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SECONDARY ENGLISH NOTES FORM THREE IN PDF

October 5, 2025 Maverick John Leave a comment

SECONDARY ENGLISH NOTES

FORM THREE

LISTENING & SPEAKING FOR FORM 3

PRONUNCIATION

STRESS AND INTONATION IN SENTENCES

STRESS

Not all syllables in a word are given equal emphasis. By the same token, not all words in a sentence are said with equal length.

The relative emphasis that may be given to certain syllables in a word, or certain words in a sentence is what we refer to as stress.

You say a syllable or a word is stressed when it is said louder or longer than the rest.

Stress is studied in two levels:

Word level; and
Sentence level.

Stress at the Word Level

A part of a certain word when said louder or longer then it is stressed.

Rules of Word Stress

For two-syllable nouns and adjectives, stress the first, for example

Cloudy carton table

For verbs with two syllables and prepositions, emphasize the second syllable, for example
Words with three syllables.

Those ending in –er, -ly, emphasis put on the first syllable, for example,
Stress the first, for those ending in consonants and in –y, for example,
Stress the last syllable if the word ends in –ee, -ese, -eer, -ique, -ette, for example,
Look at the ones with the suffixes below, where stress is placed on the second,

-ary: library

Cial: judicial, commercial

-cian: musician, clinician

-tal : capital, recital

Stress is important in studying the heteronyms. A pair, or group of words is referred to as heteronym when those words are spelled the same way but have different pronunciation and meaning. We have two main categories of heteronyms:

Noun- verb pairs; and
Verb -and-adjective pairs.

We stress the first syllable if noun and the second if verb.

Examples of noun-and-verb pairs are included in the table below:

Noun	Verb	Noun	Verb
Abuse		Graduate
Record		Cement
Convert		Wind
Abuse		Sin
Contest		Produce
Duplicate		Excuse
Polish		Insult
Rebel		Permit

In sentences;

Many factories produce the produce we import.
Allan became a convert after deciding to convert to christianity.

Sentence Stress

Sentence stress is accent on certain words within a sentence.

Most sentences have two basic word types:

Content words which are the key words carrying the sense or meaning- message.

Structure words which just make the sentence grammatically correct. They give the sentence its structure.

Look at the sentence below:

Buy milk feeling tired.

Though the sentence is incomplete, you will probably understand the message in it. The four words are the content words. Verbs, nouns, adjectives, are content words.

You can add words to the sentence to have something like:

Will you buy me milk since I am feeling tired?

The words: will, you, me, since, I, are just meant to make the sentence correct grammatically. They can also be stressed to bring the intended meaning.

Now let’s study the sentence below:

Joan doesn’t think Akinyi stole my green skirt.

Each word in the sentence can be stressed to bring the meaning as illustrated in the table.

Sentence	Meaning
Joan doesn’t think Akinyi stole my green skirt.	She doesn’t think that, but someone else does.
Joan doesn’t think Akinyi stole my green skirt.	It is not true that Joan thinks that.
Joan doesn’t thinkAkinyi stole my green skirt.	Joan doesn’t think that, she knows that.
Joan doesn’t think Akinyi stole my green skirt.	Not Akinyi, but someone else. Probably Njuguna or Adhiambo.
Joan doesn’t think Akinyistole my green skirt.	Joan thinks Akinyi did something to the green skirt, may be washed it.
Joan doesn’t think Akinyi stole my green skirt.	Joan thinks Akinyi stole someone else’s green skirt, but not mine.
Joan doesn’t think Akinyi stole my green skirt.	She thinks Akinyi stole my red skirt which is also missing.
Joan doesn’t think Akinyi stole my green skirt.	Joan thinks Akinyi stole my green shirt. She mispronounced the word.

Exercise 1

The words that follow can be nouns or verbs dependingon the stressed syllable. Use each as both the verb and noun in a single sentence.

Cement
Address
Permit
Content

Underline the part of the word in boldface you will stress in each of the following sentences.

The boy has been asked to sert the de.sert.
My handsome cortwilles.cort me to the dance.
After updating my sume, I will re.sume my job search.
They have to testin the annual Math con.test.
If you vict me, I will remain a con.vict for 5 years.

Exercise 2

Each word in the sentences below can be stressed to bring the meaning. What will be the meaning when each word is stressed?

I love your sister’s handwriting.
You came late today.

INTONATION

It is the rise and fall of voice in speaking.
Intonation is crucial for communication.
In English there are basically two kinds of intonation: rising and
We can use arrows to show the intanotion – whether rising or falling. ↘ represents falling intonation while ↗ represents the rising one.

Falling Intonation

Falling intonation is when we lower our voice at the end of a sentence.
This usually happens in:
Statements, for example,
I like↘
It is nice working with ↘
She travelled to↘
W/H Questions
What is your ↘name?
Where do you ↘live?
How old are↘ you?
Who is this young↘ man?
Commands
Get out ↘
Give me the ↘
Close your ↘
Exclamatory sentences e.g.
What a wonderful ↘present!
How ↘nice of you

Rising intonation

When we lower our voice.
Used in:
General Questionsg.

Do you visit them↗ often?

Have you seen ↗her?

Are you ready to ↗start?

Could you give me a↗ pen, please?

Alternative questionsg.

Do you want ↗coffee or ↘tea?

Does he speak↗ Kiswahili or ↘English?

Before tag questionsg.

This is a beautiful ↘place, ↗isn’t it?

She knows↘ him,↗ doesn’t she?

Enumeratingg.

↗One, ↗two,↗ three, ↗four,↘ five.

She bought ↗bread, ↗cheese, ↗oranges, and ↘apples.

Exercise

Using an arrow, determine whether rising or falling intonation is used in the sentences.

This music sounds good.
I love watching horror movies.
My sister’s name is Amina.
Blue is my favourite colour.
Is that tv good?
Do you like that movie?
Are you hungry?
Get me my shoes.
Study your lessons now.
Are you insane?
How many more hours before you are done with your work?
Which novel is the best for you?
He is a little bit nervous, isn’t he?
You should listen to your parents’ advice.
Did you finish your homework?
Water is good for the body.
This is good!
What a crazy show.

RHYTHM IN POETRY

Rhythm is the recurrence of a beat.
In poetry, it is the recurrence of a pattern that gives a distinct beat to a line(s) in a poem.
Rhythm is something that happens with regularity.
To create rhythm in a poem, a poet can use:

Consonance which is the repetition of consonant sounds within the nearby words.
Assonance which is defined as the repetition of vowel sounds within nearby words.

A word or phrase recurring.

This is the repetition of initial consonant sounds in two or more words within a line.
Rhyme which is the repetition of ending sounds, especially in two or more lines.

Study the poem below and identify ways in which rhythm has been achieved.

A sunshiny shower

Won’t last an hour.

Rain before seven

Clear by eleven.

March winds and April showers

Bring forth May flowers.

Wishes

Won’t wash dishes.

Early to bed and early to rise

Makes a man healthy, wealthy, and wise.

Rhyme has been used. Several pairs of words rhyme. Examples include:

Shower and hour

Seven and eleven

Showers and flowers

Won’t and wash are alliterative (the sound /w/.
Consonance in the words “healthy” and ”wealthy”

Exercise

Read the poem below and identify how rhythm has been achieved in it.

My dog has a special twist,

She can’t go a day unkissed

She’s not a normal dog,

Her furs the colour of a log

Her tails as pointy as a stick,

She’d get a 10 from a critic.

Her body is as long as a telephone pole,

She’s the total opposite of a troll.

Her name is Roxie,

Also known as a Doxie.

ASSONANCE AND ALLITERATION IN POEMS

Assonance and alliteration are sound patterns used in the poem. While assonance makes use of vowel sounds, alliteration makes use of consonant sounds. These sounds are repeated in the words close to one another.

Now read the poem below aloud by Steven Henderson.

Path Choices

Best, Boy, Believe

That, There, Two

Placed, Possible, Paths

Willing, Wanting, Waiting

Appraising, Asking, Applying

Lessons, Learned, Leads

Compass, Chosen, Course

Fools, Find, Fate

Sin, Street, Set

Driven, Determine, Destiny

Searching, Seeking, Seeing

Offering, Openly, Often

In the poem you realize there is repetition of the beginning consonant sounds. Look at the illustrations:

Best, Boy, Believes – sound /b/ has been repeated.
Placed, Possible, Paths – sound /p/ is repeated

This repetition of initial consonant sounds is alliteration. Illustrate other instances of alliteration in the poem.

There is also repetition of vowel sounds in the words close to each other. Examples we have seen are:

Seeking, seeing – the sound /i:/ has been repeated.
Openly, Often – the sound /e/ has been repeated.

This repetition on vowel sounds in the nearby words is assonance .

Further Practice

Pick out all the instances of assonance and alliteration in the poem that follows.

My Puppy Punched Me in the Eye

My puppy punched me in the eye

My rabbit whacked my ear

My ferret gave a frightful cry

And roundhouse kicked my rear

My lizard flipped me upside down

My kitten kicked my head

My hamster slammed me to the ground

And left me nearly dead

So my advice? Avoid regrets;

No matter what you do

Don’t ever let your family pets

Take lessons in kung Fu

CONSONANCE

Just like alliteration, consonance makes use of consonant sounds, only that these sounds are in in the inner parts of the words (middle or end, but not beggining).

There are illustrations for this in the two poems we have read. In the poem ‘My Puppy Punched me in the Eye’ there are the illustrations as follow.

rabbit, wacked – the sound /t/ has been repeated.
hamster slammed – there is repetition of the sound /m/

Note: Alliteration, assonance, and consonance don’t have to have the same letters – it is the sound that must be repeated.

Role Played by Alliteration, Assonance, and Consonance

Provide musical rhythm.
Make poem interesting.
Make the poem easier to memorize.

Exercise

Read the poem below and then identify, with illustrations, instances of alliteration, assonance and consonance.

BLACK BREWRIES BRAVENES

By John Chizuba

Black breweries braveness

In ink incorporative individualism

Those tinny tracers ticking Time

Be-little black braveness baselessly

Mirror my motion moves momentously

Directed diagonal deeply

Hurt humans heart heavy

Because better black believes

Dedication, determined destinies

Of our oddity, obviously occupied

We welcome world words with warrant

Blacks built braveness buxom butterflies

Enlightment enchanting ego enlarged

Decade braveness debut delightfully.

ETIQUETTE

APPROPRIATE CHOICE OF REGISTER

Register denotes the choice of language, whether that be formal or informal.
It is the choosing of appropriate language for the context.
There are factors that determine the language we use.
It is important to select the right language for the right situation.
The choice of register is affected by:
The setting of the speech;
The topic of the speech;
The relationship that exists between the speakers; and
The age.

The Setting

There are words we use depending on the field. There are those we use in the field of medicine, in the field of law etc. they are also those that we use at home when talking to family members. A chemist, for example, will ask for ‘sodium chloride’ while at the laboratory, while at home she will request for ‘salt’. At work place, people tend to use formal language while informal language at home.

Topic

If, for example, you want to ask for something valuable from a brother you would say: ‘I was wondering if you could lend me….’. This is a formal language even though it is your family member you are talking to.
When offering your boss tea or coffee, you will still use formal language for example: ‘Would you mind being served tea or coffee? ’ and to a friend you will say: ‘Tea or coffee?’

Relationship

There are words you use when speaking to different people in different situations. More often than not, an intimate couple will use words like ‘darling’, ‘honey’, etc. These words cannot be used to address your colleague at work place; or even your pastor.

Age

There are ways to speak to a child and those of speaking to adults. To a baby, we use words like ‘popopoo’ while to an adult ‘long call’, etc.

The Words used in Different Fields

Field of Medicine

Some words used in the hospitals, clinics and other health stations include: X-ray, syringe, paracetamol, doctor, nurse, mortuary, patient, etc.

Police Station

Lockup, cell, bond, etc.

Airport

Aircraft, flight, air hostess, etc.

Information Technology

Computer, laptop, CPU, Monitor, software, hardcopy, hard disk, etc.

School

The words used by the teachers, students and others at school are: chalk, ruler, blackboard, senior teacher, deputy principal, dean of studies, etc.

Law

Technical terms used by lawyers and in the courts of law include: adult probation, affidavit, alimony, Amicus Curiae brief, annulment, appeal, appellant, appellee, arrest, plaintiff, defendant, dismissal, oath, revocation hearing, learned friend, etc.

Exercise

Read the conversation below and then answer question that follow.

Caller:Is this the Credex?

Receptionist:Yes, how may I be of help to you?

Caller:It’s Dorothy calling.

Receptionist:Oh, Dorothy! How is the going?

Caller: Lunch today?

Receptionist: Of course..

Caller: what time then?

Receptionist: After I have seen the deputy principal. There are packets of chalk I am supposed to deliver.

Giving the reasons, where is the Credex?
What is the relationship between the caller and the receptionist?
Explain the formality of the language the receptionist and the caller use.
Give illustrations for (c) above.

SPEECHES

Have you ever stood in front of a big group of people to present your talk? Well here we shall learn how to prepare your speech and deliver it effectively.

Preparation for Speech Delivery

There are steps any speaker should follow in preparation for presentation of speech. They include:

Doing some research on the topic to present. Get the facts about the topic. If you do enough research, your confidence level will be boosted.
Practice in front of a group of friends or relatives. This can also be done in front of a mirror, or videotaping your rehearsals. You will be able to correct your gestures, postures etc.
Write down the points about the topic on a note pad. You can refer to them when giving the speech.
Plan on how to groom and dress decently. You should appear presentable to feel confident.

Grabbing and Keeping Audience Attention

Your opening determines how long your audience will listen to your presentation. Of they are bored from the beginning; the chance that your message will effectively get across is very little.

The most commonly used methods are:

Asking a question. The question should make them think about the topic. For example, ‘How many of you would like to be millionaires?’
Stating an impressive fact connected to the topic of your presentation. For example: ‘About 30% of Kenyans are millionaires.’
Telling a story closely connected to the topic. It should neither be too long nor intended to try to glorify the speaker. For example: “Dear audience, before I begin I would like to tell you a short story about Maina Wa Kamau became a millionaire. Don’t worry, it’s not too long. …..”

Other methods of beginning a speech are:

Using humour
Starting with a quote that ties with your topic.
Using sound effect.

Presentation of Speech

There are various techniques of delivering speech. They are what will ensure understanding of your message. Some of these techniques include:

Use gestures effectively to reinforce the words and ideas you are trying to communicate to your audience. For example, when talking about love, you can use your hands to form a cup shape to indicate how tiny something is.
Make eye contact with your audience members to study their reactions to you. If you sense boredom, you need to improve and if you sense enthusiasm, it will help pump you up.
Use movements to establish contact with your audience. Getting closer to them physically increases their attention and interest, as well as encouraging response if you are asking questions.
Your posture should be upright. The way you conduct yourself on the platform will indicate you are relaxed and in control. Do not lean or slouch.
Wear appropriate facial expressions to show feelings and emotions. Smile to show happiness, for example.
Speak loud enough to be heard by all your audience members.
Pronounce the words correctly and speak clearly for your message to be understood.
Pause at key points to let the message sink.

Stage Fright

Almost all speakers are nervous. Even the most experienced do. Fear of addressing a group is not wrong, but how we deal with it is what is possibly not good enough. Those speakers who seem relaxed and confident have learnt how to handle anxiety.

Symptoms of Nervous Speakers

An anxious speaker can be identified in case of:

Shaking hands
Sweating palms
Dry mouth
Rapid heartbeat
Squeaky voice
Knocking knees
Facial flushes
Watery eyes
Mental confusions
jitters

Causes of Fear

Past failures during presentation. Plan to succeed instead.
Poor or insufficient preparation. Nothing gives you more confidence than being ready.
Discomfort with your own body and movement.

Dealing with Anxiety

A speaker can try the suggestions below to deal with anxiety before and on the day of speech.

Before the day;

Know your topic by doing adequate and thorough research. You will be sure of presenting accurate information and be able to answer questions asked by audience members.
Practice delivering your speech several times. This helps you be sure of your organization of the main points.

On that day;

Do some physical exercises like press ups, push walls, etc. to reduce anxiety.
Use simple relaxation techniques like taking deep breath, tightening and relaxing your muscles, etc.
Wear clothes that you feel confident in. when you feel good about of you feel, your confidence level is boosted. You don’t need to adjust your clothes or hair during your speech.
Spot friendly faces in the crowd. These are people who give you positive feedback (e.g. nodding, smiling). Such faces give you encouragement to speak.
Come up with ways to hide your anxiety. For example,

When mouth goes dry, drink some water
Incase of excessive sweating, wear clothes that will not allow your audience detect
If your hands shake, use gestures to mask the shaking.

Exercise 1

In the next three days, you are presenting a speech on the topic: Effects of HIV/AIDS.

Write down any three ways you would prepare for the speech delivery.
State the techniques you would employ to ensure your audience listens to you throughout and that they understand the message during the presentation.

Exercise 2

Makufuli is presenting his speech. Your friend, Makwere claims that Makufuli is not confident.

What could have warranted this claim?
State four reasons that could be behind Makufuli’s state?

DISCUSSION

Discussion is a process where exchange of ideas and opinions are debated upon in a group.
A group which comprises a small number of people is given a topic to discuss.

Preparation for Group Discussion

Do the following before you start the discussion:

Select/choose group leaders. Choose the secretary to write the points down and the chair to lead the discussions.
Research round the topic to make sure you have the points. You can get the points from the sources including:

Newspapers and magazines
Friends, relatives and teachers
Text books
Internet
Television

Arrive early for discussions. It is advisable you do so so that you start early and finish early.
Gather writing materials – pen and note book.
Prepare with questions to ask.

Participating in a Group Discussion

Remember the tips below for success during the discussion:

Learn to listen to each other and respond to what other people have to say.
Speak with moderation. What you say is usually more important than how much you say. Quality is needed rather than the quantity.
Back up each point you put across. You can explain your points in a number of ways including:

Providing facts or statistics to support it;
Quoting expert opinion;
Explain why said what you said; and
Referring to your own experience.

Stay calm and polite. Use polite words like ‘May I ….?, please …, etc.’
Take notes of important words and ideas.
Speak clearly.
Speak loud enough to be heard by all the group members.

The Common Discussion Mistakes

Having learnt what you should do during the discussion, let us now learn what under no circumstances y do. You should never:

Dominate the discussion;
Interrupt abruptly;
Be inaudible;
Carry out mini-meetings; or
Talk over each other.

Exercise

You and your group members have been assigned the topic: ‘Responsibilities of a Good Citizen’ by your teacher of History and Government. You are supposed to discuss this before you give the presentation in two days.

State three ways in which you would prepare before you start discussing the topic.
How would you ensure your group members and yourself benefit from this discussion?

READING FOR FORM THREE

ORAL LITERATURE

INTRODUCTION TO ORAL LITERATURE

ORAL LITERATURE DEFINED

It is a form of art verbalized, dramatized and performed.
Oral literature can be categorized as either fiction or nonfiction.
Nonfiction is informational text that deals with an actual, real-life subject.
Fiction is a text that deal with non factual subject.

FORMS OF ORAL LITERATURE

There are various genres of literature.
These genres include:

Oral narratives
Oral Poems/Songs
Proverbs
Riddles
Tongue-twisters
Puns

Proverbs, riddles, tongue twisters, and puns are short forms of oral literature. This is because of their length.

REASONS FOR LEARNING ORAL LITERATURE

Study of oral literature is important to a student since he/she :

Is able to understand his/her culture and appreciate the culture of others.
Is able to appreciate his/her history.
Appreciates the creativity in oral literature as a means of understanding other African arts.

FIELDWORK

Definition of Fieldwork

It refers to the process of collecting oral literature material from the field.
Field study can be carried out by anyone including a student.

Importance of Fieldwork

Since oral literature is a performed art, a student can witness and experience the performance. When this written, the live aspects are lost.
It enables a student to have a contact with the community and the culture of that community.
A student is equipped with research skills.
It also enables for recording of history of a community.

Stages in Fieldwork

There are five key stages in fieldwork:

Preparation

Adequate preparation should be taken in to consideration for a meaningful research. You can do the following:

Identify the narrator or informant.
Identify the location of the informant.
Plan when to visit the informant.
Plan the necessary tools for recording the materials.
Get the administrative permission to conduct the research.
Decide on the method of data collection to use.
Budget for the fieldwork.

Material collection

This is where the actual information is gathered.
There are different methods of collecting oral literature materials:

Observation
Interviews

Participation

Use of questionnaires, etc.

Do this carefully.

Recording of information

You can record the material collected by:

Writing the information;
Taping the information; or

Filming it.

Processing the information

In preparation for interpretation, analysis and dissemination, scrutinize the information.
Put down the recorded information in writing. You can do this word for word. This is called transcription.
You can translate it in the language you would like it to be shared. This is

Analysis and Interpretation of material

At this stage:

Classify the material into genres and sub-genres using particular criteria.
Identify the themes.

Identify styles used.

Identify functions of the item.
Interpret the information.
Draw conclusions.

Methods of Collecting Oral Literature Materials

Interviews

An interview involves meeting the respondent face to face and verbally asking questions in order to seek the required information.

Recording performance

First hand information on things like performance and chanting can be recorded using tape recorders, etc. during the festivals in which they are performed.

Observation

This is a way of gathering information or data by watching behavior, events, or noting physical characteristics in their natural setting.
Observation can either allow one know he/she is being observed, or without him/her not being aware.

Participation

The collector of the material can also participate in the enactment of the oral forms like dance and song, etc. if he/she has the skills to.
It is important to note that his/her participation should not distract him/her from her investigative roles.

Administering Questionnaires

A questionnaire is a research instrument containing series of questions and prompt given to the informant for the purpose of gathering the information.

Methods of Recording Oral Literature Materials

Memory of the Researcher. There are individuals who can remember all the information collected especially if it is not long.
Use of tape recorders.
Videotaping
Written records. You can have writing materials to put down the information gathered.

Challenges Likely to be Encountered during the Fieldwork

An oral researcher can encounter problems while in the field.
Some of the challenges one is likely to face in an attempt to seek the required information are:

Language barrier. If the researcher is unable to understand the language of the informant, and vice versa, no information is likely to be collected.
Hostility of the informant community.
Transport challenges.
It might be expensive.
The informant might ask for payments.

ORAL NARRATIVES

Definition of an Oral Narrative

A narrative is a prose that recounts events, people, and places.
A narrative can either be fictional (non factual) or nonfictional (factual).
The terms used to mean the same as a narrative are tale, folktale, or a story.
At its essence, an oral narrative is a story spoken to an audience.
An oral narrative is handed down from generation to generation by word of mouth.
As we learnt earlier, an oral narrative is one of the genres of oral literature.
A person who tells a story is known as a narrator.

Qualities of a Good Narrator

A good narrator :

Is confident.
Is able to use the non-verbal skills like gestures, facial expressions, etc.
Uses stage well.
Involves their audience in the narration.

Classification of Oral Narratives

Narratives are categorized into different classes.
These classes are:
Myths
Legends
Ogre or monster stories
Trickster stories
Etiological Narratives
Dilemma stories
Fables
Spirit tales
Allegory
Myths
Deal with origins.
There is a supernatural being involved.
They explain the origin of death, origin of a group of people, etc.

Characteristics of Myths

A story that is or was considered a true explanation of the natural world (and how it came to be).
Characters are often non-human – e.g. gods, goddesses, supernatural beings, first people.
Setting is a previous proto-world (somewhat like this one but also different).
Plot may involve interplay between worlds (this world and previous or original world).
Depict events that bend or break natural laws (reflective of connection to previous world).

Legends
A legend is a story about an outstanding person who has participated in the historical events of a community.
A legend is a story of a hero known to people.
Based on fact but also includes imagination material.
There is also an element of exaggeration.
There are also historical events.
Some well known legends are:

Koome Njue
Wangu wa Makeri

Mugo wa Kibiru

Mekatilili wa Menza
Fumo Liyongo
Luanda Magere

The target audience of legends are usually the youth so that they can emulate the hero or heroine.

Main Features of Legends

There are extraordinary actions done by the hero.
Facts in such stories are historical.
Features mentioned are actual ones.
In some, there is an aspect of betrayal.
Element of exaggeration is common.
Birth or death is associated with some mystery.
Events are in the present world; the one we live in.
Ogre Stories
An ogre usually represents an evil.
Ogre are usually destroyed at the end.
They have happy ending.

Functions of Ogre Stories

They warn against strangers.
They caution youth against marrying the people they don’t know.

Trickster Stories
A character makes up for a physical weakness with cunning and subversive humour.
The trickster alternatives between:

Cleverness and stupidity;
Kindness and cruelty;

Deceiver and deceived; and

Breaker of taboos and creator of culture.

Etiological Narratives
They explain the origin of a certain phenomenon.
An etiological narrative is an imaginative story triggered by question “how or why” something came to be in the world.
Examples are:

Why rainbow appears in the sky after it rains.
Why hare has a short tail.

Why Turtles Live in Water

Turtles used to live on the land, they say, until the time a clever

turtle was caught by some hunters. They brought him to their village

and placed the turtle before the Chief, who said, “How shall

we cook him?”

“You’ll have to kill me first,” said the turtle, “and take me out of

this shell.”

“We’ll break your shell with sticks,” they said.

“That’ll never work,” said the turtle, “Why don’t you throw me

in the water and drown me?!”

“Excellent idea,” said the Chief. They took the turtle to the river

and threw him into the water to drown him.

They were congratulating themselves on their success in drowning

the turtle, when two little green eyes poked up in the water and the laughing turtle said, “Don’t get those cooking pots out too

fast, foolish people!” As he swam away he said, “I think I’ll spend

most of my time from now on, safely in the water.”

And it has been that way ever since.

Dilemma Stories
A dilemma story shows a character or a group of characters faced with two or more alternatives, none of which is easy to make.
The conflicting situation arises for a character to choose from.
A dilemma story is a morally ambiguous story, thus allows the audience to comment or speculate upon the correct solution to the problem posed in the story.
A dilemma story has a perplexing situation, which presents different possibilities, and both of them seem practically acceptable.

Functions of Dilemma

Dilemma gives the audience an insight into characters’ lives.
It also creates suspense. This is because the audience will be left wondering which choice the character will make.

Fables
Feature animal characters.
Animals speak as human beings.
Now read the story below.

Once upon a time, there was a hare who loved to boast of his speed in front of the other animals. He asked the tortoise to take up the challenge in the next competition with him.

All the animals were surprised that the tortoise took up the challenge. He was known to be a very slow animal. However, a day was fixed for the great race and all the animals looked forward to it.

On the day of the race, no animal went to the market. No one went hunting; all the animals gathered together, excited to watch the race between the tortoise and the hare. Both animals were ready, each of them felt confident and everyone wondered why the tortoise was so confident since they felt he was no match for the hare.

The elephant started them off when he blew his big whistle and the sound rang across the entire jungle. Every year was alert, every eye fixed on the two competitors. Who will win the greatest animal race in history?

The hare darted almost out of sight at once, but soon stopped. In order to show that the tortoise was no match for him and should not have accepted his challenge in the first instance, he lay down to have a nap.

Slowly but surely, the tortoise plodded on. He had a goal, he had a focus and he never looked back. When the hare awoke from his sleep, he saw the tortoise near the finish line. He jumped up and tried to catch up with him but it was too late. The deed had been done.

To the amazement of all the animals, the tortoise had crossed the finish line. It was unbelievable. The hare

was humbled. He had no choice but to congratulate the tortoise and accept him as the winner. All the animals learnt a very important lesson from the tortoise.

Spirit Tales

Ghosts or spirits feature in such stories.

Allegory
Real life is represented by characters and events.
Though embodies real life, it is presented as if it is fictional.

Setting in Oral Narratives

Through a community’s oral narrative, we can learn a lot about them.
An oral narrative give information on the following:

The physical environment. Features like lakes, mountains, forests, etc. are mentioned.
Economic activities.

These are the activities or occupations through which the community earns its livelihood.
These activities include:
Hunting
Livestock keeping
Crop farming or cultivation
Bee-keeping, etc
the mention of products like honey, tools, sorghum, milk, etc will lead us know the economic activities of that community.

Social activities

These are activities like ceremonies, religious practices and forms of entertainment.

Political activities

Here we learn:

The power structure
War activities

FEATURES OF ORAL NARRATIVES

Oral narratives have many features. The main ones include:

Use of opening formula. This is used to indicate the beginning of a story. It also removes the audience from the world of reality and take them to the world of fantasy. A world of fantasy is where bones speak, a king is the lion, etc. some commonly used opening formula phrases are ‘ a long time ago…’, ‘once upon a time’, ‘there once was ….’, and ‘long, long ago…’

Opening Formula serves the following functions:

Announces the coming of a narrative.
Gets the attention of the audience.
Removes the audience from the world of reality.
Identifies the narrator.

Use of Closing formula. It makes the end of a story. It also removes the audience from the world of fantasy and take them back to the world of reality. Here are examples of closing formulae:
And that is why …
And there ends my story.
From then onwards …
To come to the end of my story …

A closing formula serves such functions as:

Announcing the end of the narrative.
Momentarily releases the audience from concentration.
Brings back the audience to the world of reality.
Clears the way for the next narrative or activity.

Use of idiophones. There is the use of words that imitate the movement or sounds made by characters in the story. For example,
The bees flew buzz buzzbuzz.
The woman laughed hahahahaha.
The branch was cut kacha.
A word, phrase, a song, or even a sentence can occur more than once in a story. The repetition is meant to:

Bring out the meaning.
Emphasize a point.

Maintain the rhythm.

Sustain the mood in the story.

Use of songs. Many narratives have songs. The songs perform the following functions:
Brings out the character traits.
Brings out the theme.
To entertain.
Imaginary and factually impossible things are created in the story.

Familiar objects or persons well known are referred to.
Complex problems are explained and clarified by referring to something the audience is familiar with, eg.

The bible
History
Famous people
Use of suspense.
Here the audience is left wondering what will happen next.
The climax is delayed.
There is also the use of dialogue. A character speaks directly to the other. Dialogue is used to bring out the theme, character traits as well as to develop the plot of the story.

TECHNIQUES OF STORY TELLING

There are several story telling devices a narrator can decide to use when delivering an oral narrative.
The techniques a narrator can use include:
Use of gestures. Gestures are meant to reinforce the idea. For example when talking about a character going, you can stretch your arm to show that.
Altering your facial expressions according to the emotion and feelings in the story. Do not frown when the emotion happy.
Varying the tone of your voice depending on what you are saying and who is saying it. The tone should be low when for example a small animal talks, and high when a big one speaks.
Changing the pace of narration. There are those unimportant details that can be said faster.
Involving the audience in the narration. Asking them to join you when singing will be okay.
Use of mimicry. Here a narrator imitates the speech, action or other mannerisms of the character, for example, the walking style of a character, etc.

Read the story below and then answer questions after it.

A long time ago, there was a pregnant woman whose husband had gone to work in a distant place. The husband was a blacksmith. At the woman’s delivery, an ogre played mid-wife to her. Apart from that the ogre also assisted her in gathering firewood from the forest and also cooked her food.

Every time the ogre came back from the forest, he would pretend to offer her food saying, “wagaciari nduke tuhiuhio” (Translated as: Newly delivered mother, take this delicacy). He then munched down the food himself. He would repeat this with whenever offering her gruel saying:”Wagaciari nduke gacuru. Wrega nganywa.” And drank it himself.

This continued for a while, and while the ogre became fat and sleek, the nursing mother became very thin and weak.

During those days, women used to put castor seeds out to dry in the sun. While the seeds dried,the doves could come and steal those seeds. One day, the woman spotted a dove and said to him:

“You dove, you have eaten all my castor seeds. Now, if I send you on an errand, will you carry it out?”

“Yes, I can,” the dove answered.

“Right, I would like you to fly to the land of blacksmiths and once you get there, pass the following message:

Muthuri uguturai blacksmith I say, oh you

Cangarara-il-ca Ciangarara-I-ca

Taratura narua-il Hasten to finish whatever you are doing.

Cangarara-il-ca Cangarara-I-ca

Mukaguo niaachiarire-I your wife is with child

Cangarara-i-ca Cangarara-i-ca

Agiciaithio ni irimu-I An ogre is playing nurse to her

Cangarara-i-ca Cangarara-i-ca

Ekwiruo nduke tuhiuhio-I She is being offered food

Cangarara-i-ca Cangarara-i-ca

Na warega ngaria-I But the ogre eats eats it all

Cangarara-il-ca Cangarara-i-ca

The dove delivered the message as requested. When she got to the land of the blacksmiths, she sang the song. The blacksmiths heard the dove singing and asked each other, “Whose wife is expecting a baby?”

One of them confessed he had an expectant wife and he was asked by the rest to find out what was happening at home. When he got home, the wife told him the whole story.

All this while, the ogre was in the forest gathering firewood. The husband sharpened the knife in readiness to face the ogre. The ogre came back and dropped the firewood with a thud,thu. He then rebuked the mother saying: “Wagaciairi urogua na mururumo ucio.” (Newly delivered mother, may you fall with the same thud!)

The nursing mother responded back, “O nawe urogu.”(You too!)

The ogre was surprised. He said, “You surprise me with your arrogance today. Could it be that the blacksmith is back?”

