Category Archives: Teachers’ Resources

Form 2 Physics Exams and Marking Schemes Free

NAME……………………………………………………………..ADM/NO……………………

 

DATE…………………………. ………………… ………….CLASS……………………………

 

JOINT EXAMINATIONS

FORM 2

TERM THREE

PHYSICS 232

TIME: 2HRS

 

INSTRUCTIONS TO STUDENTS

  • Write your name and admission number in the spaces provided above.
  • The paper contains two sections, section A and B
  • Answer all the questions in the spaces provided
  • All working must be clearly shown
  • Candidates should check the question paper to ascertain that all the 12 pages are printed as indicted and that no questions are missing.
  • Candidates should answer the questions in English

 

 

SECTION QUESTION MAXIMUM SCORE CANDIDATE’S

SCORE

 

A 1-12 25  
B 13-18 55  
                                                                                        TOTAL  

 

 

SECTION A (25 MARKS)

Answer all questions in the spaces provided

 

  1. The micrometer screw gauge below has a zero error of – 0.19mm.

Determine the actual thickness of the object.                                                     (2mks)

 

 

  1. Two mirrored walls stand at an angle to each other. A student standing in the room counts nine images of himself in the mirrors. Determine the angle between the walls.

(3mks)

 

 

 

 

 

  1. a) What is meant by the term anomalous expansion of water? (1mks)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

 

  1. b) Explain any two applications of contraction and expansion in solids. (2mks)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

  1. A body weighs 600N on the surface of the earth and 450N on the surface of another planet. Calculate the value of g in that planet (g on the earth = 10N/Kg)               (3mks)

 

 

 

 

 

 

  1. State two applications of electrostatic charges (2mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

 

  1. 200 coulombs of charge passes through a point in a circuit for 0.6 minutes. What is the magnitude of the current flowing? (3mks)

 

 

 

 

 

 

  1. While heating water in a beaker, a wire gauze is placed below the beaker explain.(2mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

 

  1. What is the relationship between physics and technology (2mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

 

  1. Using the domain theory distinguish between magnetic material and a magnet (2mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

  1. State two application of convection in fluids (2mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

 

  1. Convert a temperature of 234K to degree celsious                                (1mk)

 

 

 

 

SECTION B (55 MARKS)

  1. (a) State Hooke’s law                                                                                         (1mk)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

(b) In an experiment to verify Hooke’s law, a piece of rubber was fixed to a rigid support and the other end pulled with a force of ranging magnitude.  The values of force and the extension were recorded as in the table below:-

Force (N) 0 0.20 0.55 0.75 1.00 1.30 1.40
Extension(cm) 0 1.5 2.5 3.5 4.5 6.0 7.0

 

  • Plot a graph of force ( Y axis) against extension (X-axis) on the gird provided

(5mks)

  • From the graph, determine the spring constant of the rubber within elastic limit (3mks)

 

 

\

 

 

 

 

 

 

 

  • What is the size of force at the elastic limit             (1mks)

 

 

 

 

 

 

 

 

  1. (a) State three characteristics of a brake fluid. (1mk)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………………………………

(b) The height of a mercury barometer at a particular place is 70cm. given that the density of mercury is 13600kgm3, determine;

(i) The atmospheric pressure at the place.                                                                             (3mks)

 

 

 

 

 

 

 

(ii) The height of a water barometer at the same place. (Density of water=1g/cm3)                       (2mks)

 

 

 

 

 

 

(iii) Give a reason why mercury is preferred as a barometric liquid.                                   (1mks)

 

 

 

 

(c) Calculate the minimum pressure a block of dimensions 3cm by 10cm by 15cm and mass 12kg could exert on a horizontal surface.                                                                                          (3mks)

 

 

 

 

 

 

 

 

  • a) Differentiate between transverse waves and longitudinal waves.(2mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

  1. The figure below shows a wave form in a string.

 

 

 

 

 

 

 

Given that the speed of the wave is 10m/s. With reference to this wave motion, determine;

  1.           (1mk)

 

 

  1.           (1mk)

 

 

  • (2mks)

 

 

 

  1. Period                                                   (2mks)

 

 

 

 

  1. A person standing 49.5m from the foot of a cliff claps his hands and hears an echo 0.3 seconds later. Calculate the velocity of the sound in air.           (3mks)

 

 

 

 

 

 

 

  1. (a) What property of light is suggested by the formation of shadows?       (1mk)

…………………………………………………………………………………………………

(b) A building standing 200m from a pinhole camera produces on the screen of the camera an image 2.5cm and high 5.0cm behind the pinhole.

Determine the actual height of the building                                                                          (3mks)

 

 

 

 

 

 

(c) An object of height 2.0cm is placed 5.0cm in front of a convex mirror of focal length 10.0cm

 

(i) On the grid provided, draw to scale a ray diagram to locate the position of the image.(4mks)

 

(ii) State two applications of concave mirrors                                                          (2mks)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

  1. (a) When is an object said to be in stable equilibrium?       (1mk)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

 

 

 

 

(b)  A uniform metal rod of length 80cm and mass 3.2kg is supported horizontally by two vertical spring’s balances C and D. Balance C is a 20cm from one end while balance D is 30cm from the other end. Find the reading on each balance.                                                   (4mks)

 

 

 

 

 

  1. (a) The figure below shows an electric bell. Briefly explain how it works.  (4mks)

 

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

  • State the right hand grip rule for straight conductor carrying current (1mks)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

  1. a) State the equation of continuity (1mk)

…………………………………………………………………………………………………….

 

 

  1. b) The velocity of glycerin in a 5cm internal diameter pipe is 1.00m/s. Find the velocity in a 3cm internal diameter pipe that connects with it, both pipes flowing full. (3mks)

 

____________________________________________________________________

NAME……………………………………………………………..ADM/NO……………………

 

DATE…………………………. ………………… ………….CLASS……………………………

 

JOINT EXAMINATIONS

FORM 2

TERM THREE

PHYSICS 232

TIME: 2HRS

MARKING SCHEME

 

 

 

SECTION A (25 MARKS)

Answer all questions in the spaces provided

 

  1. The micrometer screw gauge below has a zero error of – 0.19mm.

 

 

 

 

Determine the actual thickness of the object.                                                           (2mks)

 

Reading shown is                  3.50

                                         +    0.01

                                       3.51mm

 

Actual thickness        =          3.51

                                                      +    0.19

                                                3.70mm

 

 

 

  1. Two mirrored walls stand at an angle to each other. A student standing in the room counts nine images of himself in the mirrors. Determine the angle between the walls.

(3mks)

n =– 1         9=– 1

 

Ѳ=

 

 =360

 

  1. a) What is meant by the term anomalous expansion of water? (1mks)

Anomalous expansion of water is defined as the unusual behavior of water in which it contracts when heated and expands when cooled between 0 and 40C

 

  1. b) Explain any two applications of contraction and expansion in solids. (2mks)
  2. Expansion joints in Steam Pipes

Pipes carrying steam are fitted with loops or expansion joints to allow for expansion when steam is passing through them and contraction when they are cooledFixing of Railway Line

  1. Railway lines are constructed in sections with expansion gaps and the sections held together by fishplates. The bolt holes in the rails are oval to allow free expansion and contraction of rails as the bolts move freely in the holes.

A modern method of allowing for expansion and contraction in railways is to plane slant the rails so that they overlap

  1. Installation of Telephone/ Electric Wires

They are loosely fixed to allow for contraction. Telephone or electric wires appear to be shorter and taut in the morning. When it is hot, the wires appear longer and slackened

  1. Fixing of Steel Bridges

In bridges made of steel girders, one end is fixed and the other end placed on rollers to allow for expansion and contraction.

1

  1. A body weighs 600N on the surface of the earth and 450N on the surface of another planet. Calculate the value of g in that planet (g on the earth = 10N/Kg)               (3mks)

Mass  on the earth’s surface      =          600

                                                                   10

                                                      =          60Kg

 

      Value of g in the other planet           =          450

                                                                  60

 

                                                      =          7.5N/Kg

 

  1. State two applications of electrostatic charges (2mks)

 

  • Electrostatics precipitators
  • Finger printing
  • Spray painting

Photocopying

 

 

  1. 200 coulombs of charge passes through a point in a circuit for 0.6 minutes. What is the magnitude of the current flowing? (3mks)

 

Q=It

             200=I×0.6×60

 

I=

 

=5.556A

  1. While heating water in a beaker, a wire gauze is placed below the beaker explain.(2mks)

 

The vessel is placed on a wire gauZe because the gauZe is a good conductor of heat it therefore spreads the heat to a large area of the vessel.Without gauze heat will concentrate at one point which may lead to uneven expansion of glass hence break.

  1. What is the relationship between physics and technology (2mks)

 

  • Machines used in the field of medicine such as x-rays, body scanners and lasers are all applications of physics.
  • Manufacture and use of satellites and microwave dishes used in information technology to relay information is based on physics knowledge
  • Physics knowledge is also used in defense industry in the manufacture and useof most modern and complex machines.

 

  1. Using the domain theory distinguish between magnetic material and a magnet (2mks)

 

  • For a magnet the dipoles in all domains align towards a common direction while in magnetic magnetic material dipoles in every domain are aligned in different direction.
  1. State two application of convection in fluids (2mks)
  • Domestic hot water system
  • Cooling system of car engine
  • Ventilation
  • Land and sea breeze

 

  1. Convert a temperature of 234K to degree celsious                                (1mk)

 

T=Ѳ +273

234=   Ѳ+273

Ѳ= 234-273= -39c

 

 

 

 

 

 

SECTION B (55 MARKS)

 

  1. (a) State Hooke’s law                                                                                         (1mk)

 

For a helical spring or other elastic material, the extension is directly proportional to thestretching force, provided elastic limit is not exceeded.

 

(b) In an experiment to verify Hooke’s law, a piece of rubber was fixed to a rigid support and the other end pulled with a force of ranging magnitude.  The values of force and the extension were recorded as in the table below:-

 

Force (N) 0 0.20 0.55 0.75 1.00 1.30 1.40
Extension(cm) 0 1.5 2.5 3.5 4.5 6.0 7.0

 

  • Plot a graph of force ( Y axis) against extension (X-axis) on the gird provided

(5mks)

     Plotting=2mk

Scale=1mk

Line=1mk

Axes= 1mk

  • From the graph, determine the spring constant of the rubber within elastic limit

(3mks)

 

                                   K  =         F/E

                                               

Gradient = 0.75  –  0.2

3.5  – 1.0

 

                =  0.5

                    2.5

 

              =  0.2N/cm

 

 

  • What is the size of force at the elastic limit             (1mks)

 

1.3 N  -check on student graph where the straight line starts a bend

 

 

 

 

 

 

 

  1. (a) State one characteristic of a brake fluid. (1mk)

-must be incompressible

-should not corrode the parts of break system

-have high boiling point

-have  low freezing point

(b) The height of a mercury barometer at a particular place is 70cm. given that the density of mercury is 13600kgm3, determine;

(i) The atmospheric pressure at the place.                                                                             (3mks)

 

 

Pa = 0.7×13600×10

 

=95200N/m2

 

(ii) The height of a water barometer at the same place. (Density of water=1g/cm3)                       (2mks)

 

95200=h×1000×10

                        h =

                    =9.52m

 

(iii) Give a reason why mercury is preferred as a barometric liquid.                                   (1mks)

 

Mercury is much denser than water. It also supports a small and measurable column

 

 

(c) Calculate the minimum pressure a block of dimensions 3cm by 10cm by 15cm and mass 12kg could exert on a horizontal surface.                                                                                          (3mks)

 

Pmin=

 

=8000N/m2

 

  • a) Differentiate between transverse waves and longitudinal waves.(2mks)

 

Transverse waves, the vibration of the particles is a right angles to the direction of wave travel while longitudinal waves, the vibration of the particles is in a direction parallel to the direction of the wave travel.

 

b)The figure below shows a wave form in a string.

 

 

 

 

 

 

 

 

Given that the speed of the wave is 10m/s. With reference to this wave motion, determine;

  1.           (1mk)

                             50-10= 40m

 

  1.           (1mk)

 

5m

  • (2mks)

 

  f= velocity/wavelength

   =10/40 = 0.25Hz

 

  1. Period                                                   (2mks)

 

t= 1/f     =1/0.25  = 4s

 

 

 

 

 

 

  1. A person standing 49.5m from the foot of a cliff claps his hands and hears an echo 0.3 seconds later. Calculate the velocity of the sound in air.           (3mks)

 

 

  1. (a) What property of light is suggested by the formation of shadows?       (1mk)

 

Rectilinear propagation of light/light travels in a straight line

 

(b) A building standing 200m from a pinhole camera produces on the screen of the camera an image 2.5cm high 5.0cm behind the pinhole.

