data (USSD) code *155# and the NHIF App, the customer self-care services platform has aided in service delivery and lessened congestion in the NHIF stations.

He urged members to use the Comprehensive National Hospital Insurance Fund Medical Scheme without engaging in fraudulent activity.

Kinara also cautions against colluding with medical facilities in exchange for money.

He declared that anyone found in violation of the NHIF regulations would face legal action.

He advised members to use the Comprehensive National Insurance Fund Medical Scheme wisely and to protect it because it is for their benefit.

West Pokot acting Deputy County Commissioner Ruth Wachera called upon the civil servants to wisely use their health insurance coverage allocation.

Ms Wachera further encouraged civil servants to take advantage of the annual medical check by going for at least one physical examination to detect any current and future health issues that might develop in their bodies silently without their knowledge and seek early treatment.

” Early detection of diseases helps to avoid current and future health issues, and early detection makes treatment more comfortable, and I urge all civil servants to take advantage of the annual medical check allocation to go for a medical check-up,” she reiterated.

She disclosed that, generally, civil servants are very appreciative of the scheme and would like to continue using it for their health needs.

On his part,Union of Kenya Civil Servants (UKCS) national organizing secretary Wilson Asingo said the medical scheme is good because it ensures civil servants are in good health so they can discharge their duties to the citizenry.

Asingo urged the civil servants to guard the medical scheme by utilising their annual fund allocation well and avoiding visiting high-cost hospitals for minor ailments.

He further reiterated the need for civil servants to have an annual medical checkup, noting that monitoring and evaluation exercises have disclosed that such medical services are underutilised by members.

Free Biology Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

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GRADE ENTRY A A- B+ B B- C+ C C- D+ D D- E X 2021 MSS 2020 MSS Dev
NO OF CANDIDATES 177 0 0 0 0 1 2 12 21 32 48 55 5 1 3.33 3.38 -0.05
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Full list of 2019 Wealth Declaration non-compliant teachers Per County- Kisumu County

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

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

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

Here are links to the most important news portals:

