English Paper 2 Questions and Answers - Form 3 End Term 3 2022 Exams

QUESTIONS

1. 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 behaviour 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 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
   1. In one sentence, explain what this passage is talking about? (2marks)
   2. What is the number one need of any human being? (1mark)
   3. What are cited as the causes for social rejection according to the passage (2marks)
   4. What is social rejection likely to lead to (2marks)
   5. What vicious cycle is referred to in this passage (2marks)
   6. How can a parent make children appreciate the lesson on social skills? (2marks)
   7. “How would you feel if Emma was hogging the tyre swing?” Re-write in reported speech.(1mark)
   8. Make notes on the five-step approach to teach children social skills (5marks)
   9. Explain the meanings of the following words and phrases as used in the passage (3marks)
      1. Authority figure
      2. Shunned
      3. Jump on board

1. Read the extract below and answer the questions that follow.
“No Joseph,” she said in an infantile whimper. “I can’t bear that we can’t express the love that we have for one another because of some primitive culture. If by loving you, I offend the sensibilities of Nasila then let me offend and face the consequences of doing so!”
“I also love you very much,” Joseph Parmuat responded finally. “I loved you the moment I saw you during your father’s homecoming ceremony. But then the clan matter came to separate us. It is true we have no blood relation. But Nasila culture dictates who are related and who are not. We are slotted among those who cannot marry.”
“No, it can’t be, I cannot accept its verdict,” she said petulantly her words agonized. “No way, never!” She stopped, confused and angry with herself at her inarticulate outburst. She took several long steadying breaths and then said, “I cannot accept that a culture that does not feed, clothe or house me comes to control my life. Our lives belong to us, Joseph. The destiny of our lives is in our own hands. We should guard it jealously. “At last they drew a little a part. His eyes were open, honest and steady upon her face.

1. Place this excerpt in its immediate context. (4mks)
2. From the excerpt, what do we learn about:
   1. Taiyo (2marks)
   2. Joseph (2 marks)
3. How is dialogue significant in this excerpt? (4mks)
4. Explain any two thematic concerns addressed in the excerpt. (4mks)
5. “I also love you very much,” Joseph said. (Rewrite the sentence above in the reported speech.) (1mark)
6. From elsewhere in the novel, how does Joseph sacrifice for his love for Taiyo? (4mks)
7. Explain the meaning of the following vocabulary as used in the excerpt. (2mks)
   1. primitive___________________________________________________________________
   2. consequences_______________________________________________________________
   3. Verdict____________________________________________________________________
   4. Destiny____________________________________________________________________

3. Read the poem below and then answer the questions that follow. (20marks)
The village
Kanyiriri village of Toil,
Village of unending work.
Like a never dying spring.
Old women dark and bent
Trudge along with their hoes
To plots of weedy maize
Young wives with donkeys
From cock crow to setting of the sun.
Go about their timeless duties
Their scraggy figures like bows set in a row.
Plod up and down the rolling village farms.
With loads on their backs
And babies tied to their bellies
In the fields all day they Toil
Stirring up the soil with hands and knives
Like chicken looking for worms.
Nothing here seems to sit still
Even the village church is like a favourite well.
Where the ‘revivalist’ with their loudspeakers
Never cease calling people.
To confess their sins and drink the water of life
At dawn, men ride away leaving the women folk
To fend for the bonny goats and crying children.

1. What is the poem about? (3marks)
2. In note form outline the problems which the women folk in this village undergo. (4marks)
3. Why do you think the poet has written the word Toil with capital “T”? (1mark)
4. Identify and illustrate three stylistic devices evident in the poem. (6marks)
5. Identify one word used in the poem that appeal to your sense of hearing. (1marks)
6. Illustrate one character trait common in the women. (2marks)
7. Give the meaning of these lines as used in the poem. (3marks)
   1. Old women dark and bent
   2. Nothing here seems to sit still
   3. Never cease calling people. 