Determine the actual height of the building                                                                          (3mks)

 

                        hi  =  v

                        ho      u

 

                        ho  =2.5  x  20000

                                         5

                        =  10000cm  or 100m

 

 

 

 

 

 

(c) An object of height 2.0cm is placed 5.0cm in front of a convex mirror of focal length 10.0cm

(i) On the grid provided,draw to scale a ray diagram to locate the position of the image.(4mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) State two applications of concave mirrors (2mks)

 -shaving mirrors

-By dentist to examine teeth

 

  1. (a) When is an object said to be in stable equilibrium?       (1mk)

 

A body is said to be in a stable equilibrium if it returns to the original position after being displaced slightly.

 

(b)  A uniform metal rod of length 80cm and mass 3.2kg is supported horizontally by two vertical spring’s balances C and D balance C is also from one end while balance D is 30cm from the other end. Find the reading on each balance                                                    (4mks)

 

 

 

 

When pivot at C:

Then C.M = (30 x 32) Ncm

A.C.M = 50D

C.M = A.C.M =>

D = 19.2N

 

C + D = 32N

C = 32 – 19.2

= 12.8N

Reading on C = 12.8N

Reading on D = 19.2N

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. (a) The figure below shows an electric bell. Briefly explain how it works.  (4mks)

 

 

When circuit is closed, soft iron coregets magnetized and attracts the soft iron ammarture.The hammer being attached to the armature thus strikes the gong. the contacts breaks, core looses magnetism and armature returns to normal position.The process repeats.

  • State the right hand grip rule for straight conductor carrying current (1mks)

 

When a straight conductor is held with right hand,with thumb showing the direction of current then the fingers show direction of magnetic field

  1. a) State the equation of continuity (1mk)

 

AV= constant   / A1V1=A2V2

a-area v- velocity

 

  1. b) The velocity of glycerin in a 5cm internal diameter pipe is 1.00m/s. Find the velocity in a 3cm internal diameter pipe that connects with it, both pipes flowing full. (3mks)

 

A1=   22/7*2.5*10-4

A2= 22/7* 1.5*10-4

 

A1V1=A2V2

V2=  A1V1/A2

 

22/7*2. 52*10-4 *1)/22/7* 1.52*10-4

=2.778M/S

Best Study Guide to a Doll’s House By Henrik Ibsen Free

Best Study Guide to a Doll’s House By Henrik Ibsen Free

 

A STUDY GUIDE TO

 

A DOLL’S HOUSE

 

BY HENRIK IBSEN

 

 

TABLE OF CONTENTS

  1. About the author………………………………………..5
  2. Genre………………………………………………………6
  3. About the title…………………………………………..7
  4. Tone………………………….…………………………8
  5. Setting…………………………………………….…….9
  6. Structure………………………..………………………10
  7. Character list………………………………….……….12
  8. Synopsis……………………………………………….16
  9. Plot summary and analysis…………………………….17
  10. Character, characterization and role……………………27
  11. Themes………………………………………………….61
  12. Stylistic/literary devices…………………………………83
  13. Revision questions……………………………………..108

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABOUT THE AUTHOR

Henrik Ibsen was born on March 20, 1828, in Skien, Norway. He was the second son in a wealthy family that included five other siblings. When he was about 8 years old, his family was thrown into poverty due to complications with his father’s business. It was after this when Ibsen started to invest his time reading, writing, painting, and doing magic tricks.

Ibsen wrote his first play, Catiline, in 1850 which generated little interest. His second play, The Burial Mound, however, was performed at the Christiania Theatre on September 26, 1850.

Later, he wrote a series of plays which included Lady Inger (1855), The Feast at Solhoug (1856), Olaf Liljekrans (1857), The Vikings at Helgeland (1858), The Pretenders (1863), Peter Gynt (1867), The League of Youth (1869), Emperor and Galilean (1873), Pillars of Society (1877), A Doll’s House (1879), Ghosts (1881), An Enemy of the People (1882), The Wild Duck (1884), Hedda Gabler (1890), The Master Builder (1892), Little Eyolf (1894), John Gabriel Borkman (1896) and When We Dead Awaken (1899). He also wrote a dramatic epic poem, “Brand” (1866).

He married Suzannah Thoresen in 1858 and their only child, Sigurd, was born the following year. In 1900, Ibsen suffered his first of several strokes and poor health ended his writing career. He died on May 23, 1906.

GENRE

A Doll’s House is a family drama for the obvious reason that it concerns a family. It is a “drama” because it is a play—a piece of literature that is never fully realized until it is put on stage in front of an audience.

It is also a modern tragedy because it focuses on the trials and tribulations that face women in a patriarchal society.  The play explores not only the status of women, but how they are victims of social forces to the extent that they are left with the role of a “doll-wife.” In this tragedy, we don’t get blood and death at the end; we get the death of a marriage and of the characters’ old selves. Ibsen shows Nora, and maybe all the other characters, trapped in a society defined by restrictive gender roles. In order to become more than a doll, Nora must shatter the cornerstone that her entire society is based on: marriage.

The play can also be categorized as a realist drama. In a realist drama, the characters talk in a close approximation of everyday speech. The speeches are straightforward, conversational and concerned with normal, everyday things; which makes the play really easy for a modern audience to associate with.

Example

MRS. LINDE: “You must not forget that I had a helpless mother and two little brothers. We couldn’t wait for you, Nils; your prospects seemed hopeless then.” (Pg 86)

The vast majority of modern plays, TV shows, and movies are written in a similar style.

ABOUT THE TITLE

Just before Nora leaves her husband and children at the end of the play, she has the following to say to her husband, Torvald: “Our home has been nothing but a playroom. I have been your doll-wife.”(Pg 111-112)

It is therefore not too hard to guess where the play’s title might have come from. Torvald has never treated Nora as anything more than a plaything. He admires her beauty. He gets her to dance for him. He even dresses her up in costumes. In effect, she is his doll. The home they live in seems perfect and picturesque, but in reality it is just like the Helmers’ marriage: all for show.

Nora adds, “at home I was papa’s doll-child.”(Pg 112) She has never been anything but a man’s plaything. Every house she’s ever lived in has been just as artificial; first her father’s house, and now her husband’s house.

No wonder the play is titled A Doll’s House!

TONE

In the beginning, the play seems to be biased toward Nora. We are definitely inclined to sympathize with her. It is very hard to be on Torvald’s side. From his reaction toward Nora for eating macaroons, we know that he is overbearing. His demeaning little pet names for Nora further confirm this.

Torvald, however, redeems himself in the end with the last line, “The most wonderful thing of all?”(Pg 120) The line seems to indicate that he is heading toward the same spiritual awakening as Nora.

This makes us move from seeing Nora as Torvald’s prisoner to seeing that all the characters, Torvald included, have been prisoners in some way.

In the end, the tone of the play becomes more objective. Sympathy can be found for all its characters. Hence the play can be said to end with a serious, intense and somber tone.

SETTING

Setting can be discussed from three dimensions: Geographical, historical and social setting.

Geographical setting

This refers to the place or location where the events in the play are taking place. In the play A Doll’s House, the events take place in The Helmers’ Living Room. The dwelling contains comfortable and stylish furniture and such items as a china cabinet, a bookcase with well-bound books, and a piano on carpeted floor—all of which demonstrate a stable financial situation. On a broader level, it is assumed that the events take place in Norway in Europe; however there are no references to anything specially Norwegian. This assumption is made because that is where Ibsen was born and raised.

Historical setting

This refers to the time in history when the events in the play took place. The events in A Doll’s House took place in The Victorian Era, presumably around the late 1870s. During this time, gender roles were very stiff and clearly outlined. Women were expected to be submissive to their husbands; husbands were expected to dominate. Women raised the children; men went out to work. Anyone who challenged these deeply entrenched values faced some serious consequences. This charged atmosphere of gender division was the reason that the play became such a phenomenon.

Social setting

Social setting refers to the kind of a society in which the events in the play are taking place. The play involves a middle-class society of family and friends who are reeling under the pressure of strict Victorian values which eventually result to conflicts.

STRUCTURE

Henrik Ibsen’s A Doll’s House is divided into three Acts. Ibsen followed the form of a well-made play. Features of a well-made play include increasing suspense by methodical plotting, introducing past events early on and unraveling a secret, which leads to the climax of the play.

The play circumvents through four major stages:

  1. Major conflict – This comes in the form of Nora’s struggle with Krogstad, who threatens to tell her husband about her past crime, incites Nora’s journey of self-discovery and provides much of the play’s dramatic suspense. Nora’s primary struggle, however, is against the selfish, stifling, and oppressive attitudes of her husband, Torvald, and of the society that he represents.
  2. Rising action – This comes in Nora’s first conversation with Mrs. Linde; Krogstad’s visit and blackmailing of Nora and Krogstad’s delivery of the letter that later exposes Nora.
  3. Climax – This is reached when Torvald reads Krogstad’s letter and erupts angrily.
  4. Falling action – This finally comes in Nora’s realization that Torvald is devoted not to her but to the idea of her as someone who depends on him and her decision to abandon him to find independence.

 

 

 

 

 

 

CHARACTER LIST

Nora Helmer

Nora is the play’s protagonist and the wife of Torvald Helmer. She is the central character, who is a “doll” for her husband to dress up, show off, and give direction to. She is childlike and romps easily with her three children. She has never lived alone, going immediately from the care of her father to that of her husband. Inexperienced in the ways of the world as a result of this sheltering, Nora is impulsive and materialistic. She takes a loan from Krogstad to make her husband’s holiday possible. Later, she emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

Torvald Helmer

Torvald Helmer is Nora’s husband of eight years. At the beginning of the play, he has been promoted to manager of the bank. He was once gravely ill and needed to go to a southern climate to improve his health. He has built his own legacy through his own work and not from family money. He lives his life according to society’s norms – both professionally and personally. He spends a great deal of his time at home in his study, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife. Torvald is particularly concerned with morality. He also can come across as stiff and unsympathetic. Still, the last Act of the play makes it very clear that he dearly loves his wife.

Dr. Rank

Dr Rank is a friend of the family of Torvald as well as his physician. He is sick from consumption of the spine (tuberculosis of the spine) as a result of a venereal disease contracted by his father. He confesses his desire for Nora in the second Act and dies in the third Act.

Mrs. Christine Linde

Mrs Linde is an old schoolmate of Nora’s. She is a widow. She comes back into Nora’s life after losing her husband and mother. She successfully asks Nora to help her secure a job at Torvald’s bank. Ultimately, she gets married to Krogstad.

Nils Krogstad

Nils Krogstad is a man from whom Nora borrows money to pay for her family’s trip to Italy. He is an acquaintance of Torvald’s and an employee at the bank which Torvald has just taken over. He is also a lawyer and moneylender. Krogstad was involved in a work scandal many years previously; as a result, his reputation is tainted because he once committed a forgery. When his job at the bank is threatened by Torvald, he blackmails Nora to ensure that he does not lose it. Dr. Rank calls Krogstad “morally diseased.”(Pg 25)

Ivar, Bob, and Emmy

These are Nora’s young children. They spend little time with their mother or father: they are mostly with their nurse, Anne. In the play, the children speak no individualized lines; they are “Three Children.” Ibsen facilitates their dialogue through Nora’s mouth.

Anne

Anne is the family nurse. She raised Nora too after she (Nora) lost her mother to death. She stayed on to raise Nora’s children. Nora is confident that she can leave her children in Anne’s care. She gave up her own daughter to “strangers.”

Helen

Helen is a housemaid employed by the Helmers.

 

 

Porter

The porter brings in the Christmas tree at the very beginning.

Nora’s father

Although he never makes a physical presence during the play, Nora’s father’s influence is felt throughout its course. Torvald repeatedly brings up his loose morals and past scandals to compare them to Nora.

 

 

 

 

 

 

 

 

 

 

 

 

 

SYNOPSIS

Nora Helmer once secretly borrowed a large sum of money so that her husband, Torvald Helmer, could recuperate from a serious illness in Italy. She never told him of this loan and has been secretly paying it back in small installments by saving from her household allowance. Her husband thinks her careless and childlike, and often calls her his doll.

When he is appointed bank director, his first act is to relieve a man who was once disgraced for having forged his signature on a document. This man, Nils Krogstad, is the person from whom Nora has borrowed her money! It is then revealed that she forged her father’s signature in order to get the money.

