English paper 1 (function skills)



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101/1,101/2,101/3 English

MACHAKOS COUNTY KCSE TRIAL AND PRACTICE EXAM 2015

Kenya Certificate of Secondary Education
101/1

ENGLISH

PAPER 1

(FUNCTION SKILLS)


  1. FUNCTIONAL WRITING (20MKS)

“You have read the novel “The River and the Source” and really enjoyed and are now ready to tackle it in K.C.S.E. You overheard some of your friends in form three complaining that it should not been included as one of the texts to be done in K.C.S.E

Write a book review encouraging them to read since it will be examined in their year.

2. CLOZE TEST (10 MARKS)

Fill in the blank space 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 behavior to alcoholism, there are many (6) _____________ effects of alcohol. It is wrong and illegal for children to drink alcohol.

The report also states that 46 percent of the children receive (7) ________________ first pint from friends and (8) _________________ .Do you offer alcohol to 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.
3. ORAL SKILLS

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


Ah, Are you digging on my grave?

“Ah, are you digging on my grave,

My loved one?- planting rue?”

“No ; yesterday ‘he went to wed ‘

One of the brightest wealth has bred.

‘It cannot hurt her now,” he said,

“ That I should not be true.

“Then who is digging on my grave?

My nearest dearest kin?”

“Ah, no: they sit and think, ‘what us!

What good will planting flowers produce?

No tendance of her mound can loose

Her spirit from Deaths gin;”
Questions

(a) (i) Supposing you were to perform this poem to your class how would you prepare? (3marks)

(ii) How would you say line two stanza 1 and why? (2marks)

(iii) Identify an instance of alliteration in stanza 1 (1mark)

(iv) Describe the rhyme scheme of stanza 2 (2marks)

b) For each of the following words, provide another word with similar pronunciation (4marks)

(i) gate

(ii) bread

(iii) you

(iv) rest

c) You recently attended an interview which you failed. Mention some of the reasons that could have contributed to your failure. (4 marks)

d) Mr. Mutiso recently brokered a deal for your school with a contractor which other teachers given the responsibility before had failed to negotiate. What skills could have given Mr. Mutiso an upper hand over teachers in negotiating the deal. (5marks)

e) Study the following genre and answer the questions that follow.

Hurry hurry has no blessing

(i) Identify the genre (1mark)

(ii) Identify and name two parts of the above genre (2marks)

(iii) Identify and illustrate any two aspects of style employed in the above genre (4marks)

f) For each of the following words, construct two sentences to convey two different meaning as indicated

(4marks)

(i) early (as an adverb and as an adjective)

(ii) Surprise (as a noun and as a verb)

MACHAKOS COUNTY KCSE TRIAL AND PRACTICE EXAM 2015

Kenya Certificate of Secondary Education (KCSE)

101/2

ENGLISH

(COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR)

PAPER 2
1. COMPREHENSION:

Read the passage below and then answer the questions that follow;

Education is perhaps one of the greatest assets children can inherit from their parents. Indeed, parents are known to incur huge debts to help their children get education. The drive to make these sacrifices and our population growth, have created a huge demand for education.

This demand is reciprocated by mismatched supply that is not focused on developing “employable” skills and the output is more jobless graduates into the already full market place. Ironically, whereas this is the scenario in emerging economies the world over, it is in the same economies that skilled workers are in high demand, according to a human capital study done by PWC. Indeed , emerging economies are no longer relying on cheap labour to fuel exports- driven economies , but rather fouls on skilled labour because their economic models have shifted to exporting value - added goods. The demand for workers capable of doing talent intensive jobs that require quality qualifications is growing steadily. Studies have shown that no country in the world can achieve major socio – economic transformation without the contribution of skilled manpower. Kenya seems to be cognizant of this fact going by the massive budget allocation made in education each year.

There is a strong case for standardization and regulatory framework that will ensure delivery of high quality teaching and research whose end product are work- ready students. This is therefore a call to the government and the private sector to work hard in glove to address the prevailing challenges in higher education that impact the quality of graduates produced.

Lack of adequate resources, poor training infrastructure and facilities as well as an emphasis on “cramming” – reproduction of class notes in the exam papers compromise the quality of education. The result has been a yawning gap between the quality of students released into the job market and the needs of the employers.

If we are able to turn our institutions of higher learning into factories of talent that is readily marketable locally and to other countries, human capital development would become a key economic driver in our country. The Government needs to partner with all stakeholders and come up with “out of the box”, holistic policy interventions that make use of best practices in order to promote practical skills and make education more effective in the short and long term. This also calls for accrediting and streamlining the requirements of new and existing education should look beyond profits and priorities equipping of students with knowledge , skills and competencies that enhance their employability both locally and internationally. While Kenya boasts of high literacy levels, it should now priorities the development and implementation of a long – term growth strategy that focuses on quality, not quantity.


