ENGLISH & LITERATURE NOTES

FORM 1 SIMPLIFIED VERSION

QUICK REVISION GUIDE

An Updated Well-Organized Detailed Learning Notes for the

Current Form 1 Syllabus.

A Comprehensive Summary Analysis of

English &Literature Work.

SERIES 1

Past KCSE Topical Questions Available At The End Of This Book.

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LISTENING AND SPEAKING.

PRONUNCIATION
PRONUNCIATION OF VOWEL SOUNDS
In English, we have various vowel sounds. We shall study them one after the other.
Sound /ᵆ/
Consider the letter ‘a’ in the words below. Each says this sound.
 Pan  Pat  Track  Rag
 Fan  Dad  Cram  Sand
 Ban  Ham  Fanned  Slam
 Brash  Mat  Flash  Tag
 Cat  Rash  Pack  Man

Sound /ᶾ˸/
 This sound is more like the sound you make when you are disgusted.
 The letters in boldface say this sound. Study them carefully.
 Bird  Berth  Cur  Pert
 Shirt  Her  Fur  Stir
 Flirt  Heard  Firm  Blur
 Turn  Hurt  Herd  Shirk
 Learn  Purse  Burn  Surge
 First  Birth  Curt

Sound /a:/
 It is pronounced by having a much wider open mouth position.
 Inside your mouth is shown in the process of saying this sound.
 Examples of words bearing this sound include:
 Far  Heart  Bard  Dart
 Farm  Hard  Cart  Card
 Guard  Bar  Car  Par

Sound /ə/
 This sound (referred to as schwa) is a short vowel sound.
 It mostly found in words containing letter ‘o’, for example,

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 Confuse  Contemptuous  Continue  Condolence

 Also in words such as:
Business

Sound /Ʌ/
Examples of words containing this sound include:
 Sun  Cum  Fun  Brush  Drum
 Son  Cup  Sung  Hum  Dumb
 Some  But  Swum  Rung  Fund
 Pun  Much  Bug  Truck
 Fun  Begun  Bunk  Stunned

Sound /ɔ˸/
 It is a long sound.
 The mouth doesn’t move while saying this sound, and it can be pronounced as long as you
have breath.
 It is said in words such as:
 Or  Pork  Nor  Horn  Chalk
 More  Door  Law  Lord  Jaw
 Chores  Four  Cord  Saw  Scorn
 Dorm  Fore  Form  Shore

Sound /ᶛ/
 It is a short sound.
 The mouth doesn’t move.
 Each of the words below bear this sound:
 Got  Boss  Cop  Pot  Swatch
 On  Stock  Mop  Blot
 Cost  Plot  Rod  Crock
 Lost  Block  Sock  Frog
 Odd  Cock  Shot  Swat

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Sound /ᶹ/
bosom
Sound /I:/
 Long sound
 Said in words such as the ones below:
 Sheep
 Feet
 Meat
 Tweet etc.

Sound /ᶦ/
It is a short sound.
In words such as:
 Fit
 Bit
 Quit
 Blip etc.

Exercise
The table below has columns with different sounds. Pronounce each of the words in the list
and classify, according to the highlighted letter(s), under the column that bears that sound.
Chip Greased Still cheat
Jeep Teal Blip blink
Creek Hill Fill thrill
Wet Sit Bed jet

/i:/ /ᶦ/ /e/

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PRONUNCIATION OF CONSONANT SOUNDS

The sound /ᵗᶴ/
 Made by releasing the stopped air through your teeth by the `tip of your tongue.
 It is voiceless because vocal cords do not vibrate when you say it.
 Most words with letters ‘CH’ say this sound, for example,
Church Teach Crunch
Chips Pinch Much
 There are those with letters ‘TCH’ for example,
Catch Batch Kitchen
Watch Itch witch
 Some are with letters ‘TU’, for example,
Century
Spatula

The Sound /ᵈᶾ/

 Pronounced the same way as /ᵗᶴ/. It is just that it is voiced.
 Letters representing this sound include:
(a) Letters ‘DG’
 Fudge  Budge  Bridge  Judge
(b) Letter ‘J’
 Judge  Joy  Eject  Jake
 Jump  Joke  July  Project
(c) Letters ‘DU’
 Procedure  Graduate  Individual
(d) When letter ‘G represents the sound
It does that when it is in front of an ‘e’, ‘i’, or ‘y’
(i) Letters ‘GE’, for example,
 Agent  Gel  Gentle  Large
 Germ  Angel  Bilge  Singe
 Gem  Danger  Urgent  Enlarge
 Budget  Emergency  Knowledge  Challenge

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 Ridge  Emerge
(ii) Letters ‘GI’, for example,
 Agile  Gist  Engineer  Original
 Allergic  Digitize  Fragile  Vigilant
 Apologize  Eligible  Fugitive
 Contagious  Giraffe  Legion

(iii) Letters ‘GY’, for example,
 Allergy  Analogy  Gym
 Clergy  Zoology  Liturgy
 Egypt  Stingy  Panegyric

The Sound /f/

 The sound is unvoiced or voiceless.
 Air is stopped by pushing the bottom lip and top teeth together. The air is then pushed
through to produce this sound.
 The /f/ sound has the following letters saying it:
(a) Letter ‘F’
 Four  Knife  Family  Puff
 Wife  Life  Staff  Five

(b) Letters ‘PH’

 Phone  Paragraph
 Graph  Phrase
(c) Letters ‘GH’
 Cough  Laugh  Tough
 Rough  Enough  Draught

The Sound /v/

 The same mouth shape as /f/ is formed when pronouncing the sound /v/.

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 It is voiced.
 Your top teeth is put on your bottom lip.
 Words bearing this sound include:
 Van  Voice  Save  Wolves
 Vehicle  Obvious  Jovial  Knives
 Vice  Previous  Virtue
 Unvoiced  Drive  Care

The Sound /d/

 /d/ is voiced. The vocal cords vibrate.
 The low of air is stopped at the front of the mouth by tongue.
 Practice speaking the words below:
 Dad  Dog  Bad  And
 Do  Mad  Done
 Did  Sad  Loud

Sound /t/
 To make this sound, your tongue stops the flow of air at the front of your mouth.
 It is a voiceless/unvoiced sound.
 It said in words like:
 To  Hot  Later  Tuesday
 Top  Pot  What
 Get  Butter  Today

The sound /k/

There are various letters that say the sound /k/. let’s study these letters.
 Letter ‘K’ always say this sound. Examples of words include:
 Kill
 Key
 Kick
 Sake
 Kitten
 Keep
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 Letter ‘C’, for example,

 Call
 Corn
 Cane
 Campaign
 Camp
 Confusion
 Cucumber
 Colic etc.
 Letters ‘CK’ for example
 Kick
 Mock
 Truck
 Back etc.
 Letter ‘Q’ for example,
 Quack
 Quail
 Quartz
 Quarter
 Quick

 Letters ‘CH’, for example,

 Chaotic
 Character
 Ache
The Sound /g/
Found in words such as:
 Galaxy  Gibbon  Gazelle  Gown  Geyser
 Game  Give  Gecko  Girl  Garbage
 Gate  Goat  Gold  Ghost
The Sound /ᶴ/
 This sound is unvoiced – only air passes through the mouth when said.
 The teeth are put together and the corners of the lips are brought together towards the
middle.
 Most words with letters ‘sh’ this sound. For example,
Shape Shop bishop

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 There are words with letters ‘CH’ that say this sound, for example,
Brochure Chute Chicago Quiche
Cache Chef Michigan chaise
Cachet Chiffon Chevrolet
Chagrin Niche Fuchsia
Champagne Ricochet Cliché
Charade Charlotte Chivalry
 Some words with ‘SU’ also say it, for example,
Sugar Sure Pressure
Surmac Issue
 There are yet those with letters ‘TIO’, for example,
Nation Option
Motion Caution
 Then there are those with letters ‘SIO’, for example,
Submission Commission Confession
Sound /ᶿ/
 Pronounced with your tongue between your teeth.
 It is unvoiced.
 The words bearing this sound include:
 Mouth  Thought  Growth  Three
 Thing  Tenth  North  Theme
 Faith  Math  Truth  Therapist
 Fourth  Myth  Pith  Thigh
 Thick  Thumb  Thank  Thickness
 Think  Youth  Thorn
 Three  Thrive  Thimble
Sound /ᶞ/
 Unlike /ᶿ/, it is voiced.
 It also pronounced with tongue touching or between your teeth.
 It is found in such words as:
 With  Clothing  Thence  Their
 There  These  Then  they
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Sound /s/
 This is a hissing sound like a snake.
 It is voiceless.
 The few rules for some of the common spellings that say the sound /s/ are:
(a) Letter ‘S’, for example,
Sit Say Boss Misty
Wise Sad This Sunday
Dogs Sound Lips

(b) Letter ‘SC’, for example,

Muscle Descend Science Scream

(c) Letter ‘X’, for example,

Fix Fox Next Mix
(d) Letter ‘C’, for example,
Face City Fence
Practice Circle License
Sound /z/
 The /z/ is like the sound of buzzing bees.
 It is voiced.
 Most words with the letter ‘Z’ say /z/, for example,
 Zoo  Zebra  Buzz  Doze
 Zip  Quiz  Freeze  prize
 There are those words with letter ‘S’ saying this sound, for example,
 Is  Roses  Sounds  Ties
 Was  Frogs  Pose  Has
 His  Girls  Reason  Flows
 Hers  Friends  Rise  Because
 Nose  Lies  Eyes  Shoes
 Noise  Busy  These  Visit
 Noises  Tuesday  Days  Those
 Rose  Wednesday  Says  Bananas
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 cows
 The other group of words are those with letter ‘X’, for example,
Exist, anxiety
Sound /ᵌ/
 Words bearing this sound are borrowed from French.
 Pronounced in the same way as /ᶴ/ only that is voiced.
 The examples of words with this sound are:
Garage Seizure Amnesia Cashmere
Beige Leisure Collision Asia
Massage Persian Division Visual
Sabotage Conclusion Version Vision
Genre Casual Television Lesion
Measure Casually Exposure Decision
Treasure Usual Occasion Caucasian
Closure Usually Persuasion
Practice in sentences
(a) Measure the beige door on the garage.
(b) It was my decision to fly to Asia to seek treisure.
Sound /r/
 Raise the back of your tongue to slightly touch the back teeth on both sides of your mouth.
The centre part of the tongue remains lower to allow air to move over it.
 It is voiced.
 It is found in words with letter ‘R’ e.g.
 Red
 Friday
 Worry
 Sorry
 Marry
 It is also said in words with letters ‘WR’ e.g.
 Write
 Wrong
 Wrath
 Wry
 Wring
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Sound /w/
 Your lips form a small, tight circle when making the sound /w/.
 Letters representing the /w/ sound are:
 Letter ‘W’
Woman New Win Towel
Wife Sweet Rewind Wait
 Letters WH
Why When What Whom Whole
Where While White Who

 Letters ‘QU’
Quit Quite Queer Quota
Quick Quiet Queen Quickly
 Others
One
Choir
Sound /m/
 Made by pressing the lips lightly.
 The words that follow contain the sound:
 Mum  Me  Farmer  Meat
 Mine  Morning  Shame  Myself
Exercise 1
Read the sentence below pronouncing each word correctly and then group the words in their
appropriate columns. Consider the highlighted letters.
The seven students took the first test for their driver’s licenceson Thursday.
/s/ /z/

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Exercise 2
Considering the pronunciation of highlighted letters, pick the odd word out.
(a) Judge, gesture, garage
(b) Jump, gift, geological
(c) Fungi, just, go
(d) Digit, game, gamble
(e) Hygiene, prodigy, entangle
(f) Gecko, gem, zoology
Exercise 3
Pronounce each word correctly and then group it under the column containing the sound
that the highlighted letter(s) bear.
Tissue Cautious Persian Decision
Caucasian Leisure Casual Collision
Division Solution Chef Sure
Passion Pressure Conclusion Precious
Ocean Vision Television Exposure
/ᶴ/ /ᶾ/

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Circle the letter(s) that say /f/ and underline those saying /v/ in the sentences below.
(a) Please forgive me for forgetting the leftover food.
(b) Save the four wolves that live in the cave.

DIPHTHONGS
 A diphthong is a combination of two vowel sounds.
 Some of the diphthongs include:
 /ᵊᶹ/
 /ᵃᶸ/
 /ᵉᶦ/
/ᵊᶹ/
In words like;
 Role  Moment  Owe  Mexico  Don’t
 Bone  Bonus  Own  Potato  Soul
 Phone  Focus  Bowl  Tomato  Shoulder
 Stone  Vogue  Blow  Logo  Road
 Close  Social  Grown  Motto  Load
 Note  Soldier  Throw  Cold  Boat
 Notice  Coworker  Go  Gold  Coast
 Lonely  Most  Ago  Bold  Coat
 Home  Post  No  Sold  Oak
 Hope  Host  So  Told  Soak
 Open  Ghost  Toe  Roll  Approach
 Ocean  Both  Hero  Poll  Boast
 Remote  Low  Zero  Control  Ok
 Solar  Know  Veto  Bolt  Obey
 Polar  Mow  Ego  Colt  Omit
 Modal  Sow  Echo  Folk  Hotel
 Total  Show  Radio  Comb  Motel
 Motor  Tow  Studio  Won’t

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/ᵃᶸ/
Said in words such as:
 How  Crown  Doubt  Around  Bowel
 Cow  Crowd  Foul  Pound  Power
 Now  Powder  Noun  Sound  Tower
 Allow  Browse  House  Count  Flower
 Owl  Loud  Mouse  Amount  Shower
 Brown  Proud  Mouth  Mountain  Hour
 Down  Cloud  South  Announce  Our
 Town  Out  Couch  Bounce  Sour
 Clown  Shout  Found  Allowing  Flour
 Drown  About  Ground  Towel  coward

/ᵉᶦ/
The words containing this diphthong are:
 wait  Danger  Faint  Nation  Cave
 late  Angel  Paint  Nature  Wave
 bait  Stranger  Fate  Fatal  Ray
 date  Basis  Rate  Patriot  Gray
 tale  Lazy  Kate  Radio  Play
 bail  Crazy  Race  Vacant  Lay
 bale  Fail  Base  Weight  Day
 sale  Mail  Place  Eight  May
 gate  Sail  Lake  Vein  Pray
 waste  Rail  Take  Neighbour  Convey
 wade  Raise  Name  Break  Survey
 baby  Raid  Ache  Steak  Stain
 bacon  Afraid  Rage  Age  Change etc.
 paper  Wait  Patient  Wage
 April  Straight  Racial  Save
Exercise
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Write another word pronounced the same way as:

a) Gait e) Pain i) Vain m) Sew
b) Made f) Plain j) Waist n) No
c) Mail g) Sale k) Wait o) Toe
d) Pale h) Tale l) Eight p) Grown

MINIMAL PAIRS
Study the pairs of words below carefully.
Fit – feet
Let – late
Van – fan
Pun – pan
 What do you notice? You realize that only one sound makes the pronunciation of one word
distinct from the other. Each pair is called a minimal pair.
 A minimal pair is therefore a pair of words that vary by only one sound especially those
that usually confuse learners, such as /l/ and /r/, /b/ and /p/, and many others.
Minimal Pairs of Vowel Sounds
Sound /i/ and /i:/
1. Bid – bead 10. Sin – seen/ scene
2. Bit – beat 11. Still – steal/ steel
3. Bitch – beach 12. Sick – seek
4. Bin – bean/ been 13. Is – ease
5. Chip – cheap 14. Itch – each
6. Fit – feat/ feet 15. Risen – reason
7. Fist – feast 16. Piss – piece/ peace
8. Fizz – fees 17. Pick – peak/ peek
9. Gin – gene 18. Mill – meal
Exercise
Write another word in which either sound /i/ and /i:/ will make it vary from the one given.
(a) Hit (c) Tin (e) Lip (g) Kip
(b) Sheet (d) Peach (f) Neat (h) Eel
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(i) Greed (j) Pill (k) Skied (l) Skim

Sounds /i/ and /e/
1. Did – dead 7. Fill – fell
2. Disk – desk 8. Bid – bed
3. Built – belt 9. Bill – bell
4. Bit – bet 10. Lit – let
5. Lipped – leapt 11. List – lest
6. Middle – meddle 12. Clinch – clenc

Exercise
Complete the table below with a word in which either the sound /e/ or /i/ brings the difference
in pronunciation.
/e/ /i/
1 Head
2 Miss
3 Hymn
4 Led
5 Fen
6 Lid
7 Den
8 Peg

Sounds /e/ and /ei/

The following words vary by one having the vowel sound /e/ and the other a diphthong /ei/
1. Wet – wait 8. Lest – laced
2. Bread – braid 9. Tech – take
3. Fen – feign 10. West – waste/ waist
4. Bed – bade 11. When – wane
5. Get – gate/ gait 12. Edge – age
6. Let – late 13. Gel – jail
7. Met – mate 14. Lens – lanes
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15. Breast – braced 19. Wren – rain/ reign

16. Sent – saint 20. Led – laid
17. Test – taste 21. Bled – blade
18. Best – based 22. Fed – fade
Exercise
Each word below has another word in which either the sound /e/ or /ei/ will bring the
distinction in pronunciation. Write that word.
(a) Fell (d) Sell (g) Raid (j) Stayed
(b) Pain (e) Well (h) Date (k) Bet
(c) Hail (f) Mate (i) Men (l) Jail
Sounds /ᵆ/ and /ᶺ/
1. Batter – butter 13. Drank – drunk
2. Cap – cup 14. Fan – fun
3. Cat – cut 15. Hat – hut
4. Back – buck 16. Badge – budge
5. Brash – brush 17. Hang – hung
6. Dabble – double 18. Massed – must
7. Rang – rung 19. Rash – rush
8. Track – truck 20. Sank – sunk
9. Bad – bud 21. Ran – run
10. Began – begun 22. Swam – swum
11. Bag – bug 23. Ban – bun
12. Pan – pun 24. Ham – hum
Exercise
Complete the table below with the minimal pair of the word. Consider the sound indicated in
each column.
/ᵆ/ /ᶺ/
(a) But
(b) Match
(c) Mad
(d) Flush

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(e) Cam
(f) Dumb
(g) Sang
(h) Uncle
(i) Crash
(j) Sack
(k) Dump
(l) Tug

Sounds /ᵆ/ and /e/

look at the list below.
1. Bad – bed 6. Sat – set 11. Pan – pen
2. And – end 7. Shall – shell 12. Sad – said
3. Had – head 8. Man –men 13. Manned – mend
4. Jam – gem 9. Bag – beg 14. Land – lend
5. Pat – pet 10. Ham – hem

Exercise
Complete the table with appropriate word that vary with the sound indicated in the column.
/ᵆ/ /ᵉ/
(a) Marry
(b) Blend
(c) Cattle
(d) Vat
(e) Sacks
(f) Trek
(g) Trad
(h) met

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Minimal Pairs of /ɑ˸/ and /ᵌ˸/

1. fast – first 7. guard – gird 13. par – purr
2. bath – berth/birth 8. pa – per 14. park – perk
3. heart – hurt 9. bar – bur 15. star – stir
4. bard – bird 10. barn – burn 16. arc – irk
5. car – cur 11. carve – curve
6. card – curd 12. dart – dirt

Exercise 6
Considering the sounds /ɑ˸/ and /ᵌ˸/, write the minimal pair of:
(a) far (c) pass (e) shark
(b) heard/herd (d) farm (f) curt

Minimal Pairs of /b/ and /v/

1. bat – vat 6. bale – veil 11. broom – vroom
2. beer – veer 7. bane – vein 12. dribble – drivel
3. bowl – vole 8. curb – curve 13. dub – dove
4. bow – vow 9. bolt – volt 14. jibe – jive
5. gibbon – given 10. bowl – vole 15. rebel – revel

Exercise 7
There is another word that will vary with the one written below with just one sound.
Depending on the sounds /b/ and /v/, write that word.
(a) van (c) Vest (e) Vent (g) Loaves
(b) boat (d) Vowels (f) Bury (h) Verve
Minimal pairs of /f/ and /v/
 Fan – van  Serf/Surf – serve  Gif – give
 Off – of  Duff – dove  Life – live
 Fat – vat  Fie – vie  Safe – save
 Fee – v  Foal – vole  Belief – believe
 Foul – vowel  Guff – guv  Feel – veal
 Fender – vendor  Waif – waive  Staff – starve

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 Feign – vain/ vein  Fox – vox

 Foist – voiced  Reef – reeve

Exercise 8
Write the minimal pair of the word below with consideration being either the sound /f/ or
/v/.
(a) Ferry (d) Fine (g) Veil (j) Fault
(b) Leaf (e) Half (h) Grief (k) Vile
(c) Vast (f) Proof (i) Calf (l) Strive

Minimal Pairs of Sounds/s/ and /ᶿ/

 Mouse – mouth  Mass – math  Gross – growth  Truce – truth
 Sing – thing  Miss – myth  Sigh – thigh  Suds – thuds
 Face – faith  Pass – path  Sin – thin  Sought – thought
 Force – fourth  Saw – thaw  Sum – thumb  Moss – moth
 Sick – thick  Seem – theme  Piss – pith  Sank – thank
 Sink – think  Some – thumb  Sawn – thorn  Sump – thump
 Sort – thought  Song – thong  Symbol – thimble
 Tense – tenth  Worse – worth  Sore – thaw
Sounds /t/ and /d/
 Town – down  Tuck – duck  Torn – dawn  Tint – dint
 Touch – Dutch  Tab – dab  Teal – deal  Sheet – she’d
 Tear – dare  Tank – dank  Teen – dean  Wait – weighed
 Ten – den  Tick – dick  Tyre/tire – dire  Tie – die
 Tongue – dung  Tine – dine  Toes – doze  Try – dry
 Tart – dart  Hat – had  Tout – doubt  Tear – dear
 Tech – deck  Spent – spend  Tug – dug  Tip – dip
 Tin – din  Too/ to/two – do  Tale/ tail – dale  Tame – dame
 Toe – doe  Train – drain  Teed – deed  Team – deem
 Tough – duff  Tide – dyed/died  Tier – deer  Tent – dent

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 Toast – dosed  Tux – ducks  Till – dill  Beat – bead

 Tomb – doom  Tamp – damp  Tusk – dusk
 Tower – dour  Tell – dell  Sight – side

Exercise 9
Each word below has another word in which all the sounds are the same except either the
sound /t/ or /d/ is different. Write that word.
(a) Bat (f) Bed (k) Hit (p) Nod
(b) God (g) Bored (l) Hurt (q) Set
(c) Write (h) Eight (m) Mat (r) Played
(d) And (i) Bet (n) Mend (s) Sat
(e) At (j) Feet (o) Neat (t) Dead

Minimal Pairs of /k/ and /g/

Initial
 Came – game  Course – gorse  Clamour –  Cape – gape
 Card – guard  Cram – gram glamour  Clam – glam
 Cold – gold  Crepe – grape  Clad – glad  Cord – gored
 Clean – glean  Crew – grew  Crane – grain  Coup – goo
 Crate – great  Croup – group  Creed – greed  Crate – grate
 Cap – gap  Crow – grow  Krill – grill  Cuff – guff
 Coast – ghost  Key – ghee  Cunning –
 Kale – gale  K – gay gunning
 Can – gone  Cab – gab
Final
 Clock – clog  Crack – crag  Stack – stag  Beck – beg
 Dock – dog  Prick – prig  Whack – wag  Cock – cog
 Frock – frog  Puck – pug  Wick – wig  Hack – hag
 Muck – mug  Shack – shag  Jock – jog  Pick – pig
 Brick – brig  Slack – slag  Lack – lag
 Broke – brogue  Snuck – snug  Luck – lug

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Exercise 10
Complete the table with appropriate word that only differs with one sound with the one
given. Consider the sounds in the columns.
/k/ /g/
(a) Tack
(b) Flog
(c) Tuck
(d) Gum
(e) Gash
(f) Jack
(g) Cave
(h) Sag
(i) Leak
(j) Crab
(k) Class
(l) Good
(m) Goat
(n) Blog
(o) Kill
(p) Dug
(q) Gut
(r) Log
(s) Rack
(t) Cot

HOMOPHONES
Words pronounced the same way but have different spellings and meanings are the homophones.
The list below is English homophones.
1. Accessary accessory 7. Allowed, aloud
2. Ad, add 8. Alms, arms
3. Ail, ale 9. Altar, alter
4. Air, heir 10. Ante, anti
5. Aisle, I’ll, isle 11. Arc, ark
6. All, awl 12. Aural, oral

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13. Away, aweigh 45. Board, bored

14. Awe, oar, or, ore 46. Boarder, border
15. Axel, axle 47. Bold, bawled
16. Aye, eye, I 48. Boos, booze
17. Bail, bale 49. Born, borne
18. Bait, bate 50. Bough, bow
19. Baize, bays 51. Boy, buoy
20. Bald, bawled 52. Brae, bray
21. Ball, bawl 53. Braid, brayed
22. Band, banned 54. Braise, brays, braze
23. Bard, barred 55. Brake, break
24. Bare, bear 56. Bread, bred
25. Bark, barque 57. Brews, bruise
26. Baron, barren 58. Bridal, bridle
27. Base, bass 59. Broach, brooch
28. Bay, bey 60. Bur, burr
29. Bazaar, bizarre 61. But, butt
30. Be, bee 62. Buy, by, bye
31. Beach, beech 63. Buyer, byre
32. Bean, been 64. Call, caul
33. Beat, beet 65. Canvas, canvass
34. Beau, bow 66. Cast, caste
35. Beer, bier 67. Caster, castor
36. Bell, belle 68. Caught, court
37. Berry, bury 69. Caw, core, corps
38. Berth, birth 70. Cede, seed
39. Bight, bite, byte 71. Ceiling, sealing
40. Billed, build 72. Censer, censor, sensor
41. Bitten, bittern 73. Cent, scent, sent
42. Blew, blue 74. Cereal, serial
43. Bloc, block 75. Cheap, cheep
44. Boar, bore 76. Check, cheque

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77. Choir, quire 109. Done, dun

