ENGLISH PAPER 2 - 2019 MOKASA II MOCK EXAMINATION

1. Read the passage below and answer the questions that follow. 20 marks

A team of ninety experts has been dispatched this morning to audit the teaching and understanding of the new curriculum in public schools across the country. The Government officials, largely drawn from the Kenya Institute of Curriculum Development, (KICD) will conduct impromptu visits to schools in eighteen counties as they seek to enforce implementation of the Competence-Based Curriculum (CBC).

A detailed document on the monitoring exercise seen by The Standard reveals that during the visits, the experts will sit in classrooms during lessons, hold feedback meetings with teachers and file daily reports on progress of the implementation of the CBC. For the next ten days, the experts – also known as curriculum developers – will demonstrate to the teachers how CBC lessons should be taught in the classroom. The exercise will end on May 3.

KICD Chief Executive Officer Jwan Julius said the process will provide the teachers with real, first-hand experiences on curriculum implementation. Dr. Jwan said the process will also identify opportunities to improve the curriculum designs and how to transfer lessons from field experiences to subsequent designs.

“What is envisioned in the curriculum designs and what is being taught in class should come out clearly. Where there are gaps in lesson delivery, the experts will take the teachers through the process,” said Jwan. The Standard established that the curriculum developers had already completed three days orientation on a new monitoring methodology dubbed Do It Yourself.

The experts will now spend the next seven days in the field and later meet for debriefing where feedback will be shared to identify areas for correction and improvement. The development comes as the Kenya National Union of Teachers (Knut) threatened to rally teachers to revert to the old teaching methods under the 8-4-4 system. Knut Secretary General Wilson Sossion described the curriculum implementation process as illegal.

“We shall not teach the CBC way as they are pushing us to do until they address all the gaps.”

1. Why have the experts been dispatched? 2mks …………………………………………………………………………………………………………………………………………………………………………………………………….
2. What is the main intention of the government officials? 2mks ……………………………………………………………………………………………………………………………………………………………………………………………………..
3. In point form, summarize how the experts will carry out the exercise during the visits. 4mks …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
4. What according to the KICD Chief Executive Officer will the process achieve? 3mks ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
5. Why is the Kenya National Union of Teachers opposed to the new program? 2mks ……………………………………………………………………………………………………………………………………………………………………………………………………
6. Paraphrase the following, “What is envisioned in class and what is being taught in class should come out clearly. Where there are gaps in lesson delivery, the experts will take teachers through the process.” 2mk ……………………………………………………………………………………………………………………………………………………………………………………………………
7. In view of the KNUT Secretary’s remarks, comment on the use of irony. 2mks …………………………………………………………………………………………………………………………………………………………………………………………………….
8. Give the meaning of the following words and expressions as used in the passage. 3mks
   1. impromptu……………..………………………………………………………………
   2. first-hand experience ……….………………………………………………………….
   3. revert ……………...……………………………………………………………………