QUESTIONS

a) What has created a huge demand for education according to the passage? (2 marks)

b) What do the emerging economics rely on, and why? (3marks)

c) Indeed, emerging economies are no longer relying on cheap labour. (Add a question tag) (1mark)

d) What advise is given to those investing in education (3 marks)

e) Why is there an emphasis on standardization in education? (2 marks)

f) In a paragraph of not more than 40 words, summarize the reason why the Government and other sectors should partner in education. (5 marks)

g) Explain the meaning of the following words and expressions as used in the passage (4 marks)

i) Employable skills

ii) Cognisant

iii) Reciprocated

iv) Out of the box


2. THE CAUCASIAN CHALK CIRCLE.

Read the extract below and answer the questions that follow.

AZDAK: (sitting down): I accept. (Sighing, the inkeeper hands him some money). Good.

Now the formalities are disposed of. This is a case of rape?

INKEEPER : Your Honour, I caught the fellow in the act. Ludovica was in the straw on the stable

floor.

AZDAK : Quite right , the stable. Lovely horses! especially liked the little roan.



INKEEPER : The first thing I did, of course , was to question Ludovica. On my son’s behalf.

AZDAK : ( seriously ): I said I especially liked the little roan.

INKEEPER : ( Coldly ) : Really ? Ludovica confessed the stableman took her against her will.

AZDAK : Take your veil off, Ludovica. (she does so) Ludovica, you please the court. Tell us

how it happened.
QUESTIONS.

1. What happens before this excerpt (3marks)

2. ‘I accept’ Explain what is implied by this statement (2 marks)

3. “Your honour, I caught the fellow in the act.” Identify and explain one theme that can be deduced from the statement. (3 marks)

4. “Ludovica you please the court – Tell us how it happened.” In note form, explain Ludovica’s defense.(4 marks)

Rough copy.

Fair copy.

5. Using the excerpt, state and explain two character traits of Azdak and two of Ludovica. (4 marks)

6. Why do you think Azdak asks Ludovica to remove her veil in this excerpt. (2 marks)

7. “(Sighing, the inkeeper hands him some money). Good. Now the formalities are disposed of.” What turns out to be ironic about this statement? (3 marks)

8. “I caught the fellow in the act.” Explain what this statement alludes to in the Bible (2 marks)

9. Give the meaning of the following words as used in the excerpt.

i) Roan

ii) Stable (2 marks)


3. Read the poem given below and answer the questions that follow.

THAT OTHER LIFE

(By Everett M Standa)

I have only faint memories

Memories of those days when all our joyful moment

In happiness, sorrow and dreams

Were so synchronized

That we were in spirit and flesh

One soul;


I have only faint memories

When we saw each other’s image everywhere;

The friends, the relatives,

The gift of flowers, clothes and treats,

The evening walks where we praised each other,

Like little children in love;


I remember the dreams about children

The friendly neighbors and relatives

The money, the farms and cows

All were the pleasures ahead in mind

Wishing for the day of final union

When the dreams will come true

On that day final union

We promised each other pleasures and care

And everything good under the sun

As a daily reminder that you and me were one forever.


QUESTIONS

a) What does the day of the final union mean to the persona? (3 marks)

b) What faint memories does the persona have, according to the poem? (3marks)

c) What is the persona’s attitude towards their marriage? (2marks)

d) Explain the following expressions as used in the poem

(i) Happiness, sorrow and dreams were so synchronized............ (2marks)

(ii) ....... praised each other like children in love (2 marks)

(iii) All were pleasures ahead in mind. (2marks)

e) Identify two aspects of style used in this poem and explain their effectiveness. (4 marks)

f) What is the mood of the poem (2 marks)

4. GRAMMAR.

a. Give the correct form of the word in brackets to complete each of the sentences below. (3 marks)

1. After a long _________________ he won the tender (argue)

2. The ________________ of the staff has been a matter of concern. (sober)

3. The world is tired of the __________________ which man shows his fellow men (apathetic)



b. Rewrite the following sentences according to the instructions. Do not alter the meaning. (3 marks)

1. Muli could have passed the examination. Muli was regularly absent from school. (Join into one sentence beginning: Were it not......)