78. Chord, cord 110. Douse, dowse
79. Cite, sight, site 111. Draft, draught
80. Clack, claque 112. Dual, duel
81. Clew, clue 113. Earn, urn
82. Climb, clime 114. Ewe, yew, you
83. Close, cloze 115. Faint, feint
84. Coarse, course 116. Fair, fare
85. Coign, coin 117. Farther, father
86. Colonel, kernel 118. Fate, fete
87. Complacent, complaisant 119. Faun, fawn
88. Complement, compliment 120. Fay, fey
89. Coo, coup 121. Faze, phase
90. Cops, copse 122. Feat, feet
91. Council, counsel 123. Ferrule, ferule
92. Cousin, cozen 124. Few, phew
93. Creak, creek 125. File, phial
94. Crews, cruise 126. Find, fined
95. Cue, queue 127. Fir, fur
96. Curb, kerb 128. Flair, flare
97. Currant, current 129. Flaw, floor
98. Cymbol, symbol 130. Flea, flee
99. Dam, damn 131. Flex, flecks
100. Days, daze 132. Flew, flu, flue
101. Dear, deer 133. Floe, flow
102. Descent, dissent 134. Flour, flower
103. Desert, dessert 135. Foaled, fold
104. Deviser, divisor 136. For, fore, four
105. Dew, due 137. Foreword, forward
106. Die, dye 138. Fort, fought
107. Discreet, discrete 139. Forth, fourth
108. Doe, dough 140. Foul, fowl

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141. Franc, frank 173. Higher, hire

142. Freeze, frieze 174. Him, hymn
143. Friar, fryer 175. Ho, hoe
144. Furs, furze 176. Hoard, horde
145. Gait, gate 177. Hoarse, horse
146. Gamble, gambol 178. Holey, holy, wholly
147. Gays, gaze 179. Hour, our
148. Genes, jeans 180. Idle, idol
149. Gild, guild 181. In, inn
150. Gilt, guilt 182. Indict, indite
151. Gnaw, nor 183. It’s, its
152. Gneiss, nice 184. Jewel, joule
153. Gorilla, guerrilla 185. Key, quay
154. Grate, great 186. Knave, nave
155. Greave, grieve 187. Knead, need
156. Greys, graze 188. Knew, new
157. Groan, grown 189. Knight, night
158. Guessed, guest 190. Knit, nit
159. Hail, hale 191. Knob, nob
160. Hair, hare 192. Knock, nock
161. Hall, haul 193. Knot, not
162. Hangar, hanger 194. Know, no
163. Hart, heart 195. Knows, nose
164. Haw, hoar, whore 196. Laager, lager
165. Hay, hey 197. Lac, lack
166. Heal, heel, he’ll 198. Lade, laid
167. Hear, here 199. Lain, lane
168. Heard, herd 200. Lam, lamb
169. He’d, heed 201. Laps, lapse
170. Heroin, heroine 202. Larva, lava
171. Hew, hue 203. Lase, laze
172. Hi, high 204. Law, lore

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205. Lay, ley 237. Mean, mien

206. Lea, lee 238. Meat, meet, mete
207. Leach, leech 239. Medal, meddle
208. Lead, led 240. Metal, mettle
209. Leak, leek 241. Meter, metre
210. Lean, lien 242. Might, mite
211. Lessen, lesson 243. Miner, minor
212. Levee, levy 244. Mind, mined
213. Liar, lyre 245. Missed, mist
214. Licker, liquor 246. Moat, mote
215. Lie, lye 247. Mode, mowed
216. Lieu, loo 248. Moor, more
217. Links, lynx 249. Moose, mousse
218. Lo, low 250. Morning, mourning
219. Load, lode 251. Muscle, mussel
220. Loan, lone 252. Naval, navel
221. Locks, lox 253. Nay, neigh
222. Loop, loupe 254. None, nun
223. Loot, lute 255. Od, odd
224. Made, maid 256. Ode, owed
225. Mail, male 257. Oh, owe
226. Main, mane 258. One, won
227. Maize, maze 259. Packed, pact
228. Mall, maul 260. Pail, pale
229. Manna, manner 261. Pain, pane
230. Mantel, mantle 262. Pair, pare, pear
231. Mare, mayor 263. Palate, palette, pallet
232. Mark, marque 264. Paten, pattern,
233. Marshal, martial 265. Pause, paws, pores, pours
234. Mask, masque 266. Pawn, porn
235. Maw, more 267. Pea, pee
236. Me, mi 268. Peace, piece

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269. Peak, peek 301. Roe, row

270. Peal, peel 302. Role, roll
271. Pearl, purl 303. Roux, rue
272. Pedal, peddle 304. Rood, rude
273. Peer, pier 305. Root, route
274. Pi, pie 306. Rose, rows
275. Place, plaice 307. Rota, rotor
276. Plain, plane 308. Rote, wrote
277. Pleas, please 309. Rough, ruff
278. Plum, plumb 310. Rouse, rows
279. Pole, poll 311. Rung, wrung
280. Practice, practise 312. Rye, wry
281. Praise, prays, preys 313. Saver, savour
282. Principal, principle 314. Spade, spayed
283. Profit, prophet 315. Sale, sail
284. Quarts, quartz 316. Sane, seine
285. Quean, queen 317. Satire, satyr
286. Rain, reign, rein 318. Sauce, source
287. Raise, rays, raze 319. Saw, soar, sore
288. Rap, wrap 320. Scene, seen
289. Raw, roar 321. Scull, skull
290. Read, reed 322. Sea, see
291. Read, red 323. Seam, seem
292. Real, reel 324. Sear, seer, sere
293. Reek, wreak 325. Seas, sees, seize
294. Rest, wrest 326. Sew, so, sow
295. Retch, wretch 327. Shake, sheikh
296. Review, revue 328. Shear, sheer
297. Rheum, room 329. Shoe, shoo
298. Right, rite, write 330. Sic, sick
299. Ring, wring 331. Side, sighed
300. Road, rode 332. Sign, sine

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333. Sink, synch 365. Throne, thrown

334. Slay, sleigh 366. Thyme,time
335. Sloe, slow 367. Tic,tick
336. Sole, soul 368. Tide,tied
337. Some, sum 369. Tire,tyre
338. Son, sun 370. To,too,two
339. Sort, sought 371. Toad,toed,towed
340. Spa,spar 372. Told,tolled
341. Staid,stayed 373. Tole,toll
342. Stair,stare 374. Ton,tun
343. Stake,stoak 375. Tor,tore
344. Stalk,stork 376. Tough,tuff
345. Stationary,stationery 377. Troop,troupe
346. Steal,steel 378. Tuba,tuber
347. Stile,style 379. Vain,vane,vein
348. Storey,story 380. Vale,veil
349. Straight,strait 381. Vial,vile
350. Sweat,sweet 382. Wail,wale,whale
351. Swat,swot 383. Wain, wane
352. Tacks,tax 384. Waist, waste
353. Tale,tail 385. Waive, wave
354. Talk,torque 386. Wall, waul
355. Tare, tear 387. War, wore
356. Taught,taut,tort 388. Warn, worn
357. Tea,tee
358. Team,teem 389. Watt, what
359. Teas, tease 390. Wax, whacks
360. Tare, tear 391. Way, weigh
361. Tern,t urn 392. We, wee
362. There,their, they’re 393. Weak, week
363. Threw,through 394. We’d, weed
364. Throes,throws 395. Weal, we’ll, wheel

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396. Weather, whether 406. Whirled, world

397. Weir, we’re 407. Whit, wit
398. Were, whirr 408. White, wight
399. Wet, whet 409. Who’s, whose
400. Weald, wheeled 410. Wood, would
401. Which, witch 411. Yaw, yore, your, you’re
402. Whig, wig 412. Yoke, yolk
403. While, wile 413. You’ll, yule
404. Whine, wine
405. Whirl, whorl

Exercise
Write two words pronounced the same way as each of the following words.
(a) B (b) C (c) I (d) P (e) T (f) U

SILENT LETTERS
In English there are letters that are usually not pronounced in certain words. Let us have a look at
these letters and words in which they are silent.
Letter ‘A’
 Logically  Romantically  Artistically
 Musically  Stoically
Letter ‘B’
 Aplomb  Crumb  Limb  Succumb
 Bomb  Debt  Numb  Thumb
 Climb  Jamb  Plumb  Tomb
 Comb  Lamb  Subtle  Womb
Letter ‘C’
 Ascend  Ascent  Conscious  Descend
 Abscess  Conscience  Crescent  Descent

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 Discipline  Isosceles  Obscene  Scene

 Fascinate  Luminescent  Resuscitate  Scent
 Fluorescent  Muscle  Scenario  Scissors
Letter ‘D’
 Wednesday  Pledge  Handkerchief
 Hedge  Grudge
 Dodge  Sandwich
Letter ‘E’
 Hate  Like  Lessen
 Name  Hope  Surprised
Letter ‘G’
 Align  Champagne  Gnash  Reign
 Assign  Cologne  Gnaw  Sign
 Benign  Consign  Gnome
 Campaign  Gnarl  Gnu
Letter ‘H’
 Honest  Archeology  Charisma  Loch
 Hour  Architect  Chemical  Shepherd
 Heir  Archives  Chemist  Monarch
 Honour  Chaos  Chorus  Scheme
 Ache  Character  Choir  psych
 Anchor  Cholera  Echo

Letter ‘I’
 Business
 Parliament
Letter ‘K’
 Knock  Knee  Knickers  Knob
 Knapsack  Kneel  Knife  Knock
 Knave  Knell  Knight  Knot
 Knead  Knew  Knit  Know

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 Knowledge  Knuckle
Letter ‘L’
 Calm  Walk  Calf  Folk
 Half  Would  Salmon  Balk
 Talk  Should  Yolk
Letter ‘N’
 Autumn  Condemn  Hymn
 Column  Damn  Solemn
Letter ‘O’
 Lesson
Letter ‘P’
 Psychology  Psychiatrist  Receipt
 Pneumonia  Psychotherapy  Corps
 Pseudo  Psychotic  Coup
Letter ‘S’
 Island  Apropos
 Aisle  Bourgeois
Letter ‘T’
 Apostle  glisten  mortgage  whistle
 Bristle  hustle  nestle  wrestle
 Bustle  jostle  rustle
 Castle  listen  thistle
 fasten  moisten  trestle
Letter ‘U’
 baguette  disguise  guillotine  guitar
 biscuit  guess  guilt  rogue
 build  guide  guilty  silhouette
 built  guild  guilty  colleague
 circuit  guile  guise  tongue
Letter ‘W’
 awry  playwright  sword  wrangle

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 wrap  wreckage  wrinkle  writhe

 wrapper  wren  wrist  wrong
 wrath  wrench  writ  wrought
 wreak  wretched  write  wrung
 wreath  wriggle  wrote  wry
 wreck  wring  wrong

Exercise
Identify the silent letter(s) in:
i. debtor xxiv. Numb
ii. isle xxv. Rendezvous
iii. mock xxvi. Catalogue
iv. depot xxvii. Vegetable
v. acquit xxviii. Asthma
vi. womb xxix. months
vii. patios xxx. debris
viii. thyme
ix. handsome
x. sandwich
xi. government
xii. listen
xiii. Christmas
xiv. Whether
xv. Rapport
xvi. Ballet
xvii. Chalet
xviii. Aplomb
xix. Ricochet
xx. Clothes
xxi. Cupboard
xxii. Faux
xxiii. Mnemonic
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RIDDLES
 A riddle is a statement or a question with veiled meaning posed as a puzzle to be solved.
 The riddles play functions such as:
 They boost the creativity of kids.
 They entertain.
 Some examples of riddles include:
 What gets wetter and wetter the more it dries? A towel.
 What can you catch but not throw? A cold.
 What goes around the world but stays in a corner? A stamp.
 Give me food, and I will live; give me water, and I will die. What am I ? Fire.
Riddling Process
 There are two parties involved: the audience (respondents) and the challenger(or the
riddler).
 There are basically four stages of a riddling process, but at times six.
 The parts of the riddling process are:
(1) The riddlerchallenges the audience. The challenge differs from community to community.
Some phrases used here include: riddle riddle!, I have a riddle! Etc.
(2) The respondents accept the challenge. The invitations include: riddle come! Throw it! Etc.
(3) The riddler then poses the riddle.
(4) The guess or guesses. The audience tries to come up with the solution. If they are unable,
then the next part follows.
(5) The challenger asks for a prize. The prize can be a town or city, or any other thing. The
challenger accepts the prize.
(6) Then the solution is given by the challenger.

Exercise
Read the riddling convention below and then identify its six parts.
Challenger: I have a riddle!
Respondent: Throw it.
Challenger: What comes down but never goes up?
Respondent: Wind

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Challenger: no, try again.

Respondent: Bird
Challenger: What will you give me if I offer the solution?
Respondent: You will have the entire fire to yourself.
Challenger: The answer is rain.

FEATURES OF OGRE STORIES AND TRICKSTERS

(a) OGRE STORIES
 An ogre usually represents an evil.
 Ogre are usually destroyed at the end.
 They have happy ending.
Functions of Ogre Stories
1. They warn against strangers.
2. They caution youth against marrying the people they don’t know.
3.
(b) TRICKSTER STORIES
 A character makes up for a physical weakness with cunning and subversive humour.
 The trickster alternatives between:
i. Cleverness and stupidity;
ii. Kindness and cruelty;
iii. Deceiver and deceived; and
iv. Breaker of taboos and creator of culture.

This is a Property of Mwalimu Consultancy Ltd. Contact Mr Isaboke

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MASTERY OF CONTENT
DEBATE
 A formal contest of argumentation between two sides is what debate is.
 Debate embodies the ideals of reasoned argument, and tolerance for divergent points of
view.
 There are two sides in the debate: the proposition and the opposition.
 These two teams are presented with a resolution, such as, ‘Girls and Boys Should play in
a mixed football team.’
 The teams are given enough preparation time.
 The team affirming the resolution speaks first.
 The opposing team then must refute the arguments offered by the affirming team and offer
arguments rejecting the resolution.
 Both sides are given the opportunity to present their positions and to directly question the
other team.
 Neutral judge (s) then evaluate the persuasiveness of the arguments and offer constructive
feedback.

Preparation Time
This is the time you have from when the motion is announced to the beginning of the debate.
During this time:
1. Research on the motion to get facts. The facts can be got from the teachers, other students,
etc.
2. Write notes on the facts. You can once in a while look at them during your presentation.
3. Practice how to speak. Do it in front of friends and relatives, as well as in front of a mirror.
4. If anxious, do some physical exercise. You can also take a deep breath just before your
presentation.
5. Dress decently.

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Points Delivery
Here are the points that will help you be successful during your points delivery:
1. Deliver your points in a confident and persuasive way.
2. Vary your tone to make you sound interesting. Listening to one tone is boring.
3. Speak quite loudly to be comfortably heard by everyone in the room. Shouting does not
win debates.
4. Make eye contact with your audience, but keep shifting your gaze. Don’t stare at one
person.
5. Concisely and clearly express your points to be understood by your audience members.
6. Provide a proof for each point you put across. If you don’t you will not earn a point.
7. Speak slowly and enunciate your words. When you slow down your speech, you give your
audience and the judge more time to process your strong points.
8. Use gestures to elaborate on your points.
9. Pause to divide your major points.

Heckling
 Only supportive and argumentative heckling is permitted.
 Heckling is a brief phrase (about two words) or other non- verbal actions that are directed
to the judge of the debate.
 They are reminder to the judge to pay close attention to the message immediately
expressed by the speaker.
 There are two types of heckles:
 Those that are non-verbal, such as,
(a) Rapping the knuckles on the desktop.
(b) Rapping the palm on the desk.
(c) Stamping the feet
They are meant to encourage the judge to heed a particularly strong point being made by the
speaker.
 Those that are verbal, such as,
(a) Objective
(b) Evidence
(c) Point of information
They are said after standing up by one member of the opposing side. These are meant to alert the
judge to a problem in the opposing side’s argument.

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Exercise
After you deliver your points during the debate, everyone claps for you. How could you have
delivered your points to earn their heckling?

ETIQUETTE
Etiquette is the rules that indicate the proper and polite manner to behave.
USE OF COURTEOUS LANGUAGE
 When one uses courteous language, he/she uses a language that is very polite and polished
to show respect.
 At no time should you allow yourself be rude, ill-mannered, impolite, inconsiderate, or
even thoughtless.
 Being and remaining polite will go a long way in building relationships.
 To show politeness and respect:
 Use the word please in request;
 Say thank you to those who help or compliment you.
 Start your requests or interrogatives beginning with words such as can, could, may, will, or
would.
 Say excuse me when you interrupt other people or intrude into their time or privacy.
 Use question tags.
 In this section, we shall learn the words and phrases that show respect.

(a) Please
 We use it when you want someone to do something for you. For example: Can you pass
that cup, please?
 also used when you want something from someone. For example: Lend me ten shillings,
please.
(b) Thank you
 Use it whenever someone does something for you.
 Use it when someone commends you.
(c) Sorry
 Say it any time you inconvenience someone.

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 Say it when step on someone’s toes, etc.

 Also when someone asks you something you cannot do.
(d) Excuse me
To introduce a request to someone, or to get past someone, use this phrase. For example
Excuse me, can you show me where Amina lives?
(e) Pardon me
Almost as ‘excuse me’

Exercise 1
Jennifer has gone to the shop to buy a bar of soap. The shopkeeper tells her to be polite the next
time she comes to buy from him. Showing where, which polite phrases could Jennifer have failed
to use?
Exercise 2
Read the dialogue below and then explain how Jacinta expresses politeness.
John: I would like to send this letter to japan by airmail, how much is the charge?
Jacinta: It’s one pound, do you need extra stamps?
John: I do, I have been also expecting a package from New-York. Here is my identity card and
receipt.
Jacinta: Would you mind signing this form? Here is the package.
John:Finally, I would like to send this registered letter to London.
Jacinta:Please fill in the complete address in capital letters.

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NON VERBAL SKILLS IN LISTENING

AND SPEAKING
IMPORTANCE OF RESPECTING PERSONAL SPACE
A personal space is an imaginary area between a person and their surrounding area. This space
makes the person feel comfortable and should therefore not be encroached.
The distance can exist at work, at home and in our social circles.
The personal space varies depending on factors such as:
(a) Gender
(b) Trust
(c) Relationship
(d) Familiarity with the person.

Why Respect People’s personal Space?

1. To make them feel comfortable.
2. To maintain good relationships.
3. To enhance listening. Especially during a talk.

General Personal Space Rules

The personal space guidelines below will help enhance listening and speaking:
1. Respectfully keep your distance if you walk into a room and see two people in private
conversation.
2. Pay attention to your volume when you speak, whether on the phone or in person, to ensure
you don’t distract attention of others.
3. Maintain physical space at table and chair rows so the people around you have enough
room to write, raise their hands, etc.
4. Be mindful of amount of perfume or cologne you wear as if it is in excess it might distract
others.
5. Never lean on the other person’s shoulder unless invited to.
6. Don’t eavesdrop on another person’s phone conversation. In case you overhear details of
the conversation, keep it confidential.
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Dealing with Space Intrusion

Depending on the nature of the intrusion, you would deal with space encroachment in different
ways. Here are the steps of dealing with a person who leans on your shoulder:
1. Lean away or take a step back away from the person hoping they would take a hint.
2. Come right out and say you feel discomfort being too close.
3. Explain why you need more space. You can for example tell them you need more space to
write.
Exercise
You have attended a one day seminar. The person sitting next to you is said to be intruding your
personal space. What four personal space guidelines could this person have failed to follow?

LISTENING AND SPEAKING ANSWERS

PRONUNCIATION OF VOWEL SOUNDS
/ᶦ/
 Hill
 Sit
 Still
 Blip
 Fill
 Blink
 Thrill
/i:/
 Jeep
 Creek
 Greased
 Teal
 cheat
/e/
 jet
 bed
 wet

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PRONUNCIATION OF CONSONANT SOUNDS

Exercise 1
Sound /s/: seven, students, first, test, licences
Sound /z/ : driver’s, licences, Thursday

Exercise 2
(a) Garage (c) Go (e) Entangle
(b) Gift (d) Digit (f) Gecko

Exercise 3
Sound /ᶴ/ :tissue, passion, ocean, cautious, solution, pressure, Persian, chef, sure, precious
Sound /ᶾ/ :Caucasian, division, leisure, vision, casual, conclusion, television, decision, collision,
exposure

Exercise 4
Sound /f/ : forgive, for, forgetting, leftover, food
Sound /v/ :forgive, leftover

DIPHTHONGS
(a) Gate (e) Pane (i) Vane/vein (m) Sow
(b) Made (f) Plane (j) Waste (n) Know
(c) Male (g) Sail (k) Weight (o) Tow
(d) Pail (h) Tail (l) Ate (p) Groan

MINIMAL PAIRS
Exercise 1
(a) Heat (d) Pitch (g) Keep (j) Peel
(b) Shit (e) Leap (h) Ill (k) Skid
(c) Teen (f) Knit (i) Grid (l) Scheme

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Exercise 2
(a) Hid (c) Hem (e) Fin (g) Din
(b) Mess (d) Led (f) Led (h) Pig
Exercise 3
(a) Fail (d) Sail/sale (g) Read/red (j) Stead
(b) Pen (e) Whale (h) Debt
(c) Hell (f) Met (i) Main
Exercise 4
(a) Bat (d) Flash (g) Sung (j) Suck
(b) Much (e) Come (h) Ankle (k) Damp
(c) Mud (f) Dam (i) Crush (l) Tag
Exercise 5
(a) Merry (c) Kettle (e) Sex (g) Tread
(b) Bland (d) Vet (f) Track (h) Mat
Exercise 6
(a) Fir/fur (c) Purse (e) Shirk
(b) Hard (d) Firm (f) Cart
Exercise 7
(a) Ban (c) Best (e) Bent (g) Lobes
(b) Vote (d) Bowels (f) Very (h) Verb

Exercise 8
(a) Very (d) Vine (g) Fail (j) Vault
(b) Leave (e) Halve (h) Grieve (k) File
(c) Fast (f) Prove (i) Carve (l) Strife

Exercise 9
(a) Bad (f) Bet (k) Hid (p) Not
(b) Got (g) Bought (l) Heard (q) Said
(c) Ride (h) Aid (m) Mad (r) Plate
(d) Ant (i) Bed (n) Meant (s) Sad
(e) add (j) feed (o) need (t) Debt

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Exercise 10
(a) Tag (f) Jag (k) Glass (p) Duck
(b) Flock (g) Gave (l) Could (q) Cut
(c) Tuck (h) Sack (m) Coat (r) Lock
(d) Come (i) League (n) Block (s) Rag
(e) Cash (j) Grab (o) Gill (t) got

HOMOPHONES
(a) bee, be (c) aye, eye (e) tea, tee
(b) see, sea (d) pee, pea (f) ewe, you

SILENT LETTERS
i. b xi. n xxi. p
ii. s xii. t xxii. x
iii. c xiii. t xxiii. m
iv. t xiv. h xxiv. b
v. c xv. t xxv. z
vi. b xvi. t xxvi. ue
vii. s xvii. t xxvii. e
viii. h xviii. b xxviii. th
ix. d xix. t xxix. th
x. d xx. e xxx. s

RIDDLES
 Challenge – I have a riddle!
 Acceptance – Throw it.
 Pose/ Riddle – What comes down but never goes up?
 Guesses – wind, bird
 Prize – Fire
 Solution – rain
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Exercise 2
DEBATE
I could have:
 Spoken confidently
 Varied my tone appropriately
 Spoken loud enough to be heard by everyone
 Made my contact with my audience
 Provided proofs for my points in persuasive way.
 Spoken slowly and enunciated words correctly
 Used gestures that reinforced my ideas
 Paused at key points

USE OF COURTEOUS LANGUAGE

Exercise 1
 Failed to use ‘thank you’ after being given the bar of soap.
 Failed to use ‘please’ when asking to be given the bar of soap.
 Failed to use ‘excuse me’ to get the shopkeeper’s attention.

Exercise 2
 She has used ‘please’ when asking John to fill the address.
 She has used ‘would’ in asking questions.

IMPORTANCE OF RESPECTING PERSONAL SPACE

He could have failed to:
 Speak in a low voice during the talk.
 Maintain the physical distance between the two of us at the table.
 Resist leaning on my shoulder or chest.
 Resist eavesdropping on my phone conversation

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READING FOR FORM ONE

READING SKILLS
SILENT READING
 It involves reading without pronouncing the words out loud.
 It is reading to oneself.

Bad Silent Reading Habits

The following are some of the bad silent habits which you must try to break:
(a) Moving your lips when you read
(b) Vocalizing
Vocalizing means that you are pronouncing words in the voice box of the throat without making
sounds. This also slows your reading rate to that of speaking.
(c) Regressing out of habit
Regressing means rereading a word, phrase, or sentence out of habit and not because of need.
Sometimes, it is necessary to reread something, especially in a difficult passage. But habitual,
unnecessary regressing really slows you down.
(d) Reading one word at a time
(e) Moving of the head as one reads.
(f) Pointing the words as you read.

USING A DICTIONARY
Reasons for using a dictionary
A dictionary is a very important tool for anyone who is learning a new language. With a good
dictionary you can do the following:
 look up the meaning of an English word you see or hear
 find the English translation of a word in your language
 check the spelling of a word
 check the plural of a noun or past tense of a verb
 find out other grammatical information about a word
 find the synonym or antonym of a word
 look up the collocations of a word
 check the part of speech of a word
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 find out how to say a word

 find out about the register of a word
 find examples of the use of a word in natural language
To be a good dictionary user, however, it is not enough to know what to use the dictionary for.
You must also decide which is the best dictionary for any of the purposes listed above.
Finding words quickly
 You will need to know the English alphabet perfectly.
 Use the guide words at the top of each dictionary page.
Finding the right meaning of an English word
Very often when you look up a new English word, you find that it has more than one meaning. If
you are not sure which one is correct, check through all the meanings and find the one that makes
most sense in the context where you found the word.
Finding the right spelling
Another problem you may have is when you want to check your spelling but you can’t find the
word you’re looking for. Here is what to do:
 If you are sure of the first few letters, just look down the page until you find the right spelling.
 If you are not sure of the first few letters, try some other possibilities. You know for example that
some words that start with an -n sound have p as their first letter; e.g. . So if you can't find the
word under N, try looking in the P pages.