Krogstad threatens to reveal Nora’s crime and thus disgrace her and her husband unless Nora can convince her husband not to fire him. Nora tries to influence her husband, but he thinks of Nora as a simple child who cannot understand the value of money or business. Thus, when Torvald discovers that Nora has forged her father’s name, he is ready to disclaim his wife even though she had done it for him.

Later when all is solved, Nora sees that her husband is not worth her love and she leaves him.

PLOT SUMMARY AND ANALYSIS

ACT I

SUMMARY

The play opens on the day before Christmas. Nora returns home from shopping; although her husband is expecting a promotion and payrise, he still criticizes her excessive spending. In response, Nora plays around with her husband as a child might, and, indeed, Torvald addresses her as he might a child. He hands her more money but only after having criticized her spending. Their relationship compares with that of a daughter and father and, indeed, is exactly like the relationship Nora had with her father. Early in this act the audience is aware that the relationship between the Helmers is based on dishonesty when Nora denies that she has eaten macaroons, knowing that her husband has forbidden her to do so.

Nora is visited by an old friend, Christine Linde. Mrs. Linde tells Nora that she has had some difficult problems and is looking for employment. Nora confesses to Mrs. Linde that she, too, has been desperate and reveals that she had been forced to borrow money several years earlier when her husband was ill. The money was necessary to finance a trip that saved her husband’s life, but Nora forged her father’s signature to secure the loan and lied to Torvald that her father had given them the money. Thus, she has been deceiving her husband for years as she worked to repay the loan. She tells this story to Mrs. Linde to demonstrate that she is an adult who is capable of both caring for her family and conducting business. Unfortunately, Nora’s secret is known by Krogstad, an employee at Torvald’s bank. After a confrontation with Krogstad, Torvald decides to fire Krogstad and hire Mrs. Linde in his place.

Krogstad threatens Nora, telling her that if he loses his job he will expose her earlier dishonesty. For her part, Nora cannot believe that forging her father’s signature – an act that saved her husband’s life – could lead to a serious punishment. Still, she is concerned enough to plead with Torvald on behalf of Krogstad. Torvald refuses to reconsider firing Krogstad and forbids Nora to even mention his name.

ANALYSIS

The Helmers’ house is decorated tastefully, showing they are relatively well-off. Nora’s happiness as she returns with the Christmas shopping reveals that she enjoys both spending money and doing nice things for her husband and children. At the same time, it will soon become clear that eating the macaroons is an act of deceit and disobedience, as she has been forbidden by Torvald.

Torvald’s nicknames for Nora suggest that he thinks of her almost as a child or a pet. This impression is emphasized when Nora hides the macaroons, like a mischievous child afraid of getting caught. Torvald’s parent-like attitude is highlighted by the way he talks to Nora about money, implying that he thinks she’s not intelligent enough to be financially responsible.

Nora’s happiness shows she enjoys performing the role of a wife and mother. At the same time, her request for money to buy something for herself suggests she wants to be allowed to make decisions for herself. But Torvald clearly doesn’t trust Nora with the money.

Even though Torvald and Nora appear to be in love, Torvald does not trust her, and Nora on her part doesn’t hesitate to lie to him; she was eating macaroons earlier.

Money is central to Torvald and Nora’s happiness. Torvald’s emphasis on their new prosperity suggests how important money is to him as well.

Mrs. Linde has been visibly changed by her life experiences. Nora’s happiness in the last eight years has left her remaining girlishly innocent and naive, whereas Mrs. Linde seems much older. Mrs. Linde’s decision to travel alone was unusual for women at the time, and Nora’s admiration of her “courage” suggests a desire for independence. Mrs. Linde’s status as a widow adds to the impression that she is much older than Nora.

In this part of the play Nora is childishly impolite. Mrs. Linde is obviously in a bad situation following the death of her husband, yet instead of listening to her Nora begins to insensitively boast about her and Torvald’s good fortune. Her speech also shows that she believes money leads to freedom and happiness.

Mrs. Linde’s story shows how difficult it was for women to survive without the financial support of men. The need for money effectively forced her to marry her husband, and after his death her struggle to support her family highlights the obstacles women faced in earning a reasonable income.

Both Mrs. Linde and Nora have strange and suspicious reactions to Krogstad’s arrival. Thus when Krogstad claims he is here on “routine” business matters, we are tempted to believe there is more to the story.

Here, Krogstad reveals more about Nora’s deceitful nature; not only did she lie to Torvald (and everyone else) about where the money for the trip to Italy came from, but she also committed forgery, an illegal act. He threatens to reveal the secret unless she does him a particular favour. Nora is terrified to the point that she even seems to be going mad.

ACT II

SUMMARY

Mrs. Linde stops by to help Nora prepare for a costume ball. Nora explains to Mrs. Linde that Krogstad is blackmailing her about the earlier loan. After Nora again begs Torvald not to fire Krogstad, her husband sends Krogstad an immediate notice of his dismissal. Nora is desperate and decides to ask help from Dr. Rank, a family friend, for a loan, to clear Krogstad. Before she can ask him for his help, Dr. Rank makes it obvious that he is in love with her and Nora decides that because of this it would be unwise to ask his help. Krogstad visits Nora once again and this time leaves a letter for Torvald in which Nora’s dishonesty is revealed. To divert Torvald’s attention from the Krogstad’s letter in the mailbox, Nora engages him to help with her practice of the dance she is to perform, the tarantella. Finally, Nora asks Torvald to promise that he will not read the mail until after the party.

ANALYSIS

In the opening of the second act, the stripped Christmas tree not only shows that time has passed, but also symbolizes a negative shift from the  joy of Christmas to a sense of ruin and chaos. Nora’s obsession in checking to see if any person or letter has arrived and assurances that no one will come for two days gives a sense of time running out and impending disaster.

Nora cannot think of anything else but her secret and the possibility of someone finding out. She tries to occupy herself with the clothes but is unable to.

As the play progresses, it becomes more and more clear how possessive Torvald is. Nora’s pride at saying Dr. Rank is “her” friend suggests she doesn’t really have many friends now that she is married. Nora believes that the reason that Torvald is so controlling is because he is so in love with her.

Nora seems increasingly desperate and crazed. Her mutterings to herself when she is alone show the effect that concealing her secret in front of others is having on her. She lies easily to Dr. Rank, showing how natural lying has become to her.

Nora flirts with Dr. Rank in a very provocative manner. When she teases him with the stockings, this is a very explicit sexual gesture. Her promise to dance for him likewise betrays a disregard for the boundaries of her marriage and a delight in displaying her femininity and sexuality.

Nora is almost asking Dr. Rank to help with keeping the secret of the debt from Torvald, but she is stopped by his confession of love. The confession changes her view of Dr. Rank completely. Where before she perhaps thought flirtation was harmless, the fact that Dr. Rank seems to genuinely love her becomes too much to handle, and she retreats in a rather childlike way.

Krogstad is determined to keep his position at the bank, to the extent of lacking etiquette for Nora, which shows he is desperate. Meanwhile, Nora must cover her tracts in front of everyone—even the maid—hence increasing her isolation.

 

 

 

ACT III

SUMMARY

In this act, it is revealed that Krogstad had years earlier been in love with Mrs. Linde. At the beginning of this act they agree to marry, and Krogstad offers to retrieve his letter from Torvald. However, Mrs. Linde disagrees and thinks that it is time that Nora is forced to confront the dishonesty in her marriage. After the party, the Helmers return home and Torvald opens the letter from Krogstad. While Torvald reads it in his study, Nora pictures herself as dead, having committed suicide by drowning in the icy river. Torvald interrupts her fantasy by demanding that she explains her deception.

However, he refuses to listen and is only concerned with the damage to his own reputation. Torvald’s focus on his own life and his lack of appreciation for the suffering undergone by Nora serve to open her eyes to her husband’s selfishness. She had been expecting Torvald to rescue her and protect her, and instead he only condemns her and insists that she is not fit to be a mother to their children.

At that moment another letter arrives from Krogstad telling the Helmers that he will not take legal action against Nora. Torvald is immediately excited and is willing to forget the entire episode. But having seen her husband revealed as self-centered, egoistic and hypocritical, Nora tells him that she can no longer live as a doll and expresses her intention to leave the house immediately. Torvald begs her to stay, but the play ends with Nora leaving the house, her husband, and her children.

ANALYSIS

Here, Mrs. Linde radically disrupts the course of events in the play. While it would have been easier for her to ask Krogstad to get his letter back, thereby ensuring that life between the Helmers went on as normal, Mrs. Linde’s belief in honesty triumphs over her promise to Nora. This finally benefits Nora, as Torvald’s behaviour when he reads the letter allows her to see the reality of her situation and that she no longer wants to remain in her marriage.

In this act it is clear that Torvald is thinking of Nora far more as a possession that he can display in order to impress other people than a real person with her own thoughts and feelings. To him, Nora was at the party merely to perform for the enjoyment of him and others, not to have a good time herself.

Nora’s bitterness toward Mrs. Linde because she did not get Krogstad to retrieve the letter shows that she has cut herself off even from her close friends in her obsession with the secret of the debt. All the hope and innocence seems to have drained out of her, and she has become a much more serious, grave person.

In his speech we see that Torvald’s love and desire for Nora is revealed to be cosmetic, rather than an appreciation for whom she truly is as a person. He talks about his sexual desire for her with no consideration of whether she is feeling the same way at the moment; indeed, when she tells him that she doesn’t want to be with him that night, he dismisses her feelings by saying she must be playing a game. In reminding her that he is her husband, Torvald is suggesting that their marriage means Nora does not have the right to refuse sex with him, a commonly held belief at the time.

Nora is preparing to kill herself, perhaps the ultimate symbol of self-sacrifice. Her whispering murmurs on the stage suggest that she is becoming mad.

Throughout this whole section of the play Torvald only thinks of himself and doesn’t pause to consider the way Nora has been and will be affected by Krogstad’s threats, or that Nora did what she did purely out of love for him.

Nora has evidently undergone a transformation both visually and in the way she speaks to Torvald. For the first time, she is addressing him as an equal and demanding that he treats her with respect by listening and not interrupting.

Finally, Nora conducts what can be considered an unofficial divorce ceremony. Although Torvald doesn’t want her to go, the fact that he agrees to give her his ring and not to write or try to help her shows that he finally respects her wishes and ability to make decisions for herself.

 

 

 

 

 

 

 

 

 

 

CHARACTERS, CHARACTERIZATION AND

ROLE

NORA HELMER

Nora Helmer is the protagonist or the main character or the heroine in the play.  Still a young woman, she is married to Torvald Helmer and has three children. Nora is by far the most interesting character in the play. Her whole life is a construct of societal norms and the expectations of others.

CHARACTER TRAITS

  1. Impulsive and a spendthrift

-In her first moments onstage, we see her give the porter an overly generous tip.

-She comes in with tonnes of Christmas presents, and shrugs at the idea of incurring debt.

-Unbeknown to Torvald, Nora borrowed money so that they could afford a year-long trip to Italy.

  1. Loving

-Nora borrowed money so that they could afford a year-long trip to Italy. Doctors said that Torvald would die without it—but that he shouldn’t know how bad his condition was.

-Nora brings home lots of Christmas presents for everybody in her house.

-She plays hide-and-go-seek with her kids.

  1. Independent and farsighted

-In the past, Nora was always a passive child-like possession who followed Torvald’s orders, but towards the end of the play, she is an independent adult and is able to dominate Torvald.

  1. Wise and intelligent

-Nora uses wisdom and intelligence to confront an emergency. She forges her father’s signature in order to secure a loan from Krogstad so as to save her husband’s life.

-Nora realizes that her understanding of herself, her husband, her marriage, and even her society was all wrong. She decides that she can no longer be happy in her life and marriage, and resolves to leave Torvald and her home in order to find a sense of self and learn about the world, a newly empowered woman boldly escaping the oppressive clutches of her old life.

-Nora has been leading a double life. She has not been thoughtlessly spending their money. Rather, she has been saving to pay off a secret debt.

 

  1. Childlike, immature, ignorant and whimsical

-She happily accepts the pet names “little lark”, “little squirrel”, and “Little Miss Extravagant” that her husband calls her without any opposition. In fact she seems to enjoy and even play into it.

-The maturity level Nora exhibits demonstrates that the relationship between Torvald and Nora is more like father and daughter than husband and wife.

  1. Irresponsible and reckless

-Her first act on stage is paying the porter. Though his service only costs sixpence, she gives him a shilling. (Pg 1) The casual way in which she gives it to him is indicative of her irresponsibility. She hands him the shilling and before he can thank her, she decides in the middle of the transaction that she is not patient enough to wait for change.