2. The teachers agreed to teach after signing an agreement with the government. (Begin: Only....

3. This is the boy. His father is a generous man. (Join into one sentence using a relative pronoun)



c. Complete the following sentence by writing the correct tense in brackets in each case. (3 marks)

1. The students ___________________ assistance from the police after the attack (seek)

2. The visitors ___________________ us goodbye and left immediately (Bid)

3. All the workers have been ______________ their dues. (pay)



d. Complete the following sentences with a phrasal verb starting with the word in brackets. (4 marks)

1. She looked carefully at the document but couldn’t __________________ what it meant (make)

2. The teacher couldn’t __________________ the students’ bad behaviour (put)

3. Please ___________________ that all the chairs are in good condition. (See)

4. The boy actually ______________________ his father (take)

e. Rewrite the following sentences correcting the error without changing the meaning. (2 marks)

1. The dog has broken it’s leg.

2. Jane is the smaller of the five sisters.

MACHAKOS COUNTY KCSE TRIAL AND PRACTICE EXAM 2015

Kenya Certificate of Secondary Education

101/3

ENGLISH

PAPER 3

(CREATIVE COMPOSITION AND ESSAYS BASED ON SET TEXTS)

1. Imaginative composition. (20marks)

Either:


a) Write a composition beginning:

Looking at my father, I knew my brother and I were in hot soup.......



Or

Write a story to illustrate the saying

“All that glitters is not gold”

2. ‘The River and the Source: Margaret A. Ogola.

“In the traditional Africa Society, women suffer the effects of gender discrimination.”

Using illustrations from, The River and The Source, validate the statement. (20marks)

3. Optional set texts.

a) When the Sun Goes Down and other Stories from Africa and Beyond – Longhorn (ed). (20 marks)

Using illustration from SandIsile Tshuma’s story, “Arrested development” discuss the various ways in which development in developing countries is likely to be ‘arrested’.

b) Betrayal in the City - Francis Imbuga (20marks)

“We keep our friends close but our enemies even closer”. Support this statement using “Betrayal in the City” as reference.

c) The Whale Rider – Witi Ihimaera

Write a composition on the role of tradition giving examples from Witi Ihimaera’s. ‘The Whale Rider’. (20marks)

MACHAKOS COUNTY KCSE TRIAL AND PRACTICE EXAM 2015

Kenya Certificate of Secondary Education

ENGLISH

PAPER 1

(FUNCTION SKILLS)

MARKING SCHEMES

1. Must have a layout of a review.

(i) Format:

Heading – Book Review (1mk)

Title (1mk)

Author (1mk)

Publisher (1mk)

Year of publication (1mk)

Reviewer (1mk)

(ii) Body:



  • The candidate should be able to at least capture the main character(s) – as he /she brings out the plot and thematic concern(s) in the novel. (3mks)

  • The candidate should bring out some styles used in the poem (2 mks)

  • The candidate should show the strength and weaknesses of the work of art (2 mks)

  • The candidate should conclude by encouraging the form threes to read the novel since it is one of the examinable text. (1mk)

(ii) Language (5 mks)

2. CLOZE TEST.

1. Shown

2. regularly

3. revelation

4. is


5. From

6. negative

7. their

8. relative

9. them

10. lack.



3. ORAL SKILLS

a (i)


  • read the poem to myself to understand it.

  • recite the poem in front of a mirror

  • As my classmates to observe as I rehearse my performance.

  • Decide on the intonation I would use at what point.

  • Decide on when and where to use gestures.

  • Ask myself and decide on the pace of delivery (any 3 x1=4 mks)

ii) With a rising intonation – it is a yes / no question

iii) Went to wed

iv) a, bcccb – irregular rhyme

b) i) gate – gait

ii) bread – bred

iii) you – ewe

iv) rest – wrest

c)


  • Lateness

  • Lack of etiquette

  • Improper dressing

  • Poor research / preparedness

  • Lack of confidence / obvious show of nervousness

d)

  • Good listening skills

  • ability to quickly and accurately grasp the issues at stake

  • ability to comprehend the conflicting views of a matter

  • Capacity to assimilate, interpret and use figures and facts in a manner to support a given view.

  • determining the bottom line beyond which he couldn’t go

  • Exercise patience and restraint

  • Ability to extract information without being offensive

  • Maintain confidentiality (5 x 1 =5 mks)

e) i) proverb (1 mk)

ii) hurry hurry has no blessings, (2 mks)

Proposition competition

iii)


  • Repetition – hurry hurry

  • Alliteration hurry hurry has

f) i) We went home early. (adverb)

The early bird catches the worm. (adjective) (2 mks)

ii) It was a surprise that he came to my wedding. (noun)

I will surprise you one of these days, (verb) (2 mks)


MACHAKOS COUNTY KCSE TRIAL AND PRACTICE EXAM 2015

Kenya Certificate of Secondary Education (KCSE)

101/2

ENGLISH

(COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR)

MARKING SCHEME
1. a) The drive for parents to make sacrifices like incurring huge debts to help their children get education and also

our population growth. (1 mk each x 2 =2 mks)

b) The emerging economies rely on skilled labour (1 mk) because their economic models have shifted to

exporting value – added goods. (2 mks)

c) are they? (1 mk)

d) Those investing in education should look beyond profits (1 mk) prioritise equipping of students with

knowledge and competences ( 1 mk ) to enhance students’ employability both locally and internationally. (1 mk)

e) Standardization should be emphasized to ensure delivery of high quality teaching and research (1mk) in order

to result in a work – ready students. (1 mk)

f)


  • In order to address the prevailing challenges in higher education like cramming lack of resources and infrastructure.