The blacksmith got angry and even before the ogre finished talking, he speared him. Shortly, before the ogre died, he cried with aloud voice saying, “It is just as I had thought. The sojourners have come back. Oh dear me I am dying because of my greed!” And with these words, he died.

There ends my story.

Questions

What features of this story qualify it as an oral narrative?
If you were the one narrating the story, how would you have performed the last paragraph?

Read the narratives below and then answer questions that follow.

Girl and the King

Long ago there was a wealthy king who started off on a journey to visit the king of a neighbouring country. On his way he was accompanied by his bodyguard and a large group of ministers. Owing to the nature of the landscape, the only means of transport was by camel. Somewhere along the way, he found a group of girls fetching water from a well. At once he was struck by the resemblance of the girls, but on closer observation he identified one girl he had fallen in love with. He at once decided that he would do something to engage her. He gave the girl his blazer, which he instructed her to wear always as a sign of identify. He further promised that once he was back in his country, he would send for her and the emissary would identify her by her jacket.

After the king’s departure, the other girls begun to envy the lucky girl and constantly begged her to let them try the blazer on, but she wouldn’t budge. Days passed into weeks and the girl still faithfully kept wearing the king’s coat. Over time she begun to wonder whether the king had forgotten his promise but still she kept wearing the coat.

One day she went to collect firewood in the company of the other girls. As she was moving about in the bush she saw a pirate monkey admiring her and she stopped to give it the time. The pirate greeted her and commented on the beauty of the blazer she was wearing. She immediately told the pirate the story behind her acquisition of the coat. The pirate then requested that she let him try it on so that she could see how beautiful it was.

The girl reluctantly agreed to let the pirate try the coat on and no sooner had it done so than it jumped into a tree and left the girl in wonder. The girl begun to climb the tree and the pirate jumped to the next tree. As the girl ran from tree to tree, the pirate kept jumping and soon disappeared from the girl’s sight. The girl returned home miserable but consoled by the thought that after all the king had forgotten his promise.

Shortly after that incident the king sent his messengers to collect the girl and reminded them that they would find several identical girls and that they would identify the bride by a blazer bearing his seal which she would be wearing When the messengers came to the village where the girls lived they were unable to identify the one they were looking for, as all of them resembled one another. The particular girl tried to explain that she was the one but the messengers did not take her because she did not have the king’s coat.

They searched the whole village without finding the girl and eventually gave up, and were on their way home when one of them spotted the pirate in the tree.

The messengers then ran after the pirate and managed to arrest it and take it home to the king.

Classify this narrative.
Identify the features of oral narratives present in it.

GRAMMAR FOR FORM THREE

PARTS OF SPEECH

NOUNS

TYPICAL NOUN DERIVATIONS
Derivation is a word formation process in which there is addition of affixes to create new words.
A noun can be derived from the following categories:
verb
adjective
another noun

Deriving Nouns From Verbs

To derive a noun from a verb, add one of the following suffixes to the verb:

Verb	Suffix	Noun
Carry	Age	Carriage
Arrive	Al	Arrival
Dominate	Ance /ence	Dominance Persistence
Write	ing	Writing
Manage	Ment	Management
Separate Motivate	Tion	Separation Motivation
Divide	Sion	Division
Close	Ure	Closure
Defend	Ant	Defendant
Market	Er	Marketer
Sail	Or	Sailor
Type	ist	Typist

Deriving Nouns from Adjectives

To derive a noun from an adjective, add to that adjective, one of the following suffixes:

Adjective	Suffix	Noun
Active	Ion Ity	Action Activity
Lazy	ness	Laziness
Strong	th	Strength

Exercise 1

Create nouns from the words listed in the table below.

Word	Noun
Clean
Teach
Advise
Animate
Audit
Govern
Operate
Conduct
Negotiate
Play
Supervise
Determine
Supply
Drum
Publish
Observe
Build
Materialize
Capture
Move

Exercise 2

Use the correct form of word in brackets to complete the sentence.

Your _______________ to this job has been recognized. (commit)
_______________ of this word is difficult. (pronounce)
What is the ________________ of this table. (measure)
There has been great ______________ in her language. (develop)
I have heard this ______________ over and over. (narrate)
I prefer ___________________ course to medicine. (engine)
They should improve their level of __________________. (concentrate)
This professor is a great _____________. (history)
I will pay for this phone in ________________. (install)
He can’t walk alone because of his _______________. (blind)

GENDER SENSITIVE LANGUAGE
Gender sensitive/neutral language is that which is free of stereotypes and biases.
Avoid using gender-specific titles like poetess. Instead use “poet”.
Avoid using expressions with generic term For example, don’t say “layman”. Use ‘lay’ in stead.
Make sure you use parallel constructions in correspondence. For example, Mr. and Mrs. Gyle, but not, Alice and Mr. Gyle.
The table below shows the gendered nouns and gender-neutral nouns.

Gendered Nouns

Gender-Neutral Nouns

Man

Freshman

Mankind

Man-made

The common man

To man

Postman/mailman

Policeman

Steward/stewardess

chairman

Congressman

Dear sir

Cattleman

sportsman

Cowboy

Workman

Newspaperman

Businessman

Foreman

Salesman

Craftsman

Clergyman

Fisherman

Clansman

Watchman

Spokesman

headman

Person/individual

First-year student

People/human beings/humanity

Machine-made/synthetic

Average person/ordinary person

To operate

Mail carrier/letter carrier/postal worker

Police officer

Flight attendant

Chair/chairperson/coordinator

Congress person/legislator

Dear sir or madam

Cattle rancher

Sportsperson

Cowhand

Worker

Journalist

Business person

Shift boss/ foreperson/ supervisor

Salesperson

Craftsperson

Clergy/ clergyperson

Fishes folk

Clan member

Security officer/security guard

Spokesperson

Chief/ head/leader

With Pronouns;

Use sex-neutral third person as appropriate.
Write both pronoun options.
Use “she or he” or “she/he”

PRONOUNS

PRONOUN CASE
A pronoun can be effective when we use an appropriate case (form). If this does not happen, the reader may remain puzzled or distracted.
There are three common pronoun cases:
Subject pronouns (subjective case)
Object pronouns (objective case)
Possessive pronouns (possessive case)
Subjective Case
Used as the subject of a sentence or of a subordinate clause.
The pronouns used in this position are:
I
We
You
He
She
It
They
Also referred to “nominative case”. Examples,
You called me the new student.
We are ready for the race.
I like it.
He runs faster.
They never appreciate anything.
Objective Case
Pronouns in this case function as the recipients of the actions.
They are used as objects of verbs or prepositions.
The pronouns in this form include:
Me
Us
You
Him
Her
It
Them

Examples in sentences

It never rains on me.
Moraa bought him a flower.
She showed us around the town.
The baby has been named after you.
Possessive Case
They show who or what owns something.
The pronouns used in the possessive case include:
Mine
Ours
Yours
Hers
His
Its
Theirs

Examples in Sentences

The new phone is
Of all the songs, it is yours I enjoyed the most.
His son is coming soon.
All efforts should be made not to confuse one pronoun case with another.

Exercise

In each sentence below, replace the underlined word(s) with an appropriate pronoun form.

I sold my bike to Abdi.
I sold my bike to Abdi and Yussra.
I sold my bike to Abdi and Yussra.
The bike’s brake was bad.
Abdi gave the bike to Abdi and Yussra’s
The son promised to pay his parents for the bike.
The son’s girlfriend rode the bike into a fish pond.
The pond belongs to me and my family, and my family and I are unhappy.
The fish’s temper is almost as bad as my temper.
Abdi and Yussra have offered to pay me and my family for the damage.

DEMONSTRATIVE PRONOUNS
To demonstrate is to show, to indicate, or to point to.
A demonstrative pronoun represents a thing or things:
Near in distance or time, for example,
This
these
Far in distance or time, for example,
That
Those
Look at the examples in sentences
This lasts longer.
Have you seen that?
Those were the days.
Look at these.

Exercise

Fill the blanks with: this, that, those, these.

_____________ one here is my friend.
I hate ____________ books over there. They lack so much.
Could you bring me _____________ chair I left outside.
___________ bananas are sweet! Could you add me more?
How could you buy a thing like __________? Get me the other one.

VERBS

TRANSITIVE AND INTRANSITIVE VERBS

Transitive Verbs

A transitive verb has two features:
It is an action verb that expresses a doable activity. For example, eat, jump, click, etc.
It must have a direct object. A direct object is something or someone who receives the action of the verb.
A n indirect object can also be there but it preceds the direct object.
Look at the sentences below and say whether the verbs in them have direct objects.
Joan bought him an handkerchief.
Colman drew the picture.
I eat bananas and mangoes.
My wrist watch costs a lot of money.
Did you make coffee this morning?
My niece called me earlier yesterday.
In the sentences that follow, the direct objects are in boldface while the indirect objects are underlined.
We can call you Martha.
Our parents teach us poems.
Alice wrote June a love poem.
Bring me a cup of tea

Intrasitive Verbs

They can be followed by a complement.
The complement is usually an adjective or an adverb.
Study the sentences below.
The athletes ran fast.
The food tastes insipid.
The rain rains every morning.
In the three sentences above, the actions or states denoted by the verbs ‘ran’, ‘tastes’, and ‘rains’ are represented as remaining in the subjects ‘athletes’, ‘food’, and ‘rain’, and not as passing over to an object.
The three verbs do not require objects to complete the sense. They are called intransitive verbs.
An intrasitive verb is one that does not require an object to complete the sense.
Some verbs are used both as transitive and intrasitive. For example,
The bird flies. intransitive verb
The boy flies his kite. Transitive verb

Exercise

Say whether the verb(s) in the sentence are transitive or intransitive.

Junior likes phones.
Jenifer brushes her teeth every morning.
I smile whenever I play games.
Richard sleeps 8 hours a day.
My boss offered me a new job.
The horse runs faster.
She promised me she would visit.
The family works in the field everyday.
Njeri cooks me dinner.
The food smells good.
I owe you hundred shillings.
All the candidates passed the test.

INFINITIVES
An infinitive is a type of verbal consisting of the word ‘to’ plus a verb. Examples are
To fly
To enter
To catch
To belong
To become
To draw
To stand etc
The verb here should be in its simplest stem form.
An infinitive functions as a noun, an adjective or an adverb.

Examples in Sentences

Everyone wanted to leave.
To swim is my hobby.
You lack the strenth to resist.
An infinitive has the following functions in a sentence:

As a subject of a verb, for example,

To cry is what I hate most.

As an object of a verb, for example,

She wants to go.

As a subject complement, for example,

My dream is to fly.

As an adjective, for example,

He lacks the skill to swim.

Exercise

Rewrite each of the following sentences using the verb in brackets. Be careful not to change the meaning of the sentence.

I started reading. (read)
He stopped smoking. (smoke)
Writing is more difficult than reading. (write, read)
Jogging is a good exercise. (jog)
I like cycling. (cycle)
I enjoy swimming. (swim)

PHRASAL VERBS
A phrasal verb is a verb plus a preposition or adverb, or a combination of both, and which creates a different meaning from the original verb.
There are transitive phrasal verbs. They are those that can be followed by an object. Example

I ran into my old friend.

“my old friend” is the object of “ran into”

There are also intransitive phrasal verbs. They cannot take an object. Example

Did he show up?

Some transitive phrasal verbs have the object placed before the preposition. Example,
We kept our relationship from my friends for sometime.
Some transitive phrasal verbs are inseparable. The object is only placed after the preposition. For example,
I always hand in my assignment in time.
She is looking forward to mid term break.
Some transitive phrasal verbs can take an object at both places – before and after the preposition. For example,
The brothers put out the fire before the firemen came.
The brothers put the fire out before the firemen came.

The Commonly Used Phrasal Verbs

Ask (somebody) out – invite on a date
Ask around – ask several people the same question.
Add up to (something) – equal
Back (something) up—reverse
Back (somebody)up – offer support
Blow (sth) up – explode
Break down – stop working/functioning (of a machine, or a vehicle)
Break down – to be upset
Break (sth) down – divide it into smaller parts
Break in – enter a building forcibly
Break in – to interrupt
Break into (sth) – enter forcibly (house, etc)
Break out – escape
Break out in (sth) – develop a condition (skin)
Break up – end a relationship
Break up – start laughing
Bring (sbdy) down – cause the person to be unhappy
Bring (sbdy) up – raise a child
Bring (sth) up – start talking about a topic
Bring (sth) up – vomit (one can bring the food up)
Call around – make phone calls to several people
Call (sbdy) back – return a phone call
Call (sth) off – cancel
Call on (sbdy) – ask for an opinion or an answer from someone
Call on (sbdy) – visit someone
Call (sbdy) up – phone the person
Calm down – after being angry, one calms down
Catch up – get to the same place/point as someone else
Check in – arrive, and register at a hotel or airport
Check out – leave a hotel
Check out(sbdy/sth) – to look at
Cheer up – become happier than before
Cheer (sbdy) up – make someone happier
Chip in—help
Clean (sth) up – to clean, or tidy something
Come across (sth) – unexpectedly find something
Come apart – separate
Come down with (sth) – become sick
Come forward – to give evidence or volunteer do something
Count on (sbdy/sth) – rely on
Cross (sth) out – draw a line through
Cut back on (sth) – consume less
Cut (sth) down – make something fall to the ground
Cut in – interrupt
Cut in – start operating(engine or an electrical device)
Cut (sth) off – stop providing (electricity, water, etc)
Cut (sth) off – remove with something sharp
Cut (sbdy) off – take out of a will
Cut (sth) out – remove part of something (usually with a razorblade, or scissors)
Do away with (sth) – discard
Do (sth) up – close, or fasten
Dress up – wear nice clothing
Drop back – move back in a position
Drop by/in/over – come without an appointment
Drop (sbdy/sth) off – take someone/something somewhere and leave them/it there.
Drop out – quit a class, school, college, etc
Eat out – eat at a restaurant
End up – eventually decide/do/reach
Fall apart – break into pieces
Fall down – fall on the ground
Fall out – separate from an interior (pocket, for example).
Fall out – become loose and unattached (hair, teeth, etc)
Figure (sth) out – find an answer, understand
Fill (sth) in– to write information in blanks (eg on a form, questionnaire)
Fill (sth) up – fill to the top
Find out – discover
Get (sth) across/over – communicate, make something to be understood
Get along/ on – like each other
Get around – have mobility
Get away – go on a holiday
Get away with (sth) – do something without being punished
Get back – return
Get (sth) back – receive something you had before
Get back at (sbdy) – take revenge
Get back into (sth) – become interested in something again
Get on (sth) – step onto a vehicle
Get over (sth) – recover from an illness, loss, or difficulty
Get over (sth) – overcome a problem
Get together – meet (for social reasons)
Get up – get out of bed
Get up – stand
Give (sbdy) away – reveal hidden information about someone
Give (sth) away – ruin a secret
Give (sth) away – give someone something for free
Give (sth) back – return a borrowed thing
Give in – stop fighting or arguing reluctantly
Give (sth) out – give something to many people (normally for free)
Give (sth) up – quit a habit
Give up – stop trying
Go after – follow someone
Go after (sth) – try to achieve something
Go against (sbdy) – compete, oppose someone
Go ahead – start, proceed
Go back – return to a place
Go out – leave home to on a certain social event
Go out with (sbdy) – date
Go over (sth) – review
Go over – visit somebody who is nearby
Grow apart – stop being friends over a period
Grow up – become an adult
Grow into (sth)– grow big enough to fit
Hand (sth) down– give something that has been used to someone else
Hand (sth) in – submit
Hand (sth) out – to distribute to a group of people
Hand (sth) over – unwillingly give something
Hang on – wait a short time
Hang out – spend time relaxing
Hang up – end a phone call
Hold (sbdy/sth) back – prevent from doing or going
Hold (sth) back – hide an emotion
Hold on – wait a short time (formal)
Hold onto (sbdy/sth) – hold firmly using hands or arms
Hold (sbdy/sth) back – rob
Keep on doing (sth) – continue doing
Keep (sth) from (sbdy) – not tell
Keep (sbdy/sth) out – prevent from entering
Keep (sth) up – continue at the same rate
Let (sbdy )down – disappoint, fail to help
Let (sbdy) in – allow to enter
Look after (sbdy/sth) – take care of
Look down on – consider inferior, think less of
Look for (sbdy/sth) – try to find
Look forward to (sth) – be excited about the future
Look into (sth) – investigate
Look out – be careful, be vigilant, or take notice
Look out for (sbdy/sth) – take notice
Look (sth) over – check, examine
Look (sth) up – search and find information about something
Look up to (sbdy) – have a lot of respect for
Make (sth) up – invent, lie about something
Make up – forgive each other
Make (sbdy) up – apply cosmetics to someone
Mix (sth) up – confuse things
Pass away – die
Pass out – faint
Pass (sth) out – give the same thing to several people
Pass (sth) up – decline (normally something good)
Pay (sbdy) back – return owed money
Pay for (sth) – be punished for doing something bad
Pick (sth) out – choose
Point (sbdy/sth) out – indicate using a finger
Put (sth) down – put what you are holding on a surface or floor
Put (sbdy) down – insult, make someone feel stupid
Put (sth) off – postpone
Put (sth) out – extinguish
Put (sth) together – assemble
Put up with (sbdy/sth) – tolerate
Put (sth) on – put clothing or accessories on your body
Run into (sbdy/sth) – unexpectedly meet
Run over (sbdy/sth) – drive a vehicle over a person or thing
Run over/ through (sth) – rehearse, review
Run away – escape, leave unexpectedly
Run out – have none left
Set (sth) up – arrange, organize
Set (sbdy) up – trick, trap
Shop around – compare prices
Show off – act as though special.
Sleep over – stay somewhere for the night
Sort (sth) out – organize, resolve a problem
Stick to – continue doing something, or limit yourself to a particular thing.
Switch (sth) off – stop the energy flow, turn off
Switch (sth) on – start the energy flow, turn on
Take after (sbdy) – resemble a family member
Take (sth) back – return an item
Take off – start to fly
Take (sth) off – remove something (especially clothing)
Take (sth) out – remove from a place or a thing
Take (sbdy) out – pay for someone to go somewhere with you
Tear (sth) up – rip into pieces
Think back – remember
Throw (sth) away – dispose of
Turn (sth) down – decrease the volume or strength (of heat, light, etc)
Turn (sth) down – refuse
Turn (sth) off – stop the energy flow, switch off
Turn (sth) on – start the energy flow, switch on
Turn (sth) up – increase the volume or strength (of heat, light, etc)
Turn up – appear suddenly
Try (sth) out – test
Use (sth) up – finish the sipply
Wake up – stop sleeping
Warm (sth/sbdy) up – increase the temperature
Warm up – prepare body for exercise
Wear off – fade away
Work out – exercise
Work out – make a calculation
Work out – be successful

Examples in Sentences

I want to blow this balloon up
My wife and I broke up last month.
The thief broke out of the crowd without anyone noticing.
We are going to a far off place so you have to dress up.
We wanted to surprise her about the wedding but she found it out.

Exercise

Fill in the blank with a phrasal verb beginning with the correct form of verb in brackets.

___________ the blanks with appropriate words. (fill)
His child’s teeth started to ____________ at the age of six. (fall)
I would advise we _____________ this syllabus. It has lost its meaning. (do)
Do not ________________ me _____________ when I am listening to the music. (cut)
Kimutai ___________________ malaria last week. (come)
Akinyi is trying to ___________ her point ___________ but the other students are making noise. (get)
All the students have ____________ from their long December holidays. (get)
She ___________ free books to young children every month. (give)
The bad boy has finally ____________ drinking. (give)
They __________ their dog _________ whenever the visitors come. (hold)

(d) IDIOMATIC EXPRESSIONS

1.She was tickled pinkby the good news.

Made very happy

You were hands downthe best player on the team.

There was no competition

I’ve been feeling pretty down in the dumpslately.

Sad or depressed

I’m feeling sick as a dog!

Very sick

I’ve been feeling under the weather.

Not well

Rise and shine!

Wake up and be happy!

Close, but no cigar.

You were very close, but you did not make it.

I could play outside till the cows come home.

For a very long time

9. Acid Test:

Acid test proves the effectivenes of something.

10. Cut the ground from under feet :

When you cut the ground from under someone’s feet, you do something which weakens their position.

11. Chase your tail:

Spending a lot of time and energy doing a lot of things but actually achieving too little.

12. Whole bag of tricks –

Means trying all the clever means to achieve something.

13. Deliver the goods –

Do what is expected or promised.

14. Fine-tooth comb –

Examining something carefully to not miss out any details.

15. Explore all avenues

Trying out every possibility to get a result.

16. Fast track something –

Rating something higher on your priority list to achieve the desired result.

17. Get ducks in a row –

Getting your things well organized.

18. Get the show on the road –

Putting up a plan or idea into action.

19. Keep your fingers on the pulse –

Being constantly aware of the most recent developments.

20. Mean business –

Being serious about what you announce.

21. Think on your feet –

Adjusting quickly to changes and making fast decisions.

22. Sail through something –

– Being successful in doing something without difficulty.

23. Tricks of the trade :

Meaning – Clever or expert way of doing something.

24. Not let grass grow under feet –

Meaning – Don’t delay in getting something done.

25. Work like a charm –

Works very well or has the desired effect.

26. Back-room boys –

People who perform important work but have no contact with the public.

27. Dead wood –

People or things which are no longer useful or necessary.

28. Get the axe –

Meaning – lose the job.

Example – The projects team was undergoing a major restructuring, recruitment executives were the first to get the axe.

29. Plum job –

Desirable position which is well-paid and considered relatively easy .

Example – This looks like a plum job but it has its own bunch of complications.

30. Shape up or ship out –

This expression is used to warn someone that if they do not improvetheir ways, they will have to leave their job.

31. Golden handshake –

Meaning – Big sum of money given to a person when they leave a company or retire.

32. Separate sheep from goats –

Examining a group of people and deciding their suitability

33. Waiting in the wings –

Waiting for an opportunity to take action, mostly to replace someone else in their job.

Examples in Sentences

Since the teacher is about to retire, there are five other teachers in the waiting wings to take his position.
At his retirement, he will be offered a golden handshake.
Teaching, to many, seems to be plum job to many young youths.

PARTICIPLES

A participle is a type of verbal.
A verbal is a verb form that looks like a verb but does not act as the verb in a sentence.
A participle functions as an adjective to modify a noun or a pronoun.
There are three types of participles:
Present Participles which is the “-ing” form.
Past Participles. Regular verbs end in “-ed”, while irregular ones end in –en, -n, -t, or various other endings.
Perfect participle
Used to shorten or combine clauses that have the same subject.
One action is completed before the next one starts.

Examples in Sentences

Present Participle

I am running.
The lesson is boring.
He is afraid of swimming.

Past Participle

The door was opened.
I have written the letter.
He was really bored.

Perfect Participle

She bought a pen and ran to school.
She arrived home and ate her lunch

ADJECTIVES

QUANTIFIERS
They are adjectives and adjective phrases that give approximate answers to the questions like:
How much?
How many?

Examples of Quantifiers

‘A few’ versus ‘A little’

A few (for countable nouns) and a little (for uncountable nouns) describe the quantity positively.
These words can be used in the following ways:
I have a few pens. This means perhaps not many, but enough.
There is a little money left. It means there is enough to live on.

Few versus Little

They describe quantity in a negative way.
They can be used in the following ways:
Few students visited the site last weekend. Almost none visited the site.
I have little money left. Almost no money

A great number of/a large number of/a large quantity of are also quantifiers.

Cardinal Numbers versus Ordinal Numbers

The cardinal numbers like one, three, ten, etc refer to the quantity.
The ordinal numbers like first, third, tenth etc refer to distribution.
In the sentences below, we can learn how they are used.

Number	Cardinal Number	Ordinal Number
3	Three days are enough.	We will be through by the third day.
13	Call me the thirteen girls.	The thirteenth girl will be punished.
33	There are thirty three students who sat for the exams.	The thirty-third student will have to resit the exams.

PREDICATIVE AND ATTRIBUTIVE ADJECTIVES
A predicate adjective is an adjective that follows a linking verb and the subject of the linking verb.
A predicate adjective contrasts with an attributive adjective, which typically sits immediately before the noun it modifies.
Study the two sentences below.
The dress is expensive.
The expensive dress has been bought.
In the first sentence, adjective ‘expensive’ comes after the linking verb “is”. It is therefore predicative.
In the second sentence, it sits before the verb . it has been used attributively.
Look at the sentences and phrases below. The adjective in boldface has been used attributively, while the one underlined, predicatively.
This sea is blue.
The blue will be visited.
The boys are happ
The happy boys are coming.

ADVERBS

FORMATION OF ADVERBS
There are rules that help one form adverbs. These rules are:

Adverbs are formed by mostly adding –ly to an adjective. Examples

Adjective Adverb

Cheap cheaply

Slow slowly

Quick quickly

If the adjective ends in –y, replace the “y” with “i” and add “-ly”. For example,

Adjective Adverb

Easy Easily

Lucky Luckily

Happy Happily

Angry Angrily

If the adjective ends in –able, “-ible”, or “-le”, replace the “-e” with “-y”. examples,

Adjective Adverb

Probable Probably

Terrible Terribly

Gentle Gently

If the adjective ends in “-c”, add “-ally”. Examples,

Adjective Adverb

Basic basically

Tragic tragically

Economic economically

Some adverbs have the same form as the adjective, for example,

Adjective Adverb

Early Early

Fast Fast

Hard Hard

High High

Wrong Wrong

Staright Straight

Near Near

Late Late

Read the sentence and note whether the word has been used as an adjective or as an adverb.

It is a fast car.
The car was driven fast.
It is a hard assignment.
The assignment is hard.

“Well” and “good”

Well is just an adverb correspondent of the adjective “good”.

Look at the sentences below:

She is a good pianist.
She plays piano well.
They are good writers.
They write well.

FUNCTIONS OF ADVERBS (MODIFIERS)

Adverbs are words which describe or modify other verbs. For example,
The athlete ran quickly.
The new student acts stupidily.
He left
Adverbs also modify other adverbs. For example,
The student very easily wrote the answers.
The student behaves really
Adverbs also modify adjectives. For example,
The very beautiful girl won his heart.
This tea is extremely
An adverb can also modify prepositional phrase, for example,
The boy was punished just outside the staffroom.
An adverb at times modifies the whole sentence, for example,

Luckily, we met the man we have always wanted to see.

Exercise

Underline the adverbs in the sentences below and then identify how each functions in the sentence.

The girl hardly ever believes what she is told.
The very tall tree was cut this morning.
Certainly, the man chose the wrong way.
We noticed that the cow was almost in the water.
The new student gladly followed all the instructions given.
This wall was frantically painted.

PREPOSITIONS

DISTINGUISHING PREPOSITIONS FROM CONNECTORS AND ADVERB PARTICLES

The three are all used in joining ideas.

Connectors

Connectors join separate ideas in two sentences or paragraphs.
Connectors usually come at the start of a sentence.
Examples are:
Firstly, next, meanwhile, consequently, etc

Examples in Sentences

I like dancing. Furthermore, I enjoy
John was on the way to my home. Meanwhile, my son was busy preparing them dinner.

Conjunctions

They join ideas in a single sentence.
Examples of conjunctions are:
Even if
Because
Even though, etc

Example in a Sentence

I like him because he is kind to me.

Prepositions

They express relations between parts of a sentence.
The following are examples of prepositions:
Above
Against
Before
At etc

CONJUNCTIONS

CORRELATIVE CONJUNCTIONS

They connect two equal grammatical items.
They must always connect two elements that are grammatically similar, meaning same structure applies.If, for instance, a noun follows “either”, then a noun will also follow “or”. Look at these examples,
In the evening, Kilonzo will either wash the clothes or clean the house.
Neither the boy nor the girl has visited their parents in the past one week.
Below are some common correlative conjunctions pairs.
As—as
Both – and
Either – or
Neither – nor
Not only – but also
Whether – or
When using correlative conjunctions, be careful about:
Verb agreement;
Pronoun agreement ; and
Parallel structure.
Verb Agreement

The second subject must agree with the verb that follows it when you connect two subjects with a correlative conjunction. For example,

Neither Kamau nor the two girls come to school late. Or
Neither the two girls nor Kamau comes to school late.

It is incorrect to say:

Neither Kamau nor the two girls comes to school late. Or
Neither the two girls nor Kamau come to school late.
Pronoun Agreement

When you connect two antecedents with a correlative conjunction, the second one must agree with the pronoun that follows it. For instance,

Neither Kamau nor the two girls understood why their teacher punished them. Or
Neither the two girls nor Kamau understood why his teacher punished them.
Parallel Structure
Maintain parallel structure when you use the correlative conjunctions. This is because the two connected elements must be balanced.
Most often you can correct any mismatched grammatical items that prevent parallel structure by simply adding a word to create the same type of phrase or by rearranging how a sentence is worded. The two sentences below are incorrect,
It was both a long name and difficult to pronounce.
Valentine is a time not only for exchanging flowers, but also for spending time with the loved ones.
When corrected they will be:
The name was both long and difficult to pronounce. Or

It was both a long name and a difficult one to pronounce.

Valentine is a time not only for exchanging flowers, but also for spending time with the loved ones.

PHRASES

ADJECTIVE PHRASES

An adjective phrase tells us something about the noun it is modifying.
The principal word in an adjective phrase is an adjective. Examples,
Cheap but nice
Unhappy with
So hot
The examples in sentences are,
This dress looks cheap but nice.
Linet is unhappy with her boss.
This is so hot.
At times, a word group work as an adjective. Read the sentences below:
He is a doctor with a lot of experience.
He is an experienced doctor.

In the first sentence, ‘a lot of experience’ is an adjective phrase. In the second, ‘experienced’ has served the same purpose as the phrase in the first.

Exercise

Replace the underlined adjective with an equivalent adjective phrase. The first one has been done for you.

He has bought a metallic

He has bought a door made of metal.

Husband wore a golden
A white cow was slaughtered.
He lives in a stone
I have passed several sleepless
The white used the Ugandan
Heroic deeds are worth praises.
Theirs was a brave
It was a horrible
Many Kenyans talk about English
This teacher is a wealthy

PREPOSITIONAL PHRASES

A prepositional phrase will begin with a preposition and end with a noun, pronoun, gerund, or clause, which is the object of the preposition.
The object of the preposition usually has one or more modifiers descrbing it.
Below are patterns for prepositional phrases:
Preposition+Noun, for example, at home, on time
Preposition + Pronoun, for example, with him
Preposition + Gerund, for example, by dancing
Preposition + Clause, for example,

He is telling us a story about the lion who killed my cat

Preposition Noun Clause

Preposition + modifier + noun/pronoun/geund/clause, for example,

Under the big table

_{preposition modifiers noun}

The sentences that follow have prepositional phrases. Underline them and identify their parts.
I received this letter from my sister.
Before break, the teacher asked us to collect our books.
The pen on the floor is new.
He drove the car along the busy, two-lane

Exercise

Complete the sentences below with appropriate prepositions. From the completed sentence, write the prepositional phrase in it.

Do your parents live _____________ Nairobi?
We will go out to dinner ___________ Friday night.
The keys are _______________ the kitchen cupboard.
He drove the car __________________ excessively worrying.
He is stiff ____________ yesterday’s long exercise.
Angela has been diognosed ___________ malaria.
The plane touched down ____________ difficulty.
A matatu transported them ___________ their hotel comfortably.
We all laughed when Njuguna came to school ___________ his pyjamas.
I would rather have coffee ________________ of porridge.
He is standing here_________ his friend.
____________ fire, use the emergency window.
_______________ the rains, we went out.
___________ the whole, they like that teacher.
We are pleased with your perfomance _________ general.

CLAUSES

NOUN CLAUSES

A dependent clause that acts as a noun is the noun clause.
A noun clause can begin in any of the following words:

When
How
What
Where
Whoever
Whichever
Whomever
Whom
Whether
Whatever
Why

Noun clauses perform the following functions in sentences:

Act as subjects, for example,

Whoever wishes the king death is a big fool.

in above, “whoever wishes the king death” is the noun clause and acts as the subject.

This clause contains “whoever” which is the subject, and a verb “wishes”.

That he is a polygamist is known to you.

Act as objects of verbs. Consider the sentence below.

The king ordered that the man should be stoned to death.

The noun clause in boldface is the object of the verb “ordered”.

Remember to buy whoever loves you a flower.

The clause in bold is the indirect object.

Act as objects of the prepositions, for example,
Give the pen to whomever you like to.

It is the object of the preposition “to”.

Exercise 1

Underline the noun clause in each sentence.

That you hate him is your own problem.
You cannot rely on what David says.
It is true that his father has passed on.
The news that more than 100 soldiers were killed is a big lie.
It was unfortunate that the terrorist escaped.
He wondered whether the King learnt of the news.
I will punish whoever fails this test.
I can give this to whomever pleases me most.

Exercise 2

Put the words in brackets in their correct order to fill the blank space.

I wonder _____________________ wait for her. (should how we long)
Do you know ________________ ? (be will what weather the )
He told me _________________ . (not would that go he)
I don’t know _____________ . (he gone has where)
Moris asked _____________ . (was my how family )

I wonder how long we should wait for her.
Do you know what the weather will be?
He told me that he would not go.
I don’t know where he has gone.
Moris asked how my family was.