-She forges loan documents to raise money for an expensive trip to Italy. Even if the documents were not forged, Nora did not have any means to repay the loan anyway.

-She has never spent serious time with her husband of nearly a decade, and is always dumping her children on the nurse rather than bonding with them herself.

 

  1. Dishonest and deceitful

-She falsely blames Mrs. Linde for smuggling forbidden macaroons into the house.

-She has been eating macaroons, something she has been forbidden by her husband, despite her promises of total obedience to him.

– At the beginning of her marriage, she secretly borrowed money from Nils Krogstad and forged her father’s signature in order to finance a trip to Italy that was necessary to save Torvald’s life.

  1. Unfeeling

– She blames Mrs. Linde for smuggling forbidden macaroons into the house. Though she is just trying to hide her indiscretions, she does not care whom she hurts in the process.

  1. Materialistic

-She is always trying to make herself happy by buying things: dresses, toys, candy etc., rather than doing anything meaningful with her life.

– She is infatuated with the acquisition of possessions.

  1. Decisive, resolute and independent-minded

– At the end of the play, it becomes clear to Nora that “[she] had been living all these years with a strange man, and [she] had born him three children.”(Pg 117-118) This realization forces her into the real world and she ceases to be a doll. At the end of the above statement, she adds “Oh, I cannot bear to think of it!”

-She tells her husband, “Our home has been nothing but a playroom. I have been your doll-wife, just as at home I was papa’s doll-child.”(Pg 118) In the end, Nora has a sort of spiritual awakening. She walks out into the night alone but, for perhaps the first time in her life, she’s on the path to becoming a fully realized, fully independent human being.

– She decides to desert her family to go on a quest of personal enlightenment.

-The act of concealing the ill-gotten loan signifies Nora’s independent streak. She is proud of the sacrifice she has made. Although she says nothing to Torvald, she brags about her actions with her old friend, Mrs. Linde.

– Nora is independent enough to negotiate the loan to make her family’s holiday possible, and over the course of the play, Nora emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

 

 

  1. Manipulative

-At the end of the play, Nora seats Torvald at the table and explains her situation to him. She does not let him speak until she has finished what she wants to say.

– Other examples of manipulation are having a nanny take care of her children, having Mrs. Linde repair her dress, behaving seductively around Dr. Rank, influencing Torvald to give her money, and most importantly convincing Krogstad to overlook the similarity between her penmanship and her “father’s.”

  1. Selfish

– She does not want to forgive Torvald. She would rather start another life than try to fix her existing one.

  1. A dreamer

– Until she comes to the realization that her life is a sham, she spends her whole life in a dream world in which she does not take anything seriously.

– In her dream world, Nora takes a back seat approach to life and becomes like an object, reacting to other’s expectations rather than advancing herself.

 

 

  1. Trusting and naïve

-She trusted that Krogstad would not blackmail her and it therefore comes as a rude shock when he does so.

-Until she comes to the realization that her life is a waste, she spends her whole life in a dream world of naivety. In this dream world, Nora does not take life seriously, an attitude that led to many of the plot’s complications.

-She believes that Torvald loves her enough to take all blame upon himself, but she is mistaken. When she realizes that he is more concerned with appearances and respectability than with her happiness, she decides to leave him and find her own way in life.

-She naively thought that Torvald would selflessly give up everything for her. When he fails to do this, she accepts the fact that their marriage has been an illusion. Their false devotion has been merely play acting. She has been his “child-wife” and his “doll.”

  1. Determined

-Whenever Nora would get money from Torvald, she would reserve half of it to repay the debt, determined to clear it all one fine day.

-She was so determined to save her husband that she committed fraud to do so.

  1. Hardworking

-She has been secretly working odd jobs to pay back the debt.

  1. Courageous, bold, daring and tenacious

-To save her husband from poor health, she committed fraud. She valued love over the law.

-She courageously confronts Torvald about the demeaning way he treats her at the end of the play.

-She slammed the door on her husband as she left.

-Although she has been forbidden from eating macaroons by her husband, she still does it anyway despite her promises of total obedience to him.

  1. Calculating

-She is blackmailed by Krogstad, so she begs Torvald to let Krogstad keep his job.

-She flirts with Dr. Rank in the hope of borrowing money from him.

– She gets Christine to go and talk to Krogstad on her behalf regarding the withdrawal of the letter.

-She dances the tarantella to distract Torvald from the mail.

  1. Principled and firm

-She decides against borrowing from Rank when he reveals that he is dying and is in love with her.

-She rejects Torvald’s drunken advances after the party.

  1. Secretive

-She has never told Torvald where the money for their trip to Italy came from, as his pride would suffer.

-She also hides her thoughts and actions from her husband even when there is no real benefit in doing so.

  1. Suicidal

-She contemplates committing suicide in order to eliminate the dishonour she has brought upon her family.

  1. Rebellious

-She eats macaroons even though she has been forbidden by her husband.

ROLE

  1. Advancement of the plot – Nora is the central character in the play around whom the play circulates. As a result of her borrowing money from Krogstad, the conflict in the play is born as Krogstad tries to blackmail her with that secret, in order to make Nora’s husband, Torvald, to allow him keep his former job at the bank. When Torvald refuses, Krogstad sends him a letter to inform him about Nora’s indebtedness. Torvald’s reaction to this letter not only betrays his true nature, but also leads to Nora leaving him and her children to seek independence and freedom.
  2. Development of themes – Nora helps in developing themes such as love and marriage, women and feminity, lies and deceit, money and materialism, the sacrificial role of women, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, growth and development and betrayal
  3. Revealing character traits of other characters – Nora helps in revealing the character traits of other characters. For example, she helps in revealing Torvald as selfish and egoistic, naïve, strict, loving, hypocritical and hardworking. Through her, we learn that Krogstad was on one hand, vicious and ruthless, but on the other hand, merciful and forgiving. Dr Rank’s friendly but immoral nature is revealed through Nora. Mrs Linde traitorous nature is also revealed through her.
  4. Enhancing style – Nora helps in enhancing the style of symbolism (through the symbols like the Christmas tree, tarantella, the dolls, macaroons), dramatic irony, foreshadow, etc.

TORVALD HELMER

Torvald Helmer is a lawyer who at the start of the play has recently been promoted to Bank Manager. He is married to Nora Helmer, with whom he has three children. He does not seem particularly fond of his children; even once saying that their presence makes the house “will only be bearable for a mother now!”(Pg 30) His best friend is Dr. Rank, who visits him every day.

  1. Loving and affectionate

-He loves and is very affectionate towards Nora. That is why he showers her with endearments like “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” and “Little Miss Extravagant.” With every term of endearment, the word “little” is always included to show affection.

– His despair as Nora exits at the very end of the play suggests that, despite his patronizing and unjust treatment of her, Torvald really does love Nora.

  1. Generous

-He treats Nora generously, giving her extra money when she asks for it.

  1. Proud

-Typical of many contemporary heads-of-the-family, he is a proud specimen of a middle-class husband.

  1. Morally upright

– He sees Krogstad as irredeemably morally tainted, and hence decides to give his job to Mrs Linde.

– He is keenly concerned with his place and status in society and wouldn’t allow anybody to threaten his reputation, including his own wife.

  1. Selfish

-He considers Nora merely as an ornamental sex object instead of an equal partner in their marriage and the mother of his children.

-He maintains amorous fantasies toward his wife: he dresses her as a Capri fisher girl and encourages her to dance in order to arouse his desires.

-At the end of the play, Nora imagines that Torvald will defend her honour and not allow Krogstad to blackmail the Helmers. Nora imagines that Torvald would sacrifice his own reputation and future to save her, but Torvald tells her that he would not make the sacrifice, shattering Nora’s dream world. At this point it becomes clear to her that she had been living all these years with a strange man, and she had born him three children.

-He planned to cope with the scandal resulting from blackmail by stripping Nora of her spousal and motherly duties, but would keep her in the house for appearance sake.

-He is overly concerned with his place and status in society, and he allows his emotions to be swayed heavily by the prospect of society’s respect and the fear of society’s scorn.

  1. Hardworking and diligent

-He spends a great deal of his time at home in his study working, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife.

  1. Dictatorial, authoritarian and patronizing

-He restrains Nora with rules, much as a father would have to inhibit a child, forbidding her from eating macaroons and other temporal pleasures.

  1. Manipulative

-He insists on Nora wearing the fish girl costume for the tarantella. The costume and dance are part of Torvald’s fantasy of gazing upon Nora from across the room at a party and pretending that she is something exotic. Torvald made Nora take on a foreign identity; he used her as a doll.

  1. Unforgiving

-When he finds out about the debt, he fails to forgive her until he is sure that his reputation is safe.

  1. Heartless and unfeeling

-At the end of the play, Torvald seems untroubled and even a little relieved at the thought of Dr. Rank’s death.

-When he finds out about Nora’s secret debt, he instantly turns on her until he confirms that his reputation is safe.

-His heartless and unfeeling nature makes Nora not to tell him the truth about her loan, and Dr Rank not to tell him about his imminent death.

  1. Conservative and traditional

-Torvald’s focus on status and being treated as superior by people like Nils Krogstad points at his obsession with reputation and appearances.

-He has straightforward and traditional beliefs about marriage and society.

-When Nora tells him she is leaving him, Torvald at first reacts by calling her mad and saying she is acting like a stupid child.

-He is unable to cope with the disagreeable truths of life.

However, he can be said to be flexible because when he realizes how resolute Nora is in her decision, he offers to change and desperately searches for a way to make her change her mind.

  1. Shallow and vain

-He is incapable of understanding his wife or of properly returning her love.

  1. Hypocritical and self-righteous

-Though he regards her as his wife, he never considers her an equal partner in the relationship.

-Many times throughout the play, Torvald criticizes the morality of other characters. He trashes the reputation of Krogstad, one of his lesser employees. He speculates that Krogstad’s corruption probably started in the home. Torvald believes that if the mother of a household is dishonest, then surely the children will become morally infected. He also complains about Nora’s late father. When Torvald learns that Nora has committed forgery, he blames her crime on her father’s weak morals.

-In the beginning of Act Three, after dancing and having a merry time at a holiday party, Torvald tells Nora how much he cares for her. He claims to be absolutely devoted to her. He even wishes that some calamity would befall them so that he could demonstrate his steadfast, heroic nature.

Of course, a moment later, such an opportunity arises. Torvald finds the letter revealing how Nora has brought scandal and blackmail into his household. Nora is in trouble, but Torvald fails to come to her rescue as he had promised.

  1. Naïve

-Throughout the play, Torvald is oblivious to his wife’s craftiness. When he discovers the truth at the end, he is outraged.

ROLE

  1. Advancement of the plot – Torvald is also a major character in the play who plays an instrumental role in the development of the plot. It is as a result of his illness and the subsequent one-year stay in Italy that caused Nora to get into a debt trap with Krogstad. When he refuses to reinstate Krogstad to his former job at the bank, he intensifies the conflict because this makes Krogstad to send him a letter exposing his wife’s secret. The fact that he at first refuses to forgive her leads to Nora’s sudden discovery that he was a selfish, egoistic man. She has no alternative but leave him and her children to seek independence and freedom.
  2. Development of themes – Torvald also helps in developing themes such as love and marriage, pride, honour, respect and reputation, money and materialism, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, and betrayal.
  3. Revealing character traits of other characters – Torvald helps in revealing the character traits of other characters. For example, he helps in revealing Nora as impulsive and a spendthrift, childlike and immature, irresponsible and reckless, dishonest and deceitful, manipulative, calculating and traitorous. Through him also, we learn that Krogstad was unscrupulous, vicious and ruthless but merciful and forgiving.
  4. Enhancing style – Torvald helps in enhancing the style of imagery through his pet names for Nora such as “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” He also enhances the style of symbolism like his insistence that Nora should wear the dancing costume, similes like when he says he will protect her “like a hunted dove,” dramatic irony, verbal irony, hyperbole, etc.

 

MRS CHRISTINE LINDE

Mrs. Linde is an old schoolfriend of Nora’s. She is a woman whose marriage was loveless, and based on a need for financial security, and who doesn’t have any children. She and Krogstad had been in love before, but he was too poor to support her family. She arrives in town in search of a job in order to earn money and survive independently.

CHARACTER TRAITS

  1. Honest and Truthful

-She tells Krogstad that Nora must eventually conclude, through her own sufferings, that the only way of life which can survive crises is one based on truthful relationships.