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

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

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

COUNTY SUB COUNTY SCHOOL NAME FIRST NAME MIDDLE NAME LAST NAME
KISUMU KISUMU CENTRAL ARINA PRIMARY SCHOOL John Kennedy Okello
KISUMU KISUMU CENTRAL ARINA PRIMARY SCHOOL Josephine Achieng Gumba
KISUMU KISUMU CENTRAL ARINA PRIMARY SCHOOL Warren Amolloh Dorothy
KISUMU KISUMU CENTRAL ARINA PRIMARY SCHOOL Winnie Aluoch Mboya
KISUMU KISUMU CENTRAL ARYA PRIMARY SCHOOL Akinyi Okore Ruth
KISUMU KISUMU CENTRAL ARYA PRIMARY SCHOOL Emma Moraa Orina
KISUMU KISUMU CENTRAL ARYA PRIMARY SCHOOL Pauline Mulaha Okello
KISUMU KISUMU CENTRAL ARYA PRIMARY SCHOOL Perez Asigo Magollo
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Anna Tetii Akinyi
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Anne Atieno Opiyo
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Dorothy Mikal Modi
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Elvira Akinyi Gero
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Eunice Anyango Nyaare
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Herbert Onyango Juma
KISUMU KISUMU CENTRAL BISHOP ABIERO SHAURIMOYO  SECONDARY SCHOOL Peter Auka Oduor
KISUMU KISUMU CENTRAL CENTRAL PRY Emma Adhiambo Walaga
KISUMU KISUMU CENTRAL CENTRAL PRY Lydia Anyango Ochieng
KISUMU KISUMU CENTRAL DUNGA PRY Brian Wuone Otieno
KISUMU KISUMU CENTRAL DUNGA PRY Eunice Adhiambo Ouma
KISUMU KISUMU CENTRAL DUNGA PRY Grace Akinyi Polo
KISUMU KISUMU CENTRAL DUNGA PRY Lilian Achieng Abele
KISUMU KISUMU CENTRAL DUNGA PRY Ruth Millicent Adhiambo
KISUMU KISUMU CENTRAL DUNGA PRY Tobias Oyuko Ongare
KISUMU KISUMU CENTRAL EZRA GUMBE PRIMARY SCHOOL Carolyne Jeptarus Kemei
KISUMU KISUMU CENTRAL EZRA GUMBE PRIMARY SCHOOL Pamellah Ambiyo Ananda
KISUMU KISUMU CENTRAL HIGHWAY PRIMARY SCHOOL Irene Atieno Kisero
KISUMU KISUMU CENTRAL HIGHWAY PRIMARY SCHOOL Margaret Chedeye Muteshi
KISUMU KISUMU CENTRAL HIGHWAY PRIMARY SCHOOL Teresa Adhiambo Muhor
KISUMU KISUMU CENTRAL JOEL OMINO S. S. Damackline Nyaboke Gechiko
KISUMU KISUMU CENTRAL JOEL OMINO S. S. Mary Adhiambo Muma
KISUMU KISUMU CENTRAL JOYLAND SPECIAL Arthur Ayott McOnyino
KISUMU KISUMU CENTRAL JOYLAND SPECIAL Everlyne Agola Odiemo
KISUMU KISUMU CENTRAL JOYLAND SPECIAL Sam Odhiambo Owino
KISUMU KISUMU CENTRAL JOYLAND SPECIAL SEC Enock Agutu
KISUMU KISUMU CENTRAL JOYLAND SPECIAL SEC Methuselah Asero Otieno
KISUMU KISUMU CENTRAL JOYLAND SPECIAL SEC Raphael Ondijo Ondijo
KISUMU KISUMU CENTRAL KALOLENI PRIMARY SCHOOL Mohammed Bakuli Riziki
KISUMU KISUMU CENTRAL KEN OBURA SEC. SCH. Everlyne Aoko Otieno
KISUMU KISUMU CENTRAL KEN OBURA SEC. SCH. Moses “Titus Okello” Otiende
KISUMU KISUMU CENTRAL KIBUYE GIRLS PRIMARY SCHOOL Anne Dorothy Musumba
KISUMU KISUMU CENTRAL KIBUYE GIRLS PRIMARY SCHOOL Paul “Martin  Omons” Ondijo
KISUMU KISUMU CENTRAL KIBUYE MIXED SCHOOL Angeline Akinyi Oreme
KISUMU KISUMU CENTRAL KIBUYE MIXED SCHOOL Beatrice Kemuma Makini
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Brenda Akinyi Owuor
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Caroline Achieng Okello
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Edna Nyamoita Obare
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Everline Adhiambo Otieno
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Fatuma Rashid Sadara
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Gilbert Odhiambo
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Peter Ouma Obwogo
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Veronicah Ayuma Otieno
KISUMU KISUMU CENTRAL KISUMU BOYS’ HIGH SCHOOL Willis Barrack Odhiambo
KISUMU KISUMU CENTRAL KISUMU DAY SEC Booker Odhiambo Agutu
KISUMU KISUMU CENTRAL KISUMU DAY SEC Evalyne Kaptuya Kiplangat
KISUMU KISUMU CENTRAL KISUMU DAY SEC Jackton Okong’o Otiende
KISUMU KISUMU CENTRAL KISUMU DAY SEC Joseph Kesohole Ngusale
KISUMU KISUMU CENTRAL KISUMU DAY SEC Mildred Achewa Onyango
KISUMU KISUMU CENTRAL KISUMU DAY SEC Sylvia Mwikali Musyimi
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Alphonce Okumu Guda
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Christine Achieng Odero
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH George Morema Angira
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Grace Anyango Ogoye
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Hamida Kanda Okusimba
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Joseph Zachaeus Oduor
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Nereah Auma Tieli
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Samwel Ojwang Ondigo
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Truphosa Atieno Rew
KISUMU KISUMU CENTRAL KISUMU GIRLS  HIGH Victor Onyango Ongwen
KISUMU KISUMU CENTRAL Kisumu Polytechnic Auma A Guda
KISUMU KISUMU CENTRAL Kisumu Polytechnic Betty Amondi Oganda
KISUMU KISUMU CENTRAL Kisumu Polytechnic Chrisostom Odaya Aleri
KISUMU KISUMU CENTRAL Kisumu Polytechnic James “Otiende  Jacq” Majiwa
KISUMU KISUMU CENTRAL Kisumu Polytechnic Jared Shem Okore
KISUMU KISUMU CENTRAL Kisumu Polytechnic John Kuruma Mwangi
KISUMU KISUMU CENTRAL Kisumu Polytechnic Joseph O Onywera
KISUMU KISUMU CENTRAL Kisumu Polytechnic Josphat Kaluli
KISUMU KISUMU CENTRAL Kisumu Polytechnic Joyce “Akinyi Oduor” Nyanjomo
KISUMU KISUMU CENTRAL Kisumu Polytechnic Mark Muranda Luvisia
KISUMU KISUMU CENTRAL Kisumu Polytechnic Noah Okundi Okundi
KISUMU KISUMU CENTRAL Kisumu Polytechnic Peterson Ombogo Onchagwa
KISUMU KISUMU CENTRAL Kisumu Polytechnic Philemon Ouma Bulwa
KISUMU KISUMU CENTRAL Kisumu Polytechnic Siara Okello Josphat
KISUMU KISUMU CENTRAL Kisumu Polytechnic Thomas Mongare Ongwacho
KISUMU KISUMU CENTRAL KISUMU UNION Anne Akumu Ramadhan
KISUMU KISUMU CENTRAL KISUMU UNION Boniface Stephen Mbanda
KISUMU KISUMU CENTRAL KISUMU UNION Daniel Odiwuor Amollo
KISUMU KISUMU CENTRAL KISUMU UNION Elizabeth Akinyi Okuta
KISUMU KISUMU CENTRAL KISUMU UNION Florence Atieno Ochola
KISUMU KISUMU CENTRAL KISUMU UNION Kennedy Wasingo Omondi
KISUMU KISUMU CENTRAL KISUMU UNION Lilian Anyango Odindo
KISUMU KISUMU CENTRAL KISUMU UNION Maurice Magaya Anzaye
KISUMU KISUMU CENTRAL KONDELE PRY Dorah Akinyi Ouma
KISUMU KISUMU CENTRAL KONDELE PRY Everlyne “Oyoo Mito” Adhiambo
KISUMU KISUMU CENTRAL KOSAWO Rose Atieno Ochieng
KISUMU KISUMU CENTRAL KOSAWO Rose Antonine Masolo
KISUMU KISUMU CENTRAL KOSAWO Rosemary Atieno Manyala
KISUMU KISUMU CENTRAL KUDHO PRY Eddy Ronald Owuor
KISUMU KISUMU CENTRAL KUDHO PRY James Nyagaka Nyabengi
KISUMU KISUMU CENTRAL KUDHO PRY Margaret Awour Oliech
KISUMU KISUMU CENTRAL KUDHO PRY Monica Awuor Ajulu
KISUMU KISUMU CENTRAL KUDHO PRY Teresa Juma Onyango
KISUMU KISUMU CENTRAL LAKE PRY Charles Aduda Ouko
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Erick “Odhiambo Nyalwa” Okoth
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Florence Adhiambo Adika
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Joy Nyangasi Kirungu
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Judith “Achieng Odera” Kawa
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Maurice Okiso Ouko
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Michael “Austin Onyango” Wambedha
KISUMU KISUMU CENTRAL LIONS HIGH SCHOOL Pamela Adhiambo Onyango
KISUMU KISUMU CENTRAL LUTHERAN SPECIAL Elizabeth Atieno Ogeno
KISUMU KISUMU CENTRAL LUTHERAN SPECIAL Gilbert Okallo Otwoma
KISUMU KISUMU CENTRAL LUTHERAN SPECIAL Judith Minayo Ang’alika
KISUMU KISUMU CENTRAL LUTHERAN SPECIAL Mark Sewe Odhiambo
KISUMU KISUMU CENTRAL LUTHERAN SPECIAL Maurice Matete Nyambo
KISUMU KISUMU CENTRAL LUTHERAN SPECIAL Ruth Adhiambo Oluoch
KISUMU KISUMU CENTRAL M.M. Shah Pri Sch Joyce Atieno Odera
KISUMU KISUMU CENTRAL M.M. Shah Pri Sch Ruth Amondi
KISUMU KISUMU CENTRAL MAGADI PRY Asenath Auma Ochieng
KISUMU KISUMU CENTRAL MAGADI PRY Cecilia Juma Odhiambo
KISUMU KISUMU CENTRAL MAGADI PRY Jael Nyaboke Nyamongo
KISUMU KISUMU CENTRAL MAGADI PRY Livingstone Ndalo Bonyo
KISUMU KISUMU CENTRAL MAGADI PRY Philemon Omondi Onialo
KISUMU KISUMU CENTRAL MAGADI PRY Trezah Patricia Achieng
KISUMU KISUMU CENTRAL MANYATTA ARAB Dorothy “Kemunto Mirieri” Nyamuro
KISUMU KISUMU CENTRAL MANYATTA ARAB Lucas Onyango Aduwa
KISUMU KISUMU CENTRAL Manyatta Primary School Calvin Simon Ochieng
KISUMU KISUMU CENTRAL Manyatta Primary School Elias Okoth Owiti
KISUMU KISUMU CENTRAL Manyatta Primary School Florence Ogeto Ochieng
KISUMU KISUMU CENTRAL Manyatta Primary School Joyce Atieno Otieno
KISUMU KISUMU CENTRAL Manyatta Primary School Mary Achieng Obaso
KISUMU KISUMU CENTRAL Manyatta Primary School Mary “Gorety Achieng” Omolo
KISUMU KISUMU CENTRAL Manyatta Primary School Noah Okoth Omolo
KISUMU KISUMU CENTRAL Manyatta Primary School Pacific Auma Ben
KISUMU KISUMU CENTRAL Manyatta Primary School Rebecca Atieno Onyango
KISUMU KISUMU CENTRAL Manyatta Primary School Rosemary Adhiambo Abong’o
KISUMU KISUMU CENTRAL MIGOSI PRY Addah Adhiambo Oburu
KISUMU KISUMU CENTRAL MIGOSI PRY Andrew Onyango Ogutu
KISUMU KISUMU CENTRAL MIGOSI PRY Everlyne Awour Ouma
KISUMU KISUMU CENTRAL MIGOSI PRY Irene Adhiambo Acholla
KISUMU KISUMU CENTRAL MIGOSI PRY Jane Akinyi Oddenyo
KISUMU KISUMU CENTRAL MIGOSI PRY Kephas Agure Odoyo
KISUMU KISUMU CENTRAL MIGOSI PRY Noel Khasandi Clarke
KISUMU KISUMU CENTRAL MIGOSI PRY Teresa Akinyi Nyakinya
KISUMU KISUMU CENTRAL OBINJU KANYAKWAR Judith Opiyo Ojiem
KISUMU KISUMU CENTRAL OBINJU KANYAKWAR Margaret Atieno Okello
KISUMU KISUMU CENTRAL SHAURIMOYO Lilian Achieng Onyatta
KISUMU KISUMU CENTRAL ST. IGNATIUS LOYOLA SEC- MAGADI Derrick Omondi Oliech
KISUMU KISUMU CENTRAL ST. IGNATIUS LOYOLA SEC- MAGADI Irene Auma Hawi
KISUMU KISUMU CENTRAL ST. IGNATIUS LOYOLA SEC- MAGADI Kevin Oyoo Adede
KISUMU KISUMU CENTRAL ST. IGNATIUS LOYOLA SEC- MAGADI Roseanne Akinyi Okiyo
KISUMU KISUMU CENTRAL ST. JOHNS CHRISOMTOM KUDHO Boniface Okello Muya
KISUMU KISUMU CENTRAL ST. JOHNS CHRISOMTOM KUDHO Humphrey Mbeya Matiebo
KISUMU KISUMU CENTRAL ST. PAULS KANYAKWAR Ambrose Omolo
KISUMU KISUMU CENTRAL ST. PAULS KANYAKWAR Delvin Moraa Nyabayo
KISUMU KISUMU CENTRAL ST. PAULS KANYAKWAR Millicent Adhiambo Otieno
KISUMU KISUMU CENTRAL ST. PETERS NANGA SEC Etheltruda Akelo Agina
KISUMU KISUMU CENTRAL ST. PETERS NANGA SEC Fredrick Onyango Jode
KISUMU KISUMU CENTRAL ST. PETERS NANGA SEC Lily “F Okore” Nyagol
KISUMU KISUMU CENTRAL ST. THERESAS KIBUYE GIRLS SEC Angelina Akinyi Sawa
KISUMU KISUMU CENTRAL ST. THERESAS KIBUYE GIRLS SEC Charles Nyawara
KISUMU KISUMU CENTRAL ST. VITALIS NANGA PRIMARY SCHOOL Barabara Awuor Okara
KISUMU KISUMU CENTRAL ST. VITALIS NANGA PRIMARY SCHOOL Edward “Javan Ouma” Mogenya
KISUMU KISUMU CENTRAL ST. VITALIS NANGA PRIMARY SCHOOL Jenipher Adhiambo Okoth
KISUMU KISUMU CENTRAL ST. VITALIS NANGA PRIMARY SCHOOL Tobias Onyango Otieno
KISUMU KISUMU CENTRAL VICTORIA Christine Ann Apondi
KISUMU KISUMU CENTRAL VICTORIA Millicent Anyango Nedia
KISUMU KISUMU CENTRAL VICTORIA Ruth Akinyi Muganda
KISUMU KISUMU CENTRAL VICTORIA Tabitha Awuor Owiti
KISUMU KISUMU CENTRAL XAVERIAN PRY Lucy Aluoch Akun
KISUMU KISUMU CENTRAL XAVERIAN PRY Mary Apondi Arek
KISUMU KISUMU CENTRAL XAVERIAN PRY Miriam Atieno Oyier
KISUMU KISUMU CENTRAL XAVERIAN PRY Paul Masingo Omondi
KISUMU KISUMU CENTRAL XAVERIAN PRY Rose Kwamboka Onchiri
KISUMU KISUMU CENTRAL XAVERIAN SEC Mary Odinga Odhiambo
KISUMU KISUMU EAST ALANGO Collins Odhiambo Opiyo
KISUMU KISUMU EAST ALANGO Joan Akinyi Odhiambo
KISUMU KISUMU EAST ALANGO Joseph “M Omondi” Sonye
KISUMU KISUMU EAST ANGIRA PRY George Owino Oketch
KISUMU KISUMU EAST ANGIRA PRY Linet Kemunto Mosembe
KISUMU KISUMU EAST ANGIRA PRY Margaret “Ochogo Milka” Awino
KISUMU KISUMU EAST ANGIRA PRY Mical Osindi Akech
KISUMU KISUMU EAST ANYWANG Godfrey Onyango Odhiambo
KISUMU KISUMU EAST ANYWANG Moses Mugah Oderoh
KISUMU KISUMU EAST ANYWANG Peter Owira Oluoch
KISUMU KISUMU EAST Ayaro Godfrey Seveni Shikali
KISUMU KISUMU EAST Ayaro Jane Apiyo Gila
KISUMU KISUMU EAST Ayaro Marcellus Auja Odum
KISUMU KISUMU EAST BUKNA PRY Isabel Akola
KISUMU KISUMU EAST BUKNA PRY Millicent Atieno Odindo
KISUMU KISUMU EAST BUKNA PRY Naomi Boke Matiko
KISUMU KISUMU EAST BUKNA PRY Victoria Aoko Omwalo
KISUMU KISUMU EAST BUNGU PRY Charles Osano Odhiambo
KISUMU KISUMU EAST BUNGU PRY Irene Atieno Olala
KISUMU KISUMU EAST BUOYE PRY Josephine Nyamoita Achuti
KISUMU KISUMU EAST CHIGA PRIMARY SCHOOL Joseph Juma Okiri
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Alice Nyakerario Nyasaka
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Hawa Atieno Otieno
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Joan Adhiambo Otieno
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Josephat Lumumba Shimei
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Judith Gesare Itumbe
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Pamela Aloo Omego
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Samson Owino Madanji
KISUMU KISUMU EAST DR. ALOO GUMBI SEC Vivian Sonye Juma
KISUMU KISUMU EAST GOT NYABONDO PRY Peter Otieno Ooko
KISUMU KISUMU EAST GOT NYABONDO SEC Chepkoech Langat
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Beryl Awuor Ater
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Irene Awuor Nyimbaye
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Jared “Meja  Koyoo” Onyango
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Mical Anyango Owuor
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Rita Atieno Ouko
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Sam Odongo Nicanor
KISUMU KISUMU EAST KASAGAM SECONDARY SCHOOL Susan Akinyi Ogola
KISUMU KISUMU EAST KASSAGAM PRY Esau Ogada Nyandaya
KISUMU KISUMU EAST KASSAGAM PRY Israel Abuga Ondieki
KISUMU KISUMU EAST KASSAGAM PRY Joan “Okan Nancy” Oteto
KISUMU KISUMU EAST KASSAGAM PRY Mary “Awino Awalla” Otieno
KISUMU KISUMU EAST KIANJA PRY Maureen Ouma Nyakhanga
KISUMU KISUMU EAST KIBOS PRIMARY Joan Akinyi Obiero
KISUMU KISUMU EAST KIBOS PRIMARY Kingsley Omondi Akumu
KISUMU KISUMU EAST KIBOS PRIMARY Rose Oyoo
KISUMU KISUMU EAST KIBOS SEC Alice Akpth Owino
KISUMU KISUMU EAST KIBOS SEC Leah Awuor Otieno
KISUMU KISUMU EAST KIBOS SEC Philip Otieno Okuku
KISUMU KISUMU EAST KIBOS SEC Vidah Anyango Willy
KISUMU KISUMU EAST KIBOS SEC Washwgtone Omondi Odongo
KISUMU KISUMU EAST KINDU RC Emma Atieno Ochieng
KISUMU KISUMU EAST KINDU RC Millicent Aluoch Oginga
KISUMU KISUMU EAST KINDU RC Samuel Midigo Obondo
KISUMU KISUMU EAST MAYENYA PRIMARY SCHOOL Catherine Adhiambo Ochieng
KISUMU KISUMU EAST NYAIMBO PRY Charles Omondi Obadha
KISUMU KISUMU EAST NYAIMBO PRY Peterlis Osunga Osieko
KISUMU KISUMU EAST NYALUNYA SECONDARY David Otieno Radiro
KISUMU KISUMU EAST NYALUNYA SECONDARY Ruth Awino Athumani
KISUMU KISUMU EAST NYAMASARIA PRIMARY SCHOOL Cila Onyango Ng’ong’a
KISUMU KISUMU EAST NYAMASARIA PRIMARY SCHOOL Erick Otieno Osee
KISUMU KISUMU EAST NYAMASARIA PRIMARY SCHOOL John Oluoch Odhier
KISUMU KISUMU EAST NYAMASARIA PRIMARY SCHOOL Pamela Anyango Opot
KISUMU KISUMU EAST NYAMASARIA PRIMARY SCHOOL Rebecca Adhiambo Omondi
KISUMU KISUMU EAST NYAMASARIA SEC Anne Nyambura Okwisia
KISUMU KISUMU EAST NYAMASARIA SEC Irene Achieng’ Muga
KISUMU KISUMU EAST NYAMASARIA SEC Ruth Atieno Nduma
KISUMU KISUMU EAST NYAMASARIA SEC Sarah “Aduma Obewa” Omollo
KISUMU KISUMU EAST NYAMONGE PRY Rose _ Adhiambo
KISUMU KISUMU EAST NYAMONGE PRY Zablon Otieno Outa
KISUMU KISUMU EAST NYATEGE PRY Calvine Owuor Ogola
KISUMU KISUMU EAST NYATEGE PRY Micah Aloo Oluoch
KISUMU KISUMU EAST OBINO PRY Jared Ouma Ndolo
KISUMU KISUMU EAST OBWOLO PRY Catherine Awuor Oduor
KISUMU KISUMU EAST OBWOLO PRY Erastus Omari Ogeu
KISUMU KISUMU EAST OBWOLO PRY Jedah “Pamela Awino” Ogada
KISUMU KISUMU EAST OBWOLO PRY Linnet Achieng Ooro
KISUMU KISUMU EAST OBWOLO PRY Pauline Adhiambo Okal
KISUMU KISUMU EAST OBWOLO PRY Ruth Amolo.O Bodo
KISUMU KISUMU EAST OBWOLO PRY Sylvia Apiyo Oyugi
KISUMU KISUMU EAST OBWOLO PRY William Omondi Okich
KISUMU KISUMU EAST OBWOLO SEC Jason Makongo Osotsi
KISUMU KISUMU EAST OBWOLO SEC Mary Njeri Ngaruiya
KISUMU KISUMU EAST OBWOLO SEC Nathaniel Odiwuor Onditi
KISUMU KISUMU EAST OBWOLO SEC Tom Omondi Odero
KISUMU KISUMU EAST OBWOLO SEC Yvonne “Adhiambo O” Ayieko
KISUMU KISUMU EAST OKAGO PRIMARY Carolyne Akinyi Alugah
KISUMU KISUMU EAST OKAGO PRIMARY Clifford Okumu Oketch
KISUMU KISUMU EAST OKAGO PRIMARY Walter Awich Olima
KISUMU KISUMU EAST OKOK PRY Bonface Ochieng Amenya
KISUMU KISUMU EAST OKOK PRY Ignatius Omondi Olando
KISUMU KISUMU EAST OMUNGI Sebestian Ainda Atieno
KISUMU KISUMU EAST ONGADI PRY Everlyn Wambua
KISUMU KISUMU EAST ONGADI PRY Gilbert Ong’any Otene
KISUMU KISUMU EAST ORONGO MIXED SEC. SCHOOL Fredrick Owino Obiero
KISUMU KISUMU EAST ORONGO MIXED SEC. SCHOOL James Ogola Apiyo
KISUMU KISUMU EAST ORONGO MIXED SEC. SCHOOL Judith Akinyi Okombo
KISUMU KISUMU EAST ORONGO MIXED SEC. SCHOOL Leonard Otieno Oricho
KISUMU KISUMU EAST Orongo PRY Annita Murugi Kamwea
KISUMU KISUMU EAST Orongo PRY Caroline Odhiambo Auma
KISUMU KISUMU EAST Orongo PRY Irene Loyce Aloo
KISUMU KISUMU EAST Orongo PRY Judith Awino Oduor
KISUMU KISUMU EAST RAE KAJULU Dorcas Adhiambo Awuor
KISUMU KISUMU EAST RAE KANYAIKA PRY Irene Atieno Ouma
KISUMU KISUMU EAST RAE KANYAIKA PRY Mary Okoth Amondi
KISUMU KISUMU EAST RARIEDA KALOO Elijah Ongosi Momanyi
KISUMU KISUMU EAST RARIEDA KALOO Emily Akoth Onjweru
KISUMU KISUMU EAST RENJA MIXED SEC SCH Douglas Oruko Makasembo
KISUMU KISUMU EAST RENJA PRIMARY SCHOOL John Abong’o Wagude
KISUMU KISUMU EAST RWEYA Amos Odeny Deya
KISUMU KISUMU EAST RWEYA Phenny Achieng Okello
KISUMU KISUMU EAST SENIOR CHIEF ONUNGA Esther “Anyango Owuor” Oloo
KISUMU KISUMU EAST SENIOR CHIEF ONUNGA Jacinter Anyango Kasenye
KISUMU KISUMU EAST ST. ALBERTS ANGIRA Akoth Esther Oriedo
KISUMU KISUMU EAST ST. ALBERTS ANGIRA Stephen Guga Mbala
KISUMU KISUMU EAST ST. JOHN’S ORIANG PRY David Odero Owino
KISUMU KISUMU EAST ST. MARK’S NYABERA Duncan Otieno Ogola
KISUMU KISUMU EAST ST. MARK’S NYABERA Elizabeth Achieng Gembo
KISUMU KISUMU EAST ST. MARK’S NYABERA Michael Odera Okech
KISUMU KISUMU EAST ST.PETER’S KINDU SEC SCHOOL Clifford Ouma Onyango
KISUMU KISUMU EAST ST.PETER’S KINDU SEC SCHOOL Kuusa Rhodah
KISUMU KISUMU EAST TIDO PRY Agnes Awuor Asembo
KISUMU KISUMU EAST TIDO PRY Judith Kemunto Omwocha
KISUMU KISUMU EAST TIDO PRY Pamela Adhiambo Sika
KISUMU KISUMU EAST TIDO PRY Wilfrida Anyango Oluoch
KISUMU KISUMU EAST WANDIEGE Moses Otunga Okusi
KISUMU KISUMU WEST ABOGE PRI SCH Humphrey Muchera Lusiji
KISUMU KISUMU WEST ABOGE PRI SCH Joseph “Peter Nyawara” Omondi
KISUMU KISUMU WEST AGULU PRI SCH Dalmas _ Olengo
KISUMU KISUMU WEST AKINGLI George Odhiambo Ouko
KISUMU KISUMU WEST AKINGLI Judith Adhiambo Okongo
KISUMU KISUMU WEST ALARA Beatrice Aoko Owido
KISUMU KISUMU WEST ALARA Calleb Nyamunga Otieno
KISUMU KISUMU WEST BAR  ANDINGO PRI SCH Leonard Otieno Otiende
KISUMU KISUMU WEST BAR – UNION  S.S. Fredrick Oketch Otae
KISUMU KISUMU WEST BAR – UNION  S.S. Fredrick Ochieng
KISUMU KISUMU WEST BAR – UNION  S.S. Geoffrey Murila Akhahukkwa
KISUMU KISUMU WEST BAR – UNION  S.S. Julia Auma Kute
KISUMU KISUMU WEST BAR – UNION  S.S. Salome Amondi Olango
KISUMU KISUMU WEST BARA Ferdinard Misati Mecha
KISUMU KISUMU WEST BARA Naomi Nakhumicha Kilaha
KISUMU KISUMU WEST BARANDINGO Edwin Ooko Owino
KISUMU KISUMU WEST BARANDINGO Vitalis Oduor Ogola
KISUMU KISUMU WEST BAROGWAL Martha Achieng Oyugi
KISUMU KISUMU WEST BAROGWAL Paul Solomon Opiyo
KISUMU KISUMU WEST BARUNION Ayaro Pauline Adhiambo
KISUMU KISUMU WEST BISHOP OKOTH OJOLLA  GIRLS. Daizy Chepkemoi Omondi
KISUMU KISUMU WEST BISHOP OKOTH OJOLLA  GIRLS. Gephas Odhiambo Alphonce
KISUMU KISUMU WEST BISHOP OKOTH OJOLLA  GIRLS. Janet Amoke Adongo
KISUMU KISUMU WEST BISHOP OKOTH OJOLLA  GIRLS. Mariciana Lihemo Cheti
KISUMU KISUMU WEST BISHOP OKOTH OJOLLA  GIRLS. Maurice Adipo Okoth
KISUMU KISUMU WEST BISHOP OKOTH OJOLLA  GIRLS. Rhoda Akinyi Muga
KISUMU KISUMU WEST CHULAIMBO  S.S. Dorice Angila Aindi
KISUMU KISUMU WEST CHULAIMBO  S.S. Duncan Otieno Owiye
KISUMU KISUMU WEST CHULAIMBO  S.S. Joseph Ogoye Amimo
KISUMU KISUMU WEST CHULAIMBO  S.S. Maurice Odhiambo Okuku
KISUMU KISUMU WEST CHULAIMBO  S.S. Moses Abungu Amoko
KISUMU KISUMU WEST CHULAIMBO  S.S. Victor Onyango Ouno
KISUMU KISUMU WEST CHULAIMBO PRI SCH Benson Owek
KISUMU KISUMU WEST DAGO THIM SEC. SCH. Caren Cherotich
KISUMU KISUMU WEST DAGO THIM SEC. SCH. Edna Akoth Owino
KISUMU KISUMU WEST DAGO THIM SEC. SCH. Evans Omondi Ondu
KISUMU KISUMU WEST DAGOKOKORE Emily Karagai Mwale
KISUMU KISUMU WEST DAGOTHIM Alice Juma Okello
KISUMU KISUMU WEST DAGOTHIM Symon Onyango Okello
KISUMU KISUMU WEST DR ROBERT OUKO Addah Adhiambo Owako
KISUMU KISUMU WEST ELUHOBE Moses Otundo Omulimi
KISUMU KISUMU WEST ELUHOBE PRI SCH Joshua Omondi Agumbi
KISUMU KISUMU WEST ESIVALU PRIMARY Haman Nyakuti Mitira
KISUMU KISUMU WEST GETA Catherine Awino Agumba
KISUMU KISUMU WEST GOMBE KOKULO Sharone Atieno Juma
KISUMU KISUMU WEST GOMBE KOKULO PRI SCH Erick Ochieng Munje
KISUMU KISUMU WEST GONGO Alphonce Akungu Okwach
KISUMU KISUMU WEST HUMA PRI SCH Awour Onyango Emma
KISUMU KISUMU WEST KANYAMEDHA Linah Wambui Gwara
KISUMU KISUMU WEST KANYAMEDHA Wilson Odhiambo Opee
KISUMU KISUMU WEST kanyamedha  sec  mixed David “Dedan Dawa” Ogal
KISUMU KISUMU WEST kanyamedha  sec  mixed John Ochieng Osala
KISUMU KISUMU WEST kanyamedha  sec  mixed Samson Otieno Asesa
KISUMU KISUMU WEST KANYAMONY Margaret Omanje Oluoch
KISUMU KISUMU WEST KAWINO Lewis Owino Ochieng
KISUMU KISUMU WEST KAWINO Peter Onyango Aduogo
KISUMU KISUMU WEST KAWINO PRI SCH Truphena Mary Ogola
KISUMU KISUMU WEST KIBWAYI Dorcah Magoma Gesora
KISUMU KISUMU WEST KIREMBE John Oludhe Onyango
KISUMU KISUMU WEST KIREMBE Sylvia Vivian Otieno
KISUMU KISUMU WEST KIREMBE SECONDARY SCHOOL Charles Odhiambo
KISUMU KISUMU WEST KIREMBE SECONDARY SCHOOL Moses “Ezekiel Abongo” Abayo
KISUMU KISUMU WEST Kisian Secondary School Michael Otieno Ogirah
KISUMU KISUMU WEST KODIAGA Masline Okeyo
KISUMU KISUMU WEST KUOYO MIXED SEC. Beatrice Achieng Okeno
KISUMU KISUMU WEST KUOYO MIXED SEC. Stephen Omondi Ong’ete
KISUMU KISUMU WEST KUOYO PRI SCH Refa “Omufwoko Nashon” Ayoma
KISUMU KISUMU WEST LWALA  KADAWA  S.S. Nancy Atieno Owiti
KISUMU KISUMU WEST LWALA KADAWA PRI SCH Elizabeth “Akinyi Rael” Onyango
KISUMU KISUMU WEST MALIERA Fredrick Otieno Magaga
KISUMU KISUMU WEST MALIERA Joyce Vaati Mwendwa
KISUMU KISUMU WEST MARERA Austine Olouch Odhiambo
KISUMU KISUMU WEST MARERA Olgah Achieng Okuku
KISUMU KISUMU WEST MASENO  GIRLS BOARDING PRI  SCH Willyce Awuor Owiti
KISUMU KISUMU WEST MASENO  S.S. Damar Achieng Omondi
KISUMU KISUMU WEST MASENO  S.S. Dennis Wanyonyi Barasa
KISUMU KISUMU WEST MASENO  S.S. Edward Omondi Amadi
KISUMU KISUMU WEST MASENO  S.S. Gordon Otti Ogutu
KISUMU KISUMU WEST MASENO  S.S. Joackim Otieno Oloo
KISUMU KISUMU WEST MASENO  S.S. Petronillah Shumula Mutenyi
KISUMU KISUMU WEST MASENO MIXED PRI SCH Jane Akinyi Otieno
KISUMU KISUMU WEST MASENO MIXED PRI SCH Ochieng Irene Adhiambo
KISUMU KISUMU WEST Maseno Sch For Deaf Beatrice Nekesa Makokha
KISUMU KISUMU WEST Maseno Sch For Deaf Benson Willis Kutwa
KISUMU KISUMU WEST Maseno Sch For Deaf David Omukamba Eshihuula
KISUMU KISUMU WEST Maseno Sch For Deaf Godfrey “Gawo George” Otieno
KISUMU KISUMU WEST Maseno Sch For Deaf Herine Akelo Musingo
KISUMU KISUMU WEST Maseno Sch For Deaf Joseph Oloo
KISUMU KISUMU WEST Maseno Sch For Deaf Monicah Auma Omeno
KISUMU KISUMU WEST Maseno Sch For Deaf Moses Kibet Muigey
KISUMU KISUMU WEST Maseno Sch For Deaf Pamellah Adoyo Akhama
KISUMU KISUMU WEST MBAKAOROMO Ruth Odoyo Ochieng
KISUMU KISUMU WEST MBAKAOROMO Vivian Achieng Winda
KISUMU KISUMU WEST MBAKAROMO PRI SCH Naomi F Ayuma
KISUMU KISUMU WEST MBOTO SUNRIOSE Maurice Ouma Ochieng
KISUMU KISUMU WEST NAMETSA PRI SCH Shadrack Ajwang Otieno
KISUMU KISUMU WEST NGEGE Alina Hagalole Okumu
KISUMU KISUMU WEST NYADUONG PRI SCH Enocka Nyesi Obondo
KISUMU KISUMU WEST NYADUONG PRI SCH Nancy Asava Javagala
KISUMU KISUMU WEST NYAKONGO PRI SCH George Onyango Adeya
KISUMU KISUMU WEST NYANGINJA Chrispine Juma Owuor
KISUMU KISUMU WEST NYANGINJA Perez Auma Oyombe
KISUMU KISUMU WEST NYANG’INJA SECONDARY Nancy “Akinyi Otuoma” Juma
KISUMU KISUMU WEST OBAMBO SECONDARY SCHOOL Anne Achieng’ Ojowi
KISUMU KISUMU WEST OBAMBO SECONDARY SCHOOL Kelvin Odhiambo Okoth
KISUMU KISUMU WEST OBAMBO SECONDARY SCHOOL Michael Owoyo Akula
KISUMU KISUMU WEST OBAMBO SECONDARY SCHOOL Moses “Awino Erastus” Omollo
KISUMU KISUMU WEST OBAMBO SECONDARY SCHOOL Wicliffe Ooko Ogal
KISUMU KISUMU WEST ODOWA PRI SCH Jackline Ang’iya Kuya
KISUMU KISUMU WEST OGADA  S.S. Silvester Otiato Okech
KISUMU KISUMU WEST OGADA  S.S. Tania Adhiambo Opollo
KISUMU KISUMU WEST OGADA PRIMARY Agnes Christine Anyango
KISUMU KISUMU WEST OGADA PRIMARY Kennedy Onyino Owiti
KISUMU KISUMU WEST OGAL Daniel Owenga Ojuok
KISUMU KISUMU WEST OGAL Godwin Awuor Ojung’a
KISUMU KISUMU WEST OGAL Sheila Otieno Awuor
KISUMU KISUMU WEST Ogal Pri Sch Allan Ochieng Ondiege
KISUMU KISUMU WEST Ogal Pri Sch Daisy Akoth Ogony
KISUMU KISUMU WEST OGONGO Martin Odhiambo Otieno
KISUMU KISUMU WEST Okore Ogonda Pri Sch Lydiah Khavosa Karanja
KISUMU KISUMU WEST Okore Ogonda Pri Sch Redempter “Adhiambo P.” Aruah
KISUMU KISUMU WEST OLUOWA PRI SCH Elly Ochieng Adero
KISUMU KISUMU WEST ONGALO  MIXED  S.S. Kennedy Otieno Okito
KISUMU KISUMU WEST ONGALO PRI Richard Kellion Obonyo
KISUMU KISUMU WEST ORINDE Godfrey Namwaba Adochi
KISUMU KISUMU WEST ORINDE Millicent Awuor Onyango
KISUMU KISUMU WEST Ramogi Inst.of Technology Beatrice Akinyi
KISUMU KISUMU WEST Ramogi Inst.of Technology Charles Wuodi Okomo
KISUMU KISUMU WEST Ramogi Inst.of Technology Elly Bens Awando
KISUMU KISUMU WEST Ramogi Inst.of Technology George Ongaga Oeta
KISUMU KISUMU WEST Ramogi Inst.of Technology Getrude Aume Agwanda
KISUMU KISUMU WEST Ramogi Inst.of Technology Gilbert Okina Ouma
KISUMU KISUMU WEST Ramogi Inst.of Technology Happy M Mmbono
KISUMU KISUMU WEST Ramogi Inst.of Technology James K Olubayo
KISUMU KISUMU WEST Ramogi Inst.of Technology John Omondi Owoko
KISUMU KISUMU WEST Ramogi Inst.of Technology Jorim Okeyo Guya
KISUMU KISUMU WEST Ramogi Inst.of Technology Reuben Peru Njeremani
KISUMU KISUMU WEST Ramogi Inst.of Technology Samuel Owino Anyango
KISUMU KISUMU WEST ROTA Nyigilo Phelix Castro
KISUMU KISUMU WEST SABAKO Rebecca Patricia Ochieng
KISUMU KISUMU WEST SABAKO Regina Luda Achola
KISUMU KISUMU WEST SABEMBE Mary Adhiambo Aredo
KISUMU KISUMU WEST SABEMBE SEC. SCHOOL Amos Ojwang Ongete
KISUMU KISUMU WEST SABEMBE SEC. SCHOOL Immaculate Sidi Audi
KISUMU KISUMU WEST SIANDA MIXED SECONDARY SCH. David Otieno Omollo
KISUMU KISUMU WEST SIANDA PRI SCH Diana Anyango Oulo
KISUMU KISUMU WEST SIANDA PRI SCH Ritah Aoko Odongo
KISUMU KISUMU WEST SIDIKA PRY Ambrose Masudi Ayieko
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Beryl Achieng Ombonya
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Dianah Kemuma Nyabuto
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Dorothy Anyango Sande
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Joyce Ongoche Mwandihi
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Moses Odongo
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Nicholas Ogweno Odoyo
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Phelix Omondi Onyango
KISUMU KISUMU WEST SINYOLO  GIRLS  S.S. Vincent Owuor Migoya
KISUMU KISUMU WEST SINYOLO PRI SCH Charles Omondi Obel
KISUMU KISUMU WEST SINYOLO PRI SCH Vincent Odera
KISUMU KISUMU WEST ST ALOYS OJOLA Ambrose Odhiambo Ombogo
KISUMU KISUMU WEST ST MARY GORRETY OLUOWA SECONDARY SCHOOL Rahab Kerubo Samo
KISUMU KISUMU WEST St. Antony Dago Kokore Secondary School Beatrice Adhiambo Ombeng
KISUMU KISUMU WEST St. Antony Dago Kokore Secondary School Hillary Benedict Oyamo
KISUMU KISUMU WEST St. Antony Dago Kokore Secondary School Phillip Omondi Onyango
KISUMU KISUMU WEST SUNGA PRI SCH Charles Ismael Agumbi
KISUMU KISUMU WEST THIMBONDE Florence Achieng Manguro
KISUMU KISUMU WEST TIENG’RE MIXED SEC. SCHOOL Josephine Juma Aoro
KISUMU KISUMU WEST TIENG’RE MIXED SEC. SCHOOL Peter Okari Masenge
KISUMU KISUMU WEST ULALO MIXED SEC Moses Omondi Ponge
KISUMU KISUMU WEST ULALO MIXED SEC Walter Odhiambo Nondi
KISUMU KISUMU WEST ULALO PRI SCH Julie Atieno Ochieng
KISUMU KISUMU WEST URADI Duncan Mindembi Ouko
KISUMU KISUMU WEST USOMA Edna Adhiambo Okech
KISUMU KISUMU WEST WACHARA George “Okongo Zacharia” Onyange
KISUMU KISUMU WEST WACHARA SEC SCH Dinah Onyango Owuor
KISUMU KISUMU WEST YATHRATENG Gideon Omondi Orori
KISUMU KISUMU WEST YATHRATENG Mark Mukwana Baiyia
KISUMU MUHORONI ACHEGO GIRLS SECONDARY Agnes Akinyi Obwar
KISUMU MUHORONI ACHEGO GIRLS SECONDARY Amos Owino Adera
KISUMU MUHORONI ACHEGO GIRLS SECONDARY Everlyne Okula Achieng
KISUMU MUHORONI ACHEGO GIRLS SECONDARY Michael Okoth Obosi
KISUMU MUHORONI ACHEGO GIRLS SECONDARY Philemon Kipketer Kolum
KISUMU MUHORONI ACHEGO GIRLS SECONDARY Sagina Pendo Shimanyula
KISUMU MUHORONI AMILO PRI SCH Wycliffe Nyangaresi Ongeri
KISUMU MUHORONI ANGOGO Sophia Ayieko Obongo
KISUMU MUHORONI Arch Bishop Okoth Ochoria Chepkoskei _ Philipine
KISUMU MUHORONI Arch Bishop Okoth Ochoria Zablon Jumbe Shiundu
KISUMU MUHORONI BACHO Anthony Otieno Ayot
KISUMU MUHORONI BACHO Knight Nasimiyu Nyongesa
KISUMU MUHORONI CHEMELIL FACTORY PRI SCH Arnold Odhiambo Oduogo
KISUMU MUHORONI CHEMELIL FACTORY PRI SCH Priscah Awuor
KISUMU MUHORONI Cheptuiyet Gabriel Ouya Owino
KISUMU MUHORONI Dr. Robert Ouko Joseph Odhiambo Ochieng
KISUMU MUHORONI Dr. Robert Ouko Yukabeth Ajwang Ogutu
KISUMU MUHORONI God Abuoro Secondary School Beatrice Atieno Muga
KISUMU MUHORONI God Abuoro Secondary School Dan Samuel Omondi
KISUMU MUHORONI God Nyithindo Florence Akoth Ayim
KISUMU MUHORONI Got Ruke John Arum Nyangoro
KISUMU MUHORONI Got Ruke Kepha Samba Adino
KISUMU MUHORONI Got Ruke Titus Oginga Nyamolo
KISUMU MUHORONI Got Ruke Wilson Agisu Guya
KISUMU MUHORONI Jaber Hezborne Ogalo Rombo
KISUMU MUHORONI Kandege Jane Achieng
KISUMU MUHORONI Kandege Jessica Aoko Magana
KISUMU MUHORONI Kandege Peter Otieno Guya
KISUMU MUHORONI Kandege Skeeter Jepkoech Kiplagat
KISUMU MUHORONI KANGO PRI SCH Tobias Okeyo Olweny
KISUMU MUHORONI KEYO PRI SCH Richard Ojwang Owiti
KISUMU MUHORONI KIBIGORI James Otieno Randa
KISUMU MUHORONI KIBIGORI  railway PRI SCH Josephine Akinyi Miruka
KISUMU MUHORONI KIBIGORI  railway PRI SCH Quinter Akinyi Omollo
KISUMU MUHORONI KIBIGORI  SEC SCH Ambrose Odhiambo Koyo
KISUMU MUHORONI KIBIGORI  SEC SCH Janet Sellah Orikko
KISUMU MUHORONI KIBOS PRISON PRI SCH Vincent Guda Ong’or
KISUMU MUHORONI Kibos Special School For The Blind Stephen Jackline Nzilani
KISUMU MUHORONI Kibos Special Secondary School Alex Odhiambo Odero
KISUMU MUHORONI Kibos Special Secondary School Denis Kimutai Kirui
KISUMU MUHORONI Kibos Special Secondary School Naboth Oketch Oluloh
KISUMU MUHORONI Kibos Special Secondary School Norman Ogembo Owala
KISUMU MUHORONI Kibos Special Secondary School Sammy Shitika Luvonga
KISUMU MUHORONI KIGOCHE PRI SCH Grace Anne Atieno
KISUMU MUHORONI Kipchorian Dickens Ochieng Odongo
KISUMU MUHORONI Kipturi Margaret Atieno Okello
KISUMU MUHORONI KODHIAMBO PRI SCH Fredrick Chadwick Otieno
KISUMU MUHORONI KODHIAMBO PRI SCH Jackline Atieno Achola
KISUMU MUHORONI KORE PRI SCH Maureen Awuor Owino
KISUMU MUHORONI Koru G Bernard Odhiambo Nyaoro
KISUMU MUHORONI Koru G David Okoth Amolo
KISUMU MUHORONI Koru G Erick Omondi Awak
KISUMU MUHORONI Koru G Lucas Oginga Kisaka
KISUMU MUHORONI Koru G Mercy “Anne Anyango” Opondo
KISUMU MUHORONI Koru G Persilah “Adhiambo Aduda” Otieno
KISUMU MUHORONI Koru G Ronny Otieno Ogolla
KISUMU MUHORONI Koru G Susan Gakii Mburung’a
KISUMU MUHORONI KORU ST. JOHN’S PRIMARY SCHOOL Christine Nyanchama Ombako
KISUMU MUHORONI KORU TOWNSCHIP PRIM SCH Deborah Moureen Okiro
KISUMU MUHORONI KORU TOWNSCHIP PRIM SCH Edita Adhiambo Wamani
KISUMU MUHORONI Kware Primary School Nicholas “Tom Aggay” Omollo
KISUMU MUHORONI Kware Primary School Philip Magak Okayo
KISUMU MUHORONI LWALA  PRI SCH Paul Akombo Amollo
KISUMU MUHORONI MAGARE PRI SCH Bernard Kiprono Too
KISUMU MUHORONI MAGARE PRI SCH Duncan Ochieng Onyango
KISUMU MUHORONI Mariwa Celyne Ogara Okiri
KISUMU MUHORONI Mariwa Moses Ochieng Oburu
KISUMU MUHORONI Mariwa Nancy Chepkirui
KISUMU MUHORONI Mariwa Mixed George Opiyo Oimba
KISUMU MUHORONI Mariwa Mixed Judy Chepkorir Tanui
KISUMU MUHORONI Mariwa Mixed Seth “Omondi Brown” Otute
KISUMU MUHORONI MASARA    MIXED  SEC Geoffrey Kipkorir Ruttoh
KISUMU MUHORONI MASARA    MIXED  SEC Hope Adhiambo Digo
KISUMU MUHORONI MASARA PRI SCH Joseph Akello Oyamo
KISUMU MUHORONI MASARA PRI SCH Peter Ogwel Akeno
KISUMU MUHORONI Menara William Obanda Amos
KISUMU MUHORONI MIKIRIA PRIMARY Carolyne Achieng Onditi
KISUMU MUHORONI MIKIRIA PRIMARY Francis Ayieko Onyuro
KISUMU MUHORONI MIKIRIA PRIMARY Kepher Ochieng Otieno
KISUMU MUHORONI MILENYE PRI SCH Charles Onunga Athembo
KISUMU MUHORONI MILENYE PRI SCH Simion Kipkoech Mutai
KISUMU MUHORONI MINYANGE PRI SCH Richard Odhiambo Okuku
KISUMU MUHORONI MINYANGE PRI SCH Roselyne Ayoko
KISUMU MUHORONI MIWANI  S.S. Grace Wasiaya Mukiri
KISUMU MUHORONI MIWANI  S.S. Joseph Ouma Oduor
KISUMU MUHORONI MIWANI  S.S. Peter “Alfred Opiyo” Kwaka
KISUMU MUHORONI MIWANI  S.S. Willis Ochieng’ Abong’o
KISUMU MUHORONI Miwani Secion  III Pri Sch Jared Odhiambo Ojwando
KISUMU MUHORONI Muhoroni Factory Judith Awino Odhiambo
KISUMU MUHORONI Muhoroni Primary Esther Zighe Mwadime
KISUMU MUHORONI Muhoroni Primary George Onyango Gawo
KISUMU MUHORONI Muhoroni Primary Joab Ong’alo Ngala
KISUMU MUHORONI Muhoroni Secondary Henry Fredrick Akal
KISUMU MUHORONI Muhoroni Secondary Meshak Opiyo Owuor
KISUMU MUHORONI Muhoroni Secondary Rehema Atieno Odero
KISUMU MUHORONI Muhoroni Township Leah Atieno Opondo
KISUMU MUHORONI Mutwala Richard Kiprono Kitur
KISUMU MUHORONI Mutwala Girls Gladys Mose Kwamboka
KISUMU MUHORONI Mutwala Girls Joseph Bala Otieno
KISUMU MUHORONI Mutwala Girls Maurice Omondi Abonyo
KISUMU MUHORONI Mutwala Girls Ruth Awuor Ouko
KISUMU MUHORONI MWAI ABIERO OGEN SEC SCH Samuel Okonjo Ouko
KISUMU MUHORONI MWAI ABIERO OGEN SEC SCH Stanley Okoth Makolale
KISUMU MUHORONI NGENY PRI SCH Anselim Ochieng Oduor
KISUMU MUHORONI NGENY PRI SCH Obedy Osotsi Imbukwa
KISUMU MUHORONI Ng’eny Sch For Hearing Impaired Emaculate Juma Otieno
KISUMU MUHORONI Ng’eny Sch For Hearing Impaired Lucas Otieno Omondi
KISUMU MUHORONI NGENY SEC SCHOOL Isaiah Onyango Ogonji
KISUMU MUHORONI NGENY SEC SCHOOL Thomas Mumbo Oyugi
KISUMU MUHORONI NGERE KAGORO Ezekiel Odhiambo Nyabok
KISUMU MUHORONI NGERE KAGORO MIXED Brenda Atieno Akatch
KISUMU MUHORONI NGERE KAGORO MIXED Edgar Onyango Awuondo
KISUMU MUHORONI NGERE KAGORO MIXED Geofffrey Omondi Obura
KISUMU MUHORONI NGERE KAGORO MIXED Martin Ondoro Owinyo
KISUMU MUHORONI NGERE KAGORO MIXED Sospeter Ochieng Arodi
KISUMU MUHORONI NGITI PRI SCH Augustine Omondi Owuondo
KISUMU MUHORONI NYADUNDO PRIMARY Joseph Ongere Rawaka
KISUMU MUHORONI NYAKOKO  S.S. Nancy Awino Ogutu
KISUMU MUHORONI NYAKOKO  S.S. Olivia Pamelah Odhiambo
KISUMU MUHORONI NYAKOKO  S.S. Thomas Nyamodi Nyapola
KISUMU MUHORONI NYAKOKO PRI SCH Antonina Auma Otieno
KISUMU MUHORONI NYAKUNGURU PRI SCH Maurice Otieno Ogaja
KISUMU MUHORONI NYAKUNGURU PRI SCH Peter Oyuko Ojako
KISUMU MUHORONI NYALENYA PRI SCH Caroline Jerusa Anyango
KISUMU MUHORONI Nyando Grace Margaret Aluoch
KISUMU MUHORONI Nyando Jacob Ojwang Onyango
KISUMU MUHORONI Nyando Mixed Franciscar Yator
KISUMU MUHORONI Nyando Mixed George Obunde Otieno
KISUMU MUHORONI Nyang’ Primary School Joshua Okelo
KISUMU MUHORONI NYANGORE PRIMARY Judith Chepchirchir Kipruto
KISUMU MUHORONI NYANGORE PRIMARY Rose Adoyo Owiti
KISUMU MUHORONI NYANGOTO PRI SCH Jeremiah Otieno Mbata
KISUMU MUHORONI NYANGOTO PRI SCH Silas Juma Dimire
KISUMU MUHORONI NYATAO PRI SCH Maureen Adhiambo Jalang’o
KISUMU MUHORONI OBIAYO Helida Anyango Rabok
KISUMU MUHORONI OBIAYO Henry Otieno
KISUMU MUHORONI ODUWO PRI SCH Hesbon Ogada Odhiambo
KISUMU MUHORONI ODUWO PRI SCH Micah Akal Obongo
KISUMU MUHORONI ODUWO PRI SCH Nancy Aketch Ojwang
KISUMU MUHORONI OKWACH PRI SCH Lilian Amondi Anyumba
KISUMU MUHORONI OLIK OLIERO SEC SCH Leah Apindi Amoke
KISUMU MUHORONI OLIK OLIERO SEC SCH Martin Juma Odindo
KISUMU MUHORONI Omanyi Secondary School RENNISH OBUYA
KISUMU MUHORONI OMBEYI   SEC  SCHOOL Andrew Omondi Oloo
KISUMU MUHORONI OMBEYI   SEC  SCHOOL Diana Matinde Kombo
KISUMU MUHORONI ONENO NAM PRI SCH Stephen Owaka Kwach
KISUMU MUHORONI ORAGO PRI. Morris Opiyo Odawa
KISUMU MUHORONI OSEMBE PRI SCH John Gwada Bala
KISUMU MUHORONI OSEMBE PRI SCH Phenny Auma Obwanda
KISUMU MUHORONI OSENG’ETETI PRIMARY Christine Achieng Okuom
KISUMU MUHORONI OSENG’ETETI PRIMARY Linet Akinyi Odhiambo
KISUMU MUHORONI Oyani Duncan Otieno Odero
KISUMU MUHORONI PADRE PIO MASOGO GIRLS’ Antony Odhiambo Odera
KISUMU MUHORONI PADRE PIO MASOGO GIRLS’ Juno Amando Onyango
KISUMU MUHORONI PAWTENG PRIM Dickson Misigo
KISUMU MUHORONI PAWTENG PRIM Fredrick Odek Odera
KISUMU MUHORONI PAWTENG PRIM Victor Ochieng Omollo
KISUMU MUHORONI PROF AYIECHO  OBUMBA  SEC  SCH Nicholas Otieno Odero
KISUMU MUHORONI PROF AYIECHO  OBUMBA  SEC  SCH Paul Omolo Omolo
KISUMU MUHORONI RAMULA PRI SCH Claris Akinyi Oyende
KISUMU MUHORONI SANGAYO PRI SCH Paul Odhiambo Saoke
KISUMU MUHORONI Songhor Sec Luke Agola Okal
KISUMU MUHORONI ST PATRICKS ODUWO SEC David Asol Otieno
KISUMU MUHORONI ST PATRICKS ODUWO SEC Jacob Odie Ondiege
KISUMU MUHORONI ST. BONIFACE MAGARE SEC SCH Dorice Tabu Omer
KISUMU MUHORONI St. Cornelius Nyangoto Secondary School Florence Cherotich
KISUMU MUHORONI St. Cornelius Nyangoto Secondary School Vincent Ouma Wandera
KISUMU MUHORONI St. George Wuok Primary School Ogolla “A Paul” Muna
KISUMU MUHORONI St. Johns Lwala Mixed Day Sec. School Isaac Mjumbe Miguda
KISUMU MUHORONI St. Johns Lwala Mixed Day Sec. School John “Calvins Owino” Ogutu
KISUMU MUHORONI St. Johns Lwala Mixed Day Sec. School Susan Lavender Mary
KISUMU MUHORONI St. Rita Ramula Girls Secondary School Everlyne Awino Ounga
KISUMU MUHORONI St. Stephen’s Menara Bonface Otieno Ocholla
KISUMU MUHORONI St. Stephen’s Menara Carey Ambwaro Francis
KISUMU MUHORONI St. Stephen’s Menara Dorcus Elizabeth Owuor
KISUMU MUHORONI St. Stephen’s Menara Jashon Owino Atito
KISUMU MUHORONI St. Stephen’s Menara VINCENT AGUYO OTIENDE
KISUMU MUHORONI TAMU CENTRAL PRI SCH Celementine Keno Obare
KISUMU MUHORONI TAMU CENTRAL PRI SCH Mildred Auma Omoro
KISUMU MUHORONI TAMU PRI SCH Pius Omondi Rang’wena
KISUMU MUHORONI THURBIE PRI SCH Helmorida Atieno Ogonda
KISUMU MUHORONI Tonde Onyango Barack Oyuga
KISUMU MUHORONI Wagai primary school Millicent Akoth Onyono
KISUMU MUHORONI Wagai primary school Nick Onyango Ngoya
KISUMU MUHORONI WAMBI PRIMARY Silas Jaoko Hayongo
KISUMU MUHORONI WAWARE PRI SCH Wycliffe Ochieng Omollo
KISUMU MUHORONI YAWO PRI SCH Michael Oyugi Nyanyuma
KISUMU NYAKACH ABWAO  MIXED  S.S. Christine “Jacinter Agola” Ollando
KISUMU NYAKACH ABWAO  MIXED  S.S. Judith Adhiambo Owuor
KISUMU NYAKACH ABWAO PRI SCH Barrack Ouma Were
KISUMU NYAKACH ABWAO PRI SCH William Otieno Ojwang
KISUMU NYAKACH ACHEGO PRIM Nicanor Osir Ochieng
KISUMU NYAKACH AGAI PRIMARY Mary Opiyo Shikuku
KISUMU NYAKACH AGAI SEC. Billy Otieno Yogo
KISUMU NYAKACH AGAI SEC. Consolata Juma Nyanjom
KISUMU NYAKACH AGAI SEC. Edwine Omondi Juma
KISUMU NYAKACH AGAI SEC. Jack Odhiambo Chwero
KISUMU NYAKACH AGAI SEC. Jacob Ochieng Awino
KISUMU NYAKACH AGAI SEC. Nelly Akinyi Odongo
KISUMU NYAKACH AGAI SEC. Peter Okelo Odongo
KISUMU NYAKACH AGAI SEC. Tom O Opon
KISUMU NYAKACH AGAI SEC. Tom “R Odhiambo” Abongo
KISUMU NYAKACH ANDING’O  OPANGA  S.S Judith Kerubo Nyamori
KISUMU NYAKACH ANDING’O  OPANGA  S.S Sellah “Awino Ogola” Babu
KISUMU NYAKACH ANDING’O BWARE PRI. SCH Jared “Oluoch Ronnie” Odongo
KISUMU NYAKACH ANDING’O BWARE PRI. SCH Michael Ogolo Imbo
KISUMU NYAKACH AOMO Violet Alusa Timbwa
KISUMU NYAKACH Apoko Mixed Secondary School Beatrice Auma Ogweno
KISUMU NYAKACH Apoko Mixed Secondary School Florence Atieno Sumba
KISUMU NYAKACH Apoko Mixed Secondary School Nehemiah Ouma Adongo
KISUMU NYAKACH Apoko Mixed Secondary School OMONDI EVANCE OKETCH
KISUMU NYAKACH Apoko Mixed Secondary School Polycarp Omondi Ouko
KISUMU NYAKACH APOKO PRI SCH Carolyne Achieng Odondi
KISUMU NYAKACH APOKO PRI SCH Kenedy Odhiambo Omware
KISUMU NYAKACH APONDO KASAYE PRI. Pauline Awiti Otieno
KISUMU NYAKACH BALA PRI SCH Dickson Gwako Oyigo
KISUMU NYAKACH BALA PRI SCH Rose Achieng Omondi
KISUMU NYAKACH BAR KAWARINDA PRI SCH Wycliffe Ogada Odero
KISUMU NYAKACH BISHOP OKUMU SEC Alphonce Otiende Siguda
KISUMU NYAKACH BODI MIXED SEC Samwel Ochien’g Wamboga
KISUMU NYAKACH BODI PRI SCH Ezekiel Odiwuor Onyango
KISUMU NYAKACH BODI PRI SCH Jacqueline Chebet Naibei
KISUMU NYAKACH BUGO PRI SCH Ben Odhiambo Okumu
KISUMU NYAKACH BUGO PRI SCH Benter Adhiambo Rabare
KISUMU NYAKACH BUNGUMERI PRI SCH Jectone Onditi Owino
KISUMU NYAKACH BUNGUMERI PRI SCH John Oketch Warinda
KISUMU NYAKACH BUNGUMERI PRI SCH Kefa Abol Odanga
KISUMU NYAKACH BURKAMACH PRI SCH Mary Achieng Okite
KISUMU NYAKACH BURKAMWANA PRI. SCHOOL Michael Owino Opande
KISUMU NYAKACH BWAJA PRIMARY SCHOOL Syprose Adhiambo Okol
KISUMU NYAKACH CHACHI PRIMARY SCHOOL Geoffrey Odhiambo Asoro
KISUMU NYAKACH CHACHI PRIMARY SCHOOL Martin Onyango Acholla
KISUMU NYAKACH CHERWA PRI SCH Rebeka Akinyi Ong’injo
KISUMU NYAKACH CHERWA SEC. SCH Henry Amuonyo Omolo
KISUMU NYAKACH DIRUBI MIXED SEC SCHOOL Kennedy Indembukhani
KISUMU NYAKACH GOT ONYUONGO PRI SCH Hellen Atieno Omondi
KISUMU NYAKACH GUL MAEMBE PRI SCH Peter Philip Oketch
KISUMU NYAKACH HOLO PRI SCH Catherine Atieno Osamba
KISUMU NYAKACH HOLO PRI SCH David Owuor Apol
KISUMU NYAKACH INNIS EDUCATIONAL CENTRE Alice Awuor Mboya
KISUMU NYAKACH INNIS EDUCATIONAL CENTRE Frankline Omondi Kaluo
KISUMU NYAKACH KABETE PRI SCH Christoper Abwajo Mijoro
KISUMU NYAKACH KABETE PRI SCH Rose Achieng Awinda
KISUMU NYAKACH KABETE PRI SCH Sylvans Ondoro Ouma
KISUMU NYAKACH Kabondo Boys’ Secondary School Elmard Omere Nyabute
KISUMU NYAKACH KABONDO PRIMARY SCHOOL Jasper Ogweno Oloo
KISUMU NYAKACH KABONDO PRIMARY SCHOOL Marion Adhiambo Oyengo
KISUMU NYAKACH KABUYA PRIMARY SCHOOL Alloys Denga
KISUMU NYAKACH KAMTUDI PRI SCH Andrew Panyako
KISUMU NYAKACH KANDARIA SECONDARY SCHOOL Georgiadis Otieno Ogara
KISUMU NYAKACH KANDARIA SECONDARY SCHOOL Zachary Osewe Otieno
KISUMU NYAKACH KANDIEGE PRI SCH Eucabeth “Pauline Achieng” Ongowe
KISUMU NYAKACH KANYALWAL PRIMARY SCHOOL Enosh Okello Abondo
KISUMU NYAKACH KANYALWAL PRIMARY SCHOOL Jemmie Adhiambo Otieno
KISUMU NYAKACH KANYALWAL PRIMARY SCHOOL Thomas Otieno Okoth
KISUMU NYAKACH KEYO NYADUNDO PRIMARY Pauline Adhiambo Ngesa
KISUMU NYAKACH KIBWON PRI SCH Jane Atieno Okongo
KISUMU NYAKACH KOBETO PRI SCH Nancy Akinyi Ouko
KISUMU NYAKACH KOBONG’O PRI SCH Peter “Lumumbao A” Odingo
KISUMU NYAKACH KOBONG’O PRI SCH Rose Aoko Ochieng
KISUMU NYAKACH KOKUNGU PRIMARY Caren Atieno Mumbo
KISUMU NYAKACH KONDITI PRI SCH Joseph Abila Abila
KISUMU NYAKACH LISANA  S.S. Ben Onyango Oyieyo
KISUMU NYAKACH LISANA  S.S. Elisha Airo Otiko
KISUMU NYAKACH Lwanda Mixed Day Secondary School Florence Atieno Ogutu
KISUMU NYAKACH MAGUNGA SEC Duncan Okoth Waguche
KISUMU NYAKACH MAGUNGA SEC Leah Mich Ochieng’
KISUMU NYAKACH MAGUNGA SEC Naphtal Juma Obiero
KISUMU NYAKACH MAGUNGA SEC Victor Kidas Obimbo
KISUMU NYAKACH MARABA PRI SCH Walter Apidi Oloo
KISUMU NYAKACH MBORA PRI SCH Alfred Odhiambo Ramogo
KISUMU NYAKACH MBORA PRI SCH Thomas Odhiambo Masogo
KISUMU NYAKACH MBORA SEC SCH Mark Okumu Kitegi
KISUMU NYAKACH MBORA SEC SCH Muzengeli Soita Mulati
KISUMU NYAKACH MBUGRA  S.S. Abel Odhiambo Siang’ani
KISUMU NYAKACH MBUGRA  S.S. Hendrica Awino
KISUMU NYAKACH MBUGRA  S.S. Irene Cheptonui
KISUMU NYAKACH MBUGRA  S.S. Zachary Otima Nyambune
KISUMU NYAKACH MICHURA PRI SCH Beatrice Achieng Ogola
KISUMU NYAKACH MICHURA PRI SCH Christopher John Odiyo
KISUMU NYAKACH MIRIU  S.S. Samwel Olaka Opiyo
KISUMU NYAKACH MIRIU PRI SCH Sharon Anyango Apondu
KISUMU NYAKACH NAKI Grace Akoth Ogumbo
KISUMU NYAKACH NAKI  S.S. Mackready Okoth Ober
KISUMU NYAKACH NDORI B.C. PRI Benedet Auma Obango
KISUMU NYAKACH NDUGA PRI Justus Oguda Othoche
KISUMU NYAKACH NGOMO PRI SCH Christopher Mwamba Ondeyo
KISUMU NYAKACH NGOPE PRI SCH Jane Akinyi Adwar
KISUMU NYAKACH NGOPE PRI SCH Phoebe Akinyi Omungo
KISUMU NYAKACH NYABOLA  SEC SCH Margaret Akinyi Owuor
KISUMU NYAKACH NYABONDO  BOYS SEC. S. Elisha Otieno Ongaya
KISUMU NYAKACH NYABONDO  BOYS SEC. S. Julius Otieno Okungu
KISUMU NYAKACH NYABONDO  BOYS SEC. S. Odhiambo Isaac Okwanyi
KISUMU NYAKACH NYABONDO  BOYS SEC. S. Paul A Oyudo
KISUMU NYAKACH NYABONDO  BOYS SEC. S. Samwel Ochieng Akomo
KISUMU NYAKACH NYABONDO BOYS BOARDING Chepline Okeyo Abudho
KISUMU NYAKACH NYABONDO DAY PRI SCH Damaris Atieno Oballa
KISUMU NYAKACH NYABONDO MIXED PRI Mary Onyonge Odera
KISUMU NYAKACH NYAGWENO PRI SCH Boaz Agengo Omolo
KISUMU NYAKACH NYAGWENO PRI SCH Mathew Owanga Ongere
KISUMU NYAKACH NYAGWENO PRI SCH Rebecca Atieno Ochieng
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Alfred Okoth Ratip
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Bonface Wilson Awiti
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Dora Anyango Nandeka
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Fredrick Owino Oduol
KISUMU NYAKACH NYAKACH  GIRLS  S.S. George Omondi Auma
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Margaret Phoebe Atieno
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Maxwell Ouma Obumba
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Saline Oyugi Keta
KISUMU NYAKACH NYAKACH  GIRLS  S.S. Silas Ondiek Abong’o
KISUMU NYAKACH NYAKACH MIXED PRI SCH Emily Mutende
KISUMU NYAKACH NYAKACH MIXED PRI SCH Eunice Atieno Churchill
KISUMU NYAKACH NYAKACH MIXED PRI SCH Hentry Ochieng Okello
KISUMU NYAKACH NYAKACH MIXED PRI SCH Irene Serah Mbuji
KISUMU NYAKACH NYAKACH MIXED PRI SCH Kennedy Oburu Awendo
KISUMU NYAKACH NYAKACH MIXED PRI SCH Lucy Njeri Omondi
KISUMU NYAKACH NYAKACH MIXED PRI SCH Malan Ochieng Onyango
KISUMU NYAKACH NYAKWERE PRI. Beatrice Atieno Ngala
KISUMU NYAKACH NYALNG`ANYA PRI SCH Benard Ochieng Ayako
KISUMU NYAKACH NYALUNYA PRI SCH Pamela Anyango Agola
KISUMU NYAKACH NYAMARIMBA PRIMARY SCHOOL Evance Ogeda Omine
KISUMU NYAKACH NYAMARIMBA PRIMARY SCHOOL Kezia Akinyi
KISUMU NYAKACH NYAMARIMBA PRIMARY SCHOOL Samuel Nguka Ogonda
KISUMU NYAKACH NYAMARIMBA PRIMARY SCHOOL Sheth Odhiambo Ogutu
KISUMU NYAKACH NYAMARUMBE Gordon Odhiambo Ogendo
KISUMU NYAKACH NYAWALO PRI. SCH Kenneth Onyango Agengo
KISUMU NYAKACH NYAWALO PRI. SCH William Owade
KISUMU NYAKACH NYONG’ONG’A SEC SCHOOL Diana Atieno Nyamburi
KISUMU NYAKACH NYONG’ONG’A SEC SCHOOL Phelix Amoke Odera
KISUMU NYAKACH NYONG’ONG’A SEC SCHOOL Samuel Oyola Onyango
KISUMU NYAKACH OBINGO PRI SCH Kephas Agure Okwama
KISUMU NYAKACH OBOCH PRI SCH Nancy Atieno Onyango
KISUMU NYAKACH OBUON PRI SCH Alex Owino Owuor
KISUMU NYAKACH OBUON PRI SCH Samuel Ombado Ade
KISUMU NYAKACH OBUORA PRI SCHOOL Damiun Otieno Abon’go
KISUMU NYAKACH OBUORA PRI SCHOOL Jacqueline Akoth Ogada
KISUMU NYAKACH OCHWADO PRI SCH Michael Wandera Owino
KISUMU NYAKACH OCHWADO PRI SCH Richard Ogada Ogola
KISUMU NYAKACH ODHONG PRI SCH Dankan Oluoch Randa
KISUMU NYAKACH ODHONG PRI SCH John Orenge Kegicha
KISUMU NYAKACH OGILO KOMULO PRI Benard Ouma Migwambo
KISUMU NYAKACH OLEMBO  BOYS S. S. Jerry Rawlings Hamisi
KISUMU NYAKACH OLEMBO  BOYS S. S. John Opiyo Ochola
KISUMU NYAKACH OLEMBO  BOYS S. S. Moses Ochola Ouma
KISUMU NYAKACH OLEMBO  BOYS S. S. Peter Otieno Amollo
KISUMU NYAKACH OLEMBO PRI SCH Shem Onyango Illah
KISUMU NYAKACH OLWA PRIMARY Caroline Akinyi Ogaye
KISUMU NYAKACH OLWA PRIMARY Lilian Rotich Chepkemoi
KISUMU NYAKACH OLWALO PRI SCH Thomas Onyango Otieno
KISUMU NYAKACH OMBUGO PRI SCH Elseber Auma Okumu
KISUMU NYAKACH ONEGO PRIMARY SCHOOL Paul Oloo Arega
KISUMU NYAKACH ONGIELORE PRI SCH Chrispine Onyango Odongo
KISUMU NYAKACH ONGIELORE PRI SCH Eunice Akinyi Ombaka
KISUMU NYAKACH ONGIELORE PRI SCH Janet Atieno Angugo
KISUMU NYAKACH ONYINGE NAZARENE Emmah Achieng Ogwang
KISUMU NYAKACH OREMO Lilian Awuor Odongo
KISUMU NYAKACH Oremo Secondary School Beatrice Shimulu Abongo
KISUMU NYAKACH OROBI PRI SCH George Okoth Kayi
KISUMU NYAKACH OROBI PRI SCH Joseph Osano Oketch
KISUMU NYAKACH OTHITH PRI SCH Penaline Chepkoech Terer
KISUMU NYAKACH OTHITH PRI SCH Steve Odhiambo Okumu
KISUMU NYAKACH OUR LADY OF LOURDES BOLO GIRLS Benard Otieno Apinde
KISUMU NYAKACH OUR LADY OF LOURDES BOLO GIRLS Daniel Oduor Menya
KISUMU NYAKACH PAP NDEGE PRI SCH Fredrick Amuoro Mimba
KISUMU NYAKACH PAP NDEGE PRI SCH George Otieno Onyango
KISUMU NYAKACH PAP NDEGE PRI SCH Willis Otieno Aduda
KISUMU NYAKACH PAW TENGE SEC. Margaret Awuor Otieno
KISUMU NYAKACH PAWTENGE PRI SCH Peter Odhiambo Ondiek
KISUMU NYAKACH PUNDO PRI SCH John Odera Onditi
KISUMU NYAKACH PUNDO PRI SCH Samuel Odhiambo Oguta
KISUMU NYAKACH RACHIER PRI SCH Paul Onyango Onduro
KISUMU NYAKACH RAE  GIRLS  S.S. Caroline Atieno Buyu
KISUMU NYAKACH RAE  GIRLS  S.S. Daniel Gor Obware
KISUMU NYAKACH RAE  GIRLS  S.S. Elijah Otieno Odundo
KISUMU NYAKACH RAE  GIRLS  S.S. Evans Omondi Wasinda
KISUMU NYAKACH RAE  GIRLS  S.S. Joycatherin Anyango Omullo
KISUMU NYAKACH RAE  GIRLS  S.S. Rhoda Anyango Otieno
KISUMU NYAKACH RAE  GIRLS  S.S. Tabitha Aoko
KISUMU NYAKACH RAE  GIRLS  S.S. Tonney Omondi Ouma
KISUMU NYAKACH RAE MIXED PRI Anne Akinyi Obiero
KISUMU NYAKACH RAE MIXED PRI Peter Okoth Oruko
KISUMU NYAKACH RAGEN A.I.C. PRIMARY Martin Otieno Yoga
KISUMU NYAKACH RAGEN M.H.M. PRI SCH Samuel Odhok Ade
KISUMU NYAKACH RAKWARO  S.S. Kenneth Oluoch Dondi
KISUMU NYAKACH RAKWARO  S.S. Peter Maina
KISUMU NYAKACH RAKWARO PRI SCH Kenneth Onyango Okeyo
KISUMU NYAKACH RAKWARO PRI SCH Paul Okoth Adwek
KISUMU NYAKACH RARIEDA KOKECH PRI SCH Silas “Owiti Otieno” Ngeso
KISUMU NYAKACH SANGO BURU M SEC Mercyline _ Juma
KISUMU NYAKACH SANG’ORO  S.S. Paul Okello Agan
KISUMU NYAKACH SIANY PRI SCH Davison Oluoch Onyango
KISUMU NYAKACH SIANY PRI SCH Pamella Maiteka
KISUMU NYAKACH SIANY PRI SCH Washington Ogutu
KISUMU NYAKACH SIANY PRI SCH Willis Omondi Sigu
KISUMU NYAKACH SIANY SEC SCH Alphonse Nyasaka Odongo
KISUMU NYAKACH SIANY SEC SCH Benard Otieno Onyango
KISUMU NYAKACH SIANY SEC SCH Daniel Kipsang Kiptabut
KISUMU NYAKACH SIANY SEC SCH Victor Onyango Otieno
KISUMU NYAKACH SIGOTI COMPLEX GIRLES SEC Alex Isaack Marenya
KISUMU NYAKACH SIGOTI COMPLEX GIRLES SEC Benjamin Olugha Abonyo
KISUMU NYAKACH SIGOTI COMPLEX GIRLES SEC Dennis Were Oluande
KISUMU NYAKACH SIGOTI COMPLEX GIRLES SEC Jotham Koli Mukuna
KISUMU NYAKACH SIGOTI PRI SCH Gerald Otieno Ouko
KISUMU NYAKACH SIGOTI PRI SCH Leo Onyango Oketch
KISUMU NYAKACH SOKO PRI SCH EMILLY ANYANGO OGWENO
KISUMU NYAKACH SONDU UNION PRIMARY SCHOOL Hermans Hebrews Odhiambo
KISUMU NYAKACH ST CORNELIUS RAMULA ODOWA MIXED DAY SEC Boaz Otieno Ochieng
KISUMU NYAKACH ST CORNELIUS RAMULA ODOWA MIXED DAY SEC Calvince Omondi Odhiambo
KISUMU NYAKACH ST GEORGE SPECIAL SECONDARY SCHOOL Henry Adebe Mbuka
KISUMU NYAKACH ST GEORGE SPECIAL SECONDARY SCHOOL Phenny Akoth Ager
KISUMU NYAKACH ST HILARIUS NYABONDO MIXED Kenneth Otieno Oguk
KISUMU NYAKACH ST HILARIUS NYABONDO MIXED Mercy Akoth Sindani
KISUMU NYAKACH ST HILARIUS NYABONDO MIXED Oliver Omondi Ogolla
KISUMU NYAKACH ST HILARIUS NYABONDO MIXED Paul Omondi Sinama
KISUMU NYAKACH ST. AGNES OBANDA PRIMARY Elizabeth Akinyi Mduda
KISUMU NYAKACH ST. AGNES OBANDA PRIMARY Kevin Okoth Masani
KISUMU NYAKACH ST. ALOYS  GEM  S.S. Esther Achieng Owino
KISUMU NYAKACH ST. ALOYS  GEM  S.S. Mike Odhiambo Achacha
KISUMU NYAKACH ST. ALOY’S GEM PRI SCH Kennedy Oyoo Oluoch
KISUMU NYAKACH ST. ALOY’S GEM PRI SCH Lydia Anyango Okuku
KISUMU NYAKACH ST. ALOY’S GEM PRI SCH Millicent Akoth
KISUMU NYAKACH ST. CHARLES LWANGA NDORI Christabel Atieno Ochieng
KISUMU NYAKACH ST. CHARLES LWANGA NDORI Johnson Opany Nyatima
KISUMU NYAKACH ST. CHARLES LWANGA NDORI Kenneth Odhiambo Oyaro
KISUMU NYAKACH St. Hilary’s Kajimbo  Pri Joseph Okuja Ogutu
KISUMU NYAKACH St. Hilary’s Kajimbo  Pri Wycliffe Omondi Opiyo
KISUMU NYAKACH ST. JEROMO ANDINGO OLASI PRM S Zedekia Osano Okoth
KISUMU NYAKACH ST. MAIREAD ORIANG’ PRIMARY SCHOOL Benta Atieno Imbo
KISUMU NYAKACH ST. MAIREAD ORIANG’ PRIMARY SCHOOL Dickens Ouma
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Caroline Adhiambo Kisuge
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Elijah Swetta Ongulo
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Elisha Dickens Onyango
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Hybon Otieno
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Joseph Janai Mose
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Matthew Otieno Ouko
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy Veronica Nyandiri Monari
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy William Dianga Otieno
KISUMU NYAKACH St. Martin Deppores Sch Cerebral Palsy William Otieno Nyangwara
KISUMU NYAKACH ST. MARY’ S GIRLS (NYAMARIMBA)  SEC Janey Kareji Owino
KISUMU NYAKACH St. Regina Aponde Primary School Amos Tolbert Otieno
KISUMU NYAKACH St. Regina Aponde Primary School Denis Otieno Dondi
KISUMU NYAKACH St. Regina Aponde Primary School Fredrick Onyango Adhinga
KISUMU NYAKACH St. Regina Aponde Primary School Fredrick Obiero Otieno
KISUMU NYAKACH ST. THERESA`S  GIRLS PRI SCH Bornaventure Ouma Odhiambo
KISUMU NYAKACH ST. THERESA`S  GIRLS PRI SCH Emily Kavaya L’lemo
KISUMU NYAKACH ST. THERESA`S  GIRLS PRI SCH Walter Olero Oguta
KISUMU NYAKACH THURDIBUORO    S.S. Erick Odhiambo Orwa
KISUMU NYAKACH THURDIBUORO    S.S. John Ochungo Gwaro
KISUMU NYAKACH THURDIBUORO    S.S. Milton Kidake Ogombo
KISUMU NYAKACH THURDIBUORO PRI SCH Victor Ochieng Duya
KISUMU NYAKACH THURGEM  S.S. Cecilia Amolo Olala
KISUMU NYAKACH THURGEM  S.S. Charles Otieno Omune
KISUMU NYAKACH THURGEM  S.S. Washington Omondi Adek
KISUMU NYAKACH TULU PRI SCH Edward Otieno Ndolo
KISUMU NYAKACH TULU PRI SCH Iscah Achieng Honga
KISUMU NYAKACH TULU PRI SCH Israel Amila Omolo
KISUMU NYAKACH TULU PRI SCH Mattline Anyango Ojunga
KISUMU NYAKACH URUDI  MIXED  S.S. Francis Okoth Oyoro
KISUMU NYAKACH URUDI PRI SCH Catherine John Ogola
KISUMU NYAKACH WENWA PRIMARY Adero Corazone Achieng
KISUMU NYAKACH William Booth-Barkawarinda M.D.Sec.Sch. Daniel Owuor Gwada
KISUMU NYAKACH William Booth-Barkawarinda M.D.Sec.Sch. George Odera Mbala
KISUMU NYANDO AHERO  GIRLS  S.S. Evans Otieno Owitch
KISUMU NYANDO AHERO  GIRLS  S.S. Geda Eresi
KISUMU NYANDO AHERO  GIRLS  S.S. Isaack Omolo Onyando
KISUMU NYANDO AHERO  GIRLS  S.S. Jackline Apondi Oketch
KISUMU NYANDO AHERO  GIRLS  S.S. Joyce “Arembi  Awuor” Omondi
KISUMU NYANDO AHERO  GIRLS  S.S. Phylimon Langat Kipkemoi
KISUMU NYANDO AHERO  GIRLS  S.S. Presides Akinyi Onyango
KISUMU NYANDO AHERO  GIRLS  S.S. Purity Akoth Magak
KISUMU NYANDO AHERO  GIRLS  S.S. Rose Nyambori
KISUMU NYANDO AHERO  GIRLS  S.S. Susan Awiti Polo
KISUMU NYANDO AKWANYA  PRIMARY Ernest Ouma Obuya
KISUMU NYANDO ALENDU  S.S. Isabellah Nanjala Khaemba
KISUMU NYANDO ALENDU  S.S. Jael Nyager Mududa
KISUMU NYANDO ALENDU  S.S. Janet Nyangonchera
KISUMU NYANDO ALENDU  S.S. Peter Amimo Ogolla
KISUMU NYANDO ALENDU  S.S. Risper Chepchirchir
KISUMU NYANDO ALENDU  S.S. Thomas Ondiege Orwa
KISUMU NYANDO ALENDU  S.S. Winnie Amondi Oliech
KISUMU NYANDO ALENDU PRI SCH Bavoline Emily Akinyi
KISUMU NYANDO ALENDU PRI SCH Caren Adhiambo Gumba
KISUMU NYANDO ANGORO PRI SCH Linda Akinyi Matengo
KISUMU NYANDO ANGORO PRI SCH Victor Ochieng Otieno
KISUMU NYANDO APONDO PRI SCH Donald Odhiambo Omuga
KISUMU NYANDO APONDO PRI SCH Duncan Okumu Otiende
KISUMU NYANDO APONDO SEC S Doreen Awiti Amolo
KISUMU NYANDO APONDO SEC S George Otieno
KISUMU NYANDO APONDO SEC S Rodgers Obura Ogwe
KISUMU NYANDO AROMBO PRI SCH David Onyango Ondego
KISUMU NYANDO AROMBO SEC SCHOOL Julia Akinyi Owino
KISUMU NYANDO AROMBO SEC SCHOOL Peter Omondi Abuttoh
KISUMU NYANDO AWASI  PAG BOYS S.S. Amos Misiko Lumbasi
KISUMU NYANDO AWASI  PAG BOYS S.S. Moureen Achieng’ Obora
KISUMU NYANDO Awasi P.A.G. Girls Secondary School Barrack Odhiambo Obuogo
KISUMU NYANDO Awasi P.A.G. Girls Secondary School Erick Otieno Odera
KISUMU NYANDO Awasi P.A.G. Girls Secondary School Marian Adongo Okundi
KISUMU NYANDO Awasi P.A.G. Girls Secondary School Mediatrix Musungu
KISUMU NYANDO AYUCHA PRI SCH Chemutai Judice
KISUMU NYANDO AYUCHA PRI SCH Maulyne Atieno Sewe
KISUMU NYANDO AYWEYO R.C PRI SCH Odhiambo Ammon Otieno
KISUMU NYANDO BONDE KAKOKO Denis Owino Omedo
KISUMU NYANDO BONDO KACHOLA PRI SCH Simeon Makori Ogachi
KISUMU NYANDO BOYA PRIMARY SCHOOL James Mrema Randa
KISUMU NYANDO BOYA PRIMARY SCHOOL Joyce Olilo Oloo
KISUMU NYANDO BOYA PRIMARY SCHOOL Rebecca Akumu Juma
KISUMU NYANDO BOYA PRIMARY SCHOOL Roseline Atieno
KISUMU NYANDO BUNDE MIXED SECONDARY SCHOOL Dorine Achien’g Opeth
KISUMU NYANDO BUNDE MIXED SECONDARY SCHOOL Elijah Otieno Osoo
KISUMU NYANDO BUNDE PRI SCH Florence Atieno Miema
KISUMU NYANDO BUNDE PRI SCH Isaiah Otieno Owino
KISUMU NYANDO BUNGU KORAGA PRI SCH Florence Adoyo Osano
KISUMU NYANDO BWANDA PRY Alfonce Onyango Akeyo
KISUMU NYANDO BWANDA PRY Angeline Anyango Okowa
KISUMU NYANDO BWANDA PRY Celline Nyakuna Nyaodha
KISUMU NYANDO BWANDA PRY Dorcas Adhiambo Ambogo
KISUMU NYANDO BWANDA PRY Rebecca Awino Ong’echa
KISUMU NYANDO Disi Secondary School Consolata Akinyi Owidh
KISUMU NYANDO Disi Secondary School Teresia Achieng’ Owuocha
KISUMU NYANDO HONGO RADHIANG PRI SCH Paul Osumba Angira
KISUMU NYANDO HONGO RADHIANG PRI SCH Samuel Ochieng’ Owame
KISUMU NYANDO KALUORE PRI SCH Morgan Ondiek
KISUMU NYANDO KANDARIA PRI SCH Samuel Magambo Arwenyo
KISUMU NYANDO Kandaria Secondary School Calvins Omondi Oliech
KISUMU NYANDO Kanyagwal Mixed Day Secondary School Andrew Omwega Ondieki
KISUMU NYANDO Kanyagwal Mixed Day Secondary School Joel Omondi Oluoch
KISUMU NYANDO Kanyagwal Mixed Day Secondary School Julius Ogonda Kidiga
KISUMU NYANDO KANYANGORO  PRIMARY Quinter Adhiambo Omullo
KISUMU NYANDO Kanyang’oro Mixed Sec School Edwine Obunga
KISUMU NYANDO KANYIPOLA PRIMARY Ivy Akinyi Onyango
KISUMU NYANDO KANYIPOLA PRIMARY Kenneth Odhiambo Origah
KISUMU NYANDO KARANDA MIXED SECONDARY SCHOOL Dorothy Apondi Kisera
KISUMU NYANDO KARANDAPRY  SCHOOL Damary Abuko Akolo
KISUMU NYANDO KARANDAPRY  SCHOOL Edith Atieno Wambore
KISUMU NYANDO KARANDAPRY  SCHOOL Gladys Too Cherono
KISUMU NYANDO KARANDAPRY  SCHOOL Jennifer Atieno Ngere
KISUMU NYANDO KARANDAPRY  SCHOOL Patty Lusi Hongo
KISUMU NYANDO Karombe Pri Sch Beatrice Achieng Ronga
KISUMU NYANDO KASANGANY PRI SCH Martin Odhiambo Juma
KISUMU NYANDO KATOLO  MIXED SEC SCH Beatrice Akinyi Abok
KISUMU NYANDO KATOLO  MIXED SEC SCH Dorothy Adhiambo Omondi
KISUMU NYANDO KATOLO  MIXED SEC SCH Gloria Emmaculate Auma
KISUMU NYANDO KATOLO  MIXED SEC SCH Hesbon Otieno Omach
KISUMU NYANDO KATOLO  MIXED SEC SCH Lawrence Maranga Onyancha
KISUMU NYANDO KATOLO  MIXED SEC SCH Nancy Achieng Saoke
KISUMU NYANDO KATOLO  MIXED SEC SCH Samson Okoth Rono
KISUMU NYANDO KATOLO  MIXED SEC SCH Willis Odiwuor Oguma
KISUMU NYANDO Kibarwa Primary School Benter Adhiambo Ojwang
KISUMU NYANDO Kibarwa Primary School Joel Onyango Ochola
KISUMU NYANDO Kibarwa Primary School Peres Achieng Ouno
KISUMU NYANDO KOBURA GIRLS SEC SCH Mary Akinyi Adada
KISUMU NYANDO KOBURA GIRLS SEC SCH Peter Ogal
KISUMU NYANDO KOBURA PRI.SCHOOL Lucas Wamburi Ogone
KISUMU NYANDO KOBURA PRI.SCHOOL Peter Omondi Obonyo
KISUMU NYANDO Kochieng Prim Kenneth Otieno Omollo
KISUMU NYANDO KOCHOGO HIGH Solomon Omondi Kisera
KISUMU NYANDO KOCHOGO HIGH Teminah Afandi Muswanyi
KISUMU NYANDO KOCHOGO HIGH Victor Otieno Onyango
KISUMU NYANDO KOGWEDHI PRIMARY Elias Omondi Akongo
KISUMU NYANDO KOKUOYO PRIM James “Abdalla S” Ogallo
KISUMU NYANDO KOKUOYO PRIM James “Odero Ted” Otieno
KISUMU NYANDO Kolal Mixed Secondary School Lilian Owino Odongo
KISUMU NYANDO KOROWE Jane Ouma Otieno
KISUMU NYANDO KORWANA PRI SCH Meshack Okiri
KISUMU NYANDO KOSIDA PRI SCH Fredrick Omondi Adongo
KISUMU NYANDO Kowalla Pry Edward Kanga Ouma
KISUMU NYANDO Kowalla Pry Joyce Akoth Mbero
KISUMU NYANDO KOWUOR PRI. SCHOOL Arnold Ochieng Onungah
KISUMU NYANDO KOWUOR PRI. SCHOOL Collins Otieno Ndiegge
KISUMU NYANDO KUTH AWENDO PRI SCH Enos Mori Ohore
KISUMU NYANDO KUTH AWENDO PRI SCH Walter Owino Dajo
KISUMU NYANDO LELA PRI SCH Henry Oginga Adongo
KISUMU NYANDO LELA PRI SCH Linet Ayoo Odwar
KISUMU NYANDO LELA PRI SCH Peter Ochieng Odongo
KISUMU NYANDO LELA SECONDARY SCHOOL Ambrose Olela Awuor
KISUMU NYANDO LELA SECONDARY SCHOOL Gladys _ Cherotich
KISUMU NYANDO LELA SECONDARY SCHOOL Maricus Zacheus Owino
KISUMU NYANDO LELA SECONDARY SCHOOL Moses Oginga Omoro
KISUMU NYANDO LELA SECONDARY SCHOOL Peter Omondi Owour
KISUMU NYANDO LELA SECONDARY SCHOOL Rangi Bob Zecky
KISUMU NYANDO LUORA AYWEYO PRI SCH Jackline Akoth Ochola
KISUMU NYANDO MAO PRI SCH Phanice Adhiambo Oloo
KISUMU NYANDO MASOGO  MIXED  S.S. John Okumu Otuko
KISUMU NYANDO MASOGO  MIXED  S.S. Luke Agumba Apiyo
KISUMU NYANDO MASOGO PRI SCH Fredrick Onyango Osungu
KISUMU NYANDO MASOGO PRI SCH Vincent Odhiambo Nyamori
KISUMU NYANDO MBEGA PRI SCH Esther “Auma Atieno” Gumba
KISUMU NYANDO MIGINGO GIRLS SECONDARY SCHOOL Elvis Awuondo Bondo
KISUMU NYANDO MIGINGO GIRLS SECONDARY SCHOOL Irene Akoth Otieno
KISUMU NYANDO MIGINGO GIRLS SECONDARY SCHOOL Jacinta “Lilian Akinyi” Ondong
KISUMU NYANDO MIGINGO GIRLS SECONDARY SCHOOL Peter Opar Onyango
KISUMU NYANDO MIGINGO GIRLS SECONDARY SCHOOL Peter Odongo Ondiek
KISUMU NYANDO Migingo Pri Sch Clare Aduogo Quintan
KISUMU NYANDO Migingo Pri Sch Finta Aluoch Ochieng
KISUMU NYANDO MIRINGO PRI SCH Violet Anyango Saoke
KISUMU NYANDO NDURU  MIXED  S.S. Hussein Otieno Elijah
KISUMU NYANDO NDURU M.H.M.PRI SCH Teresa Achieng Odumba
KISUMU NYANDO NYACHODA PRI SCH Dennis Ochieng’ Abuna
KISUMU NYANDO NYAKAKANA PRI SCH Joyce Achieng Migunde
KISUMU NYANDO NYAKAKANA PRI SCH Justin Owili Onjira
KISUMU NYANDO NYAKONGO PRI SCH Hezekiah Okech Ogutu
KISUMU NYANDO NYAKONGO PRI SCH Patrick Odhiambo Odero
KISUMU NYANDO NYALENDA PRI SCH Leonard Bii Kimutai
KISUMU NYANDO NYAMASAO PRIMARY SCHOOL David Odoyo Owuor
KISUMU NYANDO NYAMASAO PRIMARY SCHOOL George Ochieng Oliech
KISUMU NYANDO NYAMASAO PRIMARY SCHOOL Symon Otieno Oyare
KISUMU NYANDO NYAMASAO PRIMARY SCHOOL Wiclif Odhiambo Odhong
KISUMU NYANDO Nyamkebe Primary Dan Onyango Jowi
KISUMU NYANDO Nyamkebe Primary Susan Aoko Sewe
KISUMU NYANDO NYAMRUNDU  PRI SCH Marcella Awiti
KISUMU NYANDO NYAMRUNDU  PRI SCH Samwel Otieno Okoth
KISUMU NYANDO NYANG`ANDE PRI SCH Teresa Anyango Awili
KISUMU NYANDO NYANG`ANDE PRI SCH Victor Otieno Onam
KISUMU NYANDO NYAROMBE PRI SCH Peter Onyango Kamire
KISUMU NYANDO NYOMWARO PRIMARY Rose Atieno Nyagowa
KISUMU NYANDO OBUGI PRI.SCHOOL Joshua Semo Otieno
KISUMU NYANDO OGENYA PRI SCH Samwel Onyango Opiyo
KISUMU NYANDO OKANA PRI SCH Francisca “Achieng Ojuang” Otieno
KISUMU NYANDO OKANJA  PRI SCHOOL Catherine Goretti Adhiambo
KISUMU NYANDO OKANJA  PRI SCHOOL Judith Awuor Okeyo
KISUMU NYANDO OKANJA  PRI SCHOOL Juliana Auma Odhuma
KISUMU NYANDO OKANJA SEC SCH Benard Ochung Ochieng
KISUMU NYANDO OKANJA SEC SCH Hilda Nafula Makete
KISUMU NYANDO OKIRO PRI SCH Lynette Eve Odera
KISUMU NYANDO OLASI PRI SCH Gabriel Oketch Onditi
KISUMU NYANDO OMBAKA MIXED SECONDARY SCHOOL Joseph Omuoso Ainda
KISUMU NYANDO OMBAKA MIXED SECONDARY SCHOOL Meshack Owuor Okore
KISUMU NYANDO OMBAKA PRI SCH Jacob Onyango Nyangweso
KISUMU NYANDO OMBAKA PRI SCH Perez Achieng Odhiambo
KISUMU NYANDO Onera Primary School Luke Oseno Akoth
KISUMU NYANDO ONJIKO  S.S. Cavin Mkuwa Obuoyo
KISUMU NYANDO ONJIKO KOBONG’OPRI SCH Jacob Opiyo Opiyo
KISUMU NYANDO ONJIKO PRIMARY Mercy Atieno Owiti
KISUMU NYANDO ONJIKO PRIMARY Zipporah Adhiambo Oluoch
KISUMU NYANDO OREN MIXED SEC  SCH George Ondiege Othino
KISUMU NYANDO OREN MIXED SEC  SCH Loice Nyapera Arunga
KISUMU NYANDO OREN PRI SCH Asford Nyang’au Atandi
KISUMU NYANDO Oseth Primary School Mercy Awuor Kodo
KISUMU NYANDO Oseth Primary School Naum _ Jemeli
KISUMU NYANDO Oseth Primary School Tobias Aduda Odhiambo
KISUMU NYANDO Osino Primary School Jane _ Chepkurgat
KISUMU NYANDO Osino Primary School Joshua Anyumba Otieno
KISUMU NYANDO OTIENO OYOO  S.S. Ann “Viola Anyango” Were
KISUMU NYANDO OTIENO OYOO  S.S. Caren Aluoch Okuthe
KISUMU NYANDO OTIENO OYOO  S.S. Kister Kivisha
KISUMU NYANDO OTIENO OYOO  S.S. Maurice Onyango Oluoch
KISUMU NYANDO OTIENO OYOO  S.S. May Achieng Abuor
KISUMU NYANDO OTIENO OYOO  S.S. Mildred Akinyi Omondi
KISUMU NYANDO OTIENO OYOO  S.S. Patrick Ragot Aliwa
KISUMU NYANDO OTIENO OYOO  S.S. Phoebe Esther Omulo
KISUMU NYANDO OTIENO OYOO  S.S. Rose Onyango Odhiambo
KISUMU NYANDO OTIENO OYOO  S.S. Solomon Odanga Sisuma
KISUMU NYANDO PALA Joash Jomo Olale
KISUMU NYANDO RANJIRA PRI SCH Arnota Jeptoo Bosek
KISUMU NYANDO RARUOR PRI SCH Calleb Ambuso Menya
KISUMU NYANDO RARUOR PRI SCH Samuel Nyangweso Osano
KISUMU NYANDO Reru A.I.C. Secondary School Clement Oluoch Ondhoro
KISUMU NYANDO Reru A.I.C. Secondary School Mercy Anyango Agwanda
KISUMU NYANDO RONGO PRI SCH David Ouma Onege
KISUMU NYANDO RONGO PRI SCH Eliud Owiyo Otieno
KISUMU NYANDO RONGO PRI SCH Hesborne Otieno Odoro
KISUMU NYANDO RONGO PRI SCH Lydia Hellen Ngare
KISUMU NYANDO SARE Akinyi Hellen Odenya
KISUMU NYANDO SIANY PRI SCH Joshua Otieno Odeny
KISUMU NYANDO ST CHRISTOPHER KOLUNGA Barnabas Ogam
KISUMU NYANDO ST CHRISTOPHER KOLUNGA Eunice Akoth Wamburi
KISUMU NYANDO St. ALEX AYUCHA MIXED SEC Priscah Aluoch Massah
KISUMU NYANDO St. ALEX AYUCHA MIXED SEC Theodora Achieng
KISUMU NYANDO St. ALEX AYUCHA MIXED SEC Willys Otieno Chiaga
KISUMU NYANDO ST. ANNES AHERO Benard Odhiambo Otieno
KISUMU NYANDO ST. ANNES AHERO Christine Jerop Maritim
KISUMU NYANDO ST. ANNES AHERO Dancan Odhiambo Apaka
KISUMU NYANDO ST. ANNES AHERO Ernest Kiprono Rotich
KISUMU NYANDO ST. ANNES AHERO Gorrety Akinyi Otieno
KISUMU NYANDO ST. ANNES AHERO Nixon Ochieng
KISUMU NYANDO ST. CAMULUS OGWEDHI MIXED SEC Derick Ochieng Onyango
KISUMU NYANDO St. Charles Lwanga Nyamkebe Sec Sch Rose Agosa Ogama
KISUMU NYANDO ST. CHRISTOPHER AYWEYO Caroline Akoth Awange
KISUMU NYANDO ST. CHRISTOPHER AYWEYO George Kere Owino
KISUMU NYANDO ST. CHRISTOPHER AYWEYO Omboto Emmanuel Bahati
KISUMU NYANDO St. Peter’s Konim Secondary School Edward Lubanga Iraya
KISUMU NYANDO St. Peter’s Konim Secondary School Sabina Maasiko Nyantika
KISUMU NYANDO ST.TERESA WAWIDHI GIRLS Hellen Achieng Nyasala
KISUMU NYANDO WITHUR BOYS SEC. SCH. Domnic Okello Warindah
KISUMU NYANDO Withur Pri Sch John Otieno Gony
KISUMU SEME ADUONG MONGE PRI SCH Collins Nyakoe Abdi
KISUMU SEME ADUONG MONGE PRI SCH Noel Anyiso Osome
KISUMU SEME ADUONG MONGE PRI SCH Valencia Achieng Awiti
KISUMU SEME AKADO PRI SCH Dorcas Achieng Oketch
KISUMU SEME ALUNGO  S.S. Celestine Nereah Achieng
KISUMU SEME ALUNGO  S.S. Janet Auma Ojwang
KISUMU SEME ALUNGO  S.S. Thomas Adera Mito
KISUMU SEME ALUNGO PRI SCH Immaculate Akinyi Bolo
KISUMU SEME ALWALA  MIXED  S.S. Fredrick Okewa Otieno
KISUMU SEME ALWALA  MIXED  S.S. John Makokha Wasilwah
KISUMU SEME ANYANGA PRI SCH Dan Zeddy Bugo
KISUMU SEME ASINO PRI SCH George Tom Ombok
KISUMU SEME ASOL  PRI  SCH Janet Akhaenda Otoli
KISUMU SEME ATOL PRI SCH Calleb Gwara Ochieng
KISUMU SEME ATOYA PRI SCH Anns Akinyi Owiti
KISUMU SEME AWANYA PRI SCH Collins Kadenge Kigalu
KISUMU SEME BISHOP ABIERO GIRLS MAGWAR Chardwick Ojwang Wafula
KISUMU SEME BISHOP ABIERO GIRLS MAGWAR Irene Bochaberi Kiriama
KISUMU SEME BISHOP ABIERO GIRLS MAGWAR Mildred Owino Pilly
KISUMU SEME BISHOP ABIERO GIRLS MAGWAR Stephen Odhiambo Chan
KISUMU SEME BISHOP ABIERO ORUGA MIXED Crispin Wandera Ojwanga
KISUMU SEME BISHOP ABIERO ORUGA MIXED Irene Weda Rakoro
KISUMU SEME BISHOP OKOTH MIRANGA Cavine Ooko Ogur
KISUMU SEME BISHOP OKOTH MIRANGA Fredrick Jwenge Onyango
KISUMU SEME BONDE MIXED SECONDARY SCHOOL Christabel Sambe Imbahala
KISUMU SEME BONDE MIXED SECONDARY SCHOOL Everlyne Achieng Odalo
KISUMU SEME BONDE MIXED SECONDARY SCHOOL Ruth Akinyi Otwaroh
KISUMU SEME BONDE MIXED SECONDARY SCHOOL Washingtone “George Arowo” Ongonga
KISUMU SEME DIEMO PRI SCH Charles Juma Ouma
KISUMU SEME DIEMO PRI SCH Lilian Achieng Odewa
KISUMU SEME DIEMO PRI SCH Sharon Atieno Ochieng
KISUMU SEME DIEMO SECONDARY SCHOOL Jack Rawlings Dima
KISUMU SEME GOT AGULU PRI SCH Daniel Mbero Onyango
KISUMU SEME GOT AGULU PRI SCH Erick Ojil Otieno
KISUMU SEME GOT ODONGO PRI SCH Hezekiah Musumba Ondere
KISUMU SEME GUMO PRI SCH David Abungu Adera
KISUMU SEME JONYO PRI SCH Elizabeth Nakhumicha Branda
KISUMU SEME JONYO PRI SCH Seline Akoya Esitika
KISUMU SEME KADERO  SUNRISE   SEC Washington Otieno Olang’O
KISUMU SEME KALOKA PRI SCH Vincent Onuonga Nyabuti
KISUMU SEME KAMAGORE PRI SCH Joseph Migeke Akendo
KISUMU SEME KAMAGORE PRI SCH Peter Ochieng Owoko
KISUMU SEME KAMBUDI PRI SCH Damaris Adoyo Ong’Ele
KISUMU SEME KIRINDO PRI SCH Serfine Audi Ombe
KISUMU SEME KITMIKAYI  SEC  SCHOOL Irene Awino Odhiambo
KISUMU SEME KORWENJE PRI SCH Benard Odongo
KISUMU SEME KORWENJE PRI SCH Collins Onyango Outa
KISUMU SEME KORWENJE PRI SCH Gildraph Madadi
KISUMU SEME KORWENJE PRI SCH Michael Adera Achung
KISUMU SEME Korwenje Secondary School Derrick Osukah Ogaye
KISUMU SEME Korwenje Secondary School Millicent Wanjiku Ochieng
KISUMU SEME KUOYO KAILA PRI SCH Christine Oyugi Awino
KISUMU SEME LANGI PRI SCH Julia Aoko Ongoro
KISUMU SEME LANGI PRI SCH Loice Khanali Murumba
KISUMU SEME LELA PRI SCH Yuanita Auma
KISUMU SEME LIEYE PRI SCH Azenath “Awino Ooro” Owang
KISUMU SEME LIEYE PRI SCH Hosea Owuor Pala
KISUMU SEME LIEYE PRI SCH Joash Ochieng Abiero
KISUMU SEME MALELA PRI SCH George Otieno Obol
KISUMU SEME MARIWA  MIXED  S.S. Enock Akowa Ooko
KISUMU SEME MARIWA  MIXED  S.S. Tom Otieno Omedo
KISUMU SEME MARIWA PRI SCH Julius Siwa Ochoro
KISUMU SEME MARIWA PRI SCH Violet “Akinyi Oguta” Ogal
KISUMU SEME MAYIEKA PRI SCH Marsellah _ Jepleting
KISUMU SEME MAYIEKA S.S. Derrick Abuto Omondi
KISUMU SEME MBEKA PRI SCH Bejamin “Olweny M” Ondele
KISUMU SEME MBEKA PRI SCH Martin Okoyo Onyango
KISUMU SEME MILUGO PRI SCH Peter Ouche Ouko
KISUMU SEME MIRANGA PRI SCH Caroline Oduogo Akinyi
KISUMU SEME MIRANGA PRI SCH Christopher Okoth Agalo
KISUMU SEME NANGA-KOKER PRI SCH Charles Amara Osuso
KISUMU SEME NDIRU  MIXED SEC. SCH. Hezron Otieno Owuor
KISUMU SEME NDIRU  MIXED SEC. SCH. Joab Okoth Onyango
KISUMU SEME NDIRU  MIXED SEC. SCH. Kennedy Otieno
KISUMU SEME NDIRU PRI SCH Kenneth Onyango Were
KISUMU SEME Nduru Kadero Girls Secondary School Anne Atieno Ouma
KISUMU SEME NDURU KADERO PRIMARY SCHOOL Evans Morara Nyabere
KISUMU SEME NDUTA PRI SCH Penina Atieno Omodhi
KISUMU SEME NGERE  S.S. Bilford Juma Nyongesa
KISUMU SEME NGERE PRI SCH Patrick Otieno Oginga
KISUMU SEME NGOP’NGESO PRI SCH Amos Ogoma Onyiego
KISUMU SEME NGOP’NGESO PRI SCH Booker Kevine Otieno
KISUMU SEME NGOP’NGESO PRI SCH Fredrick Otieno Odindo
KISUMU SEME NGUTU PRI SCH Douglas Olando Pala
KISUMU SEME NGUTU PRI SCH Gabriel Ooko Nyakendo
KISUMU SEME NYABERA PRI SCH Patrick Siwa Ochieng
KISUMU SEME NYALIK PRI SCH Felix Okoth Otieno
KISUMU SEME NYAMGUN PRI SCH Susan Anyango Auma
KISUMU SEME Nyamgun Secondary School Jael Awuor Oyoo
KISUMU SEME NYAMOR PRI Emma “Adhiambo Orao” Oketch
KISUMU SEME NYAMOR PRI Maurice Apunda
KISUMU SEME Nyawanga Mixed Day Secondary School Francis Onyango Were
KISUMU SEME Nyawanga Mixed Day Secondary School Philomena Akinyi Okoth
KISUMU SEME OBOLA PRI SCH Christine Atieno Ogera
KISUMU SEME OBOLA PRI SCH Jared Ochieng Ogada
KISUMU SEME OBOLA PRI SCH Kennedy Otieno Ochola
KISUMU SEME OCHOK PRI SCH Lilian Atieno Ojwando
KISUMU SEME OCHOK PRI SCH Millicent Bonyo
KISUMU SEME OJOLLA PRI SCH Zaccheaus Okoth Odero
KISUMU SEME OKODE PRI SCH David Okoth Odongo
KISUMU SEME OKODE PRI SCH Grace Adhiambo Owuor
KISUMU SEME OKODE PRI SCH Rose Atieno Adongo
KISUMU SEME OLARE PRI SCH Kennedy Otieno Okongo
KISUMU SEME OLARE PRI SCH Zedekia Amolo Obiero
KISUMU SEME OLUTI PRI SCH Benson Otieno Osewe
KISUMU SEME OLUTI PRI SCH Johnson Oduong’o Gumba
KISUMU SEME OLUTI PRI SCH Mary Gorrety Ouma
KISUMU SEME OMORE PRI SCH Moses Okoth Raywer
KISUMU SEME OPANDE PRI SCH Enos Ochieng Odongo
KISUMU SEME ORANDO PRI SCH Julius F Mbuga
KISUMU SEME ORANDO PRI SCH Monica Adhiambo Odhiambo
KISUMU SEME ORANDO SEC Benard Otieno Okaka
KISUMU SEME ORANDO SEC Hippolitus Omondi Ochieng
KISUMU SEME ORUGA PRIMARY Samson Odhiambo Karan
KISUMU SEME OSEWRE PRI SCH Okiyah Lilian Adhiambo
KISUMU SEME OTENGA PRI SCH Benard Otieno Opondo
KISUMU SEME OTENGA PRI SCH Margaret Chemutai
KISUMU SEME PAP-OTHANY PRI SCH Robert Nyandusi Omulo
KISUMU SEME PITH- KABONYO PRI SCH Jane Akoth Odhiambo
KISUMU SEME Prof. Peter Anyang Nyong’o Mixed S S David Otieno Bundeh
KISUMU SEME Prof. Peter Anyang Nyong’o Mixed S S Godfrey Nyaata Omoni
KISUMU SEME RABONGI PRI SCH Dennis Mike Ojoo
KISUMU SEME RABONGI PRI SCH Dorcas Anyango Oloo
KISUMU SEME RAMUYA PRIIMARY SCHOOL Merslyne Akinyi Oneko
KISUMU SEME RANEN PRI SCH Carren Atieno Olango
KISUMU SEME RAPOGI PRI SCH Emily Juma Ndinya
KISUMU SEME RAPOGI PRI SCH Judith Akinyi Mbare
KISUMU SEME RAPOGI PRI SCH Lilian Adhiambo Okeyo
KISUMU SEME RAPOGI SEC. SCH. Elizabeth Imbo Mito
KISUMU SEME RAPOGI SEC. SCH. Florence Adhiambo Adhola
KISUMU SEME RATTA  S.S. David Oluoch Ongudi
KISUMU SEME RATTA  S.S. Herbert Sabuni Nasongo
KISUMU SEME RATTA  S.S. Mary Auma Odhiambo
KISUMU SEME RATTA  S.S. Peter Wachar Manyange
KISUMU SEME RATTA PRI SCH Aggrey Rananga Omondi
KISUMU SEME RERU PRI SCH James Jalango Ateng
KISUMU SEME RIDORE MIXED DAY SEC Joash Ochwach Onyonyi
KISUMU SEME RIDORE MIXED DAY SEC Rizanael Adhiambo Ogalo
KISUMU SEME RIDORE PRI SCH Joyce Ajugu Adhiambo
KISUMU SEME RUNDA PRI SCH Nancy “Mareen Juma” Osae
KISUMU SEME SIALA KAILA PRI SCH Steve Odhiambo Onyango
KISUMU SEME ST FRANCIS ORIANG Manase Ouko Okia
KISUMU SEME ST FRANCIS ORIANG Marilyn Achieng Hongo
KISUMU SEME St Paul’s Barkorwa Stephen Okwau Adede
KISUMU SEME ST PETERS KAJULU SEC Elikanah Boraya Morang’a
KISUMU SEME ST PETERS KAJULU SEC Nancy Mugagia Anduvare
KISUMU SEME ST. BARNABAS GIRLS SEC. SCHOOL Edward Onyango Ogonda
KISUMU SEME ST. BARNABAS GIRLS SEC. SCHOOL Joseph Albert Onditi
KISUMU SEME ST. BARNABAS GIRLS SEC. SCHOOL Kipkoskei Kering Stephen
KISUMU SEME ST. BARNABAS GIRLS SEC. SCHOOL Sarah Awuor Orido
KISUMU TSC Unit – Nyakach Benson Onyango Okello
KISUMU TSC Unit – Nyakach Lilian Odima Omondi

2019 KCSE results for Loreto Girls High School, Limuru

 Loreto Girls High school maintained the good performance in the KCSE examination. The School managed a mean score of 9.4603 in the 2019 Kenya Certificate of Secondary Education, KCSE, examination. The school registered a total of 266 candidates.