ADJECTIVE CLAUSES

Also referred to as adjectival or relative clause.
An adjective clause must meet such requirements as:
It contains a subject, and a verb.
It begins with a relative pronoun (like who, whom, whose, that, or which) or with a relative verb (for example, when, where, or why)
It functions as an adjective. The adjective in this case answers the questions, ‘Which one?’, ‘How many?’, or ‘What kind?’
There are two patterns followed by an adjective clause:
Relative pronoun/adverb + subject + verb, for example,
Whose bag was stolen.

_{relative subject verbs}

_pronoun

Why Kim cannot stand that smell.

_{relative subject verbs}

_adverb

Relative pronoun (which is the subject)+ verb, for example,
Who jumped over the fence.

_{relative pronoun verb}

_(subject)

In a sentence, we can have something like,
Juma is the boy whose bag was stolen.
He is allergic to bad smell is one reason why Kim cannot stand that smell.

Punctuating an Adjective Clause

Before you decide to use a comma, you have to decide whether the clause is essential or nonessential.
Essential ones require commas while the others do not.
The first example has an nonessential clause, while the second, a n essential clause.
Transline Galaxy, which people don’t like, is often fast.
The new boy who everyone likes is my favourite student.

Exercise

Combine the pair of sentences to make one sentence using an adjective clause. The first one has been done for you.

I met Akinyi in town. Akinyi is a thief.

I met Akinyi, who is a thief, in town.

The man was sick. He looked very pale.
He was sitting in the emergency room. It was very crowded.
A nurse was nearby. The man called to her.
The nurse called the doctor. The doctor came quickly.
The doctor asked him to lie down. The doctor looked very worried.
The doctor gave the man an injection. The injection made him go to sleep.

CONDITIONAL CLAUSES

They are used to express that the action in the main clause can only take place if a certain condition is fulfilled.
There are various subordinating conjunctions used in joining the clauses. Some of them are:
If
Unless
Only
Until

“If” Clauses

It consists of two parts.
The first part is the condition. It is the half with the word “if”.
The other part is the action to occur if the condition is fulfilled. This half is the main clause.
Consider:

What will happen when you see the president?

If I see the president I will be very happy.

The action that will occur when this person sees the president is being happy.

Examples in Sentences

You will have to walk if you miss the 6 am bus.
If you find the door open, kindly close it.
If the Israelites had not broken the covenant, the covenant wouldn’t have been renewed.
If I have a problem, he always help.

Unless Clauses

Basically, it means the same thing as,”if ….not.”
Example in a sentence.

You will fail unless you work hard. Or

Unless you work hard, you will fail.

The first sentence means, “you will fail if you don’t work hard.”

The second means, “If you work hard, you will not fail.” Or “if you work hard, you will pass.”

More Examples

I will arrive at 9 unless I wake up late.
Unless I am very busy, I will write you a letter.
You will remain unhappy unless you stop seeing her.

Exercise

Use the correct form of words in brackets to complete the sentences below.

She _______________ (forgive) unless you tell her the truth.
We _____________ (pass) the exams if we don’t work harder.
_______________(if/unless) she ____________ (take) a painkiller, she _________ (feel) much better soon.
_________ (if/unless) they __________ (be) here next week, they _________ (try) to go to Warda’s party.
_____________ (you/go) to the party __________ (if/unless) she __________ (send) you an invitation card?

DIRECT AND INDIRECT SPEECHES

We often have to give information about what people say or think.
To give such information, one has to use direct (quoted) speech, or indirect (reported) speech.
Direct/Quoted Speech
This is the saying of exactly what someone has said.
What a person says is within quotation (“….”)
What is said is word for word. For example,
“I will take you out tomorrow,” Timothy said.
He complained, “your phone is always off.”
Indirect/Reported Speech
There is no use of quotation to enclose what the person said.
What is said doesn’t have to be word for word.
The verb usually changes when reporting. This is because we normally report something said in the past.

The past tense is used as what was originally spoken was done in the past

Direct Speech Indirect Speech

She said, “It is going to rain.” She said it was going to rain.

The singer said, “I have been singing since 2010.” The singer said he had been singing since 2010.

The teacher said, “I will teach tomorrow.” The teacher said he would teach the next day.

Expressions of Time if Reported on a Different Day

Direct Speech

Indirect Speech

This (evening/afternoon/month etc)

Today

These (days/months etc)

Now

(a day/a month etc) after

Last weekend

Here

Next (week/year etc)

Tomorrow

Day after tomorrow

Yesterday

The day before yesterday

That

That day

Those

Then

(a day/a week/ etc)Before

The weekend before or the previous weekend

There

the following

the next day/ the following day

in two days time

the day before/ the previous day

two days before

ANSWERS TO SOME GRAMMAR EXERCISES

PARTS OF SPEECH

NOUNS

TYPICAL NOUN DERIVATIONS

Exercise 1

Word	Noun
Clean	Cleaner
Teach	Teacher
Advise	Advisor
Animate	Animator
Audit	Auditor
Govern	Governor/ governance /government
Operate	Operator/operation
Conduct	Conductor
Negotiate	Negotiator/ negotiation
Play	Player/play/playwright
Supervise	Supervisor
Determine	Determination
Supply	Supplier
Drum	Drummer
Publish	Publisher
Observe	Observant/observation
Build	Builder/building
Materialize	Materialism
Capture	Captive
Move	Movement

Exercise 2

Commitment
Pronunciation
Measurement
Development
Narrative
Engineering
Concentration
Historian
Installment
Blindness

GENDER SENSITIVE LANGUAGE

PRONOUNS

PRONOUN CASE

I sold my bike to Abdi. him
I sold my bike to Abdi and Yussra. us
I sold my bike to Abdi and Yussra. it
The bike’s brake was bad. its
Abdi gave the bike to Abdi and Yussra’s their
The son promised to pay his parents for the bike. he
The son’s girlfriend rode the bike into a fish pond. his
The pond belongs to me and my family, and my family and I are unhappy. Us, we
The fish’s temper is almost as bad as my temper. Its, mine
Abdi and Yussra have offered to pay me and my family for the damage. They, us

(b)DEMONSTRATIVE PRONOUNS

This
Those
That
These
That

VERBS

TRANSITIVE AND INTRANSITIVE VERBS

Junior likes Transitive
Jenifer brushes her teeth every morning. Transitive
I smile whenever I play games.

Smile: intransitive

Play:Transitive

Richard sleeps 8 hours a day. Intransitive
My boss offered me a new job. Transitive
The horse runs Intransitive
She promised me she would visit. Transitive
The family works in the field everyday. Intransitive
Njeri cooks me dinner. Transitive
The food smells Intransitive
I owe you hundred shillings. Transitive
All the candidates passed the test. Transitive

PHRASAL VERBS
Fill in
Fall out
Do away with
Cut, in
Came down with
Get, across/over
Gotten back
Gives out
Given up
Hold, back

INFINITIVES

I started reading.

I started to read.

He stopped smoking.

He stopped to smoke.

Writing is more difficult than reading.

To write is more difficult than to read.

Jogging is a good exercise.

To jog is a good exercise.

I like cycling.

I like to cycle.

I enjoy swimming.

I enjoy to swim.

PHRASAL VERBS

Idiomatic Expressions

PARTICIPLES

The students worked around the clock. They completed the project.

Working around the clock, the students completed the project.

The student was frustrated by lack of progress. The student dropped out of school.

Frustrated by the lack of progress, the student dropped out of school.

The student frustrated by lack of progress dropped out of school.

The dog was wounded. The dog stumbled through the muddy field.

The wounded dog stumbled through the muddy field.

Wounded, the dog stumbled through the muddy field.

The man threw out the television. The television was broken.

The man threw out the broken television.

Martha was listening to loud music. Martha could not hear her parent calling.

Listening to the loud music, Martha could not hear her parent calling.

The man was sitting in the library. He was reading a newspaper.

Sitting in the library, the man was reading a newspaper.

She walked home. She met an old friend.

Walking home, she met an old friend.

The dog wagged its tail. It bit the thief.

Wagging its tail, the dog bit the thief.

The technician was working in the lab. He cut his finger.

Working in the lab, the technician cut his finger.

Njoroge was relaxing on his chair. Njoroge fell asleep.

Relaxing on his chair, Njoroge fell asleep.

The man was disappointed. He stomped his foot and left angrily.

Disappointed, the man stomped his foot and left angrily.

FUNCTIONS OF ADVERBS (MODIFIERS)

The girl hardly ever believes what she is told.

It modifies the adverb ‘ever’.

The very tall tree was cut this morning.

It modifies adjective ‘tall’.

Certainly, the man chose the wrong way.

It modifies the sentence, ‘The man chose the wrong way.’

We noticed that the cow was almost in the water.

It modifies prepositional phrase ‘in the water’.

The new student gladly followed all the instructions given.

It modifies the verb ‘followed’.

This wall was frantically painted.

It modifies the verb ‘painted’.

PHRASES

ADJECTIVE PHRASES

He has bought a metallic

He has bought a door made of metal.

Her husband wore a golden

Her husband wore a ring made of gold.

A white cow was slaughtered.

A cow with white skin was slaughtered.

He lives in a stone

He lives in a house built of stone.

I have passed several sleepless

I have passed several nights without sleep.

The white used the Ugandan

The white used the railway running through Uganda.

Heroic deeds are worth praises.

Deeds of heroism are worth praises.

Theirs was a brave

Theirs was an act of bravery.

It was a horrible

It was a movie full of horror.

Many Kenyans talk about English

Many Kenyans talk about the league of England.

This teacher is a wealthy

This teacher is a person of great wealth.

PREPOSITIONAL PHRASES

In , in Nairobi
On, on Friday night
In, in the kitchen cupboard
Without, without excessively worrying
From, from yesterday’s long exercise
With, with malaria
Without, without difficulty
To, to their hotel comfortably
In his pyjamas
Instead of, instead of porridge
on behalf, on behalf of his friend
in case of, in case of fire
in spite of, in spite of the rains
on, on the whole
in, in general

CLAUSES

NOUN CLAUSES

Exercise 1

That you hate him is your own problem.
You cannot rely on what David says.
It is true that his father has passed on.
The news that more than 100 soldiers were killed is a big lie.
It was unfortunate that the terrorist escaped.
He wondered whether the King learnt of the news.
I will punish whoever fails this test.
I can give this to whoever pleases me most.

Exercise 2

I wonder how long we should wait for her.
Do you know what the weather will be?
He told me that he would not go.
I don’t know where he has gone.
Moris asked how my family was.

ADJECTIVE CLAUSES

I met Akinyi in town. Akinyi is a thief.

I met Akinyi, who is a thief, in town.

The man was sick. He looked very pale.

The man who was sick looked very pale.

He was sitting in the emergency room. It was very crowded.

The emergency room, where the he was sitting, was very crowded.

A nurse was nearby. The man called to her.

The man called the nurse who was nearby.

The nurse called the doctor. The doctor came quickly.

The doctor, who was called by the nurse, came quickly.

The doctor asked him to lie down. The doctor looked very worried.

The doctor, who looked very worried, asked him to lie down.

The doctor gave the man an injection. The injection made him go to sleep.

The doctor gave the man an injection, which made him go to sleep.

CONDITIONAL CLAUSES

She will not forgive you unless you tell her the truth.
We will not pass the exams if we don’t work harder.
If she takes a painkiller, she will feel much better soon.

Unless she takes a painkiller, she will not feel much better soon.

If they will be here next week, they will try to go to Warda’s party.

Unless they will be here next week, they will not try to go to Warda’s party.

Will you go to the party if she sends you an invitation card?

FORM 3 WRITING

BUILDING SENTENCE SKILLS AND PARAGRAPHING

COHESION IN PARAGRAPHS

Cohesion refers to how a group of sentences “hang together.”
Consider the paragraph below:

Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble. So much matter compressed into so little volume changes the fabric of space around it in puzzling ways.

USING TRANSITIONAL WORDS AND PHRASES

Transitions are words or phrases that specify a relationship between sentences and between paragraphs.
They help direct the reader from one idea to another.
Below are some common transitional words:

To Specify Sequence	again, also, and, and then, besides, finally, first . . . second . . . third, furthermore, last, moreover, next, still, too
To Specify Time	after a few days, after a while, afterward, as long as, as soon as, at last, at that time, before, earlier, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, simultaneously, since, so far, soon, then, thereafter, until, when
To Specify Comparison	again, also, in the same way, likewise, once more, similarly
To Specify Contrast	although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand, regardless, still, though, yet
To Specify Examples	after all, for example, for instance, indeed, in fact, of course, specifically, such as, the following example, to illustrate
To Specify Cause and Effect	accordingly, as a result, because, consequently, for this reason, hence, if . . . then, since, so, then, therefore, thereupon, thus, to this end
To Specify Place	above, adjacent to, below, beyond, closer to elsewhere, far, farther on, here, near, nearby, opposite to, there, to the left, to the right
To Specify Concession	although it is true that, granted that, I admit that, it may appear that, naturally, of course
To Specify Summary, Repetition, or Conclusion	as a result, as has been noted, as I have said, as mentioned earlier, as we have seen, in any event, in conclusion, in other words, in short, on the whole, therefore, to summarize

PUNCTUATION

The Colon

The colon expands on the sentence that precedes it, often introducing a list that demonstrates or elaborates whatever was previously stated.

Examples

There are three things I hate: eating while walking, being late for the lesson, and being abused.
She brought various fruits: bananas, mangoes, guavas, and apples.
Your problem is one: talking too much.

The colon is also used to divide the hour from the minutes in writing a time in English.

Examples

12:30
11:10

THE SEMICOLON

The semicolon is somewhere between a full stop and a comma.
Semicolons can be used to join phrases and sentences that are thematically linked without having to use a conjunction, for example,

I did not go out; it was raining.

Jane is tall; Albert is short.

DASHES

Dashes can be used to add parenthetical statements or comments in much the same way as you would use brackets.
In formal writing you should use the bracket rather than the dash as a dash is considered less formal.
Dashes can be used to create emphasis in a sentence.

Examples

He might emerge the winner – you can’t tell..
She might come to the party – you never know.

PERSONAL WRITING

REMINDERS
We keep track of everything we need to do.
Your reminder will help you get things done by including relevant information like phone numbers.
A reminder helps one remember important occasions and appointments.

Sample Reminder 1

REMINDER

APPOINTMENT WITH MR. KANJIRA

DATE: 11^th February, 2016

TIME: 4.15 p.m.

PLACE: Staffroom

I will be having an appointment in the staffroom with Mr. Kanjira. To carry with me are:

· Two pens (blue and black)

· Notebook

I should be punctual.

Sample Reminder 2

MY REMINDER

DAY	DATE	TIME	EVENT	PLACE
Saturday	13^th March	3.00 pm	Pschology Lectures	Room 45
Friday	19^th March	2.00 pm	Appointment with Dr James	St Joseph’s Hospital
Monday	22^nd March	8.00 am	Guidance and counselling lesson	College chapel
Tuesday	23^rd March	4.30 pm	Shopping	TRM

Personal Journals

As discussed earlier.

SOCIAL WRITING

NOTES OF THANKS
A Thank You Note is thoughtful way to express your gratitude and appreciation for someone who has done something great for you.
The note doesn’t have to be long to be meaningful. Your thoughts count more.

Elements of a Thank You Note

Date
Salutation
Personalizing the note. Think of one or two specific instances when you were helped by the person.
Concluding the note. Say thank you again to the person.
Sign

Sample Thank You Note

9^th April, 2016

Dear Ms Becky:

I am writing to thank you for everything you did last year to help me prepare for my exams.

I really appreciated when you asked me to be coming to see you whenever I had difficulty in your subject. You also advised me to work harder in class. But more than that, you guided me on how to answer questions in the exams.

All the support you gave me helped me receive the grade I have received. I could have never received anything near this grade without you. Thank you.

Sincerely,

Murkomen Abdi

CONGRATULATORY NOTES
We always recognize the accomplishments by others.
Writing a congratulatory note adds warmth to the relationships.
We write congratulations notes incase of the following achievements:
Promotion(job, class)
Retirement
Graduation
New title
New job
Scholarship
Successful speech
Birth
Engagement
Marriage
Winning competition

The Dos when Writing Congratulations Note

Write soon after hearing the news.
Use the word “congratulations” early.
Tell the person how impressed you are.
Express your wishes for the person’s continued success.

Steps to Writing Congratulatory Note

STEP	EXPLANATION	EXAMPLE
Writing Salutation	The person might like see their own name written.	Dear Aliow,
Offering Congratulations	· Done early. · Mention the occasion.	Congratulation on your promotion to deputy principal!
Express your happiness.	Tell them how impressed you are.	I was thrilled when I heard the news!
Relate the person’s achievement with something.	Relate something about the person that could have led to their achievement.	Ever since we worked together at Maragua Muslim Girls’ School, I knew you were one of the best. I am very glad that your passion for teaching has been recognised.
Sending wishes for continued success.	· Assure them that there achievement is just one of the many others on nthe way. · Wish them the best.	Best of luck in your new position. I hope that this is just the start of the many more successes to come.
Closing	· Add a closing remark. · Choose from the list: (i) Sincerely, (ii) Sincerely yours, (iii) Regards, (iv) Warm regards, (v) Yours Truly, (vi) Cordially, (vii) Best wishes, · Write your name after this	Best Wishes, Fardoly Mohamed

Exercise

Juma Maxwel, your elser brother has just got a new job after working in another company for two years. In his new place of work he will be receiving twice the salary he used to be offered in the previous company. Write him a note congratulating him.

Condolences Notes
Writing a condolence note is not an easy thing to do. This is because we often don’t know what to say. Because of this, we may even put the task off until the time to write has seemingly passed.
In a condolence note, we reflect our genuine thoughts and feelings.
Keep your message short yet thoughtful.
Try as much as possible to mention a fond or funny memory of the deceased if you knew them.

Steps to Writing Condolence Note

Introduce your note. Example,

I was deeply saddened when I learned about Joan’s passing.

I was deeply saddened by the news of Joan’s passing.

We are very saddened to hear your recent loss of Joan.

Express your condolences, referring to the person’s death as a “loss”. For example,

Please accept my heartfelt sympathies for your loss. My thoughts are with you and your family during this difficult time.

Share a short story or memory you have about the deceased. It will allow the bereaved know how much their loved ones meant to you. Probably it will give them a reason to at least smile if not to laugh. If possible, tell them that the deceased will be missed. For example,

Joan was a source of inspiration to me. I will never forget her!

Joan spent her time serving others. I am very grateful o have known her.

If you don’t know the person who has passed, you may say:

I will always remember your stories about…..

I will always remember how much you loved ….

Acknowledge the cause of death especially if it comes after a long period of suffering or illness. For example,

I know Joan experienced a great deal of suffering since she was diognosed with cancer. I pray that you find comfort in knowing that she is no longer in any pain.

Offer some assistance. Give specific ways in which you would like to help. For example,

In this stressful moment, please let me know whether I can help in any way. I would like to ……….

Sum up your note using an appropriate phrase. You can choose from the list below:
You are in my thoughts
With Deepest Sympathy
With Heartfelt Condolences,
Thinking of you
My sincere sympathy
I’m praying for you

Exercise

Your friend’s sister has passed on following the road accident on the eve of the new year. That same day you spend most of the time with her before she meets her tragedy. Write a note to Angela expressing how you feel about the sudden death of Mary, her sister.

TELEGRAMS
A telegram is a text message sent by wire using Morse code.
The codes are transcribed into language and printed.
Telegrams can be sent all over the world within a couple of hours.

Wording telegrams

The right way of wording is economical, while the wrong way is wasteful.
Avoid unnecessary words—words that might be omitted without impairing the sense of the message.

Writing figures

The suffixes ‘th’, ‘rd’, ‘nd’ appended to figures are counted as words.
Spell the words as ‘fourth’ instead of ‘4^th ’etc.

Get rid of small connecting words such as ‘a’, ‘the, etc’.
Make use of sharp sentences and phrases.

Sample Telegram

KENYAN POST AND TELEGRAM

TELEGRAM

Sender’s Name: _______________________________________________-

Sender’s Address: _________________________________________________

Receipient’s Name: ________________________________________________

Receipient’s Address: ______________________________________________

Dear Allan,

HEARD YOU WERE LITTLE BIT UNDER WEATHER AT THE MOMENT [STOP]JUST REST UP AND LET THE DOCTORS DO THEIR MAGIC[STOP] YOU WILL BE UP AND ABOUT IN NO TIME

Exercise

Your sister who lives in Chicago, USA, has delivered of a baby girl. Write her a telegram congratulating her on arrival of the new baby.

PUBLIC WRITING

Letters of Application
Also known as cover letter, a letter of application is a document sent together with your curriculum vitae to provide additional information on your skills to your prospective employer.
Detailed information on why you are qualified for the job should be provided.
This letter will let your prospective employer know what position you are applying for.

Letter of Application Format

In the table that follows, all that should be included in a letter of application are captured.

Item	Explanation	Example
Sender’s Address	· Write the name(yours or an institution’s) · Postal address follows. · Write the name of the city after.	KIMITI NJERI P.O. BOX 777 – 40400 SUNA-MIGORI
Date	In full	23^RD July, 2016
Receiver’s Address	· Start with the position of the recipient. · Write the name of the institution. · Add the box number. · Lastly, write the town or city.
Salutation	Let it be formal.
In regards to (written ‘RE’)
First Paragraph	Here: · Mention the job you are applying for. · Mention where you found the listing.
Middle Paragraphs	· Mention why your skills and experience are a good fit for the job. ·
Last Paragraph	· Say thank you to your recipient for considering your letter. · Note how you will follow up.
Closing
Signature	· End your letter with your signature. · Write your name after it

Sample Letter of Application

Vijana Werevu High School

P.O. Box 888 – 30200

MACHAKOS

31^ST January, 2016

The Director

Makusudi Secondary School

P.O. Box 434 – 50000

NAIROBI KENYA

Dear Sir/Madam:

RE: ENGLISH/LITERATURE TEACHER

I am writing to express my interest in the position of teaching English and Literature that has arisen with your school and that was listed in the Wednesday Nation on 31^st December, 2015. I believe I am an excellent fit for this position, given a chance. Besides teaching the two, I also teach History and Physical Education. I am a 2013, diploma graduate from Nikufunze Teachers’ Training College.

I am a conscientious person who works hard and pays attention to details. I am also quick to learn new skills as well as to learn from others. I am keen to work for a school with a great reputation like Makusudi Secondary School. I have the enthusiasm and determination to make ensure that I make success of the position when offered it.

I enjoy training students and helping them build confidence in their ability to achieve, both academically and socially. In addition, I have computer skills that will be a great asset when developing class resources.

Find my curriculum vitae attached.

Thank you for taking the time to consider this application and I look forward to hearing from you at your earliest convenience.

Yours faithfully,

[sign here]

Seen Later

Exercise

A job has just been advertised. You have been a doctor for three years. When you see this advert you feel like you have to apply for the job. Write your curriculum vitae you will attached in your letter of application.

STUDY WRITING

SYNOPSIS
Synopsis answers the question: What is the story of the novel, play, etc?
Just write what happens in the book.
Often not long, so try to capture only pertinent details.
Go into the detail about the setting.

The River and the Source Synopsis

THE RIVER AND THE SOURCE

The novel begins with the birth of a girl child. ……….………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Exercise

Assume you are the author of “Caucasian Chalk Circle”. The play has not been published. When you ask the publishers to publish it, they tell you to write the synopsis of the play before they consider publishing it. Write its synopsis.

REPORTS
A report is a systematic, well organized document which defines a problem, and analyses it.
Reports are written following research or study on a currently trending topic.
There are short and long reports.
A report has sections, and sub sections
There are elements found in both the short and the long reports. They include:
Heading
Here we include things such as:
Date
Officer to whom the report is presented
Committee members (if done as a group)
Terms of reference. This is where we write the objective of the study.
Methods of data collection. How the information was gathered is discussed here. The different methods of collecting data are use of:
Questionnaires
Observation
Interviews

State what you learned.
Conclusions
State how the findings can help improve the situation.

Reports are always:
Accurate;
Concise;
Clear; and
Well structured.

Sample Report

REPORT ON WHY MOST GIRLS AT NAIVASHA CHRISTIAN SCHOOL DROP OUT OF SCHOOL

Introduction

The principal asked a group of students to find out the reasons why there is high drop out among girls at Naivasha School. The committee included:

1. Njagi Cool

2. Kimotho Macha

3. Jane Kilonzo

The study started on 3^rd February and ended on 10^th of the same month.

Procedure

The group used different methods to gather the information. The following are the methods used collect data:

(a) Questionnaire

About five students, among them three girls were issued with questionnaires that they filled with ease. At first they were not ready to do so but when they were assured a token, they were more willing to respond. They took approximately ten minutes each to provide response to the questions and prompts.

(b) Interviews

One of the committee members, Kimotho Macha, was appointed to lead in interviewing two students. The two students gave several reasons for the high drop out. One of them even wanted to have been included in the committee. The interviews were conducted at the school quadrangle.

(c) Observation

One week was enough for the committee members to study the other students. It was noted, in the way they talk in small groups, why they drop out. In fact one of the female students left the school before the actual day of submitting this report.

Findings

It was found out that:

(a) Since most girls are idle during the weekends, they yield to pressure from the fellow students who push them into leaving the school. While at home, majority fail to get admission in other schools.

(b) Some of the students are not satisfied with the quality of the meals cooked . They feel they don’t match the amount of money they pay.

Conclusions

The committee concluded that:

(a) Some of the girls do not know how to make use of their free time.

(b) Some of the students value food more than education services offered at the school.

Recommendations

(a) The students should be guided on how to benefit from their free time.

(b) The quality of meals should be improved or at least provide alternative diet to those not satisfied.

Report compiled by: Amos Ngotho

Signature:

Position: FORM 2 STUDENT

Exercise

It has been noted that students at Kinya High abuse drugs. The deputy principal calls you one day and asks you to form a committee to investigate the causes of drug abuse at your school. Write the report to contain:

Introduction
Three methods of data collection
Four findings
Four conclusions
Four recommendations.

ARGUMENTATIVE ESSAYS
The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.
The structure of the argumentative essay is held together by the following.

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way.

Clear and logical transitions between the introduction, body, and conclusion.

Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea.

Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

INSTITUTIONAL WRITING

NOTIFICATIONS OF MEETINGS
A notice of meeting is sent to members of a particular group to inform them of the:
Time of the meeting
Date of the meeting
Location of the meeting
Information to be discussed. This is where the agenda come.

Writing a Notice of Meeting

To write a good notice of meeting, follow the steps that follow:

Write the name of the organization/institution at the top of the page.
Write “Notice of Meeting” a few lines down. Write “Notice of Public Meeting” if your meeting will be open to the public.
Below write the name of the group.
In the body of the notice, include such things like:
Time of the meeting
Date of the meeting
Location of the meeting
Agenda of the meeting
Any pertinent information
Sign off

Sample Notice of Meeting

USHIKWAPO SHIKAMANA MIXED DAY SECONDARY SCHOOL

NOTICE OF MEETING

DRAMA CLUB

To All Drama Club Members:

RE: DRAMA CLUB MEETING

This is to inform all members that the club will hold a meeting on 2^nd February,2016 from 4.20 p.m. at the school chapel.

The following business will be transacted during this meeting:

· Preliminaries;

· Confirmation of previous minutes;

· Matters arising;

· Rehearsals for drama festival;

· Welcoming the trainer;

· Raising money to buy costumes;

· Any other business; and

· Adjournment.

You are requested to be punctual for the meeting and to come with writing materials. Refreshments will be served.

Yours Sincerely

[sign here]

Kijiko Kirefu

CLUB SECRETARY

Exercise

You are the school head prefect. You want to call for the urgent prefects’ meeting. Notify them of the meeting.

AGENDA
An agenda is the list of activities in a meeting and the order in which they should be taken up.
Any organized meeting requires a well written agenda.
If the agenda is not clearly written, the result will be that the meeting will become over-long, inefficient, or even slog.
Agenda is written and handed to the members participating in a meeting prior to the meeting.
Most secretaries prefer including the agenda in the notice of meetings.

Steps to Writing an Agenda

Write the name of the institution. If possible, have a the institution letterhead.
Give your agenda a title. Write “AGENDA”, “MEETING” and the name of the group to hold the meeting.
Include the date, time, and venue of the meeting.
Introduce your agenda.
List the items to be discussed. Start with preliminaries, then reading and confirmation of previous minutes, followed by matters arising(some people write: unfinished business), then list all the other items to be discussed. From there add “any other business” and lastly, “adjournment”.

Sample Agenda Note to Group Members

NIPE NIKUPE MUSLIM BOYS’ HIGH SHOOL

AGENDA OF THE MEETING OF SCOUTS CLUB

DATE: 24^TH JANUARY, 2016

TIME: 9.00 AM

VENUE: SCHOOL REFECTORY

There will be the second meeting of the year with the following items to be discussed:

· Preliminaries

· Reading and confirmation of previous minutes

· Matters arising

· Camping trip

· Planting flowers

· Any other business

· Adjournment

Sign

Denis Benjam

CLUB SECRETARY

MINUTE WRITING
Minutes of what is discussed is written soon after the meeting.
During the meeting, the secretary only takes notes.
Minutes are the official records of a group in an organization.
It is crucial that they be accurate as they are legal record of the proceedings of that group.

Minutes Format

ELEMENT	EXPLANATION
Heading	The heading comprise: · Name of the group; · Date of the meeting; · Time of the meeting; and · Place where the meeting was held.
Present	We write the names of all the members present here.
Not Present	· Members who fail to attend the meeting. · At times they are classified first, as Absent with Apology, then, as Absent. · In other organizations, secretaries only write “Members Absent”. They write in brackets “Pre-Arranged” for those who send their regrets. · Either ways seem acceptable.
In Attendance	Name(s) of people who attend the meeting but are non members of the group are written under this.
Preliminaries	· It is the introductory remark made before the meeting. · Included are prayers, welcoming members by the chair, and congratulating members on being punctual.
Confirmation of Previous Minutes	We include: · Reading of the minutes; · Confirmation of the minutes by a member, and seconding by another; · Approval of the minutes.
Matters Arising	· Problems or questions arising from the previous meeting are discussed here. · It is also referred to as “unfinished business”.
New Business	Key to be captured are: · The issue discussed as a problem. · The solution reached.
Any other Business	Subjects that members mention after the main subjects have been discussed. Not discussed exhaustively as the main ones.
Adjournment	When meeting ends. Date and time of the next meeting is usually announced.
Approval of Minutes	· The minutes of one meeting are normally approved at the next meeting. · Once approved both the secretary and the chair append their signatures.

Sample Minutes

WILDLIFE CLUB MEETING HELD IN THE SCHOOL REFECORY ON 13^TH FEBRUARY, 2016, AT 4.00 PM

MEMBERS PRESENT

1. Noisemaker Awuor – Chair

2. Beaker Laboraory – Secretary

3. Catherine Njagi – Treasurer

4. Sukuma Wiki – Member

5. Kijiko Povu

6. Jemimah Akinyi

7. Jeremy Kanyari

MEMBERS NOT PRESENT

1. Alot Manumu

2. Kiny Abiro

IN ATTENDANCE

Kibaki Akello – Club Patron

MIN 1/2/2016: Preliminaries

Meeting was called to order at 4.01 pm by the club chair. She welcomed all members and congratulated everyone on keeping time.

MIN 2/2/2016: Confirmation of the Previous Minutes

Minutes from the meeting on 12^th January, 2016 was read. It was confirmed as the true records of what was transacted by Annabel and seconded by Felix Kimutai. It was therefore approved without modification.

MIN 3/2/2016: Matters Arising

1. A member wanted the date for commencing trees planting be announced.

2. A member asked that drinks should be served whenever a meeting is held.

MIN 4/2/2016: Registration of New Members

It was discussed that new members was to be registered. This was a result of many students who had completed school last year. Registration was to start in a week’s time. Each new member was to pay sum of sh. 250 before being registered.

MIN 5/2/2016: Trip to Mau Forest

Members discussed the trip to Mau Forest scheduled for 1^st March. Each registered member was requested to remit their Sh. 300 contribution through the club patron before the end of February. A member requested that the school management be asked to assist in making the trip a success.

Other things to carry included:

· Toiletries

· Snacks

· Enough clothing

MIN 6/2/2016: Any Other Business

1. A member asked whether new members were eligible to visit the Mau Forest.

2. A member wanted to know when the rabbits owned by the club could be sold in order to supplement their budget for the trip.

MIN 9/2/2016: Adjournment

12^th March,2016 5.00 pm and school refectory were fixed as the date, time and place for the next meeting. There being no other business, the meeting was adjourned at 6.13 pm.

MINUTES APPROVED BY:

SECRETARY CHAIRPERSON

NAME ……………………………………………………………………. ………………………………………………………………

SIGN ……………………………………………………………………. ……………………………………………………………..

DATE …………………………………………………………………….. ………………………………………………………………

MEMORANDA
A memorandum is a brief written message sent from one person or department, to another person or a group in an organization.
A memo has twofold purpose:
It brings attention to a problem; and
It solves that problem.
They inform the reader about new information such as price increases, or by persuading them to take an action.