-She believes very deeply in honesty and stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret.

-She insists that, “Helmer must know everything. This unhappy secret must come out!”(Pg 90) Even though she has the power to change Krogstad’s mind, she uses her influence to make certain that Nora’s secret is discovered.

 

 

  1. Hardworking

-Towards the end of the play, she explains to Krogstad that she finds joy and meaning in work.

-She worked hard to support her helpless mother and two younger brothers since the death of her husband.

  1. Independent-minded

-She arrives in town in search of a job in order to earn money and survive independently. In this way, she is a fairly modern woman.

  1. Traitorous

-She stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret, which seems like betrayal to her friend Nora.

  1. Conservative and traditional

-She tells both Krogstad and Nora that she is miserable without other people to take care of, thereby fitting into the traditional role of women as caretakers and nurturers. It is this conviction that causes her to marry Krogstad towards the end of the play.

  1. Selfish and materialistic

-She ended up marrying another man in order to have enough money to support her dying mother and young brothers. Apparently, Krogstad was too poor at this time to marry her. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

  1. Resilient

-She has lived an independent life as a single working woman. She has struggled financially and now that she has no one to look after, she feels empty.

ROLE

  1. Plot development– she lets the audience know the inner thoughts of the protagonist. She has a major effect on events that happen in the play.
  2. Reveals character traits of Nora and Krogstad – Mrs. Linde functions as a convenient device for exposition. She enters Act One as an almost forgotten friend, a lonely widow seeking a job from Nora’s husband. However, Nora does not spend much time listening to Mrs. Linde’s troubles. Rather selfishly, Nora discusses how excited she is about Torvald Helmer’s recent success. Through Mrs Linde, Nora launches into a dramatic explanation of all her secret activities (obtaining a loan, saving Torvald’s life, paying off her debt). Mrs Linde therefore functions as the primary means by which the audience learns of Nora’s secret and her character traits. She is the first character to see that Nora is not a child.
  3. Develops themes– she introduces the theme of deception. Through Mrs. Linde, Nora reveals that she has lied to save Helmer’s life and therefore deceived him with her cleverness.
  4. Enhances style– she foreshadows how Nora will confront a bitter future after learning that her marriage is based on deception by recounting how she herself sacrificed her rights to love and self-determination by marrying for financial security.

DR RANK

Dr. Rank is a medical doctor who is best friends with Torvald and Nora, who he visits every day. He suffers from spinal tuberculosis; a condition he believes was caused by his father’s vices, which included having extramarital affairs and consuming too much luxurious food and drink. He is unmarried and lonely, and over the course of the play it is revealed that he is in love with Nora.

CHARACTER TRAITS

  1. Friendly and loyal

-Nora explains how she always feels at ease around Dr. Rank because he does not have any expectations or demands of her.

-He visits the Helmers every day.

  1. Immoral

– It is revealed that he is in love with Nora, his best friend’s wife.

  1. Courageous

-He is unconcerned with what others think of him.

-He has accepted his fate and his impending death.

  1. Cynical

-He rejoices when he finds out that his illness is terminal, and insists that neither Torvald nor Nora visits him in his dying days. As he predicted, he is not particularly missed by the other characters.

  1. Trusting

– He trusts Nora completely. He refrains from telling Torvald of his imminent death because it is too “ugly” an idea for him to tolerate, but he does tell Nora, an indication of the bond between them. He talks with her about his coming death in a code that excludes Torvald and protects him from the harsh reality.

  1. Hypocritical

-Dr Rank is not as straightforward as he appears. His real motive for visiting the Helmers is that he is in love with Nora.

 

  1. Realistic

– On the subject of the costume party, Dr. Rank suggested that Nora should go as herself and that Torvald should be invisible. Under the surface, Rank is suggesting that Nora should not be a doll. With an invisible chaperon, Nora would not be dominated by a figure placing an identity over her.

ROLE

-To provide amusement for Nora as a change from the tiresome rules of Torvald, just as she used to seek the conversation of the maids as a refreshing change from the strictness of her father.

– Dr. Rank adds to the somber mood of the play; he is not essentially useful to the conflict, climax, or resolution.

NILS KROGSTAD

Nils Krogstad Krogstad is an employee at the bank at which Torvald is made manager. He leant Nora the money to take Torvald to Italy to recuperate. He is, at least at the beginning, the main antagonist: Everything is going well for the Helmers until Krogstad enters the story. Known to the other characters as unscrupulous and dishonest, he blackmails Nora, who borrowed money from him with a forged signature, after learning that he is being fired from his job at the bank. In the past, he too committed the crime of forgery, an act that he did not go to prison for but that nonetheless ruined his reputation and made it extremely difficult to find a respectable job.

CHARACTER TRAITS

  1. Morally Corrupt

-In the past, he too committed the crime of forgery, an act that ruined his reputation, though he did not go to prison. But it made it extremely difficult for him to find a respectable job.

-He was once in love with Kristine Linde, who ended up marrying another man in order to have enough money to support her dying mother and young brothers. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

-Torvald, who sees Krogstad as irredeemably morally tainted, decides to give his job to Mrs Linde.

  1. Merciless, vicious and callous

-At first he treats Nora without mercy when demanding his money. He argues that no mercy has been shown to him in life.

 

 

 

  1. Unscrupulous and dishonest

-He blackmails Nora with the threat of exposing her indebtedness unless she talked her husband Torvald into giving him back his job at the bank.

-Unless Nora persuades Torvald to keep Krogstad in his job (he later extends this to a promotion), he will tell Torvald about her loan and her forgery of her father’s signature.

  1. Forgiving and remorseful

-At first he treats Nora without mercy on the basis that no mercy has been shown to him in life; however, after Mrs. Linde and he decide to marry, he becomes happier and rescinds his threats to Nora, saying he regrets his behaviour.

-He removes his threats to the Helmers and sends Nora’s bond back to her, relinquishing his power over her.

-After engaging in a conversation with his lost love, the widow Mrs. Linde, they reconcile, and once again their romance is reignited, Krogstad no longer wants to deal with blackmail and extortion. He is a changed man!

-Although Mrs. Linde suggests that he should leave the first letter in the mailbox so that Nora and Torvald can finally have an honest discussion about things, he later drops off a second letter explaining that their secret is safe and that the IOU is theirs to dispose of.

-He has been trying to remake his life after having made earlier mistakes.

– Although he has been labeled as corrupt and “morally sick,” Krogstad has been trying to lead a legitimate life. He complains, “For the last year and a half I have not had a hand in anything dishonourable, amid all that time I have been struggling in most restricted circumstances. I was content to work my way up, step by step.”(Pg 75) Then he angrily explains to Nora, “And be sure you remember that it is your husband himself who has forced me into such ways as this again. I will never forgive him for that.”(Pg 76)

– He is one of several examples in the play of a person being forced into morally questionable action as a result of the rigid and unmerciful forces of society.

  1. Loving and responsible

-As soon as Mrs Linde tells him that she has always loved him and asks him to resume their relationship, he reveals himself as a more loving, joyful and merciful character.

-In matters concerning his children, we find the true measure of the man. Nils Krogstad is a good father and is not afraid of doing whatever it takes to make sure his family is secure.

– Despite the financial strain that he found himself under as a single parent Nils Krogstad still brought up his two boys as best he could.

– Although at times Krogstad is vicious, his motivation is for his motherless children, thus casting a slightly sympathetic light on his otherwise cruel character.

  1. Hardworking and resilient

– Here is a man who is a single parent of two boys who is totally unsupported by the society he exists in. He has been dealt many blows by life, first by Mrs. Linde who rejected him on financial grounds many years ago, and then by the death of his wife. He has to work multiple jobs to support himself and his family; by day he is a lowly bank clerk and by night he is a moneylender and he even finds time to write for a paper.

  1. Frank and sincere

-When Mrs. Linde proposes they resume their old relationship, Krogstad remains truthful and makes sure she is aware of his past deeds as well as what people think of him. He even makes sure she knows about his current dealings with the Helmers.

ROLE

  1. He advances the plot – Krogstad initiates the conflict by attempting to blackmail Nora Helmer. He serves as a catalyst. Basically, he initiates the action of the play. He sparks the flames of conflict, and with each unpleasant visit to the Helmer residence, Nora’s troubles increase. In fact, she even contemplates suicide as a means of escaping his torments.
  2. Develops themes – Krogstad helps to develop the themes of love and marriage, pride, honour, respect and reputation, money and materialism, parental obligations and individual vs. society.
  3. Reveals character traits of other characters– Through him we are able to know that Nora is secretive and deceitful, and Mrs Linde is traitorous and materialistic for leaving him when he was poor.

NURSE

She is a nurse to both Nora and Nora’s children. Her name is Anne Marie. The nursemaid is an example of a woman in bad circumstances forced to do anything in order to survive.

 

CHARACTER TRAITS

  1. Kind

-She was forced to give up her own child, who it is suggested was born out of wedlock.

  1. Reliable and responsible

-When Nora first thinks of leaving, she considers the fact that her children will be raised by the nursemaid and, remembering what a good mother the nursemaid had been to her, decides that she would also raise Nora’s children well.

  1. Immoral

-She gave birth to a baby out of wedlock,

  1. Irresponsible

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers.

  1. Self-sacrificial

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers. Nora finally leaves her children in her care, believing that they will be better off than they would be with her.

 

 

ROLE

  1. Developing themes – She helps to develop the theme of the sacrificial role of women by giving away her child to strangers so that she could concentrate on her job.

IVAR, BOB, AND EMMY

These are Torvald and Nora’s young children. Raised primarily by Anne, the Nurse (and Nora’s old nurse), the children spend little time with their mother or father. The time they do spend with Nora consists of Nora playing with them as if she were just another playmate. The children speak no individualized lines in the play; they are “Three Children.” Their dialogue is facilitated through Nora’s mouth, and they are often cut entirely in performance.

CHARACTER TRAITS

  1. Playful

-They asked their mother to play child games with them and they played hide-and-seek.

  1. Insistent

When their mother showed reluctance to participate in the children’s game, they insisted until she gave in.

 

  1. Loving

-They loved their mother dearly and would have wanted to spend more time with her and to continue playing children’s games with them.

ROLE

  1. 1. To bring out the character of Nora as a loving mother. She showers them with Christmas gifts and even plays children games with them. When Nora later refuses to spend time with them because she fears she may morally corrupt them, she acts on her belief that the quality of parenting strongly influences a child’s development.

HELEN

She is a housemaid employed by the Helmers.

CHARACTER TRAITS

  1. Humble

-She answers Nora with a lot of humility.

  1. Hardworking

-She does her work diligently.

PORTER

This is the porter who brings the Christmas tree to the Helmers house at the very beginning of the play.

CHARACTER TRAITS

  1. Obedient

-He obediently delivers the Christmas tree to the Helmers house.

  1. Grateful

-He thanks Nora for the tip that she gives him. (Pg 1)

  1. Honest

-He honestly states his charges without exaggerating and was already giving her back the change when she told him to keep it. (Pg 1)

NORA’S FATHER

Though Nora’s father is dead before the action of the play begins, the characters refer to him throughout the play. Though she clearly loves and admires her father, Nora also comes to blame him for contributing to her subservient position in life.

CHARACTER TRAITS

  1. Manipulative

-He manipulated Nora to do according to his wishes and whims. She complains that her father and her husband both treated her like a doll.

 

 

  1. Immoral

-Torvald criticizes him as having been a morally crooked man who engaged in corrupt deals.

  1. Insensitive

-The way he treated Nora was too insensitive for a father to treat his daughter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THEMES

MARRIAGE AND LOVE

At the beginning of the play, Nora and Torvald appear to be very happily married, even to themselves. Nora talks joyfully about her love for Torvald, and Torvald refers to Nora using affectionate pet names. At first the Helmers seem happy, but over the course of the play, the imbalance between them becomes more and more apparent.

Their loving marriage stands in contrast with the lives of the other characters. For example, the marriage of Krogstad and Mrs. Linde was based on necessity rather than love, and were unhappy. Dr. Rank, on the other hand, was never married, and it is later revealed that he has silently loved Nora for years.

Yet although Nora and Torvald’s marriage is based on love (as opposed to necessity, as was the case with Krogstad and Mrs. Linde), it is still governed by the strict rules of society that dictated the roles of husband and wife. It is clear that Nora is expected to obey Torvald and allow him to make decisions for her.

