Name:.………………………………………………………………Adm: ……….Class:………..

Index No: ………………….

Date:………………………..

101/1

ENGLISH

Paper 1 (Functional Skills, Cloze Test and Oral Skills).

Time: 2 Hours

MOKASA 2 JOINT EXAMINATIONS

Kenya Certificate of Secondary Education

101/1

ENGLISH

Paper 1 (Functional Skills, Cloze Test and Oral Skills)

Time: 2 Hours

Instructions to candidates

• Write your name, admission number, class and index number in the spaces
• Answer ALL the questions in this question paper in the spaces provided
• Write legibly and neatly in blue ink. Your answers must be in the English language
• This paper consists of 8 printed pages
• Do not use correction pen or white out. Cross your errors only once
• Candidates should ascertain that all pages are printed and that no questions are missing.   

For examiner’s use only.

1. Imagine you are the secretary of your school’s journalism club. Recently you held a meeting whose agenda included revamping the club, starting a school magazine, starting and interclass writing competition to nurture writing talent. Two issues from the previous meeting were raised. During the meeting, the treasurer and another member sent their apologies while two members failed to turn up without any explanation. The club patron was present during the meeting. Write down the minutes you took during the meeting. (20 marks)

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2. Fill in the blanks spaces in the passage below with an appropriate word. (10 marks)

Probably no type of test question (i) ………………………….. students so much as an essay question. Usually they fear being (ii) …………………………… with questions that demand somewhat lengthy answers (iii) ……………………….. intelligible prose. Essay questions        (iv) ……………………. are necessary because they test for the type (v) …………………… information that objective questions tend to ignore. (vi) ……………………….. essay questions enables the tester to determine a student’s ability to put facts into perspective and to draw subjective conclusions. You should (vii) ………………… an essay with the same care as you would any formal written (viii) ………………………. A careful reading of the question is indispensable. You must determine (ix) …………… what it is the question seeks to discover. It is also good practice to sketch out an (x) …………………… before you begin.

3. Oral Skills (30 marks)

(a) Read the poem below and then answer the questions that follow.

Do not stand at my grave and weep

Do not stand at my grave and weep,
I am not there, I do not sleep.
I am in a thousand winds that blow,
I am the softly falling snow.
I am the gentle showers of rain,
I am the fields of ripening grain.
I am in the morning hush,
I am in the graceful rush
Of beautiful birds in circling flight,
I am the starshine of the night.
I am in the flowers that bloom,
I am in a quiet room.
I am in the birds that sing,
I am in each lovely thing.
Do not stand at my grave and cry,
I am not there. I do not die

(by Mary Elizabeth Frye)

i). Describe the rhyme scheme of this poem.                                                                    (2 marks)

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ii).Identify any two sound patterns used in the poem above.                                             (2 marks)

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iii). How would you perform the last line of the poem?                                                    (3 marks)

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iv). Which words would you stress in the first line?                                                      (2 marks)

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(b) Your school is participating in a debate on the motion, “Technology has brought more harm than good.” How would your listeners lead to your failure in presentation?                  (4 marks)

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(c) State whether the following sentences would be said in a falling or raising intonation?                                                                                                                                                          (3 marks)

i).Will you take tea or coffee today?………………………………………………………………………….

ii). He who laughs last laughs the longest…………………………………………………..

iii).You don’t have to leave immediately, do you? …………………………………………

(d) Underline the silent letter in each of the following words.                                         (3 marks)

1. parliament ………………………………………………………………………………
2. debris ……………………………………………………………………………….

• subtle ……………………………………………………………………………….

(e) Complete the list below by providing another word pronounced in the same way as the ones below.                                                                                                                               (3 marks)

prays               praise             …………….………………

bight                byte                …………………………….

sees                 seas                ………………….………….

(f) You recently attended an interview at Upendo Supermarket for the position of an accounts clerk. Unfortunately, you were not successful. What would have led to your failure?     (4 marks)

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

(g) You have just witnessed an accident. A matatu rammed into a stationary tractor. Many passengers have been seriously injured. The driver has requested you to call Kona Mbaya Police station and inform them about the accident.