USING THE LIBRARY

When you walk into a library, there are many resources at your fingertips. You just need to know
what to use, how to use it, and when to ask for help.
Different Types of Libraries to Use
Depending on the topic you need to study, you might find that different libraries might serve you
better.
The different types of libraries include:
 Public: This library is the typical library working to make sure the local community has the
books it needs without having to charge anyone to read them.
 Home library
 Class library.
 School library
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Using the library is easy and it only takes a little direction from you in order to fully realize how
many books can help you with your topic of study.

Consulting the Librarian

At times, you may not know where to begin with a research topic. If you are not sure where to go
or what questions to ask, it can help to bring in a third party who is not attached to your research:
the librarian.
Talking to the librarian will help have book titles that have been helpful to you. If you already
have found helpful books, show the librarian so they can look for similar books in the stacks.

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COMPREHENSION SKILLS
SUMMARY AND NOTE-MAKING
SUMMARY
 An excellent summary is a summary written to show that you have read and understood
something.
 You will get assignments that ask you to read a certain material and summarize it.

How to produce a summary:

1.Read the material to be summarized and be sure you understand it.
2.Outline the major points.
3.Write a first draft of the summary without looking at the material.
4.Always use paraphrase when writing a summary.
5.Target your first draft for approximately 1/4 the length of the original.
6.Never put any of your own ideas, opinions, or interpretations into the summary. This means you
have to be very careful of your word choice.
7. Write in prose – not point form.

NOTE MAKING
How to Make Notes
The following tips will come in handy when making notes:
1. Read the material carefully and thoroughly.
2. Underline the key sentences as you read. This will help in forming the title.
3. Make a rough note of the main points in a logical sequence.
4. Write the final notes.
You should have in mind that a note:
1. Should be short and to the point.
2. Contain all the important and relevant information.
3. Should have information systematically divided and subdivided.
4. Should have a short title. Avoid long sentences as titles.
5. Must be written in points only.
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Notes Template
TITLE …………………….
(a) ………………………………………….
(b) …………………………………………
(c) ………………………………………..
(d) ………………………………………..

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GRAMMAR FOR FORM ONE

PARTS OF SPEECH
NOUNS
(a) COMMON NOUNS
 They are simply words that name people, places, things, or ideas.
 They are not the actual names.
 The word ‘teacher’ is a common noun, but the word ‘Halima’ is not.
 A common noun identifies a thing, etc.
 Example of common nouns are:
 People: teacher, father, secretary, woman, girl, etc
 Animals: Tiger, Dog, Cow, etc
 Things: Chair, desk, cup, phone, etc
 Places: City, town, continent, etc
 Ideas: envy, hate, love, pride, etc
How to Capitalize Common Nouns
The simple rule is: don’t capitalize a common noun, unless it is the first word in a sentence, or part
of a title.
Examples in Sentences
 Let’s go to that hotel.
 I visit a town during the holidays.

Exercise
Substitute the underlined word(s) with a common noun. You can add a word before the
noun.
1. John and Nick were taught.
2. I have visited Asia.
3. She lives in Nairobi.
4. We eat at the Hilton.

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5. Have you ever swum in the Nile?

6. I drive Mercedes Benz.
7. Everyone went shopping at Tuskys.
8. Corporal Jones has died.
9. I come from Rwanda.
10. I am teach at Alliance.

(b) PROPER NOUNS

 A proper noun is a name used for an individual person, thing, or a place.
 They always begin in capital letters no matter where they occur in sentences.
 Look at the table below.
Common Noun Proper Noun Example in a Sentence
Teacher Mr. Kamau Mr. Kamau is our teacher of
President Mr. Uhuru Kenyatta English.
Mr Uhuru Kenyatta is in the state
City Mombasa house.
Mombasa is the place I go every
weekend.

Exercise
Identify proper nouns in the sentences below.
1. I will take you to Rich’s Palace.
2. Sarah is the girl I told you about.
3. Of all the continents, I like Africa the most.
4. Gracy is the cutest kitten ever.
5. I am craving Oreos.
6. I used Tilly in cooking.
7. Jupiter is one of the planets.
8. Margaret was a great author.

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(c) CONCRETE AND ABSTRACT NOUNS

Concrete Nouns
 A concrete noun register to our senses.
 You can see, hear, taste, smell, or even feel them.
 The examples are:
 Table
 Ball
 House
 Rice
 Water
 Wool

Abstract Nouns
 They don’t register to one’s senses.
 They are just ideas, feelings, or qualities.
 Some examples of abstract nouns include:
 Health  Insurance  Anger
 Interest  Happiness  Fun
 Sleep  Peace  Pride
 Traffic  Knowledge  Confidence
 Advice  History  Determination
 Education  Noise  Law
 Business  Intelligence  Laughter

Example in Sentences
(i) Education is the key to life.
(ii) All the teacher wanted was a proof.
(iii) I will apply once the opportunity presents itself.
(iv) They are calling for justice.
(v) You need to change your behaviour.
(vi) Love makes the world go round.
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Exercise 1
Identify the nouns in the sentences and write whether it they are concrete or abstract.
1. A man must always have the courage to face every challenge.
2. No matter what happens, we must not lose hope.
3. My faith in God is very strong.
4. A person should buy a beautiful dress.
5. Have you seen the black dog?
6. Love is blind.

Exercise 2
Fill the blank with the appropriate form of the word in brackets.
1. She asked for my _______________ about this book. (advise)
2. The _________________ in Kenya is not as good as it was 10 years ago. (educate)
3. The way she answers questions shows she has above average _____________. (intelligent)
4. She explained the ________________ of physical exercise. (important)
5. _____________ means different things to different people. (happy)
6. ___________ is all that will help. (confident)
7. It is _______________ that comes before a fall. (proud)
8. His ______________ led him to kill Ojwang. (angry)
9. The composition she wrote showed a high level of ______________. (imagine)
10. You will die out of ___________. (lonely)

(d) COUNT AND NON COUNT NOUNS

A concrete noun can either be categorized as count or non-count.
Count Nouns
 A count noun can be expressed in plural form, normally with an “-s”, for example,
 Season – seasons
 Dog – dogs
 Teacher – teachers

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 When you look around the classroom, there are things that you can count. What are they?
The list of things you can probably see are:
 Chairs
 Tables
 Flag
 Textbooks
 Desks
 Cups
 Such nouns can be preceded by appropriate articles, whether singular or plural.
Non-Count Nouns
 Also referred to as mass nouns.
 Nouns falling under this category are those:
 That cannot be counted
 That do not have plural forms.
 Below are the examples of non-count nouns.
 Luggage  Milk  Rice
 Weather  Juice  History
 Equipment  Beer  News
 Oxygen  Soccer  Mathematics
 Wood  Biology  Electricity
 Plastic  Reading  Meat
 Hair  Glass  Furniture
 Air  Sunshine

Examples in Sentences
1. This is school equipment.
2. Plastic is a non conductor.
(e) PLURAL NOUNS
 There are rules for spelling plural nouns.
General Rules for Spelling Plural Nouns
1. Most nouns add “-s”, for example
 Book – books
 Pen – pens

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 Phone – phones
2. Most nouns that end in “-ch”, “-sh”, “-s”, “-x”, or “-z” add “-ies”, for example,
 Church – churches
 Box – boxes
 Prize – prizes
 Bus – buses

3. Most nouns that end in a consonant and “-y” becomes “-ies”, for example,
 Spy – spies
 Community – communities
 Activity – activities
 Country – countries

4. Most nouns that end in “-f”, or “-fe” add “-ves”, for example,
 Elf – elves
 Wolf – wolves
 Half – halves
 Knife – knives
 Scarf – scarves

5. Some nouns that end in a consonant and “o”, add “-es”, for example,
 Tomato – tomatoes
 Buffalo – buffaloes
 Volcano – volcanoes
 Hero – heroes
 Mosquito – mosquitoes

6. Some nouns only change their vowels, for example,

 Goose – geese
 Man – men
 Mouse – mice
 Tooth – teeth
There are those that do not change at all, for example,
 Deer
 Species
 Fish
 Sheep
 There are a few nouns that have plural forms which are left from old English, for example,
 Child – children
 Ox – oxen
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 Then there are those of Latin origin. They are like:

 Antenna – antennae
 Appendix – appendices, appendixes
 Cactus – cacti
 Stadium – stadia, stadiums
 Terminus – termini, terminuses
 Referendum – referenda, referendums
 Index – indices, indexes
 Formula – formulae, formulas
 Curriculum – curricula, curriculum

ARTICLES
 An article is a kind of adjective.
 It is used with a noun and gives some information about that noun.
 There are two articles:
A
 The
 The article “a” has a form “an”.
 Article “a” is known as the indefinite article. It is called indefinite since the noun it goes
with is indefinite or general.
 The form “an” is used when the noun it precedes begins with a vowel.
 The article “a” has the same meaning as number “one”. For example, one can say:
I have bought a pen. Or
I have bought one pen.
 The article “the” is definite article.
 A definite article indicates a specific thing. Can you identify the difference between the
pair of sentences below?
(i) I bought a pen.
(ii) I bought the pen.
The second sentence shows that I bought a particular pen, and not any other.
 The article “the” is used with count nouns when:
 We use the noun a second and subsequent times.
 The listener knows what you are referring to.

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Exercise
Fill in the blank with appropriate article. Leave the space blank if no article is needed.
1. I have to eat ______________ apple today.
2. She has __________ dog at home.
3. My son has learnt how to play __________ piano.
4. Tom likes to play ______________ basketball.
5. There is ___________ new book on the table.
6. ___________ teacher is late this morning.
7. ___________ ink in my pen is black.
8. She speaks _________ Japanese.
9. What ___________ expensive bike!
10. He is _____________ honest person.

PRONOUNS
PERSONAL PRONOUNS
 They represent specific people or things.
 They are used depending on:
(i) Number: whether singular or plural
(ii) Person: whether first, second, or third persons
(iii) Gender: whether male, female, or neuter
(iv) Case : whether in the case of subject or object

Number versus Person

Number First Person Second Person Third Person

Singular I You He/she/it

Plural We You They

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Gender versus Person

Person Gender

Male Female Neuter

First person

Second person

Third person He She It

CASE
 The pronouns used as subjects are:
I
 We
 He
 She
 It
 They
 You

 The pronouns below are used as objects:

 Me
 Us
 Him
 Her
 It
 You
 Them

Examples in Sentences
(i) I like it.
(ii) You are my best friend.
(iii) She is running from the truth.
(iv) Get me that book please.
(v) They are interviewing them.

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EXERCISE 1
Fill the blanks with correct forms of pronouns in brackets.
1. __________ am the new class prefect. (me)
2. ___________ doesn’t matter. (they)
3. Does Martha like ____________? (he)
4. Killion helped ___________. (I)
5. Did you see ___________ ? (she)

EXERCISE 2
Replace the underlined words with an appropriate pronoun.
1. The old gate doesn’t look good.
2. Tom and Mary went to school.
3. The dog bit the doctor and the chief.
4. Moses runs faster than Rebecca.
5. Phiona and Ruth played doubles.
6. Christine is clever.
7. I brought the dress.
8. Antony drove Junet and me.

POSSESSIVE PRONOUNS
 We use possessive pronouns to refer to a specific person or people, or thing or things that
belong to a person or people, or things.
 Just like personal pronouns, they are used depending on:
(i) Number
(ii) Person
(iii) Gender
(iv) Case
Number and Person
 In singular we use:
Mine – first Person
Yours -- second person
His/hers/its – third person
 In plural, use:
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Ours – first person

Yours – second person
Theirs – third person
Gender
 For male gender, the pronoun below are used:
His
 For female gender use, hers
Case
A possessive pronoun can either be a subject or object.
Examples in Sentences
(i) Mine is that one.
(ii) This one is mine.
(iii) The cars are yours.
(iv) Yours are those ones over there.
(v) Hers has been stolen.
(vi) This building is ours.

EXERCISE
Complete each sentence with the possessive pronoun form of the word(s) underlined.
1. Martha did _____________ homework in time.
2. Have you got ___________ money.
3. I like your name. Do you like ___________ ?
4. Hector and Emmy have seen your bag. Have you seen ____________?
5. Jane, my flowers are dying. ____________ are good.
6. I have come with my sister. ___________ name is Alice.
7. Sophie and Gerges study Science. _____________ teacher is kind.
8. We love __________ new boss.
9. He is in __________ house.
10. Are you and your friend enjoying __________ weekend?
11. The cat has bit ___________ tail.
12. Right has a brother. ___________ is 10 years old.

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REFLEXIVE PRONOUNS
 They are special kind of pronouns.
 A reflexive pronoun is used when the object of a sentence is the same as the subject.
 Each personal pronoun has its own reflexive form.
 The table below shows personal pronouns with their equivalent reflexive pronouns.
Personal Pronoun Reflexive Pronoun
I Myself
You (singular) Yourself
You (plural) Yourselves
He Himself
She Herself
It Itself
We Ourselves
They Themselves

When Reflexive Pronouns are Used

Reflexive pronouns are used when:
(i) The object and the subject are similar. For example,
 She bit herself.
The subject she and the object herself are similar.
 They betrayed themselves.
 Matthew likes himself.
(ii) They are used as the object of prepositions. In the sentences below, the words underlined
are the prepositions and the ones in boldface are the objects of those prepositions.
 Young bought a pencil for himself.
 Halima mopped the room by herself.
 The mad man talks to himself.
(iii) They are also used when emphasizing the subjects. Examples
 I ate all the rice myself. This means no one else had any.
 Dan will wash the clothes himself. This means she will be helped by no one.

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Can you differentiate between the pair of sentences below?

She bought the pen herseif.
She bought the dress for herself.
Exercise
Fill the correct form of reflexive pronoun for each blank space.
1. In the evening, we went to the market to buy _________________ food to cook.
2. I don’t know whether they went to school or whether they taught ______________ .
3. If you hurt ______________ , don’t cry to anyone.
4. This cat caught the rat _____________ .
5. Whenever I see ___________ in a mirror, I smile to ___________ .
6. That little duck is washing _____________ in the pond.
7. Jonathan ate all the food _____________ .
8. Good evening everyone? Please make _____________ comfortable.
9. Since the school is their father’s, they give _______________ break whenever they feel
like.
10. Mary bought the dress for _____________ .
11.

FUNCTIONS OF PRONOUNS
 A pronoun can be used where a noun or a noun phrase can be used in a sentence.
 Pronouns perform the following functions in a sentence:
(a) As the Subject of a Verb
 The subject of verb is that which performs that action.
 Some of the pronouns used as subjects of the verbs are:
He
She
I
They
We etc
Examples in Sentences
i. He is my best friend.
ii. You are the one I saw.
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iii. They are the school administrators.

(b) As the Object of A Verb

 An object is the recipient of the action.
 Some object pronouns include:
Me
You
Him
Her
Them
It etc
Examples in Sentences
i. Richard escorted him.
ii. He separated them.
iii. I saw her.
(c) As the Object of a preposition
An object of preposition immediately follows the preposition.
Examples
i. I will think about it.
ii. I bought it for him.

VERBS
 A verb is a word that shows an action, state, or even an occurrence.
 There are two main verb types:
 Lexical verbs
 Auxiliary verbs
 In this section, we shall study Lexical verbs.
LEXICAL VERBS
 A lexical verb is the main verb in a sentence.
 It does not need a helping verb as it carries the meaning.
 The examples are:
 Talk

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 Sing
 Run
 Jump
 Eat
 Go etc
 Depending on how they form their past tense and past participle forms, they are grouped as
regular or irregular verbs.

Examples in Sentences
1. I work at the station.
2. She drives a fancy car.
3. I gave you all I had.
4.

REGULAR AND IRREGULAR VERBS

 Verbs are subdivided into regular and irregular verbs depending on how their past tense
and past participles are formed.
 A regular verb adds –ed or –d to the end of the base forms.
Examples of Regular Verbs
Verb Past Tense Past Participle
Call Called Called
Plan Planned Planned
Jump Jumped Jumped
Kill killed Killed
Fill filled filled

Examples In Sentences
1. He jumped over the fence.
2. He killed the cat.
 For Irregular verbs, there is no formula that predict their past tense and past participle
forms.

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 They include:
Verb Past Tense Past Participle
Sweep Swept Swept
Cut Cut Cut
Come Came Came
Go Went Went
Meet Met Met
Is/am Was Been

Examples in Sentences
1. He ran towards the river.
2. Have you repaid the loan?
3. I have swum.

TENSES
SIMPLE PRESENT TENSE
 The simple present tense is used to express:
1. Habitual actions, for example,
i. She eats fish.
ii. She washes her clothes every week.
iii. We see movies every evening.
2. Some general truths, for example,
i. Water boils at 100 degrees.
ii. The month of April has 30 days.

Points to Remember on The Simple Present Third Person Singular

 The verb usually ends in –s, for example,
i. He runs
ii. She runs
iii. It runs

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 Negative and question are “does”, for example,

i. He does not run.
ii. Does he run?
iii. She does not run.
iv. Does she run?

 In case of negative and question, the next verb after “does” does not add an -s
Present Simple Tense – Negative
A negative sentence is usually formed by using “not”.
Examples in Sentences
i. I do not like it.
ii. We do not like it.
iii. You do not like it.
iv. She does not like it.
v. He does not like it.
vi. They do not like it.

Present Simple Tense – Questions

The questions are formed by using either “do” or “does” at the beginning.
Examples in Sentences
i. Do you like it?
ii. Do we like it?
iii. Do you like it?
iv. Does she like it?
v. Does he like it?
vi. Do they like it?

Exercise 1
Rewrite each sentence below following the instruction in brackets. Do not change the
meaning of the sentence.
1. I live in Maragua. (begin with: do)
2. Right comes to school daily. (begin: does)

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3. She does not play rugby. (do not use: not)

4. The train leaves at 8.00 am. (use: 9.00 am)
5. Does he forget his wallet? (begin: he)

Exercise 2
Use the correct form of the verb in brackets to complete each of the following sentences.
1. I ______________ fifteen years old now. (be)
2. Moureen ______________ at Githurai. (live)
3. Emilly ___________ dinner for them. (cook)
4. The students ____________ lunch at 1.00 pm. (eat)
5. My grandmother ____________ medicine when she is sick. (take)
6. It normally ____________ here in April. (rain)
7. It _____________ in May as much as it does in March. (rain)
8. They ___________ French twice a week. (study)
9. Mr Gregory ______________ Geography at Lukenya High School.
10. George _____________ to church every Sunday. (go)

SIMPLE PAST TENSE

 A simple past tense is used to talk about a completed action in a time before now.
 The time of action can be in the recent past or the distant past.
Examples
1. I walked all the way to school.
2. We saw them at the restaurant.
3. They played the piano.
4. She ate her lunch at 1.00 pm.
How to Form the Simple Past Tense
Simple Past in Negative Statement
The pattern here is:
Subject+Auxiliary+not
She did not call.
Simple Past in Interrogative
Did she call you?
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Exercise
Fill in the correct form of word in brackets to complete each sentence.
1. I ______________ to the theatre last week. (go)
2. It _________ interesting. (be)
3. I __________ three sites last year. (visit)
4. It ____________ as it did the the previous week. (rain)
5. She ____________ a single card from her relatives.(receive)
6. We ___________ to a new house last month. (move)
7. They ____________ us pizza yesterday. (bring)
8. I ____________ a big lion. (see)
9. Where _______________ your last weekend? (spend/you)
10. It was cold, so I _________________ off my coat. (take)
11. Since the door was opened, the bird _____________ into the house.
12. The car wasn’t expensive. It _____________ very much. (cost)

ADJECTIVES
COMPARATIVE AND SUPERLATIVE FORMS
Comparatives
The comparative form of an adjective is used to compare two people or things. Example
He is quicker than Ngure.
Superlatives
The superlative form of an adjective is used to compare more than two people or things. Example
He is the quickest of the three.
Ways of Making Comparative and Superlative Adjectives

(a) Adjectives with One Syllable

In general, if an adjective has one syllable, then –er or –r for comparative and –est or –st for
supelatives are added to the adjective. Examples

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Adjective Comparative Form Superlative Form

Hot Hotter Hottest

Tall Taller Tallest
Small Smaller Smallest
Large Larger Largest
Thin Thinner Thinnest
Nice Nicer Nicest

(b) Adjectives with Two Syllables

 There are those that simply add –er or –r for comparative, and –est or –st for superlative.
Examples
i. Feeble Feebler Feeblest
ii.
 some use theword “more” for comparative, and “most” for superlative forms. Examples
i. famous more famous most famous
ii.
 There are those that can do with either –er or –r , or more for comparative and –est or –st ,
or most for superlative. They are special adjectives.Examples
i. Clever Cleverer (more clever) Cleverest (most clever)
ii. Simple Simpler (more simple) Simplest (most simple)

 Other special adjectives are:

 Quiet
 Polite
 Pleasant
 Likely
 Commonly
 Sure

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(c) Adjectives with Three or More Syllables

Word more for comparative and most for superlatives are used. Examples
Interesting moreinteresting most interesting
Attractive more attractive most attractive

(d) Irregular adjectives

Some adjectives have Irregular comparative and superlative forms. Examples
Adjective Comparative Form Superlative Form
Bad Worse Worst
Good Better Best
Little Less Least
Much More Most

REGULAR AND IRREGULAR ADJECTIVES

 The way an adjective make comparative and superlative forms is what determines whether
it is regular or irregular.
Regular Adjectives
 A regular adjective adds –er or more in comparative form, and –est or most for
superlatives.
 The table below illustrates this.
Adjective Comparative Superlative
Small Smaller Smallest
Nice Nicer Nicest
Pretty Prettier Prettiest
Beautiful More beautiful Most beautiful

Irregular Adjectives
 They have completely different forms.
 It is not easy to predict their comparative and superlative forms.
 Examples are:
 Good
 Bad etc
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GRADABLE AND NON-GRADABLE ADJECTIVES

Gradable Adjectives
 A gradable adjective has different degrees.
 You can say “very hot” or “a bit hot”. Hot is therefore a gradable adjective. Other gradable
adjectives are:
 Cold
 Warm
 Tall
 Nice etc

 There are grading adverbs that can be used with gradable adjectives. They include:
 A bit
 Very
 Extremely
 Quite
 Really
 So etc
Examples in Sentnces
i. It is extremely cold today.
ii. This novel is quite interesting.
iii. The girl is very beautiful.
iv. She is reasonably popular.
Non-Gradable Adjectives
 They do not have different degrees.
 Some examples of non gradable adjectives are:
 Excellent  Unique  Totally
 Impossible  Absolutely 
 Digital  Nearly
 Domestic  Chemical
 One cannot say “very dead” or “really dead”. The adjective “dead” is thus, a non-gradable
adjective.
 A grading adverb cannot be used with the non-gradable adjectives.

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Example in a Sentence
i. The dead relative will be buried soon.
ADVERBS
ADVERBS OF MANNER
 They tell us the manner in which the action happened, happens, or will happen.
 The examples are:
 Carefully
 Slowly
 Loudly
 Easily etc
Examples in Sentences
1. She answered it correctly.
2. The problem was solved easily.
3. He drives slowly.
4. He walked quickly.
5. He runs fast.
ADVERBS OF TIME
 An adverb of time tell us when an action happens.
 An adverb of time can also tell us for how long that action occurred. For example, three
months.
 Some examples of adverbs of time are:
 Today
 Next week
 Late
 Early
 Morning
 Last year
 Two months time, etc
Examples in Sentences
i. I saw it yesterday.
ii. He came to school late.
iii. She watched the whole day.
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ADVERBS OF FREQUENCY
 These are adverbs that answer questions “How frequently?” or “how often?”.
 They tell us how often something happens.
 There are two types of adverbs of frequency:
i. Adverbs of definite frequency, for example,
 Monthly
 Daily
 Hourly
 Weekly
 Yearly
 Every minute
 Twice a month
 Once
 Three times a day, etc
Examples in Sentences
 Employees pay taxes monthly.
 The storekeeper checks the store every day.
 I review my notes every week.
ii. Adverbs of indefinite frequency, for example,
 Never
 Sometimes
 Often
 Always
 Seldom
 Frequently
 Occasionally
 Usually
Examples in Sentences
i. She is never late.
ii. I often do my assignment.
iii. They sometimes visit me.

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PREPOSITIONS
SIMPLE PREPOSITIONS
 A preposition joins words together and show the relationship between the different parts of
a sentence.
 The following are the simple prepositions with examples in sentences:

1. In, on, at
He is in the house.
The cup is on the table.
He teaches at a school in Wajir.
2. Above, below
Most students scored above 50.
Few students scored below 4o.
3. Over, under
Don’t jump over the fence.
The cat is hiding under the bed.
4. Around, through
The flowers we planted around the house.
The spear went through his body.
5. Before, after
I will see him before lunch.
He is leaving after lunch.
6. To, from
I am coming from Limuru.
I am going to Nairobi.
7. About, by
Have you read the story about an ogre?
The story was written by Kendagor.
8. With, without
He didn’t want to go with us.
We went without him.

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9. Between, among
This is a secret between you and me.
There is no secret among many.
10. Inside, outside
The bottle is inside the box.
The spoon is outside the box.