At first it seems that Nora and Torvald both enjoy playing the roles of husband and wife in a way that is considered respectable by society. However, Nora soon reveals to Mrs. Linde that she secretly borrowed the money from Krogstad behind Torvald’s back, and therefore has already broken both the law and the rules of marriage at the time. This creates a dilemma: Nora broke the rules of marriage, yet did so in order to save her husband’s life – a true act of love.

By the end, the marriage breaks apart due to a complete lack of understanding. Nora Helmer, the “doll” wife, realizes after eight years of marriage that she has never been a partner in her marriage. At the play’s conclusion, she leaves her husband in order to establish an identity for herself that is separate from her identity as a wife and mother.

The main message of A Doll’s House seems to be that a true marriage is a joining of equals. The play centres on the dissolution of a marriage that doesn’t meet these standards.

There is a lot of talk about love in A Doll’s House. Throughout the play we hear of and see many different forms of love: familial, maternal, paternal, and fraternal. Romantic love even blossoms for two of the secondary characters, namely Krostad and Mrs Linde. However, for the main characters, the Helmers, true romantic love is elusive.  They finally discovered that true love never existed between them.

WOMEN AND FEMININITY

Nora has often been painted as one of modern feminist heroines. Over the course of the play, she breaks away from the domination of her dictatorial husband, Torvald. Also throughout this play, there is constant talk of women, their traditional roles, and the price they pay when they break with tradition.

When A Dollʼs House was written in 1879, a wife was not legally permitted to borrow money without her husbandʼs permission. On her wedding day, a woman transferred from living under the authority of her father to under that of her husband.

Poverty had already forced women into the workplace early in the nineteenth century, and the Norwegian government passed laws protecting and governing women’s employment. By the middle of the 19th century, Norwegian women were permitted inheritance rights and the right to an education. But many of the rights provided to women favoured the lower economic classes. Employment opportunities for women were limited to low paying domestic jobs, teaching, or clerical work. Middle class women, such as Nora, noticed few of these new advantages. It was the institution of marriage itself that restricted the freedom of middle class women. Universal women rights were eventually achieved in 1913, making Norway the first country in Europe to have equal voting rights for men and women.

PRIDE, HONOUR, RESPECT AND REPUTATION

The men characters in A Doll’s House are obsessed with their reputation. Some have good names in their communities and will do anything to protect it; others have lost their good names and will do anything to get them back.

Honour

Honour is extremely important to Torvald; it is what motivates his behaviour. Early in the play, his value for honour is the reason he gives for sacking Krogstad, claiming that because he once displayed a lack of honour, it means that Krogstad is forever dishonoured. When he learns of his wife’s mistake, Torvald’s first and foremost concern is for his honour. He cannot appreciate the sacrifice that Nora has made for him; he is only concerned with how society will react to his family’s shame. For Torvald, honour is more important than family and far more important than love; he simply cannot imagine anyone placing love before honour. This issue brings out the glaring difference between Nora and Torvald.

Pride

Like honour, pride is another quality that Torvald upholds. He is proud of Nora in the same way one is proud of an expensive or rare item or possession. When her scandal threatens to be exposed, Torvald is very fearful of losing his public pride. Instead of accepting Nora with her misperfections, Torvald instead rejects her when she is most in need of his support. His pride in himself and in his possessions blinds him to Nora’s worth and value. Nora is left with no choice but to leave him. Only when she has made the decision to leave Torvald does she begin to develop pride in herself.

LIES AND DECEIT

The tension that runs throughout A Doll’s House comes from Nora’s fear of her secret being discovered. Her great terror being exposed leads her to tell a lie after a lie. When her web of lies finally reaches a climax, her marriage proves too weak to bear the strain.

At the beginning of the play, Nora appears to be a dutifully obedient and honest wife, however it is quickly revealed that she is hiding a serious secret from her husband—the fact that she borrowed money from Krogstad to finance a trip to Italy that she claims saved Torvald’s life. This confirms that all her statements about never disobeying or hiding anything from him were nothing but deceitful. When she reveals her dishonesty to Mrs. Linde, Mrs. Linde insists that she ought to confess to Torvald immediately, insisting that a marriage cannot succeed when husband and wife are not completely honest with each other.

But Nora is not alone in telling lies and being deceitful. Krogstad is also revealed to have committed a forgery. The fruits of their acts of deception are devastating: Krogstad’s reputation is ruined, and Nora is forced to leave her husband and family at the end of the play.

It should however be noted that the motivation behind Nora’s dishonesty was love – she lied in order to save her husband’s life. Furthermore, she wouldn’t have been deceitful if it weren’t for societal law dictating that women were not allowed to handle financial matters independently. Therefore Nora’s deceit was not the result of a personal flaw, but rather an attempt to commit a noble act of saving her husband’s life that went awry.

Dr. Rank also comes out as deceitful and dishonest. He has been deceiving both Nora and Torvald for years about the depth of his feelings for Nora. Only when she attempts to seek his financial help does Nora finally see beneath the surface to the doctor’s real feelings. He has been lusting for his best friend’s wife all those years. Nora is so shocked to discover this that she automatically decides not to ask Dr. Rank for financial assistance.

Torvald, who has been deceived throughout most of the play, is finally revealed in the final act to be the one most guilty of deception. He has deceived Nora into believing that he loved and cherished her, while all the while he had regarded her as little more than his property.

MONEY AND MATERIALISM

Throughout the entire play everyone is talking about money, as if it was a god. As the entire issue starts over a debt, the play revolves around money and who has it as well as who does not have it. It is a prevailing theme due to that.

In the very first scene, Nora gives the porter one shilling, telling him to “keep the change”, thus indicating her relaxed attitude to money and spending. The next scene with Torvald almost entirely revolves around the subjects of money, spending and borrowing, with Nora portrayed as a spendthrift. Torvald has very strong views on borrowing and debt. He says to her, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3)

A need for money affects all the major characters in A Doll’s House. In the beginning of the play it is revealed that Torvald was recently promoted and will receive “a big salary.”(Pg2) However, he still criticizes Nora for overspending, arguing that they need to be cautious financially. Mrs. Linde is in desperate need of a job following the death of her husband. Krogstad’s replacement at the bank leaves him threatening to reveal Nora’s secret in order to get his job back because he fears he will lose his source of income. Indeed, the bank works as a symbol for the pervasive presence of money in the characters’ lives.

Throughout the play A Doll’s House, the characters spend a good deal of time talking about their finances. Some are said to be doing quite well financially, and some have the promise of their finances improving in the future. Others are struggling to make ends meet. Either way, each character’s financial status seems to be a defining feature.

In the play, money symbolizes the power that the characters have over one another. In the first Act, Torvald’s ability to dictate how much Nora spends on Christmas presents shows his power over her. On the other hand, the debt that Nora owes Krogstad allows him to have power over her and Torvald. Both Nora and Mrs. Linde cannot earn large incomes because they are women; their inability to access significant amounts of money shows the power that men have over the women in this society.

It is also clear that, while earning money leads to power, it can also be dangerous. For instance, even if money actualized Nora and her family’s trip to Italy, the debt she owed Krogstad soon became a source of terror, dread, and shame. The thrill of obtaining money soon became a nightmare for her.

Krogstad is a moneylender, and money (or lack of it) has had a major effect on his life. We learn that Mrs Linde ended her relationship with him many years ago because of his lack of financial security, choosing to marry a richer man instead. Throughout his life Krogstad has been poor, struggling to support his family, and it is this dependency on financial income that leads him to blackmail Nora in an attempt to keep his job at the bank. Mrs Lindeʼs life has also been directly affected by money, or lack of it. Her late husbandʼs business collapsed, leaving her with nothing to live on, and since then she has had to work hard to survive.

Dr Rank is the only main character who appears to be comfortable financially, having inherited money from his late father. However, although he is financially comfortable he is terminally ill, referring to his body as being “bankrupt.”

Torvald in particular focuses on money and material goods rather than people. His sense of manhood depends on his financial independence. He was an unsuccessful lawyer because he refused to take “unsavory cases.” As a result, he switched jobs to the bank, where he will primarily be dealing with money.

THE SACRIFICIAL ROLE OF WOMEN

In A Doll’s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classes in his society.

In order to support her mother and two brothers, Mrs. Linde found it necessary to abandon Krogstad, her true but poor lover, and marry a richer man.

The nanny had to abandon her own child to support herself by working as Nora’s and later as Nora’s children’s caretaker. As she tells Nora, the nanny considers herself lucky to have found the job, since she was “a poor girl who has got into trouble…” (Pg 50)

Though Nora is economically advantaged in comparison to the play’s other female characters, she nevertheless leads a difficult life because society dictates that Torvald be the marriage’s dominant partner. Torvald issues rules and looks down on Nora, and Nora must hide her debt from him because she knows Torvald would never accept the idea that his wife had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtain a loan without her husband’s permission.

Nora’s abandonment of her children can also be interpreted as an act of self-sacrifice. Despite Nora’s great love for her children, as seen in her interaction with them and her great fear of corrupting them, she chooses to leave them. Nora truly believes that the nanny will be a better mother and that leaving her children is in their best interest.

All the three women in the play have made some kind of personal sacrifice in their lives in order to fulfill the roles which society expects of them. Nora, besides risking her dignity by borrowing money on behalf of her family, she also has sacrificed all her own opinions, thoughts and ideas and adopted Torvaldʼs views as her own. Besides that, she has been saving every bit of money she had and working odd hours of the night to repay Krogstad. And at the end of the play she sacrifices her home, family and children for the sake of her own self-discovery.

Mrs Linde, after her husbandʼs death, continued to make personal sacrifices for the sake of her family, taking on any work she could to support them financially.

Anne-Marie, on the other hand, sacrificed motherhood for a respectable job, which was all too common for young unmarried mothers in the 19th century.

PARENTAL AND FILIAL OBLIGATIONS

There is a strong emphasis throughout the play on the importance of parental and filial responsibility, and of the effect that the actions of parents have upon their children.

Parental obligations

Nora, Torvald, and Dr. Rank believe that a parent is obligated to be honest and morally-upright, because a parent’s immorality is passed on to his or her children like a disease.

For instance, Dr. Rank has a disease that is the result of his father’s wickedness. Dr. Rank implies that his father’s immorality, which included affairs with many women, led him to contract a venereal disease that he passed on to his son, causing Dr. Rank to suffer for his father’s misdeeds. He talks about the unfairness of this, of the sins of the father being passed on to the son.

Torvald, on the other hand, talks about a parentʼs immorality being passed on to the children like a disease. He voices the idea that one’s parents determine one’s moral character when he tells Nora, “Almost everyone who has gone to the bad early has had a deceitful mother” (Pg 30) He speaks about Krogstad poisoning his own children with lies and immorality. He also refuses to allow Nora to interact with their children after he learns of her deceit; for fear that she will corrupt them.

Nora is referred to as being like her father, having inherited a lot of his qualities. It is also important to note that she never had a mother, with Anne-Marie fulfilling the maternal role in her life.

Anne-Marie was forced to give away her own child to take on the role of Noraʼs maid; in contrast Nora chooses to leave her own children at the end of the play.

Filial obligations

Filial means the duties, feelings or relationships which exist between a son or daughter and his or her parents.

The play suggests that children too have an obligation to protect their parents. Nora recognized this obligation, but she ignored it, choosing to be with, and sacrifice herself for, her sick husband instead of her sick father.

Mrs. Linde, on the other hand, abandoned her hopes of being with Krogstad and undertook years of labour in order to tend to her sick mother. Mrs Linde has fulfilled her filial responsibility by dedicating her life to care for her mother, at the expense of her own personal happiness. Her motherʼs illness has directly affected the life she has led and the personal decisions she has made.

Ibsen does not however pass judgment on either woman’s decision, but uses the idea of a child’s debt to her parent to demonstrate that familial obligation is not one way – it is reciprocal.

THE UNRELIABILITY OF APPEARANCES

Over the course of A Doll’s House, appearances prove to be quite misleading and hide the true reality of the play’s characters and situations. Our first impressions of Nora, Torvald, and Krogstad are all later proved quite wrong.

Nora, at first, seems a silly, childish woman, but as the play progresses, we see that she is intelligent, motivated, and, by the end of the play, a strong-willed, independent thinker.

Torvald, on the other hand, though he appears as the strong, benevolent husband, reveals himself to be cowardly, petty, and selfish when he fears that Krogstad may expose him to scandal.

Krogstad, who initially appears to be a vicious, ruthless blackmailer, later reveals himself to be a much more sympathetic and merciful character. He also turns out as an earnest lover. Indeed, the play’s climax is largely a matter of resolving identity confusion – we see Krogstad as a loving merciful man, Nora as an intelligent, brave woman, and Torvald as a helpless, sad man.