Complete the following telephone conversation between you and the police officer on duty.                                                                                                                                                              (4 marks)

You:……………………………………………………………………………………………………………………………………………………………………………………………(1 mark)

Police officer: Yes. This is Kona Mbaya Police Station. Constable Kiraka speaking. Can I help you?

You: Yes, please. There has been a terrible accident.

Police officer:            May I know who is calling please?

You:…………………………………………………………………………………………………………………………………………………………………………………………… (1 mark)

Police officer: Where has the accident taken place?

You: Along Kona Mbaya- Majengo road.

Police officer: What happened?

You:……………………………………………………………………………………………………………………………………………………………………………….……….…(1 mark)

Police officer: Really! Are there any casualties?

You:……………………………………………………………………………………………………………………………………………………………………………………………(1 mark)

Police officer:            Don’t worry; we will be there as soon as possible. Meanwhile call the                                     ambulance and alert Kona Mbaya hospital to be ready for casualties.  Thank you very much Mr. Tumbo Mali for calling.

101/2

MARKING SCHEME

1. Unseen text
2. They have been dispatched to audit the teaching and understanding of the CBC (2mk)
3. The main intention is to seek enforcement of the implementation of the CBC 2mks
4. They will carry out the exercise as follows:

• Sit in classrooms during lessons
• Hold feedback meetings
• File daily reports on the progress of the implementation
• Demonstrate to teachers how CBC lessons should be taught 4mks

1. It will provide teachers with real first-hand on curriculum implementation; identify opportunities to improve curriculum designs and how to transfer lessons from field experience to subsequent designs.       3mks
2. KNUT is opposed to the changes because they feel there are gaps to be addressed first and also because the process is illegal       2mks
3. What is expected in the curriculum design designs and what is taught should be made clear. Where there are missing aspects in teaching, experts are expected to educate the teachers again.       2mks
4. It is ironic that teachers who are expected to be the main implementers/facilitators of the CBC are opposed to it.
5. Meaning of words and phrases       3mks
6. impromptu – without any prior arrangements or preparation/offhand/unplanned
7. first-hand experience – immediate/direct/primary/personal experience

• revert – go back to/return/regress/retrogress

2. Excerpt: A Doll’s House by Henrik Ibsen
3. Nora fears that Krogstad will blackmail√ her family since Krogstad knows that she committed a fraud√ while procuring a loan for her husband’s treatment by forging her father’s signature√. She fears Krogstad will expose her to her husband.√
4. Torvald has already made his dismissal known and he fears changing his mind√

• He says Krogstad has no respect for those in authority√
• Krogstad will disrespect him due to assumed familiarity√ ‘..he thinks it gives him the right to adopt a familiar tone with me… He would make my position in the bank intolerable.’
• It is difficult to control Krogstad especially in public ‘But this tactless fellow lays no restraint on himself when other people are present.’
• He has a tainted past ‘His moral failings…’ (Any 3 points)

1. Krogstad is more preoccupied with what people will say of his change of mind especially if it is seen to have come from his wife√. And he thinks this will make the workers take advantage of him√. He is refusing to reinstate Krogstad because of his past per se√
2. Krogstad comes out as a diligent worker even though he is considered to be morally corrupt, malicious and disrespectful
3. He has a contemptuous/demeaning attitude towards Nora. He is unwilling to listen to any suggestion from her. √1 ‘And it is just by interceding that you make it impossible for me to keep him. √1’ Earlier he sees her as wasteful√, childish√ and dependent√ character
4. The mood is tensed or anxious. Torvald feels that Nora has abused him by calling him narrow-minded. √
5. Rank says that Krogstad suffers from a diseased moral character√
6. Nora is portrayed as:

• Concerned/caring√
• Manipulative √
• Sarcastic √

Any 1 trait and illustration (1mk identification 1mk illustration)