247 candidates scored a mean grade of C+(plus) and above, hence, booking direct tickets to university; representing 92.86% of the candidates who sat for the examination. 8 students scored straight A’s while, Candidates who scored mean grade of A- (minus) were 78 . Others scored B+ (69), B (46), B- (32) and C+ (14 candidates).

Here is the school’s 2019 KCSE Mean Grade Summary;

MEAN GRADE NUMBER OF CANDIDATES
A 8
A- 78
B+ 69
B 46
B- 32
C+ 14
C 15
C- 3
D+ 0
D 1
D- 0
E 0
x 0
TOTAL 266

 

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KNEC Instructions for Registration of candidates for 2020 Early Childhood Development Education, ECDE, exams

The National examinations body has released guidelines and timelines for registration of of candidates for the 2020 Teacher Education Examinations. These instructions on registration of candidates for the 2020 Teacher Education examinations are based on the Kenya National Examination Council, KNEC, 2014 regulations for each examination.

Also read;

These Teacher education examinations are;
1.1.1 Primary Teacher Education (PTE),
1.1.2 Diploma in Teacher Education (DTE),
1.1.3 Early Childhood Development Education – Proficiency Certificate and Diploma Examinations (ECDE),
1.1.4 Teacher Certificate in Adult Education (TCAE),
1.1.5 Diploma in Special Needs Education Part I and II.

1.2 Registration of candidates who will be sitting for the Teacher
Education examinations in 2020 will be done strictly on-line.

The Institutions / Colleges will access the KNEC registration portals:

  • https://registration knec.ac.ke/online-sne or
  • https://registration knec.ac.ke/online-tcae
  • https://registration knec.ac.ke/online-dte
  • https://registration knec.ac.ke/online-pte/using
    The user name and the pass word provided by the Council via the respective college email addresses. Candidates’ index numbers will be from 0001 to 9999 for ALL Teacher Examinations.

1.3 Heads of Institutions/Sub-County Directors of Education/Sub County Adult Education Officers are expected to strictly follow the procedures on registration of candidates as outlined in the registration portal. Any deviation from the procedures would either render the candidates ineligible for registration or cause the processing of the candidate’s examination results to be delayed, deferred or cancelled.

Important links:

1.4 All candidates are institutional based; hence no private candidates entered for teacher education examinations.

1.5 The registration of candidates is done by the college principal or Sub County Education Officer for the registration of ECDE Proficiency and Sub County Adult and Continuing Education Officer for TCAE examination.

1.6 It is the responsibility of the candidate, to ensure that their names,
gender and previous details for repeaters are in every way correct
and is a replica of the qualifying certificate and that they are
entered for the correct course/option and paper(s).

1.7 The registration dates for the 2020 Examinations are shown in the table below;

TABLE 1: REGISTRATION DATES FOR 2020 TEACHER EDUCATION EXAMINATIONS

TYPE OF EXAMINATIONGROUP OF CANDIDATESREGISTRATION DATESEXAM MONTH
Diploma in Teacher Education (DTE(Regular Students and Repeaters1st August to 15th October, 2019March 2020
Special Needs Education (SNE) Part I and IIRegular Students and Repeaters1st August 15th November, 2019April 2020
Teacher Certificate in Adult Education (TCAE)Regular Students and Repeaters1st September to 15th October, 2019July 2020
Primary Teacher Education (PTE)Regular Students and Repeaters1st September 15th October, 2019July 2020
ECDE Proficiency, Certificate and DiplomaRegular Students and Repeaters1st August to 15th September 2019April 2020

NB: Please be informed that there will be no late registration of candidates

1.8 All Colleges/Institutions must have a minimum of ten (10) candidates to qualify for the registration of candidates for any of the Teacher Education examination offered by the institution/Sub County. Any centre wishing to register candidates for a course
with less than ten (10) candidates must pay at the cost of registering ten (10) candidates.
NB: Please note that the rates for the top up are as per the rates of the regular candidates not repeaters.

1.9 The Council will surcharge a candidate or the institution examination fee penalties in case of any form of registration errors requiring amendment after the close of registration period;

1.9.1 Change of subjects (this will be treated as an under protest case) will attract a fee penalty of three thousand shillings (Kes. 3,000) per registered candidate;

1.9.2 Amendment of candidates’ examination details will attract a penalty fee of five hundred shillings (Kes.500) per candidate.

1.10 For the registration of candidates with any form of special needs, the college/institution is expected to provide an approved medical report from a government hospital indicating the nature and extend of disability for such candidate(s) for ease of registration.
The council will consider each case in its own merit for further assessment.

1.11 Registration materials, which include the nominal roll signed by each candidate, fee payment deposit slips and corresponding invoice and copies of the qualifying certificates (e.g. KCSE) or equation letters for candidates with foreign certificates, are to be
submitted to KNEC by the Head of Institution or his/her nominee with written approval within two (2) weeks after the close of registration period for each examination. Submission of registration materials is compulsory.

1.12 All institutions must ensure that candidate’s photographs and the face/front side of the National Identification Card (ID) are uploaded. The uploaded photographs and ID card must be downloaded and printed to produce an institutions’ photo register.
The signed copy of the photo album is to be kept by the college/institution and handed over to the Supervisor during the rehearsal day of the examination for identification of registered candidates.

1.13 Each candidate is required to confirm the subjects registered for and sign against their names.

1.14 Colleges should note that copies of nominal roll, fee payment deposit slips and corresponding invoices should be certified by the Sub-County Director of Education before submission to KNEC.

REGULATIONS FOR REGISTRATION OF DIPLOMA IN EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) EXAMINATIONS

6.1 College/Institutional candidates entered for examinations must have been bona – fide enrolled students studying in the college Institution.

6.2 Extra-territorial candidates who hold certificates from foreign examining boards that are equivalent to the prescribed minimum entry requirement will be eligible to sit for ECDE Diploma examination. Before registration for the examination, such candidates should seek equation of their qualifications from the Council authorizing them to register for the ECDE examination.

6.3 The minimum entry requirement for the Diploma in Early Childhood Education examination shall be:
6.3.1 Candidates of any age may enrol for the Diploma in Early Childhood Development and Education examination provided they possess any one of the following minimum qualifications:

6.3.1.1 KCSE Grade C plain or KCE Division 2;
6.3.1.2 Primary Teacher Education – P1 Teacher Training Certificate;
6.3.1.3 At least D+ in the KCSE examination or KCE Division 3 and in addition have a KNEC ECDE Certificate or Ministry of Education DICECE Certificate.
6.3.1.4 KCE Division 3 and KACE (A Level) certificate with a minimum of 1 principal.
6.3.1.5 For institutions to access the registration platform they can lock into the website: https://registration knec.ac.ke/online-ecde
6.3.2 Candidates wishing to take the examination for the first time must have undertaken either four full terms of pre-service training or six in-service training sessions in addition to fulfilling the requirements for teaching practice.

6.4 Teaching Practice and Project

All ECDE candidates must take teaching practice to qualify for the award of ECDE diploma. Each candidate must be assessed three (3) times cutting across the different subjects registered for examination for the regular candidates and three times for the in- service candidates. The candidates will be subjected to external assessment during the final teaching practice. Upon completion of the teaching practice, the candidate’s TP marks are to be uploaded into the KNEC website https://registration, knec.ac.ke/online-ecde
by the external assessors in liaison with the college principal immediately after the final assessors meeting at the examination centre not later than 30th March 2020.

6.5 Continuous Assessment Test (CAT) Marks and Final Teaching Practice

The colleges are expected to compile two (2) sets of the candidate’s course work marks (CAT I, and II) to be forwarded to the Council. Upon completion and approval of the CAT marks by the college principal, candidate’s marks are to be uploaded online
to the KNEC website https://registration knec.ac.ke/online-ecde between 1st and 31st March 2020. The head of the institution is expected to sign and certify on each page of the CAT marks and submit it to Examinations Administration – Examination Management division.

6.6 Candidates will be required to enrol for all the eight (8) subjects for the Examination as shown below;

6.6.1 Foundations of ECDE and Curriculum Development (6011)
6.6.2 Psychology, Personality Development, Guidance and Counselling (6012)
6.6.3 Child Growth and Development (6013)
6.6.4 Child Health, Nutrition and Rights (6014)
6.6.5 Management of ECDE, Community Development and Research (6015)
6.6.6 Methodology and Curriculum Activities (6016)
6.6.7 Research Project in ECDE (6017)
6.6.8 Teaching Practice (6018)

6.7 ECDE Diploma Examination Fees Candidates are expected to pay for the ECDE examinations as per the Schedule shown in the table 6 below:

TABLE 6: ECDE DIPLOMA EXAMINATION FEE CHARGES

TYPES OF FEE PAYMENTTOTAL AMOUNT- KSh.
Basic fee for Regular/ repeater students1,260
Paper Fee1,080
Search Fee Per Candidate450
Project Fee Per Candidate360
Teaching Practice Fee2,500
Total Examination Fees For Regular Candidates11,680
Total Examination Fees For Candidates Repeating one (1) Subject2,790
Total Examination Fees For Candidates Repeating two (2) Subjects3,870
Total Examination Fees For Candidates Repeating Three (3) Subjects4,950

6.8 Referrals.

Candidates who will be referred in the ECDE examination can register to re-sit the 2020 ECDE examination at their former colleges. The Principals are informed to upload the repeaters details using the repeaters option in the registration portal; https://registration knec.ac.ke/online-ecde

7.0 REGULATIONS FOR REGISTRATION OF CERTIFICATE IN EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) EXAMINATIONS

7.1 College/Institutional candidates entered for the certificate in ECDE examination must have been bona – fide enrolled students studying in the college/Institution.
7.2 Extra-territorial candidates who hold certificates from foreign examining boards that are equivalent to the prescribed minimum entry requirement will be eligible to sit for ECDE certificate examination. Before registration for the examination, such candidates should seek equation of their qualifications from the Council authorizing them to register for the certificate in ECDE examination.

7.3 The minimum entry requirement for the Certificate in Early Childhood Education examination shall be:

7.3.1 Candidates of any age may enrol for the Certificate in Early Childhood Development and Education examination provided they possess any one of the following minimum qualifications:

7.3.1.1 KCSE Grade D+ (Plus) or KCE Division IV
7.3.1.2 Primary Teacher Education – P2 Teacher Training Certificate.
7.3.1.3 At least KCPE Certificate and must have passed Proficiency Test administered by KNEC.
7.3.1.4 Must have undertaken either four (4) full terms of pre-service training or six (6) in- service training sessions east sessions in addition to fulfilling the requirements for teaching practice.
7.3.1.5 For institutions to access the registration platform they can lock into the website: https://registration knec.ac.ke/online-ecde

7.3.2 Candidates wishing to take this examination for the first time must have undertaken either four (4) full terms of pre-service training or six (6) in-service training sessions in addition to fulfilling the requirements for teaching practice.

7.4 Teaching Practice and Project

All ECDE candidates must take teaching practice to qualify for the award of ECDE diploma. Each candidate must be assessed three (3) times cutting across the different subjects registered for examination for the regular candidates and three times for the in- service candidates. The candidates will be subjected to external assessment during the final teaching practice. Upon completion of the teaching practice, the candidate’s TP marks are to be uploaded into the KNEC website https://registration.knec.ac.ke/online-ecde by the external assessors in liaison with the college principal immediately after the final assessors meeting at the examination centre not later than 30th March 2020.

7.5 Continuous Assessment Test (CAT) Marks and Final Teaching Practice

The colleges are expected to compile two (2) sets of the candidate’s course work marks (CAT I, and II) to be forwarded to the Council. Upon completion and approval of the CAT marks by the college principal, candidate’s marks are to be uploaded online to the KNEC website https://registration.knec.ac.ke/online-ecde between 1st and 31st March 2020.
The head of the institution is expected to sign and certify on each page of the CAT marks and submit it to Examinations Administration – Examination Management division.

7.6 Candidates will be required to enrol for the following papers at one sitting:

7.6.1 Child Development and Psychology (7011)
7.6.2 Foundations and Management of ECDE (7012)
7.6.3 Child Health, Nutrition, Guidance and Counselling (7013)
7.6.4 Curriculum and Methodology (7014)
7.6.5 English and Kiswahili (7015)
7.6.6 Curriculum Activities (7016)
7.6.7 Teaching Practice (7017)

7.7 Examination fees for certificate in ECDE Candidates are expected to pay for the examinations as per the schedule shown in the table 6 below;

TABLE 7: ECDE CERTIFICATE EXAMINATION FEE CHARGES

TYPES OF FEE PAYMENTTOTAL AMOUNT- KSh.
Basic fee for Regular/ repeater students960
Paper Fee780
Search Fee Per Candidate450
Teaching Practice Fee2,500
Total Examination Fees For Regular Candidates8,140
Total Examination Fees For Candidates Repeating one (1) Subject2,190
Total Examination Fees For Candidates Repeating two (2) Subjects2,970
Total Examination Fees For Candidates Repeating Three (3) Subjects3,750

7.8 Referrals.

Candidates who will be referred in the ECDE examination can register to re-sit the 2020 ECDE examination at their former colleges. The Principals are informed to upload the repeaters details using the repeaters option in the registration portal https://registration.knec.ac.ke/onlinreferred

REGULATIONS FOR REGISTRATION OF PROFICIENCY CERTIFICATE IN EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) EXAMINATIONS

8.1 Candidates entered for examinations must be registered by the DICECE programme officer on behalf of the Sub County Education Officer. Colleges registering Proficiency Certificate candidates will be barred from registering candidates for the 2015 ECDE examination.

8.2 Extra-territorial candidates who hold certificates from foreign examining boards that are equivalent to the prescribed minimum entry requirement will be eligible to sit for ECDE Proficiency Certificate examinations. Before registration for the examination, such candidates should seek equation of their qualifications from the Council authorizing them to register for the proficiency certificate in ECDE examination.

8.3 The minimum entry requirement for the Proficiency Certificate in Early Childhood Education examination shall be:

8.3.1 A minimum of Kenya Certificate of Primary Education (KCPE).
8.3.2 KCSE Mean grade of D Plain and below.

8.4 The examination is meant for candidates who do not qualify for direct entry to the certificate course. It is premised on the understanding that the candidate has been working and preparing for or upgrading their previous grades or qualifications.

8.5 The examination will be pegged on candidate’s competence in English, Arithmetic and General Studies. The Proficiency examination will consist of 2 papers, each of 2 hours duration.
8.5.1 8011/1: English (Grammar, Comprehension and Composition)
8.5.2 8011/2: Arithmetic
8.5.3 8012: General Studies – consisting of issues in Geography, History, Civics, Emerging Issues, Family, Childcare and Environmental Issues.

8.6 Examination fees for Proficiency Certificate in ECDE.

Candidates are expected to pay for the examinations as per the schedule shown in the table 8 below;

TABLE 8: ECDE PROFICIENCY CERTIFICATE EXAMINATION FEE CHARGES

TYPES OF FEE PAYMENTTOTAL AMOUNT- Kshs.
Basic Fee1,500
Paper Fee500
Total Fees3,000

8.7 Sub County Education Officers must ensure that only those candidates who meet the minimum entry requirements for the course are registered for the examination.

8.8 Referrals.

Those who sit for the proficiency examination will only be graded as pass or fail. There shall be no referrals for the proficiency test. The pass mark for the proficiency examination is (35) thirty five marks. Once a candidate fails, he/she cannot be referred.

9.0 EXAMINATION FEES COLLECTION ACCOUNTS FOR ALL TEACHER EDUCATION EXAMINATIONS

9.1 After downloading a college invoice at the end of registration, Payment can be made into the Council Fees Collection Accounts in any of the Banks listed below;

TABLE 9: KNEC FEES COLLECTION ACCOUNTS BANK

S/No.BANK NAME
9.1.1Co-operative Bank
9.1.2National Bank of Kenya
9.1.3Kenya Commercial Bank
9.1.4Equity Bank

Ensure the relevant deposit slip is used for each examination for accounting purposes.

9.2 You are hereby advised that no other mode of payment will be accepted by the Council.
The copies of the deposit slips and corresponding invoice will then be submitted to the Council within two (2) weeks after the close of the registration period.

10.0 QUERIES RELATED TO TEACHER EDUCATION EXAMINATIONS

10.1 All queries should be received by the council within 30 days after the date of release of examination results. Remarking of Teacher Education Examinations and replacement of certificates has been suspended by the Council.

10.2 Heads of institutions must check the examination results, results slips or certificates immediately after the release and raise queries within the 30 days after the date of release. The queries raised during this period will not attract any penalty.

10.3 Examination related queries received after the 30 days under 10.2 above will attract a penalty fee of Five Thousand shillings (Kes.5000) for the Council to resolve the issue.

11.0 RE-SITTING OF FAILED/REFERRED CANDIDATES CANCELLED RESULTS

11.1 As per the KNEC policy, candidates are allowed to re-sit a failed/referred examination paper(s)/subject(s) any number of times within a period of five (5) years after the first sitting.

11.2 Any candidate who does not pass all the papers within five (5) years after the initial sitting will have to re-take the entire examination, including continuous assessment and teaching practice.

11.3 Any candidate whose results read CRNM (Course requirement not met) must register for the missing subjects and CATS that led to award of a CRNM

11.4 Candidates whose results are cancelled and overall grade is given as ‘y’, are banned for THREE years from sitting the examination.
They will only be eligible to sit for any examination after the three year period.

12.0 Photograph specifications

12.1 Must be in colour (at least 24 bits per pixel).
12.2 The size of the photo should be 45mm by 35mm in JPEG format (jpg extension) or PNG format.
12.3 The photograph should not be compressed
12.4 Only digital photos will be accepted.
12.5 The image must contain the full face, neck, and shoulders of the applicant in frontal view with a neutral, non-smiling expression and with eyes open unobstructed and directed at the camera.
12.6 All facial features must be visible and unobstructed.
12.7 The image must be taken within 6 months of the submission date.

Also read;

Latest job vacancies at Kenyatta University

Kenyatta University Council wishes to invite applications from eminent individuals who are suitably qualified and experienced with outstanding academic credentials and relevant experience for the following positions;

PROJECT COORDINATOR

The Enhancing Community Food Security in Urban and Rural Areas through Outreach Youth Champions (EFSOYC) project hosted by Kenyatta University is seeking to engage a project coordinator. The goal of the EFSOYC project is to enhance food security and improve livelihoods in the urban and rural areas through Agri- enterprise initiatives targeting the most food insecure farming households using OYC. In pursuit of SDG 2, the Kenya Government Big Four Agenda on food security and the Science, Technology, Innovation Strategy for Africa (STISA-2024) priority area on eradication of hunger and achieving food security, the project will adopt an innovative and participatory approach to contribute to enhancement of food security. This pilot project will leverage on the potential of youth drawn from Kenyatta University to drive food security efforts in their local communities by using an Outreach Youth Champions (OYC) model and existing community organizations.

Qualifications:
1.  Diploma from a recognized institution
2. Should be below 35 years of age.
Additional Qualifications:
1. At least three (3) years relevant post qualification work experience in managing resources, handling logistics, report writing and record keeping.
2. Ability to work and deliver outputs within strict deadlines.
3. An organized approach and excellent time management skills.
4. Strong communication skills(verbal and written)
5. Ability to work well as part of a team with people from diverse backgrounds
6. Computer literacy and good keyboard skills.
7. Good numeracy skills
8. Accuracy and attention to details
9. Experience in working with Kenyatta University Donor Funded Project will be an added advantage.

How to Apply:
Applicants should send soft copies of application letters and CVs giving full details of educational and professional qualifications, work experience, present post and salary, applicant’s telephone numbers and email address. Applicants should also give names and contact details of three (3) referees who are conversant with applicant’s competence in area of specialization. Copies of certificates and testimonials should be attached.

Applicants and one professional referee should WRITE VIA EMAIL directly to:

Principal Investigator 
Enhancing Community Food Security in Urban and Rural Areas through Outreach Youth Champions (EFSOYC) project. 
Kenyatta University
P.O Box 43844-00100
NAIROBI
Email: efsoyc.project@ku.ac.ke

Soft copy applications and support letter from the referee should be received not later than Wednesday, 5th December 2018 at 4 pm.

KMTC Fees Structure 2023-2024 For All Courses

 KMTC fee structure for government sponsored and Private students

The Kenya Medical Training College charges different tuition fees for its regular and self-sponsored students. Get all the details about the fee structure this academic year.

KMTC fee structure for government sponsored students

 The following items form the fee structure for KMTC students;

  • Registration fee
  • Activity fee
  • Examination
  • Library and ICT Services
  • Tuition fee
  • Research and Development fee
  • Transport levy
  • Maintenance levy
  • Student Identity card

Government sponsored students fee varies depending on the level of study and the courses they undertake. The fee structure of regular students in their first year is as shown below;

Items 1st Semester 2nd Semester Total
Registration fee Ksh. 2,000.00 Ksh. 2,000.00
Activity fee Ksh. 1,000.00 Ksh. 1,000.00 Ksh. 2,000.00
Examination fee Ksh. 5000.00 Ksh. 5,000.00 Ksh. 10,000.00
Library and ICT Services Ksh. 2,000.00 Ksh. 2,000.00 Ksh. 4,000.00
Tuition fee Ksh. 15,000.00 Ksh. 15,000.00 Ksh. 30,000.00
Research and Development fee Ksh. 5,000.00 Ksh. 5,000.00 Ksh. 10,000.00
Transport levy Ksh. 6,000.00 Ksh. 6,000.00 Ksh. 12,000.00
Maintenance levy Ksh. 5,000.00 Ksh. 5,000.00 Ksh. 10,000.00
Student Identification card Ksh. 700.00 Ksh. 700.00
Total Amount Ksh. 80,700.00

 

The fee structure of regular students in their continuing years is constant. The students pay the following amounts;

Items 1st Semester 2nd Semester Total
Activity fee Ksh. 1,000.00 Ksh. 1,000.00 Ksh. 2000.00
Examination fee Ksh. 5,000.00 Ksh. 5,000.00 Ksh. 10,000.00
Library and ICT Services Ksh. 2,000.00 Ksh. 2,000.00 Ksh. 4,000.00
Tuition fee Ksh. 15,000.00 Ksh. 15,000.00 Ksh. 30,000.00
Research and Development fee Ksh. 5,000.00 Ksh. 5,000.00 Ksh. 10,000.00
Transport levy Ksh. 6,000.00 Ksh. 6,000.00 Ksh. 12,000.00
Maintenance levy Ksh. 5,000.00 Ksh. 5,000.00 Ksh. 10,000.00
Total Amount Ksh. 78,000.00

Other expenses incurred by students include charges for meals and accommodation. The amounts payable for meals and accommodation vary from one campus to another.

How much is the KMTC application fee?

The institution charges a non-refundable fee of Kshs. 2,022.00. All applications are made online. The application fee is payable via M-Pesa pay bill number 964150 following the procedure outlined on the institution’s website.

KMTC fee payment details

The college does not accept direct cash payments. However, deposits can be made at any branch countrywide. The fee is payable in two installments, per semester and at the beginning of the semester.

The college’s payment details are as follows;

Bank name Account name Account number
National Bank, Hospital Branch, Nairobi. KMTC Central Collection Account 01003086514000
Kenya Commercial Bank, Moi Avenue Branch, Nairobi. KMTC Holding Account 1158030274

How do you become a government sponsored student at KMTC?

There are two options to become a student at KMTC; as a regular or a parallel student. Therefore, when making your application, select regular if you want to be sponsored by the government.

REGULAR

REGULAR STUDENT FEES AND OTHER CHARGES        

 

  ITEM YEAR 1 YEAR 2 YEAR 3 YEAR 4
    SEM 1 SEM 2 TOTAL P.A SEM 1 SEM 2 TOTAL P.A SEM 1 SEM 2 TOTAL P.A  

(6 MONTHS)

Amount (Ksh.) Amount (Ksh.) Amount (Ksh.)
1. Registration Fee 2,000.00 2,000.00
2. Activity Fee 1,000.00 1,000.00 2,000.00 1,000.00 1,000.00 2,000.00 1,000.00 1,000.00 2,000.00 5,000.00
3. Examination Fee 5,000.00 5,000.00 10,000.00 5,000.00 5,000.00 10,000.00 5,000.00 5,000.00 10,000.00 2,000.00
4. Library and ICT services 2,000.00 2,000.00 4,000.00 2,000.00 2,000.00 4,000.00 2,000.00 2,000.00 4,000.00 2,000.00
5. Tuition Fee 15,000.00 15,000.00 30,000.00 15,000.00 15,000.00 30,000.00 15,000.00 15,000.00 30,000.00 15,000.00
6. Research and Development Fee 5,000.00 5,000.00 10,000.00 5,000.00 5,000.00 10,000.00 5,000.00 5,000.00 10,000.00 5,000.00
7. Transport Fee 6,000.00 6,000.00 12,000.00 6,000.00 6,000.00 12,000.00 6,000.00 6,000.00 12,000.00 5,000.00
8. Maintenance Fee 5,000.00 5,000.00 10,000.00 5,000.00 5,000.00 10,000.00 5,000.00 5,000.00 10,000.00 5,000.00
9. Student Identity Card 700.00 700.00
  TOTAL KSHS. 41,700.00 39,000.00 80,700.00 39,000.00 39,000.00 78,000.00 39,000.00 39,000.00 78,000.00 39,000.00

 

Charges for meals and accommodation shall be payable directly at the respective Campus at applicable rates. The respective

College bank account details shall be provided upon admission for this purpose.

BACHELOR OF SCIENCE IN ANIMAL SCIENCE KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE IN ANIMAL SCIENCE KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE IN ANIMAL SCIENCE
PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF
1 1117294 PWANI UNIVERSITY BACHELOR OF SCIENCE IN ANIMAL SCIENCE 16.791 24.387 30.171
2 1165294 MAASAI MARA UNIVERSITY BACHELOR OF SCIENCE (ANIMAL HEALTH & PRODUCTION) 16.791 24.058 23.851 25.249 22.432 27.643
3 1240294 MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY BACHELOR OF SCIENCE (ANIMAL HEALTH AND PRODUCTION) 16.791 25.553 28.339 26.892 34.083
BACHELOR OF ARTS IN CHILDCARE AND PROTECTION
1 1117322 PWANI UNIVERSITY BACHELOR OF ARTS IN CHILDCARE AND PROTECTION 24.175 24.397
2 1475322 TANGAZA UNIVERSITY COLLEGE BACHELOR OF ARTS IN CHILD AND YOUTH STUDIES 22.21 24.993 25.754 23

County Secondary Schools in Siaya County; School KNEC Code, Type, Cluster, and Category

County Schools in Kenya form the third tier of secondary schools; after National and Extra County schools, respectively. The schools admit students from majorly within the country. Admissions to these schools is done online by the Ministry of Education. The Schools are either of Mixed or single sex type.

Here are the County Schools in Siaya County:

School  Code School NameCategoryType
42705302HAWINGA GIRLS HIGH SCHOOLCountyGirls
42712103BARKOWINO SECONDARYSCHOOLCountyMixed
42712104MAJIWA BOYS SECONDARY SCHOOL.CountyBoys
42712106BARCHANDO GIRLS’ SECONDARY SCHOOLCountyGirls
42712201NYANGOMA SECONDARY SCHOOLCountyBoys
42712302BARKANYANGO SECONDARY SCHOOLCountyBoys
42712303WAMBASA GIRLS SECONDARY SCHOOLCountyGirls
42712306GOT AGULU SECONDARY SCHOOLCountyBoys
42721102D.O. MAKASEMBO SECONDARY SCHOOOLCountyMixed
42721103NYAKONGO GIRLS SECONDARY SCHOOLCountyGirls
42721104ST. SYLVESTER’S GIRLS SECONDARY SCHOOLCountyGirls
42721105NDIGWA SECONDARY SCHOOLCountyMixed
42721203NYAGOKO SECONDARY SCHOOLCountyMixed
42721205RALIEW SECONDARY SCHOOLCountyMixed
42725116SIGWENG’ KARUOTH SECONDARY SCHOOLCountyMixed
42725210UGENYA HIGH SCHOOLCountyBoys
42726102SINAGA GIRLS SECONDARY SCHOOLCountyGirls
42726103ARGWINGS KODHEK SECONDARY SCHOOLCountyMixed
42726105NYAMNINIA SECONDARY SCHOOLCountyMixed
42726106ULUMBI SECONDARY SCHOOLCountyMixed
42726108MALIERA SECONDARY SCHOOLCountyBoys
42726201SIREMBE MIXED SECONDARY  SCHOOLCountyMixed
42726206NYAGONDO MIXED SECONDARY SCHOOLCountyMixed
42738106GOT OSIMBO GIRLS SECONDARY SCHOOLCountyGirls

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Mashujaa Day Celebrations- Latest News

Preparation to hold Mashujaa day celebrations onThursday, at the Uhuru Gardens Memorial Park, Nairobi is almost complete.

Nairobi Regional Commissioner (RC) Kang’ethe Thuku who was briefing the media today on the government’s preparedness for the celebrations at Safari Club Lillian Towers hotel today, noted that Mashujaa day known as `Heroes Day’ is significant as it honours Kenyans who have contributed towards the country’s freedom and independence.

“This is a very important activity in our calendar as the struggle for independence involved suppression and loss of lives.  About 10, 000 brave freedom fighters were imprisoned,” he stated.

He noted that the occasion will also be used to remember Kenyans who are hard hit by severe drought and those who were affected by the Covid 19 pandemic.

The RC who urged Kenyans to turn up in large numbers during the celebrations themed ‘Nchi yangu, jukumu langu, mimi ni shujaa,” assured that security has been beefed up to ensure the public is secure.

“Security personnel will be deployed at strategic places at the memorial park to guide members of the public to their parking designated areas as per car stickers,” he said, adding that roads will not be closed to the public.

Mr. Thuku disclosed that the national celebrations committee has identified various categories of artists to perform during the celebrations.

“The committee has also selected some of the notable heroes from our communities across the country as representatives of the rest of the heroes and heroines for recognition,” said the RC.

Mr. Thuku at the same time urged Kenyans who shall attend the celebrations to conduct themselves with decorum so as to make the event a success.

He said that the park has a seating capacity of over 22,000 persons, urging Kenyans across the country to join President William Ruto and other dignitaries in marking the auspicious occasion.

The meeting was hosted by the Ministry of Information Communication and Blue Economy, and was attended by the Nairobi County Commissioner Flora Mworoa, Nairobi Regional Security Committee team, Information Secretary Judy Munyinyi and the Director for Public Communication Muia Mulei among others.

Grade 7 School Choices – List of schools selected to host Junior High School in Marsabit County

Grade 7 School Choices – List of schools selected to host Junior High School in Marsabit County

Here is the official Ministry Of Education List of schools selected to host Junior High school. Get the school name, KNEC Code, Unique Identification Code (UIC), Sponsor, Category, Gender and Accommodation Type.

Get lists of schools from all other Counties here: Official list of Junior Secondary Schools in Kenya

S/No County Sub County School Name KNEC Code UIC Sponsor Category Gender Accomodation Type
1756 MARSABIT CHALBI HON.ISACKO MEMORIAL 16320401 RX5K CEB COUNTY Boys School Boarding School
1758 MARSABIT CHALBI MAIKONA GIRLS 16320301 SEE2 CEB COUNTY Girls School Boarding School
1760 MARSABIT LAISAMIS LOGLOGO GIRLS SECONDARY SCHOOL 16321102 3VW7 CEB COUNTY Girls School Boarding School
1762 MARSABIT LOIYANGALANI KULAL GIRLS 16359102 QD3Y CEB COUNTY Girls School Boarding School
1768 MARSABIT MARSABIT SAKUU HIGH SCHOOL 16305302 9W87 CEB COUNTY Boys School Boarding School
1772 MARSABIT NORTH HORR NORTH-HORR BOYS SEC 16358101 G6AU CEB COUNTY Boys School Boarding School
1773 MARSABIT NORTH HORR NORTH-HORR GIRLS 16358102 2KUU CATHOLIC COUNTY Girls School Boarding School
6549 MARSABIT LAISAMIS LAISAMIS SEC.SCHOOL 16321101 82DF CEB COUNTY Mixed School Day School
1755 MARSABIT CHALBI CHALBI  BOYS 16320302 M6M7 CEB REGIONAL Boys School Boarding School
1763 MARSABIT LOIYANGALANI LOIYANGALANI MIXED SEC. 16359101 BZCX CEB REGIONAL Mixed School Boarding School
1766 MARSABIT MARSABIT MARSABIT BOYS 16305101 5BRU CEB REGIONAL Boys School Boarding School
1769 MARSABIT MARSABIT SASURA GIRLS 16305202 ZX6F CEB REGIONAL Girls School Boarding School
1771 MARSABIT MOYALE MOYALE GIRLS SEC 16311102 969V CEB REGIONAL Girls School Boarding School
1774 MARSABIT SOLOLO DR.GURRACHA MEMORIAL GIRLS 16340202 3ED5 CEB REGIONAL Girls School Boarding School
6570 MARSABIT SOLOLO SOLOLO MIXED SEC SCHOOL 16340201 UAJQ CEB REGIONAL Mixed School Day School
1767 MARSABIT MARSABIT MOI GIRLS MARSABIT 16300008 DAH8 CEB NATIONAL Girls School Boarding School
1770 MARSABIT MOYALE MOYALE BOYS SEC SCHOOL 16300014 B956 CEB NATIONAL Boys School Boarding School
9503 MARSABIT LAISAMIS TIRIIM 16321201 ZSWY AIC PRIVATE Mixed School Boarding School
9504 MARSABIT MARSABIT CAVALERA 50443029 FN9V Catholic PRIVATE Girls School Boarding School
9505 MARSABIT MARSABIT JIRIME 50471620 WQBV Private PRIVATE Girls School Boarding School
9506 MARSABIT MARSABIT ST.PAUL 50449404 QZG9 Catholic PRIVATE Boys School Boarding School
9507 MARSABIT MOYALE OMC SECONDARY 16311103 DYEW Private PRIVATE Boys School Boarding School
9975 MARSABIT MOYALE LAMI SECONDARY SCHOOL 16311108 YV5J Private PRIVATE Mixed School Day School
1757 MARSABIT CHALBI KALACHA GIRLS 16320303 NP5E CEB SUB COUNTY Girls School Boarding School
1759 MARSABIT CHALBI TURBI GIRLS 16320402 7W3Y CEB SUB COUNTY Girls School Boarding School
1761 MARSABIT LOIYANGALANI KOROLLE 16359103 M2WV CEB SUB COUNTY Boys School Boarding School
1764 MARSABIT MARSABIT KARARE 16305105 Y4QJ CEB SUB COUNTY Mixed School Boarding School
1765 MARSABIT MARSABIT MANYATTA JILLO 16305303 N2FN CATHOLIC SUB COUNTY Mixed School Boarding School
1775 MARSABIT SOLOLO WALDA BOYS COMPLEX 16340203 23YY CEB SUB COUNTY Boys School Boarding School
6548 MARSABIT LAISAMIS KORR MIXED DAY SEC 16321203 R7MK CEB SUB COUNTY Mixed School Day School
6550 MARSABIT LAISAMIS MERILLE MIXED DAY SEC 16321102 TQ3B CEB SUB COUNTY Mixed School Day School
6551 MARSABIT LAISAMIS NGURUNIT 16321202 D4R6 CEB SUB COUNTY Mixed School Day School
6552 MARSABIT MARSABIT ACK ST.PETERS 16305305 HPFA ACK SUB COUNTY Mixed School Day School
6553 MARSABIT MARSABIT BADASSA MIXED 16305304 T6BJ CEB SUB COUNTY Mixed School Day School
6554 MARSABIT MARSABIT DAKABARICHA 16305104 XYAE CEB SUB COUNTY Mixed School Day School
6555 MARSABIT MARSABIT GADAMOJI HIGH 16305203 JZED CATHOLIC SUB COUNTY Mixed School Day School
6556 MARSABIT MARSABIT GORO RUKESA 16305301 62TM CEB SUB COUNTY Mixed School Day School
6557 MARSABIT MARSABIT MARSABIT MIXED 16305102 X487 CEB SUB COUNTY Mixed School Day School
6558 MARSABIT MOYALE BORI JUNCTION MIXED DAY/BOARDING 16311114 W7NM CEB SUB COUNTY Mixed School Day School
6559 MARSABIT MOYALE BUTIYE MIXED SEC 16311105 UV76 CEB SUB COUNTY Mixed School Day School
6560 MARSABIT MOYALE DABEL MIXED DAY SEC SCHOOL 16311106 S3LV CEB SUB COUNTY Mixed School Day School
6561 MARSABIT MOYALE HEILU MIXED DAY 16311111 2QYC CEB SUB COUNTY Mixed School Day School
6562 MARSABIT MOYALE KINISA MIXED DAY 16311113 8D9H CEB SUB COUNTY Mixed School Day School
6563 MARSABIT MOYALE MANYATTA MIXED 16311104 FYHD CEB SUB COUNTY Mixed School Day School
6564 MARSABIT MOYALE MOYALE TOWNSHIP MIXED 16311110 L2ZW CEB SUB COUNTY Mixed School Day School
6565 MARSABIT MOYALE ODDA MIXED DAY SEC 16311109 WND7 CEB SUB COUNTY Mixed School Day School
6566 MARSABIT MOYALE SESSI MIXED DAY SCHOOL 16311107 LVG5 CEB SUB COUNTY Mixed School Day School
6567 MARSABIT MOYALE ST.MARYS MIXED DAY SEC MOYALE 16311112 72ZJ CEB SUB COUNTY Mixed School Day School
6568 MARSABIT NORTH HORR DUKANA BOYS HIGH 16358201 N8Z4 CEB SUB COUNTY Mixed School Day School
6569 MARSABIT NORTH HORR RUSO MIXED DAY 16358103 GUJX CEB SUB COUNTY Mixed School Day School
6571 MARSABIT SOLOLO URAN MIXED 16340204 J2BW CEB SUB COUNTY Mixed School Day School

How to check KCSE, KCPE results via sms 2021 – KNEC SMS Code 20076

How to check KCPE Results 2022?

  • Kenya National Examinations Council allows candidates and their parents to check the KCPE exam results through online and SMS. Sending your index number to 20076 or on the KNEC website.

Check KCPE 2021 Results Online:

  • The Kenya Certificate of Primary Education (KCPE) examination – This is the exam which is done after one completes his primary (elementary) education. This is when one is in standard eight. After completing the exam, one can proceed to secondary school.
  • Results are then announced by the Minister for Education some three or four days after Christmas day. Students can print KCPE Examination Result Slip online through KNEC Portal online. Check below for details steps.
  • Step 1: Open Your Laptop or Mobile Web Browser.
  • Step 2: In Address Bar type “www.knec-portal.ac.ke“
  • Step 3: Find “2021 Online Result Slip“.
  • Step 4: Click on the option.
  • Step 5: KCPE – RESULT SLIPS window will open.
  • Step 6: Enter Your “User Name” and “Password”.
  • Step 7: Click on the “Login” Button.
  • Step 8: Enter Your “KCPE 2021 Index Number”.
  • Step 9: Enter Your “Examination Year” as 2021.
  • Step 10: Click on “Find” Button.
  • Final step- Subject wise results of KCPE 2021 will displayed.

How To Check KCPE Results 2021 by KNEC SMS CODE 20076:

 Once KCPE examination results published by KNEC, the result can be view or download from KNEC Portal and KCPE Result can also access in SMS by using Safaricom, Airtel and Orange networks for couple Kenyan shilling (KES) as per charges.
  • Send SMS with your <<Index Number>> to 20076
  • Send SMS with your <<04122101001>> to 20076

Knec Official Address

  • Chief Executive Officer
    P.O. Box: 73598 00200,
    Nairobi, Kenya.
  • Head Office
    National Housing Corporation (NHC) House,
    Aga Khan Walk,
knec portal,
tvet knec exams 2021 results,
www.knec-portal.ac.ke results 2021,
how to check kcse results via sms 2021,
knec technical exams 2021,
tvet knec results 2021 release date,
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knec results for colleges 2021,,

TDP TRAINING HANDOUTS – NOTES, MANUALS, GUIDES

KENYA EDUCATION MANAGEMENT INSTITUTE TEACHER PROFESSIONAL DEVELOPMENT (TPD) PROGRAM

INTRODUCTORY MODULE

KePTS COMPETENCE INDICATORS FOR TEACHERS

Kenya Professional Teaching Standards (KePTS) have competency Indicators that guide the intended learner’s outcomes.

Standard 1: Teacher Promotes Professionalism throughout his/her career

The competency indicators for this standard include:

The Teacher:

  • Demonstrate professionalism when engaging and communicating with learners, parents, colleagues and the community
  • Models high standards of teaching as prescribed by legal and professional documents
  • Contributes to collaborative, inclusive, and friendly school through participation in activities and partnerships with communities
  • Creates inclusive classroom environment that supports the social, physical, intellectual, mental, cultural and emotional development of learners
  • Takes part in lifelong learning and continually engages in selfreflection, professional inquiry and professional learning in subject – area content
  • Stays current in educational theories and innovations in classroom management and their application
  • Demonstrate understanding of the provision of education in the Constitution of Kenya
  • Demonstrates of the establishment of TSC, legal and professional documents that TSC operations are anchored on. (E.g. the TSC Act, 2021, Code of Regulations for Teachers(CORT), 2015 and Code of Code of Conduct and Ethics (COCE), 2015
  • Observes confidentiality associated with their work, including the recording, storing, access, release and handling of confidential information (as specified in (vii) above.
  • Has understanding of the roles and structures of basic education institutions such as County Governments, County Education Boards, Boards of Management, Kenya National Examination Council, Kenya Institute of Curriculum Development and other legal entities
  • Has understanding of the Rights of learners as provided for in the constitution of Kenya, 2010. Various charters, Basic Education Act, 2013, and other legal documents,
  • Demonstrate understanding in Trends and Reforms in Education since
    independence

Standard No. 2: Teacher has pedagogical Content Knowledge and understanding of Competency Based Curriculum and how to implement it

Competency Indicators for this standard include:
The teacher:

i. Demonstrates understanding of the broad 21st century learners’
outcomes and support systems
ii. Demonstrates understanding of a competency- based education and
how it works
iii. Demonstrates knowledge of Basic Curriculum Reforms (BECR) i.e. the
seven core curriculum competencies
iv. Demonstrates ability to plan teaching with the end in mind using a
backward Instructional Design Model
v. Demonstrates understanding of major concepts and processes of
inquiry, central to the content area he/ she teaches
vi. Demonstrates ability to organize the content into an effective learning
and teaching progression
vii. Designs and implements instruction that integrates the seven BEC
cross curricular competencies and higher order skills that ensure
learning experiences reflect accurate and current content
viii. Applies knowledge and understanding of how learners learn in order to
plan a variety of instructional strategies and resources that respond to
learners’ diverse needs
ix. Demonstrates knowledge and skills to integrate the pedagogy of
community-service learning in the teaching/ learning area/ subject
x. Creates trustful and respectful climate by valuing learners experiences
xi. Infuses entrepreneurial and financial literacy across the curriculum
xii. Integrates literacy and numeracy skills across the teaching subject
area
xiii. Evaluates and modifies learning resources to support the teaching of a
content area
xiv. Assesses bias in learning resources to counter misinformation and
stereotyping
xv. Provides learners with a variety of information resources as well as
the technological tools to mediate learning
xvi. Knows how to use information technology resources to enhance
learner engagement

Standard 3: teacher has knowledge on assessment and reporting

Competency indicators for this standard include:

The teacher:

i. Designs assessment FOR, AS and OF learning
ii. Engages learners actively in assessment process, in order to develop their
capacity to co-construct criteria for success, self-monitor progress, and
provide prompt, descriptive and specific feedback to learners
iii. Uses information from assessment for learning to organize instruction and
learning resources, and to provide feedback to learners to help improve
and advance their learning
iv. Uses information to determine not only what learners know but also if
they apply what they know
v. Designs assessment of learning to confirm what learners know and can do
and to demonstrate if the learners have achieved curriculum outcomes
vi. Embeds assessment in all levels of lesson planning to meet the basic
education curriculum outcomes
vii. Designs assessment activities, tasks and strategies, for example:
performance tasks, anecdotal records, reflective journals, portfolios, peer
assessment, dramatization, projects, interviews, surveys, assessments,
observations, rubrics, rating scales, etc.
viii. Demonstrates understanding of a range of strategies for reporting
learners’ achievements and develops accurate records to inform and
communicate learner progress in timely and respectable manner to
learners and parents

Standard 4: Teacher Knows how to Create and Support Inclusive Education
Practices

Competencies Indicators for this standard include:

The Teacher:
i. Designs a teaching and learning environment that is responsive to the
physical, cultural, emotional and learning needs of all learners
ii. Involves learners in establishing and maintaining classroom procedures
and routines, and ensures discipline issues are addressed promptly, fairly
and respectfully
iii. Designs a learning environment where learners have access to both
material and human resources to promote their learning
iv. Creates inclusive classroom where learners with special needs have
opportunities to demonstrate their learning in their own way, using
appropriate resource support, both human and material including assistive
technology that accommodates their needs, and enables them to learn at
their own pace.
v. Creates a learning environment that ensures success of all learners
vi. Demonstrates understanding of learners as individuals with distinct
personal and diverse skills, abilities, talents and interests
vii. Establishes and implements inclusive and positive interactions to engage
and support all learners in classroom activities
5
viii. Integrates strategies that ensure safe, responsible and ethical use if
technology in learning and teaching
ix. Develops enriching experiences to support the gifted and talented
learners

Standard 5: Teacher knows and promotes comprehensive School Health and
safety

Competency indicators for this standard include:

The teacher:

i. Demonstrates understanding of the concept of health literacy skills, social
determinants of health and comprehensive school health
ii. Demonstrates understanding of infectious diseases and their sources with
a view to reducing learners’ exposure to these health conditions through
education
iii. Demonstrates understanding of emotional health and stressors and uses
stress reduction strategies to support learners
iv. Demonstrates understanding if sexuality, health education and HIV, and is
able to teach learners about risky sexual behaviour including HIV
infection
v. Demonstrates understanding of drug use, drug addiction, and educates
learners on the potential harm to their health and well being
vi. Demonstrates understanding of nutrition and healthy eating and educates
learners on health risks associated with consumption of unhealthy foods
such as diabetes, cancer, heart conditions.
vii. Demonstrates knowledge on effects of bullying on learners and educates
learners to build caring and respectful healthy relationships
viii. Demonstrates basic skills to handle life saving measures e.g. breathing
emergencies, resuscitation and cardiopulmonary techniques, bleeding and
shock management, splinting, burns and scalds, first aid equipment etc.
ix. Demonstrates appropriate skills to manage fire equipment and handle fire
disasters.
6

Standard 6: The Teacher has Knowledge of Financial Literacy Skills

Competency Indicators for this standard include:

Teacher:

i. Demonstrates understanding on financial matters including financial
management, terminologies, concepts and principles
ii. Applies various financial planning techniques such as budgeting, cash-flow
projections and cost benefit analysis, variance analysis and cost
management
iii. Analyses and interprets financial sheets, income and expenditure
statements and assets register
iv. Demonstrates understanding of procurement and disposal of goods and
services as required by the Public Procurement and Asset Disposal Act,
2015 and the Public Procurement Manual for Schools and Colleges, 2009
and the Public Audit Act, 2003 which governs the audit of school books
v. Demonstrate understanding of stores management and accounting
procedures that ensure proper stock control systems are established and
maintained in the school for the purpose of accountability

Standard 7: The Teacher Knows and Promotes Instructional Leadership and
Administration

Competency Indicators for this standard include:

The teacher:

i. Leads in developing and implementing a shared vision for the school and
instruction that supports all learners
ii. Leads and manages change
iii. Leads in building a collaborative school culture for professional learning
community and instructional improvements.
iv. Leads implementing high quality instructional practices
v. Leads high quality school-based professional; development that is linked
to instruction and learners; achievement
vi. Leads in using assessment data to improve teaching and learning
vii. Leads in building a positive inclusive learning environment
viii. Leads and practices distributed leadership
7

KePTS COMPETENCY INDICATORS FOR INSTRUCTIONAL LEADERS

The Code of Regulations for Teachers (2015), describes the Head of Institution as a
lead educator and a quality assurance officer within the institution.