Memo Format

FORMAT	EXPLANATION	EXAMPLE
Institution/Organization’s Name	If possible add the letterhead.	HABA NA HABA MIXED SECONDARY SCHOOL
Heading	· State that this is a memorandum. · The words “internal memo” are usually written then underlined.	Internal Memo
Reference	Written differently depending on the organization.	Ref 3/2015
“To” field	· Write the job title of the person you are sending the memo.	TO: All Teachers
“Cc” field	· Indicate who will receive a “Courtesy Copy” of the memo. · It is directed to a person who should remain informed.	CC: Principal
“From” field	Write your job title.	FROM: The Deputy Principal
Date	Write the complete date, spelling out the month	DATE:11^th January,2016 or DATE: January 11^th, 2016
“Subject” field	· It is a line that gives the reader an idea of what the memo is about. · Be specific but concise.	SUBJECT: SUBMISSION OF END TERM EXAMS RESULTS
Body	· Two issues are discussed: the problem and the solution. · Introduce the problem in the first paragraph. · Give the solution to the problem in the second paragraph. Suggest the actions that should be taken. · The third paragraph(normally the last) close the memo with a positive and warm summary.	As of 3^rd August, 2015, only two teachers had submitted the end of term two examination results. The results were supposed to have entered into the computer by 3^rd. You are requested to increase your speed in marking the remaining papers. Before 7^th of this month, ensure you have entered the marks. We will be glad to see all that done by the newly set deadline. We wish all the best as you work towards meeting that deadline.
Signing off	· Sign · Write your name	Yours Sincerely, [signature] Mr. Mamboga Japheth

Teachers' Resources

ENGLISH FORM 4 POST-MOCK EXAM WITH MARKING SCHEMES IN PDF

October 5, 2025 Maverick John Leave a comment

101/3

FORM 4 ENGLISH

Paper 3

(Creative compositions and essays based on set texts)

Time: 2 ½ Hours

MWAKICAN JOINT EXAMINATIONS

ENGLISH

Paper 3

2 ½ Hours

Instructions to candidates

Answer three questions only on the answer sheets provided
question one and two are compulsory
In question three, choose only one of the optional texts which you have prepared on.
Each of your essays must not exceed 450 words
Your answers must be written in English
Where the candidate presents work on more than one optional texts, only the first one to

IMAGINATIVE COMPOSITION (COMPULSORY) (20 MARKS)
Write a composition ending with the words:

From that day, I learnt never to trust anybody.

Write a story to illustrate the saying

Pride comes before a fall.

COMPULSORY SET TEXT (Blossoms of the Savannah) (20 MARKS).

Our greatest enemies are those close to us; support this statement with illustrations from the text.

OPTIONAL SET TEXTS (20 MARKS)

EITHER

The short story: Memories we lost and other stories

Using adequate illustrations from the story ‘Almost Home’ by Barvy Mc kinley, write an essay with the title ‘The Challenges of illegal Immigration,’

The Novel: The Pearl – John Steinbeck

‘Great expectations make frustrated men’. Using illustrations from the novel, write an essay supporting this statement.

MWAKICAN JOINT EXAMINATIONS MARKING SCHEME

PAPER 3 FORM 4 ENGLISH

Q1 a. Deduct 4 marks AD if the candidate does not end with the given words.

Deny marks if the meaning of the proverb is given. Meaning should be from the story.

TABLE OF CATEGORIZATION

D CLASS (01-05)

The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to communicate. The candidate fails to fit English words he knows into meaningful sentences.

The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors are “Broken English.”.

D- (01-01) Chaotic. Little meaning whatsoever. Question paper or some words from it simply copied.

D (03) Flow of thought almost impossible to follow. The errors are continuous.

D+(04-05) Although English is often broken and the essay is full of errors of all types one can at least guess what the candidate wants to communicate.

C CLASS (06-10) – Generally, there is difficulty in communication.

The candidate communicates understandably but only more or less clearly. He/she is not confident with their language. The language is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow is jerky. There is no economy of language mother tongue influence is felt in spelling; there is direct translation.

C- (06-07)- The candidate obviously finds it difficult to communicate his ideas. He is seriously hampered by his very limited knowledge of the language structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.

C 08 The candidate communicates but not with consistent clarity. His linguistic abilities being very limited, he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect and at times repeated.

C+ (09-10) The candidates communicates clearly but in the flat and uncertain manner. Simple concepts and sentences are often strained. There may be an overuse of clinches or unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

B CLASS (11-15) Generally, there is fluency in communications

This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over ambitious i.e the candidate may use too much vocabulary in an effort to impress. There may be items of merit of the one word or one’s expression types. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language.

B(11-12) The candidates communicates fairly and with some fluency. There may be little variety in sentence structure gross errors are occasional.

B 13 The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Some items or merit, economy of language. The candidate seems to express themselves naturally and effortlessly.

B+ (14-15) The candidate communicates his ideas pleasantly and without strain. There are few errors and slips. Tenses, spellings and punctuations are quite good. A number of merit of “whole sentence” or the “whole expression” type are evident.

A CLASS (16-20) Communication is efficient

The candidate communicates not only fluently, but attractively, with originality and efficiency. He has the ability to make the reader share his deep feelings, emotions, enthusiasm. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and a tinge of humour. Many items of merit which indicate that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement and felicity of expressions.

A-(16-17) The candidates shows competence and fluency in using language. He may lack imagination or originality which usually provides the “spark” in such essays. Vocabulary, idioms, sentence structure, links and variety are impressive. Gross errors are very rare.

A18 Positive Ability.

A few errors that are felt to be slips. The story or arguments has a definite impact. No grammar problem. Variety of structures. A definite spark.

A+(19-20) The candidates communicates not only information and meaning, but also and especially the candidate’s whole self, his feelings, taste, points of view, youth and culture, this ability to communicate his deep self may express itself in many ways: wide range effective vocabulary, original approach, vivid and sustained account in case of a narrative, well developed and ordered argument in case of a debate or discussion. A very definite spark.

Q 2. Blossoms of the Savannah.

√ Ole Kaelo. as a father he is close to his daughters and should therefore advocate for their best interest. He however betrays them. He does not support their bisg dream of joining Egerton university. He marries Resian off to Oloisudori. He denies Taito a chance to go to Mombasa for a Music extravaganza. He loved which is ironical.

√ Olarinkoi. pretends to be a guardian angel when he rescues Taiyo and Resian from the vagabonds. However he betrays Reslains trust when he attempts to rape her after kidnapping her. He also wants to marry her against her wish.

√ Mama Milanoi. A mother is supposed to nurture and protect her children. Mama Milanoi does the opposite when she assists the Enkamuratani get access to Taiyo. She sides with the Ole kaelo’s idea of having to Oloisudori.

√ Ole supeyo. He is a close friend and mentor to Ole kaelo. When Ole kaelo goes for his help to evade Oloisudori’s demands, Ole supeyo declines to buy the stocks and contracts that had imprisoned Ole kaelo to Oloisudori “……..But Ole supeyo had declined the offer effectively throwing him back to the hyena.”

√Oloisudori. He is a close business associate to Ole Kaelo. He visits Ole Kaero’s home after their contract. His eyeing Ole Keiro daughter Resian and his opportunism to wanting to forcefully marry Resian is enough betrayal to Ole Kaelo. He also blackmails Ole Kaelo by demanding for his two daughters; one to go with his friend.

Introduction – 2MKS

Body – 3×paragraphs= 12MKS

Conclusion – 2MKS

Language – 4 MKS

a) SHORT STORY

Individual who unlawfully move to a foreign county are bound to suffer certain challenges. By moving to Ireland illegally, Ali Mah fouz experiences a multitude of challenges.

Any other relevant introduction

Impersonation – Ali impersonate a medical student. He told people he was a medical student. His face book picture should an eager young man standing outside the college of surgery with a bundle of books, two of which are telephone directories. He buys an iPod even though he doesn’t know how to load the device with music. – pg 74
Odd jobs – He worked for two Egyptian brothers, slicing kebab meat into a half moon pan. He powers washed cars, scrubbed pots, wiped down tables, sold Christmas trees door to door, worked in meat packing plant.
Arrests-he makes his first attempt to escape an arrest by jumping and running to a French woman who doesn’t help him. He alarms other passengers by calling out he is a terrorist. He in another escape attempt, ducked down and dashed under the body of a trailor, barely dogging the moving wheels. When he pushes between tourist buses and is caught by a tow bar, the pain is instant and crippling.
Violence

Ali is hit by Tarrant – ….. and ran straight into Tarrant’s fist, a wall made of bone and skin. Ali licked his laps and tasted blood.

Disillusionment

Although the “felt …. cut the Mediterranean like scissors through close, Ah, or remembering what awaits him back home himself ‘and now three years in jail ahead of him …. He swallowed a mouthful and then he swallowed some more…..”

Conclusion

Those who illegally move to foreign countries experience a number of challenges.

Mark 3.3.3.3. introduction – 2 conclusion. 2 grammar 4

3 b)THE PEARL

Kino and Juana’s expectations to have Coyotito treated.

When Coyotito is stung by the scorpion, Kino and Juana rush him to the doctor. Although Kina is aware that the doctor was not of his people, and could kill the doctor more easily than talk to him. (pg 26) Later when the doctor learns Kino had found the pearl of the world, he has great expectations of benefiting from the pearl. He even goes to treat Coyotito at home. The doctor frustrates them by not treating the boy. Kino hits the gate with frustration.

Priest

When the father heard that Kino had found great fortune, a great pearl, he goes to Kino’s home and tells him that he hoped “they will remember to give thanks, my son, to him who has given them this treasure….” Pg48. Expectations were that if the pearl was not bought, it could have been given to the church. (pg 42,63,68)

Beggars

When grapevine reaches beggars about the pearl of the world, they have great expectations for “they knew that there is no alms give in the world like a poor man who is suddenly lucky” pg 42, Every man suddenly became related to kino’s pearl and kino’s pearl went into the dreams, the speculations, the schemes, the plans, the future, the wishes, there heeds, the lusts, the hungers….” Pg 43

Thieves

Attempts are made by thieves to make away with Kino’s pearl. The night before he goes to sell his pearl, a thief comes to steal it but both Kino and the thief are hurt. (pg 59-61) The thieves also pursue Kino and his family as they go to sell the pearl.

Before he leaves the house, he is attacked and searched. When Juana tries tothrow the pearl away, Kino attack her. He is as well attacked by an assailant whom he kills. (pg 86-89)

He is further pursued to the mountains where he kills his assailants and his son Coyotito is killed. (pg 115-116)

Kino’s family

Kino and his family have great expectations from the pearl. In the pearl he saw Juana and Coyotito and himself standing and kneeling at the high alter…. being married, …how they were dressed. Juana in a shawl stiff with newness…” Then to come with little things Kino wanted …… pg 44-45 . He knew the pearl would see Coyotito join school.

Pearl buyers

The pearl buyers had great expectations on Kino’s pearl. “They got out papers so that …….. they put their pearls in the desks for it is not good to let an inferior pearl be seen beside a beauty” pg 69 When they negotiate, ‘the dealers hand had become a personality.” pg 71 when Kino grabs the pearl from them, the dealers “knew they had played too hard they knew they would be disciplined for their failure …” pg 75

Conclusion

When our expectations are high, so are our frustrations when they are not met.

Mark 3.3.3.3

KNEC News Portal

Knec requirements for KCPE 2021 Registration

October 5, 2025 Maverick John Leave a comment

The Kenya National Examinations Council (Knec) has released a list of requirements for registration of the 2021 Kenya Certificate of Primary Education (KCPE) candidates. A student must fulfill the mandatory requirements in order to be fully registered.

Knec Requirements for a 2021 KCPE candidate.

To be registered for the KCPE examinations, a candidate must submit the following:

A birth certificate,
Secondary school choices and
Registration fees (where applicable).
All Examination fees must be paid through any of the following banks:-
- Co-operative Bank.
- National Bank of Kenya.
- Equity Bank.
- Kenya Commercial Bank.
All Heads of institutions should ensure that KCPE 2021 candidates are registered where they have been learning in class seven (7).
All candidates registering for examination in prisons must have individual passport size photograph uploaded online.
All Heads of Institutions must ensure accuracy in the following when registering the candidates.
- Correct order of candidate’s names as per the birth certificate;
- Gender;
- Year of birth;
- Subjects entered;
- Information on different categories of candidates with special needs (ie Braille, Low Vision, deaf and physically challenged).

How to ensure that a KCPE 2021 candidate is fully registered

A candidate is considered duly registered for the KCPE examinations after fulfilling the following:

Candidate’s details are successfully uploaded onto the KCPE registration portal,
Entered correctly for the right RE paper (CRE, IRE or HRE),
Payment of fees where applicable (examination fees is not refundable or transferable to another candidate nor to another year).
Submission of all the candidates’ registration materials to KNEC.

How to replace KNEC Lost Certificate: 10 Easy Steps

October 5, 2025 Maverick John Leave a comment

The Kenya National Examinations Council [KNEC] started implementing policy in replacement of certificates for the affected candidates who sat for past KNEC examinations.

However Knec no longer issues duplicates certificates. What it issues is results confirmation which serves as a replacement for the lost certificates.

Previously Knec allowed a manual process of replacing certificates. The examiner has however now moved all the certificate replacement process to an online platform.

You can now easily replace your lost KCPE or KCSE certificate by following a simple online procedure that Knec released a year ago.

Below are the step by step guide on how to replace your lost KCPE or KCSE certificate online.

Kindly note that these procedures are also applicable for lost college certificates including PTE (Primary Teacher Education ) certificate.

KCPE – Kenya Certificate of Primary Education

KCSE – Kenya Certificate of Secondary Education

LOST KCPE/KCSE CERTIFICATES?

Apply online for KNEC confirmation of results.

Open the following link, click ‘Register’ to create an account then apply. Register as a candidate.

Link: https://qmis.knec.ac.ke/

REQUIRED DOCUMENTS:

Scan any of the following documents.

A photocopy/result slip of the lost certificate (if available)

The Class nominal results sheet for the year you did the exam.

A letter from the school where you did the exam.

Continue reading:

How to replace a lost Knec certificate easily

How to apply for lost Knec certificate replacement, results confirmation

How to replace a lost KNEC Certificate; Procedure for KCSE, KCPE certificate replacement

How to replace lost Knec Certificate, change names, KCSE Certificate replacement online

How to apply for replacement of lost KCSE, KCPE Certificate from KNEC (Simplified guide)

HOW TO APPLY FOR CERTIFICATION LETTER (LOST CERTIFICATE)

Step 1: Register an account at https://qmis.knec.ac.ke
Step 2: Log in with the credentials sent to your email
Step 3: Select Lost Certificate option from the menu
Step 4: Fill in the Index number, type of exam and year then click FIND
Step 5: Attach the following MANDATORY documents:

i) Copy of the lost certificate/Result slip

ii) Both sides of your ID

iii) Passport size photo

iv) Police abstract

v) Confirmation from the registrar of persons consisting of 3 pages as follows:

A confirmation letter
Fingerprint page
Back page with personal details

This confirmation can be found at NSSF Building 7th floor, Upperhill in Nairobi or sub-county registrar of persons offices for those outside Nairobi.

Step 6: Submit the application

Step 7: Wait for verification of the application

Step 8: You will receive an email notification to log in and make payment (replace SMS with email)

Step 9: Pay Ksh 5,220 and wait for your application to be processed

Step 10: Keep checking on the system to know the status of application.

Once the process is complete, you will receive an email notification to collect your certification letter from the KNEC offices.

Helpline: 0720741004/0732333566

KNEC has automated the process of submitting examination related queries by clients.

QMIS is accessible online and therefore clients do not need to visit KNEC offices

physically to raise queries unless they are collecting documents generated after their queries have been resolved.

KNEC portal lost certificate,

KNEC certificate replacement form,

KCPE certificate Download,

KCSE certificate download,

KNEC portal lost certificate online,

KNEC certificate replacement requirements,

Https QMIS KNEC ac ke,

https //results.knec.ac.ke login,

HELB News Portal

HELB Issues 21 Day Notice to Students Over The New Funding Model

October 5, 2025 Maverick John Leave a comment

HELB Issues 21 Day Notice to Students Over The New Funding Model

HELB, the Higher Education Loans Board, has issued a 21-day notice for university students to contest the new funding model that has been resulting in discontent among numerous students.

The appeal window commenced on April 1, 2025, and will last for three weeks, providing students with the opportunity to express their concerns and opinions regarding the model.

This new funding model, referred to as the Variable Scholarship Loan Funding Model, categorizes students into five financial bands according to their needs.

The initial band, Band 1, is designated for the most disadvantaged students, while Band 5 is for those with minimal financial need.

The government implemented this model intending to ensure that financial support is allocated to students who require it the most. Nonetheless, a considerable number of students have contended that the system is inequitable.

They assert that it fails to account for all aspects of their financial circumstances, which has resulted in protests and widespread grievances.

To tackle these issues, HELB and the Universities Fund (UF) conducted a public consultation process from April 1 to April 4, 2025.

Throughout this timeframe, students and other stakeholders were encouraged to express their views concerning the funding system.

The consultation enabled students to present comments, recommendations, and complaints both online and at various venues, including public universities nationwide.

This public engagement effort aimed to collect feedback from as many individuals as possible to enhance the funding model and the scholarship and loan appeals process.

HELB has indicated that the input from the public consultation has resulted in enhancements to the appeals system. This encompasses modifications to render the process fairer and more efficient for students.

With this 21-day appeal timeframe, students who believe their issues were not addressed during the consultation can now officially present their grievances or proposals to HELB.

The expectation is that by allowing students to voice their opinions, the funding system can be modified to more effectively cater to the needs of all students.

This public consultation and the appeal period were initiated following a court mandate. The Court of Appeal had previously stayed a High Court decision that deemed the funding model unconstitutional.

The court permitted the government to persist in utilizing the funding system while legal challenges are still being resolved. Consequently, the current funding model remains effective, though it may be altered depending on the outcome of the ongoing court proceedings.

At present, HELB has affirmed that the 21-day appeal period will stay open and that students should seize this chance to voice their concerns.

Based on how the court case unfolds, there could be additional modifications to the funding model in the future.

The government has expressed that it is amenable to changes, but those adjustments will rely on the feedback collected and the determinations made by the court.
In the meantime, students are still expressing their frustrations regarding the funding structure, with numerous individuals believing that the categorization into financial bands is inequitable and fails to truly represent their genuine need for financial assistance.

With the appeal procedure currently available, students are urged to provide their feedback with the expectation of witnessing a more equitable and inclusive funding framework that more effectively aids all students in need.

KMTC News Portal

KMTC Homabay Campus (Physical location, Courses, Requirements, How to apply and Contacts)

October 5, 2025 Maverick John Leave a comment

Kenya Medical Training College (KMTC) Homa Bay Campus was established in 1979 to train Enrolled Community Health Nurses (ECN). In 1998, ECN was upgraded to Diploma in Community Health Nursing at the Campus.

This led to the phasing out of the pre-service training for enrolled nurses in 2002 and the introduction of other programs at diploma level.

Programmes and Courses currently offered: –

Diploma in Community Health Nursing
Diploma in General Nursing and Midwifery
Diploma in Clinical Medicine and Surgery
Diploma in Physiotherapy
Diploma in Nutrition and Dietetics
Certificate in Nutrition and Dietetics.

Facilities

The Campus has the following facilities:

Adequate and spacious classrooms,
A well-equipped computer laboratory with internet connections
A well-equipped library
Vehicles to transport staff and students
Kitchen and dining facilities
Hostels

Student Population

From a class of 12 students in one certificate programme, today, the institution has more than 870 students in four different departments: Nursing, Clinical Medicine, Physiotherapy and Nutrition.

Clinical experience sites

Clinical experience sites for our students include: Homa Bay County Teaching and Referral Hospital, and other approved health facilities within and outside the county. Mission hospitals such as Kendu Bay and St. Mary’s Hospital in Mumias also provide the requisite learning facilities.

Clubs, Societies and Sports

In an effort to make an all-round health professional, KMTC HomaBay Campus will nurture your interest in service to God and humanity through various religious organizations and societies. It organizes yearly inter-denominational prayer day to bring students together.

Students sporting activities include athletics and field events, ball games such as volleyball, soccer, basketball, rugby, and netball. Indoor games like darts, chess, scrabble among others are also available.

Alcohol and Drug Abuse Prevention (ADAP) club, engages with NACADA to help our students in the fight against drug and substance abuse.

Campus Contact Information: –

The Principal

KMTC Homa Bay Campus

P.O. Box 512,

Homa Bay

Tel: 0732-502032/020-24169142

Email: homabay@kmtc.ac.ke

Full list of all Courses offered at KMTC (See minimum entry requirements)

1. Clinical Medicine and Surgery (Diploma and Higher
Diploma)
2. Medical Laboratory Sciences (Diploma and Higher
Diploma)
3. Orthopaedic and Trauma Medicine (Certificate
and Diploma)
4. Community Oral Health (Diploma)
5. Medical Imaging Sciences (Diploma and Higher
Diploma)
6. Medical Education (Higher Diploma)
7. Health Records and Information Technology
(Certificate and Diploma)
8. Pharmacy (Diploma and Higher Diploma)
9. Dental Technology (Diploma)
10. Nursing (Certificate, Diploma and Higher Diploma)
11. Public Health (Certificate, Diploma and Higher Diploma)
12. Nutrition and Dietetics (Certificate and Diploma)
13. Occupational Therapy (Diploma and Higher Diploma)
14. Health Promotion (Certificate, Diploma and Higher
Diploma)
15. Orthopaedic Technology (Diploma and Higher Diploma)
16. Optometry (Diploma and Higher Diploma)
17. Physiotherapy (Diploma and Higher Diploma)
18. Medical Engineering (Certificate, Diploma and Higher
Diploma)
19. Short Courses

How to Apply for KMTC Courses 2021/2022

We welcome your application

Thank you for your interest in the Kenya Medical Training College. We are happy that you are looking closely at the exciting opportunities available here in KMTC.

KMTC seeks to enrol and graduate applicants who will develop and grow educationally and personally and will contribute to the College community, and the broader society.

To that end, the role of the Admissions and Records Office is to recruit, admit, and encourage enrolment of applicants who are spiritually mature, academically excellent, accomplished in extra-curricular endeavours, and broadly diverse through individualized review and professional judgment.

Applications:

All applications are ONLINE from the application portal on this website www.kmtc.ac.ke.

The prospective candidates apply for admission into courses for each academic year for Regular or Parallel Category.

The Regular category have subsidized fee with optional accommodation but no choice for campus while the parallel category have non subsidized fee, no accommodation option but have option for campuses choice in more than sixty five (65) campuses situated in different parts of the country depending on the courses.

Application Procedure:

Prospective candidates are expected to visit the applicants’ portal, read the advertisement to know the various courses and their specific entry requirements.
Candidates interested in making an application are advised to READ the application guidelines (preservice/Inservice) available on the application portal
Candidates are advised to follow the steps carefully given in the application guideline to the end to be sure of application success.
Take note that the application period has timelines as stipulated on the advertisement please observe them

Complete information about the Higher Education Loans Board, Helb; Loan applications and repayments

Helb takes over the Afya Elimu Fund [AEF]- Helb latest news

HELB Afya Elimu second and subsequent loan application; Second and subsequent

Helb- This is all you need to know concerning helb loans; application, processing, disbursement, repayment and clearance

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Teachers' Resources

MWONGOZO WA KIGOGO IN PDF

October 5, 2025 Maverick John Leave a comment

MWONGOZO WA KIGOGO MTIRIRIKO;

ONYESHO LA KWANZA.

TENDO LA KWANZA.

Ni katika karakana ya soko la Chapakazi,Sudi, Boza na Kombe wanafanya kazi ya uchongaji.Sudi amefungulia radio huku wakiendelea na kazi yao.Ashua anawaletea chai ya mkandaa na mahamri na kuondoka.

Habari inatolewa kwa wananchi wa Sagamoyo kuwa wana kipindi cha mwezi mzima kusheherekea uhuru wao, wawakubuke majagina wao waliopigania uhuru na kuwanasua kutoka utumwani, wimbo wa kizalendo unachezwa mara kwa mara.

Sudi anatofautiana na mpango wa kusheherekea uhuru kwa mwezi mzima; kwake majagina wanaosheherekewa hawakufanya lolote katika historia ya Sagamoyo.

Kuna uchafuzi wa mazingira, viongozi hawajawajibika kusafisha soko wanadai kodi na kitu juu pia vitisho kwa wanasagamoyo.

WAZO KUU.

Kuna wale ambao wanaunga viongozi mkono kwa sababu wanafumbwa kwa mambo yasiyo ya kimsingi.Aidha kuna wale ambao wamezinduka na kuhisi kuwa viongozi hawajawajibika. Sudi haoni umuhimu wa sherehe za uhuru kupewa maandalizi ya kifahali na kipindi cha mwezi mzima.

TENDO LA PILI.

Katika karakana sokoni,Kenga (ambaye ni binamu na mshauri wa majoka) anawatembelea Sudi, Boza na Kombe.Ametumwa na Majoka kuchukua vinyago vya mashujaa.Ni msimu wa mashujaa Sagamoyo, Sudi anachonga kinyago cha shujaa wa kike ambaye kwake ni kiongozi halisi wa Sagamoyo.Shujaa huyo hakufanya lolote, bali analifahamika sana katika jimbo la Sagamoyo.

Miradhi ya kuchonga vinyago inafadhiliwa kutoka nje na wananchi wanatakiwa kulipa baada ya miaka mia moja.

Sudi anashawishiwa kuchonga kinyago cha baba yake majoka Marara bin Ngao ili maisha yake yabadilike na jina lake kushamiri; aidha apewe likizo ya mwezi mmoja ughaibuni.Sudi anakataa kuchonga kinyago, Kenga anawapa keki lakini Sudi hali kwa kuwa ni makombo.Kombe anazinduka kutokana na kauli hii, anamuunga mkono Sudi kwa muda .Kenga anaondoka kisha Tunu na Ashua wanawasili huku wakihema na kusema kuwa mzee Kenga anapanga njama ya kuhutubia wahuni.Wote wanaondoka.

WAZO KUU.

Maskini wanatumikizwa, wanadhalalishwa, kuletewa makombo na kukumbukwa katika kipindi fulani tu ili kufaidi viongozi wao.

Miradi isiyo muhimu inafadhiliwa na wananchi kubakia na jukumu la kulipa ufadhili huo kupitia kodi.Viongozi hushawishi wanyonge ili kuwatumikia.

TENDO LA TATU

Ni katika nyumba ya Sudi barazani siku mbili baada ya soko kufungwa.Tunu na Siti wanafika katika hali ya taharuki, waantoa taarifa kwamba wafanyakazi wa kiwanda cha majoka and majoka wamegoma na vijana watano kuuliwa na wafanyakazi kuumia.

Kiini cha maandamano ni bei ya chakula Kupandishwa na soko limefungwa.

anapopata habari kuhusu maadamano na vifo vya baadhi ya waadamanaji, Sudi anaathilika na anataka kwenda kuzitetea haki za waadamanaji lakini anapatwa na changamoto ya wanawe Pili na Pendo kwani hawajapata kiamsha kinywa.

Boza anatumia fursa hiyo kuyadhihaki na kuyakemea mapambano ya kina Sudi na Tunu. Kauri ya Boza inasababisha mgogoro wa kinafsia katika moyo wake Sudi.

Hatimaye , Siti anawapeleka watoto wa Sudi kwa mamaye Tunu (Bi. Hashima). Tunu na Kombe wanaondoka na kwenda kwenye maadamano.

WAZO KUU.

Kuna maandamano na migomo,walimu na wauguzi wanagoma.Migomo hiyo inatokana na kutowajibika kwa viongozi ambao wana nia ya kujifaidi.

Umoja na mshikamano miongoni mwa wazalendo (Tunu na sudi) unaonekana.

ONYESHO LA PILI

TENDO LA KWANZA.

Ni ofisini mwa Mzee Majoka, anaongea kwa simu Chopi anapoingia.Ashua anafika kumwona Majoka,anataka kumkumbatia lakini Ashua anakataa.Majoka anakasirika Ashua anapomwita mzee na kufurahi anapomwita Ngao, jina lake la ujana.

Ashua amefika kuomba msaada lakini Majoka anamtaka kimapenzi.Anajaribu kumbusu lakini Ashua anakwepa.Majoka anamshawishi, anajisifu na kujilinganisha na Lyonga wa uswahilini na Samsoni Myaudi.

Majoka anasema kuwa soko limefungwa kwa sababu ya uchafu, anatenga eneo hilo ili kujenga hoteli ya kifahari.Wanasagamoyo wanalitegemea soko hilo kula, kuvaa na kuendesha maisha yao.

Inabainika kuwa Ashua alikataa kazi ya ualimu aliyopewa katika Majoka and Mahoka academy, Majoka anasema kuwa sasa angekuwa mwalimu mkuu katika shule mojawapo ya kifahari.

Ashua anaeleza kuwa hangeweza kufanya kazi katika shule ya kihuni ambapo wanafunzi walikuwa makabeji baada ya kujidunga sumu ya nyoka (dawa za kulevya) Majoka anajitetea na kusema kuwa hakuna aliyekuwa na ushahidi kuyahusu.

WAZO KUU.

Viongozi hunyanyasa wachochole ili kujifaidi, Majoka anafunga soko na kunyakua eneo hilo kujijengea hoteli ya kifahari.Anataka kutumia mali na mamlaka yake kumteka Ashua kimapenzi.

TENDO LA PILI.

Husda mkewe majoka anaingia ofisini na anamkabili Ashua kwa hasira, anamtusi kuwa kidudumtu, shetani wa udaku na mwenye kuwinda wanaume wa watu Wanaangushana na Ashua kuzabwa makofi.

Sauti ya kenga inamjia Majoka akilini kuwa soko lifungwe ili kulipiza kisasi kwa Sudi na Ashua, kisha Ashua aitwe ofisini na Husda wakabiliane.

Mwango na Chopi wanawachukua Ashua na Husda ndani, agizo linatolewa Husda atolewe ndani baada ya nusu saa.

WAZO KUU.

Wanyonge hutafutwa kwa lolote lile na kunyanyaswa.Viongozi hutumia mamlaka yao hata kupanga njama kuwateka wanyonge,Ashua kutiwa ndani ni njama iliyopangwa.

ONYESHO LA TATU

TENDO LA KWANZA.

Ni ofisini mwa mzee Majoka, wana mazungumzo ya faragha na mshauri wake Kenga.

Njama yao ya kumtia Ashua ndani inatimia kisha wanamtarajia Sudi, achonge kinyago cha shujaa ndiposa Ashua aachiliwe.

Kenga anamwonyesha Majoka picha za waandamanaji gazetini.Kuna habari kuwa Tunu aliongoza maandamano kisha kuwahutubia wanahabari kuwa:

pesa za kusafisha soko zimefujwa,
soko lilifungwa badala ya kusafishwa,
haki za wauzaji zimekiukwa,
hawatalegeza msimamo wao hadi soko lifunguliwe.

Majoka anapanga kumwadhibu Tunu.

Maoni ya wengi gazetini ni kuwa,Tunu apigigwe kura za kuongoza Sagamoyo.Kenga anamshauri Majoka kutangaza kuwa maandamano hayo ni haramu kisha Polisi watumie nguvu, Majoka anapinga wazo hilo kwa kuwa;

maandamano yatatia doa sherehe za uhuru,

Tunu atazidi kupata umaarufu.

Tunu ana mpango wa kuleta wachunguzi kutoka nje kuangalia ajali ya Jabali.Majoka anasema wazuie uchunguzi huo naye Kenga anakiri kuwa itawagharimu kwa kuwa watatumia mbinu tofauti.

Majoka anaamua kuwashughulikia Tunu na Sudi.

Kuhusu mishahara ya wauguzi na waalimu, wanaafikiana waongezwe kwa asilimia kodogo kisha kodi ipandishwe.

WAZO KUU.

Viongozi wanatumia mbinu tofauti kutawala;

kupanga njama,
kuadhibu waandamanaji,
kutojali maslahi ya wanyonge.

Hata hivyo, wananchi wamezinduka na nia yao ni kubadili uongozi usiofaa.

TENDO LA PILI.

Majoka akiendelea kusoma gazeti,Kenga anarejea kwa vishindo kuwa kuna habari zinazoenea katika mitandao ya kijamii na kupeperushwa katika runinga ya mzalendo.

Kenga anashauri kuwa, runinga ya mzalendo ichukuliwe hatua, maandamano yanaonekana kuharibu sherehe za uhuru.Majoka anamlaumu Chopi kwa polisi kutowatawanya waandamanaji.

Tunu na Sudi wanafika, wanaagizwa kuingia na Majoka anatoa bastola, na kuwaambia Kenga wamzuie na askari.

WAZO KUU.

Habari za maandamano zinazidi kuenea na Majoka ana wasiwasi kutimuliwa mamlakani kwa kuwa Tunu anazidi kupata imaarufu.

Viongozi hutumia vyombo vya dora visivyo, Majoka anapanga vituo vya habari vifungwe na kibakie kituo kimoja tu Sagamoyo.

TENDO LA TATU.

Ni ofisini mwa mzee Majoka,Tunu na Sudi wanaingia.Majoka anataka kusema na kila mmoja lakini wanakataa kwa kuwa na nia moja.

Sudi anaarifiwa kuwa Ashua mkewe yuko ndani kwa kuleta fujo katika ofisi ya kiserikali.