4. GRAMMAR

1. Replace the underlined phrases in the sentences below with one word. (3 marks)
   1. The Kenya Defence forces operate a large number of ships.
   2. Due to the tension in the college, the students’ meeting was called off.
   3. I had trouble getting into the matatu due to my heavy suitcase, bag and shopping basket.
2. Fill in the blanks using the correct form of the word in brackets. (3marks)
   1. Omindo and Khaemba ________________ at the sugar factory. (work)
   2. The _______________ of the school dealt a big blow to the candidates. (close)
   3. The two _________________ of the different groups work very well together. (commander –in-chief)
3. Complete the following sentences by choosing correct word from those given in brackets.(3marks)
   1. The teacher gave this book to Lucy and _________. (me/I)
   2. James has changed a lot. I met him in town and he _____________ me. (assumed/ignored)
   3. We were requested to write the essays on the ___________________. (fullscaps/foolscaps)
4. Insert the most appropriate word in the blanks. (3marks)
   1. The old man’s wife died ___________ malaria
   2. There was _______________ hope left of finding the missing man alive; the family went into mourning.
   3. The handsome man was _________________ a black suit.
5. Rewrite the following sentences according to the instructions after each. (3marks)
   1. The music group performed their Tanzanian long sensational song. (Rearrange the adjectives correctly)
   2. You cannot pass your exams. You need to study hard. (Join into one sentence using ‘unless’)
   3. The policeman came as soon as I blew the whistle. (Rewrite to remove the gender bias)