Standards for instructional leaders and competency indicators have been developed to serve as guidelines and benchmarks for the assessment of their work. The Seven (7)
Standards and competency indicators for instructional leaders are as enumerated
below: –

Standard 1: Takes Lead in Promoting Professionalism throughout the teaching
Career

Competency Indicators

The Instructional Leader:

1.1. Leads in Demonstrating professionalism when engaging and communicating
with learners, parents, colleagues, community and models high standards of
teaching characterized by collegiality, honesty, integrity, fairness, and
accountability.
1.2. Leads in Contributing to collaborative, inclusive, and friendly school through
participation in activities and partnerships with communities.
1.3. Leads in creating inclusive classroom environment that supports the social,
physical, intellectual, mental, cultural, and emotional development of
learners.
1.4. Undertakes lifelong learning and continually engages in self-reflection,
professional inquiry, and professional learning in subject-area content,
pedagogy, assessment, technology, health and well-being and cultural
responsiveness.
1.5. Leads in accessing broad range of professional learning opportunities from
multiple sources including coaches, mentors, and colleagues.
1.6. Is up to date on current educational theories, innovations in instruction,
assessment, program planning, classroom management and their application
in the classroom.
1.7. Leads in demonstrating understanding of Teachers Service Commission Act
of 2012, the Rights and Obligations of teachers as provided for in the Code of
8
Regulations for Teachers and the Ethical issues regarding teaching as provided
for in the Code of Conduct and Ethics.
1.8. Leads in conforming to professional expectations through appropriate
dressing, punctuality, communication, and conduct in school, community,
and on-line environments.
1.9. Leads in observing confidentiality requirements associated with their work,
including the recording, storing, access, release, and handling of confidential
information.
1.10. Leads in demonstrating understanding of the governance structures of basic
education institutions (Role of County Education Boards, Boards of
Management, Education Standards and Quality Assurance Council, Kenya
National Examinations Council, Kenya Institute of Curriculum
Development) and their legal acts.
1.11. Demonstrates understanding of the Rights of learners as provided for in the
Constitution of Kenya 2010, various charters, Basic Education Act 2013, and
other legal documents.
1.12. Leads in demonstrating understanding of Trends and Reforms in Education
since Independence.
1.13. Leads in demonstrating understanding of key provisions of Teachers Service
Commission Act 2012 (the Mandate of the Commission, Registration and
Discipline of teachers, compliance with Teaching Standards and the role of
Boards of Management as agents of the Teachers Service Commission).
1.14. Leads in demonstrating understanding of the legal relationship between the
Teachers service Commission and County Governments in regard to
employment and management of Early Childhood Development and
Education (ECDE) teachers and management of Legal proceedings against
government institutions.
9

Standard No.2: Takes lead in pedagogical content Knowledge and understanding
of Competency-Based Curriculum and how to implement it.

Competency Indicators

Instructional Leader:

2.1. Leads in demonstrating understanding of subject content knowledge and
research based instructional practices that engage learners’ learning activities.
2.2. Leads in understanding of how learners learn and ensures teachers use
appropriate pedagogies and resources to respond to learners’ diverse abilities.
2.3. Leads in demonstrating skills that support teachers in integrating the
pedagogy of community service learning in their teaching.
2.4. Leads in supporting teacher infused entrepreneurial and financial literacy
skills across the curriculum.
2.5. Leads in supporting teachers to integrate literacy and numeracy skills across
the curriculum.
2.6. Leads in demonstrating understanding of the broad 21st century learners’
outcomes and support systems.
2.7. Leads in demonstrating sound understanding of competency-based
curriculum and its implementation process.
2.8. Leads in demonstrating understanding of Basic Education Curriculum
Reform (BECR) i.e. the core curriculum competencies, competency indicators
and how to integrate them within the teaching subject and across grade levels.
2.9. Leads in demonstrating capability of how to plan teaching with the end in
mind using Backward Instructional Design Model in implementing a
competency-based curriculum.

Standard 3: Takes Lead in creating an Environment that Promotes Assessment
and reporting.

Competency Indicators

The Instructional Leader:

3.1. Leads in designing assessment For, As and Of learning.
3.2. Leads in using information from assessment on learners’ performance to
modify and differentiate teaching and learning activities.
10
3.3. Leads in engaging learners actively in assessment process, in order to develop
their capacity to co-construct criteria for success, self-monitor progress, and
provides prompt, descriptive and specific feedback to learners.
3.4. Leads in the use of information to determine not only what learners know but
also if they apply what they know.
3.5. Leads in facilitating assessment as learning through helping learners develop
skills for knowing about, reflecting on, and monitoring their own learning.
3.6. Leads in designing assessment of learning to confirm what learners know and
can do, to demonstrate if they have achieved curriculum outcomes.
3.7. Leads in embedding assessment in all levels of lesson planning to meet basic
education curriculum outcomes.
3.8. Leads in designing assessment activities, tasks and strategies, for example:
performance tasks, anecdotal records, reflective journals, portfolios, peer
assessments, dramatizations, projects, interviews, surveys, self-assessments,
observations, rubrics, rating scales, etc.
3.9. Leads in Demonstrating understanding of a range of strategies for reporting
learners’ achievements and develops accurate records to inform and
communicate learner progress in timely and respectable manner to learners
and parents.

Standard 4: Takes Lead in Creating and Supporting Inclusive Education Practices
Competency Indicators

The Instructional Leader:

4.1 Leads in designing a teaching and learning environment that is responsive
to the physical, social, cultural, emotional and learning needs of all
learners.
4.2 Leads in involving learners in establishing and maintaining classroom
procedures, routines, and ensures discipline issues are addressed promptly,
fairly and respectfully.
4.3 Leads in designing a learning environment where learners have access to
both material and human resources to promote their learning.
4.4 Leads in creating inclusive classroom where learners with special needs
have opportunities to demonstrate their learning in their own way, using
11
appropriate resource support, both human and material including assistive
technology that accommodates their needs, and enables them to learn at
their own pace.
4.5 Leads in demonstrating understanding of learners as individuals with
distinct personal and diverse skills, abilities, talents and interests.
4.6 Leads in establishing and implementing inclusive and positive interactions
to engage and support all learners in classroom activities.
4.7 Leads in integrating strategies that ensure a safe, responsible and ethical
use of technology in learning and teaching.
4.8 Leads in developing enriching experiences to support the gifted and
talented learners.

Standard 5: Takes Lead in Promoting a Comprehensive School Health and Safety
Competency Indicators

The Instructional Leader:

5.1 Leads in Demonstrating professionalism when engaging and
communicating with learners, parents, colleagues and community.
5.2 Leads in modelling high standards of teaching characterized by collegiality,
honesty, integrity, fairness, and accountability.
5.3 Leads in understanding of the concept of health literacy skills, social
determinants of health, and comprehensive school health.
5.4 Leads in demonstrating understanding of infectious diseases and their
sources to reduce learners’ exposure to these health conditions through
education.
5.5 Leads in demonstrating understanding of emotional health and stressors
and uses stress reduction strategies to support learners.
12
5.6 Leads in understanding of sexuality, health education and HIV, and
educates learners on risky sexual behaviour including HIV infection.
5.7 Leads in demonstrating understanding of drug use, drug addiction, and
educates learners on the potential harm to their health and well-being.
5.8 Leads in demonstrating understanding of environmental health, and
educates learners to keep healthy environment including proper garbage
and recyclable disposal and staying green.
5.9 Leads in demonstrating understanding on personal health hygiene and
medical conditions associated with unhygienic conditions.
5.10 Leads in demonstrating understanding on nutrition and healthy eating
and educates learners on health risks associated with consumption of
unhealthy foods such as diabetes, cancer, obesity, heart conditions.
5.11 Leads in demonstrating understanding on effects of bullying on learners
and educates learners to build caring and respectful healthy relationships.
5.12 Leads in demonstrating basic skills to handle life saving measures e.g.
breathing emergencies, resuscitation and cardiopulmonary techniques,
bleeding and shock management, splinting, burns and scalds, first aid
equipment etc.
5.13 Leads in demonstrating appropriate skills to manage fire equipment and
handle fire disasters.

Standard 6: Takes Lead in Knowledge and application of Financial Literacy skills
Competency Indicators

The Instructional Leader:

6.1 Leads in demonstrating literacy on financial matters; including financial
management, terminologies, concepts and principles.
6.2 Leads in applying various financial planning techniques such as budgeting,
cash-flow projections, and cost benefit analysis, variance analysis and cost
management.
6.3 Leads in analysing and interpreting financial management statements and
reports such as the balance sheets, income and expenditure statements and
assets register.
13
6.4 Leads in demonstrating understanding of procurement and disposal of
goods and services as required by the Public Procurement and Disposal
Act (2015) and Public Procurement Manual for Schools and Colleges (July
2009) and the Public Audit Act (2003) which govern the audit of school
books.
6.5 Leads in demonstrating understanding of stores management and
accounting procedures that ensure proper stock control systems are
established and maintained in the school for the purposes of
accountability.
6.6 Leads in infusing financial literacy across the teaching subject areas.
6.7 Leads in demonstrating understanding of the concepts on
entrepreneurship education and how to design learning experiences
including school based activities, community-based learning, and
mentoring that enhance entrepreneurial spirit and initiative among the
learners.

Standard 7: Takes lead in Developing a Collaborative Professional Learning
Culture

Competency Indicators

The Instructional Leader:

7.1 Leads and models lifelong learning.
7.2 Leads in Developing and implementing a shared vision for instruction that
supports all learners.
7.3 Leads in Promoting capacity building of all staff.
7.4 Leads in Building a professional learning community.
7.5 Leads in Practicing distributed leadership that creates opportunities for
teachers to serve as instructional leaders.
7.6 Leads in Using educational research and reflection to inform approaches to
professional learning and school improvement.
7.7 Leads in mentoring and coaching of teachers.

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SMARTPASS EXAMINATION FORM 4 ENGLISH PP3

Name………………………………………………………….          Index No……………………

Signature……………………………                                                    Date………………………

101/3                                                                                        

ENGLISH                                                                                                            

PAPER 3

TIME: 2 ½ HOURS

SMARTPASS EXAMINATION

Kenya Certificate of Secondary Education (KCSE)

MODEL ONE 

101/3

ENGLISH

PAPER 3

                                      INSTRUCTIONS TO THE CANDIDATES

  • Answer three questions only
  • Questions one and two are compulsory.
  • In question three choose only one of the optional texts, for which you have been prepared.
  • Where a candidate presents work on more than one optional text, only the first to appear will be marked
  • Each of your essay must not exceed 450 words
  • All answers to be written in the answer booklet provided

 

 

This paper consists of 2 printed pages. Candidates should check to ascertain that all pages are printed as indicated and that no questions are missing.

  1. IMAGINATIVE COMPOSITION

 

Either

  1. Write a story starting with:

As I said goodbye to her, little did I know that would be the last time I would be seeing her…                                                               (20 Marks)

Or

  1. Write a composition to illustrate the following proverb:

“Beauty lies in the eyes of the beholder.”     (20 Marks)

 

  1. THE NOVEL (COMPULSORY)

 

Blossoms of the Savannah by Ole Kulet      (20 Marks)

 

Female assertiveness is one of the main thematic concerns. Using Resian as a point of reference, justify this statement.

 

  1. THE OPTIONAL SET TEXTS

 

Either

 

  1. The Play: ‘The Inheritance’ (20 Marks)

 

“Let it never be said that our world was built on the madness of the old.” Describe the ‘madness of the old’ as referred to by this statement in the play ‘The Inheritance’ by David Mulwa.

Or

  1. The short Story ‘Memories We Lost and Other Stories (20 Marks)

 

Political strife cause suffering to the citizens. Justify this assertion drawing your illustrations from the short story ‘The President’ by Mariatu Kamara.

 

Or

 

  1. The Novel: The Pearl by John Steinbeck (20 Marks)

 

With close reference to the novel, The Pearl by John Steinbeck, write an essay on how Juana and Kino complement each other in their family.




101/3 SMARTPASS ENGLISH PAPER 3 MARKING SCHEME MODEL ONE 

Question 1

  1. Must be a story, if not deduct 4mks (AD)
  • It may be told in either the first person or the third person point of view
  • The given statement must tie well to the story, if not deduct 1mk
  • If the given statement is not used at all, deduct 2mks
  • If the statement is not at the beginning of the story, deduct 1mk

Or

  1. Must be a story, if not deduct 4mks (AD)
  • Should capture the proverb (if defined deduct 2 AD)
  • Should portray a situation where one cherishes something, or somebody knows the value/worth – hence ‘beauty’ is relative: deduct 4mks in case of irrelevancy.
  • Treat as irrelevant if the composition is philosophical.

 

Question 2

            Introduction

In a patriarchal society, only those women who are assertive are able to stand in good stead. In ‘Blossoms of the Savannah’, Resian expresses her opinions openly and without fear with regards to what she considered oppressive practices against women.

(accept any relevant introduction)

Body

Firstly, Resian is opposed to cultural teachings that she perceives to be oppressive to women. In a defiant tone, she questions the length to which women go to please men, who she refers to as lazy bunch of busy bodies. She openly declares her refusal to be taught to solely please male counterparts. She feels, they can also cook, and they can, and should learn to please females. She also expresses her distaste/resentment for all those males who come around their home ordering them to do that or the other for them, simply because they are males. Thus, Resian intimates that male dominance should be done away with as it is oppressive to women folk.

 

Furthermore, Resian fights the idea that women should be treated like objects. Even though Resian and Taiyo had their plans and projections for their future, their father, Ole Kaelo makes decisions for them that are likely to change the course of their life without consulting them. He takes a briefcase with money presumably as a prize for one of them from Oloisudori. Again, Oloisudori lavishes them with gifts. To show Oloisudori that they were not on sale, they hatched a plan where they packed Oloisudori’s gifts in a carton and returned them to him. This shows Taiyo’s and Resian’s desire to achieve their dreams of pursuing further education at the university thereby developing their careers as opposed to their father’s plans for their lives – marriage.

 

In addition, Resian fiercely resists the idea of forcefully being married off. When Oloisudori declares that she was his wife, Resian screamed at him saying that she could only be his wife over her dead body and that he and her father could kill her and carry her dead body to Oloisudori’s palatial home. She was so angry at the disclosure that she shuddered with disgust and terror. Resian also confronts her father over the same issue of forced marriage. She hollered, shrieked and shrilled saying all sorts of things to express outrage. She cried accusing her father of hatred and betrayal by betrothing her to Oloisudori. Then she told her father that it would be better to kill her than to hand her over to his monster friend. All this outrage is a clear demonstration of how disgusting Resian regarded the idea of forced marriage.

 

Moreover, Resian could not condone sexual molestation against women. When Olarinkooi attempted to rape Resian, she fought him off fiercely. Mustering all her strength, she thrust Olarinkoi’s thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held on to it, tugging at it fiercely like a lioness. Though Olarinkoi howled in pain, she was relentless as she dug deeper and the limb. Consequently, Olarinkoi was unable to accomplish his evil intentions.

 

Conclusion

In conclusion, through her assertiveness, Resian is able to resist oppressive practices against women and becomes one of the pioneers of women empowerment in her society.

  • Introduction – 2mks
  • Body 3:3:3:3 – 12mks
  • Grammar – 4mks
  • Conclusion – 2mks

Accept relevant credible conclusion

Question 3

  1. Introduction

Princess Sangoi and Romanus Bengo are seen to be fighting the madness that has characterized the leadership of kutula, through the ineffective leaders such as Malipoa, Chipande and Lacuna Kasoo. Their objective is to do away with vices ailing the society.

Body/content

To begin with, corruption is prevalent. Lacuna Kasoo borrows money from foreign countries in the name of Kutula as a country. He however does not use the money in development programmes but instead uses it on personal errands. He buys himself an aero plane worth eighty million and stuffs the rest of the money in foreign accounts. He also allows the councilors like Malipoa and Chipandeto get their share of the loot.

Secondly, immorality is evident among the Kutula leaders. The leader himself, Lacuna Kasoo is seen to be having a particular weakness for women, particularly young ones. This is evident in the fact that he forces Lulu into the state function and consequently into the royal palace, with the intention of marrying her as the second wife. This to him will be getting himself a new lease of life and consequently become younger. We are made to know that this happens every other year.

In addition to that, we see that murder is the order of the day in Kutula. This is spearheaded by Lacuna himself. With the ill advice of Bishop Menninger, he kills his own father King Kutula ix so as to rise to the position of leadership. He also plots the killing of Judah Zen Melo simply because he was opposed to his way of leadership.

Lastly, we see that dictatorship runs deep in kutula. Leader Lacuna Kasoo is seen to be one who forces his will even if it hurts others. Sangoi advices Tamina against barring Lulu from attending the commemoration, since it might invite the wrath of the leader. He also deals ruthlessly with those who oppose him. This is clear with the jailing of Bengo, and the beating, banishment and later killing of Judah.

Conclusion

In conclusion, we can say that Princess Sangoi and Bengo have liberated Kutula from the bondage of madness. Vices such as dictatorship, murder, immorality among others will hence come to an end.

  • Introduction – 2mks
  • Body 3:3:3:3 – 12mks
  • Grammar – 4mks
  • Conclusion – 2mks

Accept relevant credible conclusion

  1. Introduction

In politics, sometimes there may be dissenting factions which may flare up to violence. Whenever that happens the citizens suffer either physically or mentally.

(accept any relevant introduction)

Body/content

To start with, innocent students are subjected to physical and mental suffering. The narrator Mariatu Kamara suffers in the hands of her captors – the rebel soldiers who chop off both her arms. This causes her such excruciating pain that she loses consciousness. Besides, she suffers psychologically when the rebel soldiers celebrated their brutal action and taunted her to go and ask the president to give her new hands. The rebel soldiers did all these because they wanted to overthrow the government whom they accused of corruption.

 

In addition, the rebel soldiers attacked Marnamo village where they killed as many as a hundred people. They also captured and tied Mariatu Kamara’s two cousins Ibrahim and Mohammed. They also dragged her other cousin, Marie’s youngest daughter by the hair. Although these three cousins survived death, both their arms were cut off. The ordeal was indeed quite devastating.

 

Furthermore, the amputees who totaled to more than four hundred resided in a camp. The camp was in a deplorable condition. Besides the amputees, there were four times as many people, most of whom were family members who had moved there to take care of the injured. Yet the camp was the size of a football stadium. The camp was filthy with litter and the smell of rubbish, dirty bodies and cooking food was sickening. Again, the amputees earned their living from begging in the streets, a practice some of them hated.

 

Moreover, even when the narrator relocates to Toronto where she hoped to fulfil her dream of reading and writing, she suffers setbacks. Once enrolled in school, she was really struggling to write with amputated arms. The teacher had to be patient with her and when taking tests and exams, she had to be given extra time to complete.

Conclusion

In conclusion, political leaders should embrace peaceful means of resolving their disputes before it flares up to violence. This will spare innocent citizens the kind of suffering they go through.

  • Introduction – 2mks
  • Body 3:3:3:3 – 12mks
  • Grammar – 4mks
  • Conclusion – 2mks

Accept relevant credible conclusion

  1. Introduction

In any relationship, there are no two people who are exactly the same in terms of personality. Individuals have their strengths and weaknesses. For the relationship to thrive, individuals should use their strengths to complement one another. This is the case with Kino and Juana in the novel ‘The Pearl” by john Steinbeck.

Body/content

To start with, as Kino moved forward to tackle the scorpion that posed danger to Coyotito, Juana repeated an ancient magic to guard against the evil and muttered a Hail Mary between clenched teeth. After the scorpion bit Coyotito, Kino is preoccupied with beating the scorpion and stomping it until it was only a fragment and a moist place in the dirt. While on the other hand, Juana is busy sucking out as much poison as she can out of Coyotito’s wound in an attempt to save his life.

Furthermore, Juana complemented Kino by providing support during his low moments. When Kino suspected that the pearl buyers were cheating him of the real value of the pearl, Juana tugged at his back. When he turned and looked in Juana’s eyes, he had renewed strength. When Kino finally makes a decision, to go and sell the pearl at the capital, he sat brooding on his sleeping-mat. Juana watched him with worry, but she knew she could help him best by being silent and by being near.

In addition, Juana becomes a voice of sanity when Kino appeared to be headed for self-destruction. When Kino asserted that he was a man, Juana knew that it meant that Kino would drive his strength against a mountain and plunge his strength against the sea. Juana knew that Kino was headed for self-destruction. She decided to intervene by following him believing that as a woman, she would be the voice of reason, caution and her sense of preservation would cut through Kino’s manness and save them all.

Then Juana inspired hope in an otherwise hopeless situation. When Kino realized that the trackers were following them, a helplessness and a hopelessness swept over Kino and he suggested that he should let the trackers take him. However, Juana instantly offered encouragement to Kino. She tried to convince him that if he gave himself up, chances are the trackers would kill him, his wife and their child. Kino was able to see her point of view and decided to fight on. They proceeded to the mountains where Kino hoped they would lose the trackers.

Conclusion

In conclusion, it is evident that Juana’s strength of character came in handy whenever Kino’s strength wavered. As such their marriage thrived despite the many challenges they encountered.

 

  • Introduction – 2mks
  • Body 3:3:3:3 – 12mks
  • Grammar – 4mks
  • Conclusion – 2mks

Accept relevant credible conclusion

Advertised BOM teaching vacancies for 2021

Are you searching for all the advertised BOM teaching vacancies? Well. Get a list of all the available teaching vacancies; including the schools and contacts. Some of the vacancies are for TSC employment.

ADVERTISED BOM TEACHING VACANCIES.

Read through the list of available BOM vacancies below;

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/AVAILABLE-TEACHING-VACANCIES.pdf”]

MORE OPEN TEACHING VACANCIES

  • Mirira secondary in muranga county requires bus/ geo teacher under BOM terms. Helpline: +254724994692
  • Mungaria Secondary urgently requires a Home Science teacher on BOM terms.Kindly refer one if you have an idea to 0722607974.Thanks
  • St. Regina Nairutia secondary in Kieni West, Nyeri County urgently requires teachers on BOM terms in following areas. Chem/bio, English/CRE to start teaching in Jan 2021. Applicants must be TSC registered. Contact 0722452892
  • PROPOI GIRLS HIGH SCHOOL(West Pokot County) Invites Applications to fill the following Teaching Vacancies on B.O.M Terms effective January,2021: GEO/MATHS-1 and BIO/CHEM-1.

Must be registered by TSC and at least two years experience in handling Candidates class.
Drop your application in school or email to propoigirls@gmail.com
For any Inquiry Contact : 0710509897/0741111387
Deadline: 22/12/2020

  • Karima boys requires math/ chem teacher on B.O.M terms. Interview 22nd DEC. TSC NO is a must Call 0708260763
  • TEACHING VACANCY:
    Applications are hereby invited at St. BONAVENTURE KAHETI BOYS High School – Mukurwe-ini Subcounty (Nyeri County) for teachers with the following Combinations;
    1. Eng/Literature
    2. Eng/Comp or Comp/…
    3. Bst/Maths and
    4. Agr/Biology
    Applicants are required to drop or send their applications, by post (P.o Box 146 – 10103 Mukurweini) or via email (kahetihigh2010@gmail.com).
    The applicants must be TSC registered.
    For more information call the secretary (0722412345)
  • Kanthuni Secondary School is seeking to recruit professional teacher under B.O.M terms with the following combination: Bussines /maths or business with any other combination.

For the interested individuals-
Please reach the principal through,
Tel:0723821799
Email:Kanthunischool@gmail.com

  • From January, two teachers required at Ntumbara secondary school under BOM terms,tsc registered
    1. Biology/ chemistry
    2. Maths/ business
    Contact principal 0724226030
  • Sigalame high school-Busia
    The school needs the following combination before next week.
    1. Math/physics -2
    2. Math/comp -1
    3. Comp/bst…..1
    4.Geog/kis …..1
    5.bio/chem ….2
    6.Drawing and Design/……….1

Payment 18k, call 0725074139

  • St.joseph junior seminary-molo
    Urgently in need of kisw/cre teacher in January.
    Salary is 19k . MUST be a catholic ,tsc compliant ,a graduate from recognized institution Contact school admin on
    0706 128200.Thank you.
  • PROPOI GIRLS HIGH SCHOOL(West Pokot County) Invites Applications to fill the following Teaching Vacancies on B.O.M Terms effective January,2021:
    GEO/MATHS-1
    BIO/CHEM-1
    Must be registered by TSC and at least two years experience in handling Candidates class.
    Drop your application in school or email to propoigirls@gmail.com
    For any Inquiry Contact : 0710509897/0741111387
    Deadline: 22/12/2020
  • Kiundwani secondary in Kibwezi subcounty requires TSC registered teachers for the following subject;
    1.Maths/ physics
    2.Kisw/ Geo
    3.Maths/BST
    Contact principal on 0712296335
  • Ikime secondary school in Kyuso sub county wish to recruit teachers of the following subject combinations.
    1. Maths/Chemistry or B/studies
    2. Bio/Chem or Bio/Agric
    Scan and sent your application letter and certificates to the Secretary BoM (0723439889) on or before 28/12/2020. Be TSC registered on registration on progress.
  • The following subject combinations are urgently required at Huruma Mixed day secondary school under BOM terms
    Geog/Bst
    Bio/Agrc
    IRE/ Kisw
    For more information kindly contact 0712720061
  • St.charles Lwanga mixed secondary school mwanyani in mbeere south sub county requires maths/phy teacher on BOM terms.If qualified call 0728882493 or apply to the school directly.
  • AIC NYAYO GIRLS SECONDARY SCHOOL in Kalama sub county- Machakos County wishes to announce the following teaching vacancies for immediate BOM employment.

1.KISW/CRE
2.KISW/HIST
3.HIST/CRE

Requirements
1.Must have graduated.
2. Must have original transcripts and certificates.
2.Have TSC No.

Deadline for applicant submission is on 31st Dec 2020. Applications to be dropped in school or sent via school email:
nyayogirls@yahoo.com

Only shortlisted candidates will be contacted for Interviews on 6th Jan. 2021

  • ELIMONYA SECONDARY in Kisii county on your way to Mogonga seeks to recruit the following teachers next year;
    1.Maths/Business
    2 Business/Geography
    3.History/CRE
    The payment is ksh.10,000 please contact Mr. Elijah Ombiro(director) 0721 552530..Thank you.
  • Bongo Girls High School in Kinangop subcounty Nyandarua County requires the following teachers on BOM Terms.
    1. Agriculture/Biology.
    2. Business/ Geography.
    3. English/Literature.
    Registered teachers to bring their applications by 23/12/2020 or send through email: bongogirlssecondary@gmail.com.
    Principal Bongo Girls.
  • Mwereni Secondary school(Kwale county) requires a Maths/Chem teacher on Bom terms to start working on January 2021. The monthly gross pay is Ksh. 20,000. Tsc number is a compulsory requirements.
    If interested, kindly contact the principal via 0722454530.
  • Kanorero secondary school requires the following combinations on BOM terms.
    1. Geo/Business
    2. Kiswahili/History
    3. English/literature
    Applications to reach the school on or before 29th December 2020
  • Alfajiri secondary school in Nairobi has the following vaccancie
    1.Bio/chem
    2.Geographic /business
    3.History and any other subject
    interested person must be TSC compliance.
    Call +254 718 938477
    0741656821 for more information
  • BUNYORE GIRLS HIGH SCHOOL
    Bunyore Girls High School is looking for TSC registered teachers to be employed under the Board of Management (BOM). The applicants should have BIOLOGY/ CHEMISTRY combination.
    The applications should reach the Secretary to the BOM by 30th December 2020.
    Anybody in Vihiga county:
  • St Mark Orthodox Secondary School-Chavogere, in Sabatia sub-county needs a teacher of Phy/any, Bio/any and Kisw/any to teach in BoM terms.
  • Consolata Girls kevote Embu has the following vacancies ..Bs/ maths, chem /phy , History/CRE. For more information call 0702489008- Deputy principal.
  • Lab assistant required at Nalepo Taegong girls secondary in kajiado central. Contact 0733854397
  • Muragari Secondary in Embu county has a Mathematics/ Business studies vacancy.. If interested, contact the principal through 0723784350
  • St. Michael Gatagati Secondary School has the following BOM teacher vacancies in Jan,2021;
    Eng/Lit
    Bio/Chem
    Must be TSC registered.
    Call +254 724 507945
  •  Christ The King Kirwara High advertises the following teaching vacancies:
    1.Eng/Lit
    2.Phy/Maths
    3.Chem/Maths
    4.Maths/Bstudies(2 slots)
Requirements:
1.Bachelor of Education or Diploma in Education
2.Registered with TSC
Drop the application in the office by 30th December, 2020.
  • Mwachi Secondary School wishes to hire registered teachers for the following subjects on B.O.M terms:-
    1. Maths/ Business studies or Geog/ Business studies.
    2. Hist/CRE
    3. English/Lit (2 slots)
    4. Kiswa/ CRE
    5. Biology/
    If interested contact 0722269080.
  • Muguru Boys need Home science teacher. Should be Tsc registered. Call 0720980188.
  • PONDO Secondary School in NYAHURURU requires Kiswahili/History and Bio/Agric teachers on BOM terms. Must be TSC Registered.
    Contact the Principal on 0723954414.
  • Kangui secondary school requires a TSC registered Kiswahili/Geography teacher for BOM employment.Please refer.Contact 0722287351.
  • Rwathia mixed secondary school requires Cre/Eng teacher on Bom terms. Must be registered by tsc. call 0723749723
  • Gatunyu secondary school is in need of a Bio/Math Tsc compliant teacher for BOM employment.Contact 0722507752
  • Mua Hills Girls school in Machakos sub-couny is in need of the following teachers for employment on BOM terms and who must be TSC registered -:
    1: BIO/ CHEM
    2: CHEM/ MATHS
    3: ENG/ LIT
    The applications addressed to the secretary BOM should reach the school by 31 Dec 2020.
  • NDURURUMO HIGH SCHOOL IN NYAHURURU LAIKIPIA County.
    We urgently need a Chem/Biology teacher under attractive Bom terms to start teaching on 4/01/2021.
    Contact: 0724955927
  • Salient High school is advertising a teaching post for Bst/Hist or BST/CRE on BOM terms. Applicants must be tsc registered. Application deadline 31/12/20:
    Contact: 0791228409
  • ALSUHAIM GIRLS HIGH SCHOOL in Namanga needs IRE/ARABIC teacher. Interviews to be conducted 29/12 /2020 from 8:00am. Contact 0722774450/0708780369
  • Huruma mixed day secondary has a TSC intern vacancy for Hist/CRE . Interested candidates to apply to the Secretary BOM , Box 13-70104 Bura/Tana. Letters to reach the school before 6th Jan 2021.

 

  • Mororo Mixed Day has a Tsc intern vacancy for Geog/Agric.Interested candidates can apply to the Secretary BOM by 6th January. P.O.Box 1237-70100, GARISSA
  • Nanighi Tana Mixed Secondary has a TSC intern vacancy for ARABIC/IRE . Interested candidates to apply immediately to: The Secretary BOM NANIGHI TANA SEC SCHOOL.Box 15 Bura, Tana.
  • Maumau memorial girls has a Tsc intern vacancy for hist/geo . Interested candidates can apply to the BOM secretary by 6th January.Box 83 Hola.
  • Ngao Girls Secondary School has aTSC intern vacancy for Biology/Agriculture. Interested applicants are advised to apply to: The Secretary BOM Ngao Girls Box 12-Garsen or ngaogirls@gmail.com to reach the school immediately.
  • Tarasaa high school has a TSC intern vacancy for AGRIC/HIST. Those interested to apply immediately through the secretary Bom,Box 118-80201 Garsen
    or email tarasaahigh@yahoo.com
  • Garsen high school has Tsc Intern vacancy for Maths/ Bss.
    Interested applicants are advised to apply directly to: The Secretary BOM
    To reach the school immediately .
  • Oda Secondary School has a TSC intern vacancy for Biology/Agriculture. Interested applicants are advised to apply immediately to:
    The Secretary BOM
    Oda Sec school
    P.O Box 77-80201
    Garsen.
    Email: odasecondary@gmail.com
    Contact: 0721804993
  • Patte Girls Secondary School has a vacancy for TSC intern teacher Chem/Maths.Applicants must be TSC registered.Applications should be received by 31st December 2020 and addressed to :
    The B O M secretary,
    Patte Girls Secondary School,
    Po box 20_80501,
    FAZA. You can also send your application through pattegirls2019@yahoo.com
    Contact 0713459509
  • Vacancy…!
    English /CRE
    Agric/Geo
    BOM Terms
    Contact 0712350860
    Ngano secondary Nyandarua county

Londiani Girls Secondary School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Londiani Girls Secondary School is a Girls’ only boarding school, located in Londiani location, Kericho County; within the Rift Valley Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

LONDIANI GIRLS’ SECONDARY SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

LONDIANI GIRLS’ SECONDARY SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.


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LONDIANI GIRLS’ SECONDARY SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: Londiani Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 28571202
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT: 0723-270580
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 40, Londiani
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:

LONDIANI GIRLS’ SECONDARY SCHOOL’S BRIEF HISTORY

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

Here are links to the most important news portals:


LONDIANI GIRLS’ SECONDARY SCHOOL’S VISION
LONDIANI GIRLS’ SECONDARY SCHOOL’S MISSION
LONDIANI GIRLS’ SECONDARY SCHOOL’S MOTTO
LONDIANI GIRLS’ SECONDARY SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.


Also read;
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

 For all details about other schools in Kenya, please visit the link below;


LONDIANI GIRLS’ SECONDARY SCHOOL’S PHOTO GALLERY

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2020 KCSE Instructions and Guidelines for Project/ Practical Based Subjects

 The Kenya National Examinations Council, KNEC, has released the 2020 Kenya Certificate of Secondary Education, KCSE, examinations’ instructions for subjects with projects/ practicals. Via a circular dated 20th January, 2020, the examination council instructs examination centres to download instructions for this year’s projects/ practicals via its official portal at: https://www.knec-portal.ac.ke

“The 2020 KCSE examination will commence with group IV subjects which have a project component; Art and Design (442/3), Agriculture (443/3), wood work (444/2), Metal Work (445/2), Building Construction (446/2) and Computer Studies (451/3),” reads, in part, the Circular by Dr. Mercy Karogo, the Acting Chief Executive Officer to the Council.

In the circular, the projects’ timelines have been given thus:

Timelines for the 2020 KCSE Practical/ Project Based Examinations.

To download the instructions, schools and Sub- county Directors of Education are advised to log onto the KNEC. “All school principals and Sub- county Directors of Education (in of private candidates) with candidates who have registered for the subjects (Project based subjects; group 4) are required to log onto the KNEC Website: https://www.knec-portal.ac.ke and click on 2020 Project/ Practical button to download all the instructions related to the subjects the candidates are registered for,” Dr Karogo says.

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

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MILESTONES

In order to ensure that the projects/ practicals are being carried out as per the outlined timelines, KNEC has maintained the two innovations (introduced in 2019) relating to the assessment of the group iv subjects. “The projects’ assessment will have two (02) key milestones, which must be completed by March 31st and July 15th, 2020,” Dr Karogo says.

KNEC says that the subject teachers are expected to upload candidates’ scores and pictorial evidence (portfolio) on the project portal; at the end of each milestone. This is a deviation from the past where subject teachers uploaded collated students’ scores at the end of the practical/ project period; mostly in September/ October. “The Pictorial evidence should be photographs of the candidates with their work, in either Graphics Interface Format (.gif) or JPEG (.jpg) format (These two are photograph formats obtained by using a digital Camera). Each candidate’s pictorial evidence should show the candidate’s name and KCSE examination index number,” Karogo explains.

This is in a bid by the Council to discourage last minute rushes and allegations that impersonators assist candidates in executing the projects/ practicals. “The Kenya National Examinations Council will closely monitor the project progress and authenticity of the scores of all project/ practical for the candidates who registered for the 2020 KCSE examination in the school at different times in the course of project/ practical implementation. The school and individual candidates will be expected to compile and maintain a portfolio (file) of evidence on the progress of the project work to be presented to the monitoring officers,” KNEC warns.

The registration exercise for candidates wishing to sit the 2020 national examinations is ongoing and expected to come to a close on 15th February, 2020.

FURTHER INSTRUCTIONS

According to KNEC, a User Manual will be available on the KNEC Portal to guide on how to log into the projects portal to download the advance instructions, key the candidates’ scores, upload photographic evidence, download and print reports on the Milestones.

Further, the First Milestone must be keyed in by March 31st and the Second Milestone by July 15, 2020. The Portal will only be accessible for keying and uploading milestone one scores from 1st March to 31st March, 2020. While, scores for Milestone two are to be uploaded between June 15 and July 15, 2020.

A fine of Sh500 per candidate will be charged if the scores are not captured online, as stipulated.

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2.0 PRACTICALS
 The advance instructions for Art and Design Paper 2 (442/2) and Computer Studies (451/2) practical papers will be uploaded on the schools’ project portal to enable schools to prepare materials in time for the examinations by 30th September, 2020.

Keying in of candidates’ scores for KCSE examination papers with Oral and Aural components for French Paper 3 (501/3), German Paper 3 (502/3), Arabic Paper 3 (503/3), Kenyan Sign Language Paper 3 (504/3) and Music Paper 1 (511/1) shall be done by the assessors after the assessment of the candidates on the examination day.

Keying in of Home Science practical (441/3) candidates’ scores shall be done by Subject Teachers after the assessment of the candidates on the examination day.

EVIDENCE OF UPLOADED SCORES

All schools and Sub-County Directors of Education (for private candidates) are expected to download the candidates’ Scores Report (in Pdf format) and print a hard copy of the uploaded scores for each milestone and maintain it as evidence.

HOST CENTRE FOR PRIVATE CANDIDATES

The Sub County Directors of Education should identify the schools that will host the private candidates for the project/practical work and inform KNEC in writing.

BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

St Josephine Bakhita Girls High School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

St Josephine Bakhita Girls Secondary School is a Girls’ Secondary School located in Rangwe Constituency in Homa Bay County; within the Nyanza Region of Kenya. Get to know St Josephine Bakhita Girls Secondary school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.

ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about St Josephine Bakhita Girls Secondary School? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: St Josephine Bakhita Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 12343302
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box – 40300, Homa Bay
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S BRIEF HISTORY

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ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S VISION
ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S MISSION
ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S MOTTO
ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.

Also read;

 For all details about other schools in Kenya, please visit the link below;

ST. JOSEPHINE BAKHITA MASINGA GIRLS HIGH SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

St Josephine Bakhita Girls High School

St Josephine Bakhita Girls High School

St Josephine Bakhita Girls High School

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Full list of best performing County schools in Laikipia County

There are about fifteen (15) County schools in Laikipia County. These schools are either Mixed or Single.County schools are the third best schools after National and Extra County schools.

The County schools admit students majorly from within the County. Admission of form ones is via the Education Ministry’s Portal. Calling letters to these schools are downloaded from the Ministry’s website; https://www.education.go.ke/index.php/online-services/form-one-selection

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

 Here are links to the most important news portals:

Here is a list of all the County schools in Laikipia County:

School  Code School Name Category Type County
30514107 ENDANA SECONDARY SCHOOL County Mixed Laikipia
30514209 KALALU GIRLS SECONDARY SCHOOL County Girls Laikipia
30543103 ILPOLEI MIXED DAY SECONDARY SCHOOL County Mixed Laikipia
30543105 LOKUSERO SECONDARY SCHOOL County Mixed Laikipia
30544202 MUHOTETU GIRLS SECONDARY SCHOOL County Girls Laikipia
30555102 INORO SECONDARY SCHOOL County Mixed Laikipia
30555103 MALE SECONDARY SCHOOL County Girls Laikipia
30555104 SWEETWATERS SECONDARY SCHOOL County Mixed Laikipia
30555106 THOME BOYS SECONDARY SCHOOL County Boys Laikipia
30555201 ST AUGUSTINE SIRIMA SECONDARY SCHOOL County Mixed Laikipia
30555301 NGOBIT SECONDARY SCHOOL County Boys Laikipia
30555303 NGOBIT GIRLS SECONDARY SCHOOL County Girls Laikipia
30556102 MARMANET SECONDARY SCHOOL County Mixed Laikipia
30556203 NJORUA HIGH SCHOOL County Mixed Laikipia
30556305 IGWAMITI SECONDARY SCHOOL County Mixed Laikipia

 

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List of transferred, delocalized teachers per County- Kisii 2019 December

The Teachers Service Commission, TSC, has effected the December 2019 delocalization exercise for school heads. In Kisii County, a total of fifty (50) teachers have been moved to neighbouring counties. The handing/ taking over exercise for the administrators is expected to be completed before schools open for first term on January 6, 2020.

Those moved are heads and principals and their deputies serving in their home counties and those who have served in the same station for a long period. Also on the move are new administrators who were appointed after the just concluded interviews .

Teachers with medical conditions have been spared from the ongoing delocalization exercise. Also spared are teachers aged above 56 years and those set to retire.

The Commission kicked off the delocalization exercise in January, 2018. Other massive deployments would then follow in April, August and December of the same year. Though in April, 2019 the Commission slowed down the transfers as only a handful administrators were moved.

 For complete information on all schools in Kenya, including best private and public schools, please visit this link:

KISII COUNTY DELOCALIZATION LIST

Here is the list of affected schools in Kisii County:

S/NO. SCHOOL OF ORIGIN SUB COUNTY SCHOOL TRANSFERRED TO COUNTY
1. Riabamanyi Kisii Central Bonchari Nyamira
2. St. Lawrance Kiongongi Kitutu Central Kamwala Homabay
3. Masongo Kisii Central Motiret Bomet
4. Bogiakumu Kisii South Metamaywa Nyamira
5. St. Patricks Mosocho Kitutu Central Onyalo Mixed Migori
6. St. Vincent De Paul Nyanko Kisii Central Rabuor Kogelo Migori
7. St. Lukes Kanunda Kitutu Central Kuywa Friends Bungoma
8. Nyansira Sda Kisii Central Borangi Sda Nyamira
9. Iyenga Kenyenya Njoguini Nyeri
10. Borangi Sda Nyamache St. Josephs Kemasare Nyamira
11. Nyaimera Gucha South Kipsingei Bomet
12. Itumbe Dok Nyamache Nyandenda Homabay
13. Amariba Kisii Central Kapoleseroi Bomet
14. Nyaguku Dok Sameta St. Sabinius Owich Migori
15. Omobera Girls Kenyenya Lwanda Magwar Migori
16. Kabigoria Gucha South Nyankore Migori
17. Keberesi Kenyenya St. Pauls Gekano Nyamira
18. St. Augustine Genga Kisii South Ntimama Sec. Narok
19. St. Peters Suneka Kisii South Muhoroni Kisumu
20. Kebabe Sda Kenyenya Nyamusi Girls Nyamira
21. Keore Sec. Kitutu Central Jemovo Vihiga
22. Getai Sda Nyamache Holo Kisumu
23. Musa Nyandusi Gesicho Masaba South God Bura Homabay
24. Riotero Sec. Kitutu Central Olare Sec Homabay
25. Nyaura Kisii Central Kiptenden Kericho
26. Queen Of Apostle Kanyimbo Kitutu Central Kapset Bomet
27. Buyonge Sec Gucha Senye Migori
28. Nyanguru Kisii Central Omware Migori
29. Kiamabundu Kisii Central Mori Migori
30. Emesa Kenyenya St. John Komolo Rume Migori
31. Itibo Girls Marani Duchi Girls Homabay
32. Nyakorere Pag Kenyenya Wayara Homabay
33. Nyango Gucha South Sugumegas Bomet
34. Nyaibate Kenyenya Kiembe Homabay
35. Maroo Esinde Gucha South St. Joseph Miranga Homabay
36. Mobirona Kenyenya Nyenga Homabay
37. Tendere Boys Gucha Motosiet Trans Nzoia
38. St.Joseph Matibo Mukasa Masaba Chiga Mixed Homabay
39. Matagaro Gucha Nyakango Homabay
40. Engoto Marani St. Nicansius Maranyona Homabay
41. Sameta Mixed Sameta Mobirona Kisii
42. Sosera Sda Masaba South Langi Mixed Homabay
43. Getuki Sec Gucha St. Joseph Kemasare .
44. Nyatwoni Gucha South Chemoiben Kericho
45. Nyabinyinyi Kenyenya Tinderet Nyamira
46. Matibo Masaba South Kamarus Kericho
47. Nyankononi Masaba South Magire Kericho
48. Kioge Girls Kitutu Central Magina Homabay
49. Chibwobi Masaba South Gogkatuma Homabay
50. Mosora Gucha Palamasogo Homabay

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

Here are links to the most important news portals:

Reprieve for Teachers as TSC Secures Ksh1 Billion for their Promotions

Reprieve for Teachers as TSC Secures Ksh1 Billion for their Promotions

In a major step to combat career stagnation and enhance teacher morale, the Teachers Service Commission (TSC) has obtained a Ksh1 Billion budget for the promotion of 20,000 teachers during the 2025–2026 financial year. This initiative is part of the commission’s larger strategy to improve career advancement, address staffing shortages, and elevate the quality of education in Kenya.

For teachers who have been waiting for promotions, this news brings hope and acknowledgment. This article delves into the specifics of the promotion plan, its impact on the education sector, and essential information for teachers.

The Importance of Teacher Promotions

Career stagnation has been a long-standing challenge in Kenya’s teaching profession, with many educators stuck in the same job group for years due to a lack of promotion opportunities. This situation has resulted in decreased motivation and a feeling of being stuck among teachers, which ultimately affects their performance and the standard of education.

To tackle this issue, the TSC has set an annual goal of promoting at least 20,000 teachers. The Ksh1 billion allocated this year will help the commission achieve this aim, ensuring that teachers are recognized for their commitment and hard work.

The promotions will also assist in filling vacancies caused by retirements and other departures, especially in leadership roles such as Head Teachers (HoTs) and Deputy Head Teachers (DHoTs).

Overview of the Promotion Plan

The TSC’s promotion plan is thorough and designed to ensure fairness and transparency throughout the process. Here are the main details:

1. Promotion Interviews:

The promotion process commenced with interviews held in January and February 2025. A total of 189,000 teachers applied for 25,288 available promotion positions, with 96,640 from primary schools and 44,043 from secondary institutions.

2. Scoring System:

The TSC implemented a detailed scoring system to assess candidates. Important criteria included academic qualifications, years of service, TPAD (Teacher Performance Appraisal and Development) ratings, and age. For instance:

– Teachers aged 55 and older received 30 points, while those aged 30–39 received 14 points.
– A master’s degree was worth 5 points, a bachelor’s degree 3 points, and a diploma 1 point.
– Teachers with over seven years in their current grade earned 50 points, while those with three years received 10 points.

3. Promotion Letters:

Successful candidates will be issued their promotion letters in April 2025. The TSC will publish a list of promoted teachers on its website, and County and Sub-County Directors will assist in distributing the letters.

4. Chapter 6 Compliance:

Teachers who are promoted must submit five essential documents in accordance with Chapter 6 of the Kenyan Constitution, which highlights the importance of leadership and integrity. These documents include:

– A valid Certificate of Good Conduct from the Directorate of Criminal Investigations (DCI).
– Clearance certificates from the Higher Education Loans Board (HELB), Kenya Revenue Authority (KRA), Ethics and Anti-Corruption Commission (EACC), and an approved Credit Reference Bureau (CRB).

Impact of the Promotions

The promotion of 20,000 teachers will significantly benefit Kenya’s education system in several ways:

1. Enhanced Teacher Morale:

Promotions serve to acknowledge and reward the dedication of teachers, which boosts their morale and motivation. This, in turn, improves their performance and commitment to their jobs.

2. Career Advancement:

By addressing career stagnation, the Teachers Service Commission (TSC) is providing teachers with opportunities for growth and advancement, which is vital for retaining skilled educators in the field.

3. Filling Leadership Roles:

The promotions will assist in filling essential leadership positions within schools, ensuring effective management and administration.

4. Improved Education Quality:

Motivated and well-supported teachers are more capable of delivering high-quality education, ultimately benefiting students and the overall education system.

Challenges and Considerations

Despite the positive aspects of the promotion plan, there are challenges to consider:

1. High Demand for Promotions:

With 189,000 teachers vying for 25,288 positions, competition is fierce. Many teachers may not receive promotions, which could lead to disappointment.

2. Compliance with Chapter 6 Requirements:

Acquiring the necessary clearance certificates can be a lengthy and costly process for some teachers. The TSC should consider offering assistance to simplify this process.

3. Equity in Promotions:

It is essential to ensure that promotions are fairly distributed across different regions and institutions. The TSC must address any disparities to guarantee equal opportunities for all teachers.

4. Sustainability:

The allocation of Sh1 billion is a significant initial step, but the TSC will require ongoing funding to achieve its annual promotion goals and address long-term staffing needs.

What Teachers Need to Know about Promotions

For teachers aiming for promotion, here are some important points to remember:

1. Stay Informed: Regularly check the TSC website and official announcements for updates regarding the promotion process and outcomes.

2. Prepare Required Documents: Make sure you have all necessary documents ready, including academic certificates, TPAD records, and Chapter 6 clearance certificates.

3. Focus on Professional Development: Continuously enhance your skills and qualifications to improve your chances of promotion in future opportunities.

4. Engage in TPAD: Actively participate in the Teacher Performance Appraisal and Development (TPAD) process, as TPAD ratings are crucial for promotions.

The Bigger Picture: TSC’s Broader Recruitment and Retention Strategy

The promotion of 20,000 teachers is part of the TSC’s broader strategy to address staffing gaps and improve the quality of education. Other initiatives include:

1. Recruitment of Intern Teachers: The TSC plans to hire 18,000 Junior Secondary School (JSS) intern teachers by December 2025 to address staffing shortages.

2. Conversion of Interns to Permanent Terms: The commission has secured Sh1.8 billion to convert 46,000 intern teachers to permanent and pensionable terms.

3. Retooling Teachers: Over 229,292 teachers have been retooled on the Competency-Based Curriculum (CBC) and Competency-Based Assessment (CBA) since April 2019, ensuring they are well-equipped to deliver the new curriculum.

Conclusion

The TSC’s Sh1 billion budget allocation for teacher promotions is a significant step toward addressing career stagnation, boosting teacher morale, and improving the quality of education in Kenya. For teachers, this is an opportunity to advance their careers and gain recognition for their hard work.

For the education sector, it represents a commitment to building a motivated and well-supported teaching workforce.

As the promotion process unfolds, it is essential for all stakeholders—teachers, schools, and the government—to work together to address challenges and ensure the success of this initiative. With the right support and resources, the TSC’s promotion plan can transform Kenya’s education system and pave the way for a brighter future.

English Grammar Best Notes Form one to Four

English Grammar Best, Simplified Notes Form one to Four

ENGLISH

 

GRAMMAR

 

SIMPLIFIED

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transcribed in any form or by any means, electronic, mechanical, photocopying or otherwise without the prior written permission of the publisher.

 

 

 

First Edition

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE OF CONTENTS

 

CHAPTER ONE:  PARTS OF SPEECH

 

  NOUNS:…………………………………………………………

 

            Common and Proper nouns………………………….

         Countable and uncountable nouns ……………….

         Singular and Plural nouns…………………………..

         Collective nouns……………………………………….

         Compound nouns………………………………………

         Possessive nouns………………………………………

                                  PRONOUNS:…………………………………………………….

         Personal pronouns…………………………………….

         Possessive pronouns…………………………………

         Contractions with pronouns………………………..

         Idefinite pronouns…………………………………….

         Demonstrative pronouns…………………………….

         Interrogative pronouns……………………………….

         Reflexive and Intensive pronouns………………….

        

                                 VERBS……………………………………………………….…..

          Action verbs……………………………………………

          Linking verbs………………………………………….

             Verb phrases…………………………………………..

          Verb tenses……………………………………………

          Subject-Verb Agreement…………………………..

          Regular and Irregular Verbs………………………

          Active and Passive Verb Forms……………………

          Transitive and Intransitive Verbs…………………

 

ADJECTIVES…………………………………………………….

          Descriptive Adjectives………………………………

          Demonstrative Adjectives………………………….

          Definite and Indefinite Adjectives……………….

          Interrogative Adjectives……………………………

          Articles and Possesive Pronouns…………………

          Comparing with Adjectives………………………..

 

ADVERBS……………………………………………………….

          Adverbs Describing Verbs………………………….

          Adverbs Describing Adjectives……………………

          Describing other Adverbs…………………………..

          Specific categories of Adverbs……………………

          Formation of Adverbs……………………………….

          Negatives Comparing with Adverbs………………

 

 

 

 PREPOSITIONS……………………………………………….

         Common   Prepositions……………………………..

         Prepositional Phrases……………………………….

         Preposition Adverb…………………………………..

 

 CONJUCTIONS      …………………………………………..

         Coordinating Conjuctions…………………………..

         Subordinating Conjuctions…………………………

         Correlative Conjuctions……………………………..

 

  INTERJECTIONS………………………………………………

 

CHAPTER TWO: FORMATION AND ORIGIN OF WORDS..

 

         Sound words (onomatopoeias)…………………….

         Eponyms…………………………………………………

         Portmanteau words…………………………………..

         Prefix ad suffixes……………………………………..

         Words usage……………………………………………

         Homographs……………………………………………

         Homophones…………………………………………..

         Synonyms………………………………………………

         Antonyms……………………………………………….

         Idioms and sayings…………………………………..

 

CHAPTER THREE:   PHRASES……………………………………

         Nouns  Phrases………………………………………..

         Verb Phrases……………………………………………

         Prepositional phrases………………………………..

         Gerund Phrases………………………………………..

         Participial Phrases…………………………………….

         Infinitive phrases……………………………………..

 

 CHAPTER FOUR:  SENTENCES………………………………….

         What is a sentence?………………………………….

         Sentence Fragments…………………………………

         Objects…………………………………………………..

         Complements………………………………………….

         Types of sentences…………………………………..

         Simple sentences……………………………………..

         Compound sentences………………………………..

         Complex sentences…………………………………..

         Declarative sentences……………………………….

         Interrogative sentences……………………………..

         Exclamatory sentences……………………………….

         Imperatives sentences……………………………….

         Conditional sentences………………………………..

         Direct and indirect speech…………………………..

         Question tags…………………………………………..

 

 

CHAPTER FIVE:  CAPITALIZATION AND PUNTUATION……..

        Capitalization……………………………………………

        Punctuation……………………………………………..

        End marks……………………………………………….

        The comma………………………………………………

        The Semicolon and the Colon……………………….

        The Hypen………………………………………………..

        The Apostrophe…………………………………………

        Quotation Marks………………………………………..

 

 

 

 

 

 

 

           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREFACE

 

This book has been specially prepared to meet the needs of Secondary School Students and learners of English as a second language.  It embarks on enlightening them on the nature and structure of the English Grammar in a very simplified and understandable manner.

English is the official language and the main medium of instruction in many countries in the world.  Besides this, it is an examinable subject in many national examinations.  Hence this book will certainly come handy for many people in the world.

Numerous exercises have been provided after every single topic to give the students a chance to practice and test their understanding of the areas discussed.  Answers to those exercises are provided at the back of this book.

It is my hope that this book will simplify the English grammar for all who read it.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PART ONE

 

 

PARTS OF SPEECH

 

All words may be classified into groups called parts of speech. There are 8 parts of speech namely: Nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections.