Majoma anamshawishi Tunu kuwa amampangia jambo la kifahari, kumwoza Ngao Junior atakaporejea kutoka ng`ambo.

Tunu hakubaliani ma kauli hii, anamkabili Majoka na kumwambia ukweli kuwa wao ni wahuni na wauaji.Tunu anatishiwa kutiwa ndani.Tunu anafichua ukweli, Majoka walipie kila tone la damu waliyomwaga Sagamoyo

Majoka anagharamia masomo ya Tunu hadi ng`ambo; ni haki yake kuwa babake alifia Majoka company

WAZO KUU.

Viongozi hushawishi wapinzani kwa ahadi ili wawaunge mkono, hata hivyo wanamapinduzi wanashikilia msimamo wao

TENDO LA NNE.

Ni katika chumba cha wafungwa.Sudi amefika kumwona Ashua ambaye anadai kuwa ni kosa lake Sudi kutiwa ndani.Ashua anaomba talaka.

Ashua hataki tena mapenzi ya kimaskini, amechoka na kuchukua mkondo tofauti.Kwake anahisi kuna kitu baina ya Tunu na Sudi.

WAZO KUU.

Asasi ya ndoa inaonekana kuwa na changamoto.Kuna kutoaminiana katika ndoa,Ashua anashuku uhusiano baina ya Tunu na Sudi.

ONYESHO LA NNE.

TENDO LA KWANZA.

Ni nyumbani kwa kina Tunu, Bi.Hashima anapepeta mchele huku akiimba.Siti anafika na habari kuwa wahame Sagamoyo sio kwao.

Hali Sagamoyo inaonekana kubadilika ardhi inateketea na mito na maziwa yanakauka. Kigogo amefungulia biashara ya ukataji miti.

Tunu anafika akihema baada ya kuota kuwa Mzee Marara anamfukuza akitaka mkufu wake wa dhahabu.

Tunu amaumizwa mfupa wa muundi,uvumi unaenea kuwa Sudi na Ashua ndio wanawinda roho ya Tunu.

Tunu anataka kukutana na Majoka na watu wake.Hashima anaona hatari Tunu akienda kukutana nao.

WAZO KUU.

Hali Sagamoyo inazidi kubadilika, kiangazi kimesababishwa na kigogo kufungulia ukataji miti, viongozi hawajali maslahi ya wananchi.

Viongozi hueneza uvumi ili kutawanya wananchi, hata hivyo; vijana wamejitolea kujenga jamii mpya licha ya vikwazo vinavyowakumba.

TENDO LA PILI.

Tunu na Sudi wanafika Mangweni ambapo shughuli za ulevi zimeshika kani, wanaletewa kileo lakini wanakataa.

Ngurumo anaonekana kusheherekea uhuru, kwa mujibu wa Sudi,mashujaa Sagamoyo ni waliouliwa msituni wakipigana, waliohangaisha wakoloni na kuwatimua.

Tunu amefika Mangweni kuwaalika katika mkutano mkubwa utakaofanyika katika soko la Chapakazi siku ya maadhimisho ya uhuru.

Kulingana na Ngurumo, mkutano huo si muhimu, cha muhimu kwake ni kuendelea kulewa kwa mamapima

Mtu mmoja anagaragara kwa sababu yu hoi, wengine walizikwa kwa sababu ya pombe na wengine kuwa vipofu.Mtu huyo anamshawishi Tunu asipoteze bahati yake ya kuolewa na Ngao Junior.

WAZO KUU.

Watu wanapumbazwa hasa walevi kwa pombe na kuendelea kutetea viongozi wasiofaa.

Tunu na Sudi wamejitolea kutetea wanyonge Sagamoyo, wameandaa mkutano kuzindua umma.

ONYESHO LA TANO.

TENDO LA KWANZA.

Ni katika hoteli ya Majoka and Majoka modern resort, Husda anafika kutoka kuogelea.Kenga naye anafika na habari kuwa mipango haikwenda walivyopanga,Tunu hakuvunjwa mguu.Chopi anapangiwa kwenda safari kwa kutotekeleza njama hiyo.

Sokoni, taka zote zimeondolewa, vibanda vimeng`olewa, vifaa vya ujenzi vimewasili kutoka bandarini na kuna ulinzi mkali.

Chopi anafika na habari mbaya kuwa Ngurumo amenyongwa na chatu akitoka Mangweni.Majoka anaagiza Ngurumo azikwe kabla ya jua kutua.

Ushauri wa Majoka ni kuwa chatu mmoja atolewe kafara, na baada ya watu kuandanana waachwe katika hali ya taharuki.

Chopi tena anarejea na habari kuwa Ngao Junior kapatikana katika uwanja wa ndege akiwa na sumu ya nyoka, Majoka anazirai.

WAZO KUU.

Viongozi hupanga njama za kuwaangamiza wapinzani wao.

Viongozi wanaishi maisha ya kifahari huku maskini wakihangaika.

Viongozi hawajali hata vifo vya wananchi vikitokea.

TENDO LA PILI.

Ni ndani ya ambulensi, Majoka hataki kufungua macho kuliona ziwa la damu.Majoka anasema yuaelekea jongomeo, kuwa amefungwa minyororo.Anataka safari isitishwe kwa kuwa haina stara.

Majoka anamfananisha Husda kama mke anayeishi ndani ya ngozi ya kondoo (kuwa Husda ni mnafiki). Husda anapenda mali ya Majoka na alilazimishwa kumwoa lakini moyo wake unampenda Ashua.

Daktari anamjuza Husda kuhusu kifo cha Ngao Junior,anazirai.

WAZO KUU.

Asasi ya ndoa imesawiriwa kuwa na changamoto; Husda hakumpenda Majoka ila aliolewa naye kwa sababu ya pesa.

Ili kuokoa asasi ya ndoa, wanaume wanapaswa kujidadisi, wawe na heshima na waseme na wake zao.Wake nao wajirudi ili ndoa zidumu.

ONYESHO LA SITA.

TENDO LA KWANZA.

Ni katika chumba cha wagonjwa, hali ya Majoka inaonekana kurejea.Anahukumiwa kuwa msaliti kwa wanasagamoyo na mashtaka mengine mengi.

Mayowe yanasikika na Majoka anadai kuwa hivyo ni vilio, wanalilia damu yake kisha Majoka anazungumza na babu ndotoni.

Majoka anawachukia marubani kwa kuwa waongo ilihali yeye pia ni rubani(kiongozi), hang`amui mambo kwa vile hajapambua ngozi yame ya zamani.Safari haijaanza au pengine chombo kinaenda kinyume badala ya mbele.

Safari ya babu na Majoka inatofautiana, Majoka anashauriwa asalimu amri, achague sauti ya moyo na babu yake.

Babu anamshauri Majoka afungue masikio, macho na moyo wake kwa kuwa maisha yana ncha mbili.

Kulingana na babu, kuna misimu ya fanaka na ya kiangazi, kadhia na kuishi kwa kutojali ni muhali. Mkwea ngazi huteremka hivyo mtu achague kutenda mema, kwa maana wema hauozi. Mtu akiishi kwa wema, atajiandikia tarijama njema huku ahera.

WAZO KUU.

Maovu yana mwisho na kila aliye juu hatakaa juu milele.Wema ni muhimu katika maisha ya binadamu.

ONYESHO LA SABA.

TENDO LA KWANZA.

Ni katima uwanja wa ikulu ya Majoka palipoandaliwa sherehe.Ni saa nne na watu kumi tu ndio wamefika, wengine wako sokoni.

Sauti inasikika kwa mbali watu wakimsifu Tunu.Majoka anaelekea ilipo sauti, Kenga na umati wanawafuata.

WAZO KUU.

Wananchi wana nguvu zaidi kuliko viongozi .Wananchi wana mchango mkubwa kujikomboa kutokana na shida wanazozipitia zinazoletwa na uongozi mbaya.

Ili kujenga jamii mpya, wanachi hawana budi kuzinduka na kuleta mapinduzi.

TENDO LA PILI.

Ni katika lango la soko la Chapakazi, Majoka anawahutubia watu na kuwaita wajinga.Kenga anamnyanganya kinazasauti.

Tunu anabebwa juu juu na watu, anawahutubia huku wakimpigia makofi.Amejitolea kutetea haki za wanasagamoyo ili;

wapate maana halisi ya uhuru,
watendewe haki,
soko lifunguliwe na kujengwa upya,
huduma muhimu ziletwe karibu kama vile; hospitali, barabara, maji, vyoo, nguvu za umeme, elimu, ajira kwa vijana na kadhalika.

Tunu anahimiza wanasagamoyo wachague viongozi wanaolinda haki za wanyonge na kuwajibika.

Majoka kwa hasira anaamuru watu wapigwe risasi, Kingi anapokataa kwa kuwa ni kinyume cha katiba kufyatua risasi anafutwa. Kenga anasalimu amri, anajiunga na umati.

Kingi na Kenga wanajiunga na umati, wanashangiliwa, walinzi nao wanajiuzuru.Majoka kwa hasira anadai kuwa hata asipopigigwa hata kura moja atashinda.

Tunu anasindikizwa jukwaani, mamapima anafika kuomba msamaha.Anajuta sana kwa kuwalaghai walevi na kukiri kuwa aliwapunja kwa kuongozwa na tamaa ya pesa, sasa wamemgeuka.

Sudi anafika na kinyago, anasema kuhusu maana ya uhuru: shujaa ni mmoja tu Sagamoyo, ambaye ni Tunu.

WAZO KUU.

Kila kilicho na mwanzo kina mwisho, uongozi wa Majoka unafikia nwisho.Juhudi za wanamapinduzi zimezaa matunda.Maana ya uhuru sasa imepatikana na wananchi wanatarajia mengi mema.

JALADA LA TAMTHILIA.

Kuna sura ya mwanamme ambaye ameketi akiwa na rungu mkononi.Huyu ni Majoka ambaye ni kiongozi Sagamoyo na rungu mkononi mwake inaashiria uongozi.

Mwanamme huyo anatazama jabali lenye rangi nyeusi ambalo si laini. Jabali ni Sagamoyo na kutokuwa laini ni ishara kuwa Sagamoyo kuna shida,wanasagamoyo wana matakwa mengi. Weusi wa jabali ni uongozi mbaya unaoendelezwa Sagamoyo na viongozi.

Juu ya jabali hilo kuna mwanga, ishara kuwa kuma matunaini ambayo yanatarajiwa Sagamoyo, wanamapinduzi wanapigania haki ili kujenga jamii mpya.

ANWANI YA TAMTHILIA.

Kigogo ni mtu mwenye madaraka makubwa kiutawala.

Majoka anatumia madaraka yake kulaghai wananchi, anachukua vilivyo vyao.

Anatangaza kipindi cha mwezi mzima cha kusheherekea uhuru kutumia madaraka aliyonayo.

Majoka anafunga soko la Chapakazi ili sehemu hiyo ajenge hoteli ya kifahari kwa kutumia madaraka aliyonayo.

Anapandisha bei ya chakula katika kioski kwa vile ana madaraka.

Majoka anatumia mamlaka yake kumteka na kumtia ndani Ashua.Anamtendea ukatili, Ashua ana majeraha kutokana na kichapo.

Majoka anapanga kifo cha Jabali, mpinzani wake. Anampangia ajali na kuangamiza wapinzani wake pamoja na chama chake kwa kutumia mamlaka yake..

Majoka anapanga kutumia mamlaka yake kuzima uchunguzi wa Tunu kuhusu kifo cha Jabali.

Majoka anafuja pesa za kusafisha soko huku akijua hakuna wa kumhukumu kwa kuwa ndiye kiongozi.

Majoka anatumia mamlaka yake kudhibiti vyombo vya habari Sagamoyo, anasema sagamoyo kitabakia kituo kimoja tu cha habari; sauti ya mashujaa, vingine havina uhai.

Majoka kwa mamlaka yake anaamuru polisi kutawanya waandamanaji.

Majoka anafungulia biashara ya ukataji miti Sagamoyo kwa kutumia mamlaka yake bila kujali athari zake kwa wananchi.

Majoka anampa mamapima kibali cha kuuza pombe haramu kwa kutumia mamlaka yake.

Kwa mamlaka yake, Majoka anafadhili miradi isiyo muhimu, anafadhili mradi wa kuchonga vinyago kutoka nje.

Majoka anaamuru wafadhili wa wapinzani kuvunja kambi zao Sagamoyo. Anamfuta Kingi kazi kwa kutomtii apige watu risasi.

DHAMIRA YA MWANDISHI.

Mwandishi anadhamiria kuonyesha uongozi mbaya na athari zake hasa katika mataifa yanayoendea.Viongozi hutumia mbinu mbalimbali kuongoza zinazowanyanyasa wananchi huku wakijinufaisha wenyewe bila kujali.

Kuonyesha kuwa ili kijenga jamii mpya, mapinduzi ni muhimu na ni sharti wananchi wajitolee kwa uzalendo ili kupigania haki zao na usawa na kupinga viongozi wasiofaa.

Mwandishi anaonyesha kuwa licha ya changamoto zinazomkumba mwanamke katika jamii, mwanamke ana nafasi muhimu katika uongozi na kuleta maendeleo katika jamii.

MAUDHUI.

1) UONGOZI MBAYA.

Viongozi huangaisha wanyonge, Ashua anasema,

“…na kuhangaishwa na wenye nguvu ndio

hewa tunayopumua huko.” (uk 2)

Wachochole hutumikizwa na viongozi, Kombe, Boza na Sudi wanafanya kazi ya kuchonga vinyago vya mashujaa kwa ajili ya sherehe za uhuru.

Viongozi hawajawajibika, kazi yao ni kukusanya tu kodi.Ni jukumu la viongozi kuhakikisha kuwa soko ni safi lakini hawajawajibika kulisafisha. Licha ya wananchi kutoa kodi,soko ni chafu.(uk 2)

Viongozi kutangaza kipindi kirefu cha kusheherekea uhuru ni ishara ya uongozi mbaya. Mashujaa wanaenziwa kwa kipindi kirefu ilhali mambo ya kimsingi hayajazingatiwa.Wanasagamoyo wana matakwa mengi kuliko kipindi kirefu cha kusherehekea uhuru.

Majoka anafadhili mradi usio na msingi wa kuchonga vinyago huku watu wakiwa na njaa na wao ndio watalipia mradi huo.

Viongozi hushawishi wananchi kwa ahadi ili wawaunge mkono. Sudi anashawishiwa na Kenga kuchonga kinyago ili apate malipo mazuri; kuwa mradi huo utabadilisha maisha yake na jina lake lishamiri. Pia atapata tuzo nyingi na likizo ya mwezi mzima ughaibuni na familia yake (uk 11)

Aidha viongozi hutumia zawadi kufumba wananchi kuwa wanawajali na kujali hali zao.Kenga anawaletea Sudi, Boza na kombe keki ya uhuru.

Kulingana na Sudi, hayo ni makombo na keki kubwa imeliwa kwingineko.

Viongozi hawalindi usalama wa wananchi, wananchi wanaishi kwa hofu. Ashua anahofia usalama wao kuwa huenda wakashambuliwa.(uk 15)

Migomo inayotokea Sagamoyo na maandamani ni kwa sababu ya uongozi mbaya.Wauguzi wanagoma na pia walimu wakidai haki zao. Wafanyakazi wananyanyaswa.

Majoka hajali maslahi ya wanasagamoyo. Anafunga soko ambalo wananchi wanategemea na kupandisha bei ya chakula. Uchumi Sagamoyo unasorota kutokana na soko kufungwa, watu hawana mahali pa kuuzia bidhaa zao.

Majoka anafungulia biashara ya ukataji miti bila kujali hali ya anga Sagamoyo, hasara ni kwa maskinii, viongozi wamejichimbia visima. Mito na maziwa yanakauka na mvua isiponyesha, hata maji ya kunywa yatatoka ng`ambo.

Majoka hajali kuhusu kifo cha Ngurumo licha ya kuwa mfuasi wake. Anaagiza Ngurumo azikwe kabla ya jua kutua (uk 69)

Viongozi hupanga njama ili kuangamiza wapinzani wao;

a) Majoka na Kenga wanapanga njama ya kumtia Ashua ndani.Wanapanga aitwe ofisini mwa Majoka kisha Husda aitwe ili wafumaniane. Ashua anazingiziwa kuzua sogo katika ofisi ya serikali na kutiwa ndani. Husda anafunguliwa baada ya nusu saa.

b) Kifo cha Jabali kilipangwa. Jabali alikuwa mpinzani wa Majoka mwenye wafuasi wengi. Akapangiwa ajali barabarani kisha wafuasi wake wakazimwa na kumfuata jongomeo, chama chake cha mwenge kilimfuata ahera.

c) Tunu anapanga kufanya uchunguzi kuhusu chanzo cha ajali ya Jabali. Majoka anapopata habari hizi, anapanga kuzima uchunguzi huo.

d) Kenga na Majoka wanapanga kuondoa chatu mmoja. Chatu hapa wanarejelea Sudi au Tunu kwa kuwa ndio wanaoongoza mapinduzi. Wanahofia kutolewa uongozini na ili kuzuia hali hii, wanapanga kumwondoa mmoja wao.

“…chatu mmoja atolewe kafara ili watu wajue usalama upo, wakereketwa waachwe katika hali ya taharuki”

e) Majoka anapanga njama Tunu auliwe, anaumizwa mfupa wa muundi nia yake ikiwa ni kumkomesha asimpinge. Majoka anatumia polisi wake kutekeleza ukatili huo.

Katika hotuba ya Tunu anayowahutubia waandamanaji, Sagamoyo kuna uongozi mbaya.Anasema kuwa;

pesa za kusafisha soko zimefujwa,
soko linafungwa badala ya kusafishwa,
haki za wauzaji zimekiukwa.

Viongozi hawasikilizi matakwa ya wananchi. Majoka hana wakati wa kuwasikiliza waandamanaji. Hataki kujua chanzo cha maandamano wala suluhu lake.

Majoka anadhibiti vyombo vya habari Sagamoyo, habari zinazopeperushwa katika runinga ya Mzalendo na picha za watu wengi sokoni wakiongozwa na Tunu zinamfanya Majoka kufunga runinga hiyo ya mzalendo.

Viongozi hutumia vitisho. Majoka anatishia Chopi kumwaga unga wake kwa vile polisi hawakuwatawanya waandamanaji, wanasagamoyo wanatishiwa kuhama Sagamoyo kwa juwa sio kwao, wanarushiwa vijikaratasi. (uk 52)

Majoka anatumia askari kutawanya raia badala ya kulinda uhuru wao.

Viongozi ni waongo. Majoka anatumia uongo ili kumteka Tunu. Anamhaidi jambo la kifahari, kumwoza Ngao Junior akirudi kutoka ng`ambo.

viongozi hutendea wananchi ukatili, watu wanaotiwa jela huchapwa na haki zao hukiukwa. Ashua ana majeraha kutokana na kichapo.

Viongozi hupanga uvamizi, Sudi anavamiwa (uk 54)

Viongozi wamekiuka sheria. Mamapima anadai kuwa anauza pombe haramu kwa kibali kutoka serikali ya Majoka. Ni hatia kuuza pombe haramu lakini viongozi huvunja sheria na kuwapa wauzaji kibali. (uk 61)

Sagamoyo hata viongozi hawafuati katiba.

“…huku ni Sagamoyo, serikali na katiba ni mambo mawili tofauti.” (uk 61)

Uongozi wa Majoka una ubaguzi, unafaudi wachache tu, wanaomuunga mkono. Asiya bibiye Boza anapata mradi wa kuoka keki mwa vile anauunga uongozi wa Majoka Mkono.

Viongozi hujulimbikizia mali. Kuna hoteli ya kifahari Sagamoyo, Majoka and Majoka modern resort.

Viongozi ni wanafiki. Majoka amepanga kuficha maovu yake mbele ya wageni. Ukumbi unapambwa na kurembeshwa huku kukiwa na maovu mengi Sagamoyo. Kuna mauaji, unyakuzi, njaa,maziara yamejaa Sagamoyo.

2) UZALENDO.

Wananchi wa Sagamoyo ni wazalendo, wanalipa kodi ili kuleta maendeleo licha ya kulaghaiwa.

Katika enzi za ukoloni, mashujaa walijitolea mhanga wakahatarisha maisha yao na hata kufa ili wavune matunda baada ya uhuru. (uk 4)

Wimbo unaoimbwa katika rununu ni wa kizalendo kuonyesha kuwa wanasagamoyo wanalipenda jimbo lao, sagamoyo.(uk 5)

Sudi anaelewa kuwa uongozi wa Majoka haufai. Anawaeleza Boza na Kombe umuhimu wa kuandika historia ya Sagamoyo upya. Kinyago anachokichonga Sudi ni cha shujaa halisi wa Sagamoyo, anaelewa kuwa Tunu ndiye anapaswa kuwa kiongozi halisi.

Tuni ni mzalendo katika taifa lake. Anasema kuwa jukumu lake ni kulinda uhai, haki na uhuru. Amajitolea kwa vyovyote vile kutetea haki Sagamoyo .Wamekula kiapo kutetea haki Sagamoyo hata kama ni kwa pumzi zao za mwisho baada ya mafanikio. (iuk18). Akiwa mwanafunzi katika chuo kikuu walipambana kama viongozi wa chama cha wanafunzi chuoni hadi kuleta mafanikio.

Tunu ni mzalendo Sagamoyo, anawahutubiawananchi na kuwaarifu hali ilivyo Sagamoyo.Pesa za kusafisha soko zimefujwa,soko limefungwa badala ya kusafishwa na haki za wauzaji kukiukwa. Wamejitolea kutolegeza msimamo wao hadi soko lifunguliwe.

Tunu anamkabili Majoka kwa uovu wake. Anamwambia wazi kuwa atalipa kila tone la damu alilomwaga Sagamoyo, yeye na watu wake. (uk 43)

Tunu anatetea maslahi ya wanyonge, anamwambia Majoka kuwa Wanasagamoyo wana haki ya kuishi, anamwambia ugatuzi si unyakuzi na kumkashifu kwa kubomoa vioski katika soko la Chapakazi.(uk 45)

Tunu anamkashifu mamapima kwa kuuza pombe haramu kwa vile ni kinyume cha sheria. Anatetea katiba ya nchi inayofafanua sheria zinazohusiana na uuzaji na unywaji wa pombe.

Tunu anajitolea kuwatumikia wanasagamoyo. Yeye ni mtu wa vitendo na wala si vishindo. Anaita mkutano ili soko lifunguliwe na kuapa kutoondoka hadi soko litakapofunguliwa. Tunu amejitolea kuikomboa Sagamoyo ili kuleta mabadiliko, anakiri kuwa mambo hayatapoa, kumewaka moto na kutateketea.(uk 55)

3) NAFASI YA MWANAMKE.

Sudi anapochonga kinyago cha shujaa mwanamke, Kenga anamwambia Sagamoyo haijawahi kuwa na shujaa mwanamke. Katika historia ya Sagamoyo wanawake wametengwa katika uongozi.(uk 10).

Kenga anasema kinyago hicho hakitanunuliwa na afadhali achonge kinyago cha Ngao.

Wanawake wamesawiriwa kuwa hawara, Sudi anapokataa kuchonga jinyago, Kenga anamwambia kuwa amelishwa kiapo na hawara wake.(uk12)

Wanawake hutumiwa kama pambo katika jamii ya Sagamoyo. Majoka anamwambia Ashua kuwa, urembo wake hauna mfanowe.

“…nikufanishe na nini? urembo wako hauna mfanowe Ashua” (uk 20)

Majoka anamshauri Ashua atumie urembo wake kwa kuwa ni wa muda.(uk 25)

Husda anakiri kuwa mwanamke ni pambo mbele ya mwanamme.(uk67)

Wanawame wamesawiriwa kuwa wenye maringo. Majoka anadai kuwa Ashua alikataa kazi ya ualimu kwa sababu ya maringo. (uk25)

Wanawake wamadharauliwa. Majoka anawadharau Ashua na Husda kwa kusema wanawake ni wanawake tu, si kitu mbele yake. (uk 26)

Adui wa mwanamke ni mwanamke. Husda anamwita Ashua mdaku, kimada wa kuwinda wanaume wa watu. Hali halisi ni kuwa, Ashua hana nia hii.

Majoka anamweleza Sudi kuwa mkewe Ashua hajui maana ya ndoa. Anasema kazi yake ni kuzururasurura .wanawake hulaumiwa.

Mwanamke amedharauliwa, mvamizi anamkanya Tunu aache kunyemelea wanaume wa watu.

Ngurumo anamdharau Tunu kwa kuwa mwanamke. Anaposema soko lifunguliwe, Ngurumo anamdharau na kumuuliza yeye ni nani Sagamoyo, wanawake hawatambuliwi.

Mwanamke katika jamii ya Sagamoyo ni kuolewa na kumtumikia mwanamme. Wimbo wa Ngurumo kwa Tunu unamshauri aolewe, kwa kuwa ana elimu asije akazeekea nyumbani kwao.

Wanawake wamechukuliwa kuwa dhaifu kwamba hawawezi kuongoza. Majoka anasema hawezi kuaibishwa na mwanamke.(uk 90)

Hata hivyo, wanawake ni wasomi,Ashua ana shahada ya ualimu.

Wanawake wamajipigania kujikomboa. Tunu anakataa kuozwa kwa Ngao Junior na kujitetea kuwa anaweza kusubiri aolewe na mume ampendaye.(uk42)

Mamake Tunu anajifunga kibwebwe baada ya kifo cha babake ili Majoka agharamie masomo ya Tunu.

Wanawake ni wanamapinduzi na viongozi bora.Tunu anaongoza mapinduzi ili kuleta haki Sagamoyo.

4) MIGOMO/MAANDAMANO.

Wauguzi Sagamoyo wanaandamana.

Walimu Sagamoyo wanagoma wakiwa likizoni.

Kiwandani Majoka and Majoka company anapofanya kazi siti, watu wanagoma. Vijana watano wanauliwa..

Wachuuzi sokoni wanaandamana, wengine wanaumizwa. Wanaandamana kwa sababu ya soko kufungwa. Wanaume Sagamoyo ni kukimbizana na waandamanaji.

Waandamanaji huandamana kila siku, kuna picha za waandamanaji gazetini kila siku.

Habari gazetini zinaonyesha kuwa Tunu ameongoza maandamano na anaandamana na wanaojiita wanaharakati. (uk 32)

Tunu anawahutubia wanahabari na kusema kuwa pesa za kusafisha soko zimefujwa, soko kufungwa badala ya kusafishwa. (uk 33)

Kenga anamshauri Majoka ayapuuze maandamabo yanayoendelea. (uk 34)

Kuna habari kwenye mtandao wa mijamii kuhusu maandamano. Watu wengi wanaandamana sokoni wakiongozwa na Sudi. Maandamano yanazidi kuharibia sherehe ya uhuru.

5) MATUMIZI MABAYA YA VYOMBO VYA DORA.

Majoka anatunia polisi kuwatawanya waandamanaji na kuwaumiza wapinzani wake, Tunu anaumizwa mguu.

Runinga ya mzalendo haina maisha Sagamoyo kwa sababu ya kupeperusha habari za maandamano. Majoka anaamua kufunga vituo vya habari na kibakie tu kituo kimoja.

Kenga anamshauri Majoka waichukulie hatua runinga ya mzalendo kwa kuwa haipendi yeye.

Majoka anatumia vyombo vya habari kuimba nyimbo za kizalendo ili kumsifu yeye.

Vyombo vya habari hueneza propaganda, kuna habari katika vyombo vya habari kuwa Tunu hawezi kupigania haki za Wanasagamoyo kwa kuwa amelemazwa mguu.

6)ASASI YA NDOA

a)NDOA KATI NYA ASHUA NA SUDI.

Ni ndoa yenye mapenzi yanayoegemea upande mmoja. Sudi anampenda Ashua kwa dhati, anajitahidi kwa udi na uvumba ili kumkidhi Ashua. Kila kitu anachokipata humletea.

Sudi ni mwaminifu katika ndoa yake, hajamwenda Ashua kinyume hata Ashua anapotiwa ndani na Majoka.

Aidha, ndoa hii imejengwa katika misingi ya kutoaminiana. Ashua anamshuku mumewe kuwa ana mipango ya kimapenzi na Tunu.

Ashua amechoshwa na Sudi na anaswema kuwa ni afadhali alipo jelani. Anadai kuwa, mawazo ya Sudi,hisia zake, nafsi yake ma kila kitu chake kimesombwa na Tunu.

Ashua ametawalwa na tamaa ya mali na kumwambia Sudi kuwa amechoka kupendwa kimaskini, anabadilika akiwa ndani kwa Majoka, awali alimpenda mumewe kwa dhati lakini baadaye anaomba talaka. Anafurikwa na tamaa na ubinafsi.

b) NDOA KATI YA MAJOKA NA HUSDA.

Ni ndoa ambayo imejaa lawama, Majoka anamlaumu Husda kuwa hampendi bali aliolewa na mali yake.( uk 75)

Hakuna mapenzi ya dhati katika ndoa hii. Majoka hampendi Husda. Alimoa ili kutimiza wajibu wake katika jamii na kama kiongozi, alipaswa kuoa. Alilia usiku huo baada ya kumwoa Husda lakini moyo na nafsi yake viko kwa Ashua. (uk75)

Majoka anampenda Ashua zaidi ya kumpenda hata anaweza kumfia. Anapanga njama ili kumpata. Majoka anakiri kuwa Ashua anamuua moyoni kwa penzi. Anamkondesha na kumkosesha raha kwa kumkataa. Ashua kumkimbia Majoka alimwachia Majoka aibu na penzi lake kwa Ashua linamsongoa. (uk 76).

Asasi ya ndoa imo hatarini kwa kutawaliwa ma tamaa ya mali. Baadhi ya wanaume huoa ili kutimiza matakwa yao na wanawake huolewa kwa sababu ya tamaa ya mali na ubinafsi.

Wanaume wanapaswa kujidadisi na wakae na wake zao kwa heshima. Wanawake nao wanapaswa kujirudi vinginevyo asasi ya ndoa imo hatarini. (uk 77)

Uaminifu na mapenzi ya kweli ni kigezo muhimu ili ndoa idumu.

7) ULEVI NA ATHARI ZAKE.

Mangweni kwa mamapima shughuli za ulevi zimeshika kani.

Ngurumo ni mlevi kupindukia, anajulikana Sagamoyo kwa uraibu wake wa vileo. Anajunywa pombe zaidi ili kusherehekea sherehe za uhuru.

Vijana ni walevi kwa mamapima hadi wanasimama kwa taabu.

Ulevi umepotosha baadhi ya vijana, Ngurumo alisoma darasa moja na Tunu lakini ni mlevi kupindukia, hajitambui.

Kwa mamapima kila mtu hupewa vileo kwa raha zake.

Ulevi umemfumba Ngurumo hadi haoni athari za soko kufungwa, yeye anadai kuwa yuko sawa na hataki soko lifunguliwe. (uk60)

Mamapima hatambui hatari za ulevi, anaona kulewa ni raha, anawaambia Tunu na Sudi wajipe raha kwa kulewa.

Mtu mmoja ni hoi kutokana na ulevi, anaanguka chini na kuanza kugaragara.

Tunu anasema kuwa juzi waliwazika watu kutokana na pombe na wengine kugeuka vipofu kwa sababu ya pombe.

8) VIFO/MAUAJI.

Vijana watano wanauliwa watu wanapoandamana katika kampuni ya Majoka.

Watu huuliwa Sagamoyo.

“Natumai hakuna aliyeuliwa, sitaki kujipaka matope tena” (uk 31)

Kifo cha Jabali kilipangwa katika ajali kwa kuwa mpinzani wa majoka hata chama chake cha Mwenge kikamfuata ahera.

Tunu anamwambia Majoka kuwa yeye na wenzake ni wauaji. (uk43)

Viongozi humwaga damu Sagamoyo. Tunu anamwambia Majoka kuwa atalipa kila tone la damu lililomwagwa Sagamoyo.

Babake Tinu anakufa katika Majoka and Majoka company. Marara na watu wake walimtemdea ukatili.

Hashima anasema damu nyingi imemwagika Sagamoyo hadi ardhi imeingia najisi

Mashujaa wengine walienda jongomeo kwa kuleta uhuru Sagamoyo.

Ngurumo ananyongwa na chatu akitoka Mangweni.

Majoka anapanga kutekeleza mauaji kwa kumwondoa chatu mmoja ili pawe na usalama Sagamoyo. Kuomdoa chatu ni kuua Sudi au Tunu.

Kifo cha Ngao junior kinatokea, anapatikana katika uwanja wa ndege akiwa na sumu ya nyoka.

Majoka anasema kuwa ziwa kubwa limefurika damu furifuri kumaanisha vifo vya watu wengi vimetokea Sagamoyo. Watu wanalilia damu ya Majoka, wanataka kumuua.(uk 79)

9) UFISADI.

Serikali ya Majoka ina ufisadi, inampa mamapima kibali cha kuuza pombe haramu.

Mamapima ni fisadi, anawapunja walevi.

Majoka anatumia pesa za umma visivyo kugharamia njama ili kuzima uchunguzi wa Tunu kuhusu ajali ya Jabali.