Situations too are misinterpreted both by the audience and by the characters. The seeming hatred between Mrs. Linde and Krogstad turns out to be love. Nora’s creditor turns out to be Krogstad and not Dr. Rank, as the audience and Mrs. Linde had thought. Dr. Rank confesses that he is not just a friend to Nora but instead he is in love with her, to Nora’s and the audience’s surprise. The seemingly ruthless Krogstad repents and returns Nora’s contract to her, while the seemingly kindhearted Mrs. Linde fails to help Nora, leading to Torvald’s discovery of Nora’s secret.

GENDER ROLES

A Doll’s House exposes the restricted roles of women during the time of its writing and the problems that arise from a drastic imbalance of power between men and women.

Throughout the play, Nora is treated like a child by the other characters. Torvald calls her his “pet” and his “property,” and suggests that she is not smart or responsible enough to be trusted with money. Neither Krogstad nor Dr. Rank take her seriously, and even Mrs. Linde calls her a “child.” Nora seems unperturbed by the views of others about her; even calling herself “little Nora” and promising that she would never dream of disobeying her husband.

However, there are clues that she is not entirely happy with the limited position she has as a woman. For example, when revealing the secret of how she borrowed money to finance the trip to Italy, she refers to it as her “pride” and says it was fun to be in control of money, explaining that it was “like being a man.” (Pg 21) Nora seems to wish to enjoy the privileges and power enjoyed by males in her society. She seems to understand the confinement she faces simply by virtue of her sex.

Nora’s dissatisfaction with her status as a woman intensifies over the course of the play. In the final scene she tells Torvald that she is not being treated as an independent person with a mind of her own. According to her, the bitter solution to this issue is to leave married life behind, despite Torvald’s begging that he will change. Nora’s problems arise because as a woman she cannot conduct business without the authority of either her father or her husband. When her father is dying, she must forge his signature to secure a loan to save her husband’s life. That she is a responsible person is demonstrated when she repays the loan at great personal sacrifice.

The men in this play have a very conservative view of the roles of women, especially in marriage and motherhood. Torvald, in particular, believes that it is the sacred duty of a woman to be a good wife and mother. Moreover, he tells Nora that women are responsible for the morality of their children. In essence, he sees women as childlike, helpless creatures detached from reality on the one hand, but on the other hand as influential moral forces responsible for the purity of the world through their influence in the home.

The men of A Doll’s House are in many ways just as trapped by traditional gender roles as the women. The men must be providers. They must bear the burden of supporting the entire household. They must be the undoubted kings of their respective castles. Besides providing for their families, the men are obsessed by a desire to achieve higher status. Respectability is of great concern to both Torvald and Krogstad. When Nora’s borrowing is revealed, Torvald’s first thoughts are for his reputation. On the other hand, Krogstad is obsessed with achieving success now that he has changed his character. He intends to one day take over Torvald’s job and run the bank.

By the end of the play, these traditional ideas are truly put to the test.

INDIVIDUAL VS. SOCIETY

Nora, a dutiful mother and wife, spends most of the play putting others before herself. She thinks little about herself to the extent of engaging in an act of forgery and taking a debt for the sake of her husband’s health. She doesn’t stop to worry about how these actions might impact the lives of her husband and children. Even when she plans to kill herself near the end of the play, it is not to hide her shame but rather because she thinks that if she is alive then Torvald will ruin himself in trying to protect her.

Similarly, Mrs. Linde admits that, without a husband or any family members to care for, she feels that her life is pointless. Therefore both women find a sense of meaning in their lives through serving others and performing the caring, obedient role that society requires of them.

However, Nora later learns that prioritizing her duty as a wife and mother cannot lead to real happiness. She realizes that while she thought she was sacrificing herself to protect her love, in fact no such love existed. It becomes clear that Torvald would never have sacrificed his reputation to protect her. She therefore decides to leave him in order to develop a sense of her own identity. The play ends with Nora choosing to put herself as an individual before society’s expectations of her.

Some characters, however, are more concerned about themselves as individuals rather than the society. A good example is Krogstad. Throughout most of the play, it seems that he cares more about his reputation than anything else. Punished by society for his act of forgery, he is desperate to reclaim respectability in the eyes of others. However, he realizes that he will only achieve happiness through truly reforming himself and regaining the personal integrity that he lost, rather than the outward respectability.

In a similar way to Nora, Krogstad learns that society’s view of him is meaningless if he doesn’t respect himself as an individual.

BETRAYAL

Betrayal is a theme of this play in several ways. Nora has betrayed her husband’s trust in several instances. She has lied about borrowing money, and to repay the money she must lie about how she spends her household accounts and she must lie about taking odd jobs to earn extra money. She also chooses to lie about eating macaroons which her husband has forbidden her.

Torvald betrays Nora when he rejects her pleas for understanding. Torvald’s betrayal of her love is clearly shown when he doesn’t want to understand that Nora took the loan because of his own welfare. To him, she threatened his otherwise good reputation in the eyes of the society, which was an unforgivable sin to him. This was the reality that Nora requires to finally awaken from; her previous view about her husband and their marriage was just but a sham.

Mrs Linde also betrays Krogstad when she opts to marry a richer man because Krogstad was too poor to help her sustain her sick mother and needy siblings.

GROWTH AND DEVELOPMENT

In Act I, Nora is portrayed as nothing more than a “doll,” a child who has exchanged a father for a husband without changing or maturing in any way. But as the play progressed, she realized that she had no identity separate from that of her husband. Torvald owned her just as he owned their home or any other possession. She was finally forced to face the reality of the life she was living. She realized in the final act that if she had to develop an identity as an adult, she must leave her husband’s home. When Nora finally gave up her dream for a miracle and, instead, accepted the reality of her husband’s self-centredness, she finally took her first steps toward maturity. She realized the inequity of her situation; she also recognized her own self worth. Her decision to leave is a daring one that indicates the seriousness of Nora’s desire to find and create her own identity.

THE HOME

The fact that the play is called A Doll’s House means that home might be a prevalent theme. Early on in the text, the home is seen as a thing of joy, a place of comfort and shelter. The idea of home is enmeshed with the idea of the happy family, which the Helmers seem to be.

Toward the play’s conclusion, however, the imbalance of power in the family becomes an issue. Now the seemingly happy home is revealed as having been an illusion – a doll’s house – that hid the gulf between the Helmers. The Helmers’ home is really more of a prison than a shelter.

The title, A Doll’s House, implies that everything is a façade, an illusion. Just like a doll that has a plastered smile on its face, the doll’s house hides the problems in the marriage.

STYLISTIC/LITERARY DEVICES

Stylistic or literary devices are techniques (ways to do things, styles, or forms) that authors use to get the attention of the reader which include playing with words, creating imagery, comparing and contrasting, or using metaphors, just to name a few. In A Doll’s House, the author has used a variety of stylistic devices, as discussed below.

SYMBOLISM

Symbols are objects, characters, figures, or colours used to represent abstract ideas or concepts. The following are the symbols used in the play:

  1. Christmas and New Year Days

The action of the play is set at Christmas and New Year season. Christmas and New Year holidays are both associated with rebirth and renewal and several of the characters go through a kind of rebirth over the course of the play.

Both Nora and Torvald have a spiritual awakening, which could be seen as a “rebirth.” Nora’s trials and tribulations wake her up to the sorry state of her marriage. When the “wonderful thing” fails to happen, she realizes she will never be a fully realized person until she breaks away from her husband. And when she slams the door behind her, she is in a way reborn.

Nora is not alone in her spiritual awakening, however. Torvald’s last line, “The most wonderful thing of all?”(Pg 120) seems to indicate that he has also realized the complete inadequacy of his existence. By the end of the play, both Helmers have been reborn.

Krogstad and Christine are reborn as well. When these “two shipwrecked people…join forces,” (Pg 88) they each get a fresh start in life. Both of them view their renewed love affair as a chance for salvation. Krogstad hopes that it will help increase his standing with the community, and that Christine’s influence will make him a better person. Christine, on the other hand, is overjoyed that she will have someone to care for. She once again has purpose in her life.

Nora and Torvald both look forward to New Year’s as the start of a new, happier phase in their lives, a new beginning with no debts. In the New Year, Torvald will start his new job, and he anticipates with excitement the extra money and admiration the job will bring him. Nora also looks forward to Torvald’s new job, because she will finally be able to repay her secret debt to Krogstad. By the end of the play, however, the nature of the new start that New Year’s represents for Torvald and Nora has changed dramatically. They both must become new people and face radically changed ways of living. Hence, the New Year comes to mark the beginning of a truly new and different period in both their lives and their personalities.

In the end of the play, it resembles new beginnings as almost all the characters are starting new lives, Nora and Torvald separately, while Christine and Krogstad together.

  1. Christmas Tree

The Christmas tree symbolizes Nora’s role in her household. She is only a decoration to be looked at. Her function in the household is pretty much the same as the tree. She is merely decorative and ornamental. She dresses up the tree just as Torvald dresses up her for the party. It’s interesting that she tells the maid not to let the children see the tree until it’s decorated.

The Christmas tree, therefore, a festive object meant to serve a decorative purpose, symbolizes Nora’s position in her household as a plaything who is pleasing to look at and adds charm to the home.

It also symbolizes family happiness and unity, as well as the joy Nora takes in making her home pleasant and attractive.

At the beginning of Act Two, the Christmas tree has been stripped of its ornaments and is only left with burnt-down candle-ends on its disheveled branches. Nora is alone in the room, walking about uneasily. Basically, Nora is a mess and so is the tree. She’s gotten the bad news from Krogstad, and as a result her mind is just as disheveled as the poor tree.

The tree seems to mimic Nora’s psychological state. It can be interpreted as symbolic of Nora’s disintegrating web of lies. The pretty decorations that Nora used to cover up her deceit are falling away. Soon the bare, ugly truth will emerge. This represents the end of Nora’s innocence and foreshadows the Helmer family’s eventual disintegration.

  1. Macaroons

Torvald has banned Nora from eating macaroons. Although Nora claims that she never disobeys Torvald, this is proved false in the very opening of the play when Nora eats macaroons while she was alone in the living room. The macaroons are symbolic of Nora’s disobedience and deceit. She lies to Dr. Rank about having been given some by Mrs. Linde, and after giving her performance of the tarantella asks that macaroons be served at dinner, which indicates a close relationship between the macaroons and her inner passions, both of which she must hide within her marriage.

  1. The tarantella

Tarantella takes its name from a spider, a Tarantula,   which, according to the Italian legends, bites its victim to quick death. The only way to get rid of its poison is to dance so as to let the poison come out of the body with the sweat. Similarly, the wild dance of Nora is a symbolic expression of her tragic inner condition and, at the same time, a therapeutic instrument that gives her courage to face up the suicide that she plans to carry out. Nora dances the Tarantella at a time when she had accelerated anxiety, on the border of madness. So through the dance, her body was trying to express what couldn’t be said in words.

Like the macaroons, the tarantella symbolizes a side of Nora that she cannot normally show. It is a fiery, passionate dance that allows her to drop the mask of the perfect Victorian wife and express her desperate and tragic interior condition and her inner feelings.  It is a dance of recovering from the madness of her fate; Tarantella has the power to heal Nora.

After the dance, in fact, she reemerges matured and able to look death in the eyes.

It is important to note that the rehearsal of Tarantella is the first moment in which Nora doesn’t obey what Torvald commands. Her repressed feelings are not allowed to come out in her marriage, the only way she can express them is through a performance. And her performance is wild and hysteric. Through the dance Nora liberates herself from her sexual doll’s role, which is a transformation from an old existence to a new one.

  1. The Doll’s House

The title of the play A Doll’s House is also symbolic. It represents something impermanent or short-lived.

There are a few mentions of dolls early on in the play; for example, when Nora shows Torvald the dolls she bought for her daughter, and says that the fact that they are cheap doesn’t matter because she will probably break them soon anyway. This probably suggests that Nora is raising her daughter for a life similar to her own. It also foreshadows Nora breaking up her family life by leaving Torvald.

When Nora plays with her children she also refers to them as her “little darlings.” (Pg 42) However, it is not until the end of the play that the metaphor becomes explicitly clear. Nora tells Torvald that both he and her father treated her like a doll, and cites this as one of the reasons why she has become dissatisfied and disillusioned with her life with him.

  1. The dance costume

At the end of the play, Nora decides to leave Torvald. The next thing Nora does is to change out of her fancy dance dress. Torvald bought this dress for Nora to wear at a costume party because he wanted her to appear as a “Neapolitan fish girl”. As one would put clothes on a doll, Torvald dresses Nora. When she sheds this dress, she is symbolically shedding her past life with Torvald and her doll-like existence.