We shall now discuss these parts of speech one at a time:

 

CHAPTER ONE

 

  1. NOUNS

 

A noun is the part of speech that names a person, a place, a thing or an idea. You use nouns every day when you speak or write. Every day you probably use thousands of nouns. Because nouns name the objects and people and places around you, it would be very difficult to talk about anything at all without them. Many nouns name things you can see:

 

Persons                                  Places                                       Things

Boy                                         Lake                                          Boot

Student                                  Country                                    Shadow

John Kamau                           Nairobi                                     Chair

Stranger                                 Jupiter                                      Sweater

Writer                                    Kenyatta Market                      Calendar

Barrack Obama                      Sierra Leone                             Short story

 

Note: Nouns can be two or more words e.g. John Kamau, Kenyatta Market and Short story. They are called compound nouns. We shall learn more about them in coming pages.

 

Some nouns name things you cannot see such as feelings, ideas and characteristics:

 

Feelings                                  Ideas                                         Characteristics

Excitement                             Freedom                                   Curiosity

Fear                                        Justice                                       Cowardice

Anger                                     Fantasy                                     Courage

Happiness                              Faith                                         Imagination

Surprise                                  Evil                                            Self-confidence

 

Exercise 1

 

What words in each sentence below are nouns?

Example: John is a dancer – John, dancer

  1. The students planned a party.
  2. Three boys performed songs.
  3. Excitement filled the air.
  4. Joyce Chepkemoi won a prize.
  5. Otieno lives in a house on my street.

 

Exercise 2

 

Copy the nouns below and write whether it names a person, a place, a thing, or an idea.

Example: river – place

  1. Candle Guitar
  2. Wrestle China
  3. Joy Hatred
  4. Menengai Crater Masanduku Arap Simiti

 

Exercise 3

 

Write down each noun in the following sentences.

Example:  Kenya is a beautiful country – Kenya, country

  1. The musicians played drums and trumpets.
  2. Her family lives in a village.
  3. Petronilla enjoyed the trip.
  4. A festival was held in Kenyatta University.
  5. People in costumes filled the streets.
  6. Boys in Scouts uniforms were leading the parade.
  7. The holiday was a great excitement.
  8. A taxi brought the family to the airport.
  9. Maryanne built a huge castle in the wet sand.
  10. Her mother swam in the warm water.

 

There are different kinds of nouns:

 

  • Common and proper nouns

 

All nouns can be described as either common or proper. When you talk or write about a person, a place, a thing, or an idea in general, you use a common noun.

Example: Doctors work hard. They treat many patients.

 

A proper noun is the name of a particular person, place, thing, or idea. Proper nouns always begin with capital letters.

Example: Ephraim Maree is a doctor. He comes from Kirinyaga.

 

Note: When a proper noun is made up of more than one word, only the important words in the noun will begin with a capital letter. Do not capitalize words such as the, of, or for.

Example: Gulf of Mexico, State of Liberty, the Commander – in – Chief.

 

Common and Proper Nouns

 

Common nouns           Proper nouns             Common nouns           Proper nouns

 

street                                     Kerugoya                           city                                         Raila Odinga

author                                   South Africa                      ocean                                    Wanjohi wa Kigogo-ini

policeman                            Asia                                     bed                                         Moi Avenue

country                                 Indian Ocean                    wardrobe                              Lake Victoria

mountain                              England                              continent                              Dr. Frank Njenga

lake                                        Nelson Mandela               assistant                               Professor Saitoti

 

Proper nouns are important to good writing. They make your writing more specific, and therefore clearer.

 

Exercise 4

 

Which words are proper nouns and should be capitalised? Which words are common nouns?

Example: kenya       Proper:  Kenya

  1. july student                                   11. america
  2. book kendu bay                               12. business
  3. face john hopkins                           13. day
  4. england life                                           14. east africa
  5. crocodiles johannesburg                       15. calendar

 

Exercise 5

 

List the common nouns and the proper nouns in each of the following sentences.

Example: Nancy welcomed the guests.

Proper: Nancy                   common: guests

  1. Lucky Dube was a famous singer.
  2. This dancer has performed in London and Paris.
  3. His last flight was over the Mediterranean Sea.
  4. She worked as a nurse during the Second World War.
  5. Her goal was to educate students all over the world.
  6. It was the worst accident in the history of Europe.
  7. Bill Gates is best known for founding Microsoft.
  8. The Pilot was the first woman to cross that ocean alone.
  9. She grabbed a kettle and brought them water.
  10. Professor Wangari Maathai won a Nobel Peace Prize.

 

1.2 Singular and Plural Nouns

 

A noun may be either singular or plural.

A singular noun names one person, place, thing, or idea.

Example: The farmer drove to the market in his truck.

 

A plural noun names more than one person, place, thing or idea.

Example: The farmers drove to the markets in their trucks.

 

 

 

 

 

 

Rules for forming plurals

 

The following are guidelines for forming plurals:

 

  1. To form the plural of most singular nouns, add -s.

Examples: Street – streets, house – houses, painter – painters, shelter – shelters, event- events, hospital – hospitals.

  1. When a singular noun ends in s, sh, ch, x, or z, add – es.

Examples: dress-dresses, brush-brushes, ax-axes, coach-coaches, box – boxes, bench-benches, dish-dishes, waltz – waltzes.

  1. When a singular noun ends in o, add -s to make it plural.

Examples: Piano-pianos, solo-solos, cameo – cameos, concerto – concertos, patio-patios, studio-studios, radio-radios, rodeo – rodeos.

  1. For some nouns ending with a consonant and o, add -es.

Examples: hero – heroes, potato – potatoes, echo-echoes, veto – vetoes, tomato – tomatoes.

  1. When a singular noun ends with a consonant and y, change the y to i and add -es.

Examples: Library – libraries, activity – activities, story – stories, city – cities, berry – berries.

  1. When a singular noun ends with a vowel (a,e,i,o,u) followed by y, just add -s.

Examples: Valley – valleys, essay – essays, alley – alleys, survey – surveys, joy – joys.

  1. To form the plural of many nouns ending in f or fe, change the f to v and add -es or s.

Examples: Wife – wives, thief – thieves, loaf – loaves, half – halves, shelf – shelves, leaf – leaves, scarf – scarves, life – lives, calf – calves, elf – elves.

  1. For some nouns ending in f, add –s to form the plural.

Examples:  proof – proofs, belief – beliefs, motif – motifs, cliff – cliffs.

  1. Some nouns remain the same in the singular and the plural.

Examples: deer – deer, sheep – sheep, series – series, species – species, moose – moose, trout – trout.

  1. The plurals of some nouns are formed in special ways.

Examples: foot – feet, child – children, mouse – mice, man – men, woman – women, ox-oxen, tooth – teeth.

NB: If you don’t figure out the correct spelling of a plural noun, look it up in a dictionary.

 

Exercise 6

 

What is the plural form of each of the following nouns? Example: scarfscarves

  1. tooth cuff                              17. moose           25. boss
  2. wife deer                           18. child              26. fox
  3. giraffe cliff                            19. echo              27. bunch
  4. hero auto                          20. baby              28. ferry
  5. radio studio                        21. sky                 29. flash
  6. potato man                           22. beach            30. ship
  7. belief roof                           23. eye
  8. thief rodeo                        24. volcano

 

Exercise 7

 

Write the plural form of each noun in brackets to complete each sentence correctly.

Example: I bought two ________________ from the shop. (loaf) loaves

  1. I used two different _______________ to cut the rope. (knife)
  2. She peeled the _______________ with a knife. (potato)
  3. They are feeding the noisy _____________. (goose)
  4. The tools are placed on the _____________. (shelf)
  5. Mukami cut a few _______________ for the salad. (tomato)
  6. The ______________ are playing in the field. (child)
  7. Some ______________ are hiding in the ceiling. (mouse)
  8. The ______________ of the buildings must be repaired. (roof)
  9. The music helped them imagine the strange ________________. (story)
  10. Koech used creative ______________ to help young people sharpen their imagination. (activity)

 

Countable and Uncountable Nouns

 

Countable Nouns

 

These are nouns that take plurals and can be counted.

Examples:

Egg – eggs              One egg, three eggs  ,  ten eggs

Potato   –  Potatoes     Twenty potatoes

Onion –  Onions         Two hundred onions

Such nouns are known as COUNTABLE   or  COUNT NOUNS

 

Uncountable Nouns

 

These are nouns that do not take plurals and cannot be counted.

Examples :   salt, butter, cooking fat, milk, bread, jam

We do not say:

Two butters*

Ten milks*

Three breads*

Such nouns  are known as UNCOUNTABLE  or MASS NOUNS

 

Exercise 8

 

Rewrite the words below in two columns, COUNTABLE and UNCOUNTABLE NOUNS

               Orange                                             Coffee

Furniture                                           tea

Water                                                gold

Chair                                                  team

Friend                                                music

 

Plurals with uncountable Nouns

 

One way to express plurals of uncountable nouns is by use of expressions of quantity.

Example:

a piece of information –         pieces of information

a loaf of bread           –           four loaves of bread

a tin of soup             –             three tins of soup

a piece of furniture –           several pieces of furniture

a litre of milk        –               twenty litres of milk

a bottle of beer        –          ten bottles of beer

Exercise 9

 

Supply  an appropriate expression of quantity for the following uncountable nouns

  1. …………………………………… of cigarettes.
  2. …………………………….. of cooking oil
  3. ……………………….. of jam.
  4. ………………………of butter.
  5. ……………………..of soda.
  6. …………………….. of toothpaste
  7. …………………….of rice.
  8. five ……………………….. of flour.
  9. two ………………………… of chocolate.
  10. ……………………. of news.

 

Collective Nouns

 

These are nouns that represent a group of people or things as a single unit.

 

Some collective nouns can take plural forms

Examples:

Crowd (s)                                                        flock (s)

Group (s)                                                        herd (s)

Team (s)                                                         committee (s)

Pair (s)

 

Some collective nouns, however, cannot be used in the plural:

Examples                                                       

 

Furniture*                                                                               beddings*

Equipments*                                                                           informations*

Luggages*                                                                                baggages*

 

Exercise 10

When I arrived at the airport, there were ……………1………….. (crowd ) of people blocking the entrance with their ……………..2………………( luggage ).

Near the customs sections, several……………3……………..(group ) of officials  were standing, checking the ………………4……………… (equipment ) that was being loaded onto a trolley.  Most people were standing, waiting for… ………….5……………..(information ) from the loundspeakers onthe departures and arrivals of aircraft.

 

COMPOUND NOUNS

 

A compound noun is a noun that is made up of two or more words.  The words that form compound nouns may be joined together, separated or hyphenated.

Examples:

 

Joined: bookcase, blackboard, pushcart

Separated: high school, rabbit hutch, radar gun

Hyphenated: go-getter, mother-in-law, sergeant –at-arms

 

Compound nouns are usually a combination of two or moreword classes.  The most common combinations are as follows;

  1. some are formed by joining a noun with another noun. Most of these compound noun take their plurals in the last words.

Examples:

Tableroom (s)                grassroot (s)                         prizefighter(s)

Cubboard (s)                  policeman/men                   rubber-stamp (s)

Bookcase(s)                     farmhouse (s)                     sanitary towel (s)

Cowshed (s)                    fruit machine (s)                 shoulder blade (s)

  1. Some are formed by joining a verb and an adverb. Most of these compound nouns also take their plurals in the last words.

Examples:

Breakfast (s)                   push-up (s)                          rundown (s)

Takeaway (s)                   knockout (s)                       slip-up (s)

Sit-up (s)                           meltdown (s)

  1. Some compound nouns are formed by joining an adjective and a noun. Most of these also take their plurals in the last words.

Examples:

Hotdog(s)                               polar bear(s)                safe guard (s)

Blackboard(s)                        quicksand

Highway (s)                            remote control (s)

Nuclear power                       right angle (s)

  1. Some are formed by joining a verb and a noun. Most of these also take their plurals in the last words.

Examples:

Driveway (s)                          playground (s)               spend thrift (s)

Breakdance                            pushchair (s)                go-getter (s)

Mincemeat                            screwdriver (s)

Password (s)                          spare wheel (s)

  1. Some ore formed by joining an adverb and a noun. Most of these also take their plural in the last words

Examples:

Overdraft (s)                          overcoats (s)                 backyards (s)

Backbencher (s)                     undercoat (s )              backbone (s)

Backlog (s)                               underwear ( s)            oversight ( s)

  1. A few compound nouns are formed by joining an adverb and a verb. These ones also take their plurals in the last words.

Examples:

Outbreak (s)                              Backlash ( s)              Output ( s)

Outburst (s)                                Outcast (s)               input (s)

  1. A few others are formed by joining a noun and a verb. They also take their plurals in the last words

Examples:

Nosedive (s)

Nightfall (s)

  1. A number of compound nouns are formed by joining two nouns by use f hyphens and a short preposition in between. These compound nouns always take their plurals in the first words.

Examples:

Commander (s) – in- chief                                           Sergeant (s) -at-arms

Mother(s)-in-laws                                                       sister(s)-in-law

Play(s)-within-play

 

Exercise 11

Underline the compound nouns in the following sentences and write down their plural forms where possible.

  1. John wants to be a quantity surveyor when he grows up.
  2. Rainwater had washed away all the top soil.
  3. The footballer was shown a red card by the referee.
  4. Neither candidate won the elections, forcing a runoff.
  5. The goalkeeper saved a penalty in the second half.
  6. He killed the wild pig with a sledge hammer
  7. Njoroge’s tape-recorder was stolen yesterday.
  8. The theatregoer was disappointed with the show
  9. Size 8’s latest song has caused an uproar
  10. He attempted a creative writing workshop

 

 

 

Possessive Nouns

 

A possessive noun shows who or what owns something. A possessive noun can either be singular or plural.

A singular possessive noun shows that one person, place, or thing has or owns something. To make a singular noun show possession, add an apostrophe and s (‘s).

Example: the feathers of the chick – the chick’s feathers

the hat that belongs to the man – the man’s hat

Other examples: the child’s toy

Mark’s bike

The fish’s fins

The horse’s tail

Using possessive nouns is shorter and better than other ways of showing possession.

Example:

LONGER: The dog belonging to Papa is barking.

BETTER: Papa’s dog is barking.

 

Plural Possessive Nouns

 

A plural possessive noun shows possession or ownership of a plural noun.

Example: The cars that belong to the teachers are parked here.

The teachers’ cars are parked here.

When a plural noun ends in s, add only an apostrophe after the s to make the noun show possession.

Not all plural nouns end in s. When a plural noun does not end in s, add ‘s to form the plural possession.

Examples: the shoes of the men – the men’s shoes

The food of the children – the children’s food

The noun following a possessive noun may either be the name of a thing or a quality.

Example: Thing –     Koki’s raincoat

Brian’s umbrella

                Quality –   the judge’s fury

Bob’s courage

 

Exercise 8

 

Change the following phrases to show possession in a shorter way.

Example: the claws of the leopard

the leopard’s claws.

  1. the tail of the lion
  2. the dog that Cliff has
  3. the hat of my mother
  4. the book that Evans owns
  5. the pot that the child has
  6. the name of the doll
  7. the mobile phone that Lucy owns
  8. the shoes that Kimani has
  9. the teeth that the fox has
  10. the rabbit that my friend owns

 

 

Summary of rules of forming Possessive Nouns

 

  1. For singular a noun, add an apostrophe and s.

Example: Mr. Mukui’s car is a Toyota Corolla.

  1. For plural a noun ending in s, add an apostrophe only.

Example: The victim’s property was stolen

  1. For a plural noun that does not end in s, add an apostrophe and s.

Example: The women’s boots were muddy.

 

Singular Noun            Singular possessive             Plural Noun                  Plural possessive

                                   Noun                                                                          Noun

 

boy                             boy’s                                    boys                              boys’

child                           child’s                                  children                        children’s

mouse                        mouse’s                               mice                              mice’s

deer                            deer’s                                   deer                              deer’s

 

Exercise 9

 

Write the following phrases to show possession.

Example: teachers – pens =      teachers’ pens

  1. Cooks – aprons Women – sports
  2. Men – boots Carpenters – nails
  3. Countries – flags Sailors – uniforms
  4. Guests – coats Musicians – instruments
  5. Athletes – medal Neighbours – pets

 

Exercise 10

 

Rewrite the following sentences changing the BOLD words to plural possessive nouns.

Example: The players on the teams practised after school.

The team’s players practised after school.

  1. Each day the wealth of the couple
  2. There was a team of men and a team of women.
  3. The uniforms that the teams were new.
  4. Numbers were printed on the shirts of the athletes
  5. Scores made by the team-mates were put on the scoreboard.
  6. The players enjoyed the cheers of their friends.
  7. The whistles of the coaches stopped the game.
  8. The eyes of the children were full of tears of joy.
  9. The soothing voices of their mothers calmed them.
  10. However, the houses belonging to their neighbours were destroyed.

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS ON NOUNS

 

Exercise 1

 

  1. students, party
  2. boys, songs
  3. Excitement, air
  4. Joyce Chepkemoi, prize
  5. Otieno, house, street

 

Exercise 2

 

  1. candle – thing guitar – thing
  2. wrestler – person China – place
  3. joy – idea hatred – idea
  4. Menengai Crater – place Masanduku arap Simiti – person

 

Exercise 3

 

  1. musicians, drums, trumpets
  2. family, village
  3. Petronilla, trip
  4. festival, Kenyatta University
  5. people, costumes, streets
  6. Boys, Scouts, sniforms, parade
  7. holiday, excitement
  8. Taxi, family, airport
  9. Maryanne, castle, sand
  10. mother, water

 

Exercise 4

 

Proper nouns                                       Common nouns

 

July                                                       book

England                                                face

Kendu Bay                                            crocodiles

John Hopkins                                       student

Johannesburg                                      life

America                                                business

East Africa                                            day

calendar

 

Exercise 5

 

  1. Proper – Lucky Dube

Common –   singer

  1. Proper – London, Paris

Common –   dancer

  1. Proper – Mediterranean sea

Common –    flight

  1. Proper – Second World War

Common –    nurse

  1. Common – goal, students, world
  2. Proper –        Europe

Common –    accident

  1. Proper – Bill Gates, Microsoft
  2. Common – pilot, woman, ocean
  3. Common – kettle, water
  4. Proper – Professor Wangari Maathai, Nobel Peace Prize

 

Exercise 6

 

  1. tooth – teeth cliffs                         17. moose                25. bosses
  2. wives deer                       18. children              26. foxes
  3. giraffes cliff                          19. echoes               27. bunches
  4. heroes autos                       20. babies               28. ferries
  5. radios studios                   21. skies                   29. flashes
  6. potatoes men                         22. beaches             30. ships
  7. beliefs roofs                      23. eyes
  8. thieves rodeos                    24. volcanoes/volcanos

 

Exercise 7

 

  1. knives                                           children
  2. potatoes                                mice
  3. geese                                           roofs
  4. shelves stories
  5. tomatoes                                activities

 

Exercise 8

 

  1. the lion’s tail
  2. Cliff’s dog
  3. my mother’s hat
  4. Evan’s book
  5. the child’s pet
  6. the doll’s name
  7. Lucy’s mobile phone
  8. Kimani’s shoes
  9. the fox’s teeth
  • my friend’s rabbit

 

Exercise 9

 

  1. cook’s aprons             women’s sports
  2. men’s boots                                  carpenter’s nails
  3. countries’ flags                       sailors’ uniforms
  4. guests’ coats                                   musicians’ instruments
  5. athlete’s medals                     neighbours’ pets

 

Exercise 10

 

  1. The couple’s wealth
  2. a men’s team, a women’s team
  3. The teams’ uniforms
  4. the athletes’ shirts
  5. The team-mates’ scores
  6. their friends’ cheers
  7. The coaches’ whistles
  8. The children’s eyes
  9. Their mothers’ soothing voices
  10. their neighbours’ house

PRONOUNS

 

A pronoun is a part of speech that takes the place of a noun. They include such words as I, we, he, she, thy, me and us.

Pronouns enable you to avoid repeating the same names (nouns), when writing or speaking, which would otherwise make you sound very awkward and wordy. By using pronouns effectively, you can make your writing and speaking flow smoothly.

 

Pronouns can be classified into 6 types. These are personal, indefinite, demonstrative, interrogative, reflexive and intensive pronouns.

 

2.1 Personal pronouns

 

A personal pronoun is a word that is used in place of a noun or another pronoun. They are used to refer to nouns that name persons or things.

Example:

Awkward            Kamau put on Kamau’s gum boots. Then Kamau went to the shamba.

Improved            Kamau put on his gum boots. Then he went to the shamba.

 

In the above example, the personal pronoun his helps the writer avoid repeating the same noun. The pronoun he acts as a bridge to connect the two sentences.

Personal pronouns are further classified in terms of person and gender.

 

Person

 

In terms of person, personal pronouns can be divided into three classes.

  • First person – I, my, me, we, our and us.

These ones refer to the person(s) speaking.

   Example: I always ride my bike to school.

  • Second person – you, your, yours

These refer to the person(s) spoken to.

  ExampleI will call you tomorrow.

  • Third person – he, his, him, she, hers, her, it, its, they, their, them.

These ones refer to another person(s) or thing(s) that is being spoken of.

 

The personal pronoun it usually replaces a noun that stands for a thing or an animal. It is never used in place of a person.

 

 

 

 

 

Gender

 

Personal pronouns can also be classified by gender. Gender can either be masculine (referring to male people), feminine (referring to female people) or neuter (referring to animals or things).

Examples:

Joseph cleaned his car. (His is the third person, masculine gender).

Isabel said the dress was hers (Hers is the third person, feminine gender).

The dog wagged its tail. (Its is the third person, neuter gender).

 

 

FORMS OF PERSONAL PRONOUNS

 

In English, personal pronouns have three forms: the subject form, the object form and the possessive form.

Examples:

She is a painter (subject form)

He praised her. (Object form)

It is her best painting. (Possessive form)

 

Subject Pronouns

 

A subject pronoun takes the place of a noun as the subject of a sentence. These pronouns are:

  • Singular forms – I, you, he, she, it
  • Plural forms – we, you, they

Examples:

 

Noun                                                                    Subject Pronoun

 

The housegirl takes care of the baby                She takes care of the baby

The dog guards the house                                 It guards the house

Mark and Francis love swimming                      They love swimming

 

Subject pronouns also appear after forms of the linking verbs be.

Examples:

The watchman today is he.

The composers were they.

 

Exercise 1

 

Underline the subject pronouns in the following sentences.

Example: She ate a water melon

  1. They ate fish and chips.
  2. We like Italian food.
  3. It is delicious.
  4. The biggest eater was he.
  5. You helped in the cooking.
  6. The cooks were Tom and I.

 

Exercise 2

 

Replace the underlined words with subject pronouns.

Example: Pio and Gama are friends – They

  1. The glasses were under the table.
  2. Emma fed the chicken.
  3. The pears were juicy.
  4. Uncle Ben and Lillian visited the orphans.
  5. The new waitress is Jane.
  6. The fastest runners were Tecla and Kirui.
  7. Lisa went to the hall.
  8. The chicken was slaughtered.
  9. Lucky Dube and Brenda Fasie were South African Singers.
  10. Samuel Wanjiru has won many athletics medals.

Object pronouns

 

Object pronouns can replace nouns used after action verbs. These pronouns are:

  • Singular – me, you, him, her, it
  • Plural – us, you them

Examples:

The driver drove him. (direct object)

The parents thanked us. (direct object)

The reporters asked him many questions. (indirect object)

In the above examples, the personal pronouns are the direct or indirect objects of the verbs before them.

 

Object pronouns can also replace nouns after prepositions such as to, for, with, in, at or by. That is, they can be objects of prepositions.

Examples:

Gladys waved to them. (object of a preposition)

The delivery is for me.

Ben went with them to the theatre.

 

Exercise 3

 

Choose the correct pronoun in the brackets in the following sentences.

Example: Irungu photographed (us, we). = us

  1. Lisa asked (he, him) for a picture.
  2. Adam sketched Lisa and (I, me).
  3. He gave a photo to (us, we).
  4. Ann and (she, her) saw Dave and Bob.
  5. Adam drew Lisa and (they, them).
  6. Mark helped (I, me) with the packing.
  7. Loise praised (him, he) for his good work.
  8. Everyone spotted (they, them) easily.
  9. That night Mike played the guitar for (us, we).
  10. (We, Us) drove with (they, them) to the mountains.

 

 

Possessive pronouns

 

A possessive pronoun shows ownership.

Example: My pen is black.

 

There are two kinds of possessive pronouns:

  • Those used as adjectives to modify nouns. These possessive pronouns are:

Singular: My, your, his, her, its

Plural: Our, your, their

Examples: My shirt is yellow.

Your food is on the table.

His bag is green.

This is her dress.

Its fur is soft.

These are our parents.

Pay your bills.

They removed their bats.

The above possessive pronouns always appear before nouns to modify them. Hence, they are called modifiers.

 

  • Those that stand alone and replace nouns in sentences. These possessive nouns are:

Singular: mine yours his, hers, its

Plural: ours yours, their

     Examples: The yellow shirt is mine.

The food on the table is yours.

The green bag is his.

This dress is hers.

Its is the soft fur.

                 These crops are ours.

These bills are yours.

Those hats are theirs.

 

Exercise 4

 

Complete the following sentences by choosing the correct possessive pronoun from the brackets.

Example: The lazy girl completed (her, hers) home work. = her.

  1. (My, mine) journey to Mombasa was enjoyable.
  2. Florence said (her, hers) was the best.
  3. Are the pictures of Fort Jesus (your, yours)?
  4. (Her, Hers) were taken at Jomo Kenyatta Beach.
  5. Tomorrow we will make frames for (our, ours) pictures.
  6. (My, mine) class is planning a trip to Mt. Kenya.
  7. (Our, ours) trip will be taken on video.
  8. Micere is excited that the idea was (her, hers).
  9. Koki and Toti cannot hide (their, theirs) excitement.
  • (My, mine) dream is to climb to the highest peak of the mountain.

 

POINTS TO NOTE

 

  1. The pronoun I is used as a subject or after forms of the linking verb be.

Examples:

Subject: I travel by bus

After the linking verb be: Yesterday, the prefects on duty were Victor and I

  1. The pronoun me is used object after action verbs or words (prepositions) such as to, for, with, in, or at.

Examples:

Object: Rose met me at the gate.

After prepositions: Rose waited for me at the gate.

You are coming with me.

  1. When using compound subjects and objects (i.e. subjects and objects comprising of a pronoun and a noun or another pronoun), always name yourself last.

Examples:

Diana and I visited our grandmother yesterday.

Who appointed Chege and me?

Rose waited for her and me at the gate.

 

CONTRACTIONS WITH PRONOUNS

 

A contraction is a shortened form of two words. One or more letters are omitted and an apostrophe (’) is used in place of the letters left out.

A contraction is formed by combining pronouns and the verbs am, is, are, will, would, have, has, and had.

 

Pronoun + verb                 Contraction                    Pronoun + verb       Contraction

 

I am                                   I’m                                   I have                       I’ve

He is                                  he’s                                 he has                      he’s

It is                                     it’s                                   it  has                       it’s

You are                              you’re                              you have                  you’ve

They are                            they’re                            they have                 they’ve

I will                                   I’ll                                    I had                         I’d

You will                             you’ll                               you had                   you’d

We would                          we’d                                we had                     we’d

 

Note:

  • Some contractions look the same but are formed from different words.

Examples: he is, he has = he’s

we had, we would = we’d

  • Some possessive pronouns sound like contractions. Because the words sound alike, they are sometimes confused.

Examples:

 

Possessive pronouns                             Contractions         

 

its                                                            it’s

your                                                        you’re

their                                                        they’re

whose                                                     who’s

 

Incorrect: The team celebrated it’s victory.

Correct: The team celebrated its victory.

Incorrect: Your late for the preps.

Correct: You’re late for the preps.

Incorrect: Whose the fastest runner in the world?

Correct: Who’s the fastest runner in the world?

 

Rules of using possessive pronouns and contractions correctly

 

  1. If the word you want to use stands for two words, it is a contraction and needs an apostrophe.
  2. Never use an apostrophe in a possessive pronoun.

 

 

Exercise 5

 

Write the contractions for the following word pairs. Example: It has = it’s

  1. You will He had                               5. You have
  2. We would I am                                    6. they will

 

Exercise 6

 

What pronoun and verb make up each of the following contractions?

Example: It’s = it is, it has

  1. I’ll you’d                                  5. they’re
  2. we’re he’s                         6. she’d

 

 

Exercise 7

 

Choose the correct word given in brackets in the following sentences.

  1. The Kenyan government has worked hard to improve (its, it’s) educational system.
  2. (Whose, Who’s) going to decide where the guests will sleep?
  3. (Their, they’re) learning French their school.
  4. Only students (whose, who’s) scores are excellent will join national schools.
  5. (Its, It’s) been estimated that about 8 million Kenyans are living with HIV AIDS.

 

 

INDEFINITE PRONOUNS

 

An indefinite pronoun  is a pronoun that does not refer to a specific person or thing.

In English, there are singular indefinite pronouns, plural indefinite and both singular and plural indefinite pronouns.

 

Singular Indefinite Pronouns

 

another                      anything           everybody           neither                one

anybody                     each                  everyone             nobody                somebody

anymore                     either                everything           no one                 someone.

 

An indefinite pronoun must agree with its verbs and in number with its possessive pronoun. The above indefinite pronouns are used with singular verbs. They are also used with singular possessive pronouns.

Examples:

           Agreement with verbs

Correct: Everyone has heard of Lake Turkana.

Incorrect: Everyone have heard of Lake Turkana.

Correct: Nobody knows what happened to Samuel Wanjiru.

Incorrect: Nobody know what happened to Samuel Wanjiru.

Correct: Everything about the old man remains a mystery.

Incorrect: Everything about the old man remain a mystery.

 

Agreement in number with possessive pronouns

Correct: Neither believed his/her eyes.

Incorrect: Neither believed their eyes.

Correct: Each strained his/her neck to see.

Incorrect: Each strained their neck to see.

 

Plural indefinite pronouns

 

both                many                 few                             several

These indefinite pronouns use plural verbs and possessive pronouns.

Examples:

Plural verbs

Correct: Few know about Lake Olbolsat.

Incorrect: Few knows about Lake Obolsat.

Correct: Both stand by what they believe.

Incorrect: Both stands by what they believe.

 

Plural possessive pronouns

Correct: Several reported their findings.

Incorrect: Several reported his/her findings.

 

Both singular and plural indefinite pronouns

 

all                some                any                    none

These indefinite pronouns may be singular or plural, depending on their meaning in the sentence.

Examples:

All of my story is true – singular

All of the guests are here – plural

None of the lake is foggy – singular

None of the photos are spoiled – plural.

 

 

EXERCISE 8

 

Underline the indefinite pronouns in the following sentences and then write the correct form of the verb or possessive pronoun in the brackets.

  1. All the photographs of the killer (is, are) unclear.
  2. (Has, Have) anybody seen my camera?
  3. Many (believes, believe) a monster lives in the lake.
  4. Each of the photographs (make, makes) people want more.
  5. All of the evidence (indicates, indicate) that he was killed by his wife.
  6. Everyone has taken (his, their) payment.
  7. Several eyewitnesses volunteered to give (his, their) accounts.
  8. Anyone can lose (her, their) eyesight.
  9. Another reported (his, their) case to the police.
  10. Somebody left (her, their) handbag in the lecture hall.

 

 

DEMONSTRATIVE PRONOUNS

 

A demonstrative pronoun is used to single or point out one or more persons or things referred to in the sentence.

These pronouns are this, that, these, and those.

 

This and these point to persons or things that are near.

Examples:

This is a gazelle.

These are the students of Kianjege West Secondary School.

 

 

 

That and those point to persons or things that are farther away.

Examples:

That is the city square.

Those are the lodging rooms.

 

This and that are used with singular nouns.

These and those are used with plural nouns.

 

Exercise 9

 

Pick the correct demonstrate pronouns from the choices given in the brackets in the following sentences.

  1. (This, That) is the canteen we are entering now.
  2. (This, That) is the dispensary across the street
  3. (These, Those) are beautiful flowers on the counter over there.
  4. Are (those, these) chocolate bars on the far counter?
  5. I think (these, those) are called vuvuzelas.

 

 

INTERROGATIVE PRONOUNS

 

An interrogative pronoun is used to ask a question. These pronouns are who, whose, whom, which and what.

Examples:

Who is the mayor of this town?

Whose is the red car?

Which is her blouse?

What did she ask you?

Whom should I trust with my secret?

 

USING WHO, WHOM, AND WHOSE

 

Who, whom, and whose are often used to ask questions. Hence, they are interrogative pronouns.

 

WHO is the subject form. It is used as the subject of a verb.

Examples:

Who taught you how to play the guitar? (Who is the subject of the verb taught.)

 

WHOM is the object form. It is used as the direct object of a verb or as the object of a preposition.

Examples:

Whom did you meet? (Whom is the object of the verb did meet).

For whom is this trophy? (whom is the object of the preposition for).

 

WHOSE is the possessive form. It can be used :

  • To modify a noun

Example:

Whose is umbrella is this? (whose modifies the noun umbrella)

  • Alone as the subject or object of a verb

Examples:

Whose are those water melons? (whose is the subject of the verb are)

Whose did you admire? (whose is the object of the verb did admire)

 

Exercise 10

 

Pick the correct interrogative pronouns from the brackets in the following sentences.

  1. (Who, Whom) owns that shop?
  2. (Who, Whom) can we ask the way?
  3. (Which, What) did they ask you?
  4. (Which, What) are the objects on the table called?
  5. To (who, whom) does the boutique belong?

 

Exercise 11

 

Complete the following sentences with who, whom, or whose.

  1. ________________ knows the origin of the Luos?
  2. ________________ did you ask about it?
  3. To _______________ did you give the letter?
  4. _________________ is the most attractive painting?
  5. _________________ is likely to receive the Chaguo la Teeniez award?
  6. For ______________ did you buy this doll?
  7. _________________ skill in dancing is the best?
  8. _________________ is the officer-in-charge here?
  9. _________________ are you looking at?
  10. _________________ are those healthy Merino sheep?

 

 

REFLEXIVE AND INTENSIVE PRONOUNS

 

Reflexive and intensive pronouns end in self or –selves. These are myself, yourself, herself, himself, itself, ourselves, and themselves.

There is, however, one difference between reflexive and Intensive pronouns.

A reflexive pronoun refers to an action performed by the subject of the sentence. The meaning of the sentence is incomplete without the reflexive pronoun.

Examples:

Monicah bought herself a new dress. (The meaning of the sentence is incomplete without the reflexive pronoun because we do not know for whom Monicah bought the dress).

An Intensive pronoun is used to emphasise a noun or a pronoun. It does not add information to a sentence, and it can be removed without changing the meaning of the sentence.

I myself pulled the boy out of the river. (If you remove myself, the meaning of the sentence does not change)

 

Exercise 12

 

Identify the Reflexive and Intensive pronouns in the following sentences, labelling them accordingly.

  1. I myself have never tried mountain climbing.
  2. He himself was taking the cows to graze in the forest.
  3. My sister Annastasia mends her clothes herself.
  4. She often challenges herself by doing strenuous activities.
  5. You may ask yourself about the sanity of beer drinking competition.

 

 

 

 

SPECIAL PRONOUNS PROBLEMS

 

  1. Double subjects

 

We all know that every sentence must have a subject. Sometimes we incorrectly use a double subject – a noun and a pronoun – to name the same person, place, or thing.

 

     Incorrect                                              Correct

Jane she is my cousin.                          Jane is my cousin.

                                                               She is my cousin.

Her scarf it is pretty.                            Her scarf is pretty.

                                                               It is pretty.

Jane and she should not be used as subjects together.

The subject her scarf should not be used together with it.

Use only a noun or a pronoun to name a subject.

 

  1. Pronouns and their Antecedents

 

The antecedent of a pronoun is a noun or another pronoun for which the pronoun stands.

A personal pronoun, you will remember, is used in place or a noun. The noun is the word to which the pronouns refer and it is therefore its antecedent.

The noun usually comes first, either in the same sentence or in the sentence before it.

Examples:

We met Mureithi. He is the medical doctor.

(He stands for Mureithi. Mureithi is the antecedent).

The students had come to school with their mobile phones.

(Their stands for students. Students is the antecedent).

Pronouns may be the antecedents of other pronouns.

Examples:

Does everybody have his booklet?

(everybody, which is a singular indefinite pronoun, is the antecedent of his).

All of the students have brought theirs.

(All, which is a plural indefinite pronoun, is the antecedent of theirs).

Now, a pronoun must agree with its antecedent in number. Agree here means that the pronoun must be the same in number as its antecedent.

The word number means singular or plural.

If the pronoun is singular, the word that it stands for must be singular, and it must be plural if the word it stands for is plural.

Examples:

Correct:       The scientists tested their new discovery

(Scientists is plural; their is plural.)

Incorrect:    The scientists tested his new discovery.

Correct:       Mr. Kiama turned on his TV.

(Mr Kiama is singular; his is singular)

Correct:       Nobody left her workstation

(Nobody is singular, her is singular)

NB: When the antecedent refers to both males and females, it is best to use the phrase his or her.

 

  1. Use of we and us with nouns.

 

Phrases such as we students and us girls are often incorrectly used. To tell which pronoun to use, drop the noun and say the sentence without it.

Problem: (We, Us) boys study hard.

Solution: We study hard = We boys study hard.

Problem: The DC praised (us, we) students.

Solution: The DC praised us = The DC praised us students

 

  1. Using the pronoun Them

 

The word them is always a pronoun. It is always used as the object of a verb or a preposition, never as a subject.

Examples:

Correct: The president greeted them (direct object of the verb greeted)

Correct: She gave them a Sandwich (Indirect object of the verb gave)

Correct: The information was useful to them (object of the preposition to)

Incorrect: Them they arrived late.

 

  1. Using Those

 

Although we previously said that those is used as a demonstrative pronouns, it is sometimes used as an adjective i.e. a word that modifies a noun or a pronoun. If a noun appears immediately after it, those is now an adjective, not a pronoun.

Examples:

Those are the new desks that were bought. (Those is a pronoun, the subject of the verb are).

Those desks are attractive. (Those is an adjective modifying the noun desks).

 

Exercise 13

 

Each of the following sentences has a double subject. Write each correctly.

  1. Papa Shirandula he is a good actor.
  2. Many people they find him funny.
  3. The show it was on television for many years.
  4. Their daughter she is also in that show.
  5. The shoes they are beautiful.
  6. People they like our hotel.
  7. My brother he drives a matatu.
  8. Our hotel it is open seven days a week.
  9. The TV it is very clear today.
  10. My brother and sister they work in Nairobi.

 

Exercise 14

 

Pick the correct pronoun in the brackets in the following sentences.

  1. (We, Us) students started a school magazine last month.
  2. Many careers are unpromising. (Them, Those) are the ones to avoid.
  3. One of (them, those) motivational speakers was especially interesting.
  4. A financial analyst told (we, us) students about his work.
  5. Finding jobs was important to (we, us) graduates.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS ON PRONOUNS

 

Exercise 1

 

  1. They ate fish and chips.
  2. We like Italian food.
  3. It is delicious
  4. The biggest eater was
  5. You helped in the cooking.
  6. The cooks were Tom and

 

Exercise 2

 

  1. They were under the table.
  2. She fed the chicken.
  3. They were juicy.
  4. They visited the orphans.
  5. The new waitress is she.
  6. The fastest runners were Tecla and
  7. She went to the hall.
  8. It was slaughtered.
  9. Lucky Dube and she were South African singers.
  10. He has won many athletics medals.

 

Exercise 3

 

  1. Lisa asked him for a picture.
  2. Adam sketched Lisa and me.
  3. He gave a photo to
  4. Ann and she saw Dave and Bob.
  5. Adam drew Lisa and them.
  6. Mark helped me with the packing.
  7. Loise praised him for his good work.
  8. Everyone spotted them
  9. That night Mike played the guitar for us.
  10. We drove with them to the mountains.

 

Exercise 4

  1. My journey to Mombasa was enjoyable.
  2. Florence said hers was the best.
  3. Are the pictures of Fort Jesus yours?
  4. Hers are about Jomo Kenyatta Beach.
  5. Tomorrow we will make frames for our
  6. My class is planning a trip to Mt. Kenya.
  7. Our trip will be taken on video.
  8. Micere is excited that the idea was hers.
  9. Koki and Toti cannot hide their
  10. My dream is to climb to the highest peak of the mountain.

 

 

Exercise 5

 

  1. You will = You’ll
  2. we would = we’d
  3. he had = he’d
  4. I am = I’m
  5. you have = you’ve
  6. they will = they’ll

 

Exercise 6

 

  1. I’ll = I will
  2. we’re = we are
  3. you’d = you would, you had
  4. he’s = he is, he has
  5. they’re = they are
  6. she’d = she would, she had

 

Exercise 7

 

  1. its                                  They’re                                    5 it’s
  2. who’s                                 whose

 

Exercise 8

 

  1. All – are                                        Everyone – his
  2. Anybody – has           Several – their
  3. Many – believe                             Anyone – her
  4. Each – makes                             Another – his
  5. All – indicates                                     Somebody – her

 

Exercise 9

 

  1. This Those                                     5. these
  2. That those

 

Exercise 10

 

  1. Who What                                   5. whom
  2. Whom What

 

Exercise 11

 

  1. Who whom
  2. Whom Whose
  3. whom Who
  4. Whose Who
  5. Who Whose

 

 

Exercise 12

 

  1. myself – intensive
  2. himself – intensive
  3. herself – reflexive
  4. herself – reflexive
  5. yourself – reflexive

 

Exercise 13

 

  1. Papa Shirandula is a good actor.
  2. Many people find him funny.
  3. The show was on television for many years.
  4. Their daughter is also in that show.
  5. The shoes are beautiful.
  6. People like our hotel.
  7. My brother drives a matatu.
  8. Our hotel is open seven days a week.
  9. The TV is very clear today.
  10. My brother and sister work in Nairobi.

 

Exercise 14

 

  1. We those                     5. us
  2. Those us

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

VERBS

 

A verb is a word that:

  • expresses an action
  • expresses the state that something exists, or
  • links the subject with a word that describes or renames it.

 

Hence, there are two kinds of verbs. These are action verbs and linking verbs.

 

ACTION VERBS

 

Action verbs express actions. They show what the subject does or did. Most verbs are action verbs.

Examples:

Cats drink milk.

The ball flew over the goal post.

The farmer tills the land.

Robert ran to the house.

 

The action may be one that you can see.

Example:

They crowned their new King.

 

The action may be one that you cannot see.

Example:

She wanted recognition.

 

Whether the action can be seen or not, an action verb says that something is happening, has happened, or will happen.

 

LINKING VERBS

 

A linking verb links the subject of a sentence with a word or words that :

  • express(es) the subject’s state of being

Example:

She is here. (expresses state of being)

She seems ready. (state of being)

  • describe(es) or rename(es) the subject.

     Examples:

Anna is a nurse (a nurse, describes Anna)

Joyce is cheerful (cheerful describes Joyce)

The road is bumpy.

A linking verb does not tell about an action.

 

 

 

 

 

Common linking verbs

 

am              look                grow

are              feel                 remain

is                taste               become

was             smell               sound

were           seem

will be        appear

 

NB: Some verbs can be either linking verbs or action verbs.

Examples:

The crowd looked at the mangled car – ACTION

The driver of the car looked shocked – LINKING

The chef smelled the food – ACTION

The food smelled wonderful – LINKING

 

EXERCISE 1

 

Identify the verb in each of the following sentences. Then label each verb Action or Linking.

  1. Queen Elizabeth of England seems an interesting historical figure.
  2. We watched the Olympic games on television.
  3. The crowd cheered loudly.
  4. She seems calm.
  5. PLO Lumumba is a quick thinker.
  6. The hunter aimed the arrow at the antelope.
  7. The referee blew the whistle to start off the game.
  8. She was very tired after the journey.
  9. She is careful when crossing the road.
  10. The country seems prosperous.

 

VERB PHRASES

 

In some sentences, the verb is more than one word. It is in form of a phrase, which is called a verb phrase.

A verb phrase consists of a main verb and one or more helping verbs.

The main verb shows the action in the sentence.

The helping verb works with the main verb. Helping verbs do not show action.

 

Examples:

Mark Francis has passed the examinations

H.V.    M.V.

He will be admitted to a national school.

H.V. H.V.    M.V.

His parents are happy with him.

H.V.   M.V.

 

Common helping verbs

 

am              will                  can                    would

is                shall                could                 must

are              have                may

was             has                  should

were           had                 might

 

Some verbs, such as do, have and be, can either be used as main verbs or as helping verbs.

 

Examples:

As main verbs                        As helping verbs

 

I will do the job                     I do like the job.

Who has a pen?                    He has lost his pen.

They are my friends              They are coming today.

 

Sometimes helping verbs and main verbs are separated by words that are not verbs.

Examples:

I do not ride bicycle any more.

Can we ever be friends again?

We should definitely apologise for the mistakes.

 

Exercise 2

 

Indicate H.V. under the Helping verb and M.V. under the Main verb in the following sentences.

  1. The school choir is singing a new song.
  2. The football season has finally begun.
  3. This car just can travel very fast.
  4. He had waited for this chance for years.
  5. My parents will be visiting us soon.
  6. Our friends have come for a visit.
  7. You must buy your ticket for the game.
  8. Sarah has chosen Kenyatta University for her degree course.
  9. She is hitting her child with a rubber strap.
  10. I will go for the game next week.

 

VERBS TENSES

 

The time of an action or the state of being is expressed by different forms of the verb. These forms are called the tenses of the verb.

 

There are three main forms of a verb: the present, the past, or the future.

 

The Present Tense

 

A verb which is in present tense indicates what the subject of the sentence is doing right now.

Example:

The teacher sees the students.

The verb sees tells that the teacher is seeing the students now. To show the present tense, an -s or -es is added to most verbs if the subject is singular.

If the subject is plural, or I or You, the -s, or -es is not added.

Example:

The bird hatches in the nest.

The stream flows down the hill.

The boys rush for their breakfast.

We talk a lot.

 

 

 

Rules for forming the Present Tense with Singular Subjects

 

  1. Most verbs: add –s                                get – gets

                                                                           play – plays

eat – eats

 

  1. Verbs ending in s, ch, sh, x, and z: add-es pass – passes, mix – mixes

punch-punches, buzz – buzzes

push – pushes

 

  1. Verbs ending with a consonant and y:

change the y to i and add –es                          try – tries

empty – empties

 

Exercise 3

 

Write the correct present form of each verb in the brackets in the following sentences.

  1. She carefully ________________ the map (study)
  2. A fish _______________ in the water near me. (splash)
  3. She _______________ her hands. (wash)
  4. He ______________ to the classroom. (hurry)
  5. Bryan and I ____________ the assignment. (discuss)

 

The Past Tense

 

A verb which is in past tense shows what has already happened.

Example:

Tito liked his grandmother’s story.

The verb liked tells that the action in the sentence happened before now.

 

Rules for forming the Past Tense

 

  1. Most verbs: Add –ed                                            play – played

talk – talked

climb – climbed

 

  1. Verbs ending with e: Add -d praise – praised

hope – hoped

wipe – wiped

 

  1. Verbs ending with a consonant and -y: bury – buried

the y to i and add –ed                                          carry – carried

study – studied

 

  1. Verbs ending with a single vowel and stop – stopped

a consonant: Double the final consonant          man – manned

and add-ed                                                           trip – tripped

 

Exercise 4

 

Write the past tense forms of each of the verbs in brackets in the following sentences.

  1. John _____________ his house burn into ashes. (watch)
  2. The baby _____________ loudly. (cry)
  3. The teacher ______________ at the naughty student. (yell)
  4. The chef ______________ a delicious cake. (bake)
  5. We ______________ for a present for our grandmother. (shop)

 

The Future Tense

 

A verb which is in future tense tells what is going to happen.

Examples:

Evans will take his car to the garage.

She will probably come with us.

The verbs will take and will come tell us what is going to happen. Hence, they are in future tense.

 

To form the future tense of a verb, use the helping verb will or shall  with the main verb.

 

Exercise 5

 

Write the future tense forms of the verbs in the following sentences.

  1. We write in exercise books.
  2. The train stopped at the station.
  3. He decides what he wants to do.
  4. They practise in the football field.
  5. Rats multiply very fast.

 

 

 

 

 

More Tenses

 

The above three forms of tenses can further be divided into:

  1. The simple tenses – Present simple tense

– Past simple tense

– Future simple tense

 

  1. The perfect tenses – Present perfect tense

– Present perfect progressive

– Past perfect tense

– Future perfect

– Future perfect progressive

 

  1. The progressive tenses – Present progressive tense

– Past progressive tense

– Progressive tense

– Future perfect progressive tense.

 

The simple Tenses

 

The most common tenses of the verb are the simple tenses. You use them most often in your speaking and writing.

 

  1. Present simple tense.

 

Look at the following sentences.

  • I know Kisumu
  • He goes to school everyday.
  • The sun rises from the east.

 

All the above sentences contain a verb in the present simple tense. This tense is used for different purposes.

  • To state a personal fact

          Example: I know Kisumu.

  • To point out a regular habit.

          Example: He goes to school everyday.

  • To state known a scientific fact

Example: The sun rises from the east.

 

 

Exercise 6

 

Complete the following sentences putting the verbs in brackets in the present simple tense.

  1. They _________ their new principal. (like)
  2. Every morning, she ______________ her teeth. (brush)
  3. The earth ______________ on its own axis. (rotate)
  4. Twice a year, he _______________ his family. (visit)
  5. Air ____________ when heated. (rise)

 

  1. Past Simple Tense

The past simple tense is used when an action has been completed                     .

Examples:

We cleaned our classrooms yesterday.

He drove the car this morning.

She planned the whole incident.

 

 

Exercise 7

 

Write down the past simple tense of the following words and then use each of them in sentences of your own.

start                                         breathe

add                                          roam

trap                                         obey

annoy                                     worry

pity                                         fit

 

 

 

 

  1. Future Simple Tense

 

The future simple tense places the action or condition in the future. It is formed by using the word shall or will before the present form of the main verb.

Examples:

We shall need help with her load.

She will eat the bananas alone

The dancers will entertain them.

 

Exercise 8

 

Use the following words in future simple tense in sentences of your own.

see                                               develop

go                                                begin

exist                                             consume

introduce                                    hunt

bring                                            become

 

The Perfect Tenses

 

The perfect tenses are used to show that an action was completed or that a condition existed before a given time.

The perfect tenses are formed using has, have, or had before the past participles i.e. verb forms ending in -ed.

Examples:

  1. Present Perfect Tense:

Ceasar has just finished his homework.

Kamau and Njoroge have now agreed to meet.

 

  1. Present Perfect Continuous Tense

Kibet has been working in his shamba for two hours.

We have been swimming in this pool for ten minutes.

 

  1. Past Perfect Tense

We had completed the work by the time the supervisor came.

Nobody knew that she had already remarried.

 

  1. Past Perfect Continuous Tense

I had been trying to contact him for two hours before he finally appeared.

Mrs. Masumbuko had been feeling unwell the whole week before she decided to visit a doctor.

 

  1. Future Perfect Tense

Agege will have sold his goats by two p.m.

By next term, twenty students will have dropped from this school.

 

  1. Future Perfect Continuous

The players will have been playing for twenty minutes by the time the President arrives.

By the end of this term, she will have been living with her aunt for five years.

 

Exercise 9

 

Rewrite the following sentences changing the verb into present perfect, present perfect progressive, past perfect, past perfect progressive, future perfect and future perfect progressive tenses. Make any necessary changes to make the sentences meaningful.

John comes here every year.

 

 

The Progressive Verb Forms

 

The progressive form of the verb shows continuing action.

Examples:

I am singing

She was dancing.

 

The progressive form is formed using various forms of the verb be plus the present participle i.e. a verb form that ends in –ing.

Examples:

  1. Present Progressive Tense

I am reading a book about Red Indians.

Her mother is preparing dinner.

 

  1. Present Perfect Progressive

He has been cleaning his car since morning.

They have been exercising for a week now.

 

  1. Past Progressive Tense

She was cooking supper when I arrived.

They were fighting fiercely when the police arrived.

 

  1. Past Perfect Progressive Tense

Sonko had been wearing an earing for years before he removed it.

Onyancha had been killing children before he was finally discovered.

 

  1. Future Progressive

He will be tilling the land next week.

Joyce and Joan will be washing clothes all morning.

 

  1. Future Perfect Progressive

The children will have been sleeping for two hours by the time their parents arrive.

John will have grown a beard by the time he is twelve.

 

Exercise 10

 

Rewrite the following sentence changing the verb into present progressive, present perfect progressive, past progressive, past perfect progressive, future progressive and future perfect progressive tenses. Make any necessary changes to make the sentences meaningful.

Jane plays the guitar well.

 

 

SUBJECT – VERB AGREEMENT

 

Present tense

 

A verb and its subject must agree in number. To agree means that if the subject is singular, the verb must be in singular form. If the subject is plural, the verb form must be plural.

Examples:

The baby cries every morning – SINGULAR

The babies cry every morning – PLURAL

 

Rules for subject-verb Agreement

 

  1. Singular subject The man drives a bus.

Add -s or -es to the verb                     She teaches in a primary school.

He studies his map.

 

  1. Plural subject: The men drive

Do not add -s or -es                            They teach in primary schools.

to the verb                                           We study our maps.

 

  1. For I or You I hate

Do not add -s or -es to the verb          You like dogs.

I admire actors.

 

When a sentence has a compound subject i.e. two subjects joined by and, the plural form of the verb is used.

Examples:

John and James work at Naivas Supermarket.

The teachers and the students respect one another a lot.

 

Subject-verb Agreement with be and have

 

The verbs be and have change their forms in special ways in order to agree with their subjects.

 

Various ways in which be and have change in order to agree with their subjects.

  Subject            Be                 Have
1.

 

 

Singular subjects:

I

You

He, she, it

Singular Noun

 

         am, was

         are, were

         is, was

         is, was

 

            have, had

            have, had

            has, had

            has, had

2. Plural subjects:

We

You

They

Plural Noun

      

        are, were

        are, were

        are, were

        are, were

 

 

         

            have, had

           have, had

           have, had

          have, had

 

 

 

Exercise 11

 

Put appropriate Present tense verbs in the blank spaces in the following sentences. Ensure that the subject agrees with the verb and that the sentence makes sense.

  1. The dogs _______________ their owners.
  2. She ______________ at the door.
  3. They ______________ the road at the Zebra-crossing.
  4. Many blind people ___________________ dogs as guides.
  5. We ________________ dogs every day.
  6. Mark always _______________ his house.
  7. I often _______________ with June.
  8. Mwangi __________________ his aunt in Mombasa.
  9. He and Jane ________________ next month.
  10. The directors ______________ the company.

 

REGULAR AND IRREGULAR VERBS

 

We have learned in previous chapter how to form the past tense and how to use helping verbs to show that something has already happened. We saw that for most verbs, we form the past tense and participles by adding -d or -ed to the verb. Verbs that follow this rule are called Regular Verbs.

Examples:

The framer planted his crops last month. – past tense

The crops have been planted recently. – past participle.

 

For all regular verbs, the past and the past participles are spelled alike. They are made up by adding -d or -ed to the present form of the verb.