  • To come up with “out of the box” holistic policy interventions, to promote practical skills and make education more effective.

NB: must be in prose; if a list is given award 50% of the total marks.

g) i) Employable skills – skills necessary for being successful in or keeping a job.

ii) Cognizant – having knowledge or being aware of.....

iii) Reciprocated – to exchange with others for mutual benefit.

iv) Out of the box- Non conformal or creative in thinking.

2. THE CAUCASIAN CHALK CIRCLE MARKING SCHEME

1. A case is presented to court whereby an inkeeper is accusing his stableman of raping his daughter – in – law

(the innkeepers ) Ludovica. (3 marks)

2. These are words used by Azdak as a way of soliciting for a bribe. It implies that he is ready and willing to be bribed. (2 marks)

3. The theme of moral decadence. The stable man was caught having sex with Ludovica despite the fact that Ludovica is another man’s wife.

4. She entered the stable to see the new foal /the stable man observed that it was hot that day. The stable man laid his hand on her left breast / she resisted by telling him not to do that / The stableman continued handling her indecently / That provoked her anger / Before she realized his sinful intensions he got closer / it was all over when her father – in – law came and accidentally trod on her / (Any 4 points 1 mark each)

5. Azdak

(i) Corrupt- He openly accept brides in court “I accept”

(ii) Persistent – he repeats the particularly liked the little roan. / persistently asks to be bribed with the little

roan


(iii) Immoral – Tells Ludovica to remove her veil possibly to assess how beautiful she is.
LUDOVICA

(i) Immoral / unfaithful – she sleeps with the stable man despite having a husband.

(ii) Opportunistic – she takes advantages of the absence of her husband to have an affair with the stable man.

(iii) Obedient – she complies when she is told to remove her veil by the judge.

(Identification 1 mark illustration 1 mark each)

6. Azdak wants to asses how beautiful Ludovica is possibly to justify her having tempted the stableman. (2 marks)

7. The statement is ironical because as it turns out Azdak rules in favour of the stableman and fines Ludovica to hand over the little roan to the court. This is despite the fact that he has already received a bribe from the inkeeper. One would have accepted him to rule in favour of Ludovica (3 marks)

8. The statement alludes to the story of the woman who was caught by the Pharisees, committing adultery which was against the laws of Moses and she was presented to Jesus to pass judgement on her. (2 marks)

9. (i) Roan – a horse with a mixture of two colours

(ii) Stables – building in which horses are kept. (2 marks)



3.

a) The day of “final union” reminds of joy / peace / pleasure and care they promised each other.

(Any three = 1 mk each)

b) The persona has faint memories of joyful moments / when they felt like one / when they saw each other’s image everywhere / and loved each other like little children.

c) The persona is regretful (1 mk) he feels that they’ve not lived unto the promises they made to each other. (1 mk)

d) i) The persona and partner felt happy in spite of happiness or sorrow ( 1 mk ) for both had one hope in life , to be happy and united in purpose. (1 mk)

ii) They were innocent about their feelings towards making each other feel loved / flattered. (2 mks)

iii) The persona hoped for a life of prosperity. (1mk) loaning money / farms / cows. (3 mks)

e) Repetition – ‘I have only faint memories’

The repetition emphasizes the persona’s feelings of regret.

Simile – ‘We praised...like little children in love’ – brings out the sense of deep love they had for each

(1mk)


f) The mood of the poem is nostalgic (1 mk) and regretful (1 mk)

4. Grammar.

(a) 1. argument

2. sobriety

3. apathy (3 mks ) No mark for misspelling.

b) 1. Were it not for Muli’s regular absenteeism, he could have passed the examination / were it not that

Muli was regularly absent from school, he could have passed the examination (1 mk)

2. Only after signing an agreement with the government did the teachers agree to teach (1 mk)

3. This is the boy whose father is generous (1 mk)

(c). 1. Sought

2. bid


3. Paid (3 mks)

(d) 1. Make out

2. Put up with

3. See to it

4. takes after (4 mks)

(e) 1. The dog has broken its leg.

2. Jane is the smallest of the five sisters. (2 mks)



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