Viongozi Sagamoyo ni fisadi, wanaitisha kitu kidogo kutoka kwa wananchi. Wakati mwingine viongozi hudai kitu kikubwa au kitu chote. (uk 3)

Viongozi hutumia mali ya umma visivyo kufadhili miradi isiyo muhimu, kufadhili mradi wa muchonga vinyago ni kufisidi wananchi maana watalipia mradi huo.

Majoka anafisidi wananchi kwa kufunga soko ili ajenge hoteli ya kifahari. Soko ni chafu ilihali wananchi wanalipa kodi ya kusafisha soko. Majoka anadai kuwa ana mradi muhimu wa mushughulikia kuliko kusafisha soko.

Majoka ni fisadi, alikuwa na mpango wa kumpa Ashua kazi ya ualimu katika Majoka and Majoka academy kwa njia isiyo halali.

10) USALITI.

Majoka anawasaliti wanasagamoyo, watu wote wanamhukumu kwa kuwasaliti.

Majoka anatumia polisi kuwatisha wanasagamoyo badala ya kulinda usalama wao akiwa kiongozi wao.

Kingi anamsaliti Majoka wakati wa mwisho, anampinga amri yake kuwapiga watu risasi, siku zote alimtii Majoka.

Majoka anawasaliti wanasagamoyo kwa kuwafungia soko, anapaswa kulisafisha badala ya kulifunga.

Majoka anawasaliti wanasagamoyo kwa kupanga mauaji badala ya kulinda na kutetea haki zao.

Ashua anamsaliti Sudi kwa kuomba talaka licha ya kuwa sudi anampenda kwa dhati.

Boza na Kombe wanawasaliti wanamapinduzoi kwa kuunga mkono uongozi mbaya wa Majoka.

Majoka anamsaliti Husda kwa kukiri kuwa hampendi licha ya kuwa mkewe.

11) UTABAKA.

Jamii ya Sagamoyo imegawika katika matabaka mawili ;tabaka la watawala na tabaka la watawalwa. Watawala wanaishi maisha ya kifahari huku watawalwa wanaishi maisha ya uchochole.

watawala/walalahai.

Viongozi wana madaktari wao wa kuwahudumia, Majoka anapozirai, daktari wake anaitwa.

Watawala wana shule za kifahari, Majoka and Majoka academy ni shule ya kifahari.

Watoto wa viongozi huishi ng`ambo palipo na maisha bora. Ngao Junior yuko ng`ambo.

Watawala wanaishi maisha ya starehe,

Mzee Kenga ana gari la kifahari na walinzi,

Majoka anasema apikiwe kuku kwa chapati

Majoka ana hoteli la kifahari

Watawala wamejichimbia visima, Majoka anafungulia biashara ya ukataji miti huku wanasagamoyo wakiteseka kwa kiangazi.

Ofisini mwa Majoka anakalia kiti cha kifahari, kando yake kumepangwa medhali kadhaa, anaishi maisha ya kifahari.

b)Watawalwa/wachochole.

Soko la Chapakazi ni la wachochole.

Wachochole wana njaa, watoto wa Sudi wanalia njaa, Sudi anakula embe bovu.

Maskini wanateseka, mvua isiponyesha hata maji ya kunywa wayatoa ng`ambo.

Wauguzi wanagoma kwa sababu ya mishahara duni huku viongozi wakiwa na madaktari wa kuwahudumia.

12) UNYANYASAJI

Wanasagamoyo wananyanyaswa. Kilicho chao kinachukuliwa na wanatishwa.

Wananchi wanatumikizwa, Sudi wanaambiwa wachonge vinyago ili kufaidi viongozi.

Wanasagamoyo wananyanyaswa, keki ya uhuru inaliwa kwingineko na wanaletewa makombo.

Wananchi wanafungiwa soko ambalo ni tegemeo lao. Hawana mahali pengine pa kuuzia bidhaa zao.

Sagamoyo watu wananyanyaswa kwa kulazimishwa kulipa kitu kidogo wakati mwingine kitu kikubwa au kitu chote.

Ashua ananyanyaswa kwa kutiwa ndani bila kosa.

13) TAMAA.

Majoka ana tamaa ya uongozi, hataki kuondoka mamlakani. Anafanya kila awezalo kuondoa wapinzani wake.

Anataka kumtambulisha Ngao Junior rasmi kuwa mrithi wake kwenye siasa.

Majoka anadai kuwa hata asipopigigwa kuta moja atashinda. Ana tamaa ya uongozi.

Majoka ana tamaa ya mali, ananyakua uwanja wa soko ili kujenga hoteli ya kifahari.

Majoka anawafisidi wananchi ili kujilimbikizia mali kwa sababu nya tamaa

Mamapima ana tamaa ya mali, anawapunja walevi.

Husda ana tamaa ya mali, anaolewa na Majoka kwa sababu ya mali yake.

Tamaa inamtawala Ashua hadi anaomba talaka. Anadai amachoka kupendwa kimaskini kwa kuongozwa na tamaa ya mali.

14) UCHAFUZI WA MAZINGIRA.

Kuna maji chafu ambayo yametabakaa mitaroni Sagamoyo. Povu jeupe limechacha

Soko la Sagamoyo limegeuka uwanja wa kumwaga jemikali na taka.

Uchafuzi wa mazingira unaatharisha maisha ya wanasagamoyo. Sudi anakiri kuwa nusra wafe kwa sababu ya mazingira chafu.

“…Mungu anatupenda, vinginevyo tusingekuwa hai.”

Sagamoyo hakukaliki kwa sababu ya uvundo kila mahali.

MBINU ANAZOTUMIA MAJOKA KUONGOZA SAGAMOYO

Uvumi. Watu wa Majoka wanaeneza uvumi kuwa Sudi na Ashua ndio wanawinda roho ya Tunu.

Ahadi za uongo. Madai ya Majoka kuwa atatoa chakula kwa wasiojiweza si ya kweli.

Kenga mshauri wa Majoka anawashawishi Sudi kuchonga kinyago cha Ngao ili apate malipo mazuri na maisha yake kubadilika. Kuwa jina lake litashamiri na apate tuzo nyingi zaidi ya hayo apate likizo ya mwezi mzima ughaibuni. Ahadi hizi zote ni za uongo.

Zawadi. Kenga anawaletea Sudi, Boza na Kombe zawadi ya keki kuwafumba ili wamuunge mkono Majoka.

Vitisho. Wanasagamoyo wanatishwa kwa kurushiwawa vijikaratasi wahame.

Majoka anatumia polisi kuwatisha wanasagamoyo. Matokeo yake ni watu kuhofia usalama wao.

Majoka anamtishia Chopi kuwa aramwaga unga wake kwa kutomamrisha polisi kutawanya waandamanaji.

Mapendeleo. Ashua baada ya kufuzu kutoka chuo kikuu alipewa kazi katika Majoka and Majoka academy akakataa, sasa angekuwa mwalimu mkuu katika mojawapo ya shule za kifahari, viongozi hupendelea wengine kutumia njia sisizo halali.

Majoka alimpa Tunu kazi kiwandani akakataa.

Jela. Viongozi hufungia wanao apinga jela. Ashua anatiwa ndani, kuna washukiwa wengi ndani.

Polisi. Majoka anatumia polisi kutawanya waandamanahi wanaodai haki zao.

Viongozi hutumia nguvu. Majoka anadai wafadhili wa wapinzani lazima wavunje kambi zao Sagamoyo, kuwa Sagamoyo yajiweza.

Anapanga kumkomesha Tunu dhidi ya kuongoza maandamano kutumia nguvu zake kiutawala.

Kenga anamshauri Majoka atangaze maandamano ni haramu kwa mutumia nguvu kisha maafisa wa polisi watumie nguvu zaidi.

Ulaghai. Majoka anapanga kuongoza mishahara ya waalimu na wauguzi kwa aslimia kidogo kisha apandishe kodi.

Kudhibiti vyombo vya dora. Majoka anapanga kufunga vituo vya runinga sagamoyo ili abakie na vichache anavyotaka vya kutangaza habari anazotaka.

Wavamizi. Majoka anatumia wavamizi, Tunu anaumizwa mfupa wa muundi, Siti ana majeraha kutokana na uvamizi.

Ulinzi mkali. Majoka na watu wake wana ulinzi mkali. Kenga ana walinzi, Majoka analindwa na maafisa wa polisi.

Tunu na watu wake nanafurushwa wanapojaribu kukaribia soko la Chapakazi.

Kufuta kazi wasiomuunga. Majoka anamfuta kazi kingi kwa kutomtii kupiga watu risasi sokoni Chapakazi.

MATAKWA YA WANASAGAMOYO.

Soko ambalo ni tegemeo lao linafungwa. Waataka soko lao lifunguliwe na kujengwa upya pia lisafishwe.
Hawana usalama, askari wanatumiwa kuwatawanya na kuwatishia. Wanaishi kwa hofu.
Hawana uhuru wa kutangamano kwani viongozi wao wahahofia maanamano.
Haki zao zimekiukwa. Mauaji yanapangwa kwa njama za kuwaangamiza.
Wanataka kujengewa hospitali, barabara na vyoo.Waletewe nguvu za umeme.
Wanataka wapate elimu Sagamoyo na ajira kwa vijana.
Wanasagamoyo wana njaa
Walimu na wauguzi Sagamoyo wana mishahara duni.
Kuna vilio Sagamoyo, mauaji yanapangwa. Wanasagamoyo wanataka mauaji haya yakome na haki kutendwa.
Wanasagamoyo wananyanyaswa na viongozi, bei ya chakula inapandishwa ilihali wengi wa wananchi ni maskini.
Mazingira Sagamoyo ni chafu hadi kuhatarisha maisha yao. Wanataka soko kusafishwa.

WAHUSIKA

MAJOKA.

Ni kiongozi wa jimbo la Sagamoyo.

Ni katili.

Anaamuru Tunu auliwe, anavunjwa mfupa wa muundi.

Anamwambia kingi awapige watu risasi katika soko la Chapakazi.

Ni mkware.

Anapanga njama ya kumpata Ashua, anamtaka kimapenzi licha ya kuwa na mke na mtoto.

Ashua anapofika ofisini mwake, anataka kumkumbatia na kumbusu.

Mwenye hasira.

Anakasirika Ashua anapokataa asimkumbatie na kusema kuwa hasira yake imeanza kufunganya virago. (uk 20)

Mwenye majisifu.

Majoka anataka sifa, anauirahi sana Ashua anapomwita Ngao jina lake la ujana.

Anajisifu kuwa yeye pia anajua kuzaa na wala si kuzaa tu bali kuzaa na kulea. (uk22)

Mwenye dharau.

Anawadharau watoto wa Ashua kwa kuwaita vichekechea. (uk22)

Anamdharau Sudi mumewe Ashua kwa kumwita zebe.

Anamdharau Tunu kuwa ni daktari na hana kazi ya maana.

Tunu anapokataa poza ya Ngao Junior anamdharau kuwa msichana mdogo hata ubwabwa wa shingo haujamtoka.

Mpenda anasa.

Majoka anamwambia Ashua asilie bali aseme na ampendaye, astarehe kwenye kifua cha shujaa wake.(uk22)

Anataka kumpa Ashua huba ,anamwita muhibu wake.(uk21)

Mnafiki.

Anamwambia Ashua kuwa,

“…haja zako ni haja zangu, shida zako ni shida zangu na kiu yako ni kiu yangu.”

Nia yake ni kumteka Ashua kimapenzi, hana moyo wa kujali.

Anadai kuwa hapendi rafu Ashua wanapopigana na Husda ofisini huku ni yeye huzua rafu Sagamoyo kwa kupanga mauaji hadi watu kuandamana.

Mpyoro.

Anawatusi wanasagamoyo kuwa wajinga katika soko la Chapakazi.

Anamwita Sudi mumewe Ashua Zebe.

“…uliona nini kwa huyo zebe wako.” (uk24)

Mwenye kiburi.

Anajiita mwana wa shujaa kwamba ana akili ndipo kuwa mwana wa shujaa. Anasema kuwa aliitwa Ngao kwa kuwa na sifa.

Anajifananisha ma Samsoni Myaudi na shujaa Lyona wa Waswahili.

Anadai kuwa Ashua amembandika jina la kumkwaza kwa kumwita mzee.

Ni katili.

Anamfungia Ashua licha ya kumwomba msamaha kuwa ananyonyesha.

Anapanga njama za mauaji bila kujali haki za raia.

Anawafungia wanasagamoyo soko ambalo ni tegemeo lao biala kujali.

Ni dikteta.

Majoka hutoa amri, polisi watawanye waandamanaji.

Kenga anasubiri amri ya Majoka ili amkomeshe Tunu kufanya uchunguzi kuhusu kifo cha Jabali.

UMUHIMU WA MAJOKA.

Ametumika kuonyesha jinsi ambavyo viongozi hutumia mamlaka yao vibaya kunyakua ardhi ya umma, kuvunja sheria za katiba, kudhibithi vyombo vya dora, kupanga njama za mauaji, kunyanyasa maskini na kudhulumu wnawake kimapenzi.

Ni kielelezo cha viongozi katika mataifa yanayoendelea na shida zinazoyakumba kutokana na uongozi mbaya.

TUNU.

Ni mwanamke Sagamoyo ambaye anapinga maovu ya Majoka, rafikiye Sudi na mtoto wa Hashima.

Ni mwanamapinduzi.

Anaongoza maandamano Sagamoyo.

Anahutubia wanahabari kuhusu hali halisi Sagamoyo.

Anakiri kutolegeza msimamo wao hadi soko lifunguliwe.

Ni msomi.

Ana shahada ya sheria kutoka chuo kikuu.

Ni mtetezi wa haki .

Anapanga kuleta wachunguzi kutoka nje ili kuchunguza kuhusu kifo cha Jabali .

Anamwambia Majoka wazi kuwa kila mtu Sagamoyo ana haki nya kuishi.

Mwenye msimamo dhabiti.

Anakataa wazo la Majoka kumwoza kwa Ngao Junior.

Licha ya kuumizwa mguu, halegezi kamba kuwapigania wanasagamoyo.

Ni jasiri.

Haogopi yeyote, anataka kukutana na viongozi katili ili awakashifu.

Anamwambia Majoka wazi kuwa hawezi kuolewa na mhuni, kwanba wanakula watu kwa jina la ugatuzi. (uk42)

Ni mzalendo.

Tunu anapigania haki za Wanasagamoyo, anamwambia Majoka kuwa wanasagamoyo wana haki ya kuishi na kuwa ugatuzi si unyakuzi.

Mdadisi.

Anamdadisi mamake ili ajue maana ya ndoto ya Mzee Marara kumfukuza ili amnyanganye mkufu wake wa dhahabu.

Anapanga kuchunguza ajali iliyosababisha kifo cha Tunu.

Mwajibikaji.

Tunu amawajibika, anaelewa athari ya pombe, na kukataa pombe anayopewa kwa mamapima.

Mwenye usawa

Anapigania usalama wa kila mtu Sagamoyo, habagui yeyote. Hambagui mamapima anapomwomba msamaha.

UMUHIMU WAKE.

Tunu ametumika kuonyesha kuwa kuna wazalendo katika jamii ambao wamejitolea kupinga uongozi mbaya ili kuleta haki na usawa katika jamii.

Mwandishi amemtumia mhusika Tunu kuonyesha kuwa licha ya changamoto zinazomkumba mtoto wa kike, bado ana nafasi muhimu katika ujenzi wa jamii mpya, wanawake ni muhimu katika uongozi ili kuleta maendeleo.

ASHUA

Ni mkewe Sudi, mamake Pendo na Pili

Ni mwenye msimamo thabiti.

Licha ya kushawishiwa kimapenzi na Majoka, hakubaliani na kauli yake. Anashikilia msimamo wake kuwa ana mume na hataki kuvunja ndoa yake, anakataa huba kutoka kwa Majoka.

Ni jasiri.

Anamkabili Majoka kwa kupasa sauti ofisini mwake, haogopi. Anamwambia kwa ujasiri kuwa anefika kwake kuomba msaada.

Ni mnyenyekevu.

Ananyenyekea mbele ya Majoka ofisini mwake na kumwomba msamaha, anamwomba Majoka amkanye Husda asimtusi.

Ni mwenye heshima.

Anakiri kuwa anamheshimu Majoka.

Ni mwaminifu.

Ashua ni mwaminifu katika ndoa yake. Anakataa kufanya mapenzi na Majoka kwa kuhofia talaka yake.

Anathamini ndoia yake, anakataa pendekezo la Majoka kwa madai kuwa yeye ni mke wa mtu.

Ni msomi.

Ashua amesoma na ana shahada ya ualimu.

Amezinduka.

Anadai kuwa kampuni ya Majoka ni ya wahuni. Anaelewa kuwa wanasagamoyo wamenyanyaswa hivyo kujiunga na wanamapinduzi kupigania haki.

Ni mkali.

Ashua anamkabili Husda kwa ukali ofisini mwa Majoka.

Ni mwenye tamaa.

Ashua baada ya kutiwa ndani kwa Majoka, tamaa inamjaa. Anamwambia Sudi kuwa amechoka kupendwa kimaskini, tamaa ya mali inamtawala.

Asiye na subira.

Subira inamhama Ashua. Hawezi kusubiri hadi Sudi awe na uwezo wa kumtunza.

UMUHIMU WAKE.

Ametumika kuwakilisha wanawake ambao wanathamini na kuzienzi ndoa zao, wanawake waaminifu lakini kwa sabavu ya kutawaliwa na tamaa ya mali na ubinafsi, huaribu ndoa zao.

SUDI.

Ni mumewe Ashua, fundi wa kuchonga vinyago Sagamoyo ambaye anashirikiana na Tunu kupinga maovu ya Majoka.

Ni mzalendo.

Kwake taarifa za Majoka hazimfai, za kutangaza mashujaa waliopigania uhuru Sagamoyo.

Haoni maana ya uhuru huo hivyo kutomuunga mkono.

Ana jukumu la kulinda uhai, kulinda haki na kulinda uhuru.

Wanaitaji kuandika historia ya Sagamoyo upya.

Ni mwenye bidii.

Anafanya kazi ya kuchonga vinyago kwa bidii.

Ni mwenye msimamo thabiti.

Licha ya kushawishiwa na kuhaidiwa mengi na Kenga ili achonge kinyago cha Ngao, anakataa na kushikilia msimamo wake.

Ni jasiri.

Anamwambia Kenga kwa ujasiri wamemulikwa mbali. (uk12).

Haogopi kuchonga kinyago cha mwanamke.

Amezinduka.

Hali keki ya uhuru wanayoletewa na Kenga kwa madai kuwa ni makombo. Anaelewa kuwa viongozi wanawanyanyasa.

Ni mwajibikaji.

Sudi amewajibika, anajitahidi kwa udi na uvumba ili kumkidhi Ashua. Kila kitu anachokipata humletea Ashua.

Ni mwenye mapenzi ya dhati .

Sudi anampenda mkewe kwa dhati. Hufanya kila kitu ili kumkidhi.

Ni mwaminifu.

Sudi ni mwaminifu katika ndoa yake. Anampenda Ashua na anajelea kumpa talaka Ashua anapoiomba.

Ni msomi.

Sudi ana shahada, walisoma shule moja na Tunu.

UMUHIMU WAKE.

Mwandishi amemtumia mhusika Sudi kuonyesha kuwa kuna, wazalendo katika jamii ambao wamejitolea kuoigania haki ili kujenga janii mpya, watu ambao wamejitolea kupinga uongozi mbaya.

KENGA.

Ni mshauri mkuu wa Majoka.

Ni mshauri mbaya.

Anamshauri Majoka visivyo. Anamwambia atangaze kuwa maandamano ni haramu kisha aamuru maafisa wa polisi watumie nguvu zaidi.

Ni kikaragosi.

Anamuunga Majoka mkono hata kwa mambo yasiyofaa nia yake ikiwa ni kujinufaisha kutokana na uongozi wake.

Ni fisadi.

Yeye na Majoka wanadai kitu kidogo kutoka kwa wanasagamoyo.

Baada ya soko kufungwa, Majoka anamwambia kuwa kipande chake cha ardhi kipo. Anakipata kwa njia isiyo halali.

Ni mwoga.

Kenga abahofia maandamano yanayoendelea na kumshauri Majoka asiyapuuze

Ni mwenye matumaini.

Hafi moyo, anasema atarudi tena na tena ili kusema na Sudi ili achonge kinyago.

UMUHIMU WAKE.

Kenga anawakilisha washauri wabaya wa viongozi katika jamii, watu ambao nia yao ni kujinufaisha wenyewe bila kujali maslahi ya wanyonge.

Washauri ambao ni katili na hata hupanga njama za mauaji ili kuendelea jufaidi kutoka kwa viongozi. NGURUMO.

Ni kijana mpenda anasa, mfuasi wa Majoka.

Ni mlevi.

Ngurumo ni mlevi kupindukia,anajulikana Sagamoyo kutokana na ulevi wake.

Ni msaliti.

Anasaliti wanamapinduzi kwa madai kuwa Sagamoyo ni pazuri tangu soko kufungwa.

Anasaliti katiba ya nchi yake kwa kunywa pombe haramu, kinyume na sheria.

Ni mpenda anasa.

Ngurumo anapenda anasa, kwake kulewa ni starehe.

Mwenye taasubi ya kiume.

Anamdharau Tunu kwa kuwa mwanamke, anadai kuwa yeye si kitu Sagamoyo.

Anamwimbia wimbo wenye ujumbe kuwa aolewe ili asije akazeekea kwao

Ni kikaragosi.

Yeye ni mfuasi wa Majoka, anaunga uongozi wake mkono licha ya kuwa haufai.

UMUHIMI WAKE.

Mwandishi amemtumia Ngurumo kuonyesha kuwa kuna vijana ambao wamepotoshwa na anasa katika jamii na kukosa mwelekeo. Ngurumo ni kijana lakini mlevi kupindukia.

BOZA

Ni fundi wa kuchonga vinyago Sagamoyo, mumewe Asiya (mamapima)

Ni mwenye hasira.

Anamwambia Sudi kwa hasira kuwa embe lake linanuka fee. (uk1)

Ni kikaragosi.

Anatetea viongozi kuwa ni jukumu lao kusanya kodi, kuwa huku ndilo kujenga nchi na kujitegemea. (uk3)

Anafurahia wimbo wa uzalendo unaosifia uongozi wa Majoka ilhali hali ni tofauti Sagamoyo kulingana na maudhui katika wimbo huo.

Anamuunga Majoka mkono ili afaidi.

Mwenye majisifu.

Anajisifu kuwa keki ya uhuru imeokwa na mke wake mwenyewe.

Ni msaliti.

Anawasaliti wanamapinduzi kwa kuunga mkono uongozi Mbaya wa Majoka mkono.

UMUHIMU WAKE.

Boza ametumika kuonyesha watu ambao hawajazinduka katika jamii, wanaotumikizwa na viongozi na kufumbwa kwa mambo madogomadogo ili waendelee kuunga uongozi mbaya mkono.

HUSDA

Ni mkewe Majoka.

Ni mwenye tamaa ya mali.

Anaolewa na Majoka kwa sababu ya pesa na wala si mapenzi halisi

Ni mkali.

Anasema atamuua mtu anapompata Ashua na Majoka.

Mpyoro.

Anamtusi Ashua na kumwita kidudumtu na mdaku.

Mbinafsi.

Husda ana ubinafsi, anaolewa sababu ya mali ili kujinufaisha.

UMUHIMU WAKE.

Husda ni kielelezo cha wanawake wanaoongozwa na tamaa ya mali hata hata katika ndoa, wanawake wanaoolewa kwa sababu ya mali na wala si mapenzi ya kweli.

MAMAPIMA

Huyu ni Asiya mkewe poza anayeuza pombe Sagamoyo.

Ni laghai.

Anawapunja walevi.

Ni mwenye tamaa ya pesa.

Anawapunja walevi kwa sababu ya tamaa ya pesa.

Amekiuka sheria.

Anauza pombe haramu kinyume cha sheria.

UMUHIMU WAKE.

Mamapima ametumika kuonyesha watu ambao huongozwa na tamaa hadi kiwango cha kukiuka sheria.

BABU.

Ni babuye Majoka ambaye ametokea ndotoni.

Ni mshauri mwema.

Anamshauri Majoka abadili mienendo yake na asikie vilio vya wanasagamoyo na aone maovu aliyoyatenda. (uk 83)

Ni mwenye hekima.

Anathibitisha kauli kuwa maisha ni mabadiliko na maovu yana mwisho.

Anamwonya Majoka dhidi ya kuishi kwa kutojali, kuwa hasara itamwandama akataliwe na watu asiwe mtu tena.

Anampa Majoka wosia kuwa binadami ni mavumbi na atarejea mavumbini kwa hivyo asihishi kwa kuwanyanyasa wengine wala asiongozwe na tamaa maishani.

Anamshauri kuwa mkwea ngazi huteremka. (uk84).

Anamwambia Majoka atende wema daima na ataishi maisha mema iwapo atakufa, atajiandikia tarijama njema huko ahera.

UMUHIMU WA BABU.

Mwandishi amemtumia kuonya umma kuwa si vyema kutendea wengine mabaya, maana maovu yana mwisho. Wanadamu wasiishi kwa kuwanyanyasa wengine wala kuongozwa na tamaa bali watende mema daima

MBINU ZA UANDISHI.

KINAYA.

Habari zinazotolewa na mjumbe katika rununu ni za kinaya, kuwa wanasagamoyo wasirudishe maendeleo nyuma bali wafurahie ufanisi ambao umepatikana katika kipindi cha miaka tisini baada ya uhuru.

Ujumbe huu ni kinaya kwa vile Sagamoyo hakuna maendeleo wala ufanisi. Watu wana njaa na wanakosa mambo ya kimsingi kama vile maji, elimu na matakwa mengine mengi.

Boza anadai kuwa kulipa kodi ni kujenga nchi na kujitegemea. Kauli hii ni kinaya kwa vile kodi wanayolipa wanasagamoyo haitumiki kujenga nchi kwa vyovyote vile.

Sudi anasema kuwa katika kipindi cha mwezi mzima wa uhuru wale mali walizochuna kwa miaka sitini. Ni kinaya kwa kuwa hakuna walichovuna, viongozi hujilimbikizia mali.

Boza anamwambia Sudi kuwa wanatia doa kwa kila jambo nzuri. Ni kinaya kwa vile hakuna mambo mazuri ambayo Majoka amefanya Sagamoyo. (uk5)

Wanasagamoyo kusheherekea miaka sitini ya uhuru ni kinaya kwani hakuna cha muhimu kusheherekewa, hakuna maendeleo Sagamoyo.

Boza anadai kuwa kinyago chake chapendeza na kufanana na shujaa Marara Bin Ngao, ni kinaya kwani kinyago hicho hakifanani na shujaa huyo.

Mzee Majoka kudai kuwa anamheshimu sudi ni kinaya. Majoka hana heshima kwa raia wake, nia yake ni kutaka Sudi amchongee kinyago. (uk13)

Kenga kumwambia Sudi kuwa ipo siku atamtafuta mzee Majoka ni kinaya kwani Sudi hana haja naye.

Majoka kudai kuwa takataka za soko zitaaribu sifa nzuri za jimbo la Sagamoyo ni kinaya kwa vile hakuna sifa nzuri Sagamoyo. Viongozi wanaendeleza maovu na hata kupanga mauaji.

Kauli ya Husda kuwa Ashua ni kimada wa Majoka ni kinaya kwa vile Ashua hana nia yoyote na Majoka. Amefika kwake kuomba msaada.

Ni kinaya kwa polisi Sagamoyo kutawanya waandamanaji. Polisi wanapaswa kulinda na kutetea haki za wananchi.

Majoka kusema kuwa Sagamoyo wanajiweza ni kinaya. Watu wana matakwa mengi, ni maskini, wana njaa na hata kupata ufadhili kitoka nje kwa miradi isiyo muhimu.

Ni kinaya Kenga anapomwambia Majoka aache moyo wa huruma, kwa sababu Majoka hana hata chembe cha huruma. Anapanga mauaji na kunyanyasa raia.

Majoka anaposema kuwa juhudi za Tunu kuandaa migomo hazitamfikisha mahali ni kinaya kwa vile Tunu wanafanikiwa katika maandamano yao na hata kuungwa mkono na wengi.

Ni kinaya kwa Ashua kumwambia Sudi kuwa ni kosa lake kutiwa ndani. Kosa ni la Majoka na njama yake ya kutaka kuchongewa kinyago.

Ashua anasema kuwa katika jela kuna amani na amechoshwa na Sudi. Ni kinaya kwani Ashua anapata maumivu akiwa jelani.

Uvumi unaoenea kuwa Sudi na Ashua ndio wanaowinda roho ya Tunu ni kinaya kwani wote hawa ni wanamapinduzi wanaopigania haki Sagamoyo.

Madai ya Ngurumo ni kinaya kuwa tangu soko kufungwa Sagamoyo ni pazuri mno. Eti mauzo ni maradufu ilihali watu hawana mahali pa kuuzia bidhaa zao, kifungwa kwa soko kunawaangaisha raia hata zaidi.

Ngurumo kusema kuwa pombe ni starehe ni kinaya kwani watu wanaangamia kutokana na pombe, wengine kuwa vipofu.

Watu wengi wanatarajiwa kufika katika uwanja wa ikulu ya Majoka kusherehekea uhuru siku ya sherehe lakini ni kinaya kwa kuwa ni watu kumi tu ambao wanafika.

JAZANDA.

Kinyago cha shujaa anachochonga Sudi kwamba shujaa huyo ni mkubwa kuliko jina lake na urembo wa shujaa huyo ni bora zaidi. Shujaa anayerejelewa hapa ni Tunu, yale ambayo anatendea Sagamoyo ni makuu kuliko jina lake, kutetea haki za wanyonge. (uk10)

Husda anamwambia Ashua kuwa hawezi kumtoa bonge kinywani hivi hivi. Bonge ni Majoka bwanake Husda kuwa Ashua hawezi kumnyanganya bwana.

Husda kumwita Majoka pwagu, pwagu ni mwizi na Majoka amewaibia wanasagamoyo; ananyakua ardhi, anaiba kodi na kuwalaghai wanasagamoyo. (uk27)

Husda anamwambia Ashua kuwa ameshindwa kufuga kuku na kanga hatamweza. Kuku ni mumewe Sudi, na Kanga ni Majoka, kwamba Ashua ameshindwa kumtunza Sudi na Majoka hampati. (uk28)

Tunu kuwekewa vidhibitimwendo ni kukomeshwa au kuwekewa vikwazo ili afe moyo kutetea haki za wanasagamoyo.

Majoka anasema kuwa hatatumia bomu kuulia mbu. Anamrejelea Tunu kuwa mbu kunaanisha hatatumia nguvu nyingi kumwangamiza. (uk35)

Majoka anasema ili kuongoza Sagamoyo ni lazima uwe na ngozi ngumu, kumaanisha ni lazima uwe mkali na mwenye nguvu.

Jukwaa kupakwa rangi kwa ajili ya sherehe ya uhuru ni kufunika uozo ulio Sagamoyo.

Majoka anaposema salamu zinamgoja Sudi kwake, salamu ni Ashua mkewe aliye ndani ya jela.

Majoka anamshauri Sudi anawe mikono iwapo anataka kula na watu wazima. Kunawa mikono ni kukubali kuchonga kinyago ndiposa Ashua mkewe aachiliwe.

Chopi anamwambia Sudi iwapo shamba limemshinda kulima aseme. Shamba anarejelea Ashua kuwa iwapo Ashua amemshinda kutunza, aseme atunziwe na Majoka.

Siafu huwa wengi na si rahisi kuwamaliza. Siafu ni wanasagamoyo ambao ni wengi kuliko Majoka na si rahisi kuwashnda. Hatimaye raia wanamshinda Majoka. (uk52)

Tunu anasema kuwa moto umewaka na utateketea wasipouzima. Moto ni harakati za mapinduzi Sagamoyo .Kuteketea nice kumng`oa Majoka mamlakani.

Hashima anamwonya Tunu asijipeleke kwenye pango la joka.Pango la joka anarejelea majoka na watu wake ambao ni kati na wauaji.

Majoka anadai lazima mtu mmoja atolewe kafara ili watu wajue kuwa kuna usalama Sagamoyo. Chatu anamrejelea Sudi au Tunu ambao ni tishio kwa uongozi wake na kuwatoa kafara ni kuua mmoja wao ili kukomesha maandamano.

Majoka anaposema yupo kwenye chombo cha safari ya jongomeo anamaanisha kuwa mwisho wake uko karibu kuondolewa mamlakani.

Kinyago cha mke mrembo shujaa anachochonga Sudi kinaashiria Tunu ambaye ni shujaa wa kweli Sagamoyo

Husda anafananishwa na chui anayeishi ndani ya ngozi ya kondoo kuashiria kuwa yeye ni mnafiki. Hana mapenzi ya kweli kwa Majoka ila aliolewa naye kwa sababu ya mali.

Jazanda ya marubani ambao hawaendesha vyombo vyao vizuri ni viongozi ambao hawaingozi kwa haki. wamejawa na ulaghai na tamaa. (uk80)

Babu anamwambia Majoka kuwa hawezi kuelewa mambo kwa vile hajapambua ngozi yake ya zamani. Majoka anapaswa kubadili mienendo yake mbaya.