 

Examples:

Present Past Past Participles
help

rescue

rush

support

play

talk

live

helped

rescued

rushed

supported

played

talked

lied

had helped

had rescued

had rushed

had supported

had played

had talked

had lied

 

The spelling of many regular verbs changes when –d or -ed is added i.e. the last consonant is doubled before adding -d or -ed. For those ending -y, it is dropped and replaced with –i:

Examples:

Present Past Past Participles
hop

drug

permit

knit

cry

carry

hopped

drugged

permitted

knitted

cried

carried

(had) hopped

(had) drugged

(had) permitted

(had) knitted

(had) cried

(had) carried

 

 

Exercise 12

 

Write the present, past and past participles of the following verbs. Remember to change the spelling appropriately where necessary.

  1. prevent               aid
  2. donate               relieve
  3. hurry               share
  4. worry               enrol
  5. train             save

 

 

Irregular Verbs

 

Some verbs do not form the past by adding -d or –ed. These verbs are called irregular verbs. There are only about sixty frequently used irregular verbs. For many of these, the past and the past participles are spelled the same but some are different.

Examples:

He saw great misery all around him – past

He has seen great misery all round him – past participle

 

Common irregular Verbs

Verb Past tense Past participles
begin

choose

go

speak

ride

fight

throw

come

sing

steal

swim

make

run

grow

write

ring

drink

lie

do

eat

know

began

chose

went

spoke

rode

fought

threw

came

sang

stole

swam

made

ran

grew

wrote

rang

drank

lay

did

ate

knew

 

( had) begun

(had) chosen

(had) gone

(had) spoken

(had) ridden

(had) fought

(had) thrown

(had) came

(had) sung

(had) stolen

(had) swum

(had) made

(had) run

(had) grown

(had) written

(had) rung

(had) drunk

(had) lain

(had) done

(had) eaten

(had) known

 

For a few irregular verbs, like hit and cut, the three principal parts are spelled the same. These ones offer no problems to learners. Most problems come from irregular verbs with three different forms. For example, the irregular verbs throw and ring.

Throw        threw           had thrown

Ring            rang              had rung

If you are not sure about a verb form, look it up in the dictionary.

 

 

Exercise 13

 

Write the past tense and past participles of the following irregular verbs and then use each of them in sentences of your own.

  1. arise                fall
  2. tear                blow
  3. wear                freeze
  4. lay         fly
  5. see       write

 

 

ACTIVE AND PASSIVE VERB FORMS

 

Active Voice

 

A verb is in active voice when the subject of the sentence performs the action.

Examples:

Our teacher punished us for making noise in class.

Subject               action

Players arrived for their first match early in the morning.

Subject     action

In the above sentences, the subject is who performed the action. Hence, the verbs of these sentences are in active voice.

 

Passive voice

 

The word passive means “acted upon”. When the subject of the sentence receives the action or expresses the result of the action, the verb is in passive voice.

Examples:

We were punished by the teacher for making noise.

Subject                  action

He was helped by a passer-by.

Subject        action

In the above sentences the subjects we and he receive the action.

 

When we do not know who or what did the action, or when we do not want to say who or what did it, we use the passive voice.

The passive form of a verb consists of some form of be plus the past participle.

Examples:

 

       Active                                              Passive

 

Baabu explored the sea.           The sea was explored by Baabu.

Be + past participle

 

The captain helped him.           He was helped by the captain.

Be+past participle

 

 

Exercise 14

 

Write the verbs from the following sentences and then label each one Active or Passive.

  1. The guest of honour presented prizes to the best students.
  2. The cattle were taken home by the herders.
  3. The health officer ordered the slaughter house closed.
  4. Peace and order has been restored in the area by the youth wingers.
  5. The workers cleared the farm.
  6. The crop was harvested by the hired workers.
  7. The government stressed the importance of unity among tribes.
  8. The farmers were urged to redouble their efforts in food production.
  9. The KIE is developing support materials for the 8-4-4 system of education.
  10. A fishing pond was started by the Wildlife Club in the school.

 

 

TRANSITIVE AND INTRANSITIVE VERBS

 

Some sentences express a complete thought with only a subject and an action verb.

Example:

The sun shines.

Subject      Active verb

In other sentences, a direct object must follow the action verb for the sentence to be complete. A direct object is a noun or a pronoun that receives the action of the verb.

 

 

Example:

The goalkeeper caught the ball.

Subject                 action verb      direct object

 

Transitive verbs

 

A Transitive verb is an action verb that must take a direct object for the sentence to express a complete thought. A direct object answers the question what? or whom?

Examples:

The captain steered the ship. (Steered what? the ship)

The teacher praised the students. (Praised whom? The students)

Transitive verbs cannot be used alone without direct objects in sentences; they would not have complete meanings.

 

Exercise 15

 

What are the action verbs and the direct objects in the following sentences?

  1. He carried his bag with him.
  2. The two friends discussed the examination paper.
  3. We took a trip to Nakuru last month.
  4. The water splashed me.
  5. He gave interesting facts about whales.
  6. We searched the house for rats.
  7. They cheered the team noisily.
  8. My brother bought a camera.
  9. Njoroge admires Papa Shirandula.
  10. We viewed the shouting star at midnight.

 

Intransitive verbs

 

An Intransitive verb is an action verb that does not require a direct object for the sentence to have complete meaning.

Examples:

The ship sailed.

Subject        action verb

The child smiled.

Subject        action verb

They do not answer the questions what? or whom? Sometimes they answer the questions how? or how often?

Examples:

The ship sailed smoothly. (How did it sail? Smoothly)

The child smiled repeatedly. (How often did the child smile? Repeatedly)

 

Both transitive and intransitive verbs

 

Some verbs can be used both transitively and intransitively.

Examples:

We cheered our team noisily. (Transitive)

We cheered noisily. (Intransitive)

He broke the window pane. (Transitive)

The glass broke. (Intransitive)

 

 

NB: Only transitive verbs can be changed from active to passive voice.

Examples:

Active                                                    Passive

 

He kicked the ball                                The ball was kicked by him

She bought a new dress                      A new dress was bought by her.

 

She wailed loudly                                      ??

They danced well                                      ??

 

Exercise 16

 

Indicate at the end of each of the following sentences whether the underlined verb is Transitive or Intransitive.

  1. Some whales sing
  2. We gave our books to the gatekeeper.
  3. She cried
  4. He made a sketch of the giraffe.
  5. John danced to the music.
  6. The bird flew in the air.
  7. They located the lost ship.
  8. She pleaded with him mercifully.
  9. The children heard the sound from the cave.
  10. It rained heavily.

 

 

TROUBLESOME PAIRS OF VERBS

 

Some pairs of verbs confuse learners of English because their meanings are related but not the same. Others confuse them because they sound similar, but their meanings are different. Others are similar in appearance but different in meanings.

 

  The pairs Meaning Present tense Past tense Past participle Examples of its usage
1 Sit

 

set

To be in a seated position

To put or place

Sit

 

set

Sat

 

set

Sat

 

set

Sit on that chair.

 

Set the cage down.

2. Lie

 

lay

To rest in a flat position

To put or place

Lie

 

lay

Lay

 

laid

lain

 

laid

The cat lies on the table.

Lay the cloth on the table.

 

3. rise

raise

To move upward

To move something upward or to lift

rise

 

raise

rose

 

raised

risen

 

raised

The children rise up early in the morning.

The scout raised the flag.

4. let

leave

To allow or permit

To depart or to allow to remain where it is

let

leave

let

left

let

left

Let the bird go free.

Leave this house now!

Leave the door closed.

5. Learn

 

Teach

To gain knowledge or skill

To help someone learn or to show how or explain

Learn

 

teach

Learned

 

taught

Learned

 

taught

I learned a lot in school.

That teacher taught me in Biology.

6. Can

 

may

To be able

 

To be allowed

      I can ride my bike well.

You may go out.

 

EXERCISE 17

 

Pick the correct verb from the ones given in brackets in the following sentences.

  1. Studying spiders closely can (learn, teach) us how they get their food.
  2. An insect that (lays, lies) motionless on a leaf can become prey to some other animal.
  3. The lion will (lay, lie) there waiting for its prey.
  4. The monster spider (sits, sets) patiently near its web.
  5. Experience has (taught, learned) me not to take things for granted.
  6. A bird (raises, rises) its body using its wings.
  7. This (raises, rises) another question,
  8. Nature has (learned, taught) spiders new tricks.
  9. The watchman instantly (raises, rises) the alarm when there is danger.
  10. The trappers have (lain, laid) fresh traps for the porcupines.

 

ANSWERS ON VERBS

 

Exercise 1

 

  1. seems – Linking verb
  2. watched – Action verb
  3. cheered – Action verb
  4. seems – Linking verb
  5. is – Linking verb
  6. aimed – Action verb
  7. blew – Action verb
  8. was – Linking verb
  9. is – Linking verb
  10. seems – Linking verb

 

Exercise 2

 

    Helping verb                                 Main verb

  1. is                                     singing
  2. has                                    begun
  3. can                                      travel
  4. had                                     waited
  5. will be                                    visiting
  6. have                            come
  7. must                           buy
  8. has                                     chosen
  9. is                                       hitting

10     will                                        go

 

Exercise 3

 

  1. studies
  2. splashes
  3. washes
  4. hurries
  5. discuss

 

Exercise 4

 

  1. watched
  2. cried
  3. yelled
  4. baked
  5. shopped

 

Exercise 5

 

  1. will write
  2. will stop
  3. will decide
  4. shall practice
  5. will multiply

 

Exercise 6

 

  1. like
  2. brushes
  3. rotates
  4. visits
  5. rises

 

Exercise 7

 

  1. started                                breathed
  2. added                roamed
  3. trapped                                    obeyed
  4. annoyed                                    worried
  5. pitied                                             fitted

 

Exercise 8

 

  1. will/shall see                          will/shall develop
  2. will/shall go                                       will/shall begin
  3. will/shall exist                             will/shall/consume
  4. will/shall introduce                    will/shall hunt
  5. will/shall bring                           will/shall become

 

Exercise 9

 

  1. John has come here every year. – present perfect
  2. John has been coming here every year. – present perfect progressive
  3. John had come here every year. – past perfect
  4. John had been coming here every year. – past perfect progressive
  5. John will have come here every year. – future perfect
  6. John will have been coming here every year. – future perfect progressive.

 

Exercise 10

 

  1. Jane is playing the guitar. – present progressive
  2. Jane has been playing the guitar. – present perfect progressive
  3. Jane was playing the guitar. – past progressive
  4. Jane had been playing the guitar. – past perfect progressive
  5. Jane will play the guitar. – future progressive
  6. Jane will have been playing the guitar. – future perfect progressive

 

 

 

 

Exercise 11

 

  1. guard                                     cleans
  2. stands    study
  3. cross             visits
  4. use             wed
  5. feed run

 

Exercise 12

 

            Present                               Past                                        Past participle

  1. prevent     prevented                     prevented
  2. donate donated                                             donated
  3. hurry hurried                                                hurried
  4. worry worried                                               worried
  5. train trained                                                trained
  6. aid aided                                                  aided
  7. relieve relieved                                              relieved
  8. share shared                              shared
  9. enrol enrolled                                             enrolled
  10. save saved                                                  saved

 

Exercise 13

 

            Present            Past                                          Past participle

  1. arise arose                                           arisen
  2. tear tore                                            torn
  3. wear wore                                            worn
  4. lay      laid                                                      lain
  5. see saw                                            seen
  6. fall fell                                             fallen
  7. blow blew                                  blown
  8. freeze froze                                         frozen
  9. fly flew                                            flown
  10. write wrote                                            written

 

Exercise 14

 

  1. presented – active                         was harvested – passive
  2. were taken – positive stressed – active
  3. ordered – active were urged – passive
  4. restored – passive is developing – active
  5. cleared – active was started – passive

 

Exercise 15

 

        Action verbs                                                     direct object

  1. carried his bag
  2. discussed                                            the examination paper
  3. took                                                      a trip
  4. splashed                                            me
  5. gave                                                      interesting facts
  6. searched                                            the house
  7. cheered                                            the team
  8. bought                                           a camera
  9. admires                                           Papa Shirandula
  10. viewed                                           the shooting star

 

Exercise 16

 

  1. Transitive                  Intransitive
  2. Transitive    Transitive
  3. Intransitive Intransitive
  4. Transitive    Transitive
  5. Intransitive   Intransitive

 

Exercise 17

 

  1. teach                                                 raises
  2. lies raises
  3. lie taught
  4. sits raises
  5. taught                  laid

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ADJECTIVES

 

An adjective is a word that describes or modifies a noun or a pronoun. To describe or modify means to provide additional information about nouns or pronouns. To modify further means to change something slightly.

Writers and speakers modify an idea or image by choosing certain describing words, which are called adjectives. Hence, these adjectives are also called modifiers. Adjectives are like word cameras. They are words that describe colours, sizes and shapes. Adjectives help you capture how the world around you looks and feels.

 

Adjectives tell:

 

  1. what kind?

Examples:

The powerful gorilla knocked down the hunter.

The old man walked slowly.

  1. how many?

Examples:

Three zebras were resting.

He has few friends.

  1. which one(s)?

Examples:

This painting is attractive.

These farmers are clearing the field.

 

There are 4 main kinds of adjectives, namely:-

  1. Descriptive adjectives
  2. Definite and indefinite adjectives
  3. Demonstrative adjectives
  4. Interrogative adjectives
  5. Articles and possessive adjectives

 

Descriptive adjectives

 

Descriptive adjectives tell us the size, shape, age, colour, weight, height, make, nature and origin of the nouns they are describing.

 

Examples of descriptive Adjectives:

Size Shape Age Colour Weight Height Make Nature Origin
big

huge

small

tiny

thin

fat

wide

shallow

slender

oval

circular

triangular

rectangular

round

square

twisted

pointed

 

old

young

aged

red

green

white

blue

brown

black

maroon

purple

pink

heavy

light

tall

short

 

wooden

plastic

metal

stony

glass

mud

warm

cold

shy

famous

peaceful

brave

powerful

gentle

kind

Kenya

American

Tanzania

Italian

South African

Ugandan

Korean

 

 

Descriptive adjective are of two types.

 

  • Common descriptive adjectives – these are adjectives that give general features of somebody or something. They are the adjectives of size, shape, age, colour, weight, height, make and nature. Refer to the examples in the diagram above.

 

  • Proper adjectives – These ones are formed from proper nouns. They are always capitalized. They always appear last in a string of adjectives modifying the same noun, just before the noun itself.

Examples of proper adjectives:

The Japanese ambassador

A Mexican carpet

An Italian chef

 

Note that when a proper adjective comprises of two words, both are capitalized.

          Examples:

A South African farmer

A North American cowboy

 

Exercise 1

 

Find the adjectives in the following sentences and indicate what types they are.

  1. Alaska is the largest state in the USA.
  2. The Alaskan Senator is Lord John Mc Dougal.
  3. Kenya is the tallest mountain in Kenya.
  4. Alaska has a tiny population of one and a half million people.
  5. Northern Province has small, scattered towns.
  6. A trip to Northern Kenya will take you across vast wilderness.
  7. American tourists are fond of wild animals.
  8. There is a huge lake in the Rift Valley Province.
  9. I sent a letter to my Australian pen pal.
  10. I have a beautiful Egyptian robe.

 

Demonstrative Adjectives

     A demonstrative adjective tells which one or which ones. They are used before nouns and other adjectives.

There are 4 demonstrative adjectives in English: This, that, these and those.

This and these are used to refer to nouns close to the speaker or writer. That and those refer to nouns farther away. This and that are used before singular nouns while these and those are used before plural nouns.

Examples:

This picture is very beautiful.

Singular noun

That one is not as beautiful.

Singular noun

These drawings are very old.

Plural noun

Those ones were painted in Uganda.

Plural noun.

 

Exercise 2

 

Choose the word in brackets that correctly completes each of the following sentences.

  1. My bus left the station before (that, those) matatus.
  2. (Those, These) chairs behind me were occupied.
  3. My seat has a better view than (this, that) one over there.
  4. (Those, That) man should fasten his seat belt.
  5. (This, That) car is old, but that one is new.
  6. (These, Those) clouds are far away.
  7. (This, That) window next to me has a broken pane.
  8. (That, This) chair near me is broken.
  9. My car is moving faster than (these, those) buses over there.

10.(These, Those) goats grazing over there are my uncle’s.

 

 

Definite and indefinite adjectives

 

These are adjectives which tell how many or how much. They give the number or the quantity, either specific or approximate, of the noun in question. They are also referred to as numerals

Examples:

Three elephants were killed by the game rangers.

He bought several houses in Kileleshwa.

Don’t put much sugar in the tea!

 

More examples of numerals

 

Numbers Amount Approximate
Three

Ten

Five

Hundred

Twenty

 

Much

All

Some

Any

Few

 Several

Some

Little

Many

Few

Each

Every

Numerous

Adjectives that are in form of numbers are used with countable nouns:

Examples:

Two calves were born yesterday.

Five chimpanzees performed funny tricks.

Many children like dinosaurs.

 

A definite or indefinite adjective may look like a pronoun, but it is used differently in a sentence. It is an adjective used to modify a noun.

 

Adjectives that are in farm of quantity are used with uncountable nouns.

Examples:

Do you have any water in the house?

How much flour did you buy?

 

Interrogative Adjectives

 

The interrogative adjectives are used with nouns to ask questions. Examples are what, which, and whose.

Examples:

What movie do you want to see?

Which leaves tern colour first?

Whose son is he?

An interrogative adjective may look like an interrogative pronoun but it is used differently. It is an adjective, used to modify a noun.

 

Exercise 3

 

Underline the adjectives in the following sentences.

  1. Twenty bulls were slaughtered for wedding.
  2. Few people know the name of our president.
  3. They stole all the money in the safe.
  4. There isn’t much sugar in the dish.
  5. Numerous disasters have hit China this year.
  6. What game is playing on TV tonight?
  7. Whose car is that one over there?
  8. Which house was broken into?
  9. I don’t know what misfortune has faced him.
  10. Nobody knows which table was taken.

 

Articles and Possessive Pronouns

 

Two special kinds of adjectives are the articles and the possessive pronouns.

 

Articles

 

Articles are the words a, an and the. A and an are special adjectives called indefinite articles. They are used when the nouns they modify do not refer to any particular thing.

Examples:

A student rang the bells (no specific student)

An orange is good for you health. (no specific orange)

A is used before a noun that begins with a consonant sound. An is used before a noun that begins with a vowel sound. Note that it is the first sound of a noun, not the spelling, that determines whether to use a or an.

Examples:

An hour               an heir

A hall

The is a special adjective known as the definite article. It is used to refer to particular things.

Examples:

The tourist was robbed. (a particular tourist).

The team began practising at 8 o’clock (a particular team).

All articles are adjectives. The is used with both singular and plural nouns, but a and an are used with singular nouns

Examples:

The tourist, the tourists, a tourist

The adjective, the adjectives, an adjective

 

Exercise 4

 

Choose the correct article from the choices given in brackets in the following sentences.

  1. (A, An) mountain climber climbed Mt. Elgon.
  2. He went up a cliff and was stranded on (a, an) jagged rock.
  3. No one knew (a, the) route he had taken.
  4. (The, An) climber’s friend called the local police.
  5. The police began the search within (a, an) hour.
  6. A police dog followed (a, an) climber’s scent.
  7. A helicopter began (a, an) air search of the mountain.
  8. The dog followed the climber’s scent to (a, the) jagged edge of the cliff.
  9. A climber from (a, the) police team went down the jagged rock.
  10. (A, An) rope was tied to the climber and he was pulled to safety.

 

Possessive Pronouns

 

The words my, her, its, our and their are possessive pronouns, but they can also be used as adjectives. These modifiers tell which one, which ones or whose?

Examples:

My brother likes Sean Paul, but his sister does not.

Of his songs, ever blazing is his favourite.

Our school produces heroes, its fame is widespread.

 

Exercise 5

 

Write the adjectives from the following sentences and the nouns they modify.

  1. In her lifetime, Brenda Fasie composed many songs.
  2. Her early songs entertained her fans all over the world.
  3. Our first performance was successful.
  4. Her coughing grew worse with time.
  5. They agreed that it was their best goal in ten years.

 

Position of adjectives in sentences

 

  1. Most adjectives appear immediately before the nouns they are modifying e.g.

Descriptive: The beautiful house belongs to my uncle.

Demonstrative: That house belongs to my uncle.

Numerals: Two houses were burned down.

Articles: The house on fire belongs to her sister.

Possessive pronouns: Their house was burned down.

 

  1. Predicate Adjectives

Some adjectives appear after the nouns that they are modifying. These adjectives are always used after linking verbs that separate them from the words they modify. An adjective that follows a linking verb and that modifies the subject is called a predicate adjective.

Examples:

Joyce seemed lonely.

Her brother was upset.

He became concerned.

 

Exercise 6

 

Identify the predicate adjectives in the following sentences.

  1. Her early songs were often quiet and serious.
  2. One of her songs, Vulindlela, is very popular.
  3. The dark city below the sky seems calm and peaceful.
  4. Her performance in K.C.S.E. was brilliant.
  5. The West African singer Kofi Olominde is extraordinary.

 

COMPARING WITH ADJECTIVES

 

We have seen that adjectives describe nouns. One way in which they describe nouns is by comparing people, places or things.

 

To compare two people, places or things, we use the comparative form of an adjective. To compare more than two, we use the superlative form of the adjective.

Examples:

ONE PERSON: Kimenju is tall.

TWO PERSONS: Kimenju is taller than James.

THREE OR MORE: Kimenju is the tallest of all.

 

The comparative

 

The comparative form of the adjective is used to compare one thing, person or place with another one. It is formed in two ways.

  1. For short adjectives, add –er.

Examples:

great + er = greater                      sweet + er = sweeter

big + er = bigger                            light + er = lighter.

 

  1. For longer adjectives, the comparative is formed by using the word more before them.

Examples:

More handsome        more remarkable

More attractive          more hardworking

Most adjectives ending in ful and ous also form the comparative using more.

Examples:

More successful                more curious                more ferocious

More beautiful                 more generous             more prosperous

 

The superlative

 

The superlative form of the adjective is used to compare a person, a place or a thing with more than one other of its kind.

Examples:

Elephants are the largest animals in the jungle.

However, they are the most emotional animals.

The superlative form of an adjective is formed in two ways.

  1. By adding -est to the short adjective

Examples:

great + est = greatest               sweet + est = sweetest

big + est = biggest                     light + est = light

  1. For longer adjectives, use most before them.

Examples:

most mysterious         most awkward

most successful          most attractive

The ending -er in the comparative becomes -est in the superlative while more becomes most.

 

Adjective                     comparative                 superlative

 

strong                          stronger                        strongest

quick                            quicker                          quickest

adventurous               more adventurous       most adventurous

co-operative               more co-operative       most co-operative

 

Summary of rules comparing with adjectives:

 

  Rule Examples
1. For most short adjectives:

Add -er or -est to the adjective

bright          dark              smart

bright          darker          smarter

brightest     darkest         smartest

2. For adjectives ending with e:

Drop the e and add -er or -est

safe              nice              wide

safer            nicer             wider

safest           nicest           widest

 

3. For adjectives ending with a consonant and y:

Change the y to i and add -er or -est

busy                     crazy       happy

busier                  crazier     happier

busiest                craziest   happiest

4. For single-syllable adjectives ending with a single vowel and a consonant:

Double the last consonant and add   -er or -est

flat                       slim                   fat

flatter                  slimmer             fatter

flattest                slimmest           fattest

5. For most adjectives with two or more syllables: Use more or most careful                 generous

more careful       more generous

most careful        most generous

 

 

Points to note about Adjectives:

 

  1. A comparative is used to compare two persons, or things or two groups of persons or things.

Examples:

A rat is smaller than a mouse.

Buffaloes are larger than domestic cows

  1. A superlative is used to compare a thing or a person to more than one other of its kind.

Examples:

Lions are the bravest of all animals.

Elephants are the largest of all herbivores.

  1. You must use the word other when comparing something with everything else of its kind.

Examples:

Leopards are more ferocious than any other cat.

  1. Do not use both -er and more or -est and most.

Incorrect: Men die more earlier than women.

Correct: Men die earlier than women.

Incorrect: My father is the most oldest of the three brothers.

Correct: My father is the oldest of the three brothers.

 

 

Exercise 7

 

Write the adjectives in brackets in the following sentences correctly.

  1. My next sculpture will be even ___________________ (beautiful).
  2. That was the ________________ cartoon I have ever watched (funny).
  3. English is my ____________ subject of all (enjoyable).
  4. Job is the ______________ person in his family. (energetic)
  5. She is the ______________ of the three nurses. (helpful)
  6. That story sounds ____________ than fiction. (strange)
  7. He is _______________ than a cat. (curious)
  8. Her school grades are ______________ than mine. (high)
  9. You are _______________ than Maria. (creative)
  10. My next test will be _______________ than this one. (simple)

Irregular comparisons

 

Some adjectives have special forms for making comparisons. i.e. they do not form their comparatives by use of er or more, or their superlatives by use of est or most. Instead, these adjectives change the words completely to form comparatives and superlatives.

Examples:

Adjectives                              Comparative                        Superlative

 

good                                           better                                     best

well                                            better                                     best

bad                                             worse                                     worst

ill                                                worse                                     worst

little                                           less or lesser                          least

much                                          more                                      most

many                                          more                                      most

far                                               farther                                   farthest

 

Example of use in sentences:

The presentation of our play was good.

Our second performance was better.

But our last performance was the best.

 

Exercise 8

 

Write the correct forms of the adjectives in brackets in the following sentences.

  1. The comedy was the ________________ show of the three. (good)
  2. Mary had a _________________ cold yesterday. (bad)
  3. It was her ____________ performance this year. (good)
  4. Her illness is getting _____________ every day. (bad)
  5. The old woman received the _____________ amount of money from the MP. (little)
  6. Smoke your cigarette _______________ away from the children. (far)
  7. There was ______________ noise in the classroom than yesterday. (little)
  8. The musician said that that was a very ______________ year for him. (good)
  9. This year’s songs were much ______________ than last year’s. (good)
  10. He has the _____________ pairs of shoes in the school. (many)

 

SPECIAL PROBLEMS WITH ADJECTIVES

 

  1. Those and Them

Those is an adjective if it followed by a noun. It is a pronoun if it is used alone.

Examples:

Those thieves are daring! (adjective modifying thieves)

Those are thieves! (pronoun)

 

Them is always a pronoun. It is used only as the object of a verb or as the object of a preposition. It is never used as an adjective.

Examples:

We followed them. (object of a verb)

They caught one of them. (object of a preposition)

We heard them thieves breaking the door. (incorrect)

 

  1. The extra Here and There with demonstrative adjectives

It is incorrect to use the demonstrative adjectives this, that, those, and these with here and there before the nouns they modify.

Examples:

“This here job”

“That there house”

“These here books”

“Those there carpets”

The adjectives this and these include the meaning of here whereas the adjectives that and those include the meaning of there. Saying this here is like repeating oneself.

 

  1. Kind and sort with demonstrative adjectives

Kind and sort are singular and hence should be used with singular demonstrative adjectives this and that.

Examples:

I like this kind of story.

She likes that sort of food.

Kinds and sorts are plural and should be used with plural demonstrative adjectives these and those.

Examples:

Those sorts of horror movies scare me.

These kinds of sports are for strong people.

 

Exercise 9

 

Choose the correct adjectives from the ones given in brackets in the following sentences.

  1. A robot is one of (those, them) machines that looks and acts human.
  2. (These, This) sorts of machines are very strange.
  3. (This, This here) church was built in 1921.
  4. (Them, Those) mushrooms are very delicious.
  5. (Them, Those) soldiers won the battle.
  6. People call (these, this) kinds of songs Soul.
  7. John needed a name for (them, those) songs.
  8. (This, this here) play is called Aminata.
  9. Human beings have a fascination with (those, that) kind of machine.
  10. (These, This) sort of a car is meant for ministers.

 

 

 

 

 

ANSWERS ON ADJECTIVES

 

Exercise 1

 

  1. largest vast
  2. Alaskan American, wild
  3. tallest huge
  4. tiny Australian
  5. small, scattered beautiful, Egyptian

 

Exercise 2

 

  1. those Those
  2. Those This
  3. that This
  4. That those
  5. This Those

 

Exercise 3

 

  1. Twenty What
  2. Few, our Whose
  3. all Which
  4. much what
  5. Numerous, this which

 

Exercise 4

 

  1. A the
  2. a an
  3. the the
  4. The the
  5. an A

 

 

Exercise 5

 

  1. many – songs
  2. Her, early – songs, her – fans
  3. Our, first – performance
  4. Her – coughing
  5. their, best – goal, ten – years

 

Exercise 6

  1. quiet, serious
  2. popular
  3. calm, peaceful
  4. brilliant
  5. extraordinary

 

Exercise 7

 

  1. more beautiful 6. stranger
  2. funniest 7. more curious
  3. most enjoyable 8. higher
  4. most energetic 9. more creative
  5. most helpful 10. simpler

 

Exercise 8

 

  1. Best Farther
  2. Bad Less or lesser
  3. Best Good
  4. Worse Better
  5. Least Most

 

Exercise 9

  1. those these
  2. These those
  3. This This
  4. Those that
  5. Those This

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ADVERBS

 

An adverb is a word that describes a verb, an adjective, or another adverb.

Adverb tell how, when, or where, or to what extent an action happens.

Examples:

HOW: The man walked quickly.

WHEN: It will rain soon.

WHERE: We shall meet here at 2 p.m.

TO WHAT EXTENT: He is extremely rude.

 

Other examples:

 

HOW                        WHEN                      WHERE                       TO WHAT EXTENT

 

happily                    sometimes              underground               fully

secretly                    later                         here                                 extremely

together                  tomorrow                there                                quite

carefully                   now                         inside                               very

sorrowfully              finally                      far                                    rarely

painfully                  again                        upstairs

fast                           often                        downstairs

hard                         once                         somewhere

slowly                      first                          forward

hurriedly                  next                         behind

quietly                     then                         above

 

Adverbs used to describe verbs

 

Adverbs that describe verbs tell how, when, where and to what extent an action happened.

Examples:

HOW: John waited patiently for his turn.

WHEN: He is now walking into the office.

WHERE: He will eat his lunch there.

TO WHAT EXTENT: He is very pleased with himself.

Adverbs make the meaning of the verb clearer.

Example:

He will eat his lunch. (without adverb)

He will eat his lunch there. (The adverb makes it clear where the action of eating will take place.)

 

Exercise 1

 

Write the adverbs in the following sentences and then indicate whether the adverb tells how, when, where, or to what extent.

  1. The tourist travelled far.
  2. They cheerfully greeted their grandmother.
  3. Tina hurried downstairs when she heard the knock.
  4. He worked carefully and skilfully.
  5. She was extremely agitated.
  6. The scientist looked curiously at the creature.
  7. Soon the bell was rung.
  8. The hall was fully occupied.
  9. They hugged their grandmother adorably.
  10. He brought the cake down.

 

Adverbs used to describe adjectives

 

Adverbs that tell to what extent can be used to describe adjectives.

Examples:

The cave was very dark.

adv  adj                                     

The tea was extremely hot.

                           Adv       adj

 

Other adverbs used with adjectives

 

just                           nearly                           somewhat                    most

 

These adverbs make the adjectives they are describing more understandable and precise.

Example:

The tomb was dark. (without adverb)

The tomb was fully dark. (The adverb fully describes the extent of the darkness).

 

Exercise 2

 

Identify the adverb in each of the following sentences and then indicate the adjective it describes.

  1. He is a highly successful businessman.
  2. The extremely cold weather made me shiver.
  3. They are quite difficult to deal with.
  4. The house is barely visible from here.
  5. He is a very old man by now.
  6. She is mysteriously secretive about her activities.
  7. Jackline is horribly mean with her money.
  8. The book was totally exciting.
  9. The secretary was completely mad when the money was stolen.
  10. The boss is never punctual for meetings.

 

Adverbs used to describe other adverbs

 

Some adverbs that tell to what extent are used to describe other adverbs.

Examples:

The student spoke very softly.

adv  adv

 

The cold subsided very gradually.

adv    adv

 

These adverbs make the adverbs they are describing more understandable and clear.

Examples:

She spoke rudely. (without adjective modifier)

She spoke extremely rudely. (extremely describes the extent of her rudeness).

 

Exercise 3

 

Identify the adverbs modifying other adverbs in the following sentences.

  1. The mourners covered the casket with earth very gradually.
  2. He appeared on her surprisingly quickly.
  3. The sun appeared somewhat closer that day.
  4. He drinks extremely irresponsibly.
  5. The driver sped the car totally carelessly.

 

Specific categories of Adverbs

 

  1. Adverbs of time – These answer the question when?

     Examples:

He joined the class yesterday.

    Today, I will go to the cinema.

 

  1. Adverbs of place– These answer, the question where?

Examples:

Mrs. Kilome has gone out.

The bus stop is near the post office.

 

  1. Adverbs of frequency: These answer the question how often?

Examples:

She often leaves without permission.

He always works hard.

 

  1. Adverbs of manner: These answer the question how?

Examples:

Many ran fast to catch the bus

He painted the house badly.

 

  1. Adverbs of degree. These answer the question how much?

Examples:

Luka is extremely intelligent.

She is very ill.

 

 

 

 

FORMATION OF ADVERBS

 

Many adverbs are formed by adding -ly to an adjective.

Examples:

Slow + -ly = slowly                               quiet + -ly = quietly

Sometimes the addition of -ly to an adjective may require changing the spelling in the adjective.

Examples:

Easy + -ly = easily (y changes to i)

Full + -ly = fully (ll changes to l)

Other adverbs are complete words on their own. That is, they are not formed from other words.

Examples:

fast                      tomorrow              soon                       first                      later

next                     inside                     somewhere           quite

 

Note:

  1. Soon and quite can be used only as adverbs.

Examples:

The school will soon open.

The holiday was quite well spent.

 

  1. Some other modifiers, like late or first, can either be used as adverbs or adjectives.

Examples:

The visitors arrived late. (adverb)

The late arrivals delayed the meeting (adjective)

The robbers had gotten there first. (adverb)

The first house was already broken into. (adjective)

 

  1. When you are not sure whether an adjective or an adverb has been used in a sentence, ask yourself these questions.
  • Which word does the modifier go with?

If it goes with an action verb, an adjective or another adverb, it is an adverb.

Examples:

The story teller spoke quietly. – used with an action verb.

The story teller was very interesting. – used with an adjective.

The story letter spoke extremely slowly. –used with another adverb.

But if it goes with a noun or a pronoun, it is an adjective.

Examples:

The quiet story teller spoke. – used with a noun.

He was quiet. – with a pronoun.

  • What does the modifier tell about the word it goes with?

If the modifier tells when, where, how, or to what extent, it is an adverb.

Examples:

He will come tomorrow. – when

He will come here. – where

He will come secretly. – how

He will be very cautious. – to what extent

But if it tells which one, what kind, or how many, it is an adjective.

He will steal this cow. – which one

He will carry a sharp spear. – what kind

He will be joined for ten years. – how many

  1. Adverbs and predicate adjectives

You will recall that we said that an adjective appears after a linking verb and modifies the subject.

Examples:

He became successful. (successful modifies he)

You seem tired. (tired modifies you)

You appears sick. (sick modifies she)

You look great! (great modifies you)

They sound bored. (bored modifies they)

It feels wet. (wet modifies it)

The oranges taste sweet. (sweet modifies oranges)

The baby grows big. (big modifies baby)

She smells nice. (nice modifies she).

 

 

Sometimes the verbs in the sentences above are used as action verbs.  In this case, they are followed by adverbs, not adjectives. They modify the verbs and tell how, when, where, or to what extent.

Examples:

The singer looked up.

v     adv

We tasted the chocolate eagerly.

v                                adv

The principal appeared suddenly.

v                 adv

  1. Good and well

Good and well have similar meanings, but differ in their use in a sentence.

Example:

Incorrect: He narrates the story good.

Correct: He narrates the story well.

 

Good is always an adjective and modifies nouns or pronouns. It is never used to modify a verb.

Example:

He is a good narrator. (adjective modifying the noun narrator)

Well can be used as either an adjective or an adverb.

Examples:

I feel well. (as an adjective)

He drives well. (as an adverb)

 

 

 

Exercise 4

 

Choose the correct form of the words in brackets in the following sentences.

  1. Luos tell you (quick, quickly) that they are not Bantus.
  2. Over the months, the snow (gradual, gradually) melted.
  3. Rice tastes especially (good, well) with avocado.
  4. The popularity of video games has grown. (rapid, rapidly)
  5. The name of the town may sound (strange, strangely) to some people.
  6. These puppies look a little (odd, oddly).
  7. The idea of breaking the door does not sound (reasonable, reasonably).
  8. Visitors eat Nyama Choma very (rapid, rapidly).
  9. If Nyama Choma has been prepared (good, well), it tastes even better than chicken.
  10. Since fish is high in proten and low in fat, it is bound to keep you (good, well).

 

COMPARING WITH ADVERBS

 

We have seen that we can use adjectives to compare people, things or places.

Adverbs can also be used to compare actions. And like adjectives, we use the comparative form of an adverb to compare two actions and the superlative form of an adverb to compare more than two actions.

Examples:

ONE ACTION:          Maree swims fast.

TWO ACTIONS:       Maree swims faster than Ciku.

THREE OR MORE: Maree swims fastest of all.

Just like adjectives, adverbs have special forms or spelling for making comparisons.

 

The comparative form

 

The comparative form of the adverb is used to compare one action with another. It is formed in two ways:

  1. For short adverbs, add –er.

Examples:

The bird flew higher than the helicopter.

The president arrived sooner than we expected.

  1. For most adverbs ending in ly, use more to make the comparative.

Examples:

She visited him more frequently than Martin.

The tractor towed the lorry more powerfully than the bull-cart.

 

The superlative form

 

The superlative form is used to compare one action with two or more others of the same kind.

Examples:

Of the three athletes, Kipruto runs the fastest.

The lion roars the loudest of all the big cats.

Adverbs that form the comparative with –er form their superlative with est. Those that use more to form comparative use most to form superlative.

Examples:

Adverbs        Comparative                                      Superlative

long                              longer                                     longest

fast                               faster                                      fastest

softly                           more softly                              most softly

politely                       more politely                          most polite

 

 

Points to Remember

 

  1. Use the comparative to compare two actions and the superlative to compare more than two.

Examples:

Comparative: He sat nearer to the window than him

Superlatives: He sat nearest to the window than all the others.

  1. Do not leave out the word other when comparing one action with every other action of the same kind.

Examples:

Incorrect: The lion roared louder than any lion.

Correct: The lion roared louder than any other lion.

  1. Do not use both -er and more or -est and most.

Incorrect: The dancer moved more faster than before.

Correct: The dancer moved faster than before.

Summary of rules for comparing with Adverbs

 

1. For most adverbs

Add -er or -est to the adverb

hard                   late                 deep

harder               later              deeper

hardest              latest            deepest

2. For most adverbs comprising of two or more syllables: Use more or most with the adverb skilfully                 firmly              rudely

more skilfully       more firmly    most rudely

most skilfully       most firmly    most rudely

 

 

Exercise 5

 

Write each of the following sentences using the correct form of the adverb.

  1. Does she cry ______________ (often) than the baby does?
  2. She crosses the river _____________ (slowly) than her son does.
  3. James jumps into the swimming pool _____________ (quickly).
  4. Charles swims _____________ (skilfully) than all of us.
  5. Of all the athletes, Tecla Lorupe is ____________ (fast).
  6. The antelope disappeared _____________ (swiftly) than the gazelle.
  7. Chicharito scored the goal _____________ (accurately) of all.
  8. Mange and Marto stayed in the hall ______________ (long) of all.
  9. Sarah walks _____________ (gracefully).
  10. Ng’ang’orito sang ____________ (sweetly) of all participants.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS ON ADVERBS

 

Exercise 1

 

           Adverb                                    What it indicates

  1. far                                                     where
  2. cheerful                                                      how
  3. downstairs                                                      where
  4. carefully, skilfully how
  5. extremely  how
  6. curiously how
  7. soon when
  8. fully to what extent
  9. adorably how
  10. down where

 

Exercise 2

 

                 Adverb                                                      Adjective

  1. highly                                                       successful
  2. extremely                                                  cold
  3. quite                                                         difficult
  4. barely                                                        visible
  5. very                                                           old
  6. mysteriously                                            secretive
  7. horribly mean
  8. totally                                exciting
  9. completely mad
  10. never punctual

 

Exercise 3

 

            Adverb                                                    adverb

  1. very                                gradually
  2. surprisingly quickly
  3. somewhat closer
  4. extremely irresponsibly
  5. totally                                        carelessly

 

Exercise 4

 

  1. quickly odd
  2. gradually reasonable
  3. good rapidly
  4. rapidly well
  5. strange well

 

Exercise 5

  1. more often more swiftly
  2. more slowly        most accurately
  3. quickly the longest
  4. more skilfully gracefully
  5. the fastest the most sweetly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREPOSITIONS

 

A preposition is a word that shows the relationship between other words in a sentence.

Examples:

The cat lay under the table.

The preposition under connects the verb lay with table. Under points out the relationship between lay and table. Hence a preposition is a word that links another word or word group to the rest of the sentence. The noun or pronoun after the preposition is called the object of the preposition. The table is the object of the preposition under in the above sentence. The preposition under relates the verb lay to the noun table.

More examples:

She gave it to me.

(The preposition to relates the pronoun me with the action gave).

I liked the bike with the metal handles.

The preposition with relates the noun handles with the noun bike.

 

Common prepositions

 

about                  before                    except                    on                        toward

above                  behind                   for                          onto                    under

aboard                below                    from                       out                       underneath

across                  beneath                 in                            outside                until

after                    beside                    inside                     over                     up

against                between                into                        past                     upon

along                   beyond                  like                         since                    with

among                 by                           near                       through               within

around                down                     of                           throughout         without

at                         during                    off                          to

 

From the above list of prepositions, you will note that some of them tell where, others indicate time, others show special relationships like reference or separation.

 

Changing one preposition with another in a sentence changes the meaning of the sentence.

Example:

The cat lay under the table.

The cat lay on the table.

Lying under the table means below the surface of the table but on means above the surface.

 

Exercise 1

 

Write the preposition in each of the following sentences and say what relationship it indicates.

  1. Sometimes they lie on the ground.
  2. They have grown maize for food.
  3. The children played with the dolls.
  4. A man found some treasure in the cave.
  5. They make clothes from cotton.

 

Exercise 2

 

Use the most appropriate preposition to complete the sentences below.

  1. Driving had been my dream ________________ years.
  2. _____________ 1990, I bought a second-hand car.
  3. ______________ that year, I learned how to drive.
  4. I rolled the car ________________ the road _____________ more than two kilometres.
  5. I was really thrilled ______________ the experience.

 

Preposition Phrases

 

A prepositional phrase consists of a preposition, its object and any words that modify the object.

Examples:

The school children waited for the green light.

In this sentence, the preposition is for, its object is light, and the modifier, or adjective, is green. The entire preposition phrase modifies the verb waited.

 

Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase.

Example:

He needs a worker with diligence and a good character.

The preposition with has two objects: diligence and character.

 

Exercise 3

 

Identify the prepositional phrase in each of the following sentences. Underline the preposition once and its objects twice.

  1. Donkeys help people in many ways.
  2. They bring happiness to the people around them.
  3. In large cities, they help to carry water.
  4. On farms, they carry heavy loads.
  5. How could you travel across a river?
  6. You might swim to the other side.
  7. You might cross at a shallow place.
  8. You can cross by boat.
  9. Bridges are a better solution to the problem.
  10. Most bridges are built over water.

 

Types of prepositional phrases

 

Prepositional phrases can either be:

  • Adjective prepositional phrases – these prepositional phrases, just like adjectives, modify nouns and pronouns.

Example:

A scout leader wears a uniform with many badges.

In this sentence, with many badges is an adjective prepositional phrase modifying the noun uniform.

  • Adverb prepositional phrases – these ones, just like adverbs, modify verbs, adjectives or other adverbs.

Examples:

Scouts rain for many hours.

The adverb prepositional phrase for many hours modifies the verb train.

They are active in all public functions.

The adverb prepositional phrase in all public functions modifies the adjective active.

The scout leader commands forcefully with a loud voice.

The adverb prepositional phrase with a loud voice modifies the adverb forcefully.

 

We have seen that the object of a preposition is the noun or pronoun that follows the preposition. When the object of the preposition is a pronoun, we use an object pronoun like me, you, him, her, it, us, and them. (And not a subject pronoun like I, he, she, we, and they).

Examples:

Correct: I gave a present to her.

Incorrect: I gave a present to she.

Correct: I gave a present to Jane and her.

Incorrect: I gave a present to Jane and she.

 

 

 

Exercise 4

 

Choose the pronoun in brackets that correctly completes each of the following sentences.

  1. The dog chased after Travis and (her, she).
  2. Cleaning the house was a tasking job for Evans and (I, me).
  3. We planned a family picture of our parents and (us, we).
  4. The victory belonged to (he, him).
  5. Michael and Bernard stood behind Mom and (she, her).
  6. The crowd around (we, us) started cheering.
  7. My little sister ran behind Sammy and (I, me).
  8. The toys belong to Karen and (him, he).
  9. Johnny sat between James and (me, I).
  10. I went to the cat race with Jim and (she, her).

 

Sometimes one prepositional phrase immediately follows another.

Examples:

The thief entered the house through the door on the right.

(through the door modifies the verb entered and tells where. on the left modifies the noun door and tells which one.

 

A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence.

Examples:

BEGINNING: At dusk we closed the shop.

MIDDLE: The chief of the area was helpful.

END: The path went through the village.

 

Preposition or Adverb?

 

Sometimes the same word can be used as either a preposition or an adverb. How can you tell the difference between the two?

Examples:

PREPOSITION:    He has a box inside the house.

ADVERB:             They ran inside.

You can tell the difference by remembering the following:

  • A preposition never stands alone. It is always followed by its object, a noun or a pronoun.

Examples:        

The helicopter flew past the airport. (preposition)

The aircraft was parked inside the hangar. (preposition)

  • An adverb is never followed by a noun or a pronoun, may be by an adverb.

Examples:

The helicopter flew past. (adverb).

The aircraft was parked inside. (adverb)

The helicopter flew past noisily (adverb).

Therefore, if a word begins a prepositional phrase, it is a preposition. If it stands alone or is followed by an adverb, it is an adverb.

 

Some words that can be used either as prepositions or adverbs.

 

above                       down                   over

along                        in                         out

around                     inside                  outside

below                       near                     under

by                             off                        up

 

Exercise 5

Indicate after each of the following sentences if it has a preposition or an adverb.

  1. Jack stood outside the shop.
  2. He was curious and went inside.
  3. He saw strange things in every corner.
  4. An old coat and several sweaters lay over a chair.
  5. Blue and green umbrellas stood above the fire place.
  6. He looked up suddenly.
  7. He sat down heavily.
  8. Then he lifted the curtain and peeped outside.
  9. A jogger ran by
  10. Jack ran out.

 

 

NEGATIVES

Negatives are words that mean “no” or “not”. These words are adverbs.

Examples:

She has no more work.

There are none left.

 

Other common negatives

 

not                           nowhere              nobody                aren’t        haven’t

never                        nothing               no one                 doesn’t      wouldn’t

 

The combination of a verb and not also form a contraction which is also a negative. The letters n’t stand for not.

Examples:

They won’t be able to attend the funeral.

He couldn’t make a speech.

 

Double negatives:

 

A sentence should have only one negative. Using double negatives in a sentence is usually incorrect. A double negative is the use of two negative words together when only one is needed.

Examples:

Incorrect                                                             Correct

 

We don’t need no more problems.  We don’t need any more problems.

She hasn’t bought nothing.                           She hasn’t bought anything.

Mark hasn’t no homework.                           Mark hasn’t any homework. Or

Mark has no homework.

When you use contractions like don’t  and hasn’t, do not use negative words after them. Instead, use words like any, anything, and ever.

Examples:

We don’t have any work.

He hasn’t any work.

I won’t ever respond to the summons.

 

Other negatives include hardly, barely, and scarcely. They are never used after contractions like haven’t and didn’t.

Examples:

Incorrect                                                                        Correct

 

We couldn’t hardly continue with the work.     We could hardly continue with the work.

The child can’t barely walk.                                The child can barely walk.

 

Exercise 6

 

Write the following sentences choosing the correct negatives from the ones given in brackets.

  1. They (have, haven’t) nothing to eat.
  2. Isn’t (anyone, no one) at home?
  3. Didn’t you (ever, never) swim in that river?
  4. There isn’t (anybody, nobody) weeding the farm.
  5. Ann and Martin haven’t (anywhere, nowhere) to sleep.
  6. Our friends (had, hadn’t) none of the fun.
  7. Isn’t (anybody, nobody) watching Tahidi High?
  8. Hasn’t (anyone, no one) thought of washing the utensils?
  9. Tabby (hasn’t, has) had no luck.
  10. We haven’t (ever, never) tried.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS ON PREPOSITIONS

 

Exercise 1

 

  1. on – where
  2. for – purpose
  3. with – use
  4. in – place
  5. from – place

 

Exercise 2

 

  1. for
  2. In
  3. In
  4. down, for
  5. by

 

Exercise 3

 

    Preposition                                              Object/objects

  1. in ways
  2. to                          people
  3. In cities
  4. On farms
  5. across river
  6. to side
  7. at place
  8. by boat
  9. to problem
  10. over water

 

Exercise 4

  1. her           us
  2. me me
  3. us           him
  4. her           me
  5. us         her

 

Exercise 5

 

  1. outside – preposition          up – adverb
  2. inside – adverb          down – adverb
  3. in – preposition          outside – adverb
  4. over – preposition          by – adverb
  5. above – preposition        out – adverb

 

 

 

 

Exercise 6

  1. have anybody                    7. anybody            10. ever
  2. anyone anywhere       8. anyone
  3. ever had                            9. has

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONJUNCTIONS

 

A conjunction is a word that connects words or groups of words. Like prepositions, conjunctions show a relationship between the words they connect. But, unlike prepositions, conjunctions do not have objects.

There are 3 main categories of conjunctions;

  • Coordinating conjunctions
  • Subordinating conjunctions
  • Correlative conjunctions

 

Coordinating Conjunctions

 

Coordinating conjunctions connect related words, groups of words, or sentences. There are three coordinating conjunctions: and, but and or. And is used to join words, groups of words, or sentences together. But shows contrast while or shows choice.

Examples:

The bull and the cart are inseparable. (connects two subjects).

The cart carries the farmer and his tools. (connects two direct objects).

The food was hard and tasteless. (connects two predicate adjectives).

Each night, the dancers danced in a circle or in several other patterns. (connects two prepositional phrases).

Some people died in the fracas, but most managed to escape, alive. (connects two sentences).

 

Exercise 1

 

Complete each of the following sentences using the most appropriate coordinating conjunction

  1. Bats and insects fly, ____________ only birds have feathers.
  2. Eagles build nests on cliffs ______________ in tall trees.
  3. Parrots live in wild places _______________ in zoos.
  4. Swallows ______________ sparrows often build nests in buildings.
  5. Hummingbirds are tiny __________ very brave.
  6. Many birds fly south in winter, ______________ others do not.
  7. Their feathers keep them warm ____________ dry.
  8. A bird can fly forward _____________ backward.
  9. Many birds shed old feathers ______________ grow new ones.
  10. Their legs are weak ____________ their wings are strong.

 

Subordinating conjunctions

 

Subordinating conjunctions connect two or more clauses to form complex sentences. (Refer to Part Two of this handbook). Subordinating conjunctions introduce subordinate clauses. They include because, since, if, as, whether, and for.

Examples:

If I go home, my dog will follow me.

The subordinating conjunction if connects the subordinate clause I go home with the main clause my dog will follow me.

The stayed inside the church because it was raining.

He was always rude since he was a child.

The rain fell as they entered the building.

The pastor asked the congregation whether they were happy.

The man rejoiced for he had won a prize.

 

Exercise 2

 

Join the following pairs of sentences using the most appropriate subordinating conjunctions.

  1. They arrived late. It was raining heavily.
  2. John worked hard. He wanted to buy a house.
  3. I won’t carry the umbrella. You need it.
  4. I drove the car madly. I was later for the meeting.
  5. He will come. The meeting ends.

 

Correlative conjunctions

 

Correlative conjunctions are conjunctions that are used in pairs to connect sentence parts. These include either ….. or, neither ….. nor, not only……. but also, whether ……. or and both …… and.

Examples:

Both boys and girls attended the conference.

People brought not only food but also clothes for the victims of the floods.

The students ride either on bicycles or motorbikes.

The sailor had to decide whether to sail on or head back when the weather changed.

Neither John nor James was moved by the shocking news.

 

Exercise 3

 

Join the following pairs of sentences using the correlative conjunctions in brackets.

  1. The vehicles stopped for repairs. The vehicles stopped for fuel. (either…..or)
  2. The drivers knew they had to travel more than fifty kilometres. If they did not travel more than fifty kilometres, they would have to endure harsh storms. (either….or).
  3. Many people build their own homes. Many people grow their own food. (not only…but also)
  4. Men wanted to buy the pictures. Women also wanted to buy the pictures.(both…. and)
  5. Maize is an important part of a Kenyan’s diet. Meat is important too. (both… and)

 

 

 

ANSWERS ON CONJUNCTIONS

 

Exercise 1

 

  1. but but
  2. or and
  3. or or
  4. and and
  5. but but

 

Exercise 2

 

  1. They arrived late because it was raining heavily.
  2. John worked hard as he wanted to buy a house.
  3. I won’t carry the umbrella for you need it.
  4. I drove the car madly since I was late for the meeting.
  5. He will come before the meeting ends.

 

 

Exercise 3

 

  1. The vehicles either stopped for repairs or for fuel.
  2. The drivers knew they had either to travel more than fifty kilometres or endure harsh storms.
  3. Many people not only build their own homes but also grow their own food.
  4. Both men and women wanted to buy the pictures.
  5. Both maize and meat are important parts of a Kenyan’s diet.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                

 

INTERJECTIONS

 

An interjection is either a single word or short groups of words that is used to express a feeling or emotion. Interjections can express such feelings as urgency, surprise, relief, joy, or pain. An interjection that expresses strong emotion is often followed by an exclamation mark. An interjection that expresses mild emotion is usually followed by a comma.

Examples:

Let’s go! We can’t sleep before we find the missing boy (urgency).

Phew! I was afraid we would never find him. (relief)

Oh, you have grown so big. (surprise)

Well, I have never been so happy. (joy)

 

Exercise 1

 

Identify the interjection in the following sentences and indicate what feeling or emotion it expresses.

  1. Say, have you heard about Nameless and Jua Kali, the famous Kenyan musicians.
  2. Wow! Seeing the calf being born was exciting.
  3. “All right!” I yelled to him. “This is not right thing to do.”
  4. Boy! Some people felt wonderful being in the air balloon, but I felt nervous.
  5. Oh, did that boat rock back and forth for a while.

 

ANSWERS TO CHAPTER EIGHT

 

Exercise 1

 

  1. Say –     wonderment
  2. Wow! – joy
  3. All right! – urgency
  4. Boy! – fear
  5. Oh – surprise

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

 

FORMATION AND ORIGIN OF WORDS

 

Some words in the English language have unique origins and formations.