2. Read the excerpt below and answer the questions that follow. 25 marks
   HELMER: Naturally you are thinking of your father.
   NORA: Yes – yes, of course. Just recall to your mind what these malicious creatures wrote in the papers about papa, and how horribly they slandered him. I believe they would have procured his dismissal if the department had not sent you over to inquire into it, and if you had not been so kindly disposed and helpful to him.
   HELMER: My little Nora, there is an important difference between your father and me. Your father’s reputation as a public officer was not above suspicion. Mine is, and I hope it will continue to be so, as long as I hold my office.
   NORA: You never can tell what mischief these men may contrive. We ought to be so well off, so snug and happy here in our peaceful home, and have no cares – you and I and the children, Torvald! That is what I beg you so earnestly –
   HELMER: And if it did?
   HELMER: Of course! – if only this obstinate little person can get her way! Do you suppose I am going to make myself ridiculous before my whole staff, to let people think that I am a man to be swayed by all sorts of outside influence? I should very soon feel the consequences of it, I can tell you! And besides, there is one thing that makes it quite impossible for me to have Krogstad in the Bank as long as I am a manager.
   NORA: Whatever is that?
   HELMER: His moral failings I might have perhaps overlooked, if necessary –
   NORA: yes, you could – couldn’t you?
   HELMER: And I hear he is a good worker, too. But I knew him when we were boys. It was one of those rash friendships that so often prove an incubus in afterlife. I may as well tell you plainly, we were once on very intimate terms with one another. But this tactless fellow lays no restraint on himself when other people are present. On the contrary, he thinks it gives him the right to adopt a familiar tone with me, and every minute it is “I say, Helmer, old fellow!” and that sort of thing. I assure you it is extremely painful for me. He would make my position in the Bank intolerable.
   NORA: Torvald, I don’t believe you mean that.
   HELMER: Don’t you? Why not?
   NORA: Because it is such a narrow-minded way of looking at things.
   HELMER: What are you saying? Narrow-minded? Do you think I am narrow-minded?
   NORA: No just the opposite, dear – and it is exactly for that reason.
   HELMER: It’s the same thing. You say my point of view is narrow-minded, so I must be so too. Narrow-minded! Very well – I must put an end to this. (Goes to the hall door and calls) Helen!

1. Briefly explain Nora’s fear as revealed in the extract. 3mks 
2. According to the excerpt, why is Helmer reluctant to retain Krogstad as a worker in the Bank?                                                                                                       3mks 
3. Helmer is disingenuous in his dismissal of Nora’s suggestion that Krogstad should be retained in his job. Explain this statement with clear illustrations from the excerpt. 3mks 
4. Contrast the character of Krogstad as revealed in the excerpt. 2mks 
5. Comment on Nora’s character as brought out in in the excerpt. 2mks 
6. Torvald refers to Nora as an ‘obstinate little person.’ What does this reveal about Torvald’s attitude towards Nora as his wife? Cite one example from this excerpt and another one from elsewhere in the play to illustrate your answer. 4mks 
7. Describe the mood created at the end of the excerpt. 2mks 
8. Torvald says, “His moral failings I might have perhaps overlooked, if necessary –.” By whom and how else in the play is Krogstad referred to in a disgraceful manner in the play? 2mks 
9. ‘...an incubus in afterlife.’ What does this phrase mean as used in the excerpt? 1mk 
10. What happens immediately after this excerpt and how does it finally affect their marriage?  3mks 

Read the narrative below and answer the questions that follow. 20 marks

HOW CIRCUMCISION CAME TO BUKUSULAND

At Mwiala wa Mango, there was a great man-eating snake. The snake usually crawled out of his dwelling place among the hills and roamed about the countryside in search of human beings. The local people did not know what to do to get rid of this menace that claimed more and more victims as days went by. Then, in their greatest hour of need, a savior in the person of Mango came.

Mango of Mwiala had by his first marriage two sons whom he greatly loved. Early one morning the boys set out to graze their father’s cattle at the riverside. While the cattle were pushing and fighting over the salt lick, the boys settled down to molding calf bulls. They had barely finished making their first two bulls when they heard a tremendous stampede from the salt lick. Cows, bulls, oxen and calves with raised tails came galloping out of the salt lick holes. The boys hastily picked up their chindare sticks and made for the nearest anthill in order to see the cause of this pandemonium. And there, below them, was the monster casually looking around. It stared at them hard and its many tongues shot out. With a cry and a leap, the boys ran for their lives but it was too late. Mango lost his loved ones to the murderous monster.

He sharpened and resharpened his embalu as tears of bitter sorrow rolled down his cheeks. “I must follow the way my beloved ones took to the ancestors.” Day came and Mango started for the hills. The sun was in the centre of the sky when he came to the lonely and forbidding hills. He looked around the cave and newly overturned pebbles showed that the beast was out seeking human flesh. Armed only with embalu and a tree stump, he crawled into the cave. At the mouth of the cave, he put the tree stump and started his long unnerving watch.