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PREPOSITIONS COMBINATIONS
Adjective+Preposition
Specific prepositions are used after certain adjectives. There is no definite rule to ascertain which
preposition should be used with which adjective. We simply need to learn them.
Here is a list of some commonly used adjectives and the prepositions that normally follow them:

ADJECTIVE PREPOSITION

accustomed To

Afraid Of

Accused Of

acquainted With

Addicted To

Annoyed about/with/at

Allergic To

Amazed at/by

Anxious About

appreciated For

Ashamed Of

associated With

astonished at/by

Aware Of

Angry With

Afraid Of

Attached To

Bad At

Based On

beneficial To

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Boastful For

Bored With

Brilliant At

Busy With

Capable Of

Careful with/about/of

Certain About

characteristic Of

Clever At

connected With

conscious Of

Content With

Crazy About

Crowded With

Curious About

dissatisfied With

Doubtful About

Delighted at/about

Derived From

Different From

disappointed With

Eager For

Eligible For

enthusiastic About

Excellent in/at

Excited About

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experienced In

Exposed To

Envious Of

Faithful To

Familiar With

Famous For

fed up With

Free of/from

frightened Of

Friendly With

Fond Of

Furious About

Furnished With

Full Of

Generous with/about

Guilty of/about

Gentle With

Good At

Grateful To

Happy About

Hopeful of/about

Identical with/to

Immune To

impressed With

Inferior To

indifferent To

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Innocent Of

interested In

Involved With

Incapable Of

Jealous Of

Kind To

Keen On

Late For

Limited To

Lucky At

Nervous of/about

Notorious For

Opposed To

Patient With

pessimistic About

Pleased With

Polite To

Popular With

Presented With

Proud Of

Punished For

Puzzled by/about

Qualified For

Ready For

Related To

Relevant To

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respectful For

responsible For

Rid Of

Sad About

Safe From

Satisfied With

Scared Of

Sensitive To

Serious About

Sick Of

Similar To

Shocked By

Skilful At

Slow At

Sorry for/about

successful In

Suitable For

Sure of/about

Superior To

Surprised At

suspicious Of

sympathetic With

terrible At

terrified Of

tired Of

thankful to/for

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trilled With

troubled With

typical Of

unaware Of

upset About

used To

wrong with/about

worried About

Examples in Sentences
1. It was nice of you to help me.
2. Why are you so angry about it? They were furious with me for not inviting them to my party.
3. I was disappointed with the book she bought me.
4. I was pleased with the present you gave me. Were you disappointed with your examination result
5. They have been astonished by something.
6. Everyone was surprised by /at the news.
7. Are you excited about going on holiday next week?
8. Are you afraid of dogs?
9. I'm not ashamed of what I did.
10. I'm not very good at driving big cars.
11. Your composition is full of errors.
12. Your name is similar to mine.

Verb +Preposition Combination

 Some verbs need a preposition before an object or another verb.
 These kinds are called dependent prepositions and they are followed by a noun or a gerund
(‘ing’ form).
 Here are some other verbs with their dependent prepositions.

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account for apologize to SO for ST

accuse SO of ST appeal to SO for ST

adapt to approve of

add SO/ST to SO/ST argue with SO about SO/ST

add to argue with SO over ST

adjust to arrange for SO (to do something)

admit ST to SO arrest SO for ST

admit to arrive at (a place)

agree on ask for

agree to
agree with

base on be bored by

be absent from (a place) be bored with

be accustomed to be capable of ST

be acquainted with be cluttered with ST

be addicted to ST be committed to

be afraid of be composed of

be angry at SO for ST be concerned about

be angry with SO for ST be connected to

be annoyed at SO for ST be connected with

be annoyed with SO for ST be content with

be anxious about ST be convinced of ST

be associated with be coordinated with ST

be aware of be crowded in (a building or room)

be blessed with be crowded with (people)

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be dedicated to be friendly to SO

be devoted to be friendly with SO

be disappointed in be frightened by

be disappointed with be frightened of

be discouraged by be furnished with ST

be discouraged from (doing something) be grateful to SO for ST

be discriminated against be guilty of ST

be divorced from SO be happy about ST

be done with ST be innocent of ST

be dressed in be interested in

be encouraged with be involved in ST

be engaged in ST be involved with

be engaged to SO be jealous of

be envious of be known for ST

be equipped with ST be limited to

be excited about be made from ST

be exposed to be made of (material)

be faced with be married to

be faithful to be opposed to

be familiar with be patient with SO

be famous for be pleased with

be filled with be polite to SO

be finished with be prepared for

be fond of be protected from

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be proud of care for

be related to catch up with

be relevant to cater to

be remembered for ST charge SO for ST

be responsible for charge SO with ST

be satisfied with choose between SO/ST and SO/ST

be scared of chose ST from ST

be terrified of collide with

be thankful for come from

be tired from (doing something) comment on

be tired of (doing something) communicate with SO

be worried about compare SO/ST to SO/ST

beg for compare SO/ST with SO/ST

begin with compete with

believe in complain about

belong to compliment SO on ST

benefit from concentrate on

blame SO for ST concern SO with ST

blame ST on SO confess to

boast about confuse SO/ST with SO/ST

borrow ST from SO congratulate SO on ST

consent to ST

care about consist of

contribute to ST

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convict SO of ST differ from

cope with disagree with

correspond with SO disapprove of

count on discourage SO from ST

cover with discuss ST with SO

crash into distinguish between SO/ST and SO/ST

cure SO of ST distinguish SO/ST from SO/ST

distract SO from ST

deal with dream about

decide against dream of

decide between SO/ST and SO/ST dress SO in ST

decide on drink to

dedicate ST to SO

demand ST from SO

depend on elaborate on ST

derive ST from ST emerge from ST

deter SO from ST

devote ST to SO

escape from (a place) experiment on

exchange SO/ST for SO/ST explain ST to SO

exclude SO from ST

excuse SO for ST feel about

expel SO from (a place) feel like

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fight about happen to

fight against harp on

fight for hear about

fight with hear from SO

forget about hear of

forgive SO for ST help SO with ST

hide ST from SO

gamble on hinder SO/ST from ST

gawk at hinge on

gaze at hope for

get back from (a place)

get married to SO insist on

get rid of insure against

get through with interfere in ST

get tired of interfere with ST

get used to introduce SO/ST to SO/ST

give ST to SO invest in

glare at invite SO to

gloat at involve SO/ST in ST

grieve for

gripe at SO jabber about

grumble at SO about ST joke about

joke with SO about SO/ST

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jot down ST persist in

plan on

praise SO for ST

laugh about pray for

laugh at prefer SO/ST to SO/ST

learn about prepare for

lend ST to SO present SO with ST

listen for prevent SO/ST from (doing something)

listen to prohibit SO from (doing something)

long for provide for

look at provide SO with ST

look forward to provide SO/ST for SO

punish SO for ST

meet with SO

mistake SO/ST for SO/ST react to

recover from ST
nod at refer to ST
nod to
relate to

rely on
object to
operate on remind SO of SO/ST

reply to

rescue SO from SO/ST

participate in ST
resign from ST
pay for

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respond to succeed at ST

result in ST succeed in (doing something)

retire from ST suffer from

suspect SO of ST

save SO from ST
take advantage of
search for
take care of
sentence SO to ST
talk about
separate SO/ST from SO/ST
talk to
share ST with SO
tell SO about ST
shout at
thank SO for ST
show ST to SO
think about
smile at SO
think of
speak to SO about SO/ST
toast to
specialize in ST
translate ST into (a language)
spend (money/time) on
trust SO with ST
stand for
turn to
stare at

stem from
use ST for ST
stop SO from (doing something)

subject SO to ST

subscribe to

substitute SO/ST for SO/ST vote against

subtract ST from ST vote for

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worry about
wait for
write about
warn about
write to SO
waste (money/time) on

wish for

work for
yap about
work on
yearn for

Exercise 1
Fill the blank spaces with the most appropriate prepositions.
1. She has placed the cup _____________ the table.
2. I will allow you go _________ the field.
3. She is singing _________ her room.
4. Is he ________ home now?
5. He lives _________ Nairobi.
6. Don’t be late _________ class.
7. Compare your points __________ your friend’s.
8. Are the new student ________ Ethiopia?
9. Rich is still ________ vacation.
10. My daughter’s birthday is ________ May.
Answers
1. On 5. In 9. On
2. To 6. For 10. In
3. In 7. With
4. At 8. From
Exercise 2
Complete the sentences with the most appropriate prepositions.
1. It was stupid …………………her to go out without a coat.
2. Everyone was pleased ………………….the marks they scored.
3. I am bored ………………..singing every morning.
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4. Are you interested ………………..sports?

5. Kenya is famous ……………… her athletes.
6. I will be happy to see married ……………. Gregory.
7. The town is crowded with people.
8. You will be held responsible …………………anything that happens.
9. She is sorry ……………….. her behavior last night.
10. You should be sorry …………………..missing the lesson.
11. Jemimah is fond …………………. dogs.
12. I am keen ………….. leave this school.
13. What are you excited ……………..?
14. It seems she is upset ………………something.
15. You shouldn’t be worried …………………anything as long as I am around.

Answers
(1) Of (6) To (11) Of
(2) With (7) With (12) On
(3) With (8) For (13) About
(4) In (9) About (14) About
(5) For (10) For (15) About
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CONJUNCTIONS
COORDINATING CONJUNCTIONS
 A coordinating conjunction connects words, phrases, and clauses.
 And, but, for, nor, or, so, and yet are the known coordinating conjunctions.
Examples in Sentences
i. This is a beautiful girl, but a difficult one to convince.
ii. It was cold, so I put on my jacket.
iii. This tea is thick and sweet.
iv. Do you like white rice, or brown rice?

Functions of Coordinating Conjunctions

Conjunction Function Example in a Sentence

And Joins two similar ideas Jane and Mary are in form one.
But Joins two contrasting ideas He drives slowly, but sure.
Or Joins two alternative ideas We can go to Naivasha, or stay here
and watch news.
So Shows the second idea is the I was sick, so I did not go to school.
result of the first
Nor Joins two negative alternatives. He doesn’t wake up early, nor do I.
For Give a reason I was punished, for I was late.
Yet Joins two contrasting ideas I was punished, yet I arrived early.
(means “but”)

Exercise
Join each pair of sentences with an appropriate coordinating conjunction.
1. I love to travel. I hate travelling by bus.
2. You should go to bed now. You will be tired tomorrow.
3. The bus stopped. Two passengers got out of it.
4. Helen was angry with Jane. Helen went out to cool down.
5. I arrived at school late. I left home early.
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Answers
1. I love to travel but I hate travelling by bus.
2. You should go to bed now, or you will be tired tomorrow.
3. The bus stopped and two passengers got out of it.
4. Helen was angry with Jane, so she went out to cool down.
5. I arrived at school late, yet I left home early.

PHRASES
 A phrase is a group of words without a subject and a verb and which does not make sense
on its own.
 There are various types of phrases. They include:
 Noun phrases
 Verb phrases
 Adjective phrases
 Adverb phrases
 Prepositional phrases
 At your level, we will only study noun phrases.

NOUN PHRASES
 A noun phrase is a group of words that plays role of a noun and has a noun has the head
word (main word).
 Look at the example below.
 I saw Bingo. The word in bold is a noun
 I saw your dog. In boldface, is the noun phrase that has replaced the noun in above
sentence.

Examples of Noun Phrases

The new car
My old shirt
The best car safety device

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Constituents of a Noun Phrase

 A noun phrase consists of:
 A determiner, which can be an article, a number, or an adjective.
 Modifiers, which can be an adjective, or combinations of adjectives.

 Modifiers can either be premodifier if it comes before the main noun, or post modifier if it
follows the noun.
 Determiners precede modifiers.
 Study the noun phrases.

Phrase Determiner Pre modifier Main noun Post Modifier

The tall woman The Tall Woman
The longest river The Longest River
Your sister Your Sister
Any big Any Big Supermarket Nearby
supermarket
nearby

Exercise
Underline the noun phrase in each of the sentences below.
1. Did you see the tall man?
2. He called all the stubborn students.
3. He wishes to see the president.
4. He bought her a beautiful white blouse.
5. An horse prefers living in dark stables.
6. It is disgraceful to write such rubbish.
7. The people’s president is in Mombasa.
8. The girl in blue skirt is my sister.
9. The soldiers are true heroes.
10. My best friend is Teris.

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SIMPLE SENTENCES
A simple sentence has one clause —independent
(a) SENTENCE STRUCTURE (SUBJECT, PREDICATE)
 A simple sentence has the formula:
Subject + Predicate
 Look at the example below.
This desk is mine.
 This desk – Subject
 Is mine – the predicate

 A subject is the one doing the action.

 Predicate is the part of the sentence which talks about the subject and which has a verb.
 The predicate must contain a verb. The other constituents of a predicate can be an adverb,
adjective, pronoun, etc.
 Can you identify the subject and predicate in each of the sentences below?
 She came to see me.
 Njoroge was here.
 I saw them dancing.
 This is the cheapest dress in town.
 You are a big fool.

(b) TYPES OF SENTENCES

INTERROGATIVE SENTENCES
 An interrogative sentence is used to ask questions.
 There are various question types:
 Yes/no questions
 Alternative questions
 Tag questions
 w/h questions

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Yes/No Questions
 They are answered with yes or no as answers.
 Examples are:
 Did you score everything?
 Have you seen it?

Alternative Questions
 There are options two to be chosen from.
 Examples are:
 Would you like to take tea, or coffee?
 Do you want a red pen, or blue one?

Tag Questions
 There is the statement part, which is followed by a comma, and then the question part.
 Examples are:
 She is the thief, isn’t she?
 It does not smell good, does it?

W/H Questions
 The first word start with the two letters “w and h”.
 Those words used for asking these questions are: who, where, which, how, why, what
 Examples
 Who sent you?
 Where do you live?
Exercise
Form three different question types from the sentence:
You stole my cap.

Answer
1. Did you steal my red cap? Yes/no
2. Who stole my red cap? w/h
3. You stole me red cap, didn’t you?

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IMPERATIVE SENTENCES
 An imperative sentence issues a request or a direct command.
 Usually, imperative sentences begin with verbs.
 Depending on the strength of the emotion, and the forcefulness of the command, it can end
in either a full stop (.) or an exclamation mark (!).
Examples
i. Complete your assignment by afternoon!
ii. Kindly open the door.
iii. Turn left at the cross road.
End Punctuation Marks with Imperative Sentences
 If the command is forceful, use an exclamation mark (!). for example,
Leave now!
Open the door!
 If the command is polite, or in the form of advice, put a period (.). examples,
Please get me my book.
Leave the door open.

EXCLAMATORY SENTENCES
 An exclamatory sentence expresses emotion.
 The emotion can be of love, happiness, confusion, anger, etc.
 Usually ends with an exclamation mark.
 Use the word “what” or “how”before a noun.
Examples
 What a day!
 What awful plastic!
 What funny people they are!
 What a match!
Exercise
Rewrite each sentence beginning with the word “what” or “how”.
1. He is a foolish man.
2. This is a pleasant day.
3. That is clever of you.
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4. They are lovely flowers.

5. He came early
Answers
1. What a foolish man!
2. What a pleasant day
3. How clever of you!
4. What lovely flowers!
5. How early he came!

AFFIRMATIVE SENTENCES
There are two types:
 Declarative
 Negative

DECLARATIVE SENTENCES/
 Used to make statements.
 End with a full stop or period (.).
 Here are examples of declarative sentences.
 My name is George.
 He brings me chocolate.
 She visited last year.
 I will leave in the evening.

NEGATIVE SENTENCES
 A negative sentence states that something is untrue.
 A negative adverb is added to negate the validity of the sentence.
 A negative statement is formed by adding the word “not” to the first auxiliary verb.
Examples
 I did not abuse you.
 This novel does not have a good ending.
 You are not among the lucky ones.
 Dan did not steal from me, it was you.

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Exercise
Negate the following sentences.
1. She has a bag.
2. I am sick.
3. He sells flowers.
4. They work there.
5. She writes good compositions.
6. It is interesting.
Answers
1. She does not have a bag.
2. I am not sick.
3. He doesn’t sell flowers.
4. They don’t work there.
5. She doesn’t write good compositions.
6. It is not interesting.

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ANSWERS/MARKING SCHEMES
PARTS OF SPEECH
NOUNS
COMMON NOUNS
1. The students were taught
2. I have visited a continent.
3. She lives in the city.
4. We eat in the hotel.
5. Have you ever swum in the river?
6. I drive a car.
7. Everyone went shopping at the supermarket.
8. A soldier is dead.
9. I come from a country.
10. I teach at a school.

PROPER NOUNS
1. I will take you to Rich’s Palace.
2. Sarah is the girl I told you about.
3. Of all the continents, I like Africa the most.
4. Gracy is the cutest kitten ever.
5. I am craving Oreos.
6. I used Tilly in cooking.
7. Jupiter is one of the planets.
8. Margaret was a great author.

CONCRETE NOUNS ABSTRACT NOUNS

Exercise 1
1) A man must always have the courage to face every challenge.
Man – concrete
Courage – abstract
2) No matter what happens, we must not lose hope.
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Hope – abstract
3) My faith in God is very strong.
Faith – abstract
God – concrete
4) A person should buy a beautiful dress.
Person, dress – concrete
5) Have you seen the black dog?
Dog – concrete
6) Love is blind.
Love – abstract
Blind – concrete
Exercise 2
1. Advice
2. Education
3. Intelligence
4. Importance
5. Happiness
6. Confidence
7. Pride
8. Anger
9. Imagination
10. Loneliness

NUMBER
ARTICLES
(1) An (8) No article
(2) A (9) An
(3) The
(4) No article
(5) A
(6) The
(7) The

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PRONOUNS
PERSONAL PRONOUNS
Exercise 1
1) I
2) It
3) Him
4) Me
5) Her
Exercise 2
1) The old gate doesn’t look good.
It doesn’t look good.
2) Tom and Mary went to school.
They went to school.
3) The dog bit the doctor and the chief.
It bit them.
4) Moses runs faster than Rebecca.
He runs faster than Rebecca.
5) Phiona and Ruth played doubles.
They played doubles.
6) Christine is clever.
She is clever.
7) I brought the dress.
I brought it.
8) Antony drove Junet and me.
Anthony drove us.

POSSESSIVE PRONOUNS
1) Her
2) Your
3) Mine
4) Theirs

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5) Yours
6) Her
7) Their
8) Our
9) His
10) Your
11) Its
12) His

REFLEXIVE PRONOUNS
1) Ourselves
2) Themselves
3) Yourself
4) Itself
5) Myself, myself
6) Itself
7) Himself
8) Yourselves
9) Themselves
10) Herself
PHRASES
NOUN PHRASES
1. Did you see the tall man?
2. He called all the stubborn students.
3. He wishes to see the president.
4. He bought her a beautiful white blouse.
5. An horse prefers living in dark stables.
6. It is disgraceful to write such rubbish.
7. The people’s president is in Mombasa.
8. The girl in blue skirt is my sister.
9. The soldiers are true heroes.
10. My best friend is Teris.

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WRITING FOR FORM 1

SPELLING
SPELLING RULES
The following rules will help you spell words correctly.

Rule 1: “I before E except after C”;

 achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve, chief, fiend, patience, pierce,
priest
 ceiling, conceive, deceive, perceive, receipt, receive, deceit, conceit

Exceptions
neighbor, freight, beige, sleigh, weight, vein, and weigh and there are many exceptions to the rule:
either, neither, feint, foreign, forfeit, height, leisure, weird, seize, and seizure.

Rule 2: “Dropping Final E”

When adding an ending to a word that ends with a silent e, drop the final e if the ending begins
with a vowel:
 advancing
 surprising
However, if the ending begins with a consonant, keep the final e:
 advancement
 likeness
(However, if the silent e is preceded by another vowel, drop the e when adding any ending:
argument, argued, truly.)

Exceptions: to avoid confusion and mispronunciation, the final e is kept in words such as mileage
and words where the final e is preceded by a soft g or c: changeable, courageous, manageable,
management, noticeable. (The word management, for example, without that e after the g, would
be pronounced with a hard g sound.)

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Rule 3: “Dropping Final Y”

When adding an ending to a word that ends with y, change the y to i when it is preceded by a
consonant.
 supply becomes supplies
 worry becomes worried
 merry becomes merrier
This does not apply to the ending -ing, however.
 crying
 studying
Nor does it apply when the final y is preceded by a vowel.
 obeyed
 saying

Rule 4: “Doubling Final Consonants”

When adding an ending to a word that ends in a consonant, we double that consonant in many
situations. First, we have to determine the number of syllables in the word.
Double the final consonant before adding an ending that begins with a vowel when the last syllable
of the word is accented and that syllable ends in a single vowel followed by a single consonant.
 submit is accented on the last syllable and the final consonant is preceded by a vowel, so we
double the t before adding, for instance, an -ing or -ed: submitting, submitted.
 flap contains only one syllable which means that it is always accented. Again, the last consonant
is preceded by a vowel, so we double it before adding, for instance, an -ing or -ed: flapping,
flapped. This rule does not apply to verbs that end with "x," "w," "v," and "y," consonants that
cannot be doubled (such as "box" [boxing] and "snow" [snowing]).
 open contains two syllables and the last syllable is preceded by a single vowel, but the accent
falls on the first syllable, not the last syllable, so we don't double the n before adding an ending:
opening, opened.
 refer contains two syllables and the accent falls on the last syllable and a single vowel precedes
the final consonant, so we will double the r before adding an ending, as in referring, referral.
The same would apply to begin, as in beginner, beginning.
 relent contains two syllables, but the final consonant is preceded by another consonant, not a
vowel, so we do not double the t before adding an ending: relented, relenting.

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 deal looks like flap (above), but the syllable ends in a consonant preceded not by a single vowel,
but by two vowels, so we do not double the final l as in dealer and dealing. The same would
apply, then, to despair: despairing, despaired.

PUNCTUATION
CAPITALIZATION
Capitalization Rules
Capitalization is the writing of a word with its first letter in uppercase and the remaining letters in
lowercase.
Capitalize the first word of a document and the first word after a final punctuation mark (full stop,
question mark, exclamation mark).
Capitalize proper nouns—and adjectives derived from proper nouns.
Examples:
he is Brian’s father
In Juja
Capitalization Checklist
 Brand names
 Companies
 Days of the week and months of the year
 Holidays
 Institutions
the University of Nairobi
 Natural and artificial landmarks
the Fourteen Fall, the Mount Kenya
 Religions and names of deities
Note: Capitalize the Bible (but biblical). Do not capitalize heaven, hell, the devil, satanic.
 Special occasions
the Olympic Games, the Cannes Film Festival
 Streets and roads

Capitalize specific geographical regions. Do not capitalize points of the compass.

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FINAL PUNCTUATION MARKS

The Period, Full Stop or Point
 The period (known as a full stop) is probably the simplest of the punctuation marks to use.
You use it like a knife to cut the sentences to the required length.
 Generally, you can break up the sentences using the full stop at the end of a logical and
complete thought that looks and sounds right to you.
Mark the end of a sentence which is not a question or an exclamation
Examples
 Kisumu is the third largest city in kenya.
 I am writing you soon.
Indicate an abbreviation
Examples
 I will arrive between 6 a.m. and 7 a.m.
 We are coming on Fri., Jan. 4.
Period after a single word
Sometimes a single word can form the sentence. In this case you place a fullstop after the word as
you would in any other sentence. This is often the case when the subject is understood as in a
greeting or a command.
Examples
 "come."
 "Stop."
Periods in numbers
Numbers use periods in English to separate the whole number from the decimal. A period used in a
number is also called a "decimal point" and it is read "point" unless it refers to money.
Examples
 Sh. 10.50 is its price.
 Her weight is 60.60
The Exclamation Mark
The exclamation mark is used to express astonishment, or surprise, or to emphasise a comment or
short, sharp phrase. In professional or everyday writing, exclamation marks are used sparingly if
at all.

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Examples
 Help! Help!
 That's unbelievable!
 Get out!
 Look out!
You can also use exclamation marks to mark a phrase as humourous, ironic or sarcastic.
Examples
 What a lovely day! (when it obviously is not a lovely day)
 That was clever! (when someone has done something stupid)

The Question Mark

Use the question mark at the end of all direct questions.
Examples
 What is your name?
 Do you speak Italian?
 You're spanish, aren't you?
Do not use a question mark for reported questions
Examples
 He asked me what my name was.
 She asked if I was Spanish.
 Ask them where they are going.

The Comma
Use comma to separate phrases, words, or clauses in lists
 A series of independent clauses (sentences)
Example
I cried to her, she asked me to stop crying, and afterwards she took me out for lunch..
 A series of nouns
Examples
 Don’t forget to buy milk, ice cream, and fish.
 Gregory, David, and Christine arrived in time.

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 A series of adjectives
A list of adjectives usually requires commas. However, if an adjective is modifying another
adjective you do not separate them with a comma (sentence 3).
Examples
 She was young, beautiful, kind, and intelligent.
 The house we visited was dark, dreary, and run-down.
 A series of verbs
Examples
 Tony ran towards me, fell, yelled, and fainted.
 The boy leapt, spun, twisted, and dove into the water.
 A series of phrases
Examples
 The car smashed into the wall, flipped onto its roof, slid along the road, and finally stopped
against a tree.
 The dog leapt into the air, snatched the Frisbee in its mouth, landed, and ran off into the forest.

More Uses
1. Enclosing details
Use a comma to enclose non-defining relative clauses and other non-essential details and
comments. The comma is placed on either side of the insertion.
Examples
 China, one of the most powerful nations on Earth, has a huge population.
 Goats, unlike cows, do not like grass.
2. Participial phrases
Examples
 Hearing the sad news, Fred fainted.
 Walking home from school, I met my old friend.
3. Tag questions
Examples
 She hates you, doesn't she?
 We have no business together, have we?

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STUDY WRITING
MAKING NOTES
How to Make Notes
The following tips will come in handy when making notes:
5. Read the material carefully and thoroughly.
6. Underline the key sentences as you read. This will help in forming the title.
7. Make a rough note of the main points in a logical sequence.
8. Write the final notes.
You should have in mind that a note:
6. Should be short and to the point.
7. Contain all the important and relevant information.
8. Should have information systematically divided and subdivided.
9. Should have a short title. Avoid long sentences as titles.
10. Must be written in points only.

Notes Template
TITLE …………………….
(e) ………………………………………….
(f) …………………………………………
(g) ………………………………………..
(h) ………………………………………..
TAKING NOTES
How to Take Notes

 There is no one "right" way to take notes. Very different approaches can be equally
effective, depending on the context.
 The key thing is to ensure that you remain actively engaged with the material whilst taking
notes.
 If all you do is copy down what you hear or read, then you won't actually be learning
anything at all. You may not even understand your notes when you come back to review them
later!

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 Do the following:
(i) Be concise
(ii) be as neat as possible
(iii) use headings and numbered points
(iv) use abbreviations/shorthand
(v) Leave spaces in between your notes in case of any additions.
 Avoid the following:
 copying out sentences or passages verbatim (i.e. word for word)
 copying a mass of factual information
 After the lesson, rewrite the notes in a more organized way adding details left out.