1. This is a problem that one will cause worry to someone later in life√1
2. After the excerpt

• Helen takes the dismissal letter to the messenger for delivery to Krogstad√1
• Nora worries about the repercussions of the letter and pleads for its recall√1
• Krogstad responds by bringing to Torvald’s attention about the loan Norah took from him. √
• Torvald gets angry with Norah and tells her to leave the house because she will morally corrupt the children. √
• He tells her he has lost trust in her√
• Krogstad recants his earlier letter but Nora insists on walking out of her marriage√

3. ORAL LITERATURE
4. It is a legend√1 – it describes the adventures of a historical figure or hero √1
5. i) Mango is:

• Loving√1
• Brave/courageous/Daring√1

1. The Barua

• Appreciative √1– they gave mango a bride√1
• Conservative/Traditionalist√1 – Mango had to be circumcised as per their customs√1

1. The local people did not know what to do to get of the menace√1 that claimed more and more victims as days went by√1. So when Mango killed the snake people were relieved. √1
2. The socio-economic activities include:

• Marriage/ circumcision ceremony – social activities
• Livestock keeping

1. It was dusk/darkness was approaching

• It was becoming scary/insecure

1. Suspense is created through use of repetition√1 and Mango’s waiting for the return of the snake at the door√1
2. Features of oral narratives:

• Direct translation
• Local words/vernacular words
• Fantasy
• Moral lesson
• Closing formula

1. We learn the following:

• A friend in need is a friend indeed
• A stitch in time saves nine
• We should be brave to save our families from calamities
• Courage is rewarded.

4. GRAMMAR
5. Phrasal verbs
6. come up
7. urged him on

• paid off

1. Rewriting sentences
2. Hardly had they entered the field when it began raining
3. So fearful is she that she cannot go out at night.
4. Correct form of words
5. melodiously
6. sustenance

• mismanagement

1. Prepositions
2. by
3. with

• on

1. Phrasal quantifiers
2. a large quantity/number of fish
3. a tube of toothpaste

• a ream/box of

1. Present participles
2. Removing his coat, Jack rushed to the river
3. Having been a gymnast, Lynn knew the importance of exercise.