In the meantime, news of what Mango was set on doing had spread through the neighbourhood. People from far and wide had come to his home and were anxiously waiting for him. The sun slowly crept towards the west. Its gentle rays fell upon his glittering embalu and he mumbled, ‘It is the light of ghosts already.’ Suddenly, he heard the sound of stones and pebbles knocking against each other. His hand muscles stood out like twisted cords as he tightened his grip on the embalu. He spat on his palm and adjusted his grip. Raising his embalu above his head, he spat upon his chest asking for his ancestors’ protection. The cave became dark as the monsters head rested upon the tree stump. The raised hand came down swiftly and to the mark. A spout of blood told the rest of the story. At his feet lay the headless beast.

His embalu dripping with blood, he rushed to the nearest rock and gave a piercing cry into the gathering darkness. It was a cry of triumph and those who heard it jumped up for joy. He was carried shoulder high amid singing and dancing.

His heroism was acknowledged by the neighbouring Barua tribe, who offered him a beautiful bride. But he had to be circumcised first before he could take his bride. This was the custom of the Barua. Thus, Mango became the father of circumcision in Bukusuland.

1. Classify the above narrative. 2mks 
2. Describe the character of the following. 4mks
   1. Mango
   2. The Barua
3. How did Mango become the savior of the people? 2mks
4. Identify the socio-economic activities of the community from which the narrative taken.         2mks
5. Comment on the following. 2mks
   1. The sun slowly crept towards the west 
   2. It is the light of ghosts already
6. Explain how suspense is created in this narrative. 2mks 
7. Identify FOUR features that show this is an oral narrative.                                     4mks 
8. What do we learn from this narrative? 2mks 

4. GRAMMAR
   1. Use the correct phrasal verb formed from the word given in brackets to complete the sentences below                                                                                                       2mks
      1. The students were told to…………………………….with suggestions on how to improve the performance. (come)
      2. His friends ……………………….during the race. (urge)
   2. Rewrite the following sentences as instructed.    2mks
      1. When they entered the field, it started raining. (Begin Hardly…) ……………
      2. She is too fearful to go out at night (Begin So…that) ……………………
   3. Use the words given in brackets correctly to complete the sentences below. 3mks
      1. The choir sang the school anthem so ……………………………. (melody)
      2. The money was meant for our ……………………….at school. (sustain)
      3. The project failed because of serious ………………………. (manage)
   4. Use the correct preposition to fill the blanks in the sentences below   3mks
      1. His composition was amazing …………any standards
      2. The Principal conferred ………… the teachers before making a decision.
      3. She fainted ……………..hearing the shocking news
   5. Use a suitable phrasal quantifier to fill the blank spaces below.  3mks
      1. There is ………………………………of fish in the pond.
      2. He bought …………………………….of toothpaste at the canteen.
      3. Students were told to buy ………………….printing papers
   6. Rewrite the following sentences as instructed.  2mks
      1. Jack removed his coat and rushed to the river. (Use a present participle)
      2. Lynn knew the importance of the exercise. He had been a gymnast. (Use a participle to join into one sentence) 

MARKING SCHEME

1. Unseen text
   1. They have been dispatched to audit the teaching and understanding of the CBC (2mk)
   2. The main intention is to seek enforcement of the implementation of the CBC 2mks
   3. They will carry out the exercise as follows:
      • Sit in classrooms during lessons
      • Hold feedback meetings
      • File daily reports on the progress of the implementation
      • Demonstrate to teachers how CBC lessons should be taught 4mks
   4. It will provide teachers with real first-hand on curriculum implementation; identify opportunities to improve curriculum designs and how to transfer lessons from field experience to subsequent designs.3mks
   5. KNUT is opposed to the changes because they feel there are gaps to be addressed first and also because the process is illegal 2mks
   6. What is expected in the curriculum design designs and what is taught should be made clear. Where there are missing aspects in teaching, experts are expected to educate the teachers again. 2mks
   7. It is ironic that teachers who are expected to be the main implementers/facilitators of the CBC are opposed to it.
   8. Meaning of words and phrases 3mks
      1. impromptu – without any prior arrangements or preparation/offhand/unplanned
      2. first-hand experience – immediate/direct/primary/personal experience
      3. revert – go back to/return/regress/retrogress