1. CREATIVE WRITING
POEMS
Poem Writing Tips
There are a few things to think about before you start writing your poem. The following tips on
writing poems will help you get started.
 Know your purpose. Know why you are writing a poem and what you want it to do.
 Pick a subject. Poems can be written about any topic under the sun.
 Avoid clichés. These are sayings that have been overused, like busy as a bee, or blind as a bat.
 Use imagery. Paint with your words and use concrete words that appeal to the senses. Abstract
words cannot give the reader a good picture of what you are trying to say.
 Use similes and metaphors. Similes compare two things, like “you are sweet as honey” and
usually use the word “like” or “as.” Metaphors state that one thing is another thing, like “you are
a pig.” Things being compared in a metaphor have at least one thing in common but are very
different in other ways.
 You can also consider using rhyme, alliteration, consonance, etc

IMAGINATIVE COMPOSITIONS
Elements of Imaginative Compositions
In order to write a good story, use these important elements:

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a) Characters: Refers to those who act in the story. They should be people, animals or objects that
think and talk.
b) Setting: Describes time and place of the story for example: classroom, lakeside, town etc.
c) Plot: Refers to the series of actions that the characters go through as they try to solve a problem.
In the plot, we have the:
1. Introduction: This is usually short. It presents the character, the situation or the problem,
and part of the setting.
2. Development: This simply shows how the situation affects the characters and what they do
to try and solve the problem.
3. Conclusion: This shows the solution of a problem. It is usually short. It may lead to a
happy, sad or surprise ending.
When writing a story, remember to organise the flow of your events so that the reader’s interest is
maintained throughout the story. The element of suspense should also be created and maintained
so that the reader will want to find out what is most likely to happen in your story.

You can create suspense by:

1. Including mystery
2. Changing the scene
3. Creating unexpected events
4. Including dialogue
5. Giving surprise ending
6. Moving from one character to another

2. PERSONAL WRITING
(a) Diaries
 A diary is a written record of things that happen each day.
 It is also a record of things you plan to do per day and the time you plan to do so.
 A diary is also the book in which you write down things that happen to you on daily basis.

Diaries to Record what is planned to be done

 Here, we record things we plan to do.
 Let us look at the sample below:
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MY DIARY
DAY DATE TIME EVENT
Saturday 23rd April, 2015 8.00 am Waking up
8.15 am Taking shower
8.30 am Breakfast
8.40-10.30 Reading History
10.35am – 12.30pm Going for skating
1.00 pm Lunch
2.00 pm Reading the Bible
7.30 pm Supper

Sunday 24th April, 2015 7.00 am Breakfast

8.00 am Attending mass
11.00 am Reading CRE(St Luke’s
1.00 pm Gospel)
2.30 pm Taking lunch
4.00 pm Playing video games
6.00 pm Watching movies
8.00 pm Writing notes
Supper
Monday 25th April, 2015 7.30 am Waking
8.00 am Shower
8.30 am Breakfast
9.30am Washing clothes
11.30 am Playing video games
12.30 pm Lunch
3.00 pm Reading Chemistry
5.00 pm Watching movies
8.30 pm Supper

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Diaries for Recording the Daily Observation

MY DIARY

Calendar
April, 2022
Sun Mon Tue Wed Thur
Frid Sat
1 2 3
4 5
6 7 8 9 10
11 12
13 14 15 16 17
18 19
20 21 22 23 24
25 26
27 28 29 30 31

ENTRY
Dear Diary,

Today, I started writing my first poem. I thought of what to write and by lunch time, an idea
crossed my mind. I decided to write about corruption. I entitled it “Another Bond -
Eurobond”. I had a lot to write about it. As I write now, my dear, I have completed writing it.
Hopefully, I will write another one before the week ends. I will inform you about it once that
is done. Bye

(b) ADDRESSES
 An address is a superscription of a letter directing who the letter is meant to reach.
 The writer also writes their address in the letter to allow for the reply.
 An address is written on an envelop, letter, or package.
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Addresses in Letters
 Address format vary according to the type of letter written.
 Even though they are written differently, there are common features such as:
 The post office box number
 The postcode
 The street, road, or building where the post office is located
 The city or town
 The country
 There are two formats of writing addresses:
 Block format; and
 Indented format
Block Format
 Address written in a block.
 Paragraphs also blocked.
 An example is
KILIMAMBOGO FOOD AND BEVERAGE,
P.O. BOX 555-35400,
KILIMAMBOGO – KENYA.
Indented Format
 Written on a slant.
 The paragraphs in the letter are also indented.
 An example is:
KILIMAMBOGO FOOD AND
BEVERAGES,
P.O. BOX 555-35400,
KILIMAMBOGO – KENYA.
Exercise
Write each of the addresses below as they would appear on your envelope:
(a) Migori Polytechnic-40400- P.O. Box 654- The Principal-Kenya- Migori
(b) Kenya Labour-The Director-30210- P.O. Box 90100- Kenya- Nairobi

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(c) PACKING LISTS

 At times you find yourself forgetting something when packing for a trip.
 It is important to get organized. Writing a packing list will be key in ensuring no item
intended to be carried during a trip is forgotten.
 A packing list is therefore a checklist for what to bring along with them.
 To make the most out of your trip you have to pack the right items.
 What you pack will highly depend on factors such as:
(a) The place you are visiting. If for example, you are visiting a place where it is hot, there will
be no need of carrying heavy clothes.
(b) Means of transport. There is a limit to what one should carry depending on the weight.
(c) Number of days.
(d) The reason for visiting. For example if going on a camp, you need carry camping gear.
How to Start
(i) Get a piece of paper and a pen and write “PACKING LIST”. This forms part of the title.
The other part is the place to visit.
(ii) Write number of days. It is advisable to do this as it will help you tell how many clothes
you will need. It might not sound good to carry only two underpants, for example, if the trip will
last a week.
(iii) Draw a table with columns containing item category, item, quantity, and description. The
various item categories are:
 Entertainment list, for example, CDs, Radio, etc.
 Clothing List, for example, underpants, skirts, etc.
 Camping Gear, for example, sleeping bag,
 Toiletries, for example, toothpaste, soap, etc.
(iv) In that table fill all the items and all its columns appropriately.

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Sample Packing List

TRIP TO MACHAKOS PACKING LIST

DAYS: 3 Days
NO. ITEM CATEGORY ITEM QUANTITY DESCRIPTION
1. CLOTHING LIST Trousers 3 Purple one
2 white ones
Shirts 3 The pink one
The one printed
“Newyork”.
The newly bought
Underpants 4 one.
The black, yellow, red
and indigo ones.

2. ENTERTAINMENT CDs 3 Nigerian movies

LIST Laptop 1 The one recently
Earphone 1 bought.
Purple one.

3. TOILETRIES Bathing soap 1-250gm Fa Bathing soap.

Washing soap ½ bar Jamaa
Toothpaste 50 gm Colgate
4. DRINKS Afya 2-500 ml Guava flavored.
Soda 2-500 ml Fanta

Exercise
You are Manchester City Football club Player. During one of the summer holidays, your club go
for a 5 day camp to a very hot place in United Arab Emirates. Here, no beddings are provided.
Write a packing list of all the items you would carry with you to this trip.

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3. SOCIAL WRITING
Informal Letters
 Usually written to people known to people you know fairly well. These can be friends and
relatives.
 Also referred to as friendly letters.
 They are meant to:
(i) Give news;
(ii) Request information;
(iii) Congratulate people;
(iv) Ask questions; or
(v) Give advice.
How to Write Informal Letters
 An informal letter has such elements as:
(a) Sender’s address. Write your address here. Example,
MAALIK AHMED
P.O. BOX 6454-90800
KITALE
(b) Date when the letter is written.
(c) Salutation. Example,
Dear Timothy,
(d) Body. Write the body of the text. Include greetings, news, other questions, etc.
(e) Closing. Sign of with your name. example,
See you soon,
Denis

 The table that follows is of a format of an informal letter blended with explanations:
The Format Explanation
Address At the top right hand corner, write your address. For example,
Keicy Kimito
P.O. Box 567
RONGO
Date Below the writer’s address, is the date. For example,
13th December, 2015
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Salutation Written on the left hand side of the letter. Start with:
 Dear ………. ,
e.g. Dear Drinkwater,
 Dearest………, or My Dear……., ( for close friends and relatives)
Example,
Dearest Drinkwater,
Or
My Dear Drinkwater,
Opening Paragraph You may ask about the recipient’s health. For example,
 How is your family?
 How are you Njuguna? I hope that you and your family are in the pink.
 I am fine and I hope you are as fit as a fiddle.
Content Paragraphs This is where:
 You mention your main reason for writing (paragraph 2)
 Give the news
 Ask questions
You can start with:
 I am writing this letter to…

Closing Paragraph It is proper to inform your recipient that you are ending the letter. Some
phrases you can use are:
 Do write me soon.
 Please convey my warm regards to…
 Allow me to pen off here.
 Hope to receive a reply from you.
 Bye/ Goodbye
Closing Sign off with your name. you can sign off using:
 Your loving friend,
 Yours lovingly,
 Yours affectionately,
 Your nephew,
 Yours sincerely,
 Keep in touch,
Your name should follow. Your first name is preferred.

The Language of Informal Letters

 The language used is simple as well as friendly.
 You can use contractions such as I’m, won’t, you’re, etc.
Sample Friendly Letter
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Brigit
Annabel
P.O BOX
454—40400
SUNA-
MIGORI

5TH
September, 2015

Dear James,

Hi James! Hope you are fine back there in Rongo. My sister and I are very much fine.

I’m just writing to let you know I quit my old job and found something new in Migori
town.

I was really fed up with working at Banana Academy as there was little work enough to
challenge me anymore. You know me; if there is no enough, I get bored too easily and
have to find something new.

I’m now teaching at Sunsun in Migori and the kind of work I do suits me to the ground. I
teach two candidate classes. The work here is not only challenging, but it is rewarding as
well. I know you will find it hard to believe… but you just have to.

That is not all for now! I’m getting married in a couple of weeks. He is working in the
neighbouring school. So many promises I hope he will fulfill he has not stopped to give.
I also find him the best among the many. When the time comes I believe you will come
and celebrate with us.

Keep in touch,
Brigit
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Exercise
You have recently joined another school. Write a letter to your friend. In your letter
 Explain why you changed school
 Describe your new school
 Tell him/her your other news

4. INSTITUTIONAL WRITING
(a) PUBLIC NOTICES
 A public notice is a notice given to provide information for the public that is widespread in
a wide geographical area via media.
 They are mostly placed in newspapers by businesses, county and national government, and
individuals.
 They include:
(i) Unclaimed property
(ii) Wanted person
(iii) Dangerous person
(iv) Government contracts
(v) Aunction
(vi) Foreclosures, etc.

Public Notice Format

 The parts of a public notice include among others:
i. Name of the organization/institution. Letterhead is preferred.
ii. Then write/type “PUBLIC NOTICE”.
iii. The topic/theme/subject. Let the public know what you want to inform them about.
iv. Date, time, and venue(if need be).
v. Picture to reinforce the message.
vi. Name of the writer of the notice and the job position(and signature, for the more formal ones)

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Sample Public Notice

MAJI MACHAFU LANDS DEALERS COMPANY
(P.O. Box 123-00200 Nanyuki, Email: [email protected],
Mobile: 0715234343)
PUBLIC NOTICE
Notice is hearby given that son of Amos Kinyanjui resident of Plot(5)
located opposite Kadika Plaza, Kilgoris Estate has agreed to sell the plot
mentioned in the schedule hereto dated 5th June, 2015.
All persons claiming interest in the land or any part thereof by any way are
hearby required to bring their complaints at our Mukomi office within 10
days from the date hearof, failing which the sale will be completed.

Yours Sincerely
[sign]
Fredrick Wainaina
SALES MANAGER

 In the notice above, a picture of the plot can be included.

(b) INVENTORIES
 An inventory is a complete list of items such as equipment,property, goods in stock, or
even the contents of a particular place.
 A list of things possessed by a person or company.
 It is a good idea to keep the records of items owned by a person or company.
 An inventory will have the following basic elements:
(i) Name of the institution. Name of the (vi) Quantity of items
person, if individually possessed. (vii) Description of the item
(ii) Date when the records are taken. (viii) Approximate value of the item
(iii) Item number (ix) The name and designation of the
(iv) Item category person keeping the records.
(v) Item
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 Here is a sample inventory.

KILIMANJARO MIXED DAY AND BOARDING HIGH SCHOOL
INVENTORY OF THE EQUIPMENT AS AT 24TH MARCH, 2022
NO. ITEM ITEM
QUANTITY DESCRIPTION APPROXIMATE
CATEGORY VALUE IN
1. Test tubes 15 Good condition KSH.
LABORATORY Microscopes 2 Damaged 1200
EQUIPMENT 9800
2 Computers 3 New ones
ELECTRONICS 4 Damaged 72 000
Radios 4 Not working 12 000
Printers 2 New ones 6 800
6 Damaged 68 700
3 Teachers’ 14 Good Condition 14 600
FURNITURE tables 22 Newly Bought 48 000
Staffroom ones 110 000
Chairs 400 Good Condition
89 Broken 200 000
Classroom 500 Good condition 44 500
chairs 6 New Ones 250 000
3 New Ones 60 000
Students’ 300 Good Condition 12 000
4 Lockers 600 000
GAMES Office
EQUIPMENT Cupboards 3 Punctured
2 Good Condition 3 000
Beds 6 000

Balls
Volley ball
nets

RECORDS KEPT BY: Jeniffer Kwamboka

sign
School Store Keeper
Exercise
You are St. Monica’s Mission Hospital Resource Manager. At this hospital, records of items in it
are kept at the end of every August. Write the inventory of all the items here.

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THE END

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F1 TOPICAL REVISION
QUESTIONS

A SERIES OF TOPICAL REVISION FOR

ENGLISH & LITERATURE IN THIS
CLASS.

An Intensive Analysis of Past KCSE

Questions. Candidates are Hereby
Advised to Keep attention to this
Crucial Quick Revision Kit.

For Marking Scheme/Answers

CALL/WHATSAPP 0746 222 000

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FUNCTIONAL WRITTING
1. Imagine that you have completed secondary education. You have come across an
advertisement in one of the daily newspaper that required clerical officers. The email
address of the Company is [email protected]. You are interested in the job. Write one page
curriculum vitae (C.V) using the e-mail address of the company

2. You are the Secretary of your School’s Drama club. Your club is holding its second
meeting of the year to discuss the following issues:-
(i) Tour to Nairobi
(ii) Awareness campaign
(iii) Strengthening of drama in the school
Two people have sent their apologies and a member from the writer’s club has also
attended the meeting. Write the minutes you could take at the meeting

3. Imagine you are the managing directors of Alroki industries Eldoret. You manufacture
padlocks and of late, there has been a lot of bad press concerning your products. Write an
internal memorandum to your operations manger and sales and marketing manager.
Advise them on what should be done to counter the bad press and also recapture and
retain your market share.

4. You have finished reading the play An Enemy of the people by Henric Ibsen and you
would like to recommend it to your classmates. In about 350 words, write the book
review
5. Since last year third term, your class form 4 Green’s academic performance has been drastically
going down. This has raised a lot of worries in the entire school, and it was one of the issues that
came up during the release of the first examinations results of this term. After that meeting, the
School Principal summoned you as the Class Prefect to his office and requested you to lead a class
committee to find out the reasons for such a performance. Write a report that you would present to
him in two weeks’ time underlining the causes for this performance by your class and the
recommendations that you suggested. (20 marks)

6.Imagine that your class went on a five-day school trip to Mombasa. Write a personal journal that
you kept for the five days.

7. Students in your school have raised concerns about poor hygiene in the school. In a bid to address
these concerns, the principal appoints a four-member committee to investigate the health situation
and give recommendations. You are the secretary of the committee, write down the report you will
present to your principal. (20mks)
8. Imagine you are the secretary of the Drama Club in your school. The club is organizing an
Annual Drama Club Party. The chairperson of the club the previous year was a candidate and

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performed exemplarily well in the KCSE and was admitted in one of the public universities in
Kenya.
(a) Write an official invitation letter inviting him/her as the chief guest. (12mks)
(b) Write a congratulatory note to her or him to be presented on that day. (8mks)

9.
a) Your best friend has just been elected as the student’s president in your school. Write a
congratulatory note to him or her. (8mks)
b) Write a recipe of a dish for about ten people who will grace his/her celebration party.
(12mks)
10
a) Imagine that you are the chairperson of the Tendering Committee in your school. Write a
memo to all heads of department requesting them to attend a meeting to discuss how to acquire
supply of goods such as stationery, students’ uniform, food stuff, laboratory equipment, audio-
visual materials and sports equipment for the school. Copy the memo to the head of the institution.
(12marks)
b) Write an advertisement inviting various companies to tender their goods with your school.
The company must be a wholesaler Company. It must indicate the mode of payment, and how the
goods would be delivered to the school. Inform the company when the items are required in your
institution. (8 marks)

CLOZE TEST
1. Fill in each of the blank spaces in the passage below with the most appropriate answer
One of the challenges…………………..(1)the country today is youth unemployment. Related to
this is lack of patriotism and a sense of……………………(2). A number of interventions
have been rolled to tackle……………………….(3)challenges that youth issues are
so……………………….(4),they deserve a ministry, not just a ………………….(5).
Among the notable programmes by the ministry was the creation………………………(6).
Youth fund, whose objective is to…………………….(7)money to youth people to
venture into business. ………………….…..(8) it is too early to assess its impact, the
intention was noble.
Following this,…………………………...(9) government now wants to re-introduce a company
paramilitary training programme for school leavers…………….………..(10)
the National Youth Service.

2. Read the passage below and fill in each blank space with an appropriate word
Different types of oral literature can have (1) __________________, if not identical functions. One
can use stories, riddles and proverbs, among other kinds of oral literature, to express (2)

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___________________. It is (3) ________________________true to say that one type of oral

literature may have many different (4) ____________________. For example a work song that (5)
________________people to pull together in their efforts may also be sung as entertainment for
children, or as a political weapon when people are competing in parliamentary elections. It is (6)
________________important that when one is collecting a song, one must also find out for what
purpose it is being sung.
(7) ________________________the text of the song is important, its context must (8)
_____________________be well known. The interest of the song is greatly enhanced and it is
given (9) ___________proper character by the (10) _______________in which it is sung.

3. Fill in each blank space with the most appropriate word.

Every year, we look (1)…………..…… to Christmas as a time for festivity and family get
together. The jovial atmosphere that surrounds the season lifts our spirits. Families make last
minute (2)…………..…… to the supermarkets to buy gifts to loved ones
(3)…………..…….., we forget that January is coming with (4)……………..……….challenges.
The sooner you (5)……………….…..… planning, the better. This will help you avoid going
(6) ……………………....…….. in your expenditure. Most people take this time to (7)
……………………... their upcoming home, creating transport (8) ………………………..
all over. A reunion of relatives is always the joy of charismas so to say. To some, it is just the
onset of misery. This is because they don’t have anything to (9)….…………………….. The last
week of the year to them is always injury time. Either they do not have anything to give or they are
worried over (10).…………….……. and its responsibilities.

4. Read the passage below and fill in each blank space with an appropriate word
I do not support abortion. But there are cases of incest (1) ………. Rape where(2) …..…should
be given a chance to choose whether to live with the child or not. My position is informed (3)
……….. the Christian faith that I profess. The Bible (4) ………states that thou shall not kill.
Of course there may be a scenario in which a doctor is faced with a (5) ………. Where a
mother’s life is in danger and the only way to save her life is to abort the (6) …..……………
It is unfortunate that nobody wants to address that issue directly. (7)
…………………………….. my personal view is that doctors and experts should have the
leeway to make professional judgements. There are hard (8) ………….…………to be made
like in the event of (9)….……… risk of losing life, does the doctor save the foetus or the mother
or let both to die?
When does life begin then? According to churches, life begins at conception. And when does it
end? Is it when one is put on a life support machine or when a doctor
(10)……….……………one dead? There is need to be pragmatic on this issue of abortion.

5. Fill in the blank with the most appropriate word (10 marks)

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It is undeniable that our education system.1……………. Kenya has done a lot for students. Our
literacy 2……………………. has risen tremendously over the 3..…………….thirty years. More
youths are leaving school for the work force at 4…………………… educational levels. The
majority of Kenyans have had the 5…………… of primary education, something most of our
grandparents do not 6……………………
However, there are still 7…………………which need improvement in our educational system.
There is need for enough space experimentation 8……………the cultivation of genuine interest.
.….9…….is required is a real understanding and appreciation of the subject,10…………merely
high marks.

6. Fill in each blank space in the passage with the most appropriate word.
The issue of birth certificates as a (1) ………………………………..for registration of candidates
has ignited a lot of concern for parents with students sitting for this year’s examinations. Whereas
we are concerned about the issue of foreigners in this country, this directive has (2)
………………………….. many parents and students alike unprepared (3)
………………………………… instance, most students sitting this year’s K.C.S.E. were born in
the late 90s and if they happen not to have even birth certificates, which is (4)
…………………………… likely, it also means that they don’t have even their birth notification
cards. (5) …………………………………… birth certificates under these circumstances, and
within the given time frame, is (6) …………………………………………….. . The authorities (7)
…………………………….. with the issuance of these documents (8)
………………………………….. process them urgently. (9) ……………………..is a serious
matter. Candidates have been given a very short time to (10) …………………………… these
documents.

7. Fill in the blank spaces with the most appropriate words.

A new research title “Underage drinking in Kenya”, has …………………1……………….that
nearly one third of form four students aged below 18 years take alcohol
…………………2………………. As our society ponders this sad
………………3……………………….., the urgent message to children who are taking alcohol
…………………………4……………. do not drink another sip. Advice to those children is to
strongly say “no”. ………………5…………………irresponsible behaviour, to alcoholism, there
are many………………6………………effects of alcohol. It is wrong and illegal for children to
drinkalcohol.
This report also states that 46 percent of the children received ………………7…………….first pint
from friends and …………………8…………………. Do you offer alcohol to a child? As a parent
or guardian, do you nurture …………………9…………….? How much time do you spend with
them?Notably, ………………………10……………of guidance and supervision are stimuli to
underage drinking.

8. During this month, the meteorological department has warned (1)................................

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respiratory diseases (2)............................. Nairobi, Central Highlands and counties such as

Kericho, Uasin Gishu and Trans Nzoia, (3)................................. children and the elderly to dress
warmly. “(4)....................................... of respiratory diseases like asthma, pneumonia and
common cold (flu) are expected to be on the increase due to the (5)........................................
cold and chilly conditions. The general public, (6).................................. the young and elderly
members of the society are (7)............................................ to adopt (8)............................. dress
code to avoid contracting (9)..................................... diseases.” The 10)...............................said.

9.Some of the old people are .1…………… by the fear of death. In the young there is a
......2……………….for this feeling. Young men who….3…………………….. a reason to fear that
they will be killed in battle may justifiably feel .4………………in the thought that they have been
…5……………..of the better things that life has to offer. 6……………….. , in an old man who
has known human joys and sorrows, ….7……………… has done whatever work he could do, the
fear of the death is ……8……………….ignorable. The best way to overcome it - so at least it
seems to me ¬¬- is to make …….9…………………. interests gradually wider and more
impersonal, until bit by bit the walls of the ego…10………………………, and your life becomes
increasingly part of the universal life.
(Adapted from integrated English. A course for Kenya Secondary Schools Book 4: Kenya Institute
of Education: Jomo Kenyatta Foundation 1989, Nairobi. Kenya.

10.Tension was (1) ______________in various parts of the country when rumors went round that
phone users would die after receiving calls from (2)______________ telephone numbers. Many
telephone users avoided calls (3)______________ their mobile phones after information spread that
calls coming in red digits could cause death (4)_________________ because high frequency waves
would cause excessive bleeding in the brain. Some subscribers (5) _______________ switched off
their phones. The rumours started (6) ____________ in the morning when several people received
(7) ______________ messages warning them against receiving calls from some listed numbers (8)
_____________, it was later established, belonged to a company in Pakistan “I have switched off
my phone because the news are (9) ________________,” One person said. However, it was later
discovered that the rumours were only a (10) _____________ to cause panic.

ORAL SKILLS
1. THE MAGNIFICIENT BULL
My bull is white like the silver fish in the river
White like the shimmering crane bird on the river bank
White like fresh milk.
His roar is like thunder to the Turkish cannon
On the steep shore.

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My bull is dark like the rain cloud in the storm.

He is like summer and winter.
Half of him is dark like the storm cloud,
Half of him is light like sunshine.

His back shines like the morning star.

His brow is red like the beak of the hornbill.
His fore head is like a flag, calling the people from a distance,
He resembles the rainbow.

I. The singer achieves rhythm in the song above through repetition of words i.e. “white
like”
like e.t.c.
Identification
Illustration
II. If you are to do a live performance of this song how would you make it more
interesting to the audience?
b) Underline the silent letter in each of the following words
(5mks)
i) Rendezvous
ii) Eulogy
iii) Tourism
iv) Condemn
v) Phlegm
c) Read the genre below, and then answer questions that follow:-
“Willy warmly welcomed Wendy and wondered why Wyatt walked wearingly while
whistling.’
i) Classify the above genre.
ii) Identify and illustrate one sound pattern from the genre
iii) State any one function of the above genre
d) You school is participating in a debate and the motion is: “Parents should let children
decide their own destiny,” How would you ensure that your argument convincing?
*KC*
e) Imagine that you are listening to a telephone conversation between a receptionist and
a lady
whose child is very ill and she is seeking her physicians’ help. Unfortunately, Dr.
Kemboi is not in, but the receptionist is on the line. In the blank spaces, fill in what
you think the receptionist should have said to the lady.