THE KENYA NATIONAL EXAMINATIONS COUNCIL SCHOOL BASED ASSESSMENT

GRADE 3, 4 AND 5 PROJECTS, TASK AND PRACTICALS GUIDE

A. GRADE 3

Integrated Learning Assessment Task

Theme: Cultural Activities for Environmental and Social Wellbeing.
Observe photographs or watch selected video clips of cultural events that promote
environmental and social wellbeing in their community.
Collect information from parents/guardians/elders on cultural events that promote
environmental and social wellbeing in their community (using digital devices/pen and paper) for
presentation. (information collected be sent to the teacher for use in subtask (c))
In groups of 4-6, discuss cultural events from their community that promote environmental and
social well-being and present in class.
collect photographs/pictures of various foods available in their community.
Prepare posters with cultural messages on promotion of environmental and social well-being that
will advertise their cultural day. (maximum size a4)
Make at least two ornaments from locally available materials for use / sale during the cultural
event.
Watunge sentensi tano kuhusu njia za kujiepusha na vitendo vinavyoweza kuwadhuru wakati wa
michezo.
Wakariri mashairi mepesi kuhusu vyakula vya kiasilia kutoka kwa jamii zao. (mashairi mwafaka
yatafutwe na mwalimu- beti zisizidi tatu )
With guidance of parents/guardians learn and sing folk songs from different communities in
kenya that promote social wellbeing and sing the folk songs.
Prepare a skit/play to promote social wellbeing based on religious celebrations such as
idd/easter/christmas/diwali.
Learning Areas
Environmental Activities Movement and Creative Activities Literacy Activities Kiswahili
Activities Hygiene and Nutrition Activities Religious Activities
GRADE 4
1. Science and Technology Project
Making A Simple Improvised Beam Balance.
Teacher guide learners to select appropriate tools and materials for carrying out the project.
The learners should be encouraged to improvise as much as possible.
The teacher should ensure that learners observe safety measures and precautions while using
various tools and materials.
The task is to be performed individually or in groups of 4 or 5.
Learners may share tools and materials where applicable.
2. . Agriculture Project
Growing a Vegetable Crop for Sale
learners use text books, magazines, digital devices, guided internet and consult resource
persons, parents /guardians to source for information on production of a vegetable crop of
their choice.
In groups, each learner presents to the group on how to produce the vegetable crop chosen.
then discuss and agree on one type of vegetable crop to grow as a group.
The group then grows harvests, prepares for sale and sells the vegetable crop.
3. Art And Craft Project
Leaf Printing,
Provides the learners with the task and reads it aloud. The teacher answers any questions
The teacher plans for the nature walk to enable learners collect the leaves
The learners take a walk round the school or are guided to collect leaves.
The teacher collects all materials and trial prints, these should be well labeled to include name
and date, place every trial pieces in the learner’s assessment portfolio;
NOTE: Do not buy portfolios/folders; improvise with materials that are locally available.
• The teacher provides the learners with the painting materials and tools, distribute(s) the A4
plain papers.
4.Home Science
Boiling Food Energy Giving Food
Prepare the cooking area,
Prepare and boil the foods,
Serve and display the food cooked,
Clean and tidy up the working area,
Store utensils and cooking equipment,
Dispose used water or reuse it
appropriately,
Dispose kitchen wastes appropriately.
B. GRADE 5
1. Art and Craft Project
Collage pictorial composition using paper or carving a wooden spoon
The teacher guides the learners in making their choices on which project to carry out
The learners begin making sketches on project option as they familiarize with the different
tools. The teacher guides the learners on how to store all the materials collected.
The teacher distributes all materials to the learners. The learners continue making sketches
and improving on their pieces as they gather all required materials.
The teacher collects all materials, these should be well labeled to include name and date, place
every trial pieces in the learner’s assessment portfolio;
NOTE: Do not buy portfolios/folders; improvise with materials that are locally available.
1. Home Science
Washing a Fast Coloured or White Cotton School Uniform
In groups of 4-6, learners to discuss the steps on how to wash a white cotton piece of school
uniform and a fast coloured cotton piece of school uniform (a shirt or a blouse or a dress).
Each learner shall then identify the piece of school uniform to wash
Each learner shall identify and write down the basic materials and equipment he/she will need to
wash the piece of school uniform chosen (a shirt or a blouse or a dress).
Each learner to individually wash the identified piece of school uniform.
Each learner will display the washed shirt for the peers and the teacher to see
2. Science and Technology Project
Making Ornaments from Solid Waste.
Individually, learners to source for information on how to make ornaments from solid waste.
This can be from text books, resource persons, parents/guardians, digital devices
In groups of 4 or 5, learners to use the information collected to discuss how to make ornaments
Individually, learners to collect materials they will use to make the ornaments.
Individually, learners to make ornaments using the materials collected.
Individually, learners to display their finished products (ornaments).
Individually, learners to observe and comment/reflect on their peer’s work.
The teacher to ask each learner to identify the importance of solid waste management
3. Agriculture
Establishment of a Climbing Fruit Nursery Bed
learners use text books, magazines, digital devices, guided internet and consult resource
persons, parents /guardians to source for information on establishment a climbing fruit nursery.
In groups of 4-6 learners, each learner presents on the establishment of a climbing fruit
nursery. group members then discuss and agree on types of climbing fruits to establish.
The group then establishes the climbing fruit nursery bed.
The school should decide on an appropriate site for the climbing fruit nursery bed.
learners should prepare the site for the tree nursery to ensure it is secure, gently sloping,
accessible, near a reliable source of water (river, pond, tap, water tank or a drum(s) to store
water) and well sheltered.
Learners should be provided with pre-germinated seeds for potting. Learners can also collect
already germinated climbing fruit seedlings under mature climbing fruits for potting.
Each learner should raise at least 20 potted climbing fruit seedlings. The potted seedlings
should be arranged in rows of 10 x 10 pots at the tree nursery site. Each bed of the potted
seedlings should be properly labeled with the group number. Paths not less than 50 cm wide
should be left between the beds.
Materials and tools for raising the climbing fruit seedlings should be obtained from the
immediate environment or improvised.