 

  • Sound words (onomatopoeias)

Some of the words imitate the sounds they represent. These words are called sound or onomatopoeic words. For example, the words bang and crash describe a loud, sudden noise. The word murmur describes a low, soft noise that keeps going.

Many English words imitate noises made by animals. For example, the word chirp imitates the short, high sound made by a small bird or a cricket.

 

Other examples of sound (onomatopoeic) words

 

beep                         gobble                          neigh                             squeal

blast                         growl                             purr                               tick

buzz                         hiss                               quack                            zip

clang                        honk                             rip

clatter                      hum                              roar

crack                         meow                            smash

crunch                      moo                              splash

 

Exercise 1

 

Write a sound word for each of the following descriptions.

  1. The sound of something breaking
  2. The loud, deep sound of a lion.
  3. The sound of a clock.
  4. The sound of an angry dog.
  5. The sound of a loud bell.
  6. The sound made by a duck.
  7. The sound of a bottle opening.
  8. The sound of a cat drinking milk.
  9. The sound of a bomb exploding.
  10. The sound of a snake.

 

  • Words that come from names of people and places (Eponyms)

Some of the words in the English language come from the names of people and places.

Examples:

Word Meaning Named after
Sandwich Two or more slices of bread with meat between them. John Montagu, the fourth Earl of Sandwich, who liked eating meat between slices of bread.
Maverick A person who breaks from conventional actions Samuel Maverick, a Texas cattle owner who refused to brand the calves of one of his herds as per the requirements.
Saxophone A musical wind instrument Adolphe Sax, the Belgian inventor of the musical instrument.
Madras A cotton cloth with a design or pattern on plain background Madras, a city in India, where it was invented.
Rugby A game Rugby school. England, where rugby was invented.
Tarantula A large, hairy spider Taranto, a town in Italy where Tarantulas are found.
Shylock A greedy money-lender The relentless and vengeful money- lender in Shakespeare’s play, The Merchant of Venice.
Sousaphone A musical instrument John Phillip Sousa, an American composer who invented the Sousaphone.

 

There are many more words in the English language which originated from names of people or places.

 

Exercise 2

Find out from your dictionary the origins and meanings of the following English words.

  1. lima bean guppy                                11. guillotine
  2. cardigan cheddar                             12. macadam
  3. bloomer quisling                            13. pasteurisation
  4. canary birds silhouette                         14. watt
  5. Ferris wheel Marxism                           15. ohm

 

  • Words formed from blending two or more words (portmanteau words)

Some words in the English language are a blend of two or more words or morphemes.

Examples:

Word Combination of Meaning
Smog Smoke + fog A combination of smoke and fog in the air.
Fantabulous Fantastic + fabulous Incredible, astonishing, unbelievable, wonderful
Brunch Breakfast + lunch A late breakfast taken some hours before lunch
Wikipedia Wiki + encyclopaedia A website
Comcast Communication + broadcast  
Verizori Veritas + horizon  
Accenture Accent + future  
Spork Spoon + fork An eating utensil that is a combination of a spoon and a fork.
Skort Skirt + shorts An item of clothing that is part skirt and short.
Simulcast Simultaneous + broadcast To broadcast a programme on television and radio at the same time
Cyborg Cybernetic + organism  
Motel Motor + hotel A roadside hotel

 

Exercise 3

 

Identify the words that are blended to form the following words. Find out their meanings from your dictionary.

  1. slithy breathalyser
  2. chortle                                                     cable gram
  3. galumph camcorder
  4. bash edutainment
  5. blog                  email

 

  • Words formed by use of prefixes and suffixes

Some words are formed addition of prefixes and suffixes to other words.

 

Prefixes

A prefix is a word part that is added to the beginning of a word to form another word or to change its meaning. The word to which the prefix is added is called the base word.

Examples:

Prefix                                     Base word                       New word

un                                      friendly                           unfriendly

pre                                     pay                                  prepay

 

A prefix changes the meaning of the base word. For example, the prefix un-above means “not”. Hence, unfriendly means “not friendly”. Each prefix has its own meaning.

 

More examples of common English prefixes

Prefix Meaning Examples
mis-

re-

pre-

ante-

anti-

contra-

counter-

en-

extra-

inter-

intra-

non-

over-

post-

pre-

 

pro-

re-

semi-

trans-

un-

 

under-

wrong, incorrectly

again

before, in advance

before, preceding

opposing, against,  the opposite

against

opposition, opposite direction

put into or on

outside, beyond

between, among

inside, within

absence, negation

excessively, completely

after in time, or order

before in time, place order or importance

favouring, in support of

again

half, partly

across, beyond

not

 

beneath, below

misspell – to spell incorrectly

revisit – visit again

preschool – before school

antecedent, ante-room

anti-aircraft, antibiotic, anticlimax

contraceptive, contraband

counter-attack, counteract

engulf, enmesh

extraordinary, extracurricular

interact, interchange

intramural, intravenous

non-smoker, non-alcoholic

overconfident, overjoyed

postpone, post-mortem

precondition, preadolescent

 

Pro-African

repaint, reawaken

semicircle, semi-conscious

transnational, transatlantic

unacceptable, unreal, unhappy, unmarried

underarm, undercarriage

 

Exercise 4

 

Give the meaning of the following prefixes and write two examples each of words in which they are used. Use your dictionary.

  1. ultra- infra-
  2. hypo- hypo-
  3. hemi- hemi
  4. ex- ex-
  5. dia dia-

 

 

Suffixes

 

A suffix is a word part that is added to the end of a base word to form a new word or to change its meaning.

Example:

Enjoy + able = enjoyable

Each suffix has its own meaning. The suffix “able” means “capable of”. Hence enjoyable means “capable of being enjoyed”.

 

Common English suffixes

Suffix Meaning Examples
Noun Suffixes

-acy

-al

-ance, -ence

-dom

-er, -or

-ism

-ist

-ity, -ty

-ment

-ness

-ship

-sion, -tion

Verbs suffixes

-ate

-en

-ify, -fy

-ize, ise

Adjective suffixes

-able, -ible

-al

-esque

-ful

-ic, -ical

-ious, ous

-ish

– ive

-less

-y

 

state or quality

act or process of

quality of

place or state of being

one who

doctrine, belief

one who

quality of

condition of

state of being

position held

state of being

 

become

become

make or become

become

 

capable of being

pertaining to

reminiscent of

notable for

pertaining to

characterized by

having the quality of

having the nature of

without

characterized by

 

privacy, advocacy

refusal, dismissal

Maintenance, eminence

freedom, kingdom

trainer, protector

Communism, Marxism

chemist, pharmacist

veracity, curiosity

argument, armament

heaviness, fearlessness

fellowship, headship

concession, transition

 

eradicate, fumigate

enlighten, fugliten

terrify, specify

civilize, apologize

 

edible, presentable

regional, sectional

picturesque

fanciful, colourful

musical, mythic

nutritious, portentous

fiendish, greenish

creative, abusive

endless, pointless

sleazy, cheeky

 

 

 

Exercise 5

 

Add an appropriate suffix to each of the following words and then give the meaning of the new word.

  1. hope green
  2. read wear
  3. child fear
  4. grey kind
  5. play wash

 

 

WORDS USAGE

 

Words in English language have various meanings depending on their usage in sentences.

  • Homographs

Homographs are words which are spelled the same but have different meanings. They usually appear as separate entries in a dictionary.

Examples:

The man dug a well in his compound.

They worked well together.

In the first sentence, the noun well means “a spring of water”. In the second sentence, the adverb well means “in a good manner”.

 

Examples of common homographs in the English Language

Homograph Meaning Examples
bear

 

sow

 

lead

 

 

close

 

 

 

wind

 

 

date

 

 

 

 

fast

 

 

hide

 

 

net

 

 

 

pick

(V)    to support or carry

(N)    an animal

(V)    to plant seed

(N)    female pig

(V)    to guide

 

(N)    a metal

(Adv)near

 

(V)    lock

 

(V)   turning something around

(N)   marking air

 

(V)   to determine the age

(N)   to “go out”

(N)   a kind of fruit a calendar

 

(N)  time

(Adj) quick

(V)  to choose not to eat food

 

(N)  animal skin

(V)  to conceal

 

(N)  woven trap made of rope or cord

(Adj) amount remaining after deductions.

(N)  a kind of tool

(V)  to choose

I will bear the burden.

The bear killed the hunter.

The farmer sowed the seeds.

The sow is very fat.

The mother duck can lead her ducklings around.

Gold is heavier than lead.

The tiger was now so close. that I could smell it.

“Will you please close that door?”

Wind your watch.

The wind howled through the woodlands.

Can you date this sculpture?

I have a date with Mary.

Dates are grown in South Africa.

What is the date today?

He is a fast runner.

The Christians fast just before Easter.

He is tanning the hide.

They hide their money under their pillows.

They caught fish using a net.

 

His net pay is thirty thousand shillings per month.

He used a pick to dig the hole.

Pick the dress that you want.

Some homographs are spelled the same but pronounced differently.

Example:

The wind is strong today.

This path winds through the hills.

 

Exercise 6

 

Write two meanings of the following homographs and use each of them in sentences of your own.

  1. pen                                               act
  2. tire                                                               arms
  3. dove block
  4. wound box
  5. mean bank

 

  • Homophones

Homophones are words that sound the same but have different spellings and meanings.

Example:

She will buy music composed by my favourite artist.

Homophones are often confused when writing by many students because of similarity in pronunciation.

 

Examples of common homophones in English

Homophones Meaning Examples
aisle

isle

(V)      the walkway

(N)      island

I quickly walked down the aisle.

He grew up on the isle of Elba.

 

allowed

aloud

(V)     permitted

(Adv) not silently

His mother allowed him to stay up late.

She read the story aloud.

Ate

 

eight

(V)     past tense of “eat”

(N)     number

She ate a quick lunch.

I bought eight tickets.

ball

 

bawl

(N)    a round object used in games

(V)     to cry

 

He took the ball to the beach.

 

Please don’t bawl! It’s not that bad.

bear

 

bare

(V)     to stand something

(Adj.) naked

He can’t bear exams.

 

He stood outside in the rain completely bare.

Base

 

 

bass

 

(N)   the bottom

support of something

(N)   the lowest pitches in music

 

We need a new base for that lamp.

 

I sang bass in the church choir.

 

 

 

 

More examples of homophones

lead, led

least, leased

loan, lone

male, mail

meet, meat

mind, mined

morning, mourning

naval, navel

new, knew

no, know

one, won

pear, pair

pie, pi

piece, peace

pier, peer

poor, pour

rain, reign

raw, roar

read, reed

road, rode

sale, sail

saw, sore

see, sea

sun, son

tail, tale

tea, tee

their, they’re

they’re, there

tide, tied

too, to

two, too

wail, whale

warn, worn

weal, wheel

wear, where

weather, whether

week, weak

weight, wait

while, wile

wood, would

write, right

yew, you

your, you’re

acetic, ascetic

axle, axial

formerly, formally

ion, iron

loch, lock

holy, wholly

heal, heel

ad, add

ail, ale

all, awl

alms, arms

altar, alter

arc, ark

aren’t, aunt

anger, augur

aural, oral

away, aweigh

awe, oar, or, ore

bale, bail

band, banned

bean, been

blew, blue

brake, break

cell, sell

cent, scent, sent

 

 

cereal, serial

check, cheque

chord, cord

cite, site, sight

coo, coup

cue, queue

dam, damn

dew, due

die, dye

doh, doe, dough

earn, urn

ewe, yew, you

faint, feint

fair, fare

feat, feet

few, phew

find, fined

fir, fur

flaw, floor

flea, flee

flew, flue

flour, flower

for, fore, four

foreword, forward

fort, fought

gait, gate

genes, jeans

gnaw, nor,

gorilla, guerrilla

grate, great

groan, grown

guessed, guest

hale, hail

hair, hare

 

 

 

 

Exercise 7

 

Give the homophones and the meanings of the following words.

  1. in                             knight
  2. heard knows
  3. horse tick
  4. hey rung
  5. need sees

 

 

 

 

  • Synonyms

 

Synonyms are words that have almost the same meaning but different spelling and pronunciation.

Examples:

Slender – thin                                    finish – end                            sick –ill

Some words have several synonyms. For example, happy has such synonyms words like light-hearted, pleased, and cheerful.

Synonyms help vary the writing, just like pronouns do. For example, the word happy and its synonyms help vary the writing.

Daniel felt happy – Daniel felt light-hearted.

She was happy with her grade – She was pleased with her grade.

They sang a happy song – They sang a cheerful song.

                          

Examples of common synonyms in English

about, approximately

accomplish, achieve

administer, manage

admit, confess

almost, nearly

annoy, irritate

answer, reply

arise, occur

arrive, reach

begin, start

belly, stomach

bizarre, weird

brave, courageous

chop, cut

clerk, receptionist

close, shut

contrary, opposite

correct, right

daybreak, dawn

demonstrate, protest

denims, jeans

desert, abandon

devil, Satan

disappear, vanish

eager, keen

emphasize, stress

enormous, huge, immense

enquire, investigate

evaluate, assess

fanatic, enthusiast

fool, idiot

sincere, honest

skull, cranium

soiled, dirty

suggest, propose

sunrise, dawn

temper, mood

trustworthy, reliable

 

formerly, previously

fragrance, perfume

function, operate

garbage, rubbish

gay, homosexual

grab, seize

gut, intestine

hard, tough

hashish, cannabis

hawk, peddle

hint, trace, tip

homicide, murder

hunger, starvation

hurry, rush

idler, loafer

if, whether

illustrate, demonstrate

imitate, mimic

immediate, instant

immobile, motionless

impartial, neutral

impasse, deadlock

impolite, rude

inconsiderate, thoughtless

infamous, notorious

informal, casual

inheritor, heir

instructions, directions

jealous, envious

joy, delight

lacking, missing

lethal, deadly

ultimate, final

uncommon, unusual

uncooked, raw

unforeseen, unexpected

unfortunate, unlucky

unmarried, single

untimely, premature

lousy, awful

madness, insanity

magnify, exaggerate

manmade, artificial

material, fabric

merciless, cruel

midway, halfway

mind, intellect

mirror, reflect

mistrust, distrust

modern, contemporary

movie, film

murderer, assassin

naked, bare

nameless, anonymous

nightfall, dusk

noon, midday

numerous, many

object, thing

outside, external

overlook, miss

peaceable, peaceful

poisonous, toxic

post-mortem, autopsy

praise, compliment

reasonable, fair

refrain, chorus

religious, devout

respond, reply

scarcity, shortage

signal, sign

silly, foolish

vain, useless

vary, differ

vast, huge

winery, vineyard

withstand, resist

zenith, peak

Exercise 8

 

Give the synonyms of the following words:

  1. start collect
  2. come assist
  3. lengthy build
  4. shattered reply
  5. Fix          purchase

 

  • Antonyms

Antonyms are words that have opposite meanings. Antonyms also add variety to your writing.

Examples:

Cold-hot                     heavier – lighter                     fearful – brave.

Some words have more than one antonym. Some of these antonyms can be formed by adding a prefix to a base word.

Examples:

Kind – cruel, unkind                                               like – hate, dislike

 

Examples of common antonyms in English

absent – present

absurd – sensible

abundant – scarce

accidental – intentional

accuse – defend

accurate – incorrect

admit – deny

advance – retreat

after – before

alien – native

alone – together

always – never

amuse – bore

anger – kindness

applaud – boo

asleep – awake

beautiful – ugly

beg – offer

below – above

bitter – sweet

buy – sell

careful – careless

cease – begin

civilian – military

closed – open

condemn – praise

crooked – straight

dangerous – safe

dead – alive

deep – shallow

destroy – create

drunk – sober

east – west

 

enemy – friend

evil – good

exhale – inhale

expensive – cheap

fail – succeed

fat – skinny

fertile – barren

floor – ceiling

former – latter

funny – serious

generous – stingy

genuine – fake

guilty – innocent

humble – arrogant

husband – wife

illegal – lawful

import – export

indoor – outdoor

inferior – superior

intelligent – stupid

joy – grief

kind – mean

king – commoner

lazy – industrious

lock – unlock

majority – minority

man – woman

merciful – cruel

moist – dry

nervous – calm

obey – disobey

original – copy

patient – impatient

permit – forbid

polite – rude

positive – negative

private – public

push – pull

question – answer

quick – slow

reckless – cautious

rival – friend

sane – insane

servant – master

sick – well

simple – complex

slavery – freedom

smart – dumb

solid – gas

spend – save

stranger – friend

strong – weak

sudden – gradual

suffix – prefix

tame – wild

temporary – permanent

thaw – freeze

tough – tender

unique – common

vacant – occupied

victory – defeat

villain – hero

war – peace

young – old

 

 

 

Exercise 9

 

Give the antonyms of the following words:

  1. easy       sweat
  2. whisper       stationary
  3. triumph       strengthen
  4. dull       precious
  5. dangerous naked

 

 

  • Idioms and Sayings

 

An idiom is a phrase that has a special meaning as a whole. The meaning of an idiom is different from the meanings of its separate words.

Examples:

It was raining cats and dogs.

The idiom raining cats and dogs does not mean that cats and dogs were falling out of the sky! It means “raining heavily”.

I put my foot in my mouth today.

The idiom put my foot in my mouth means “to say the wrong thing”. Sometimes the context in which an idiom is used can give a hint of its meaning.

Example:

Jeff is talking through his hat when he says that he can spell every word in the English language.

This idiom clearly means that Jeff cannot possibly spell every word in the English language. Hence, the idiom talking through his hat means talking nonsense

More examples of idioms in the English language

              Idiom                  Meaning
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2.

 

 

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7.

 

 

8.

 

 

 

9.

 

10

 

 

11

 

 

12

 

 

13

 

It was a blessing in disguise.

 

 

He is a doubling Thomas.

 

 

That scandal was a drop in the bucket.

The exam was a piece of cake.

 

The punishment was a slap in the wrist.

 

The thief received a taste of his own medicine.

 

Don’t add fuel to the fire!

 

 

The principal is just all bark but no bite.

 

 

The theory is all Greek to me.

 

We are all in the same boat.

 

 

The house cost him an arm and a leg.

 

The teacher has an axe to grind with the bursar.

 

Joyce is the apple of my eye.

Something good that is not recognised at first.

 

A sceptic who needs physical or personal evidence in order to believe something.

 

A very small part of something big or whole.

A task that can be accomplished very easily.

 

A very mild punishment.

 

 

He was mistreated the same way he mistreats others.

 

When something is done to make a bad situation even worse than it is.

 

When someone is threatening and/or aggressive but not willing to engage in a fight.

 

Meaningless and incomprehensible.

 

When everyone is facing the same challenges.

 

Very expensive. A large amount of money.

 

 

To have a dispute with someone.

 

 

Someone who is cherished above all others.

 

 

14

 

 

15

 

16

 

 

 

17

 

 

 

18

 

 

19

 

20

 

 

21

 

22

 

 

23

 

 

24

 

25

 

 

26

 

27

 

 

28

 

29

 

30

 

 

31

 

 

32

 

33

 

 

34

 

35

 

 

36

 

 

37

 

38

 

 

39

Idiom

The boy did the work at the drop of a hat.

 

The politician is a back seat driver.

 

They were back to square one in their search for the treasure.

 

The government has to go back to the drawing board on the issue of the New Constitution.

 

The investigator realised he was barking the wrong tree.

 

You are beating a dead horse.

 

Stop beating around the bush.

 

I will bend over backwards to see you through school.

She was caught between a rock and a hard place.

 

You are biting off more than you can chew.

 

John decided to bite his tongue.

 

Tom has a cast iron stomach.

 

 

 

That is a cock and bull story.

 

I will have to win, come hell or high water.

 

Don’t cry over spilt milk.

 

 

He likes crying wolf.

 

Tim is a dark horse.

 

 

Kinyua is a devil’s advocate.

 

 

 

My father drinks like a fish.

 

This problem is driving me up the wall.

 

The students had a field day with the visiting guests.

 

The food was finger licking good.

 

He changed from rags to riches.

 

I need to get over it.

 

 

She got up on the wrong side of the bed.

 

You must go the extra mile to achieve your goal.

 

Meaning

Willing to do something immediately.

 

 

People who criticize from the sidelines.

 

 

Having to start all over again.

 

 

 

When an attempt fails and its time to start all over again.

 

 

 

A mistake made in something you are trying to achieve.

 

To force an issue that has already ended.

 

 

Avoiding the main topic, not speaking directly about an issue.

 

Do whatever it takes to help.

Willing to do anything.

Stuck between two very bad options.

 

 

To take on a task that is way too big.

 

 

To avoid talking.

 

 

Someone who has no problems, complications, or ill effects with eating or drinking anything.

 

 

An unbelievable tale.

 

Any difficult situation or obstacle.

 

 

When you complain about a loss from the past.

 

 

Intentionally raise a false alarm.

 

One who was previously unknown and now is prominent.

 

Someone who takes a position for the sake of argument without believing in that particular side of the argument.

 

To drink very heavily.

 

To irritate or annoy very much.

 

 

An enjoyable day or circumstance.

 

 

Very tasty food or meal.

 

 

To go from being very poor to being very wealthy.

 

To move beyond something that is bothering you.

 

Someone who is having a horrible day.

 

Go above and beyond whatever is required for the task at hand.

40

 

 

41.

 

42

 

 

42

 

 

44

 

 

45

 

46

 

47

 

 

48

 

 

49

 

 

50

 

 

 

51

 

 

52

 

53

 

 

54

 

 

55

 

56

 

 

57

 

 

58

 

 

59

 

 

60

 

 

 

61

 

 

62

 

 

63

 

 

64

 

 

65

 

 

66

 

 

67

 

 

68

 

 

69

 

 

70

 

 

 

71

 

 

72

 

73

 

 

74

 

 

75

 

 

76

 

 

77

 

 

78

 

79

 

 

 

80

 

 

81

 

 

 

82

 

 

83

 

84

 

 

85

 

 

86

 

 

87

 

 

88

 

 

89

 

 

90

 

 

91

 

 

92

 

 

93

Joan is a good Samaritan.

 

 

I have a gut feeling she will die.

 

The player lost his head when he missed the goal.

 

He was head over heels in love with her.

 

He gave her a high five when he won the contest.

 

Let us hit the books!

 

I will hit the hay now.

 

The preacher hit the nail on the head.

 

She hit the sack after a hard day’s work.

 

Hold your horses, the speaker is coming.

 

The certificate was an icing on the cake after the monetary. reward.

 

The girl became careless in the heat of the moment.

 

The policeman kept an eye on him.

He kept his chin up during the burial.

 

The old man kicked the bucket.

 

Lend me your ear.

 

You let the cat out of the bag.

 

The by-election was not a level playing field.

 

He ran all over like a chicken with its head cut off.

 

Mr. Gumo is a loose canon.

 

 

I am not interested in his mumbo jumbo.

 

 

She is the new kid on the block.

 

He started off on the wrong foot.

 

The accused man is now off the hook.

 

I said that off the record!

 

 

I was on pins and needles.

 

 

The prefects sit on the fence when there is a strike.

 

The dog appeared out of the blue.

 

You will get the job over my dead body.

 

Mark is fond of passing the buck to his brother.

 

Dennis is a peeping Tom.

 

 

 

Pipe down! We have heard you!

 

You are pulling my leg.

 

Rise and shine! It’s time to go to school.

 

The businessman has run out of steam nowadays.

 

The convict was saved by a bell.

 

He was a scapegoat for amorous politician.

 

The naughty boy got away scot-free.

 

She was sick as a dog.

 

He has a sixth sense.

 

 

 

The judge smelt a rat when the witness started trembling.

 

The prosecutor smelt something fishy when the accused winked at the witness.

 

We have to start from scratch.

 

The ball is in your court.

 

They tied the knot in December.

 

I will wait till the cows come home.

 

To make a long story short, you are not coming with us.

 

The government turned a blind eye to the plight of IDPs.

 

I am under the weather today.

 

Forget the water under the bridge.

 

He will pay you the money when pigs fly.

 

She wines and dines with stars.

 

It is without a doubt the best programme.

 

Your guess is as good as mine.

 

Someone who helps others when they are in need without expecting a reward.

 

A personal intuition you get, especially when you feel something may not be right.

 

Angry and overcome by emotions.

 

 

Very excited and joyful, especially when in love.

 

Slapping palms above each others heads as a celebration gesture.

 

To study, especially for a test or exam.

 

Go to bed or go to sleep.

 

Do or say something exactly right.

 

 

Go to bed or sleep.

 

 

Be patient.

 

 

When you already have it good and get something on top of what you already have.

 

 

Overwhelmed by what is happening at the moment.

 

Carefully watch somebody.

 

To remain joyful in a tough situation.

 

 

Die

 

 

To politely ask for someone’s full attention.

 

To share a secret that wasn’t supposed to be shared.

 

A fair competition where no side has an advantage.

 

To act in a frenzied manner.

 

 

Someone who is unpredictable and can cause damage if not kept in check.

 

Nonsense or meaningless speech.

 

 

 

Someone new to the group or area.

 

 

Getting a bad start on a relationship or task.

 

 

No longer have to deal with a tough situation.

 

 

Something said in confidence that the speaker doesn’t want attributed to him or her.

 

Anxious or nervous especially in anticipation of something.

 

Undecided.

 

 

Something that suddenly and unexpectedly occurs or appears.

 

When you absolutely will not allow something to happen.

 

Avoid responsibility by giving it to someone else.

 

Someone who observes people in the nude or sexually active people, mainly for his own gratification.

 

To shut up or be quiet.

 

 

Tricking someone as a joke.

 

Time to get out of bed and get ready for work or school.

 

To be completely out of energy.

 

 

Saved at the last possible moment.

 

 

Someone else who takes the blame.

 

 

To escape and not have to pay.

 

 

To be very sick (with flu or a cold)

 

A paranormal sense that allows you to communicate with the dead.

 

 

To be suspicious or detect someone in the group is betraying the others.

 

Detecting that something isn’t right and there might be a reason for it.

 

 

To do it all over again from the beginning.

 

 

It is your decision this time.

 

To get married.

 

 

A long time.

 

 

Said by someone during a long boring story.

 

 

Refuse to acknowledge something you know is real or legitimate.

 

Feeling ill or sick.

 

 

Anything from the past that isn’t significant or important any more.

 

Something that will never ever happen.

 

 

When someone is treated to an expensive meal.

 

For certain.

 

 

I have no idea.

 

 

 

Common idiomatic expressions and sayings

 

  1. A bird in the hand is worth to in the bush. – Having something that is certain is much better than taking a risk for more, because chances are you might lose everything.
  2. A fool and his money are easily parted. – It’s easy for a foolish person to lose his/her money.
  3. A house divided against itself cannot stand. – Everyone involved must unify and function together or it will not work out.
  4. A leopard can’t change his spots. – You cannot change who you are.
  5. A penny save is a penny earned. – By not spending money you are saving money (little by little).
  6. A picture paints a thousand words. – A visual presentation is far more descriptive than words.
  7. Actions speak louder than words. – It’s better to actually do something than just talk about it.
  8. Curiosity killed the cat. – Being inquisitive can lead you into a dangerous situation.
  9. Don’t count your chickens before they hatch. – Don’t rely on it until you are sure of it.
  • Don’t look a gift horse in the mouth. – When someone gives you a gift, don’t be ungrateful.
  1. Don’t put all your eggs in one basket. – Do not put all your resources in one possibility.
  2. Drastic times call for drastic measures. – When you are extremely desperate you need to take extremely desperate actions.
  3. Elvis has left the building. – The show has come to an end. It’s all over.
  4. Every cloud has a silver lining. – Be optimistic, even difficult times will lead to better days.
  5. Great minds think alike. – Intelligent people think like each other.
  6. Haste makes waste. – Doing things quickly may result in a poor ending.
  7. Idle hands are the devils’ tools. – You are more likely to get it trouble if you have nothing to do.
  8. If it’s not one thing, it’s another. – When one thing goes wrong, then another, and another ….
  9. It takes two to tango. – A conflict involves two people and both must cooperate to have it resolved.
  10. It’s a small world. – You cannot hide from your evil deeds in this world.
  11. Let bygones be bygones. – To forget about a disagreement or argument.
  12. Let sleeping dogs lie. – To avoid restarting a conflict.
  13. Never bite the hand that feeds you. – Don’t hurt anyone that helps you.
  14. Practice makes perfect. – By constantly practising, you will become better.
  15. Rome was not built in one day. – If you want something to be completed properly, then it’s going to take time.
  16. The bigger they are, the harder they fall. – The bigger and stronger opponent may be more difficult to beat, but when he does, he suffers a much bigger loss.
  17. Variety is the spice of life. – The more experiences you try the more exciting life can be.
  18. When it rains, it pours. – Since it rarely rains, when it does it will be a huge, storm.
  19. You are what you eat. – In order to stay healthy, you must eat healthy foods.
  20. You can’t judge a book by its cover. – Decisions shouldn’t be made primarily on appearance.

 

Exercise 10

 

Give the meaning of the italicized idioms in the following sentences.

  1. I was completely at sea when the Prime Minister visited my house.
  2. Jane has her hands full. She can’t take on more work.
  3. Do you have a bone to pick with me?
  4. I can’t make heads or tails of this story.
  5. The test was as easy as pie.
  6. I am sick and tired of doing nothing at work.
  7. I am broke! I have to borrow some money.
  8. She dropped me a line
  9. He filled in for her when she fell sick.
  10. My business is in the red.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS FROM CHAPTER TWO

 

Exercise 1

 

  1. crack quack
  2. roar pop
  3. tick lap
  4. growl boom
  5. chime          hiss

 

Exercise 2         

 

  1. Lima bean – a broad, flat, pale-green or white bean used as a vegetable – named after Lima, the capital of Peru where it was grown first.
  2. Cardigan – a kind of a pullover or sweater that buttons down the front – named after J.T. Brudwell, the 7th Earl of Cardigan.
  3. Bloomer – a woman’s baggy and long garment for the lower body – named after Amelia Bloomer, an American women rights and temperance advocate.
  4. Canary birds – yellow songbirds – named after Canary Islands, Spain, where they are found in large numbers.
  5. Ferris wheel – a special wheel for an amusement park – named after the inventor G.W. Ferris.
  6. Guppy – the most popular freshwater tropical fish – named after R.J.L. Guppy, the man who introduced it in England.
  7. Cheddar – A firm Cheese – named after the English village of Cheddar, where it was first made.
  8. Quisling – a person who treacherously helps to prepare for enemy occupation of his own county, a traitor – named after Vidkum Quisling, a Norwegian politician.
  9. Silhouette – an outline portrait or profile – named after a French minister of finance, Etienne de Silhouette.
  • Marxism – the political and economic theories of Karl Marx and Friedrich Engels – named after Karl Marx.
  1. Guillotine – a device used for carrying out executions – named after Dr. Joseph Guillotine, the designer.
  2. Macadam – small, broken stones that are used for making roads – named after John L. McAdam, a Scottish engineer who invented this kind of a road.
  3. Pasteurisation – the process of heating milk, wine, beer, or other liquids hot enough to kill harmful bacteria and to prevent or stop fermentation – named after Louis Pasteur, a French chemist, who invented the process.
  4. Watt – Unit of measuring electric power – named after James Watt, a Scottish engineer, who pioneered in the development of the steam engine.
  5. Ohm – a measure of electrical resistance – named after George S. Ohm, a German physicist.

 

Exercise 3

 

  1. slithy – lithe + slimy breathalyser – breath + analyser
  2. chortle – chuckle + short            cablegram – cable + telegram
  3. galumph – gallop + triumph            camcorder – camera + recorder
  4. bash – bang + smash            edutainment – education + entertainment
  5. blog – web + log   email – electronic + mail

 

Exercise 4

 

  1. utra –           beyond                               – ultraviolet, ultrasonic
  2. syn – in union                   – synchronize, symmetry
  3. sub – at a lower position         – submarine, subsoil
  4. peri – round, about                 – perimeter
  5. out – surpassing, exceeding – outperform
  6. infra – below                            – infrared, infrastructure
  7. hypo – under                             – hypodermic, hypothermia
  8. hemi – half                                – hemisphere
  9. ex – previous                        – ex-wife, ex-policeman
  10. dia – across, through             – diagonal

 

Exercise 5

 

  1. hopeful – full of hope                       greenish – having green colour
  2. reader – a person who reads            weary – tired
  3. childish – having manners of a child fearless – lacking fear
  4. greyish – having grey colour            kindness – the quality of being kind
  5. playful – fond of playing                      washable – can be washed

 

Exercise 6

  1. Pen – a device for writing

– an enclosure for sheep

  1. Tire – to make weary

– the rubber material on the wheel of an automobile or bicycle.

  1. Dove – past tense of dive

– a bird

  1. Wound – past tense of wind

– an injury.

  1. Mean – stingy

– average

  1. Act – a dramatic performance

– doing something

  1. Arms – upper limbs

– weapons

  1. Block – a building

– obstruct

  1. Box       – a carton

– fight with gloves

  1. Bank – edge of a river

– a money depository

 

Exercise 7

 

  1. in –inn knight – night
  2. heard – herd knows – nose
  3. horse – hoarse tick – tic
  4. key – quay rung – wrung
  5. need – knead           sees – seize

 

 

 

Exercise 8

 

  1. start – begin collect – gather
  2. come – arrive assist – help
  3. lengthy – long build – construct
  4. shattered – broken reply – answer
  5. fix – repair          purchase – buy

 

Exercise 9

 

  1. easy – hard sweet – sour
  2. whisper – yell stationary – mobile
  3. triumph – fail strength – weaken
  4. dull – interesting precious – worthless
  5. dangerous – safe          naked – clothed

 

Exercise 10

  1. at sea – confused
  2. has his hands full – is busy
  3. have a bone to pick with me – have a quarrel
  4. make heads or tails – make sense
  5. as easy as pie – very easy
  6. sick and tired – can’t stand, hate
  7. broke – to have no money
  8. dropped me a line yesterday – sent me a letter or email
  9. filled in for her – did her work while she was away
  10. in the red – losing money, not profitable

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

 

PHRASES AND SENTENCES

 

PHRASES

 

A phrase is a group of words without a subject or a predicate or both and does not express a complete thought. Therefore, a phrase can never stand on its own as a complete sentence. Using different kinds of phrases enables a writer or a speaker to create informative and descriptive sentences that vary in structure. phrases combine words into a larger unit that can function as a sentence element.

 

The most common kinds of phrases in English are: Noun phrases, verb phrases, prepositional phrases, gerund phrases and participial phrases.

 

  • Noun Phrases

 

A noun phrase consists of a noun and all its modifiers. It can function as a subject, object, or complement in the sentence. The modifiers may include articles, prepositions and adjectives.

Examples:

(a) Noun phrases as subjects

The lazy old man sleeps all day long.

Some school boards reward teachers who produce good results.

(b) Noun phrases as objects

Teachers rejected the proposed performance contracts.

Critics opposed the controversial marriage bill.

(c) Noun phrases as complements

Teaching is a valuable profession.

Sheila is a hardworking no-nonsense lady.

 

Exercise 1

 

Identify the noun phrases in each of the following sentences and indicate whether it functions as a subject, object or complement.

  1. I saw a TV show yesterday.
  2. Playful animals really fascinate me.
  3. Yesterday, I had a thrilling adventure.
  4. Swimming is an exciting activity.
  5. Twenty university students were expelled last month.
  6. She is a certified public health officer.
  7. Many of the soldiers were killed in the battle.
  8. The old woman carried a heavy load of firewood on her back.
  9. Peter seems a very complicated man to understand
  10. A devastating earthquake hit China yesterday.

 

  • Verb phrases

 

A verb phrase consists of a main verb and its helping verbs. It can function as the predicate of a sentence. The predicate tells what the subject does or is. (It tells something about the subject).

Examples:

John was born in Malindi.

This problem may have contributed to the collapse of the economy.

Without highly – trained workers, many Kenyan companies would be forced to close down.

 

Sometimes the parts of a verb phrase are separated from each other by words that are not verbs.

Examples:

He is finally buying a new house.

Salesmen must occasionally travel long distances.

 

Some words are joined with other words to make contractions.

Examples:

He hasn’t turned up for the meeting (has + not)

We couldn’t tell what had killed the cow. (could + not)

I’ve ordered them to leave the house. (I + have).

NB: The word not and the contraction n’t are adverbs. They are never part of a verb or verb phrase.

 

Exercise 2

 

Write the verb phrase in each of the following sentences.

  1. We should have taken pictures of the wild animals.
  2. You must have seen the posters of the event.
  3. They should have been told to come with flowers to plant in the school compound.
  4. Muchira would have told some interesting stories.
  5. Scientists must’ve visited the Menengai Crater.
  6. He must have seen some wonderful places.
  7. Many advocates do fear the new Chief Justice.
  8. The scouts have often made camp here.
  9. The bull fighters would sometimes stampede noisily.
  10. I could have read the book if he had allowed me.

 

 

  • Prepositional phrases

 

A prepositional phrase is made up of a preposition, the object of the preposition, and all the words between them. It often functions as an adjective or adverb, but it can function as a noun as well.

Examples:

We carried the fruits in our school bags. (adverb telling where)

The plane flew through the cloud. (adverb telling where)

Almost half of Africa’s population suffers from water – related diseases. (adverb modifying suffers).

The water supply in the United States is expected to decline dramatically. (adjective modifying water  supply).

The best time to practise water conservation is before a water shortage. (noun functioning as a complement).

In sentence 1 above, the preposition is in, the object of the preposition is bags, and the modifiers or adjectives are our and school.

 

Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase.

Example:

He needs a wife with diligence and a good character.

Diligence and character are objects of the preposition with.

 

When prepositional phrases function as adjectives and adverbs in sentences, they are called adjectival and adverbial phrases respectively.

  • An adjectival prepositional phrase modifies nouns or pronouns.

Examples:

The woman wears shoes with sharp heels. (an adjectival phrase modifying the noun shoes)

The man with a funny – looking dog crossed the road. (an adjectival phrase modifying the noun man)

 

  • An adverbial prepositional phrase modifies verbs, adjectives, or other adverbs.

Examples:

Soldiers train for many months. (an adverbial phrase modifying the verb train)

People are lazy in the afternoons. (an adverbial phrase modifying the adjective lazy.)

She arrived late in the night. (an adverbial phrase modifying the adverb late).

 

Sometimes one prepositional phrase immediately follows another.

          Examples:

The man led him through the door on the left.

Note that the prepositional phrase through the door is an adverbial phrase modifying the verb led and tells where? The second prepositional phrase on the left is an adjectival phrase modifying the noun door and tells which one?

 

A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence.

Examples:

At dusk, we began to walk home.

The map of the area was very helpful.

The path went by a forest and a large lake.

 

Exercise 3

 

Underline the prepositional phrases in the following sentences and indicate what type each of them is.

  1. The oldest building is found in Mombasa.
  2. Five companies around the country have bought new fire engines.
  3. The barking of the dog scared the strangers.
  4. Bulls are bred for hard work.
  5. Most bridges are built over water.
  6. Travellers were spared many miles of travel.
  7. I went by bus to the market.
  8. At the market, I saw beautiful and unusual people.
  9. I also saw a display of colourful clothes.
  10. She took him through the lesson with professional expertise.

 

  • Gerund phrases

 

A gerund is a verb form used as a noun. It is formed by adding –ing to the present these of a verb. Gerunds can be used as subjects, direct objects, objects of prepositions, and complements.

Examples:

Subject: Fishing is a popular activity in Nyanza Province.

(Fishing is a gerund, the subject of the verb is)

Direct object: The sport involves riding. (riding is a gerund, the direct object of the verb involves)

Object of preposition: The sport is similar to fencing. (fencing is a gerund, the object of the preposition to).

 

A gerund phrase includes a gerund, its modifiers, objects or complements. It always functions as a noun.

Examples:

Becoming a Tusker Project fame finalist was Msechu’s lifetime dream. (gerund phrase is the subject of the sentence.)

Msechu dreamt all his life about winning the top award. (the gerund phrase is an object of the preposition about).

One of Msechu’s biggest disappointments was losing to Alpha. (the gerund phrase is a complement).

The game involves jumping over hurdles. (object of the verb involves).

 

Exercise 4

 

Underline the gerund or gerund phrases in the following sentences and label each one subject, direct, object, object of preposition, or complement.

  1. In early days, golfing was a game for the rich.
  2. The rich were mostly interested in protecting their status.
  3. Playing golf with a commoner would mean lowered status.
  4. Much of the rich people’s time was spent playing the game.
  5. Training thoroughly improved a golfer’s accuracy in the game.
  6. There he learned about playing the game.
  7. Later, he started contesting with other junior golfers.
  8. At fifteen or sixteen, he began playing with the professionals.
  9. Participating in international tournaments was the golfer’s dream.
  10. But the greatest dream was winning an in international title.

 

 

  • Participial phrases

 

A participle is a verb form that always acts as an adjective. There are two types of participles:

  • The past participle – it is usually formed by adding –d, or -ed to the present tense.

Examples:

Fooled, the shopkeeper bought fake products. (Fooled is a past participle modifying the noun shopkeeper)

Shaken, he dashed to the police station.

(Shaken is a past participle modifying the pronoun he)

The participles of irregular verbs, however, do not follow the above rule: run-run, throw-thrown.

 

  • The present participle – it is usually formed by adding -ing to the present tense of any verb.

Examples:

Smiling, the conman stepped out of the shop. (Smiling is a present participle modifying the noun conman).

 

Using participles is a simple way of adding information to sentences and to vary sentences beginnings.

 

A participial phrase consists of a present or past participle and its modifiers, objects, or complements. It always functions as an adjective.

Examples:

Rounding the corner, the conman met two policemen.

(Rounding the corner is a present participial phrase modifying the noun conman).

Surprised by the appearance of the conman, the policemen started blowing their whistles.

(Surprised by the appearance of the conman is a past participial phrase modifying the noun policemen).

 

A participle or participial phrase is not always at the beginning of a sentence. Sometimes it may appear in the middle but it should be near the noun or pronoun it modifies.

Examples:

The skilled policemen arrested the conman.

The conman, losing control, fought the policemen fiercely.

 

Points to note

 

Both the gerund and the present participle are created by a adding –ing to the present tense of a verb. BUT how can you tell whether a word is a gerund or a participle? It all depends on how the word is used in a sentence.

  • A participle is used as a modifier in a sentence.

           Example:

Gaining courage, the conman attempted to escape. (Gaining courage is a participial phrase modifying conman).

  • A gerund is used as a noun in a sentence.

Example:

Gaining courage made the conman look aggressive. (Gaining courage is a gerund phrase, the subject of the verb made).

 

Exercise 5

Underline the participial phrases in the following sentences, indicating whether it is a past or present participial phrase and the noun or pronoun it modifies.

  1. Defying all odds, Kisoi Munyao attempted to climb to the highest peak of Mt. Kenya for seven times.
  2. Failing each time, he refused to give up.
  3. Seeing his passion to scale the peak, the government offered him financial assistance.
  4. The climber ascended slowly, making steady progress.
  5. Pleased with his progress, he camped at eleven thousand feet.
  6. The climber, determined to hoist the Kenyan flag, progressed on the following morning.
  7. Slipping on the snow, Munyao fell on a dry tree trunk.
  8. A rope worn from too many climbs then broke.
  9. One of his hot water bottles, slipping to the bottom of the cliff, broke into pieces.
  10. Munyao, overcome with joy, finally hoisted the flag at Point Batian.

 

 

 

  • Infinitive phrases

 

An infinitive is a verb form that usually appears with the word to before it. To is called the sign of the infinitive.

Examples:

to lift                        to eat                        to launch                          to register

 

To is a preposition if it is followed by a noun or noun phrase, but it is a sign of the infinitive if it is followed by a verb or verb phrase.

Examples:

Joseph longed for a flight to the moon. (prepositional phrase)

Not until 1985 was he able to succeed. (infinitive)

 

An infinitive phrase consists of an infinitive and its modifiers, objects or complements. It can function as a noun, adjective, or adverb.

Examples:

To write clearly and concisely can be difficult sometimes. (Infinitive phrase functioning as a noun and the subject of the sentence).

Proofreading your writing is a good way to ensure the absence of typing mistakes. (Infinitive phrase functioning as an adjective modifying the noun way).

To greatly increase the amount of stress in your life, leave your writing task until the night before it is due. (Infinitive phrase functioning as an adverb modifying the verb leave).

 

Exercise 6

 

Underline the infinitive phrases in each of the following sentences and state whether it is functioning as a noun, adjective or adverb.

  1. To climb Mt. Kenya was the dream of Kisoi Munyao.
  2. The freedom hero decided to climb the mountain on the eve of the country’s independence.
  3. He was one of the first Kenyans to try this risky climb.
  4. His determination helped him to make rapid progress to reach Point Batian.
  5. Munyao was able to reach the peak with very limited climbing gear.
  6. To reach Point Batian was Munyao’s ultimate goal.
  7. At first few other climbers bothered to listen to Munyao.
  8. He was even forced to finance much of his expedition himself.
  9. Munyao worked hard to achieve his dream of hoisting the Kenyan flag.
  10. His success made it easier for other climbers to scale the tallest mountain in Kenya.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS ON CHAPTER THREE

 

Exercise 1

 

  1. a TV show – object
  2. Playful animals – subject
  3. a thrilling adventure – object
  4. an exciting activity – complement
  5. Twenty university students – subject
  6. a certified public health officer – complement
  7. Many of the soldiers – subject
  8. The old woman – subject, a heavy load – object
  9. a very complicated man – complement
  10. A devastating earthquake – subject

 

Exercise 2

 

  1. should have taken must have seen
  2. must have seen do fear
  3. should have been told                         have made
  4. would have told would stampede
  5. must’ve visited could have read

 

Exercise 3

 

  1. in Mombasa – adverbial modifying the verb found.
  2. around the country – adjectival modifying the noun companies.
  3. of the dog – adjectival modifying the noun barking.
  4. for hard work – adverbial modifying the verb bred.
  5. over water – adverbial modifying the verb built.
  6. of travel – adjectival modifying the noun miles.
  7. by bus – adverbial modifying the verb went.

to the market – adverbial modifying the verb went.

  1. At the market – adjectival modifying the
  2. of colours clothes – adjectival modifying the noun display.
  3. with professional expertise – adverbial modifying the phrasal verb took through.

 

Exercise 4

 

  1. golfing – complement
  2. protecting their status – object of the preposition in.
  3. Playing golf with a commoner – subject
  4. playing the game – direct object
  5. Training thoroughly – subject
  6. playing the game- object of preposition
  7. contesting with junior golfers – subject
  8. playing with the professionals – direct object
  9. Participating in international tournaments – subject
  10. Winning an international title – complement

 

 

 

 

Exercise 5

 

  1. Defying all odds – present participial phrase – Kisoi Munyao
  2. Failing each time – present participial phrase – he
  3. Seeing his passion to scale the peak – present participial phrase – government
  4. making steady progress – present participial phrase – climber
  5. Pleased with his progress – past participial phrase – he
  6. determined to hast the Kenya flag – past participial phrase – climber
  7. Slipping on the snow – present participial phrase – Munyao
  8. worn from too many climbs – past participial phrase – rope
  9. slipping to the bottom of the cliff- present participial – bottles
  10. overcome with joy – past participial phrase – Munyao

 

Exercise 6

 

  1. To climb Mt. Kenya –noun
  2. to climb the mountain – noun
  3. to try this risky climb – adjective modifying the noun Kenyans
  4. to make rapid progress – adverb modifying the verb helped
  5. with very limited climbing gear – adverb modifying the verb reach
  6. To reach Point Batian – noun
  7. to listen to Munyao – noun
  8. to finance much of his expedition – adverb modifying the verb forced
  9. to achieve his dream of hasting the flag – adverb modifying the verb worked
  10. to scale the tallest mountain in Kenya – adverb modifying the verb made.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FOUR

 

SENTENCES

 

What is a sentence?

 

A sentence is a group of words that expresses a complete thought. A complete thought is clear. A sentence always begins with a capital letter. It ends with a full stop (.), a question mark (?) or an exclamation mark (!).

Examples:

Ted sent me a letter.

Jane slept soundly.

 

Sentence fragments

 

A sentence fragment does not express a complete thought. The reader or listener cannot be sure what is missing in or the meaning of a sentence fragment.

He or she will be left wondering: What is this about? What happened?

Examples:

Fragment: The huge boat. (What happened?)

Sentence: The huge boat sails down the river.

 

You can correct a sentence fragment by supplying the missing information.

 

Subjects and predicates

 

The two fundamental parts of every English sentence are the subject and the predicate. A subject can be described as the component that performs the action described by the predicate. It tells who or what does or did the action. It may also name the topic.

The predicate tells about the subject. It tells what the subject does or is.

Examples:

Subject                                                        Predicate

 

(Who or what)                                             (What is said about the subject)

The antelope                                              jumped over the high fence.

Pigs                                                              eat anything is sight when hungry.

 

In a sentence, a few key words are more important than the rest. These key words make the basic framework of the sentence. The verb and its subject are the key words that form the basic framework of every sentence. The rest of the sentence is built around them.

Examples:

Sentence                                                            Key words

 

The young kids jumped playfully.                  kids, jumped

Their faces shone brightly.                                faces, shone

 

To find out the subject, ask who or what before the verb.

Examples:

Who jumped playfully? – kids

What shone brightly? – faces

 

To find out the verb, ask what after the subject.

Examples:

The young kids did what? – jumped

Their faces did what? – shone

 

The key word in the subject of a sentence is called the simple subject. For example, kids, faces. The complete subject is the simple subject plus any words that modify or describe it. For example, The young kids, Their faces.

The key word in the predicate is called the simple predicate. For example, jumped, shone. The complete predicate is the verb plus any words that modify or complete the verb’s meaning. For example, jumped playfully, shone brightly.

 

The simple subjects and predicates may sometimes be more than one word. For simple subjects, it may be the name of a person or a place.

Examples:

Ballack Obama won the US presidential race.

South Africa is the home of many bats.

 

The simple predicate may also be more than one word. There may be a main verb and a helping verb.

Tanya has acted in many TV shows.

She will be performing again tonight.

 

Objects

 

An object in a sentence is a word or words that complete the meaning of a sentence. It is involved in the action but does not carry it out. The object is the person or thing affected by the action described in the verb. It is always a noun or a pronoun and it always comes after the verb.

Example:

The man climbed a tree.

 

Some verbs complete the meaning of sentences without the help of other words. The action that they describe is complete.

Examples:

It rained.

The temperature rose.

 

Some other verbs do not express a complete meaning by themselves. They need to combine with other words to complete the meaning of a sentence.

Examples:

Christine saw the snake.

Rose wears goggles.

He opened the door.

 

In the above examples, the snake, goggles and the door are the objects as they are the things being affected by the verbs in the sentences.

(Refer to the topic on Transitive and Intransitive Verbs under the main topic VERBS).

 

Exercise 1     

                     

Which groups of words are sentences and which ones are sentence fragments?

  1. A huge storm was coming.
  2. Behind the wattle tree.
  3. After the earthquake.
  4. The wind broke several houses.
  5. Surprised by a loud noise.
  6. Winds of high speed.
  7. Rescue workers arrived.
  8. From different parts of the world.
  9. Many people were injured.
  10. In the weeks after the earthquake.

 

Direct and indirect objects

 

Objects come in two types, direct and indirect:

 

Direct objects

 

The direct object is the word that receives the action of a verb.

Examples:

Christine saw a snake. ( a snake receives the action of saw)

Rose wears goggles. (goggles receives the action of wears)

 

Sometimes the direct object tells the result of an action.

Examples:

Tecla won the race.

She received a trophy.

 

To find the direct object first find the verb. Then ask whom or what after the verb.

Examples:

Christine saw a snake.                             Rose wears goggles

Verb: saw                                                  verb: wears

Saw what? a snake                                  wears what? goggles

Tecla won the race                                   She received a trophy

Verb: won                                                 verb: received

Won what? the race                                received what? a trophy

 

Remember, we said earlier that a verb that has a direct object is called a transitive verb and a verb that does not have an object is called an intransitive verb. We also said that a verb may be intransitive in one sentence and transitive in another. Other verbs are strictly intransitive like disagree.

 

Indirect objects

 

The indirect object refers to a person or thing who receives the direct object. They tell us for whom or to whom something is done. Others tell to what or for what something is done.

Examples:

I gave him the book.

He is the indirect object as he is the beneficiary of the book.

 

Direct object or adverb?

 

Direct objects are sometimes confused with adverbs. The direct object tells what or whom as we have seen earlier. Adverbs on the other hand tell how, where, when or to what extent. They modify the verbs.

Examples:

Brian Swam slowly. (slowly is an adverb telling how)

Brian Swam a tough race. (race is a direct object telling what).

 

Verbs can also be followed by a phrase that tells how, when, or where. This kind of a phrase is never a direct object but an adverbial phrase.

Example:

Brian swam across the pool. (a cross the pool tells where Brian Swam).

 

Therefore, to decide whether a word or a phrase is a direct object or adverb, decide first what it tells about the verb. If it tells how, where, when or to what extent, it is an adverb. If it tells what or whom, it is a direct object.

 

Exercise 2

 

Identify the objects or the adverbs/adverbial phrases in the following sentences. If the sentence has two objects, indicate the direct object and the indirect object.

  1. Nanu sings pop music.
  2. Nanu sings sweetly.
  3. He spoke very quietly.
  4. I have read that book three times.
  5. She has gone to the bank.
  6. David gave her a present.
  7. David disagreed bitterly.
  8. The player sat on his heels.
  9. She made a list of the items to buy.
  10. They offered him help.

 

Complements

 

Some sentences do not take objects or adverbs (or adverbial phrases) after the verbs. Instead, they take complements. A complement is the part of the sentence that gives more information about the subject (subject complement) or about the object (object complement) of the sentence.

 

Subject complements

 

Subject complements normally follow certain verbs like be, seem, look, etc.

Examples:

He is British. (British gives more information about he)

She became a nurse. (nurse gives more information about she)

 

Object complements

 

Object complements follow the direct objects of the verb and give more information about those direct objects.

 

Examples:

They painted the house red. (red is a complement giving more information about the direct object house)

She called him an idiot. (an idiot is a complement giving more information about the direct object he).

 

The complement often consists of an adjective (e.g. red) or a noun phrase (e.g. an idiot) but can also be a participle phrase.

Example:

I saw her standing there. (standing there is a complement telling more about her).

 

Exercise 3

 

Pick out the complements in the following sentences and indicate whether subject, object or participial complements.

  1. The tourist is a German citizen.
  2. She seems a very arrogant lady.
  3. You look tired.
  4. They painted the car green.
  5. James nicknamed Lucy the queen.
  6. I saw him stealing the mango.
  7. They beat the thief senseless.
  8. The priest looks a kind person.
  9. We left her crying.
  10. Job left her trembling.

 

TYPES OF SENTENCES

 

Sentences can be categorised in terms of structure or in terms of purpose.

 

  • In terms of structure

                       

Sentences can be categorised into 3 main types:

  • Simple sentences
  • Compound sentences
  • Complex sentences.

 

  • Simple sentences

 

A simple sentence contains a single subject and predicate. It describes only one thing, idea or question, and has only one verb. It contains only an independent (main) clause.

Any independent clause can stand alone as a sentence. It has a subject and a verb and expresses a complete thought.