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2. (a) Read the narrative below and then answer the questions that follow:
A Greedy Old man and the sausage
Once upon a time, there lived an old man. One day he paid a visit to his in-laws. On entering the
house of his mother-in-law, he found that she had been roasting some meat, among which was a
delicious looking sausage and she was not in the house. He immediately took the sausage and
quickly shoved it into his quiver. And it so happened that a piece of live coal had got stuck on the
sausage but the old man didn’t know. He quickly shut the quiver.
No sooner had he sat down than the owner of the house came in. They sat down to talk about the
children’s health. When they had finished, it was time for the old man to return to his home. Just
then, the woman noticed smoke issuing from the quiver and asked the old man; “Paker, how come
the quiver is smoking?” The man answered, “Oh. It’s some naughty fire stick with a soft head that
smokes whenever it comes into contact with soft wood and the arrows.” The woman kept quiet and
got up to escort her guest.
When they had walked only a short distance, the fire made a hole in the quiver and the arrows fell
out, tiak! together with the stolen sausage. The lady, who was walking closely behind, exclaimed:
‘See, had I not known it! Then the old man fearing that his sausage might be eaten. shouted, “Oh,
my Paker, please do not eat it!”
So while the lady ran home in shame, the greedy old man continued with his journey in extreme
embarrassment. They showed each other their backs and there ends my story.

(i) State two things a narrator would do to draw the audience’s attention to the beginning
of t he story
(ii) Describe how a narrator would perform line 4-6 of the second paragraph
(iii) Explain three ways in which the audience can indicate active listening in the
performance of this narrative

(iv) Apart from using the ending formula, how else would a narrator signal to the audience
the ending of his story?

3. Read the following oral poem and answer the questions that
follow:-
Where is she eee
Where is she ee
We want to pamper her
We want to pamper her x2

We advise you, we advise you

When you get there respect your husband
When he calls you, respond to his call
So that your marriage can last

Both of you may live in peace

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Both of you may live in peace x2

(i) List down what is lost when the above song is written down
(ii) The above song is a translation from Kiswahili to English. What has been lost in the
translation?

(c) (i) Underline the stressed syllable in the correct pronunciation of the following words
(The dots indicate syllable boundaries)
(i) res. pect
(ii) re. view
(iii) in. ves. ti. gate
(iv) con.so.li.date
(v) cal. cu. late
(vi) di. vi. de (noun)

(ii) Provide another word with a similar pronunciation for each of the following words
(i) Feet
(ii) Alter
(iii) Ale
(iv) Cereal
(v) None
(vi) Ate
(c) (i) Explain three things you would do if you were unexpectedly asked to give a short
Speech.During the form four farewell party
(ii) You are giving this speech without a public address system. How do you ensure
you are heard clearly by everybody

4. i) Read the oral narrative and answer the questions asked.

THE MAN WHO LIVED WITH THE TRIBE OF HIS WIFE
There was a man, it is said, who lived with the ethnic group of his wife. One day he said to his
wife, “We are moving away-tell your people.” So she told her people and they gave him the
customary gifts and returned to him a part of his bride wealth.
Then this man who had been living with his wife’s ethnic group moved away with his family
and his wife, and after he had walked all day he set up a camp in a certain place. Then he said to
his wife, “woman, there is a matter I have to discuss with the people whom we left, and I am going
back to them. Pen the animals and wait for me.”

So he went back, and when he reached the village in the evening he sat down in the clearing
by the huts, intending to eavesdrop. The people were gossiping about and someone said,
“well, let us all give our opinion of that who stayed with our tribe for such a long
time!”

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“He was a good man.” said one.

“By God, he was a brave man.”
“By God, he was a generous man.”
“By God, he looked after the animals well.”
“By God, he had some knowledge of men.”

The whole village praised him, and all the time the man was listening. There was pause, and then a
young girl spoke, “but I know something about him that was bad!”
“What was it?” the people asked.
“He didn’t go far away enough from the huts when he urinated!” at this the whole village
burst in to laughter, but the eavesdropper was so angry that he stood up said to them, “well, by
God, I have moved far enough away now!” to the great astonishment of the whole village.

a) How would you performs the narrative in order to capture the audience attention
b) (i) In which tone would the eavesdropper say last line of the narrative
ii) Underline the word in which the vowel sound is different in the following sets of
words :
a) ship, sheep, sleep
b) Pull, pool, book
c) Bark, park, buck
d) Might, height, mice
e) Barn, ban, bag
iii) State whether the stress would fall on the first or second syllable on the word
in bold by underlining:
a) I don’t like associating with that rebel
b) Waiyaki had a lot of respect for the elders
c) We manage to turn the businesses
d) When can you contact me?
e) You can access a lot of information in the internet
iv) What would you consider important in giving someone directions especially to
a place that is difficult to trace?
v) What preparation would you do before attending an interview for a job?

5. a) i) Provide homophones for the following words (3marks)

i) Coup ………………………………………………………...
ii) Brooch ………………………………………………………
iii) Muscle ………………………………………………………
b) Assign intonation to the following sentences. (3 marks)
i) I think we are completely lost …………………………………………
ii) We will be able to go, won’t we? ……………………………………..
iii) She bought a house ……………………………………………………
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c) Write down a word with a silent letter as indicated. (3marks)

i) …………………………………………. p
ii) …………………………………………..s
iii) …………………………………………..n
b) Identify the odd one out based on the pronunciation of the underlined letter(s). 3
marks
i) Quay, quaint, quack, quality .................................................................................................
ii) Chain, Character, Flinch, Champion .....................................................................................
iii) Sachet, Packet, Ticket, Thicket .............................................................................................
c) Explain the different meanings of the sentence below when different words are stressed as
indicated: Wafula saw the thieves enter the house. 2 mks
i) Wafula House
......................................................................................................................................................
d) i) Your class had invited a former student, now employed by a top company to give a talk on
‘succeeding in the corporate world’. However, during the talk, you realize that most of your
classmates are not concentrating. List four things on the part of the speaker that contributed to this.
(4marks)
ii) Suggest two non-verbal cues you would advise the speaker to employ to enhance the delivery of
the message (2marks) ...

5.Read the following telephone conversation and answer the questions that follow.
Secretary: (Phone rings) Hello, Purpose Drive Secondary school, may I help you?
Caller: I want to speak to the principal.
Secretary: May I know who is calling please?
Caller: (Impatient and irritated) I have said I want to speak to the principal, period
Secretary: Excuse me I am sorry He is in a meeting with the board of management, could you
please call later, Sir?
Caller: (Shouting) are you stopping me from talking to your boss, do you know who I am? Had you
even heard of the supplier of your stationery?
Secretary: (Politely) Oh, Mr. Erickson? I am sorry you cannot talk to him now call after an hour or
may I take a message to him please?
Caller: (Bangs the receiver)
i) Identify two instances that show the caller lack of telephone etiquette.(2 marks)
How can you tell that the secretary observes professional conversational skills in the above
telephone conversation?
6(a) Read the oral narrative below and answer the questions that follow. (10 marks)
The Stupid Monkey
Once upon a time, a tribe of monkeys made their home in their pleasure garden of the king. On a
certain holiday when the drum was beaten to call the people together, the King’s gardener, hearing
the drum, said to himself, “Even though it is a holiday, the garden must be watered. Accordingly I
will ask the Monkeys to water the garden for me, so that I can be off to enjoy myself and the
holiday with the rest.” So he called the Monkeys and asked them to water the garden. When the
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monkeys had promised to water all the young trees faithfully, the gardener gave them the water
skins and the wooden pot with which to perform the task.

After the gardener had gone, the Monkeys took up the water skins and the watering pot and began to
water the young trees. But the leader of the monkeys stopped them. “Wait,” he said, we must be
careful not to waste water. Before you water them, you must first pull up each tree and look at the
size of the roots. Then you must give plenty of water to those which have long, deep roots, but less
to those with short roots. For when this water is finished, we shall have to work to get any more.

“To be sure,” said the other monkey, “that is what we must do.” So they pulled up all the trees just as
their leader had told them to do and all the young trees died.
Question

i. What feature of oral narratives would you use to prepare your audience to listen to the above story?
( 2 marks)
ii. What two devices of performance would you use in narrating this story effectively? ( 4 marks)
iii. Which three things would indicate to you that the audience is following the narration? ( 3 marks)
(b)Underline the silent letters in the following words: (5 marks)
i) Rapport
ii) Rendezvous
iii) Poignant
c) Your friend attended an interview but was not successful. Mention four things that he/she may
have
failed to do before and during the interview. (4 marks)

Before
During

d) Give a homophone for each of the following words. (2marks)

i) Gate ………………………………………………………………..
ii) Forward …………………………………………………………………
iii) Medal …………………………………………………………………
iv) Sweet …………………………………………………………………
d) State the four points to consider when giving instructions to a person about how to get
from one point to the other. (4 marks)

e) Read the conversation below between a student and a teacher and then answer that
questions that follow.(8 marks)

Student: (knocking the door loudly and getting in) I am told you called me.
Teacher: (motioning him to seat) please have a seat Rono and don’t be anxious.
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Student: (still standing). Don’t tell me you have sum…

Teacher: (interrupting). Please relax. It is not an indiscipline issue again. No cause for alarm.
Student: So then, why do you want to see me?
Teacher: Calm down Rono. On the contrary, it is a positive note.
Student: (looking a bit controlled and sliding into a seat). Sorry sir, May I know what it is
about.
Teacher: (Smiling broadly). That’s better. I called you to discuss your progress in academics
lately.
Student: (With a lightened up face and more reassured).Yes sir.
Teacher: Looking at your trend of performance especially in languages and mathematics, I am
very impressed. (Pointing at Maths and English columns) See, from D+ to B in Maths and D to C+
in English is commendable!
Student: (Rubbing his hands and slightly smiling) Thanks sir. I am grateful for your kind
guidance.
Teacher: (In affirmative note) Yes. This is the result of change of attitude, obedience and
determination.
Student: (Sighs) Thank you once more for your concern. I will be able to face my dad
courageously now.
Teacher: Yes, that’s how it should be. Always work to impress your parents. Never look back
again. Forward ever.
Student: Thanks Sir. I promise never to let you and my parents down ever again.
Teacher: Good. You can now go back to class.
Student: (Stands up and shakes hands with the teacher). Thanks once more and good day sir.

Questions

i) How does the teacher establish good rapport with the student? (2mrks)
ii) What good conversational skills are displayed by:
a) The teacher? (2 marks)
b) The student? (2 marks).
iii) Identify two shortcomings in the student’s speech. (2
marks)
7. Read the poem below and answer the questions that follow
Make me a grave where’er you will,
In a lowly plain, or a lofty hill;
Make it among earth’s humblest graves,
But not in a land where men are slaves.

I could not rest if around my grave

I heard the steps of a trembling slave;
His shadow above my silent tomb
Would make it a place of fearful gloom
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I could not rest if I heard the tread

Of a coffle going to the shambles led,
And the mother’s shriek of wild despair
Rise like a curse on the trembling air
(by Frances Ellen Watkins Harper)

Questions
a) Describe the rhyme scheme of the poem above. (2mks)
b) Apart from rhyme, mention two other ways they have achieved rhythm(4mks)
c) Mention two ways in which you would know that your audience is fully participating during
the recitation of the poem above. (2mks)
d) How would you say the last line of the poem? (2mks)
e) Indicate whether the following items have a falling or a rising intonation. (4mks)
i) Get out now! …………………………………………………
ii) The man was accused of theft. ……………………………………
iii) How did you find the English exam? ………………………………
iv) Could he have left? …………………………………..
f) Underline the silent letters in the following words. (4mks)
i) Corps
ii) Parliament
iii) Leopard
iv) Fracas
g) Provide a homophone for each of the following words. (4mks)
i) Bury …………………………………..
ii) Claws ………………………………..
iii) Guest …………………………………
iv) Male ………………………………….
h) The underlining indicates the stressed word in the sentences below. Briefly explain what
each sentence mean (3mks)
i) The lady in a red dress lost her purse
ii) The lady in a red dress lost her purses
iii) The lady in a red dress lost her purse.
i) Identify the odd word out according to the pronunciation of the underlined sound.
(2mks)
i) Said Head Gate Led
ii) Face Phrase Shepherd Phase
j) Below is a dialogue between Muthomi and James who are candidates. Read it and answer
the questions that follow.
Muthomi: James, I’m worried about my performance in English. It’s not encouraging.
James: Ah! I’m happy with mine in Biology. I got an A in the last exam.
Muthomi: I really don’t know what to do about English, maybe…
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James: I don’t like History and P.E teacher. He thinks he is the only one who can a pick-up truck.
My mum told me she would be buying one soon.
Muthomi: (Trying to bring him back to the topic) Tell me James, how do you revise English?
James: Oh! Is that Betty? She promised to bring me a movie. (Calling out) Betty! Betty! (The runs
after her)
a) Identify the shortcomings in the dialogue above (3mks)

(30mks)
8.a) Read the poem below and answer the questions that follow.
You are my sunshine
My only sunshine
You make me happy
When skies are grey
You never know dear
How much I love you
Please don’t take
My sunshine away
i) Describe the rhyme scheme of the above poem. (2mks)
ii) Which word would you stress in line two and why? (2mks)
iii) State two ways you will make the performance of the above poem interesting. (2mks)
b)
A flea and a fly flew up in a flue
Said the flea, “Let us fly!”
Said the fly “Let us flee.”
So they flew through a flaw in the flue.
i) i. Identify the genre above. (1mk)
ii) ii. Identify and illustrate the dominant sound pattern in the genre above. (2mks)
c) Indicate the intonation in the following sentences. (3mks)
i. How often do you visit your mother? ..................................................
ii. Have you lost your way? ......................................................................
iii. Andrew, come here at once! ...............................................................
d) Your teacher of English has asked you to discuss a question on ‘The Caucasian Chalk Circle’.
Three minutes into the discussion, most of the students lose concentration. Give the possible
reasons why this happened. (3mks)
e) You are invited as a motivational speaker to give a talk to a group of people.
i) State two factors about the audience that you must consider before giving the speech. (2mks)
ii) Mention two things the listener ought to observe in order to gain from the speech. (2mks)
f) List two effects of using courteous language. (2mks)
g) Your class is visiting a cultural center for field work. State how you would prepare to ensure that
you collect objective information during the visit.(3mks)
h) Provide a word that is pronounced the same way for each of the words below. (3mks)
i. Barren ................................................................................................
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ii. Lichen ...............................................................................................

iii. Fowl .................................................................................................
i) In the paragraph below, underline the correctly stressed word.(3mks)
The warden said they wanted to (‘conduct, con’duct) a search at the port of Mombasa. In the
(‘process, pro’cess) of doing so, they found the consignment meant for (‘export, ex’port) in a go-
down. The main (‘convict, con’vict) was Kaelo. Since he had been a (‘rebel, re’bel) in his native
country for many years, the judge had no option but to (‘subject, sub’ject) him to many years in
prison.

9.a) Read the following story and answer the questions that follow.
A Greedy Old Man and the Sausage
Once upon a time there lived an old man. One day he paid a visit to his in-laws. On entering the
house of his mother-in –law, he found that she had been roasting some meat, among which was a
delicious looking sausage, and she was not in the house. He immediately took the sausage and
quickly shoved it into his quiver. And it so happened that a piece of live coal had got stuck on the
sausage, but the old man did not know. He quickly shut the quiver.
No sooner had he sat down than the owner of the house came in. They sat down to talk about the
children’s health. When they had finished, it was time for the old man to return to his home. Just
then, the woman noticed smoke issuing from the quiver and asked the old man: “ Paker **, how
come the quiver is smoking ?” The man answered: “Oh it is some naughty fire stick*** with a soft
wood*** that smokes whenever it comes into contact with soft wood **** and the arrows.” The
woman kept quiet and got up to escort her guest.
When they had walked only a short distance, the fire made a hole in the quiver and the arrows fell
out tiak! Together with the stolen sausage! The lady who was walking closely behind exclaimed:
“See, had I not known it!” Then the old man fearing that that his sausage might be eaten, shouted:
“Oh my Paker, please do not eat it!” So while the lady ran home in shame, the greedy old man
continued with his journey in extreme embarrassment. They showed each other their backs, and
there ends the story of the greedy old man.
(Adapted from an Oral literature of the Maasai by Naomi Kipury)
(i) Mention any one thing you would do to alert the audience before telling the story. (1Mark)
(ii) How would you say the line, “Paker how come the quiver is smoking?” to bring out
complete effect. (2 Marks)
(iii) Explain how you would effectively dramatize the old man’s response; “ Oh it is some
naughty... and the arrows” (2 marks)
(iv) State the appropriate intonation for saying the line, “See, had I not known it!” and indicate
the emotion it brings out in the woman. (2marks)
(v) Identify a sound feature in the story. (1mark)
b) For each of the following words, provide another that is identical in pronunciation. (5marks)
i) Symbol
ii) Coup
iii) Lam
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iv) Mayor
v) Wear
c) The underlined indicates the stressed word. Explain what each sentence means on the basis of this.
(2 mks)
I will walk to the hospital
I will walk to the hospital
d) Underline the letter that is not voiced in the following words: (3 marks)
i) Resign
ii) Diarrhea
iii) Sachet
e) Your school drama group has just returned from a choral verse presentation at the county
competitions where they quite unexpectedly failed. Mention any four reasons that might have led to
their failure. (4 mks)
f) Read the following conversation between Odwak and Njoroge, and then answer the questions
that follow.
Odwak: Before she died of liver cancer, my sister felt a lot of pain and lost a lot of weight.
Njoroge: Talking about that, I had a toothache last night. I tell you I couldn’t sleep.
Odwak: Yes, so about my sister….
Njoroge: (scrolling through his phone). You remind me about my sister. In fact, she wrote to me
last week telling me about her son’s fees. She believes I have more money than I need, and that I
should give her some.
Odwak: Well, maybe you have a lot of money. But thank you for being such a good listener!
(Stands up to go).
Njoroge: What! Have I offended you?
i) Explain the shortcomings in Njoroge’s listening skills. (6mks)
ii) For each set of words below, underline the odd one out. (2mks)
iii) Cough Bough Doug
iv) Not Note Knot

10
A) Read the poem below and answer the questions below correctly.
Had we but world enough, and time
This coyness, lady, were no crime.
We would sit down and think which way
To walk and pass our long love’s day.
Thou by the Indian Gange’s side
Shouldst rubies find; I by the tide
Of Humber would complain. I would
Love you ten years before the Flood.
And you should; if you please, refuse
Till conversation of the jaws.
My vegetable love should grow
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Vaster than empires, and more slow;

An hundred years should go to praise
Thine eyes and on thy fore head gaze
Two hundred to adore each breast,
But thirty-thousand to the rest.
i) Explain how rhythm has been achieved in the poem. (3 marks)
ii) Assume you are performing this poem to an audience, in which ways would you enliven
your presentation. (4 marks)
iii) How would you say the following lines in the poem
“Thine eyes and on thy fore head gaze
Two hundred to adore each breast. (3 marks)
b) Assume you are the student leader of Guidance and Counseling in your school. The principal asks
you to research and write a report on rising cases of drug Abuse in your school and present your
findings during PTA and Student joint meeting. Explain how you would deal with stage fright
associated with public speaking of this kind.(6 marks)
c) Classify the words below according to the sound of the underlined “Ch” letters. An example of
each of the sounds represented has been given. 3 marks) ( ½ each)
Chaos
Chaise
Sachet
Chortle Bench
Charisma
Wretch
Chef Choreography
Chamois
Chore
Chronological

d) In each of the following list of words, underline the correctly stressed word. (5 marks)
a) Ir۱relevant
b) Glo۱rify
c) Opera۱tive
d) Pictur۱esque
e) Ambi۱guity
f) ۱Administration
g) Eco۱nomic
h) ۱Immature
i) Mountain۱eer
e) The manager of Smart Uniform Company calls to speak to the principal Upendo Secondary
School. The secretary answers the telephone call.
Read the conversation below and then answer the questions.
Secretary: (picks the phone) Hello. Secretary Upendo Secondary School speaking.
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Manager: Hello. Could I speak to the Principal, please?

Secretary: May I know whom I am speaking to please?
Manager: Okey. Please remind him about our meeting in your school.
Secretary: Thats alright. I will relay the message to him.
Manager: Thank you for your assistance. Goodbye.
Secretary: Goodbye and thank you for calling.
i) Explain how the speakers employ etiquette in their conversational skills.
(3 marks)
ii) Write the message you would relay to the Principal if you were the secretary (3 marks)

COMPREHENSION
1. Read the passage below and then answer the questions that follow
WOMEN IN IRAN
So far, everything seems normal. But in the illustrations accompanying this description the
ballerinas have been air-brushed out. Instead, an empty space, the floor and the blank wall
meets the eye. Like so many other images of women in Iran the ballerinas have been censored
Dega’s painting is emblematic of a basic paradox of life in Iran, 20 years after the Islamic
revolution. On the one hand, the regime has succeeded in completely repressing Iranian
women. At any Government Institutions, Universities and Airports there are separate entrances
for women, where they are often checked for signs of violating the strict dress code. They are
forbidden to go out unless they are covered by clothing that conceals everything but their
hands and faces. At one of the universities where I used to teach, I’m told a female professor
was expelled because her wrist had shown from under her sleeve while she was writing on the
blackboard.
Yet these measures, meant to render women invincible and powerless, are paradoxically
making women visible and powerful. By attempting to control every aspect of women’s lives
and by staking its legitimacy on the Iranian people’s supposed desire for this control____the
regime has unwittingly handed women a powerful weapon; every private act or gesture in
defiance of official rule is now a strong political statement.
Meanwhile, because its extreme regulation of women’s lives unnecessarily intrudes on the
private lives of men, the regime has also alienated many men who initially supported the
revolution
Women on the eve of the Islamic revolution were active in all areas of life in Iran. They
were encouraged to participate in areas normally closed to them. Women were police officer,
judges and pilots-active in every field except the clergy. By 1978, 22 women were members of
parliament and two sat in the senate.
The Ayatollah Khomeini accused them of betraying culture and tradition. Dr. Farrokhrou
Parsa was one of these alleged traitors. She gave up her medical practice to become principal of the
girls school I attended in Tehran. Then she became Iranians first female cabinet minister, in charge

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of education. When the Shah was ousted, Parsa was summarily tried and executed. She was
charged with “corruption on earth, warring against God” and “Expansion of prostitution”, allowed
no defense nowhere and sentenced by hooded judges; she was put in a sack before being killed.
Ayatollah Khomeini tried to expel women from the public sphere was not surprising. What
was surprising was the leftist members of the revolutionary coalition who went away.The leftist had
traditionally appeared to support women’s rights. However, their totalitarian mindset was
ultimately more at ease with the rigid rule exposed by the reactionary derics with the
pluralistic approach favoured by the women’s movement. Thus, when the Ayatollah began his
crackdown, he had the full support of the leftists.
Many Iranian women, on the other hand were not so pliant. On a cold day in March 1979,
thousands of shouting women massed Tuto one of the Tehran’s wide avenues. They had
gathered to express their resistance to the Ayatollah’s attempt to make them invincible.
Some days earlier, the Ayatollah had annulled the family protection.

1. What reason did the Ayatollah give for wanting to make women invincible?
2. Do you think the writer of this passage is male or female? Support your answer
3. Give: i) Cite one of the repressive laws against women.
ii) Why was the professor expelled? 4.
List the three accusations leveled against Dr. Farrokhrou Parsa in the passage.
5. Describe the theme in this passage. 6.
Before the Islamic revolution in which areas were women encouraged to
participate?
7. Explain the paradox the author refers in the third paragraph which begins, “Yet these
measures”
8. Describe the writer’s opinion on the treatment of women in the passage
9. Explain the meaning of the following words and phrases in the passage
i) censored -
ii) emblematic -
iii) alleged -
iv) leftist-
v) espoused-
10. What title can be given to this passage?

2. Read the passage below and then answer the questions that follow:-
he research by the Maendeleo ya Wanaume Organization that reports a case of
T
reversed roles where men are made to cook, wash clothes, clean the house, utensils and baby sit
should reveal more anddelve into the causalities rather than issue inflammatory findings with
alarming statistics that will only serve to scare courtship.
It should be noted with clarity that societal transition are normally treated with a lot of caution,
sobriety and reasonableness to avoid endangering the very fabrics that hold the society together.
This is because it’s a process that takes time to sink, be appreciated and acceptably embraced.
Equally, the connotation reversed roles imply replacement of male domination by female
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domination instead of hybrid system where roles are shared equally and help handed out where
necessary to supplement each other’s effort.
Gender refers to women’s and men’s socially defined roles and characteristics that are shaped by
historical, economic, religious, cultural and ethical factors.
Gender is learned through socialization, it is not fixed, it is changeable. Gender stereotypes
therefore include comments like, women are weak and cowards, gentle, nurturing and caring
while men are bread winners, decision makers and generally aggressive.
The African society and Kenya in particular is patriarchal. A social system based on male privilege
and power in which women are regarded secondary and created for the service of men.
Patriarchy is mostly for men and that’s why men feel threatened when patriarchy is
challenged. However, research has shown that not all men are winners under patriarchy.
This is because patriarchy puts a lot of pressure on men to perform and become workaholic in a
struggle to maintain the family, for example, research has shown most millionaires in the US
are women, widows of men who died young from diseases related to over work.
Since gender is societal creation and not biology, it can be changed, albeit gradually.
The stubborn men who live in the past should be prepared for feminism approach that perceives
and interprets social situation from a woman’s point of view.
According to this approach, female oppression should be addressed adequately.Here, the area of
focus includes: Education and legal rights for women. Economic rights, that advocate’s equal
access to properties, jobs and career. The puzzle however, is where the approach leaves men,
especially if the process is forceful.
Gender equity is an idea whose time has come as statistics indicate girls perform better than boys
in schools and ladies are more preferable by employers than men due to hard work, honesty,
loyalty and cost effectiveness.
Women must also rise to the occasion, take responsibility with caution and cease to be victims of
inferiority complex.
Change must not translate to arrogance and revengeful attitudes that will paint women as heartless.
Life is meaningless without effective family institution. Let’s ensure our society does not fall
apart.
(Adapted from Sunday, May 31, 2009)

(a) In what way is gender a socialization process? (b)

According to the passage, what is gender stereo typing? (2mks)
(c)Explain the contrast between the hybrid system and the case of reversed roles (2mks)
(d) What evidence is given to show that not all men are winners under patriarchy?
(e) What is the writer’s tone in the passage?
(f)Re-write the following beginning; (Not fixed ..................
Gender is learned through socialization, it is not fixed, it is changeable.
(g) In a summary of about 60words, describe the writer’s attitude towards women
Rough copy
Fair copy

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(h) Explain the meaning of the following words and phrases as used in the passage.
(i) Inflammatory................
(ii) Sobriety..............................
(iii) Feminism approach.............