MARKING SCHEME

1. COMPREHENSION
   1. Dealing with social rejection in the process of developing social skills among children (2mks)
   2. The number one need of any human being is the need to be liked by other humans (1mk)
   3. The inability to read non-verbal cues; understanding their social meaning and coming up with options for resolving a social conflict (2mks)
   4. Social rejection is likely to lead to: (2mks)
      • Children getting poor grades
      • Dropping out of school
      • Developing substance abuse problems
      • Problems in relating with others.
   5. Children who are shunned by others have few opportunities to practice social skills while those that are popular have more than enough opportunities to perfect theirs.
   6. Present it as learning opportunity rather than a punish parents should teach social skills just like they teach numeracy skills (2mks)
   7. He/she asked me/him/her how I/he/she would feel if Emma was hogging the tyre swing. (1mk)
   8.                            
      • Ask the child what happened and listen without judgment.
      • Ask the child to identify their mistake.
      • Help the child identify the cue they missed or mistake they made.
      • Create an imaginary but similar scenario where the child can make the right choice.
      • Give the child “social homework” by asking him to practice this new skill.
        If not in note form penalize by half the total mark
   9.                
      • Authority figure- parent/teacher/growth up
      • Shunned – avoided
      • Jump on board – eagerly follow the lesson on social skills
2. Blossoms of the Savannah Excerpt
   1.                  
      • Before
        • Joseph returns to his house and is surprised to find Taiyo in the house.
        • A discussion ensues between the two.
        • Taiyo tries to convince Joseph to accept her love.
      • After
        • Joseph is convinced by Taiyo’s argument and agree that he is going to defend their love.
        • The embrace at the end the end of their discussion.
        • Taiyo walks home looking exceptionally happy on that day.
   2.              
      • Taiyo: Assertive: She insists that they should drive their destiny and not follow Nasila culture.
        • Emotional: Her answer to Joseph’s response comes in form of an outburst.
        • Enlightened: Says she cannot follow a culture that does not feed or clothe her because she sees the culture as being primitive.
      • Joseph: Conservative: He is afraid of loving against the dictates of the Nasila culture.
        • Honest: He confesses to have fallen in love with Taiyo the first day he saw her.
          (Expect 1 character trait for each character. 1 mark for identification and 1 mark for illustration. No mark for illustration without identification).
   3.                      
      • It helps to develop the character traits of Taiyo as emotional and Joseph as conservative.
      • Develops the theme of love and friendship.
      • Helps to break the monotony of narration.
      • Makes the story real as characters interact with each other.
        (Expect two points. 1 mark for identification and 1 mark for illustration. No mark for illustration without identification).
   4.                      
      • love and friendship: There is love between Joseph and Taiyo- I also love you very much.
      • Tradition: According to Joseph, Nasila culture dictates who is related to who.
      • Female assertiveness: Taiyo is at the center of fighting the retrogressive Nasila culture: “I cannot accept a culture that does not feed, clothe or house me.”
        (Expect two themes. 1 mark for identification and 1 mark for illustration of each theme. No mark for illustration without identification)
   5. Joseph said that he also loved Taiyo/her/him/them very much.
   6.                    
      • He organizes with the rescuers on how to rescue Taiyo from Oloisudori’s guards.
      • He cunningly befriends the guards in order for the rescuers to carry out their mission.
      • He gets the guards drunk hence diverting their attention fro Taiyo
      • He loses his life to the guards when they discover that he has betrayed them.
   7.                        
      1. primitive: Backward/outdated/ old-fashioned
      2. consequences: Results/outcomes (If not in plural, no mark)
      3. Verdict: Decision/Conclusion/judgement
      4. Destiny: Fate
3. Poem marking scheme
   The village
   1. What is the poem about? (3marks)
      Its about a village of hard work, √ where women√ work so hard /toil √
      Expect 3 points – 1 mark each
   2. In note form outline the problems which the women folk in this village undergo. (4marks)
      1. Old women toil on farms
         • Unending work
         • Village toil
         • Timeless duties
         • Cock crow to setting of the sun
      2. Young wives work for long hours of the sun all day
      3. Women carry heavy loads on backs and bellies
      4. They have to fend for bonny goats and crying children
      5. They are under fed- scraggy figures
         Any 4 x 1 = 4 marks
         Must be in note form. If not, deduct ½ mark from total
   3. Why do you think the poet has written the word Toil with capital “T”? (1mark)
      -To emphasize the fact that there is too much work.
   4. Identify and illustrate three stylistic devices evident in the poem. (6marks)
      1. Simile – The work is unending like a never dying spring
         -Then scraggy figures like bows set in a row
         ……..like children ……. church like a…………..
      2. Alliteration
         • Young wives with donkeys,
         • From cock crow;
         • setting of the sun
         • stirring up the soil with hands and knives
         • Nothing here seems to sit still.
      3. Symbolism – water of life to mean eternal life/life everlasting
      4. Onomatopoeia – Cock crow, trudge
         1 mark identification, 1 mark illustration.
         NB: illustration does not score without identification
   5. Identify one word used in the poem that appeals to your sense of hearing (1marks)
      • Cock crow
      • Trudge
      • Loudspeakers
      • Calling
        Any 1 x 1 – 1 mark
        Must be words, not sentences. If in sentences, the word must be underlined to stand out.
   6. The women are responsible /hardworking – They do all chores in the farm and homes. (1marks)
      1 mark identification; 1 mark illustration.
   7. Give the meaning of these lines as used in the poem. (3marks)
      1. Old women dark and bent
         -Worn out/tired
      2. Nothing here seems to sit still
         -No relaxation /rest
      3. Never cease calling people.
         -Do not stop preaching/evangelizing
         -maintain the original tense
4. GRAMMAR ANSWERS
   1.                                                        
      1. Fleet
      2. Cancelled
      3. luggage/belongings/baggage
         • If spelling is wrong = 0
         • Do not penalize if the students use one word, ie answer only.
         • If one word, must begin in with a small letter since the gap is in the middle of the sentence.
   2.                          
      1. work
      2. closure
      3. commanders -in- chief
         • award 0 for any spelling mistake
         • check on shape and size of letters – they should be small. If an I lacks a dot, it should be treated as a capital.
   3.                      
      1. me
      2. ignored
      3. foolscaps
         • allow students to underline the correct answer.
         • check on shape and size of letter. They should all be small.
   4.                  
      1. of
      2. little /no
      3. in
         • Do not award two word answers
         • check on shape and size of letters.
   5.                            
      1. sensational long Tanzanian.
         • award 0 if commas are used.
         • if Tanzania is small ‘t’ = 0
      2. You cannot pass your exams unless you study hard.
      3. policemen – police officers.
         • Must be in the plural.