2. Excerpt: A Doll’s House by Henrik Ibsen
   1. Nora fears that Krogstad will blackmail√ her family since Krogstad knows that she committed a fraud√ while procuring a loan for her husband’s treatment by forging her father’s signature√. She fears Krogstad will expose her to her husband.
   2. Torvald has already made his dismissal known and he fears changing his mind√
      • He says Krogstad has no respect for those in authority√
      • Krogstad will disrespect him due to assumed familiarity√ ‘..he thinks it gives him the right to adopt a familiar tone with me… He would make my position in the bank intolerable.’
      • It is difficult to control Krogstad especially in public ‘But this tactless fellow lays no restraint on himself when other people are present.’
      • He has a tainted past ‘His moral failings…’ (Any 3 points)
   3. Krogstad is more preoccupied with what people will say of his change of mind especially if it is seen to have come from his wife√. And he thinks this will make the workers take advantage of him√. He is refusing to reinstate Krogstad because of his past per se√
   4. Krogstad comes out as a diligent worker even though he is considered to be morally corrupt, malicious and disrespectful
   5. He has a contemptuous/demeaning attitude towards Nora. He is unwilling to listen to any suggestion from her. √1 ‘And it is just by interceding that you make it impossible for me to keep him. √1’ Earlier he sees her as wasteful√, childish√ and dependent√ character
   6. The mood is tensed or anxious. Torvald feels that Nora has abused him by calling him narrow-minded. √
   7. Rank says that Krogstad suffers from a diseased moral character√
   8. Nora is portrayed as:
      • Concerned/caring√
      • Manipulative √
      • Sarcastic √
        Any 1 trait and illustration (1mk identification 1mk illustration)
   9. This is a problem that one will cause worry to someone later in life√1
   10. After the excerpt
       • Helen takes the dismissal letter to the messenger for delivery to Krogstad√1
       • Nora worries about the repercussions of the letter and pleads for its recall√1
       • Krogstad responds by bringing to Torvald’s attention about the loan Norah took from him. √
       • Torvald gets angry with Norah and tells her to leave the house because she will morally corrupt the children. √
       • He tells her he has lost trust in her√
       • Krogstad recants his earlier letter but Nora insists on walking out of her marriage√

3. ORAL LITERATURE
   1. It is a legend√1 – it describes the adventures of a historical figure or hero √1
   2. 1. Mango is:
         • Loving√1
         • Brave/courageous/Daring√1
      2. The Barua
         • Appreciative √1– they gave mango a bride√1
         • Conservative/Traditionalist√1 – Mango had to be circumcised as per their customs√1
   3. The local people did not know what to do to get of the menace√1 that claimed more and more victims as days went by√1. So when Mango killed the snake people were relieved. √1
   4. The socio-economic activities include:
      • Marriage/ circumcision ceremony – social activities
      • Livestock keeping
   5. It was dusk/darkness was approaching
      • It was becoming scary/insecure
   6. Suspense is created through use of repetition√1 and Mango’s waiting for the return of the snake at the door√1
   7. Features of oral narratives:
      • Direct translation
      • Local words/vernacular words
      • Fantasy
      • Moral lesson
      • Closing formula
   8. We learn the following:
      • A friend in need is a friend indeed
      • A stitch in time saves nine
      • We should be brave to save our families from calamities
      • Courage is rewarded.

4. GRAMMAR
   1. Phrasal verbs
      • come up
      • urged him on
      • paid off
   2. Rewriting sentences
      • Hardly had they entered the field when it began raining
      • So fearful is she that she cannot go out at night.
   3. Correct form of words
      • melodiously
      • sustenance
      • mismanagement
   4. Prepositions
      • by
      • with
      • on
   5. Phrasal quantifiers
      • a large quantity/number of fish
      • a tube of toothpaste
      • a ream/box of
   6. Present participles
      • Removing his coat, Jack rushed to the river
      • Having been a gymnast, Lynn knew the importance of exercise.