3. Read the following passage and answer the questions that follow:-
The river ,the forest and the sky all drew Densu to the top of the hill with a power he had no
need to fight against. He asked Nyaneba if there was no more work he could do on the farm up
there. But at that time there was nothing really, and Nyaneba almost scolded him when he
asked once more what was there to do.
“Densu,” she said at the end of her patience, “the animal that does not rest gets so angry
and unhappy that it spreads destruction wherever it goes. A human being works fully when
there is work to do. A human being rests fully when the season for rest comes.”
Densu did not importune Nyaneba about work any more. Almost everyday he climbed up the hill
and sat on the warm rock looking at the river and the forest canopy. From where he sat, the river
now looked thin and completely still. Seeing it at a distance, he had to think before it became in his
mind a moving thing, not a dead, flat sheet shining passively in the sun.
So he knew the river’s motion in his mind, though his eyes perceived stillness. Once the motion
was clear in his mind, it did not stop. It flowed inathought stream that could take him from the
present all the way back to moments so far in the past his remembrance surprised him.
Some of the memories he would never understand. He had known a great happiness at a time
about which he remembered nothing but the feeling itself. This remembrance took his feeling back
to a time when he was helpless but feared nothing because there was a presence around him
that made fear a stranger. He had told people about this feeling and always left them puzzled
They said he could have had such a time, because his father died before he was born, and his
mother also died in child birth. Yet the feeling was part of his memory, and it was so strong he
knew it was true, in spite of what others saw and said. And often as he grew up, he found himself
searching, sometimes in anguish, sometimes with sheer desire for a return of that time and of the
feeling.
Yet life at times became an argument saying that presence, that wholeness he remembered so
mysteriously and sought so naturally, would never be possible in the world outside the wishing
mind. He had known people at Esuano, and begun to sees life clearly, but most of the
people and most of the life he saw led his mind far astray from the peace he sought.
This too he remembered: in his twelfth year something strange had happened. A white man had
arrived at Esuano. He was not an official from the castle at cape coast, so people were
astonished to see him there at all. They were more astonished when he told them he was a
trader on the coast, but had grown tired of trading. He said he wanted to rest.
People shunned him. They were afraid of him and they had reason enough. He lived as if he
and water had quarreled bitterly. He did not like food. his sustenance was drink and when he
was really hungry he would look for fruit, like a child at play, and that would be his
meal.

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Densu went to him and sat watching him. He still went to him long after the other children had fled
in fear. One day the stranger white man stopped singing his drunken songs, pointed to his
heart and shouted something.“Collins!” He repeated the name, stabbing his breast
repeatedly with an extended finger.
When he stopped, Densu pointed to himself and said “Densu.” The white man roared happily.
He seemed immensely pleased with himself that Densu had understood him, as if he had actually
taught him to speak. He began a game of names, teaching Densu English words and learning
Akan words from him.
In less than a month the game of words changed. It became even. Densu went to Collins whenever
he had time. The idea of learning the strange language of the white excited him, and he worked
hard to make free time for his new passion. Collins taught him willingly. He seemed to live for
the hours when the eager boy came to talk to him.
But Collins stopped asking Densu the Akan names of things. With an eagerness answering the
boy, he taught him as fast as he could absorb new knowledge, and his yellow-red face exploded
with joy when Densu began at last to speak to him in his own language. The solitary white man
then gave up all pretence of wishing to learn Akan. He was happy enough to have a person to talk
to and teaching Densu to read and write gave him something to do when he was not drinking.
Densu asked him why he had left cape coast to come to Esuano. The white man’s answer was quite
incomprehensible to him. All he understood was that the mention of cape coast made the white
man violently angry. Once, later, Densu asked him why he did not go home. The drunken man
wept tears at the questions. From then on Densu did not ask him any such questions again.
In his first months at Esuano the white man Collins sold a few things to the few who had any
money. But after his third month at Esuano he sold nothing. Knowing adults predicted he would die
in a matter of weeks. They were disappointed and embarrassed when in spite of the way he drank
and starved himself, he remained noisily alive.

a) Why did Densu spend most of his time seated on the rock up the hill?
b) What effect did the river have on Densu?
c) Who was the stranger and how old was Densu when he arrived?
d) What does “He lived as if he and water had quarreled bitterly,” mean?
e) People dislike the stranger (Rewrite beginning with, “The stranger………

f) From what tribe does Densu come from?

g) Write notes on why Collins was eager to teach Densu his language and why he
stopped learning Densu’s language
h) Identify and explain one character traits of Densu i)
Give the meaning of the following words and phrases as used in the passage:-
i) Importune -
ii) Canopy -
iii) Stabbing his breast……
iv) Shunned………………………
v) Incomprehensible……………………
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4. Read the following passage then answer all the questions that follow:
It is said that behind every successful man there’s a woman, so how can we help our sons succeed?
By bringing them up in such a way that they understand their role as leaders, providers and
protectors.
And how can we do this successfully? By noting their masculine qualities and praising them for
these .Take note when they excel in masculine roles and encourage them. Admiration is the food
of a man’s soul. Never belittle your son’s masculinity; it hurts very deeply and might result in deep
resentment.
Are you faced with a rebellious son? Mind your language when you talk to them; you might be
scolding him for doing or not doing something while inadvertently belittling his masculinity. Try
the opposite for change; praise him and see how this transforms him. The untidy room will be a
thing of the past, as will many other pains you have been wishing away. Relate the duties you
assign him to his masculine qualities and he will be very glad to help. When he is facing failure or a
crisis, reassure him that you believe in him and his ability to pull through, no matter how
difficult the situation might appear. Do not mock his ability to overcome a difficulty. Use
statements such as “this might be the door to opportunity, a stepping stone to greater success.” who
wouldn’t excel when someone who matters to them like a mum believes in them? A word of
caution, though: we must be careful not to push our sons to become what they are not interested in
being.
Allow them the freedom to make choices and let them learn from mistakes. There’s a greater
temptation to be bossy towards our sons, but we need to refrain from giving detailed instructions on
the what, when, how and where every action they take. Let him know when you disagree with his
decision, but tell him he can still count on you
For the women who have taken over leadership in the home, you need to let go and build your
husband by encouraging him to take up that role. This will allow you time to be a mother you need
to be, one who can nurture her sons and be a homemaker. Our sons need to learn from their
fathers what it means to be a responsible man.
And to those women who are sacrificing their children’s well-being for careers I suggest, learn from
miss Taylor Caldwell, an Anglo- American writer with several awards to her credit oonce
remarked: “I’d rather cook a meal for a man and bring his slippers and feel myself in the protection
of his arms than have all the citations and awards I have received worldwide”
(Adapted from Daily Nation)

a) What is the role of mothers in the success of their sons?

b) i) How can parents help their sons overcome the challenges they meet while growing
up?
iii) What precautions should sons take in to account so as to achieve their
ambitions?
c) Give three disadvantages of women taking leadership at home.
d) Give a reason why Miss Taylor is mentioned in the last paragraph. e)
In not more than 65 words, summarize the ways parents can deal with
rebellious sons:-
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ROUGH COPY
FINAL COPY
f) Explain the meaning of the following phrase and words as used in the passage
i) “Admiration is the food of a man’s soul”…… …
ii) Masculine……………………………
iii) Bossy………………

5.COMPREHENSION
Read the passage below and answer the questions that follow
The process of developing social skills among children at an early age is important. Researchers
have cited rejection by peers as the greatest challenge children face in their quest to build
meaningful social skills. It has been reported that children who get bullied and snubbed by peers are
more likely to have problems in relating with others. In recent times, researchers have found at least
three factors in a child’s behavior that can lead to social rejection. The factors involve a child’s
inability to pick up on and respond to nonverbal cues from their pals. In the United states 10 to 13
percent of school-going children experience some form of rejection by their peers. In addition to
causing mental health problems, bullying and social isolation can increase the likelihood of a child
getting poor grades, dropping out of school, or developing substance abuse problems.

It is reported that the social skills that children gain on the playground or elsewhere could show up
later in life, according to Richard Lavoie, an expert in child social behaviour. He says that children
experiment with the relationship styles they will have as adults during unstructured playtime-when
children interact without the guidance of an authority figure. Researchers say that the number-one
need of any human is to be liked by other humans. However, researchers have expressed concern
that our children are like strangers in their own land. They don’t understand the basic rules of social
behaviour and their mistakes are usually unintentional.

Children who face rejection may have problems in at least one of three different areas of nonverbal
communication, which is the reason they are rejected. These are reading nonverbal cues;
understanding their social meaning; and coming up with options for resolving a social conflict. A
child, for example, simply my not notice a person’s scowl of impatience or understand what a
tapped foot means. In another situation, a child may have trouble reconciling the desires of a friend
with her own. Anyone trying to help children on their social skills should try to pinpoint the
weaknesses a child has and then build those up.

When children have prolonged struggles with socializing, “a vicious cycle begins,” children who are
shunned by others have few opportunities to practice social skills whereas popular children have
more than enough opportunities to perfect theirs. However, having just one or two friends can be
enough to give a child the social practice he or she need.
Parents, teachers and other adults in a child’s life can help, too. Instead of reacting with anger or
embarrassment to a child who, say, asks Aunt Vera if her new hairdo was a mistake, parents should

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teach social skills with the same tone they use for teaching numeracy skills or proper hygiene.If
presented as a learning opportunity, rather than a punishment, children usually appreciate the
lesson. It is important to note that most children are so desperate to have friends that they just jump
on board.

To teach social skills, Lavoie advises a five-step approach in his book. The process works for
children with or without learning disabilities and is best conducted immediately after a wrongdoing
has been made. First, ask the child what happened and listen without judgment. Second, ask the
child to identify their mistake. Often children only know that someone got upset, but don’t
understand their own role in the outcome. Third, help the child identify the cue they missed or
mistake they made, by asking something like: “How would you feel if Emma was hogging the tyre
swing?” Instead of lecturing with the word “should,” offer options the child “could” have taken in
the moment, such as “You could have asked Emma to join you or told her you would give her the
swing after your turn. “Fourth, you can create an imaginary but similar scenario where the child can
make the right choice. For example, you could say, “If you were playing with a shovel in the sand
box and Aiden wanted to use it, what would you do?” Lastly, give the child” social homework” by
asking him to practice this new skill, saying: “Now that you know the importance of sharing, I want
to hear about something you share tomorrow.”
(Adapted from livescience.com-Tue Feb 2, 2010)
Questions
a) In one sentence, explain what this passage is talking about? (2mks)
b) What is the number one need of any human being? (1mk)
c) What are cited as the causes for social rejection according to the passage (2mks)
d) What is social rejection likely to lead to (2mks)
e) What vicious cycle is referred to in this passage (2mks)
f) How can a parent make children appreciate the lesson on social skills? (2mks)
g) “How would you feel if Emma was hogging the tyre swing?” Re-write in reported speech.
(1mk)
h) Make notes on the five-step approach to teach children social skills (5mks)
i) Explain the meanings of the following words and phrases as used in the passage (3mks)
i. Authority figure
ii. Shunned
iii. Jump on board

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6. COMPREHENSION
Read the following passage and answer the questions that follow. (20 marks)
In the end I was duly discharged (from hospital) and sent back relieved but not cured. A very
elaborate belt kept death at arm’s length. My congregation was deeply sympathetic, but started
making representations for my transfer. Shortly afterwards the final blow was delivered. The
circumstances in which I was forced to retire from the work for which I had sacrificed my youth
and strength and hope were so confused and sad that a bitter taste will forever remain. I had toiled
for over half a century only to end like this. Somehow I feel my third courtship had something to
do with it, for I drew bitter opposition from some new relations of the lady. The campaign of
mudslinging grew to ugly proportions and became an organized campaign to throw me out.
Charges were tramped up. I was declared feeble, aged and unable to visit outstations, and probably
I was secretly called immoral. These charges were duly handed to the superintendent minister.
Meanwhile at Mankessim angry mobs made the place untenable. I was in the end transferred –
nowhere. That was the end. My retirement was skillfully managed by the chairman and
superintendent minister, and I went quietly into obscurity with no lauvels and no respect, no last-
minute farewell or godspeeds; no visible means of support save that which my own sons were
hopefully expected to give. For catechists are the scum of the earth and command no respect and
expect none. They are entitled to no gratuities or pension and when they are strong enough to
outlive their usefulness….. “God will provide” I had worked half a century to bring salvation to
other people. It would probably be appropriate to say, “Physician heal theyself.” Sometimes I
think we, the workers in the Lord’s vineyard, have the greatest need of salvation ‘in the obscurity of
retirement I can now have time to look back on my life and into my soul and try to assess where I
failed and try to effect my own salvation.’ God indeed never leaves those who believe in Him
really desolate. I have my wife with me now. My sons are all securely settled in life and work to
support my old age. At the throne of God, I hope the Almighty will not deal too harshly with his
servant, but in His infinite mercy will forgive my sins and accept even me.
(From: Joseph W. Abruquah, The Catechist, London – 1965)
Questions
a) What was the narrator’s occupation before he was taken ill? (1 mark)
b) Mention four factors responsible for the narrator’s dismissal from his duty. (2 marks)
c) Justify the narrator’s bitter attitude in the third paragraph. (3 marks)
d) Identify and explain the feature of style in the sentence below: They are entitled to no
gratuities or pension and why they are strong enough to outlive their usefulness….. “God will
provide.” (2 marks)
e) Basing your argument on one major failing of the narrator, why should you not be
sympathetic with is situation (2 marks)
f) On the whole, what feelings towards the narrator does this passage arouse? Explain your
answer. (3 marks)
g) The narrator uses the word ‘salvation’ to elicit two implications. Explain these two
implications. (2 marks)
h) Quote a statement in the last paragraph that hints at the narrator’s sense of remorse.

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(1 mark)
i) My congregation was deeply sympathetic but started making representations for my transfer.
(Rewrite this sentence beginning: Much as ………………… (1 mark)
j) Explain the meaning of the following words and clause in the passage (3 marks)
(i) Mudslinging
(ii) Obscurity
(iii) Physician heal theyself

7. Read the following passage and answer the questions that follow: ( 20 Marks)
When in early 1970s ultrasound confronted me with the sight of the embryo in a womb, I simply lost
my faith in abortion on demand. I did not hold onto my old convictions. The change was in its way
a clean and surgical conversion. I am by nature one that works out the conflicting data, weighs the
opposing argument with great care, decides and then acts upon it with no lingering backward
glances.
By 1984 however, I had begun to ask myself more questions about abortion: What actually goes on
in an abortion? I had done many but abortion is a blind procedure. The doctor does not see what he
is doing. He puts an instrument into a uterus and he turns on a mortar and a suction machine goes
on and something is vacuumed out; it ends up as little pile of meat in a gauze bag. I wanted to
know what happened, so in 1984 I said to a friend of mine who was doing fifteen or maybe twenty
abortions a day:‘ Look ,do me a favour,Jay .Next Saturday when you are doing all these abortions
put an ultra sound on the mother and tape it on me.”
He did, and when he looked at the tapes with me in the editing studio, he was so affected that he
never did another abortion. Although I had not performed an abortion in five years, I was shaken to
the very roots of my soul by what I saw. The tapes were shockingly amazing. Some of the tapes
weren’t of very good quality but I selected one that was of better quality than the others and began
to show it at pro- life gatherings around the country.(I had my first contact with pro-life movement
in 1981 when the then president of the National Right to Life Committee, Carolyn Gerster, had
gotten in touch with me).
At the time, I was speaking at a pro-life meetings around the country in weekends, and the response
to the tape was so intense and dramatic that finally I was approached by a man named Don Smith,
who wanted to make my tape into a film. I agreed that it would be good idea. That is how The
Silent Scream, which was to generate so many furore, came to be made. We showed it for the first
time in Fort Lauderdale, Florida, on January3, 1985. The reaction was instantaneous. Everybody
was up in arms because The Silent Scream represented an enormous threat to the abortion forces,
and because it escalated the war (it is not really a debate- we don’t debate with each, we scream at
one another). For the first time, we had the technology, and they had nothing.
The Silent Scream depicted a twelve- week- foetus being torn to pieces in the uterus by the
combination of suction and crushing instrumentation by the abortionist. It was so powerful that pro
choicers trotted out their heaviest hitters to denounce the tape. They very cleverly deflected the
impact of the film into an academic cul- de- suc: a dispute regarding whether the foetus feels pain
during an abortion. The impetus for the debate came from an on – the- record musing by the then
President, Ronald Reagan, as to how much pain the foetus feels during an abortion.
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( Source: The hand of God: A journey from death to life by the Abortion doctor who changed his
mind- Bernard N. Nathanson, MD)
a) Based on your understanding of the entire passage, comment on the nature of the writer’s
‘old convictions’. (2 marks)
b) Explain why it was easy for doctors such as the writer to carry out abortions prior to
introduction of ultrasound technology? (2 marks)
c) What are the names that are commonly used to refer to the two opposing groups mentioned
in the passage( 2 marks)
d) Briefly describe, in your own words, how those who supported abortion tried to undermine
the impact of ‘ The Silent Scream’. (2 marks)
e) “ I was shaken to the very roots of my soul by what I saw’’. Rewrite this sentence beginning:
(What…)(1 mark)

f) Make notes on the way abortion is carried out according to this passage( 4 marks)
g) Identify and illustrate the use of parenthesis in the passage, give two examples. (2 marks)
h) Provide one example from the passage to illustrate the need for leaders to weigh their words
carefully. ( 2 marks)

i) Explain the meaning of the following words as used in the passage.( 3 marks)
i)convictions
ii)escalate
iii)impetus

8. Read the following passage and then answer the questions that follow. (20 marks)
The question is at least as old as Socrates: If we know what the right thing to do is, why do we not
do it? It is an especially acute question when applied to global warming. The science showing that
carbon dioxide emissions are already changing the planet’s climate, and are likely to have severe
effects (melting ice caps, sea-level rise, and species extinction), is compelling and now barely
disputed. Almost 90% of Europeans say they recognize climate change as a major issue, and 75%
identify fossil fuel emissions as a major cause.

And yet, as was widely discussed at a conference of environmentalists, geologists and writers in
May 2006 in Ankelohe, Germany, public understanding has not translated into even the simplest of
public actions. Less than 1% of Britons, for example, have switched their home electricity to
renewable sources, even though it requires little more than a phone call to one’s existing provider.
Proportions on the continent are slightly higher, but there is clearly no rush to go green or —
shudder — stop driving cars.

Why such a disconnect between information and action? Part of the problem is that environmental
advocates emit mixed messages. In mid-May 2006, Britain’s Guardian published a front-page story
showing that five companies in Britain produce more CO2 pollution in a year than all the country’s

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motorists combined. That is a strong argument for targeting industries, but the average reader could
hardly be blamed for thinking, “Why should I bother to cut down my driving?”

Similarly, not enough thought has been devoted to the best role for government. Climate change is
too vast a problem for individuals to solve alone, and some big businesses have an incentive not to
solve it. That leaves government to take the lead, which is tricky, because over-reliance on
government can allow individuals to fob off their own responsibilities. What is worse, government
power seems to tickle autocratic fantasies. In my experience, environmentalists spend far too much
energy advocating hard-line government ‘solutions’ that do not stand a chance of being enacted.
Sure, it might be good for the planet if governments banned the use of sports-utility vehicles or, for
that matter, of all fossil fuels. Yet not only is it hard to sell outright prohibitions to voters, but the
sad truth is that governments have a woeful record in even the mildest interventions. One of the
most significant innovations in the last decade has been Europe’s carbon-emission trading scheme:
some 12 000 companies, responsible for more than half of the EU’s emissions, have been assigned
quotas. Companies with unused allowances can sell them; the higher the price, the greater the
incentive for firms to cut their use of fossil fuels. The system seemed to work for about a year —
but now it turns out that Europe’s governments allocated far too many credits, which will likely
hinder the program’s effectiveness for years.

Perhaps the real reason that well-intentioned consumers do not change is that they do not see any
benefit. Climate change may be a frightening, irreversible calamity, but its worst effects will not be
felt next week or next year. The planet looks the same regardless of whether we use
environmentally friendly technology or we do not care how much CO2 we emit. But sure as the sun
rises and sets every day, if we do not cut down on carbon emissions, then we may not have a planet
to hand over to the next generation.
(Adapted from Times, June 5, 2006)

1. According to the passage, what are the effects of global warming? (4 marks)
2. What, according to the passage, is the main cause of global warming?(2 marks)
3. How does Britain encourage people to use renewable electricity? (3 marks)
4. Paraphrase the following sentence: That is a strong argument for targeting industries, but the
average reader could hardly be blamed for thinking, ‘Why should I bother to cut down my driving?’
(4 marks)
5. What message does the writer communicate in this passage? (4 marks)
6. Explain the meaning of the following words and expression as used in the passage.(4 marks)
 fob off
 incentive
 calamity
 vast

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ORAL LITERATURE
1. Read the story given below and answer the questions that follow:-
THE HARE AND THE TORTOISE
The hare was always laughing at the tortoise because he walked so slowly. “Really I don’t know
why you bother to go at all,” she sneered. ‘By the time you get there it will all be over-whatever it
is.’
The tortoise laughed. “I may be slow.’ He said, ‘but I bet I can get to the end of the field before you
can. If you want to race, ill prove it to you.’
Expecting an easy victory the hare agreed and she bounced off as fast as she could go. The
tortoise plodded steadily after her.
Now it was in the middle of a very hot sunny day and before long, the hare started to feel a little
drowsy. I think ill just take a short nap under this hedge. ‘She said to herself.’ Even if the tortoise
passed by ill catch him up in a flash. The hare lay down in the shade and was soon fast a sleep.
The tortoise plodded on under the midday sun. Much later, the hare awoke. It was later than she had
intended but she looked round confidently ‘No sign of old tortoise, I see, even if I did have rather
more than forty winks.’
Away she went, running through the short grass and the growing corn, leaping ditches and brambles
with ease. In a very short time she turned the last corner and paused for a moment to look at
the place where the rope was to end. There, not a yard from the finishing line was the tortoise,
plodding steadily on. One foot after another, nearer and nearer to the end of the race.
With a great bounce the hare streaked forward. It was too late. Though she threw herself panting
over the line , the tortoise was there before her.
‘Now do you believe me?’ Asked the tortoise. But the hare was too out of breath to reply.

i) Classify the above narrative

ii) Why did the hare always laugh at tortoise?
iii) Why did the hare feel drowsy?
iv) What made it possible for hare to lose the race?
v) Try to picture yourself as the story teller charged with the responsibility of
narrating this particular story. What story telling devises would you employ?

vi) Why did the tortoise laugh at Hare’s comment?

vi) Describe how tortoise’s own words “…. I may be slow but I bet I can get to the
end of the fields before you can…..”eventually proved to be true.
viii) Mention any two moral lessons you can learn from this story

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2. POETRY
Read the poem below and answer the questions that follow:-
CRAZY PETER PRATTLES
So what is the mountain deal
about the minister’s ailing son
that he makes boiling news?

How come it was not whispered

when Tina’s hospital bed crawled with maggots
and her eyes oozed pus
because the doctors lacked gloves?

What about Kasajja’s only child

who died because the man with the key
to the oxygen room was on leave?
I have seen queues
of emaciated mothers clinging to
babies with translucent skins
faint in line
and the lioness of a nurse
commanding tersely
“Get up or leave the line’

Didn’t I hear it rumoured that

the man with the white mane
and black robes
whose mouth stores the justice of the land
ushered a rape case out of court
because the seven-year-old
failed to testify?

Anyway, I only remember these things

when I drink,
they are indeed tipsy explosion

(Crazy Peter Prattles’ by Susan Nalugwa Kiguli in Echoes Across the Valley: Ed. Arthur
I. Luvai and Kwamchetsi Makokha)

(a) What problems are highlighted in the poem about the state of health care?
(b) What is the significance of the rhetorical question in the first stanza?
(c) Pick out any two images in this poem and explain their significance
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(d) (i) Identify the problem that the fifth stanza deals with
(ii) How does this connect with the problems in the previous stanzas?
(e) Explain the meaning of the following words as they are used in the poem
(i) Oozed ....
(ii) Emaciated....................
(iii) Translucent ..
(f) What is the significance of the last stanza?

3. Read the poem below and answer the questions that follow.
I MET A THIEF
On the beach, on the coast,
Under the idle, whispers coconut towers,
Before the growling, foaming, waves,
I met a thief, who guessed I had
An innocent heart for her to steal.

She took my hand and led me under,

The intimate cashew boughs which shaded
The downy grass and peeping weeds
She jumped and plucked the nuts for me to suck:
She sang and laughed and pressed close

I gazed; her hair was like the wool of a mountain sheep,

Her eyes, a pair of brown –black beans floating in milk.
Juicy and round as plantain shoots
Her legs, arms and neck:
And like wine-gourds her pillowy breasts:
Her throat uttered fresh banana juice:
Matching her face-smooth and banana-ripe.

I touched-but long I even tasted,

My heart had flowed from me into her beast:
And then she went-high and south-
And left my carcass roasting in thee
a) Who is the persona?
b) What is the relevance of the title?
c) Paraphrase the last stanza
d) Identify and explain the significance of the three stylist devices employed in the poem
e) Of what race is the ‘thief’ in the poem?
f) Explain the meaning of the line ‘an innocent heart for her to steal’
g) Identify one economic activity portrayed in the poem
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4. Read the poem below and answer the questions that follow:
THE PROSTITUTE
There I see her coming
With borrowed steps
Like a coward ghost
Out of grass covered graveyard

She comes
Bearing no more
That attractive dames
Cover like soft babes

These
She has exposed
to bitter weather
and lusty eyes.

There I see her coming

like a nestles bird
that enters any nest
for a transient stay
at times
finding snakes
or hostile hawks
There I see her coming
like a black jack
a poisonous pest
that infects the city’s plantation
diseasing the young
and old plant

There I see her

coiling herself around
tourists and bosses
like a parasitic
climbing plant

There I see her coming

from the back door
like a forged coin

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that assumes the high value

yet always hounded by spies

I stand to see her

when the forged coin is found
when the immigration birds
are back in their nests
or when the dog
that it constantly feeds on
is washed with DDT
or when the dog is dead
on a tarmac road
and when the stems are cut
in the dry windy season

a) Name FOUR things the person referred to as ‘her’ has been likened to.
b) What is the main theme of the poem? Explain with suitable examples
c) What is the attitude of the poet towards the subject of the poem? Illustrate using words
or phrase from the poem?
c) Identify three stylistic devices used in the poem and show their effectiveness in
bringing out the poet’s message.
(e) Explain the meaning of the last stanza – what mood does it express?