Chombo anachopanda Majoka kinaenda kinyume badala ya kwenda mbele, Majoka hajafanya maendeleo Sagamoyo kwa sababu ya ufisadi na tamaa. (uk81)

Kisima kuingiwa na paka maji hayanyweki tena. Sagamoyo ni dhiki tele, hakukaliki kwa kuwa na shida nyingi; soko kufungwa, mauaji kutekelezwa na unyakuzi.

SADFA.

Majoka akiwa ofisini mwake, Ashua anaingia bila kutarajiwa.

Ashua akiwa na Majoka ofisini, Husda anaingia bila kutarajiwa, Ashua anamaka na kubakia kinywa wazi.

Majoka anaposoma gazeti anaona maoni kuwa Tunu awanie uongozi Sagamoyo, hakutarajia kuyaona maoni hayo gazetini.

Chopi wanapozungumza na Majoka Mwango anafika na habari kuwa Majoka ana wageni, Tunu na Sudi ambao hakutarajia.

Majoka anapongojea Husda katika hoteli ya kifahari Sagamoyo, Kenga anafika na habari kuwa mipango haikwenda walivyopanga, kuwa Tunu bado yupo, hakuvunjwa miguu, Majoka hatarajii Tunu kuwa mzima.

Ni sadfa kwa kifo cha Ngao Junior kutokea sawia na kifo cha Ngurumo.

Majoka anazirai siku kabla ya sherehe ya uhuru, anapopata habari kuhusu kifo cha Ngao Junior.

Inasadafu kuwa siku ya sherehe ndio waandamanaji wanakuwa na mkutano katika soko la chapajazi wakati ambapo wanatarajiwa juhudhuria sherehe.

WIMBO.

WIMBO WA UZALENDO.

Wimbo huu unaimbwa katika kituo cha habari cha wazalendo, ni wimbo unaosifu Sagamoyo na kiongozi wake kuwa;

Sagamoyo ni jimbo tukufu, wanamtukuza Ngao kuwa kiongozi shupavu.

Maudhui katika wimbo huu ni kinaya kwa vile Majoka sio kiongozi shupavu, uongozi wake una dosari. (uk5)

WIMBO WA HASHIMA.

Anaimba wimbo huu akiwa nyumbani kwake. Wimbo huu unaashiria kuwa mambo hubadilika, kila siku wasema heri yalipita jana. (uk51)

WIMBO WA MAMAPIMA.

Ni wimbo wa kishairi unaorejela Sudi na Tunu. Mamapima anawashauri wajipe raha kwa kujiunga nao katika ulevi. (uk60)

WIMBO WA NGURUMO.

Ngurumo anaimba wimbo kwa mamapima akimrejelea Tunu. Ni wimbo wa kumsuta Tunu kwa kuwa yeye ni mwanamke anapaswa kuolewa.

WIMBO WA UMATI.

Umati unaimba wimbo katika lango la soko la chapakazi. Watu wanaimba kuwa yote yanawezekana bila Majoka. Wimbo huu unasifia juhudi za Tunu kuikomboa Sagamoyo na kuleta uhuru halisi.

WIMBO WA ASHUA.

Ashua anaimba kuwa soko lafunguliwa bila chopi kumaanishwa vikaragosi hawana nguvu dhidhi ya wanamapinduzi. (uk92)

USHAIRI.

Majoka anatunia ushairi kupitisha ujumbe wake kuwa Ashua anamuumiza Majoka moyoni kimapenzi. Kuwa anamkondesha na kumkosesha raha kwa kumkataa. Ashua kumkimbia alimwachia aibu Majoka na penzi lake kwa Ashua linamsongoa. (uk76)

Ushairi wa babu, anamshauri Majoka abadili mienendo yake, asikie vilio vya wanasagamoyo ,aone maovu anayoyatenda, ahisi dhiki zinazowakumba wanasagamoyo.

Anamshauri kuwa maisha ni njia mbili: mema na maovu na kuwa maovu yana mwisho.

NDOTO.

Tunu anaota ndoto kuwa anafukuzwa na mzee Marara akitaka mkufu wake wa dhababu.

Mzee marara kumfukuza Tunu ni ishara kumkomesha asiwe kiongozi Sagamoyo (kumnyanganya mkufu), mkufu wa dhahabu ni ishara ya uongozi. (uk53)

Majoka anasema na babu katika ndoto. Babu anamshauri Majoka abadili mienendo yake na asikie vilio vya wanasagamoyo.

Babu anamwonya Majoka dhidi ya kuishi kwa kutojali na kumwambia Majoka atende mema.

TAHARUKI.

Kombe na Boza wanaagizwa wachonge vinyago, je wanavichonga?

Majoka anampenda sana Ashua, anampata? kama hakumpata, alifanya nini?

Ashua anaomba talaka yake akiwa jela, je anapewa?

Kuna wafungwa ambao wamefungiwa, walifanya kisa gani? je wanaachiliwa? iwapo hawakuachiliwa, hatima yao ilikuwa ipi?

Wageni wanatarajiwa Sagamoyo siku ya uhuru. Je wanafika?

Mpango wa Majoka kumsafirisha Chopi kwa kushindwa kumvunja Tunu mguu, je anasafirishwa? iwapo anasafirishwa, anachukuliwa wapi na kufanyiwa nini?

Anwani ya tamthilia, kigogo ni nani? anafanya nini na wapi?

Kuna taharuki kuhusu kifo cha Ngao Junior. Ni kipi kinasababisha kifo chake? Majoka na Husda wanafanya nini? ni nani atakuwa mrithi wa Majojka katika siasa?

Hoteli la kifahari Majoka analotaka kulijenga baada ya kufunga soko, je anafaulu kulijenga?

Majoka anaagiza Ngurumo azikwe kabla ya jua kutua, je anazikwa? watu wanasema nini kuhusu kifo chake.

MBINU REJESHI/KISENGERE NYUMA.

Majoka anakumbuka hadithi kuwa binadamu siku zote humwauni kuku na kumhini kunguru. (uk22)

Majoka anarejelea siku Ashua alipokataa pete yake ya uchumba kuwa hiyo ndiyo siku aliyojikosea heshima na sasa hangekuwa ombaomba.

Majoka anarejelea kisa cha kifo cha Jabali na wafuasi wake, jinsi walivyopanga njama na kumwangamiza.

Ashua anakumbuka mengi Sudi aliyomwahidi siku zao za kwanza za mapenzi.

Tukio la Mzee Marara kumfukuza Tunu ndotoni ni la zamani, la utotoni.

Hashima anakumbuka jinsi alivyoathirika na marehemu mume wake, Marara na watu wake waliwatendea ukatili.

Sudi akiwa kwa mamapima anakumbuka mashujaa waliofungwa wakati wa ukoloni. Mashujaa hao waliangaisha wakoloni na hata wengine wakaenda jongomeo. (uk59).

KIANGAZAMBELE.

Maoni gazetini kuwa Tunu awanie uongozi Sagamoyo, baadaye Tunu anakuwa kiongozi baada ya kumpindua Majoka.

Majoka anahofia kuwa maandamano yatatia doa sherehe za uhuru, siku ya sherehe, watu hawahudhurii.

Majoka anahofia kuwa waandamanaji watafika ofisini wammalize. Mwishowe wanammaliza wanapomtoa mamlakani.

TAMATHALI ZA USEMI.

METHALI.

Fuata nyuki ule asali (ukitaka kula asali kaa na nyuki) (uk7).

Methali hii imetumika kuonyesha kuwa ukitaka kupata kitu, kaa na walionacho.

Asiya na Ngurumo walimwandama Bi. Husda hadi wakapata kandarasi ya kuoka keki.

Chelewa chelewa utapata mwana si wako.

Boza, Kombe na, Sudi wasichelewe kuchonga vinyago ili wafaidi, na majina yao yajulikane nje.(uk9)

Mbio za sakafuni, huishia ukingoni.

Kenga anatumia methali hii kurejelea kuwa harakati za Tunu kuleta mabadiliko Sagamoyo hayatafanikiwa. Kauli hii ni kinaya, (uk12).

Udongo haubishani na mfinyanzi.

Wenye nguvu hawabishani na wanyonge. Boza anatumua methali hii kumwonya Sudi asibishane na Majoka anapodai kuwa keki wanayoletewa ni makombo. (uk13)

Aketiye na cha upele, haishi kujikuna.

Sudi anatumia methali hii kurejelea Kombe anapomuunga mkono na kusema mambo yamekwenda kombo Sagamoyo. (uk15)

Simba hageuki paka kwa kukatwa makucha.

Kuwa Majoka alikosa fursa ya kumwoa Ashua haimanishi hana uwezo wa kumfanyia lolote. (uk21)

Kuvuja kwa pakacha ni nafuu kwa mchukuzi.

Kuvunjika kwa ndoa ya Ashua au Ashua kutalikiwa itakuwa heri kwa Majoka ili ampate Ashua

Heri kufuga mbuzi, binadamu wana maudhi.

Majoka anatumia methali hii Ashua anapokataa ombi lake. (uk26)

Kila mwamba ngoma, ngozi huivuta kwake.

Kenga anarejelea wafadhili wa gazeti kuwa walimtetea Tunu na habari kumhusu zimetiwa chuvi. Waandishi wa gazeti ni wafadhili wa Tunu. (uk33)

Dalili ya mvua ni mawingu.

Tunu huenda akaongoza Sagamoyo.(uk34)

Ukitaka kuwafurusha ndege, kata mti.

Kenga anamrejelea Jabali, kuwa ukitaka kuwaangamiza maadui ua kiongozi wao. Jabali alikufa na wafuasi wake kumfuata ahera. (uk35)

Udongo uwahi ungali mbichi.

Wangemkomesha Tunu kabla ya kupata umaarufu.

Asante ya punda ni mateke.

Majoka anamrejelea Tunu kwa kumpinga baada ya kugharamia masomo yake baada ya kifo cha babake.

Maji ukiyavulia nguo yakoge.

Majoka amekubali kuhukumiwa na kujibu mashtaka kwa kutowajibika kwake na kusaliti nchi yake. (uk79)

MASWALI BALAGHA.

Hiyo rununu hitulii mfukoni, yakuuma? (uk1)

Kwani umeota pua ya pili? (uk1)

Kwani u mjamzito? (uk1)

Kwa nini washerehekee mwezi mzima? (uk5)

Eeh! viini ni nini? (uk16

Hujayaacha hayo?

Siwezi nini? (uk21)

umenizidi kwa nini?

*kuna mifano zaidi.

KUCHANGANYA NDIMI.

look at the bigger future man (uk18)

Its for our good

what? (uk35)

But one stone is enough (uk36)

Live coverage. (uk38)

Over my dead body (uk45)

Ni afadjali iwe one touch (uk68)

Chopi, time is money. Humjui Asiya (uk71)

*mifano zaidi.

NIDAA.

Linanuka fee! (uk1)

Enhe! (uk19)

Kisa na maana ni wewe! (uk26)

Chunga ulimi wako! (uk27)

Na wewe! (uk27

TAKIRIRI.

Siwezi suwezi, mimi siwezi.

Kila kitu ni Tunu,Tunu,Tunu,Tunu (uk48)

TASHBIHI.

Ashua angeishi kama malkia.

Husda hataki jua lifanye ngozi yake ngumu kama ya mamba (uk67)

Pengime Tunu atambae kama nyoka. (uk69)

Siku hizi wake hawashikiki, ni kama masikio ya syngura. (uk76)

Kuishi kulivyo ni kama mshumaa. (uk80)

MASWALI.

A) Maswali ya insha.

1) Jadili jinsi maudhui ya uzalendo yamejitokeza katika tamthilia ya Kigogo. (al 20)

2) “Mwandishi wa tamthilia ya kigogo anadhamiria kujenga jamii mpya” Thibitisha ukweli wa kauli hii. (al 20).

3) “Maandamano na migomo ni tatizo sugu katika mataifa yanayoendeleaa.” Kwa kurejelea tamthilia ya kigogo, eleza chanzo na athari za maandamano na migomo. (al20)

4 )Jadili ufaafu wa anwani “kigogo” katika tamthilia ya kigogo. (al 20)

5) “Mataifa mengi ya Afrika yamekumbwa na tatizo la uongozi mbaya.” Thibitisha ukweli wa kauli hii kwa kurejelea tamthilia ya kigogo. (al 20)

6) “Katika jamii ya kisasa, asasi ya ndoa imo atharini.” Kwa kutoa mifano katika tamthilia ya kigogo, tetea ukweli wa kauli hii. (al 20)

7) Jadili jinsi mwandishi wa tamthilia ya kigogo alivyofaulu kutumia mbinu ya kinaya katika kazi yake. (al 20)

8) “Majoka ni mfano halisi wa viongozi katika mataifa mengi ya Afrika.” Thibitisha kauli hii. (al20)

9) Eleza umuhimu wa mhusika Tunu katika tamthilia ya Kigogo. (al 20)

10) Fafanua mbinu anazotumia Majoka kuongoza Sagamoyo. (al 20)

11) “Wananchi katika mataifa ya Afrika hukumbwa na matatizo si haba.” Thibitisha kauli hii kwa kutolea mifano kutoka tamthilia ya kigogo. (al 20)

12) Jadili nafasi ya mwanamke katika jamii kwa kurejelea tamthilia ya kigogo. (al 20)

13) Vifo/mauaji ni suala ambalo mwandishi wa tamthilia ya kigoo ameangazia. Eleza chanzo cha vifo/mauaji haya. (al 14)

b) eleza umuhimu wa mhusika babu katika tamthilia ya kigogo. (al 6)

B) Maswali ya dondoo.

14) “…mmemulikwa mbali.”

a) eleza muktadha wa dondoo hili. (al 4)

b)Taja na ueleze sifa mbili za msemaji wa maneno haya. (al 4)

c) kulingana na dindoo hili, ni nani na nani wamemulikwa? (al 2)

d)Fafanua mambo ambayo warejelewa waliyafanya ambayo yamemlikwa Sagamoyo.

(al 10)

15) “…kulinda uhai, kulinda haki, kulinda uhuru…”

a)Weka dondoo hili katika muktadha,wake. (al 4)

b)Taja na ufafanue maudhui mawili yanayojitokeza katika dondoo hili. (al 4)

c)Msemaji wa maneno haya alifanikiwa kulinda uhai, kulinda haki, kulinda uhuru. Thibitisha kwa kurejelea tamthilia nzima. (al 12)

16) ” Sitaki kazi ya uchafu hapa Sagamoyo.”

a) Eleza muktadha wa dondoo hili. (al 4)
b) Taja na ueleze maudhui mawili yanayojitokeza katika dobdoo hili. (al 4)

c)Sagamoyo kuna uchafu.Thibitisha kwa kurejekea tamthilia nzima. (al 12)

17) “…wa kujichunga ni wewe pwaguzi.”

a) Eleza muktadha wa dondoo hili.(al 4)

b)Eleza sifa ya msemewa kutokana na dondoo hili (al 2)

c)Taja tamathali ya usemi iliyotumika katika dondoo hili. (al 2)

d) Kwa kurejelea tamthilia nzima, thibitisha kuwa msemewa wa maneno haya alikuwa pwagu Sagamoyo. (al 12)

18) “Siafu huwa wengi na si rahisi kuwamaliza.”

a)Eleza muktadha wa dondoo hili.(al 4)

b)Eleza mbinu ya uandishi iliyotumika katika dondoo hili.(al 2)

c) Ni maudhui yepi yanayojitokeza katika dondoo hili? (al 2)
d) Thibitisha ukweli wa kauli kuwa siafu ni wengi, na si rahisi kuwamaliza kwa kurejelea tamthilia nzima. (al 12)

19) “Kimba ni kimba tu.”

a)weka dondoo hili katika muktadha wake. (al 4)

b)Taja sifa mbili za msemaji kulingana na dondoo hili.(al2)

c) Kwa kutolea mifamo mwafaka, fafanua mambo yaliyosababisha kuwepo kimba Sagamoyo. ((al 14)

20) “Kuishi kwa kutojali ni muhali.”

a)Eleza muktadha wa dondoo hili (al 4)

b)Fafanua sifa mbili za msemaji wa maneno haya. (al2)

c) Msemewa wa maneno haya aliishi kwa mutojali. Thibithisha kwa kurejelea tamthilia nzima. (al 8)

d )Ni vipi kutojali kwa msemewa hapo juu kulikuwa muhali Sagamoyo? (ak 6)

KNEC News Portal

KCSE 2021/2022 Exams Leakages, Cheating- Latest News

October 5, 2025 Maverick John Leave a comment

Education Principal Secretary Dr. Julius Jwan has reiterated that exam managers involved in any form of irregularity will face legal measures.

Speaking when he witnessed the opening of the seven-day exam at the Narok County commissioner’s office premises Tuesday, Jwan said the few cases of exam cheating reported arose from the second examination where exam photos were taken and posted to candidates in different parts of the country.

“The exam is in the hands of the center manager and security officials. Sometimes the center manager opens the second paper and takes a photo. If you take the photo of the exam we will be able to identify where the photo was taken,” he said.

Dr. Jwan warned that their systems are able to show the origin of the photo and can trace all the points the photo was sent.

“We had a case in a school in Mbooni area, where the exam manager took a photo of the second exam and sent it to someone in Bomet County and later sent to Baringo County. We were able to follow up and trace all the culprits who will face legal action,” he said.

The PS however reiterated that so far cases of cheating were very few compared to other years saying they were determined to complete the process successfully.

“This is our best year, but as always the case, there are few individuals who for one reason or another are determined to mess up the future of our children. But we are able to trace them and apprehend them,” he said.

The PS reiterated that the process put in place to open the examination was too tight and once tampered with, it cannot be resealed.

“The time between the two papers is very short and can make the candidate go blank if exposed to the paper 30 minutes before he or she sits for the papers,” he said.

Narok County Commissioner Isaac Masinde said the exam was going on smoothly in the county and that all their 10, 895 candidates were sitting for the exam.

TSC News Portal

New TSC Salary Scales for Deputy Principal 3, Senior Master 2, Head Teacher and Senior Lecturer 2 in the 2023/2024 CBA

October 5, 2025 Maverick John Leave a comment

New TSC Salary Scales for Deputy Principal 3, Senior Master 2, Head Teacher and Senior Lecturer 2 in the 2023/2024 CBA

TSC: IMPLEMENTATION OF PHASE 1 OF THE THIRD REMUNERATION CYCLE FOR TEACHERS

Introduction

On 28^th August, 2023, the Teachers Service Commission signed an addendum Agreement to the 2021-2025 Collective Bargaining Agreements (CBA) with the Kenya National Union of Teachers (KNUT), Kenya Union of Post Primary Education Teachers (KUPPET) and Kenya Union of Special Needs Education Teachers (KUSNET).

The agreement has reviewed the remuneration payable to teachers which will be implemented in two (2) phases with effect from 1^st July 2023. The second phase will be implemented on 1^st July 2024 for the teachers who will be in service at the material time.

2. Application

This Circular shall apply to all teachers employed by the Commission and are in service as at 1^st July, 2023.

3. Incremental Dates

Teachers converting into the new salary scales will retain their current incremental dates. However, where the incremental date falls on 1^st July, 2023 teachers will be granted their annual increment on the existing salary scales then convert to the new salary points with effect from the same date.

4. Annual Salary Increment

Annual salary increment for all teachers will continue to apply as provided for in the Code of Regulations for Teachers (2015).

5. Grading & Salary Structure

The Grading structure and designations will continue to apply as set out in Table 1 while the new salary structure and Conversion Tables after the review are as set out in Tables 2-12 attached to this Circular.

6. Allowances

House allowance rates are categorized in four (4) clusters namely:

Cluster 1: Nairobi City
Cluster 2: Mombasa, Kisumu and Nakuru Cities, Nyeri, Eldoret, Thika, Kisii, Malindi and Kitale
Cluster 3: Other former
Cluster 4: All other

The House allowance rates for Clusters 1, 2 and 3 have been retained. However, Cluster 4 rates have been reviewed to be implemented in two phases. The first phase has been factored in the August payroll with arrears backdated to 1/7/2023. The second phase will be paid on 1/7/2024. The house allowance rates are indicated in Appendix A. All other Allowances shall continue to be paid where applicable, as set out in Appendix B.

SENIOR MASTER II, DEPUTY PRINCIPALS III/ SENIOR HEADTEACHER/SENIOR LECTURER II SALARY STRUCTURE AND CONVERSION TABLES

TABLE 6: CONVERSION OF SENIOR MASTER II, DEPUTY PRINCIPALS III/ SENIOR HEADTEACHER/SENIOR LECTURER II
GRADE D1 – T SCALE 11
BASIC SALARY AS AT 30.06.2023			BASIC SALARY W.E.F 01.07.2023
SALARY POINTS	SALARY	ALLOWANCE GRADE	SALARY POINTS	SALARY	ALLOWANCE GRADE
1	77,840	D1	1	78,625	D1
	NEW		2	81,128	D1
	NEW		3	83,755	D1
2	85,269	D1	4	86,458	D1
3	87,900	D1	5	89,240	D1
4	89,748	D1	6	92,119	D1
5	90,612	D1
6	91,041	D1
7	93,408	D1	7	95,101	D1

Breaking Education News

Full list of Deployed/ Promoted Principals

October 5, 2025 Maverick John Leave a comment

The Ministry of education has released a list of 53 new Principals. Some of the new Principals have been promoted while the rest were transferred from their respective stations.

LIST OF DEPLOYED PRINCIPALS

Below is the full list of deployed Technical Colleges Principals;

NAME	CURRENT DEPLOYMENT/GRADE	CURRENT STATION	DEPLOYMENT/ INSTITUTION TRANSFERRED TO
Dr Edwin Tarno	Principal	Rift Valley TTI	KTTC Principal
John O. Odhiambo	Principal citizennewsline.co.ke	Siaya Institute	Kabete National Polytechnic Principal
Rukaria Stephen Ndegwa	Deputy Principal	Meru National Polytechnic	Meru National Polytechnic Principal
Hassan Mohammed Noor	Principal	Nyandarua TTI	North Eastern National Polytechnic Principal
David M. Mwangi	Principal	Mukiria TTI	Kisii National Polytechnic Principal
Mrs. Catherine Kelonye	Acting Principal	Sigalagala National Polytechnic	Kisumu National Polytechnic Principal
Anne Mbogo	Principal	Kiirua TTI	kenya Coast national Polytechnic Principal
Evans Omwenga Bosire	Principal	Keroka TTI	Sigalagala National Polytechnic Principal
Felix Mungatu	Principal	Wote TTI	Nyandarua TTI Principal
Omwoyo Hilda Joyce Shikaru	Principal	KTTTC	P.C Kinyanjui Principal
Sammy Waititu	Principal	P.C Kinyanjui	Kiambu Institute of Science and Technology Principal
Michael Gaitho Njungu	Principal	Kiambu Institute	Mathenge TTI Principal
Hannah Mburu	Principal	Mathenge TTI	Thika TTI Principal
Dr. Chukwu Rosebella Cheptoo	Principal	Kiptargo TVC	Ollessos TTI Principals
Josphat Kipkemboi	Principal	Ollessos TTI	Baringo TTI Principal
Samira Abdallah Soud	Deputy Principal	A.S Mwidani	Likoni TVC Principal
Edward Lewa	Principal	Lokoni TVC	Weru TVC Principal
Cheruiyot Sammy Chirchir	Principal	Thika TTI	Keroka TTI Principal
Bwambok Isaac Kimutai	Principal	baringo TTI	RVTTI Prncipal
Onywoki Daniel Nyariki	Principal	Kisii National Polytechnic	Gitwebe TTI Principal
Mossop Sally Lukuyu	Deputy Principal	Kitale National Polytechnic	Aldai TTI Principal
Kalola Joshua Munywoki	Principal	North Eastern National Polytechnic	J.J Nyaga principal
Loice Kutoh	Principal	Aldai TTI	Sangalo Institute Principal
Martin L. Wekesa	Deputy Principal	Sangalo Institute	Cherenganyi TVC Principal
Charles Ndiege Akach	Principal	Kebete National Polytechnic	Kaimosi Friends Colege Principal
Kivutih Simon Charles	Principal	J.J Nyaga TTI	Ndia TVC Principal
Chanzu Zedekiah Lomolo	Principal	Kisumu National Polytechnic	Butere TTI Principal
Muthoka Mary Mwende	Principal	Kenya Coast National Polytechnic	Wote TTI Principal
Clerkson Newton Barasa	Principal	FCK	Narok South TVC Principal
Rukunja Geoffrey Mucee Chabari	Principal	Meru National Polytechnic	Mitunguu TTI Principal
Carolyne k. Muguna	Principal	Mitunguu TTI	Mukiira TTI Principal
Latichia Mutiira Ndige	Principal	Muraga TTI	Kiirua TVC Principal
Dinah Obonyo	Deputy Principal	Nairobi Technical	Limuru TVC Principal
Chege James Karanja	Deputy Principal	Rift Valley TTI	Kipipiri TVC Principal
Abongo Boaz Ojwang	Deputy Principal	Sangalo Institute	Mumias TVC Principal
F.P Kipchirchir	Principal	Tinderet TVC	Elburgon TVC Principal
Kiplagat david Busienei	Deputy Principal	Kipsoen TVC	Emurua Dikir TVC Principal
Wambulwa Fredrick Khisa	Registrar	Matili TTI	Loima TVC Principal
Wainaina Francis Mbugua	Head of Department	North Eastern Polytechnic	Ijara TVC Principal
Cheruiyot Stephen Kipyegon	Head of Department liberal Studies	Eldoret National Polytechnic	Turkana TVC Principal
Wilfred Owala	Deputy Principal	Kisumu National Polytechnic	Awendo TVC principal
Kyuli carritone Kavita	Deputy Principal	Katine TTI	Mwala TVC Principal
Muindu Justine Kanini	Deputy Principal	Wote TTI	kibwezi West TVC Principal
Kagai E. gateru	Deputy Principal	Coast Institute of Technology	Lamu East TVC Principal
David Murungah	Deputy Principal	Taita Taveta TVC	Taita Taveta TVC Principal
Evealyne Chepkorir Siele	Deputy Principal	RVST	Emgwen TVC Principal
Joseph Kimei	Deputy Principal	Ziwa TTI	Turkana East TVC Principal
Florence Wakaba	Deputy Principal	Kabete National Polytechnic	Kinangop TVC Principal
Ann W.K Wahome	Deputy Principal	Meru National Polytechnic	Muraga TVC Principal
Tiony Abdi Kirwa	Deputy Principal	Sot TTI	Tinderet TTI Principal
Stalin Otieno Olwenge	Deputy Principal	Sikri TTD	Mabera TTI Principal
Daniel Otieno Randa	Principal	Sikri TTD	Siaya institute Principal
Evans Omondi Wilberforce Oyoo	Principal	Mabera TVC	Sikri TDB Principal

TSC News Portal

TSC to train teachers on how to use the new appraisal system, TPAD 2

October 5, 2025 Maverick John Leave a comment

The Teachers Service Commission, TSC, is lining up training for selected teachers on how to use the new Teacher Performance Appraisal and Development, TPAD, system. This is in a bid to enable the teachers capture their details correctly on the new and advanced appraisal system; TPAD 2.

In a memo sent to all Regional and County Directors and dated 4th November, 2019, the Commission requires schools to front two names of teachers to the training.
“The Commission is required to facilitate Teacher Professional Development by building the capacity of all teachers. The Commission have trained all CSOs, County ICT officers and Sub County Directors and yourselves on TPAD System. It is therefore expected that you will cascade this to reach all teachers as a part of the process to sustain and institutionalize the gains so far achieved through TPAD process,” reads the memo; in part.

“In this regards, you are required to identify and submit to Director QAS (Quality Assurance and Standards) at least two (2) names of teachers TPAD champion for each of Public primary and secondary schools, teacher training colleges (TTC) and Special Needs Education institutions,” adds the memo.

The TPAD champions to be nominated for training include:

two teachers per primary school;
two teachers per secondary school;
two teachers per TTC and
two SNE teachers per sub county.

Once trained, this group of teachers will then help disseminate the knowledge to their colleagues at school level.

Here are links to the most important news portals:

New TPAD System.

On the new system, the Commission says it has reduced the number of teaching standards to be appraised for teachers from the previous seven to five.
To enhance implementation, the Commission has customized the TPAD tools targeting teachers serving in primary, secondary, special needs institutions and post secondary institutions, where, while the teaching standards are the same for all categories of teachers, performance indicators and verifiable evidence have been customized for various institutions.

To access the new TPAD system here is the link to use; https://tpad2.tsc.go.ke/. You will be expected to insert your ID No.

Click on “create account”. You will get an sms code on your phone.

Important Links For You, Click below:

KUCCPS News Portal

Cherangany KUCCPS Courses, Fees, Requirements, Duration & How To Apply

October 5, 2025 Maverick John Leave a comment

CHERANGANY TECHNICAL AND VOCATIONAL COLLEGE

PROGRAMMES ON OFFER

#	PROGRAMME CODE	PROGRAMME NAME	INSTITUTION TYPE	YEAR 1 – PROGRAMME COST	2022 CUTOFF	2021 CUTOFF	2020 CUTOFF
1	4265557	DIPLOMA IN FASHION DESIGN & CLOTHING TECHNOLOGY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
2	4265601	DIPLOMA IN ACCOUNTANCY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
3	4265722	DIPLOMA IN GENERAL AGRICULTURE	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
4	4265745	CERTIFICATE IN ACCOUNTANCY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
5	4265746	DIPLOMA IN IN SUPPLY CHAIN MANAGEMENT	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
6	4265758	DIPLOMA IN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
7	4265773	CERTIFICATE IN BUILDING AND CONSTRUCTION TECHNOLOGY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
8	4265798	CERTIFICATE IN INFORMATION COMMUNICATION TECHNOLOGY (ICT)	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
9	4265802	CERTIFICATE IN COMPUTERIZED SECRETARIAL STUDIES	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
10	4265831	CERTIFICATE IN ELECTRICAL AND ELECTRONIC ENGINEERING (POWER OPTION)	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
11	4265847	CRAFT CERTIFICATE IN FASHION DESIGN AND GARMENT MAKING	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
12	4265848	CERTIFICATE IN FASHION DESIGN AND GARMENT MAKING	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
13	4265876	DIPLOMA IN BUILDING CONSTRUCTION TECHNOLOGY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
14	4265884	CRAFT CERTIFICATE IN GENERAL AGRICULTURE	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
15	4265915	DIPLOMA IN COMPUTERIZED SECRETARIAL STUDIES	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
16	4265917	DIPLOMA IN ELECTRICAL & ELECTRONIC ENGINEERING (POWER OPTION)	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
17	4265957	CERTIFICATE IN SUPPLY CHAIN MANAGEMENT	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
18	4265A02	ARTISAN IN BUILDING CONSTRUCTION TECHNOLOGY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
19	4265A03	ARTISAN FASHION DESIGN AND GARMENT MAKING TECHNOLOGY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
20	4265A11	NVCET LEV I & II IN ICT	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
21	4265A21	ARTISAN CERTIFICATE IN ELECTRICAL INSTALLATION	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
22	4265A44	ARTISAN IN MASONRY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
23	4265A55	ARTISAN IN HAIR DRESSING AND BEAUTY THERAPY	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
24	4265A67	ARTISAN IN PLUMBING	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
25	4265A72	ARTISAN IN GENERAL AGRICULTURE	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
26	4265A86	TRADE TEST IN ICT	MINISTRY OF EDUCATION	KSH 67,189	–	–	–
27	4265B37	ARTISAN IN SECRETARIAL	MINISTRY OF EDUCATION	KSH 67,189	–	–	–

Knec Schools Portal

St. John’s High School: Contacts, Location and Admission Details

October 5, 2025 Maverick John Leave a comment

St. John’s High School is a Prestigious Private School that is located at Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

St. John’s High School Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Address: P.O. Box 16254, Nairobi
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 020-6765679, 6767656

Admissions at St. John’s High School

Being a Private School, placement at Grade 10 (Senior School) is done directly by the school. Use the contacts provided on this page to quickly get an admission vacancy at the school.