Examples:

Bill reads.

Jack plays football.

 

Even the addition of adverbs, adjectives and prepositional phrases to a simple sentence does not change its structure.

Example:

The white dog with the black collar always barks loudly.

Even if you join several nouns with a conjunction, or several verbs with a conjunction, it remains a simple sentence.

Example:

The dog barked and growled loudly.

 

  • Compound sentences

 

A compound sentence consists of two or more simple sentences joined together using a co-ordinating conjunction such as and, or or but.

Example:

The sun was setting in the west and the moon was just rising.

 

Each clause can stand alone as a sentence.

Example:

The sun was setting in the west. The moon was just rising.

 

Every clause is like a sentence with a subject and a verb. A coordinating conjunction goes in the middle of the sentence; it is the word that joins the two clauses together.

Other examples:

I walked to the shops, but my wife drove there.

I might watch the film, or I might visit my aunt.

My friend enjoyed the film, but she didn’t like the actor.

 

Note

 

Two simple sentences should be combined to form one compound sentence only if the ideas they express are closely related. If the ideas are not closely related, the resulting sentence may not make sense.

Examples:

Incorrect: The car is old, and Dan likes sociology.

Correct: The car is old, but it functions superbly.

 

Punctuating compound sentences

 

When writing some compound sentences, a comma is used before the conjunction. The comma tells the reader where to pause. Without a comma, some compound sentences can be quite confusing.

Examples:

Confusing: Jane studied the specimen and her sister took notes.

(The sentence might cause the reader to think that Jane studied both the    specimen and her sister)

Better: Jane studied the specimen, and her sister took notes.

(The comma makes the sentence to be clear)

 

Sometimes the parts of a compound sentence can be joined with a semicolon (;) rather than a comma and a conjunction.

Example:

Jane studied the specimen; her sister took notes.

 

Never join simple sentences with a comma alone. A comma is not powerful enough to hold the sentences together. Instead use a semicolon.

 

Example:

Incorrect: My father enjoyed the meal, he didn’t like the soup.

Correct: My father enjoyed the meal; he didn’t like the soup.

Correct: My father enjoyed the meal, but he didn’t like the soup.

 

  • Complex sentences

 

A complex sentence contains one independent (main) clause and one or more subordinate (dependent) clauses. They describe more than one thing or idea and have more than one verb in them. They are made up of more than one clause, an independent clause (that can stand by itself) and a dependent clause (which cannot stand by itself).

Example:

The picture looks flat because it is colourless.

(The picture looks flat is the independent (main) clause whereas because it is colourless is the subordinate (dependent) clause)

 

What is a clause?

 

A clause is a group of words that contains a verb and its subject. There are two types of clauses – main clauses and subordinate clauses.

 

Main clauses

 

A main clause is a clause that can stand as sentence by itself. A compound sentence contains two or more main clauses, because it is made up of two or more simple sentences. Each of these simple sentences is a main clause.

Example:

Robots operate machines, and they solve many labour problems.

Robots operate machines and they solve many labour problems are both main clauses. They are also simple sentences. Main clauses are sometimes called independent clauses.

 

Subordinate clauses

 

Subordinate clauses are clauses that do not express a complete thought. So they cannot stand by themselves.

Examples:

If technology will improve                                            When robots can do the work

While electronics will work                                           After the system is complete.

 

None of the above clauses express a complete thought. They are sentence fragments that leave the reader wondering then what?

 

Subordinate clauses are introduced by subordinating conjunctions such as if, when, while, and after.

 

Other examples of subordinating conjunctions:

although                                     because                           so that                   until

as                                                before                             than                       whatever

as if                                             in order that                   though                   wherever

as long as                                    provided                         till                          whenever

as though                                   since                                unless                    where

Now we can understand a complex sentence better. We have said that it contains one main clause and one or more subordinate clauses.

 

Main clause                                                     subordinate clause

The bell started ringing                                  before we were out of bed.

The battery needs recharging                        so that it can work tonight.

 

The subordinate clause can sometimes appear before the main clauses.

Examples:

When the power failed, the computer stopped.

Before you know it, your flat screen television will be stolen.

 

The subordinate clause can also sometimes appear in between the sentence.

Example:

The medicine man, who knew many tricks, cheated the man that he had been bewitched.

 

Types of subordinate clauses

 

Subordinate clauses may be used in sentences as adjectives, adverbs and nouns in complex sentences. Such clauses are called adjectival, adverbial and noun clauses respectively. They add variety to one’s writing. They can also make one’s writing more interesting by adding details.

Examples:

Without subordinate clause: The bushman told us about the hidden cave.

With subordinate clause: The bushman, who knew the forest well, told us about the hidden cave.

 

  • Adjectival clauses

 

An adjectival clause acts as an adjective in a sentence, that is, it modifies a noun or a pronoun.

Examples:

The bushman, who knew the forest well, told us about the hidden cave.

(who knew the forest well is an adjectival clause that modifies the noun bushman).

The bushman told us a legend that involved the cave. (that involved the cave is an adjectival clause that modifies the noun legend).

An adjective clause usually comes immediately after the noun it modifies.

More examples:

People still search for the treasure that the pirate hid.

 

As can be seen from the above examples, adjectival clauses, like adjectives, modify nouns or pronouns answering questions like which? or what kind of?

Adjective                                                          Adjective clause

The red coat                                                    the coat which I bought yesterday

 

Like the adjective red the adjectival clause which I bought yesterday modifies the noun coat. Note than an adjectival clause usually comes after what it modifies while an adjective comes before.

 

Relative pronouns

 

Besides use of subordinating conjunctions, adjectival clauses can be introduced by relative pronouns. Relative pronouns are the words who, whom, whose, that and which. These words relate the subordinate clauses to the word it modifies in the main clause.

Examples:

The books that people read were mainly religious.

Some fire-fighters never meet the people whom they save.

The meat which they ate was rotten.

 

In the last sentence, the relative clause (called so because it is introduced by the relative pronoun which) which they ate modifies the noun meat and answers the question which meat?

More examples:

They are searching for the one who borrowed the book.

 

The relative clause who borrowed the book modifies the pronoun one and answers the question which one?

 

Besides relating the adjectival clause to a noun or pronoun in the main clause, a relative pronoun may also act as the subject, object, predicate pronoun, or object of a preposition in the clause.

Examples:

Subject: This is the forest that has a secret cave.

(that is the subject of has)

Object: The map, which you saw, guides the way.

(which is the object of saw)

Object of a preposition: The map leads to the cave of which the bushman spoke.

(which is the object of the preposition of)

 

In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjectival clause, but you should usually include the relative pronoun in formal academic writing.

Examples:

Formal: The books that people read were mainly religious.

Informal: The books people read were mainly religious.

Formal: The map which you saw guides the way.

Informal: The map you saw guides the way.

 

But never omit the relative pronoun if it is in the clause.

Examples:

Correct: This is the forest that has a secret cave.

Incorrect: This is the forest has a secret cave.

 

Commas are put around adjectival clauses only if they merely add additional information to a sentence.

Example:

The map, which you saw, shows the way.

This adjective clause can be left out without affecting the grammatical structure of the sentence. It is merely adding information to the sentence by telling us which map?

The map shows the way.

 

 

 

  • Adverbial clauses

 

An adverbial clause is a subordinate clause which takes the place of an adverb in a sentence. Just like adverbs and adverbial phrases, adverbial clauses answer the questions where, when, how, to what extent, with what goal/result and under what conditions. In addition, an adverbial clause may tell why.

Note how an adverb clause can replace an adverb and an adverbial phrase in the following example:

Adverb: The Prime Minister gave a speech here.

Adverbial phrase: The Prime Minister gave a speech in the afternoon.

Adverbial clause: The Prime Minister gave a speech where the workers were striking.

Usually, an adverbial clause is introduced by a subordinating conjunction like because, when, whenever, where, wherever, since, after and so that.

Note that a subordinate adverb clause can never stand alone as a complete sentence.

Example:

after they left dining hall

 

The above adverbial clause will leave the reader asking what happened after they left the dining hall?

Adverbial clauses express relationships of cause, effect, place, time and condition.

 

Cause

 

Adverb clauses of cause answer the question why?

Example:

Njoroge wanted to kill his uncle because he had murdered his father.

 

Effect

Adverbial clauses of effect answer the question with what goal/result?

Example:

Njoroge wanted to kill his uncle so that his father’s murder would be avenged.

 

Time

 

Adverbial clauses of time answer the question when?

Example:

After Njoroge’s uncle married his mother, he wanted to kill him

 

Condition

 

Adverbial clauses of condition answer the question under what conditions?

Example:                            

If the uncle cooperates, Njoroge may decide to pardon him.

 

Place

Adverbial clauses of place answer the question where?

Example:

Njoroge organised a demonstration where his father’s murder occurred.

 

Note that an adverbial clause can appear either before or after the main clause of the sentence.

 

  • Noun clauses

 

A noun clause is a clause which takes the place of a noun or a noun phrase. It can be used in any way that a noun is used. That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence. Just like a noun, a noun clause answers the questions who, when, or what?

Examples:

As subjects

Noun: Kamau is unknown

Noun phrase: Their destination is unknown

Noun clause: Where they are going is unknown.

The noun clause where they are going is the subject of the verb is.

 

As objects

Noun: I know French.

Noun phrase: I know the three ladies.

Noun clause: I know that Latin is no longer spoken as a native language.

In the first sentence, the noun French acts as the direct object of the verb know. In the third sentence, the entire clause that Latin is no longer spoken as a native language is the direct object of the verb know.

 

As objects of the preposition                                    

Noun: He talked about him.

Noun phrase: He talked about the funny items.

Noun phrase: He talked about what you bought at the supermarket.

In the first sentence the pronoun him is the object of the preposition about. In the third sentence, what you bought at the supermarket is the object of the preposition about and answers the question about what?

 

As predicate nouns

Her first day in school was what shaped her life.

The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school.

 

 

 

 

Words often used to introduce noun clauses

 

that                                         when                                 whose

what                                       whatever                           whoever

how                                        who                                   whoever

where                                     whom

 

Note

 

You cannot tell the kind of a clause from the word that introduces it. You can tell the kind of clause only by the way it is used in a sentence. If the clause is used as a noun, it is a noun clause. If the clause is used as a modifier, it is an adjectival clause or an adverbial clause.

Examples:

Whoever built the house was not an expert. (noun clause as a subject)

No one knew where he came from. (noun clauses a direct object)

He left the construction site whenever he wished. (as an adverbial clause)

This is the layout which he left behind. (as an adjectival clause).

 

Exercise 4

 

Identify the following sentences as simple, compound or complex. If it is a complex sentence, indicate whether it has an adjective, an adverb or a noun subordinate clause.

  1. The hotel is not very old.
  2. The hotel is not very old; it was constructed in 1987.
  3. It has a strange name, but it attracts many tourists.
  4. Whoever broke the mirror will have to pay for it.
  5. The Gor Mahia fans hope that the team will win again.
  6. Did I tell you about the author whom I met?
  7. They are searching for the man stole the cow.
  8. People began riding horses at least five thousand years ago.
  9. Some people watch the moon as though it affects their lives.
  10. Some superstitions developed when people felt helpless about the world around them.
  11. The parachute was really a sail that was designed for skiing.
  12. The moon orbits the earth every 291/2
  13. My dog loves bread crusts.
  14. I always buy bread because my dog loves the crusts.
  15. Whenever lazy students whine, Mrs. Ndegwa throws pieces of chalk at hem.
  16. The lazy students whom Mrs. Ndegwa hit in the head with pieces of chalk complained bitterly.
  17. My dog Shimba, who loves bread crusts, eats them under the kitchen table.
  18. A dog that drinks too much milk will always be alert.
  19. You really do not want to know what Aunt Lucy adds to her stew.
  20. We do not know why, but the principal has been away from school for two months.
  • In terms of purpose

 

We have seen how sentences are categorised into simple, compound and complex depending on their internal structures. Now, we shall see how they can be categorised in terms of purpose.

There are five kinds of sentences classified according to their end marks and the different jobs they do:

  • Declarative sentences
  • Interrogative sentences
  • Exclamatory sentences
  • Imperative sentences
  • Conditional sentences

 

  • Declarative sentences

 

A declarative sentence simply states a fact or argument without requiring either an answer or action from the reader or listener. It is punctuated with a simple period. (fullstop)

Examples:                                                                                              

Nairobi is the capital of Kenya

He asked which path leads back to the park.

Deserts are dry.

 

The declarative sentence is the most important type of sentences. You can write an entire essay or report using only declarative sentences, and you should always use them for more often than any other type. Some declarative sentences contain indirect questions but this does not make them into interrogative sentences.

Examples:

He asked which path leads back to the park.

 

  • Interrogative sentences

 

An interrogative sentence asks a direct question and always ends in a question mark.

Examples:

How many roads lead into Mombasa city?

Does money grow on trees?

Do you like deserts?

 

Note that an indirect question does not make a sentence interrogative.

Examples:

Direct/interrogative

When was professor Saitoti the Vice President of Kenya?

 

Indirect/Declarative

I wonder when Professor Saitoti was the Vice President of Kenya.

 

A direct question requires an answer from the reader or listener, while an indirect question does not. A special type of direct questions is the rhetorical question. A rhetorical question is one that you do not expect the reader or listener to answer.

Example:

Why did the Mau Mau war take place? Some people argue that it was simply a way of Kenyan Africans saying “enough is enough”.

Rhetorical questions can be very effective way to introduce new topics or problems in one’s writing or speech. But if you use them too often, you sound patronising or even monotonous or mediocre!

 

  • Exclamatory sentences

 

An exclamatory sentence expresses strong feeling, emphasis or emotion. It is actually a more forceful version of a declarative sentence that is marked at the end with an exclamation mark.

Examples:

It was so cold!

How beautiful this picture is!

You look so lovely tonight!

Exclamatory sentences are vey common in speech and sometimes in writing (but rarely).

Note that an exclamation mark can appear at the end of an imperative sentence, but this does not make it into an exclamatory sentence.

 

 

  • Imperative sentences

 

An imperative sentence gives a direct command to someone. This sentence can end either with a period or with an exclamation mark, depending on how forceful the command is.

Examples:

Sit!

Read this book tomorrow.

Always carry water.

Wash the windows!

 

Note

 

You should not usually use an exclamation mark with the word “please”.

Example:

Close that door, please!

Please close that door.

In an imperative sentence, you is always the subject. It is usually not stated in the sentence. We say that you is the “understood” or “implied” subject.

Examples:

(You) Please bring my camera.

(You) Take your medicine before going to bed.

 

 

  • Conditional sentences

 

A conditional sentence expresses what one would to if a condition were or were not met.

The condition in the conditional if-clause will determine the fulfilment of the action in the main clause.

Examples:

If I had a million dollars, I would buy a Hummer.

John would be very successful if he had more brains.

In sentence 1, the condition of having a million dollars will determine whether the speaker will buy a hummer or not. In sentence, the condition of John not having more brains determines that he is not very successful.

 

 

Exercise 5

 

Label each of the following sentences declarative, imperative, exclamatory, interrogative or conditional

  1. There is a terrible storm tonight.
  2. Try to cover yourself with a blanket.
  3. How strong the winds are!
  4. If the storm continues, we shall have to go down into the bunker.
  5. Do you think it will rip off the roof?
  6. Look at that that flash of lighting!
  7. What an amazing sight that is!
  8. The night looks dark and scary.
  9. Please tell the children to stop screaming.
  10. Susan will sit beside me if the storm continues.
  11. We are hopeful all will be well.
  12. Dive under the table if it breaks the roof.
  13. How will I find my way?
  14. Can I take a glass of water?
  15. John wants to know what will happen if our house collapses.
  16. There goes the thunder!
  17. We shall have to move to another city if we get out of this alive.
  18. Tell me a good city where we can move to.
  19. The storm is subsiding.
  20. Hooray! Safety at last!

 

DIRECT AND INDIRECT SPEECH

 

DIRECT SPEECH

 

    Direct speech is used to give a speaker’s exact words.  It is also referred to as direct quotation.

 

Direct speech is always enclosed within quotation marks.

Examples:

Hemedi announced,  “My aunt works in a biscuit factory ”

“Creating jobs will be my first priority” the governor said.

 

A comma always separates the quoted words from the speaker’s name, whether the name comes before or after the quotation

Examples:

Jim asked “Who are you voting fir?”

“I don’t know yet” answered Carol.

 

A direct quotation always begins with a capital letter

Example:

Senator Karabba said, “You must believe in the new constitution”.

 

When a direct quotation is divided by speech tags, the second part of the quotation must begin with a small letter.

Example:

“Register to vote,” said the senator, ‘before the end of the day”.

 

If the second part of the quotation is a complete sentence, the forst kword of this sentence is capitalized.

Example:

“I did register,” said Carol. “It took only a few minutes”

 

Commas and full stops are placed inside quotation marks

Example:

“Last night,” said Joyce,” I listened to a debate”

 

Quotation marks and exclamation marks are placed inside a quotation mark if they belong to the quotation.  If they do not, they are placed outside the quotation.

Examples:

Joyce asked, “Whom are you voting for?

Did Carol say, “I don’t know yet’?

I can’t believe that she said, “I don’t know yet’!

 

Speech tags may appear before, in the middle or at the direct speech.

Examples:

He said, “You know quite well that you have to vote”

“You know quite well, he said, “that you have to vote”.

“You know quite well that you have to vote,” he said.

 

Exercise 6

 

Rewrite the following sentences correctly in direct speech.  Ensure you puntuiate them accordingly.

  1. John said there was a terrible accident in Nairobi.
  2. Petro added it happened in Umoja Estate.
  3. it involved a train and a bus added John
  4. sarah asked did anyone die
  5. No one died, but the railway line was destroyed answered Peter
  6. Over the months said John the railway line has been rebuilt
  7. How lucky that no one died exclaimed sarah
  8. I think kthey shoul put a railway-crossing sigh board

Petro said  it would help bus0drivers a lot

  1. Or they shoul put bumps on both sides of the railway line to slow down the buses John suggested
  2. Who knows what might happen next wondered Sarah

 

INDIRECT SPEECH

 

 Indirect speech is used to refer to a person’s words without quoting him or her exactly.  It is also referred to as indirect quotation or reported speech. The original spoken words are not repeated.

The exact meaning is given without repeating the speaker’s words.

Example:

Direct speech:  The governor said, “Creating new jobs will be my first priority”

Indirect speech: The governor said that creating new jobs would be his first priority.

 

Several changes do occur when changing a sentence from direct to indirect speech

 

  1. Quotation marks

Quotation marks are left out when writing a sentence in direct speech.

Example:

Direct:  Hemedi announced, “My aunt works in a biscuit factory”

Indirect: Hemedi announced that his aunt worked in a biscuit factory.

 

  1. Tense – The tense of a verb in the direct sentence will change in indirect speech

Examples:

  1. Simple present changes to past simple

Direct: John said, “She goes to school early”

Indirect: John said that she went to school early.

 

  1. Simple past changes to past perfect

Direct:  John said, “She went to school early”

Indirect: John said that she had gone to school early.

 

  1. Present progressive changes to past progressive

Direct:  “The baby is eating a banana,” the  nurse said.

Indirect:  The nurse said that the baby was eating a banana.

 

  1. Present perfect changes to past perfect

Direct:  “South Sudan has become a republic,” the new president declared.

Indirect:  The new president declared that South Sudan had become a republic

 

  1. Past progressive changes to past perfect progressive

Direct: “ I was dreaming when the fire started,” the boy said.

Indirect:  The boy said the he had been dreaming when the fire started.

 

  1. Future simple changes to modal

Direct:  “I will visit you tomorrow,” my desk mate said.

Indirect: My desk mate said the he would visit me the following day.

 

  1. May changes to might

Direct: : I may also visit you too,” I replied.

Indirect:  I replied that I might also visit him too.

 

Sometimes the verb in indirect speech does not change tense.  This occurs in sentences that are universal truths

Direct: Our Geography teacher said “The earth rotates round the sun”

Indirect:  Our Geography teacher said that the earth rotates round the sun

 

Words referring to place also change

Examples:

Direct:  “I live here,” retorted the old man.

Indirect: The old man retorted that he lived there

 

Direct:  “This place stinks,” noted the boy.

Indirect:  The boy noted that that place stunk.

 

Words referring to time also change

Examples:

Direct: “I will visit you tomorrow,” he shouted.

Indirect:  He shouted that he would visit me the following/next day

Direct :  “ He died last year,” the policeman reported.

Indirect:  The policeman reported that he had dies the previous year/ the year before.

 

Demonstrative pronouns also change:

Examples:

Direct:  “This book is mine,” Jane claimed.

Indirect:  Jane claimed that that book was hers.

Direct:  “These are hard times,” observed the president.

Indirect:  The president observed that those were hard times.

 

Pronouns also change when rewriting a sentence from direct to indirect speech.

Examples:

Direct: “My car is better than yours,” the teacher bragged.

Indirect:  The teacher bragged that his/her car was better that his/hers/theirs.

 

 

Exercise 7

Change the following sentences from Direct to Indirect speech.

  1. “Did you see the fire at the West gate Mall?” asked Joel.
  2. Njagi said,” Ten fire-engines arrived in fifteen minutes.”
  3. Patty exclaimed, “It destroyed an entire block of building!”
  4. “One fire fighter was slightly injured,” said Joel.
  5. Njagi said, “Several people working in the building escaped unhurt.”
  6. “Tell me what will happen to them,” said Patty.
  7. “Other people are giving them food and clothes,” replied Joel.
  8. Njagi added,” They are resting in the school for now.”
    “These terrorists will finish us!” exclaimed Patty.
  9. “Don’t worry,” Joels aid “They will be apprehended tomorrow”.

 

 

QUESTION TAGS

 

A question tag or a tag question is a phrase that is added at the end of a statement to turn into a question.  When a speaker uses a question tag at the end of a statement, he/she is seeking for approval, confirmation or correction.

Examples:

APPROVAL:  I look smart today, don’t I?  Yes you do.

CORFIRMATION: These are the new students, aren’t they?  Yes they are.

CORRECTION:  I paid your money yesterday, didn’t I ? No you didn’t

 

Many learners face a problem of supplying the correct question tags to sentences.  This is because they fail to observe the following rules of question tags:

  1. A comma must be put to separate the statement with the question tag. A question mark must be placed at the end of the question tag.

Examples:

Rufftone has released a new album, hasn’t he?

He is pushing for a decision by tomorrow, isn’t he?

  1. The auxiliary verb in the statement must be repeated in the question tag

Examples:

Neson Mandela was in prison for 27 years, wasn’t he?

The people of South Africa have lost a great hero, haven’t they?

  1. When there is no auxiliary verb in the statement, the appropriate form of the auxiliary verb Do must be used in the question tag

Examples:

Mark Francis wakes up very early, doesn’t he?

Peter Bryan bought an I-pad phone, didn’t he ?

  1. The subject in the statement must be repeated in the question tag. If it is a noun in the statement, it changes to the appropriate pronoun.   If it is a pronoun in the statement, it remains a pronoun in the question tag.

Examples:

Fatou Bensouda is prosecutor in ICC, isn’t she?

She does her work meticulously, doesn’t she?

  1. Wen the statement is positive ( i.e. It does not have the word not in it), the question tag must be negative ( i.e. must use the negative word not) and visa versa.

Examples:

David Rudisha has broken another record, hasn’t he?

Cathrerine Ndereba hasn’t been very active, has she?

Douglas Wakiihuri does not run any more, does he?

Ezekiel Kemboi entertains the audience after winning, doesn’t he?

 

You will note form the above examples that the auxiliary verb is usually contrated (joined) with the negative indicator not when using question tags.

However, this does not apply when using primary auxiliary verb am and the modal auxiliary verbs will and shall. Am does not allow contraction with not, will and shall usually change their forms to allow contraction.

Examples:

WRONG : am the next speaker, amn’t I?

CORRECT:  I am the nest speaker, am I not?

WRONG: They will be late for church, willn’t they?

CORRECT:  They will be late for church, won’t they?

WRONG:  We shall attend the Memorial service, willn’t we?

CORRECT:  we shall attend the memorial service, shan’t we?

 

  1. Whereas there is no inversion in the statement, inversion must occur in the question tag i.e. the auxiliary verb comes before the subject

Examples:

President Uhuru Kenyatta  has won the case, hasn’t he?

Subject verb                         verb                     verb subject

 

He          can  now relax and attend to his duties,  can’t he?

Subject verb                                                                  verb subject

 

  1. For sentences that are inform of requests and commands, the question tags will commonly take the auxiliary verb will or shall followed by the appropriate pronoun.

Examples:

Please help me with your pen, will you?

Let us go for  a swim, shall we?

Bring me that chair, will you?

Stop that noise, will you?

Kneel down right away, will you?

 

Those are  the rules that govern question tags and if followed well, the learners will not heve any problems with question tags.

 

 

 

 

 

Exercise 8

 

Supply the appropriate question tags in the following sentences.

  1. The marriage caused rupture in her relationship with her mother,……………………..
  2. She didn’t think anyone would be interested in a woman like her,……………………..
  3. The troops are on standby in case chaos erupt,…………………………………
  4. The Prime Minister must take a firm stand against extremist in his party,……………….
  5. I am the best so far,………………………………
  6. The amendments will strengthen the bill,………………
  7. The new tax is tantamount to stealing form the poor,………………
  8. Please send all your remarks to Prof Kibwana as soon as possible,…………………
  9. She raised the gun and pulled the trigger,………………
  10. We need to learn to prioritize,……………..
  11. Get out of this room now,………………
  12. We’ve made a reservation for next week,…………….
  13. Thy couldn’t conceal the secret any more,………………
  14. We shall not accept anything less,………………
  15. I am not a conman,
  16. Jonny wanted to pursue a career in theatre,……………..
  17. Sharon’s parents claim that the house is legally theirs,……………
  18. I haven’t told you my name,……………….
  19. Came and visit us tomorrow,……………………………
  20. Time will tell whether he made the right choice,………………..

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS TO CHAPTER FOUR

 

Exercise 1

 

  1. A huge storm was coming. – sentence
  2. Behind the wattle tree- sentence fragment
  3. After the earthquake – sentence fragment
  4. The wind broke several houses. – sentence
  5. Surprised by a loud noise – sentence fragment
  6. Winds of high speed – sentence fragment
  7. Rescue workers arrived. – sentence
  8. From different parts of the world – sentence fragment
  9. Many people were injured. – sentence
  10. In the weeks after the earthquake – sentence fragment

 

Exercise 2

 

  1. pop music – object
  2. sweetly – adverb
  3. very quietly – adverbial phrase
  4. that book – object, three times – adverbial phrase
  5. to the bank- adverbial phrase
  6. her – indirect object, a present – direct object
  7. bitterly – adverb
  8. on his heels – adverbial phrase
  9. a list of the items to buy – object
  10. help – object

 

Exercise 3

 

  1. a German citizen – subject complement
  2. a very arrogant lady – subject complement
  3. tired – subject complement
  4. green – object complement
  5. the queen – object complement
  6. stealing the mango – participial complement
  7. senseless – object complement
  8. a kind person – subject complement
  9. crying – participial complement
  10. trembling – participial complement

 

Exercise 4

 

  1. Simple sentence
  2. Compound sentence
  3. Compound sentence
  4. Complex – whoever broke the mirror – noun clause
  5. Simple sentence
  6. Complex sentence – whom I met – adjectival clause
  7. Complex sentence – who stole the cow – adjectival clause
  8. Simple sentence
  9. Complex sentence – as though it affects their lives – adverbial clause
  10. Complex sentence – when people felt helpless about the world around them – adverbial clause.
  11. Complex sentence – that was designed for skiing – adjectival clause
  12. Simple sentence
  13. Simple sentence
  14. Complex sentence – because my dog loves crusts – adverbial clause
  15. Complex sentence – whenever lazy students whine – adverbial clause
  16. Complex sentence – whom Mrs. Ndegwa hit in the head with pieces of chalk – adjectival clause
  17. Complex sentence – who loves bread crusts – adjectival clause
  18. Complex sentence – that drinks too much milk – adjectival clause
  19. Complex sentence – what Aunt Lucy adds to her stew – noun clause
  20. Compound sentence

 

Answers to Exercise 5

 

  1. Declarative Declarative
  2. Imperative Imperative/conditional
  3. Exclamatory Interrogative
  4. Conditional Interrogative
  5. Interrogative Declarative
  6. Exclamatory Exclamatory
  7. Exclamatory Conditional
  8. Declarative Imperative
  9. Imperative Declarative
  10. Conditional Exclamatory

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE

 

CAPITALIZATION AND PUNCTUATION

 

  • Capitalization

 

Capitalization is the writing of a word with its first letter as an upper case and the remaining letters in lower case. The following are the cases when capitalization is used:

(A) Abbreviations

 

Abbreviations begin with a capital letter.

  • Titles of persons

Examples:

Prof. George Saitoti                            Mr. Stephen Kiama

Dr. Ephantus Maree                            Mrs. Teresa Ndegwa

Lt. James Conary                                 Ms. Jacinta Atieno

Note that all the above abbreviations end with a period. Miss is not an abbreviation, so it doesn’t end with a period.

 

(ii) Words used as addresses

Examples:

St. (street)                                            Blvd. (Boulevard)

Ave. (Avenue                                       Rte. (Route)

Rd. (Road)                                            Apt. (Apartment)

 

(iii) Words used in businesses

Examples:

Co. (Company)                                     Inc. (Incorporation)

Corp. (Corporation)                            Ltd. (Limited)

 

(iv) Some abbreviations are written in all capital letters, with a letter standing for each important word.

Examples:

P.O. (Post Office)                                 USA (United States of America)

P.D. (Police Department)               E.A. (East Africa)

(v) Initials of names of persons

Examples:

E.W. Gichimu                                       D.M. Weyama

W.W. Muriithi                                     Everlyne A. Kira

 

 

  1. Titles of books, newspapers, magazines, TV shows and movies.

Examples:

The Minister’s Daughter (book)                              Tahidi High (TV show)

The Daily Nation( newspaper)                                 Harry Potter (movie)

Drum Magazine (magazine)                                     The Day of the Jackal (book)

Capitalize the first and last words only. Do not capitalize little words such as a,   an, the, but, as, if, and, or, nor etc.

 

(C)Titles of shorts stories, songs, articles, book chapters and most poems.

Examples:

Half a Day (short story)

Kigeugeu (song)

Three Days on Mt. Kenya (short story)

The Noun Clauses (chapter in a book)

Grass Will Grow (a poem)

 

(E) Religious names and terms    

Examples:

God           Allah          Jesus           the Bible             the Koran

Do not capitalize the words god and goddess when they refer to mythological deities.

 

(F) Major words in geographical names

Examples:

Continents – Africa, Asia, Europe, Australia

Water bodies – the Indian Ocean, the Atlantic Ocean, the Nile River, River    Tana, Lake Victoria.

Landforms – the Rocky Mountains, the Aberdares Mountains, the Rift Valley, the Sahara Desert.

Political Units – the Kirinyaga County, the Central Province, Inoi Sub-location.

Public Areas – Nairobi National Park, Wajee Nature Park.

Roads and Highways – Jogoo Road, Kenyatta Avenue, Uganda Road.

 

(G) Names of organisations and institutions

Examples:

Kianjege West Secondary School, United Nations, University of Nairobi, Nairobi Women’s Hospital

Note that here you capitalize only the important words. Do not capitalize such words such as a, in, and of. Do not capitalize such words as school, college, church and hospital when they are not used as parts of names.

Example:

There will be a beauty contest at school.

 

(H) Months, days and holidays

Examples:

June                                                     Labour Day

Tuesday                                               December

Kenyatta Day                                       Mashujaa Day

Do not capitalize names of seasons: autumn, summer, winter, spring

 

  • Languages, races, nationalities and religions

Examples:

Chinese             Kikuyu              Christianity           Caucasian

Bantu                 Nigerian           Muslim                  Oriental

 

(J) The first word of every sentence

           Example:

          What an exciting day it was!

 

 

(K) The pronoun I

             Example:

What should I do next?

 

 

(L) Proper Nouns

              Examples:

Lang’ata Cemetery                               Ann Pauline Nyaguthii

           Kangaita Women’s Group                   Muhigia Teachers Sacco

 

 

(M) Proper Adjectives

               Examples:

We ate at an Italian restaurant

She is a German

 

(N) The first word in greetings and the closing of a letter.

               Examples:

Dear Mark,                                               Yours sincerely,

Dear Bryan,                                              Yours faithfully,

My dear Mum,                                         Very truly yours,

 

(O) Quotations

Examples:

Jamlick exclaimed, “This book would make a great movie!”

Where,” asked the stranger, “is the post office?”

It’s late,” Billy said. “Let’s go home!”

 

(P) First word of each main topic and subtopic in an outline

Examples:

  1. Parts of speech
  2. Nouns

(i) Proper nouns

 

 

Exercise 1

 

Correct all errors of capitalization in the following sentences.

  1. this play is a revision of shakespeare’s earlier play, the merchant of venice.
  2. john kiriamiti wrote my life in crime
  3. i admire women who vie for parliamentary seats
  4. benard mathenge and his wife have travelled to america.
  5. my grandmother grew up in witemere.
  6. the nile river is one of the largest rivers in africa.
  7. each year tourists visit maasai mara national part.
  8. the tv show papa shirandula has attracted many viewers.
  9. uganda and kenya have signed an agreement over the ownership of migingo islands.
  10. our country got it’s independence in december 1963.
  11. on christmas day, all my relatives gathered at my home.
  12. waiyaki is a fictional character in ngugi wa thiongo’s novel, the river between.
  13. the city of mombasa gets its water from river tana.
  14. i would like to become a famous writer like sydney sheldon.
  15. they captured the stark beauty of hell’s gate national park in their movie.

 

  • Punctuation

 

Punctuation is the system of symbols that we use to separate sentences and parts of sentences, and to make their meaning clear. Each symbol is called a punctuation mark. For example (. , ! – : etc)

Punctuation marks can be grouped into:

  • End marks
  • The comma
  • The semicolon and the colon
  • The hyphen
  • The apostrophe
  • Quotation mark

 

  • End Marks

 

There are three kinds of end marks: the full stop (.), the question mark (?), and the exclamation mark (!). End marks show where sentences end.

 

  • The full stop (.)

 

A full stop is used to end a complete sentence. We use a full stop to end:

  • a declarative sentence- a sentence that makes a state

Example:

The highest skyscraper in Nairobi is Times Tower.

 

  • an imperative sentence – a sentence that makes a request or tells someone to do something.

Example:

Please climb the stairs carefully.

Note: An imperative sentence is followed by an exclamation mark when it expresses a strong emotion.

Example:

Be careful!

  • at the end of an indirect question – one that tells what someone asked, without using the person’s exact words.

Example:

The naughty boy wanted to know why there was no mid-term   break.

 

Other uses of the full stop

 

Full stops are also used:

  • after initials and after most abbreviations

Examples:

L.L. Coo J.              Mr. Sammy Njagi               11:00 A.M.

Sept.                          Wed.                                  2hr. 12min

Note that some abbreviations do not require full stops:

Examples:

M (metres)             FM (frequency modulation)                       Km kilometres)

  • after each number or letter that shows a division of an outline or precedes an item in a list.

Examples:

                  Outline                                                     List

1.Parts of speech                           1. Water – borne diseases

  1. Nouns                    Air-borne disease

1.Types of nouns                3. Sexually – transmitted diseases

  1. Uses of nouns 4. Skin diseases
  2. Verbs Hereditary diseases
  3. Types of verbs 6. Lifestyle diseases
  4. Uses of verbs 7. Infectious diseases

 

  • between numerals representing dollars, cents, before a decimal and in percentages

Examples:

$ 25.65                  165.42                           25.3%

 

  • The question mark (?)

 

The question mark is used at the end of an interrogative sentence (a sentence that asks a question).

Examples:

When was the Times Tower built?

Who built it?

 

 

 

 

           (c)The Exclamation mark (!)

 

The exclamation mark is used at the end of the exclamatory sentence and after an interjection. (An exclamatory sentence expresses strong feeling, emotion or emphasis. An interjection is a word or group of words that expresses strong feelings).

Examples:

Exclamatory sentence: Oh, what a tall building it is!

Interjections: Superb! Fantastic! Impressive!

An exclamation mark can also be used at the end of an imperative sentence that expresses strong feeling.

Example:

Sit! And stay in that chair if you know what’s good for you!

 

  • The comma

 

There are a number of uses of the comma in English. A comma generally tells the reader where to pause. They are used:

  • to separate words in a series except the last

The three or four items in a series can be nouns, verbs, adjectives, adverbs, phrases, independent clauses, or other parts of sentences.

Examples:

Nouns: John, Jim, Jack walk to school everyday.

Verbs: He located, patched, and sealed the leak in the tyre.

Adverbs: She walked quickly, steadily, and calmly.

Prepositional phrases: He walked through the park, over the bridge, and onto the streets.

Independent clauses: The match was over, the crowd cheered, and Barcelona received the first- place trophy.

Adjectives: The fresh, ripe fruit was placed in a bowl.

 

Note in the above examples that a comma must be used just before the conjunction.

 

 

  • Before the conjunction in a compound sentence

Some students were taking their lunch, but others were studying.

Marto photographed the accident scene, and he sold the pictures to the newspaper.

Example:

Would she be a lawyer, or would she be a doctor?

 

Note: A comma is not required in very short compound sentence in which the parts are joined by and. However, always use a comma before the conjunctions but and or.

Examples:

 Marto photographed the accident scene and Toni reported it.

Marto photographed the accident scene, but Toni reported it.

 

Note also:  A comma is not required before the conjunction that joins the parts of a compound verb unless there are more than two parts.

Examples:

Mary entered and won the beauty contest.

That camera focuses, flashes, and rewinds automatically.

 

  • after introductory words phrases or clauses

Special elements add specific information to a sentence, but they are not essential. A comma is used to separate a special element from the rest of the sentence.

Examples:

Word: Cautiously, he entered the building

Phrase: After his failure, he disappeared from the public scene.

Clause: Because he had practised daily, he presented his new song perfectly.

 

Note: If the pause after a short introductory element is very brief, you may omit the comma.

Examples:

At first he was unsure of his singing ability.

Finally it was his turn.

 

Commas are also used after introductory words such as yes, no, oh and well when they begin a sentence.

Examples:

Well, it’s just too cold out there.

No, it isn’t seven yet.

Oh, you have spilled the milk.

 

  • with interrupters

Interrupters are words that break, or interrupt the flow of thought in a sentence. The commas are used before and after the interrupter to indicate pauses.

Examples:

I didn’t expect, however, to lose the job.

So many people, assumed, sing as well as he does.

He was chosen, nevertheless, as the new band leader.

 

  • to set off nouns of direct address

Examples:

Yes, Kamau, you can borrow my book.

Serah, do you know where I kept my phone?

How is your leg, grandpa?

 

  • to set off the spoken words in a direct sentence or quotation from the speech tag

            Examples:

Jackson said, “After my injury I had to learn to walk again.”

“The therapists urged me to keep trying,” he continued.

If the speech tag interrupts the spoken words commas are used after the last word of the first part of the spoken words and after the last word in the speech tag.

Example:

“After a while,” he added, “I was walking without a cane”.

 

Note: When a sentence is indirect or reported, no commas are used.

Example:

He added that after a while he was walking without a cane.

 

  • when writing dates

Place a comma after the day of the month.

Examples:

July 3, 1965                           December 12, 2010

 

  • when referring to geographical location.

Place a comma between the name of the town or city and the name of the state, district, or country.

Examples:

Kibingoti, Kirinyaga County                          Mombasa, Kenya

 

  • after the closing of a friendly or business letter.

Examples:

Dear Rose,                                                      Yours sincerely,

 

  • The semicolon (;) and the colon(:)

 

  • The semicolon (;)

 

The semicolon is used:

  • to separate the parts of a compound sentence when no conjunction is used.

 Example:

 Mountain climbing is exciting; it can also be dangerous.

 

Note that the semicolon replaces the comma and the coordinating conjunction.

Conjunctions that are commonly replaced by semicolons are and, but, or, for, and nor.

 

  • before a conjunctive adverb that joins the clauses of a compound sentence (conjunctive adverbs are words like therefore, however, hence, so, then, moreover, nevertheless, yet, consequently, and besides).

 Example:

The competition takes place in July; however, I prefer August.

 

  • to separate the parts of a series when commas occurs within the parts.

Example:

Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica.

 

  • The colon (:)

 

The colon is used:

  • to introduce a list of items

Example:

My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons.

 

  • after the greeting of a business letter

Example:

Dear Mr. Mututho:

  • between numerals that represent hours and minutes and between chapter and verse in a biblical reference

Examples:

9:00 A.M.                               6:00 P.M.                               Exodus 2:1-3

 

  • The Hyphen (-)

 

The hyphen is used:

  • to divide a word at the end of a line of writing.

Note that only words with two or more syllables may be divided at the end of a line and words should be divided only between syllables.

Example:

When walking along the streets of Naivasha Town, he met his friend, Waina

ina.

Never divide a word of one syllable and do not divide words to leave a single letter at the end or beginning of a line.

Incorrect: attraction

Correct: attraction.

 

  • in compound adjectives that come before the nouns they modify and in certain compound nouns.

Examples:

Samuel Wanjiru was a worldfamous athlete.

She is my sisterinlaw.

 

  • in compound numbers from twenty-one through ninety-nine and in fractions.

Examples:

seventythree relatives                                              onequarter full

 

 

  • The Apostrophe (’)

The apostrophe is used:

  • to form the possessive of a singular noun

Add an apostrophe and an s.

Examples:

the babys cot               Jamess car                         Josephs radio

 

  • to form the possessive of a plural noun that does not end in s

Add an apostrophe and an s.

Examples:

childrens                        mens                                      womens

 

  • to form the possessive of a plural noun that ends in s – Add only the apostrophe.

Examples:

tricksters                                                         tenants

 

  • to form the possessive of an indefinite pronoun

Use an apostrophe and an s.

Examples:

everybodys                     somebodys                              nobodys

Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs.

  • in names of organisations and business,

Show possession in the last word only

Example:

the United Nations brochure

 

  • in hyphenated terms

Show possession in the last word only.

Example:

My mother-in-laws photograph album

 

  • in cases of joint ownership

Show possession in the last word only.

Example:

Peter and Patricks Limousine

 

  • in forming contractions

In contractions, apostrophes replace omitted letters.

Examples:

shes = she is                   arent = are not                             I’m = I am

its = It is                            isnt = is not                                          we’ll = we will

cant = cannot                  wont = will not                                     they’ve = they have

 

  • To show that part of a date has been omitted

Examples:

The tribal clashes of 08 (the tribal clashes of 2008)

The82 coup attempt (the 1982 coup attempt)

 

  • Quotation Marks (“ “)

 

The quotation marks are used:

  • to enclose the spoken words in a direct sentence. Indirect sentences need no quotation marks.

Example:

Direct speech: The presidential candidate promised, “Creating new jobs for the youths will be my first priority.”

Indirect speech: The presidential candidate promised that creating new jobs would be his first priority.

Note:

  • Always begin a direct quotation with a capital letter.

Example:

The minister said, “You must conserve our environment.”

 

  • When the spoken words are divided by the speech tag, begin the second part of the quotation with a small letter.

Example:

“Bring me the money,” said the moneylender, “before the end of the day.”

If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized.

Example:

“I am scared,” said the borrower. “That moneylender is a brute.”

 

(iii) Place commas and fullstops inside quotation marks

Place semicolons and colons outside quotation marks.

Examples:

“Last month,” the borrower explained, “I borrowed some money from the moneylender.

Carol said to the borrower, “And you refused to repay back on time”; however, the borrower did not agree.

These candidates were suggested in the article “Our Country’s Future”: Raila Odinga, Uhuru Kenyatta, William Ruto, and Martha Karua.

 

  • Place question marks and exclamation marks inside quotation marks if they belong to the quotation. Place them outside if they do not belong to the quotation.

Examples:

Carol asked, “How much money did you borrow?

Did the borrower say, “I can’t remember”?

“You are a fool!” exclaimed Carol.

 

(v) Use single quotation marks to enclose a title or quotation within a quotation.

Example:

Carol heard the borrower say, I can’t rememberbefore she lost her temper.

If the tile or quotation within the quotation ends the sentence, use both the single and the double quotation marks after the last word of a sentence.

Example:

Carol heard the borrower say, I can’t remember.’”

 

  • In a quotation of more than one paragraph, use quotation marks at the beginning of each paragraph and the end of the final paragraph.

 

Exercise 1

 

Punctuate each of the following sentences appropriately.

  1. He earned about three million dollars that year
  2. You know who Jomo Kenyatta was, don’t you
  3. What a wonderful and inspired leader he was
  4. He was also a person who helped many people
  5. Some people write stories but others write poems.
  6. Try to write a concise informative and interesting letter.
  7. Also make sure your letter as a heading an inside address a salutation a body a closing and your signature.
  8. One of the most exciting modern developments I believe is the computer.
  9. Today is July 2 2011. I will never forget this date.
  10. I have lived in Sagana Kirinyaga County since 2008.
  11. Try submitting your work to these Publishers Longhorn Publishers Jomo Kenyatta Foundation or Oxford University Press.
  12. Remember a writing career requires the following traits confidence perseverance and a thick skin!
  13. Long ago people used hand sharpened straws or reeds as pens.
  14. Fountain pens were invented in our great grandparents time
  15. Soft tip pens and rolling ball pens were invented twenty five years ago
  16. What would you do if you couldn’t build a house for yourself
  17. Youd find someone who could built It for you wouldn’t you.
  18. These archives are important to modern historians research.
  19. In his play shreds of tenderness, John Ruganda said people who have never lived through a coup d’etat have romantic ideas about it.
  20. Mureithi said a short letter to a friend is an insult.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWERS TO CHAPTER FIVE

 

Exercise 1

 

  1. This play is a revision of Shakespeare’s earlier play, The Merchant of Venice.
  2. John Kiriamiti wrote My life in Crime.
  3. I admire women who vie for parliamentary seats.
  4. Bernard Mathenge and his wife travelled to America.
  5. My grandmother grew up in Witemere.
  6. The Nile River is one of the largest rivers in Africa.
  7. Each year tourists visit Maasai Mara National Park.
  8. The TV show Papa Shirandula has attracted many viewers.
  9. Uganda and Kenya have signed an agreement over the ownership of Migingo Islands.
  10. Our country got independence in December, 1963.
  11. On Christmas Day, all my relatives gathered at my home.
  12. Waiyaki is a fictional character in Ngugi wa Thiongo’s novel, The River
  13. The city of Mombasa gets its water from River Tana.
  14. I would like to become a famous writer like Sidney Sheldon.
  15. They captured the stark beauty of Hell’s Gate National Park in their movie.

 

Exercise 2

 

  1. He earned about three million dollars that year.
  2. You know who Jomo Kenyatta was, don’t you?
  3. What a wonderful and inspired leader he was!
  4. He was also a person who helped many people.
  5. Some people write stories, but other write poems.
  6. Try to write a concise, informative, and interesting letter.
  7. Also make sure that your letter has a heading, an inside address, a salutation, a body, a closing, and your signature.
  8. One of the most exciting modern developments, I believe, is the computer.
  9. Today is July 2, 2011. I will never forget this date.
  10. I have lived in Sagana, Kirinyaga County, since 2008
  11. Try submitting your work to the following publishers: Longhorn Publishers, Jomo Kenyatta Foundation, or Oxford University Press.
  12. Remember, a writing career requires the following traits: confidence, perseverance, and a thick skin!
  13. Long ago, people used hand – sharpened straws and reeds as pens.
  14. Fountain pens were invented in our great – grandparents’ time.
  15. Soft-tip pens and rolling-ball pens were invented twenty-five years ago.
  16. What would you do if you couldn’t build a house for yourself?
  17. You’d find someone who could build it for you, wouldn’t you?
  18. These archives are important to modern historians’ research.
  19. In his play Shreds of Tenderness, John Ruganda said, “People who have never lived through a coup d’etat have romantic ideas about it.”
  20. Mureithi said, “A short letter to a friend is an insult.”

 

 

 

 

 

 

 

2023 FEASSSA Games Medal Winners Per Country- East Africa School Games

2023 FEASSSA Games Medal Winners Per Country- East Africa School Games

 FEDERATION OF EAST AFRICAN SCHOOLS SPORTS ASSOCIATIONS

20th EDITION HUYE, RWANDA

SUMMARY OF 2023 MEDAL WINNERS OF SECONDARY SCHOOL TEAMS

 

 

 

 

S/NO. GAME GOLD SILVER BRONZE MVP
SOCCER BOYS UGANDA UGANDA UGANDA DRAMUKE BENISH (ST HENRY’S KITOVU (UG)
SOCCER GIRLS UGANDA KENYA UGANDA NIYIMWUNGERE PEACE OLGA (ST NOAH GIRLS (UG)
VOLLEYBALL BOYS KENYA UGANDA UGANDA OWINJO SILVER (NAMUGONGO  VOC (UG)
VOLLEYBALL GIRLS KENYA KENYA RWANDA MAKYNE TERRY (KWANTHANZE (Ke)
HANDBALL BOYS UGANDA RWANDA RWANDA NYANZI SHA SHAKIB (KAKUNGULU SS (UG)
HANDBALL GIRLS UGANDA UGANDA RWANDA AKANGOMBE PEACE (GOMBE SS (UG)
HOCKEY BOYS UGANDA KENYA KENYA ISSACK WANJAWA (MUSINGU Ke)
HOCKEY GIRLS KENYA KENYA KENYA VIVIAN ONUNGA (NYAMIRA GIRLS Ke)
NETBALL UGANDA UGANDA UGANDA ASACHA MARIAM (BUDD0 SS UG)
RUGBY 15s UGANDA KENYA KENYA MATHEW MUSASIZI (SMACK)
RUGBY 7s KENYA KENYA UGANDA SIKETA JACKSON (KOYONZO (KE)
BASKETBALL BOYS (5×5) UGANDA RWANDA RWANDA OBRACK JAMES (BUDDO( UG)
BASKETBALL GIRLS (5×5) UGANDA RWANDA RWANDA MARY MOSES AMANIYO (KITENDE UG)
BASKETBALL BOYS (3×3) UGANDA RWANDA KENYA DAVID BARAKA KAMUSINGA (KE)
BASKETBALL GIRLS (3×3) UGANDA UGANDA KENYA TUMUKUNDE OLIVIETTE (ECOLE ST BERNADETTE KAMONYI(RW)
BADMINTON BOYS UGANDA UGANDA UGANDA KIBIRIGE TENDO ARAFAT (KIBULI S (UG)
BADMINTON GIRLS UGANDA UGANDA KENYA NALUTAAYA SWABRAH (MBOGO H SCHOOL (UG)
TABLE TENNIS BOYS UGANGA UGANDA KENYA MBABAZI SAM ANKUNDA (KIBULI SS (UG)
TABLE TENNIS GIRLS UGANDA UGANDA UGANDA NANDUTU JALIA (MBOGO H SCHOOL (UG)
LAWN TENNIS BOYS KENYA TANZANIA UGANDA Conrad Odimo – KEN
LAWN TENNIS GIRLS KENYA TANZANIA UGANDA Cynthia Cheruto – KEN
SWIMMING BOYS UGANDA KENYA RWANDA KAUMI, PENDO (UGANDA TEAM)
SWIMMING GIRLS UGANDA KENYA RWANDA KATEMBA KARIMAH (UGANDA TEAM)
ATHLETICS BOYS KENYA UGANDA TANZANIA –        ALONZO KITAITA (KENYA)

–        OBETE JONATHAN (UGANDA)

ATHLETICS GIRLS KENYA UGANDA RWANDA –        UMUTESIWASE MAGNIFIQUE (RWANDA)

–        ACOLA CAVIN (UGANDA)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FEDERATION OF EAST AFRICA SCHOOLS SPORTS ASSOCIATIONS

20th EDITION HUYE, RWANDA    17TH  – 27TH AUGUST 2023

OVERALL MEDAL STANDING – SECONDARY SCHOOLS

 

RANK COUNTRY GOLD SILVER BRONZE TOTAL
1. UGANDA 17 11 9 37
2. KENYA 8 8 7 23
3. RWANDA 0 4 8 12
4. TANZANIA 0 2 1 03

 

 

SECTERARY GENERAL – FEASSSA

 

 

 

 

 

FEDERATION OF EAST AFRICAN SECONDARY SCHOOLS SPORTS ASSOCIATIONS

20th EDITION HUYE, RWANDA

S/NO. GAME GOLD SILVER BRONZE MVP
SOCCER BOYS RWANDA UGANDA TANZANIA –        ANDREA JOSEPH (ALLIANCE AC (TZ)
SOCCER GIRLS RWANDA TANZANIA UGANDA –        LWANTARE AFUA (BOMBO UMEA (UG)
VOLLEYBALL BOYS UGANDA KENYA TANZANIA –        PARMU LIVINGSTONI (SAMARITHAN UG)
VOLLEYBALL GIRLS TANZANIA KENYA RWANDA –        UWIMANA JOY (KARAGALI RWA)
NETBALL UGANDA TANZANIA KENYA –        CYNDY AWUOR (KENYA)

 SUMMARY OF 2023 MEDAL WINNERS OF PRIMARY SCHOOL TEAMS

 

 

OVERALL MEDAL STANDING – PRIMARY SCHOOLS

RANK COUNTRY GOLD SILVER BRONZE TOTAL
1. UGANDA 2 1 1 4
2. RWANDA 2 0 1 3
3. TANZANIA 1 2 2 5
4. KENYA 0 2 1 3

 

 

SECTERARY GENERAL – FEASSSA

 

 

FEDERATION OF EAST AFRICAN SECONDARY SCHOOLS SPORTS ASSOCIATIONS

20th EDITION HUYE, RWANDA

 

 

S/NO. GAME GOLD SILVER BRONZE MVP
GOAL BALL SNR BOYS TANZANIA KENYA UGANDA  
GOAL BALL SNR GIRLS TANZANIA KENYA UGANDA  
GOAL BALL JNR  BOYS TANZANIA KENYA UGANDA AGAPE MWENDA (KAKONKO (TZ)
GOAL BALL JNR GIRLS TANZANIA UGANDA KENYA EMIMA E.MAFIE (MAZINYUNGU (TZ)

SUMMARY OF 2023 MEDAL WINNERS OF SPECIAL NEEDS TEAMS

 

 

 

 

 

OVERALL MEDAL STANDING – SPECIAL NEEDS TEAMS

RANK COUNTRY GOLD SILVER BRONZE TOTAL
1. TANZANIA 4 0 0 4
2. KENYA 0 3 1 4
3. UGANDA 0 1 3 4

 

SECTERARY GENERAL – FEASSSA

 

 

 

 

 

FEDERATION OF EAST AFRICAN SECONDARY SCHOOLS SPORTS ASSOCIATIONS

20th EDITION HUYE, RWANDA

 

                                                OVERALL MEDAL STANDING

 

RANK COUNTRY GOLD SILVER BRONZE TOTAL
1. UGANDA 18 12 10 40
2. KENYA 8 9 8 25
1. RWANDA 2 4 9 15
2. TANZANIA 1 4 3 8

 

 

SECTERARY GENERAL – FEASSSA

 

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