5.
Read the passage below and then answer the questions that follow:
THE WICKED CHIEF
There lived once a wicked chief. Nobody liked him, because of his wickedness. He was wicked to
old men and women. By pretending to be kind he tried to be popular to young men who lived in that
country. When the chief won over young men, they all liked him.
One day, the chief called all the young men and told them, “My friends,
don’tyousee?” They asked, “What?” you should kill all of them. Everybody should kill his
father.”
Ah: (that they should kill their fathers). As a result, everybody whose father was old brought him to
be killed. This one went and brought him to be killed. This one went and brought him to be killed,
the other went brought his father to be killed. They killed all the old men, leaving one only.
He was a father of a man who said no. “Why should the chief kill all old men and why would I send
my father to be killed?” He got down and went to dig a large hole and concealed it nicely. He sent
his father there, where he had dug. He fetched wood and put it across and coved it with soil, making
a small hole for air to pass through. At that time, they had finished to kill all the old men.
When the chief finished executing them, he then called all the young men. “My friends we have now
finished killing all our old men. This is a cow I am giving to you. I am so happy we have got rid of

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these old men, so go and kill the cow. When you have killed the cow, cut the best part of its meat
and bring it to me. If you don’t bring it, you yourself are not safe.”(That is all right) eh;
The young men rushed out and slaughtered the cow, which is the best part of the meat of a cow?
They were worried
They went and cut the liver and sent it to him. He asked whether or not that was the best part of the
meat. They answered yes. They added part of the bile. He said that wasn’t the best part of the meat
and they should go and find it quickly. The people became more worried.
Every night the young man secretly took food to his father. One day he took food to his father, who
asked about the news of the town. He said, “My father, now we are suffering. When we killed all
the old men, the chief gave us a cow to go and kill. When we killed the cow, he said we must both
find the sweetest and the best part of the meat and bring to him, that if we do not bring them, we are
not safe ourselves. This is what is worrying us.” The old man laughed, but asked him if he knew the
sweetest part of the meat. He said no. He again asked if he did not know the bitterest part. He said
no. “Then the sweetest and the bitterest is the tongue. When you go, cut the tongue and sent it to
him and say that is the sweetest part of the meat and the bitterest.”
The man rushed home while all the people sat down, undecided about what to do. If something had
not happened they might have thrown the whole meat away and run away. When the boy arrived he
said, “My friends take the tongue of the cow in.” they cut the tongue for him, and he took it to the
chief’s palace.
He went and threw it down and said, “Chief, see the sweetest part of the meat and the bitterest part
also.”The chief sat down quietly and finally said, “You did not kill your father. Speak the truth. You
have not killed your father.”He said, “It is the truth, I didn’t kill him. When all the other men were
killing their own fathers I went and hid mine.”
He said, “You are the son of a wise old man. The sweetest and the bitterest part of a meat is the
tongue. As for that all these young men are fools. Why should somebody send his father to be
killed? But if you want the sweetest part of the meat, find the tongue, were it not for your tongue,
you would not have an enemy: it is also because of your tongue that you will not have a friend.”

1. Classify the above narrative

2. State any two characteristics of oral narratives present in the narrative above
3. Identify and discuss any two characteristics traits of the chief and any one
character of the young man (who didn’t kill the father)
4. Explain any moral lesson that can be learned from this narrative
5. Give one economic activity practices by the community from which this narrative
was taken
6. Identify any two styles in the oral narrative
7. Why do you think the chief wanted all the old men to be killed?

6. Read The Poem Bleow And Answer The Questions Below:

Would you know my name if I saw you in heaven?
Would it be the same if I saw you in heaven?
I must be strong and carry on, cause I know I don’t belong here in heaven.
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Would you hold my hand if I saw you in heaven?

Would you help me stand if I saw you in heaven?
I’ll find my way through night and day, cause I know I can’t just stay here in heaven

Time can bring you down, time can bend your knees
Time can break the heart; have you ‘begging’ “please” ‘begging’ “please”
Beyond the door there’s peace, I’m sure
And I know there will be no more tears in heaven.
Would you know my name if I saw you in heaven?
Would you be the same if I saw you in heaven?
I must be strong and carry on, cause I know I don’t belong here in heaven.
‘Cause I know I don’t belong here in heaven.

a) What is the subject matter of this poem? Illustrate your answer

b) Identify and illustrate the feature of style evident in stanza three
c) Give and illustrate two examples of the persona’s statements to illustrate his attitude
of admiration
d) What is the implication of rhetorical questions beings set in conditional tenses?
e) What is the personas imagination of life in heaven? f) In note
form, give the main item of the last stanza
g) Explain the meaning of the following phrases as used in the poem
i) Hold my hand…… -
ii) Break the heart……
iii) No more tears………

7. Read the poem below and answer the questions that follow:-
*UGU* You see that Benz sitting at the rich’s end?
Ha! That Motoka is Motoka.
It belongs to the minister for fairness
Who yesterday was loaded with doctorate
At Makerere with whisky and I don’t know what
Plus I hear the literate thighs of an undergraduate.

You see those market women gaping their mouths?

The glory of its inside has robbed them of words
I tell you the feathery seats the gold steering
The TV the radio station the gear!
He can converse with all the world presidents
While driving in the back seat with his darly
Between his legs without the driver seeing a thing!
Ha! Ha! Ha!
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Look at the driver chasing the children away

They want to see the pistol in the door pocket
Or the button that lets out bullets from the machine
Through the eyes of the car – Sshhhhhhhhh
Lets not talk about it.

But I tell you that Motoka can run

It sails like a lijato, speeds like a swallow
And doesn’t know anyone stupid on its way
The other day I heard
But look at its behind, that mother of twins!
A-ah That Motoka is Motoka.

You just wait, I’ll tell you more

But let me first sell my tomatoes
(By THEOLUZUKA)

(a) Who is the persona?

b) Briefly explain what the poem is all about.
c) Identify any two stylistic devices used in the poem.
d) Explain the character of the market women as portrayed in the poem.
e) Explain the meaning of the following lines as used in the poem.
i) Ha! That Motoka is Motoka.
ii) The glory of its inside has robbed them of the words.
iii) But look at its behind, that mother of twins. *UGU*
f) Describe the tone of the poem and comment on the persona’s attitude towards the
minister for fairness.
g) Identify the economic activity of the people portrayed in this poem.

8. Read the poem below and then answer the questions that follow:-
AFTER A WAR
The outcome? Conflicting rumours
As to what faction murdered
The one man who, had he survived
Might have ruled us without corruption
Not that it matters now:
We’re busy collecting the dead
Counting them, hard though it is
To be sure what side they were on
What’s left of their bodies and faces
Tells of no need but for burial
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And mutilations was practiced

By right, left and centre alike
As for the children and women
Who knows what they wanted
Apart from the usual things?
Food is scarce now, and men are scarce
Whole villages burnt to the ground
New cities in disrepair
The war is over, somebody must have won
Somebody will have won. When peace is declared

(a) According to the poem, what are the consequences of war?

(b) What techniques has the poet employed and what are their effects?
(c) What is the poet’s attitude towards war?
(d) Explain the meaning of the following lines:-
(i) Food is scarce now, men are scarce*KSW*
(ii) Whole villages burnt to the ground
(e) From the poem, why would you say that war is a no win situation?
(f) What’s the mood of the poem?

9. Read the oral narrative below and answer the questions that follow:
Why Zebra has stripped skin
Long ago, man tamed only the dog. Before he started taming any other animal, it was said that the
donkey could also be tamed. This story came from one hunter.
One day while hunting, this hunter killed a large animal, which was too heavy for him to carry
along. So, as he wondered how to carry his kill he saw a donkey pass nearby and an idea came to
his mind. “Why not place this carcass on the donkey so that it can help me?” he wondered. He did
not know what would happen if he tried this because the donkey was also a wild animal.
Nevertheless he decided to try.
So he followed the donkey and luring it with sweet words and grass, the donkey allowed him to
place his load on its back without resistance. He then led the way until they arrived home. After
unloading the donkey, he gave it more grass and some water. It ate and drunk and appeared happy.
From that day, the donkey never left the hunter’s homestead; and he gave the donkey food and
drink daily. The donkeys multiplied and there were many donkeys in this homestead, all helping the
hunter to carry his loads. Soon, the story went round that somebody had tamed a donkey, which he
was using as a beast of burden. Villagers came to see for themselves and they were impressed with
the way the hunter’s donkeys were working. Having satisfied their curiosity, they also went out into
the wild to look for donkeys to tame. The donkey became a famous beast of burden in the whole
village and beyond, carrying all the heavy loads that men and women could not even lift with
assistance.

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As all this was happening, the donkeys which were left in the wild did not know what was going on.
They would only see their friends go away with men and women never to return. They came to
understand that they had been deserted only after most of their friends had been taken away. The
few who were left started to hide deep in the woods to avoid any contact with human beings. But
their efforts to hide were all in vain! Human beings had realized that donkeys were very useful
animals. So they made every possible effort to catch them even from deep in the forest.
This problem disturbed the wild donkeys. Many of their kind had been captured by human beings.
The rumours spreading around were that the captured ones were made to work very hard with only
little food, since there was no time to graze, while those left in the wild grazed the whole day and
even during the night.
Indeed, this was frightening. The rest of the donkeys decided to act quickly, lest they too be
captured. They called a meeting at which they discussed what should be done to stop the movement
of donkeys into people’s homes. When the meeting came to a stalemate, one donkey suggested that
they should seek help from Hare since he was known to be cunning and clever. All agreed to seek
advice from Hare.
The next morning, the donkey representative went to Hare. Hare was only too willing to help.
Therefore Hare asked him to tell all his friends to come to his compound early the next morning.
They agreed. When they arrived, they found Hare with whitewash in a large bucket and a brush in
his hand. They were all at a loss as to know how this whitewash was going to help them. When they
enquired, Hare attempted to explain but they could not understand.
So Hare asked one of them to volunteer for a demonstration but none wanted to. Then Hare
approached one old donkey and whispered in its ear saying, “Once you have been painted, you will
not be a donkey any more and human beings will not take you away.” The old donkey said, “I will
volunteer because if the human beings take me and put loads on my back, I will die.” So the Hare
quickly started painting stripes of whitewash on this donkey. Soon, the entire body of the donkey
was filled with white and grey stripes. When the other donkeys looked at the painted donkey, they
admired it and some wanted to be painted. But others came to the painted donkey and it whispered
something in their ears. So they rushed and crowded around Hare and although he warned them that
they had to be careful with the whitewash, they did not heed his warning. They jostled, pushed,
fought and even bit each other in the struggle to be the next one to be painted. It was during this
struggle to be painted that one donkey toppled the bucket containing the whitewash, pouring the
entire contents on the grass from where it could not be recovered. The donkeys that had been
painted remained in the forest because human beings did not capture them for they looked different
from the domesticated ones. The striped donkeys changed their name from donkey to Zebra. All the
ones that remained unpainted after the whitewash were captured by the human beings and taken to
their homes to labour for them up to this day. And there ends my story.
(Adapted from Kenya Oral Literature Narratives, A selection edited by Kavetsa Adagala and
Wanjiku .M. Kabira. East African Educational Publishers.)

. (a) Classify , with reasons, this story

(b) Identify and illustrate the following:-
(i) One economic activity
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(ii) One social activity.

(c) Explain the use of personification in this narrative
(d) What was the agenda of the meeting held by the donkeys?
(e) What is the attitude of the donkeys towards the Hare?
(f) What were the consequences of the donkey’s struggle to be painted?
(g) Apart from personification, what other features of oral narratives have been used in this story
(h) Explain the character of the donkeys in the 2nd last paragraph
(i) Explain the meaning of the following words and expressions as used in the story
(i) Beast of burden........
(ii) Demonstration.....
(iii) Toppled.......................

10
WHY THE OWL IS NOT KING OF THE BIRDS: INDIANTALE
WHY is it that Crows torment the Owls as they sleep in the daytime? For the same reason that the
Owls try to kill the Crows while they sleep at night
Listen to a tale of long ago and then you will see why.
Once upon a time, the people who lived together when the world was young took a certain man for
their king. The four-footed animals also took one of their numbers for their king. The fish in the
ocean chose a king to rule over them. Then the birds gathered together on a great flat rock, crying:
"Among men there is a king, and among the beasts, and the fish have one, too; but we bird have
none. We ought to have a king. Let us choose one now."
And so the birds talked the matter over and at last they all said, "Let us have the Owl for our king."
No, not all, for one old Crow rose up and said, "For my part, I don't want the Owl to be our king.
Look at him now while you are all crying that you want him for your king. See how sour he looks
right now. If that's the cross look he wears when he is happy, how will he look when he is angry? I,
for one, want no such sour-looking king!"
Then the Crow flew up into the air crying, "I don't like it! I don't like it!" The Owl rose and followed
him. From that time on the Crows and the Owls have been enemies. The birds chose a Turtle Dove
to be their king, and then flew to their homes.

i) You have been asked to narrate the above story to a group of young people. What four
things would you do to attract their attention? (2marks)
ii) If you were narrating the above story to young children, how do you ensure you sustain their
attention for the entire course of the narration? (2marks)
iii) How would you say the line “I don't like it! I don't like it!"? (2marks)

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GRAMMAR
1. a) Fill in the blanks with the correct word from the brackets
i) He……………….……(flung/flang) the mud onto the wall.
ii) The murderer was………………………..(hung/hunged) for his crime.

iv) The leader…………………..(dealt/dealed) the cards out to the players

briskly.
iv) The boy…………………….….(leaped/lept/leapt) across the ditch

v) She………………………...(bore/borne) the burden patiently

b) Complete the passage below with the most appropriate word from the list given:
(breath, breathe, cloth, clothe, bathe, bath)
Namboka felt dizzy and she took a walk so as to…….. fresh air. It was while walking that she
noticed that her ……………as smelling badly. She went to her room, brushed her teeth and decided
to……………… her sweaty body. She put…………… water in a basin, undressed and then
wrapped herself with a clean……………before going to clean her body. After five minutes, she
emerged clean and put on her best……………

c) Supply the missing prepositions in the following sentences:-

i) Opemi has a great passion………………………….….. debtors
ii) My mother prohibited me……………………………... talking to strangers
iii) Walukanga was born…………………..… humble and God fearing parents
iv) The head dress of Acoli is similar……………. that of the Luo.

2. (a) (i) I am sure it was an exciting experience for her (Rewrite the sentence using ‘must’)
(ii) People always want more; it doesn’t matter how rich they are
(Rewrite the sentence using ‘however’)
(iii) The boy jumped from school to school every year. (Rewrite to end with school)
(b) Give the meaning of the underlined idiomatic expressions in the sentence
(i) There was no love lost between the two friends
(ii) The President and Prime Minister resolved to bury the hatchet.
(c) Change the following to direct speech
(i) Jumping and clapping, the Pastor remarked that Jesus was on his way
(ii) The Prefect said that the student was absent the previous day.
(d) Using the verb in brackets, form a phrasal verb to replace the underlined word
(i) The workers felt that the management despised them (look)
(ii) It takes a lot of challenge to nurture a child into an adult (bring)
(iii) The politicians dirty tricks did not succeed (come)
(e) Fill in the blank spaces with the appropriate form of the word in brackets
(i) The boy said that he was (true) ______________in love.
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(ii) The _____________ (maintain) of the vehicle is quite expensive.

(iii) She was quite ________________ (gratitude) for the honour bestowed on her.
(f) Fill in the blank spaces with the appropriate preposition
(i) Tom agreed ____________Lona’s idea of punishing the culprit
(ii) The performers feel indebted _______________the school for the use of the hall

3 a) Identify, underline and correct the four words that have been mis-spelt in the
paragraph
below:-
b) Rewrite the following sentences as instructed
i)The UN security council has declared Sudan a failed state (begin Sudan……….)
ii) Please sit down …… (add a question tag)
iii) The boy is very foolish. He believes everything I tell him. (Rewrite as 1 sentence using
enough to)
c.) Replace the underlined words with a suitable phrasal verb
i) I was completely deceived by the confident trickster
ii) The first thing my uncle did on leaving prison was to visit us
iii) He tried to disguise himself as a beggar but his soft, clean hands betrayed him
iv) Please submit your scripts at the end of the exam
d) Use the correct form of the words given in brackets
i) The husband tried to restrain his…..........................wife (aggression)
ii) Such a policy can………………………..….. (Danger) the poor
iii) The guest of honour was given a………….. (Tumult) welcome by the waiting
crowd
iv) (Literate)………………… means the state of being unable to read and write.

4. a) Fill in the blanks with the correct form of the word in brackets
i) Has the motor boat…………………………………….in the lake. (sink)
ii) The company has employed a specialist for the…………………….of its machine.
(maintain)
iv) Uganda is contending against the………………..of Kenyan goods in the markets.
(dominate)
iv) In Kenya……………………….…….elections are usually hotly contested. (mayor)
b) Rewrite the following sentences by replacing the underlined verbs with appropriate phrasal
verb
i) You need to reduce the expenses. - Cut down
ii) He asked Alice to marry him but she rejected him. -Turned him down
iii) It is not good to desert one’s family. - Walk out on

c) Rewrite the following sentences according to the instruction given after each
i) If he is not ill, he will come (rewrite using ‘provided’)
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ii) Joan has several friends. All of them are ballet dancers. Her mother is the president of
our
judo club.
(Combine into one sentence using relative pronouns)
iii) The principal asked me to see him the following day. (Change into direct speech)
iv) The visitor treads on the carpet with his muddy shoes. (Write in the past tense)

d) Explain the difference in meaning in these pairs of sentences :

a) Harry, our elder brother, has arrived. Harry,
our elder brother has arrived.
b) My uncle stopped to drink.
My uncle stopped drinking.

5. 1. Rewrite the following sentences according to the instruction given

i) Omondi is a weak student. He can hardly write meaningfully. (Rewrite as one
sentence using, “such…………)
ii) One of my cousins has gone to the USA. (Begin, A cousin……..)
iii) Jane has been writing a composition. (Change in to a passive voice)
2. Replace the underlined word with phrasal verb formed from the verbs given in
brackets
i) I have left the relationship because my boyfriend is unfaithful. (Walk)
ii) My father scolded me because I had not done the assignment (tell)
3. Supply the correct question tag
i) Let us go to school……………................
ii) Stand up……........................……..
4. Use the correct form of the word given in brackets
i) The maid.......................................…..(hang) the blouse on the cloths line
yesterday.
ii) It…………(cost)our school a lot of money to sponsor drama up to the
nationals level last year.
iii) We could not…………… ..................................(large) the portrait any
further.
iv) You can’t……….................... (Prison) a child below fifteen years of age for
truancy.
5. Change the following to direct speech or indirect speech accordingly
(i) The stranger asked my mother where my father had gone (direct speech)
ii) “We shall meet again next week,” said the chairperson(indirect speech)
6 i) The following idiom is wrongly stated, rewrite it correctly
Ibrahim doesn’t struggle at all. He expects to get everything on a silver plate
ii) Explain the meaning of the idiom underlined in the sentence below
Why are you quick to fly off the handle at me? said Dr Stockmann,

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6. a) Fill in the spaces with the correct form of the word in brackets
i) All……...........….......... (pay) are supposed to count their money before they leave the
bank
ii) His………….................…........................... (pronounce) did not make sense to the
audience.
iii) Jane has a ……………...................................................... (wool) jacket

c) Rewrite the following sentences according to the instructions after each. Do not change the
meaning of the original sentence
i) He managed to persuade her to go (Begin: He succeeded………..)
ii) Silence is necessary in the library (Begin: You must………….)
iii) Rimau has always strongly supported the college football team (use: staunch)
d) Replace the underlined word in each of the following sentences with an appropriate phrasal
verb
i) The presidential jet will land at 7.30am.
ii) The young man fabricated the story just to save himself from the angry crowd.
iii) After a heated argument, the students decided to check the meaning of the word
from the oxford dictionary.
d) Use one word to replace the underlined ones without changing the meaning

i) The magistrate found him guilty of failure to fulfill his part of the
contract……..
ii) The doctor concluded that the boy died when he was deprived of air

iii) My brother was among the group of actors performing, “an enemy of the
people”
e) Rewrite the following sentences correcting all the errors
i) He is looking for an employment in Nairobi
ii) This exercise comprises of rigorous training in the morning
iii) Sometimes last year, we agreed to improve our relationship with our
neighbours

7. a) Rewrite the following as instructed.

i) The mother cannot take credit for it and neither can the daughter.
(Rewrite beginning: Neither…………….)
ii) Karendi is the …………… of the twins. (Use pretty in its correct form)
iii) The warrior was mutilated by the lion..............(He is recuperating from the
attack)
b) Use the correct form of the words in brackets to complete the following sentences.
i) Due to lack of proper diet, Atieno’s child is ……………..……. (nourish).
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ii) Tuju is one man whose ………………………………(pronounce) is superb.

iii) Wanja is a very……….… (discipline) student, no wonder she is always punished.
c) Replace the underlined words with the most appropriate phrasal verbs formed from the
words in brackets.
i) The brothers do not agree in principles. (Get)
ii) He refused to withdraw the injurious words on his opponent. (Take)
iii) Marion despises her step sister because she is illiterate from the (look).
d) Arrange the adjectives in brackets to fill in the gap in each sentence.
i) He bought ………… dress as a Christmas gift for his mother. (large, cotton, blue, pretty.)
ii) The ………… man is the king’s only heir. (light skinned, handsome, young, short
iii) Let us take a seat at the…………………………(oval beautiful, mahogany) table
e) Use the verbs in brackets to form correct idiomatic expressions to complete each of the
sentences below:
i) Although Peter and John are brothers, they never quite ………………….. (see).
ii) The maize scandal case is certainly a………(crack) because there seems no
headway.
iii) When someone habitually steals he will one day ……………………………(face).

8. (a) Re-write the following sentences according to instructions. Do not change the
meaning
(i) Even if the board does not meet, I will present my complaint.
Begin; Whether...............................................................................................................
(ii) She opened the gate. Darkness fell. Join into one beginning; Barely
(iii) Either Mary or John have the keys. Correct the sentence
(b) The following sentences are in the active voice. Change them into the passive
(i) Nobody did the work
(ii) The police arrested the thief
(iii) They collect rubbish every Thursday
(c) Punctuate the following sentences correctly:-
(i) alonje said i will return next month
(ii) let us listen to him ivan argued he sounds reasonable”
(d) Use the correct form of the word given in brackets to fill in the gap in each sentence

(i) The dog barked .............................................................(menace)

(ii) Most of the students we come across ..........................................(be) lazy.
(iii) God’ power is .................................................................(compare)

(e) Re-write the following sentences replacing the bold words with gender sensitive words
(i) She sneaked because the watchman was a sleep.
(ii) The master on duty made me kneel the whole day for making noise in class.
(f) Use appropriate phrasal verbs to replace the underlined words in the sentences below
(i) This child resembles the father.
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(ii) The teachers can no longer tolerate John’s behaviour.

(iii) What a relief that Joan passed all her exams.

9. Re-write the following sentences according to the instructions given after each
(i) Hassan did not complain. He did not report to the police. (Re-write as one sentence
using a conjunction)
(ii) It was my sister who made it possible for my schooling. (Use ‘but for’)
(iii) Ibadan is a very large town in Africa. (Use the superlative degree)

(b) Explain the meaning of the underlined idiomatic expressions:-

(i) Many people in this country live from hand to mouth.
(ii) The manager realized that Mbuthia was a hard nut to crack.

(c) Fill in the blank spaces with the appropriate form of the word in the bracket
(i) We should give ______________________to our academic work (PREFER)
(ii) His ____________________surprised His Excellency (ELOQUENT)
(iii) People rushed to the street when they heard the ________of the two
lorries.(COLLIDE)
(d) Replace the underline word in each of the following sentences with a phrasal verb:-
(i) The old man died quietly last night.
(ii) We felt completely disappointed by John’s performance.
(iii) Juma always visits during meals.
(e) Re-write the following sentences correctly:-
(i) The student knocked on the door continuously as the others watched
(ii) The child inflated the balloon too much that it burst
(f) Fill in the blanks with the most appropriate preposition :-
(i) She has lived in Samburu ________________ten years.
(ii) It is improper to hurl abuses ____________people.

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IMAGINATIVE COMPOSITION
1. Either
a) Write a composition ending with the words: The events of the previous day left me
challenged to begin a new life
Or
b) Write a composition entitled “Love conquers all”
2. Either
(a) Write a composition to illustrate the saying “Do not count your chicks before they are
hatched”
Or
(b) Write a story ending; “Since then my brother and I have been good friends”

3. IMAGINATIVE COMPOSITION (Compulsory)

Either
a) Write a composition beginning “Everybody was very excited, little did we know that at
that moment………….
Or
b) Write a composition to illustrate the saying “A bird in hand is worth two in the bush.”

4. Either
a) Write a story ending with the following sentence: “……..thank you it was only a
nightmare.”
Or
b) Write a composition to illustrate the saying: “A journey of one thousand miles begins
with one step.”

FOR MARKING SCHEMES

CONTACT MR ISABOKE
0746222000

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FOR THE FOLLOWING;

 ONLINE TUITION
 REVISION NOTES
 SCHEMES OF WORK
 SETBOOKS VIDEOS
 TERMLY EXAMS
 QUICK REVISION KITS
 KCSE TOPICALS
 KCSE PREMOCKS
 TOP SCHOOLS PREMOCKS
 JOINT PREMOCKS
 KCSE MOCKS
 TOP SCHOOLS MOCKS
 JOINT MOCKS
 KCSE POSTMOCKS
 TOP SCHOOLS PREDICTIONS
 KCSE PREDICTIONS
 KCSE REVEALED SETS

CALL/TEXT 0746 222 000

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THIS IS A PROPERTY OF MWALIMU

CONSULTANCY LTD.

POWERED BY MR
ISABOKE

SUCCESS

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