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

Kirinyaga County Senior Schools

Kilifi County Senior Schools

Kiambu County Senior Schools

Kericho County Senior Schools

Kakamega County Senior Schools

Kajiado County Senior Schools

Isiolo County Senior Schools

Homa Bay County Senior Schools

Garissa County Senior Schools

Embu County Senior Schools

Elgeyo-Marakwet County Senior Schools

Busia County Senior Schools

Bungoma County Senior Schools

Baringo County Senior Schools

List of all Senior Schools in Bomet County

KUCCPS News Portal

Aberdare Teachers Training College Courses, Diploma in Primary Teacher Education Fees, How to apply

October 5, 2025 Maverick John Leave a comment

ABERDARE TEACHERS TRAINING COLLEGE

PROGRAMMES ON OFFER

#	PROGRAMME CODE	PROGRAMME NAME	INSTITUTION TYPE	YEAR 1 – PROGRAMME COST	2022 CUTOFF	2021 CUTOFF	2020 CUTOFF
1	4480B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	MINISTRY OF EDUCATION	KSH 72,076	–	–	–
2	4480B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	MINISTRY OF EDUCATION	KSH 72,076	–	–	–

DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

MINIMUM ENTRY REQUIREMENTS

MINIMUM MEAN GRADE	C
NOTE: A subject may only be considered ONCE in this section

MINIMUM SUBJECT REQUIREMENTS

NONE

AVAILABLE PROGRAMMES

INSTITUTION	INSTITUTION TYPE	PROGRAMME CODE	PROGRAMME NAME	YEAR 1 – PROGRAMME COST	2022 CUT-OFF	2021 CUT-OFF	2020 CUT-OFF
ABERDARE TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4480B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
ASUMBI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4515B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
BISHOP MAHON TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4510B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
BONDO TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4560B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
BORABU TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4485B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
BUNYORE TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4520B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
CHESTA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4440B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
EGOJI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4435B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
GALANA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4525B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
GARISSA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4580B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
KAIMOSI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4425B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
KAMWENJA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4455B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
KENYENYA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4460B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
KERICHO TEACHERS’ COLLEGE	MINISTRY OF EDUCATION	4395B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
KITUI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4550B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
KWALE TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4535B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MACHAKOS TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4475B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MANDERA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4445B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MERU TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4405B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MIGORI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4555B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MOI TEACHERS COLLEGE – BARINGO	MINISTRY OF EDUCATION	4495B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MOSORIOT TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4490B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
MURANG’A TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4465B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
NAROK TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4420B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
SEME TEACHERS COLLEGE	MINISTRY OF EDUCATION	4530B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
SHANZU TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4450B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
ST. AUSTINE TEACHERS TRAINING COLLEGE – EREGI	MINISTRY OF EDUCATION	4415B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
ST. JOHN’S TEACHERS TRAINING COLLEGE – KILIMAMBOGO	MINISTRY OF EDUCATION	4500B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
ST. MARKS TEACHERS TRAINING COLLEGE-KIGARI	MINISTRY OF EDUCATION	4430B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
TAMBACH TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4575B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
THOGOTO TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4470B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–
UGENYA TEACHERS COLLEGE	MINISTRY OF EDUCATION	4545B59	DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)	KSH 72,076	–	–	–

DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)

MINIMUM ENTRY REQUIREMENTS

MINIMUM MEAN GRADE	C
NOTE: A subject may only be considered ONCE in this section

MINIMUM SUBJECT REQUIREMENTS

NONE

AVAILABLE PROGRAMMES

INSTITUTION	INSTITUTION TYPE	PROGRAMME CODE	PROGRAMME NAME	YEAR 1 – PROGRAMME COST	2022 CUT-OFF	2021 CUT-OFF	2020 CUT-OFF
ABERDARE TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4480B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
ASUMBI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4515B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
BISHOP MAHON TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4510B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
BONDO TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4560B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
BORABU TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4485B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
BUNYORE TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4520B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
CHESTA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4440B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
EGOJI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4435B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
GALANA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4525B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
GARISSA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4580B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
KAIMOSI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4425B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
KAMWENJA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4455B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
KENYENYA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4460B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
KERICHO TEACHERS’ COLLEGE	MINISTRY OF EDUCATION	4395B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
KITUI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4550B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
KWALE TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4535B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MACHAKOS TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4475B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MANDERA TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4445B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MERU TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4405B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MIGORI TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4555B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MOI TEACHERS COLLEGE – BARINGO	MINISTRY OF EDUCATION	4495B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MOSORIOT TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4490B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
MURANG’A TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4465B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
NAROK TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4420B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
SEME TEACHERS COLLEGE	MINISTRY OF EDUCATION	4530B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
SHANZU TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4450B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
ST. AUSTINE TEACHERS TRAINING COLLEGE – EREGI	MINISTRY OF EDUCATION	4415B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
ST. JOHN’S TEACHERS TRAINING COLLEGE – KILIMAMBOGO	MINISTRY OF EDUCATION	4500B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
ST. MARKS TEACHERS TRAINING COLLEGE-KIGARI	MINISTRY OF EDUCATION	4430B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
TAMBACH TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4575B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
THOGOTO TEACHERS TRAINING COLLEGE	MINISTRY OF EDUCATION	4470B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–
UGENYA TEACHERS COLLEGE	MINISTRY OF EDUCATION	4545B60	DIPLOMA IN EARLY CHILDHOOD TEACHER EDUCATION (DECTE)	KSH 72,076	–	–	–

KUCCPS News Portal

Bomet University’s KUCCPS admission letters, pdf Lists Portal login

October 5, 2025 Maverick John Leave a comment

Bomet University’s KUCCPS admissioon letter is a very important document for all students. KUCCPS admission letters are official documents indicating provisional admission to university studies for a particular degree program. The University’s KUCCPS admission letters confirm that a student has been accepted into the university. To get these letters, students usually go to the KUCCPS website or the website of the university ‘s online Portal. They need to enter their KCSE index number and the year they took the KCSE exam. After that, they can download their admission letter and other important documents.

Visit the Kuccps News Portal for all the information on Kuccps, Institutions, Courses ans placement.

Quick download link for the Bomet University’s Admission Letter

You can now easily and quickly download the University’s Admission letter, online.

To quickly download your admission letter to the university for this year, visit: The Bomet University’s Kuccps Letters and pdf Lists Download Portal Login.

Download Admission Letter 2023/2024

Bomet University College

https://buc.ac.ke › index.php › do…

1. Go to https://admissions.buc.ac.ke · 2. On the window that opens, click on ‘KUCCPS Students Admission’ as shown below: · 3. On the window that appears, enter …

THE UNIVERSITY’s ADMISSION LETTER DETAILS

The University’S admission letter is an important document that enables you, as a prospective student, to prepare well before joining the institution. Among other functions, the letter enables you to apply for Higher Education Funding (HEF) through the Higher Education Loans Board (HELB), other Bursaries. It also provides a list of items that a Student must obtain before reporting to the university.

Contents of the University’s admission letter include:

Your University’s Admission Number
Your Full Name
Your Postal Address and other contact details
The Course you have been selected to pursue.
Reporting dates
What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF/ SHA Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
Fees payable and payment details

All Universities’ Portals For KUCCPS Letters Downloads.

How To Download KUCCPS Admission Letter 2025/2026

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

Koitalel Samoei University’s KUCCPS admission letters, pdf Lists Portal login

Kenya Methodist University’s KUCCPS admission letters, pdf Lists Portal login

UOE University’s KUCCPS admission letters, pdf Lists Portal login

Kenyatta University’s (KU) KUCCPS admission letters, pdf Lists Portal login

Karatina University’s KUCCPS admission letters, pdf Lists Portal login

Kibabii University’s KUCCPS admission letters, pdf Lists Portal login

The Cooperative University’s KUCCPS admission letters, pdf Lists Portal login

Moi University’s KUCCPS admission letters, pdf Lists Portal login

KU University’s KUCCPS admission letters, pdf Lists Portal login

Baraton University’s KUCCPS admission letters, pdf Lists Portal login

Rongo University’s KUCCPS admission letters, pdf Lists Portal login

Jaramogi Oginga Odinga University’s KUCCPS admission letters, pdf Lists Portal login

Kabarak University’s KUCCPS admission letters, pdf Lists Portal login

Mama Ngina University’s KUCCPS admission letters, pdf Lists Portal login

Machakos University’s KUCCPS admission letters, pdf Lists Portal login

Masinde Muliro University’s KUCCPS admission letters, pdf Lists Portal login

Kaimosi Friends University’s KUCCPS admission letters, pdf Lists Portal login

University of Eldoret KUCCPS admission letters, pdf Lists Portal login

Rongo University’s KUCCPS admission letters, pdf Lists Portal login

Kenyatta University’s KUCCPS admission letters, pdf Lists Portal login

How to Quickly Check Your KUCCPS Placement Results for University and Colleges

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

Kuccps Explainer: Mistakes to avoid when choosing courses

How to download KUCCPS Admission letter to Pan Africa Christian University; KUCCPS

How to download KUCCPS Admission letter to Koitalel Samoei University College (KSUC);

How to download Multimedia University of Kenya Kuccps admission letters

How to download KUCCPS Admission letter to Kirinyaga University (KYU);

How to download KUCCPS Admission letter to Lukenya University; KUCCPS Admission list pdf

How to download Kuccps Admission letter to the Co-operative University of Kenya (COPUK)

How to download KUCCPS Admission letter to Meru University

How to download KUCCPS Admission letter to Pioneer International University

Complete Details on all the Universities

Kuccps Cluster Cutoff Points for all Courses.

Bachelor of Geo-Informatics Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Hydrology & Water Management Kuccps Cluster Cutoff, Minimum & Subjects

Bachelor of Geoinformation Technology Kuccps Cluster Cutoff, Minimum & Subjects

Bachelor of Geophysics Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Mining Physics Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Earth Science Kuccps Cluster Cutoff, Minimum & Subjects Requirements

Bachelor of Astronomy & Astrophysics KuccpsCluster Cutoff, Minimum & Subjects Requirements

Bachelor of Geospatial Engineering KuccpsCluster Cutoff, Minimum & Subjects Requirements

Bachelor of Geology Kuccps Cluster Cutoff, Minimum & Subjects Requirements

KUCCPS admission letters Portal login

students.kuccps.net login

www.kuccps.ac.ke courses

www.kuccps.ac.ke student portal sponsorship

My admission letter

KUCCPS portal

Admission letter download

KUCCPS admission letters download

Universities and Colleges Portal

Free Grade 6 Lesson Plans For Maths

October 5, 2025 Maverick John Leave a comment

Maths Grade 6 Lesson Plans Free Download.

SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
STRAND: ___________________________________________________________________
SUB STRAND: ________________________________________________________________
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
KEY INQUIRY QUESTION (S)
______________________________________________________________________________________________________________________________________________________
LEARNING RESOURCES
______________________________________________________________________________________________________________________________________________________
ORGANISATION OF LEARNING
______________________________________________________________________________________________________________________________________________________
INTRODUCTION
______________________________________________________________________________________________________________________________________________________
LESSON DEVELOPMENT
STEP 1
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
STEP 2
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
STEP 3
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CONCLUSION:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
EXTENDED ACTIVITIES:
______________________________________________________________________________________________________________________________________________________
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING NUMBERS IN SYMBOLS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read numbers in symbols up to 100,000 in words in real life
2. Make a number chart and read the numbers he/she has formed
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read numbers in symbols?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 5-7
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Guide learners to represent numbers in an abacus or a place value chart and read them.
LESSON DEVELOPMENT
STEP 1
Using number cards, guide learners to create six digit numbers and write them down.
 Learners will develop creativity and imagination as they form six digit numbers
STEP 2
Guide learners to do group activity on page 5 in the learner’s book
STEP 3
Guide learners to discuss example 5 and 6 on page 5 and 6 in the learner’s book.
 Social cohesion will be achieved as learner’s work together irrespective of their backgrounds
 Respect and unity will also be developed as learners work together
STEP 4
Guide learners to work out practise exercise on page 6 and 7 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to create numbers and read them in symbols during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: READING AND WRITING NUMBERS IN WORDS
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Read, write and relate numbers in symbols up to 100,000 in words in real life
2. Use numbers up to hundreds of thousands in real life.
3. Appreciate use of whole numbers in real life
KEY INQUIRY QUESTION (S)
How do you read and write numbers in words?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 7-9
Number cards, place value charts and an abacus
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form six digit numbers
 Learners will develop creativity and imagination as they form six digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activity in the learner’s book page 7
 This activity links languages as learners read and write numbers in words.
STEP 2
Guide learners to discuss examples 7 and 8 in the learner’s book page 8
 Respect and unity will be achieved as learners work together in groups
STEP 3
Guide learners to read and write numbers up to 100,000 in words
 This will help develop critical thinking and problem solving.
STEP 4
Guide learners to work out practise exercise 4 in the learner’s book.
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to read and write numbers up to hundreds of thousands during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Arrange numbers in an ascending order
2. Make number cards and arrange numbers in an ascending order.
3. Appreciate the importance of ascending numbers
KEY INQUIRY QUESTION (S)
How do you order numbers?
How do you arrange numbers in an ascending order?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 9-11
Number cards, number line and Manila paper
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form 5 digit numbers
 Learners will develop creativity and imagination as they form 5 digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 9
 Learners will develop creativity and imagination as they arrange in ascending order
STEP 2
Guide learners to discuss examples 9 and 10 in the learner’s book page 10
 This will promote communication and collaboration
STEP 3
Guide learners to arrange the numbers in an ascending order
STEP 4
Guide learners to work out practise exercise 5 in the learner’s book page 10 and 11
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to order in ascending order during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Arrange numbers in an descending order
2. Make number cards and arrange numbers in descending order.
3. Appreciate the importance of descending numbers
KEY INQUIRY QUESTION (S)
How do you order numbers?
How do you arrange numbers in an descending order?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 11-13
Number cards, number line and Manila paper
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Learners to form 5 digit numbers
 Learners will develop creativity and imagination as they form 5 digit numbers
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 11
 Learners will develop creativity and imagination as they arrange in descending order
STEP 2
Guide learners to discuss examples 11 and 12 in the learner’s book page 12
 This will promote communication and collaboration
STEP 3
Guide learners to arrange the numbers in an descending order
STEP 4
Guide learners to work out practise exercise 5 in the learner’s book page 10 and 11
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to order in ascending order during their free time
Learners to play a digital game involving ordering numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: ARRANGING NUMBERS IN ASCENDING ORDER
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Round off numbers to the nearest thousands
2. Make a number card, draw a number line and pick a number card and match it to its positions on the number line.
3. Appreciate use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
What do you consider when rounding off numbers to the nearest thousand?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 14-15
Number line and Manila paper, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 14
 Learners will develop critical thinking and problem solving as they round off numbers
STEP 2
Guide learners to discuss examples 13 and 14 in the learner’s book page 14 and 15
 This will help develop communication and collaboration
STEP 3
Teacher to guide learners to use video clips on rounding off numbers.
 Digital literacy is developed
STEP 4
Guide learners to work out practise exercise 7 in the learner’s book page 15
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise rounding off numbers during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: rounding off numbers to the nearest thousands
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Round off numbers to the nearest thousands
2. Make a number card, draw a number line and pick a number card and match it to its positions on the number line.
3. Appreciate use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
What do you consider when rounding off numbers to the nearest tens of thousand?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Number line and Manila paper, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 16
 Learners will develop critical thinking and problem solving as they around off numbers
STEP 2
Guide learners to discuss examples 15 and 16 in the learner’s book page 16 and 17
 This will help develop communication and collaboration
STEP 3
Teacher to guide learners to use video clips on rounding off numbers .
 Digital literacy is developed
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 8 in the learner’s book page 17
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise rounding off numbers during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square of numbers up to 100 in different situations
2. Draw a square grid and work out the total number of the small square
3. Appreciate the meaning of square number
KEY INQUIRY QUESTION (S)
How do you compute the square of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 16-17
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 18
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to identity that squares of a number is the number you get when you multiply a number by itself.
 Learning to learn will be developed as learners identify the square of numbers
STEP 3
Guide learners to discuss example 17 and 18 in groups on page 18 and 19 in the learners book
 Unity and cohesion will developed as learners work together in groups
STEP 4
Guide learners to work out practise exercise 9 in the learner’s book page 19 and 20
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
_______________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: Squares roots
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Apply square roots of perfect numbers up to 10, 000 in different situations
2. Calculate the square root of whole numbers by using a factor tree.
3. Appreciate the use of factor tree to work out the square root.
KEY INQUIRY QUESTION (S)
How do you compute the square root of a number?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 21-22
Multiplication tables number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson of squares
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 21
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to draw shapes using a 1cm grid paper
 This will help them achieve creativity and imagination
STEP 3
Guide learners to identify that square root of a number is the number you multiplied by itself to get a product.
 Learning to learn will be developed as learners identify the squares roots of numbers.
STEP 4
Guide learners to discuss example 19 and 20 in groups on page 21 and 22 in the learner’s book
 Unity and cohesion will developed as learners work together in groups
STEP 5
Guide learners to work out practise exercise 10 in the learner’s book page 22
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION:
Guide learners to watch a video clip on squares of numbers up to 100.
 This will promote digital literacy
Teacher to review the lesson by asking oral questions
EXTENDED ACTIVITIES:
Learners to practise application of squares of numbers up to 100 during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
1
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Multiply a 4 digit number by a 2 digit number in real life situations
2. Make number cards, pick a card and work out the multiplication
3. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
2
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Multiply a 4 digit number by a 2 digit number in real life situations
2. Make number cards, pick a card and work out the multiplication
3. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
3
STRAND: NUMBERS
SUB STRAND: multiplication of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Multiply a 4 digit number by a 2 digit number in real life situations
5. Make number cards, pick a card and work out the multiplication
6. Have fun and enjoy working out multiplications of whole numbers.
KEY INQUIRY QUESTION (S)
Where is multiplication used in daily life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 23-28
Multiplication tables counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and ask learners oral questions on multiplication.
Guide learners through multiplication table
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 23 and share their answers
 Communication and collaboration will developed as learners work in groups
STEP 2
Guide learner’s to multiply 4 digit numbers by 1 digit numbers
 This will help them achieve critical thinking and problem solving
STEP 3
Guide learners to multiply numbers by 2 digit numbers without regrouping
 Creativity and imagination will be developed as learners use different methods of multiplication
STEP 4
Guide learners to multiply 4 digit numbers by 2 digit numbers with regrouping
 Responsibility will be achieved as learners work out multiplication
STEP 5
Guide learners in groups to discuss examples 1,2,3,4,5 and 6 on page 23,24,25 and 27 in the learners book
CONCLUSION
Guide learners to work out practise exercise 1,2 and 3 in the learner’s book page 24-28
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to work out the total number of desks and chairs in classroom.
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Estimate products of numbers to the nearest ten and by using compatibility of numbers
2. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.
3. Have fun and enjoy estimating product by rounding off factors
KEY INQUIRY QUESTION (S)
How can you estimate a product by rounding off numbers?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 28-31
Multiplication tables cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and practise cards to the learners
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 28 and share their answers
 The activities will help learners develop critical thinking and problem solving as they estimate products of numbers by rounding off to the nearest ten
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss example 7 and 8 on page 28-29 in the learner’s book
 This will help them develop communication and collaboration
STEP 4
Guide learners to estimate products by use of compatible numbers. Learners to understand that compatible numbers are numbers that are easy to add, subtract, multiply or divide mentally
STEP 5
Guide learners in groups to discuss examples 9 and 10 on page 30 in the learners book
CONCLUSION
Guide learners to work out practise exercise 4, 5 and 6 in the learner’s book page 30-31
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to estimate the product of different numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
5
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Estimate products of numbers to the nearest ten and by using compatibility of numbers
5. Make number cards, pick a card, round of each number on the card to the nearest ten and multiply the round off numbers to estimate the product.
6. Have fun and enjoy estimating product by rounding off factors
KEY INQUIRY QUESTION (S)
How can you estimate a product by rounding off numbers?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 28-31
Multiplication tables cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Display the multiplication table and practise cards to the learners
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 28 and share their answers
 The activities will help learners develop critical thinking and problem solving as they estimate products of numbers by rounding off to the nearest ten
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss example 7 and 8 on page 28-29 in the learner’s book
 This will help them develop communication and collaboration
STEP 4
Guide learners to estimate products by use of compatible numbers. Learners to understand that compatible numbers are numbers that are easy to add, subtract, multiply or divide mentally
STEP 5
Guide learners in groups to discuss examples 9 and 10 on page 30 in the learners book
CONCLUSION
Guide learners to work out practise exercise 4, 5 and 6 in the learner’s book page 30-31
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learner’s to use the skill acquired to estimate the product of different numbers
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
1
STRAND: NUMBERS
SUB STRAND: estimating product by rounding off numbers to the nearest ten and by using compatibility of numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Make patterns involving multiplication of numbers not exceeding 10,000 in different situations
2. Identify multiplication patterns.
3. Have fun and creating multiplication patterns.
KEY INQUIRY QUESTION (S)
How can you create patterns involving multiplication?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 31-33
Multiplication tables, number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put the learners in pairs and let them discover the rule of the pattern
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 31 and share their answers on multiplication patterns
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to estimate products by rounding off the numbers to the nearest 10
 Social cohesion will be developed as learners work together irrespective of their backgrounds
STEP 3
Guide learners to discuss examples 11 and 12 on page 31 and 32 in the leaner’s book
 This will enhance values of love and respect as they work in groups
STEP 4
Guide learners to work out practise exercise 7 on page 32 and 33 in the learners book
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION
Guide learners to play a digital game involving multiplication
 This promote digital literacy
EXTENDED ACTIVITIES:
Learner’s to make patterns involving multiplication of numbers up to 10,000 during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
2
STRAND: NUMBERS
SUB STRAND: division of up to a 4 digit number by a 2 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Divide a 4 digit number by a 2 digit number without a remainder
2. Use digital devices for learning more on division of whole numbers.
3. Appreciate the use of division of whole numbers in real life situation.
KEY INQUIRY QUESTION (S)
Where do we use division in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 34-37
Multiplication tables, number cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Write a division sentence without a remainder and learners to work out using counters
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 34 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss examples 1 and 2 on page 34-35 in the learners book. Learners to divide numbers without a remainder
STEP 3
Guide learners to work out practise exercise 1 on page 35 in the learner’s book.
STEP 4
Guide the learners in groups to discuss examples 3 and 4 on page 36 in the learners book. Learners to divide numbers with remainder
 Learners will develop critical thinking and problem solving as they carry out division.
STEP 5
Guide learners to work out practise exercise 2 on page 36 and 37 in the learner,s book
Teacher to go goes round marking the books and assisting the weak learners
CONCLUSION
Guide learners to play a digital game involving multiplication
 This promote digital literacy
EXTENDED ACTIVITIES:
Learners to use the skill acquired to work out questions involving divisions during their free time
REFLECTION ON THE LESSON:
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
3
STRAND: NUMBERS
SUB STRAND: division of up to a 4 digit number by a 3 digit number
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
4. Divide a 4 digit number by a 3 digit number without a remainder
5. Use digital devices for learning more on division of whole numbers.
6. Appreciate the use of division of whole numbers in real life situation.
KEY INQUIRY QUESTION (S)
Where do we use division in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 34-37
Multiplication tables, number cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put learners in pairs to discuss division strategies that they know
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 37 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss teacher’s examples on the chalk board.
Learners to divide the numbers without a remainder
STEP 3
.guide the learners to work out practise exercise 3 on page 38 in the learners book
STEP 4
Guide the learners in groups to discuss examples 7 and 8 on page 39 in the learner’s book. Learners to divide numbers with remainder
 Learners will develop critical thinking and problem solving as they carry out division.
CONCLUSION
Guide learners to work out practise exercise 4 on page 39 and 40 in the learner’s book
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learners to use the skill acquired to work out questions involving divisions during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
4
STRAND: NUMBERS
SUB STRAND: estimating quotient by rounding off the divisor and dividend to the nearest 10
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Estimate quotients by rounding off the divided and divisor to the nearest ten in real life
2. Demonstrate multiplication is the opposite of division.
3. Have fun and enjoy estimating quotient by rounding off numbers.
KEY INQUIRY QUESTION (S)
How can we estimate quotients?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 40-41
Multiplication tables, number cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to recap the previous lesson
Put learners in pairs to discuss division strategies that they know
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 40.
Learners to round off the divisor and the divide in each card to the nearest 10
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss teacher’s examples on the chalk board.
STEP 3
Guide the learners in groups to discuss examples 9 and 10 on page 40 in the learner’s book
 Learners will develop critical thinking and problem solving as they analyse and accept each other’s quotient estimates
CONCLUSION
Guide learners to work out practise exercise 5 on page 41 in the learner’s book
Teacher to go goes round marking the books and assisting the weak learners
EXTENDED ACTIVITIES:
Learners to apply the knowledge and skills to practise estimating quotient by rounding off numbers to the nearest tens during free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 42-43
Practise cards, counters, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 42 and share their answers
 This will enhance communication and collaboration as well as the value of unity as learners work in groups
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 42 and 43 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 6 in the learners book page 43
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition and subtraction for further practise at home during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction and multiplication
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 44-45
Practise cards, puzzles, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 44 and share their answers
 The learners will develop critical thinking and problem solving as they fill in the puzzle
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 13 and 14 on page 44 in learners book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 7 in the learner’s book page 45
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition, subtraction and multiplication for further practise at home during their free time
REFLECTION ON THE LESSON:
___________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS
SUB STRAND: combined operation
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Perform combined operation involving addition and subtraction, multiplication and division in different situations
2. Discuss how to work out combined operations
3. Appreciate the use of whole numbers in real life situations
KEY INQUIRY QUESTION (S)
How can you work out questions involving combined operations?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 45-47
Practise cards, IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Ask oral questions involving combined operations
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 45 and share their answers
 The learners will develop critical thinking and problem solving as they fill in the puzzle
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 15 and 16 on page 46 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 8 in the learner’s book page 46 and 47
.
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to perform combined operation involving addition, subtraction, multiplication and division for further practise at home during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: LCM- least common multiple
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate addition of fractions using the LCM.
3. Enjoy addition of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 48-49
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on multiples of numbers learnt in the previous grades
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 48 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 1 and 2 on page 48 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect will be enhanced as they work together.
STEP 3
Guide learners to work out practise exercise 1 in the learner’s book page 49
 .the exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise on LCM during their free time
REFLECTION ON THE LESSON:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Addition of fractions using LCM
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate addition of fractions using the LCM.
3. Enjoy addition of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number?
How do we add fractions using LCM
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 49-51
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on identify LCM of numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 49 and share their answers
 This activity will helps learners develop critical thinking and problem solving
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 3 and 4 on page 50-51 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Learners to discover that when adding fractions with different denominators, they should find LCM of the denominator first before adding
STEP 3
Guide learners to work out practise exercise 2 in the learner’s book page 51
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to add fractions using LCM during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Subtraction of fractions using LCM
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. Identify Least Common Multiple (LCM) of given numbers in different situation
2. Demonstrate subtraction of fractions using the LCM.
3. Enjoy subtraction of fractions using LCM.
KEY INQUIRY QUESTION (S)
How do you determine LCM of a number?
How do we subtract fractions using LCM?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 51-53
Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition of fractions using LCM learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 51 and share their answers
 This activity will helps learners develop critical thinking and problem solving
 Social cohesion will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 5 and 6 on page 52-53 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to discover that when subtracting fractions with different denominators, they should find LCM of the denominator first
STEP 3
Guide learners to work out practise exercise 3 in the learner’s book page 53
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to subtract fractions using LCM during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Addition of mixed numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert mixed numbers into improper fractions.
2. Practice addition of mixed numbers.
3. Appreciate the use of addition of mixed numbers in real life.
KEY INQUIRY QUESTION (S)
1. Where are fractions used in real life?
2. How do you work out addition of mixed numbers
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 51-53
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition and subtraction of fractions using LCM learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 54 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 7 and 8 on page 54-55 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of addition of mixed numbers on the chalkboard
STEP 3
Guide learners to work out practise exercise 4 in the learner’s book page 55
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise on addition of mixed numbers during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Subtraction of mixed numbers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Identify subtraction of mixed numbers.
2. Practice subtraction of mixed numbers.
3. Appreciate the use of subtraction of mixed numbers in real life..
KEY INQUIRY QUESTION (S)
1. Where are fractions used in real life?
2. How do you work out subtraction of mixed numbers
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 55-57
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on addition of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 55 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 9 and 10 on page 56 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of subtraction of mixed numbers on the chalkboard
STEP 3
Guide learners to work out practise exercise 5 in the learner’s book page 55-57
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to do more practise of subtraction of mixed numbers in different situation
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Reciprocals
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of reciprocal of fractions.
2. Demonstrate reciprocal of fractions.
3. Have fun and enjoy working out reciprocal of fractions.
KEY INQUIRY QUESTION (S)
How do you get reciprocal of a fraction
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on subtraction of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 57 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 57-58 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of reciprocal of fractions on the chalkboard
STEP 3
Guide learners to work out practise exercise 6 in the learner’s book page 58
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
With the help of parents to do more practise of reciprocal of fractions at home
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Reciprocals
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of reciprocal of fractions.
2. Demonstrate reciprocal of fractions.
3. Have fun and enjoy working out reciprocal of fractions.
KEY INQUIRY QUESTION (S)
How do you get reciprocal of a fraction
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on subtraction of mixed numbers learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 57 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 11 and 12 on page 57-58 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of reciprocal of fractions on the chalkboard
STEP 3
Guide learners to work out practise exercise 6 in the learner’s book page 58
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
With the help of parents to do more practise of reciprocal of fractions at home
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Squares of fraction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Define the meaning of square of a fraction.
2. Demonstrate square of a fraction.
3. Have fun and enjoy calculating square of a fraction
KEY INQUIRY QUESTION (S)
Where are squares of fractions used in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 57-58
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on reciprocals of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 59 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 13,14 and 15 on page 59-60 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of squares of fraction on the chalkboard
STEP 3
Guide learners to work out practise exercise 7 in the learner’s book page 60
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Guide the learners to use skill acquired to work out questions involving squares of fractions
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Equivalent of fractions
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
4. Define the meaning of square of a fraction.
5. Demonstrate square of a fraction.
6. Have fun and enjoy calculating square of a fraction
KEY INQUIRY QUESTION (S)
What are fractions used in real life?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 61-62
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on squares of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 61 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 16 on page 61 in learner’s book.
Learning to learn will be promote as they convert fractions to equivalent fractions with denominator 100 in different situations
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of equivalent of fraction on the chalkboard so as to understand that equivalent fractions have different numerators and denominators but represent the same value
STEP 3
Guide learners to work out practise exercise 8 in the learner’s book page 61
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to represent equivalent fractions using real objects during free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Percentage of fraction
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Identify percentage as a fraction.
2. Draw a square, shade some squares and calculate the percentage of shaded square.
3. Appreciate the use of percentage as a fraction.
KEY INQUIRY QUESTION (S)
Where are percentage used in our day to day lives?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 62-62
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on equivalent of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 62 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 17 on page 62 in learner’s book.
Learning to learn will be promote as learners learn the symbol of percentage is %
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples of percentage of fraction on the chalkboard so as the learners can understand that percentage means any quantity or number expressed as part of fraction.
STEP 3
Guide learners to work out practise exercise 9 in the learner’s book page 63
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Guide the learners to do more practise on percentage fractions during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Conversion of fractions into percentage
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert fractions to percentage.
2. Use digital devices for learning more on conversion of fractions to percentage.
3. Have fun and enjoying conversion of fractions to percentage..
KEY INQUIRY QUESTION (S)
How do you convert fraction into percentage?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 63-
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on percentage of fractions learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 63 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 18 and 19 on page in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples on the chalkboard to understand that to convert fraction into percentage, multiply the given fraction by 100%
STEP 3
Guide learners to work out practise exercise 10 in the learner’s book page
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to convert fractions into percentage during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SCHOOL
LEARNING AREA
GRADE
DATE
TIME
ROLL
MATH
6
STRAND: NUMBERS – fractions
SUB STRAND: Conversion of percentage into fractions
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to
1. Convert percentages to fractions.
2. Use digital devices for learning more on conversion on percentage to fraction.
3. Have fun and enjoy converting percentage to fractions…
KEY INQUIRY QUESTION (S)
How do you convert percentage into fraction?
LEARNING RESOURCES
Mentor mathematics learner’s book grade 6 page 65-66
Fraction chart, Practise cards, number cards, multiplication table IT devices
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Teacher to review the previous lesson
Teacher to recap on conversion of fraction into percentage learnt in the previous lesson
LESSON DEVELOPMENT
STEP 1
Guide learners to do the group activities in the learner’s book page 65 and share their answers
 This activity will helps learners develop creativity and imagination
 Social cohesion and love will also be achieved as learners work together irrespective of their background.
STEP 2
Guide learner’s to discuss examples 20 and 21 on page 65 in learner’s book.
 Learners will achieve communication and collaboration as they discuss.
 The value of respect and unity will be enhanced as they work together.
Guide the Learners to work out more examples on the chalkboard to discover a percentage is a fraction whose denominator is 100
STEP 3
Guide learners to work out practise exercise 11 in the learner’s book page 65
 The exercise will enhance critical thinking and problem solving as they answer questions in the practise exercise
CONCLUSION
Teacher to go goes round marking the books and assisting the weak learner
 Responsibility will also be developed as they work and submit their work for marking
Ask oral questions to conclude the lesson.
EXTENDED ACTIVITIES:
Learners to convert percentage into fraction during their free time
REFLECTION ON THE LESSON:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(d) IDIOMATIC EXPRESSIONS

9. Acid Test:

10. Cut the ground from under feet :

11. Chase your tail:

12. Whole bag of tricks –

13. Deliver the goods –

14. Fine-tooth comb –

15. Explore all avenues

16. Fast track something –

17. Get ducks in a row –

18. Get the show on the road –

19. Keep your fingers on the pulse –

20. Mean business –

21. Think on your feet –

22. Sail through something –

23. Tricks of the trade :

24. Not let grass grow under feet –

25. Work like a charm –

26. Back-room boys –

27. Dead wood –

28. Get the axe –

29. Plum job –

30. Shape up or ship out –

31. Golden handshake –

32. Separate sheep from goats –

33. Waiting in the wings –

PUNCTUATION

The Colon

DASHES

Examples

101/3

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