  1. Dr. Rank

Dr. Rank is a symbol of moral corruption within society. He has been lusting for Nora secretly. His illness is symbolic of the moral illness of the society as represented by himself, Krogstad and, by extension, Torvald.

 

 

  1. Mrs Linde

Mrs Linde is a symbol of a modern, independent woman. She arrives in town in search of a job in order to earn money and survive independently. She perhaps also symbolizes hollowness in the matriarchal role.

  1. Torvald Helmer

Torvald Helmer is a symbol of a male dominated, authoritative, and autocratic society.

  1. The slamming of the door

The slamming of the door symbolizes the finality of the relationship between Torvald and Nora Helmer.

USE OF FIGURATIVE LANGUAGE

IMAGERY

Metaphors

A metaphor is a comparison without using the terms ‘like’ or ‘as.’ Henrik Ibsen uses quite a number of metaphors in A Doll’s House. These include the following:

  1. Torvald’s pet names for Nora

-He calls her “featherhead,” “songbird,”  “squirrel,” “hunted

dove…saved from hawk’s claws,” and “skylark.” When she leaves him, he calls her a “heedless child.” All these metaphors are, on one hand, aimed at reflecting Nora’s apparently innocent, carefree nature, and on the other hand, they suggest that her husband does not think of her as a proper adult because she is a woman.

-Another metaphor is where Torvald says, “…how much it costs a man to keep such a little bird as you.” Here, Torvald is comparing Nora to a bird by saying that people would not expect her to spend as much money as she does.  The “bird” reference means that birds are typically low maintenance, but Nora is not.

  1. The doll

-In Act 3, Nora tells Torvald that both her father and Torvald have treated her like a doll-child, with no opinions of her own, and have only played with her. Both men, she says, have committed “a great sin” against her in discouraging her from growing up. Torvald’s pet names for her are prefaced by “little,” showing that he sees her as a child.

  1. Big black hat

-In Act 3. Dr. Rank has a coded conversation with Nora (designed to protect Torvald from unpleasant truths) in which he says he will attend the next fancy dress ball wearing “a big black hat” that will make him invisible. This is a way of saying that he will be dead.

Other metaphors

-Krogstad is labeled “morally diseased” because of the incriminating forged bond and the forged documents that tarnished his reputation.

-Nora and Torvald crumbling marriage and home are referred to as a “doll’s house” to mean their impermanency.

– Krogstad uses this metaphor, “I am a shipwrecked man clinging to a bit of wreckage” (Pg 87) to describe how he felt when Mrs. Linde chose to marry her late husband instead of him. Mrs. Linde replies that she had her mother and younger brothers to take care of and she needed financial stability, which Krogstad could not offer her. In this metaphor, Krogstad might be suggesting that he is still in love with Mrs. Linde.

-Torvald refers to his wife as his “frightened little songbird” and promises her that his “big broad wings” would protect her.

-The title of the play A Doll’s House is an extended metaphor. It is comparison of a small toy with that of a perfect house. It compares Nora’s relationship with every man in her life to that of a young child playing with her, merely a pretty plaything.

Similes

A simile is a comparison by use of the terms ‘like’ or ‘as.’ Similes are used in different places in the story to compare certain necessary ideas.

Examples

-“It was like being a man.”(Pg 21) This simile was used by Nora to compare the role she played in sustaining the family during their one-year stay in Italy. It made her feel like a man supporting them for all that time.

-Torvald brags that he will protect Nora “like a hunted dove that [he has] saved from the talons of a hawk.” Here, he wants to emphasize his commitment in ensuring Nora of her safety.

IRONY

Irony is a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. There are three types of irony evident in A Doll’s House, namely: verbal, situational and dramatic irony.

 

 

Dramatic irony

Dramatic irony occurs when the audience is more aware of what is happening than one, some or all the characters on stage.

The full significance of a character’s words or actions is clear to the audience or reader although unknown to the character. In other words, the audience’s or reader’s knowledge of events or individuals surpasses that of the characters.

Examples

-This happens in A Doll’s House near the opening of the play when Nora eats macaroons. When Torvald then asks Nora if she has been eating sweets, she lies and says she has not. Nora and the audience know this is a lie and so know more than Torvald, making this a situation of dramatic irony.

-Torvald tells Nora, “That is like a woman! But seriously, Nora, you know what I think about that. No debt, no borrowing. There can be no freedom or beauty about a home that depends on borrowing and debt.”(Pg 3) But nevertheless, she has borrowed money from Krogstad which she has been paying for a long time without his knowledge.

-The reader is aware that Nora borrowed money from Krogstad without her husband’s permission. Nora also forged her father’s name to gain the money. She says, “You don’t know all. I forged a name.” In the following conversation between Nora and Christine it is clearly stated that Torvald does not know of Nora’s actions

Mrs. Linde: And since then have you never told your secret to your husband?

Nora. Good heavens, no! (Pg 20)

-Another example of dramatic irony in A Doll’s House is when Nora wants to practise a dance called the Tarantella. When Torvald goes to look in the letter box Nora says, “Torvald please don’t. There is nothing in there.” (Pg 80) The reader knows there is a letter in the mailbox that has been dropped by Krogstad. The reader also knows that Nora has not forgotten the dance as she claimed, she was just pretending. The reader knows this when Torvald goes to check the mail and Nora begins to play the Tarantella. Nora then says, “I can’t dance tomorrow if I don’t practise with you.” (Pg 81) The reader knows that all Nora is trying to do is keep Torvald from reading the mail which contains a letter from Krogstad.

-Dramatic irony is evident throughout the text to indicate Nora’s exit from her marriage with Torvald. Some escalating events have happened in the three acts to give clues to the audience that she has already decided to leave.

Examples

  1. i) Nora to Nurse regarding the children:

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

  1. ii) Nora to Torvald:

Nora: “Torvald, you will be sorry for not letting me stay, even

for just half an hour.”

She knows that the letter is still in the mailbox and doesn’t want Torvald to find out about the contract.

iii) Nora to Mrs Linde:

Nora: “You all think I’m incapable of doing anything serious…or of ever having to face the brutality of life.”

 

 

 

Situational irony

Situational irony occurs when something entirely different happens from what the audience may be expecting, or the final outcome is opposite to what the audience is expecting.

Examples

-Situational Irony is present when Nora is discussing Krogstad’s forgery with her husband in Act 1. Minutes before this conversation, Krogstad approached Nora about her own forgery of her father’s signature.

-There is very little hint that Nora is going to leave Torvald until the end of the play. At the beginning of the play she acts as if she loves him very much. Not until she says “Or if anything else should happen to me – anything, for instance, that might prevent me from being here” does anyone think about Nora leaving Torvald. At the end of the play she calls Torvald a “stranger” and walks out.

-It is ironic that Torvald states that he awaits the moment when Nora will be in trouble so that he can rescue her. When in fact the truth comes out and Torvald has been given his opportunity to rescue Nora, all he is concerned with is his reputation. He yells at her. He insults her by calling her feather brain. He screams at her, telling her to go to her room. He is not interested in how he can rescue her. He is interested in how he can get out of this mess without ruining his good name.

-When Krogstad returns the IOU document, Torvald exclaims that he is saved and that he has forgiven Nora. When Nora asks if she is saved, Torvald exclaims that she is, of course. Only moments earlier, he was furious with her. Ironically, he did not even consider that she had borrowed the money to in fact save him.

-Situational irony is also evident earlier on in the play during Nora’s chat with Mrs. Linde, where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) Here, Nora visualizes a happy and blissful life with Helmer. However, there is irony in what she says because later on in the play, her marital relationship will be shattered and she will leave her husband and all the “money” that she had visualized, for an uncertain future away from Torvald after realizing that the world she was living in was equivalent to the world of a puppet, or rather, a doll.

 

Verbal irony

Verbal irony occurs when a speaker’s intention is the opposite of what he or she is saying.

Examples

-Verbal irony is present when Helmer says, “Is that my little skylark twittering out there?” (Pg 2) He is not really asking if Nora is a bird. He is not even saying that she is twittering like a bird. He is just asking if it is his wife, Nora, and if she is saying something. When Torvald Helmer says, “Is it my little squirrel bustling about?” (Pg 2) he does not think that Nora is a squirrel either.

-Nora has her share of verbal irony too. When she is sitting down talking to Mrs. Linde she says, “There now, it is burning up.” The place is not literally burning up. The house is not on fire. Nora is just stating that the temperature inside the house is hot.

– When Nora is chatting with Mrs. Linde, where she says “just fancy, my husband has been made manager of the Bank!”(Pg 11) where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “I feel so relieved to have heaps of money and not need to have any anxiety…” (Pg 11-12) The reader is tempted to think that her life and that of her family is one smooth ride. But it emerges that she is deep in debt and even has to work extra hours at night in order to keep up with the payments.

FORESHADOW

Foreshadowing refers to clues that point to events that will happen later.

Examples

-Nora’s early rebellion of eating the macaroons against Torvald foreshadows her later rebellion

-The way Torvald always called Nora “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” was a foreshadow. She ends up saying something like “I’m just your little dove” in the later Acts when she decides to leave him. She acknowledges the fact there was never actually love between them; she was just his play toy, hence the name of the play, A Doll’s House.

-In the following conversation between Nora and Anne-Marie, there is use of foreshadow.

Nora: Yes, but, nurse, I shall not be able to be so much with them now as I was before.

Nurse: Oh well, young children easily get accustomed to anything.

Nora: Do you think so? Do you think they would forget their mother if she went away altogether? (Pg 50)

Nora eventually leaves her family, which was why she asked Anne-Marie how she possibly could have done it.

-Torvald’s stubbornness about denying Krogstad the banking job has complicated Nora’s attempt to continue hiding her little secret. We know there is going to be trouble later on. Nora’s secret is bound to come out. Ibsen has foreshadowed an ironic inevitability.

-Mrs. Linde plays the role of foreshadowing the future of Nora and a mirror to Nora’s character. She delves into the mistakes Nora will make and views her for what she truly is. She is the wise woman who has hindsight of what becomes of women who spend their money and borrow. She provides exposition to the play because she is the only one Nora can discuss her history with without consequences. Talking to Mrs. Linde provides an opportunity for the audience to understand Nora’s character.

-Mrs. Linde shares with Nora that her husband had died and that, due to her habits and his unstable business, she was now poor and struggling to make ends meet. She seems to be foreshadowing Nora’s impending fate.

CONTRAST/JUXTAPOSITION

Contrast or juxtaposition involves two characters or things being placed together with a contrasting effect.

Examples

-The father-daughter relationship between Nora and her father and that of Nora and Torvald is contrasted in the final Act. Nora makes this connection that life with her father was like life with Torvald. Nora’s father would force his beliefs on her and she would comply with them lest she upset him; she would bury her personal belief under Papa’s. According to Nora, Torvald was guilty of the same things. A good example was his insistence on her wearing the fish girl costume and his frustration over her inability to grasp the tarantella.

-Krogstad and Nora are also contrasted. The more we learn of Krogstad, the more we understand that he shares a great deal with Nora Helmer. First of all, both have committed the crime of forgery. Moreover, their motives were out of a desperate desire to save their loved ones. Also like Nora, Krogstad has contemplated ending his life to eliminate his troubles but was ultimately too scared to follow through.

– Dr. Rank’s treatment of Nora is contrasted sharply with that of Torvald. Rank always treats Nora like an adult. He listens to her and affords her a dignity, which is definitely missing in Torvald’s treatment.

– Mrs Linde’s relationship with Krogstad also provides a point of comparison with that of Nora and Torvald.

-Nora and Mrs Linde are also contrasted. Whereas Mrs. Linde took responsibility for her sick parent, Nora abandoned her father when he was ill. Mrs. Linde’s account of her life of poverty underscores the privileged nature of the life that Nora leads. Her sensible worldview contrasts sharply with Nora’s somewhat childlike outlook on life.

FOIL

A foil is a literary character who contrasts another character in order to highlight certain aspects of the other character.

Examples

-Mrs Linde’s life’s journey from independence to marriage is a foil to Nora’s journey in the opposite direction.

-Dr Rank is a foil to Torvald in that he treats Nora as an intelligent human being and she in return speaks more openly to him than she does to her husband.

-Mrs. Linde is the character that really makes Nora look bad in comparison and acts as a foil for Nora. In fact, you could argue that all the characters act as foils for Nora.

MOTIFS

Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.

Examples

Nora’s definition of freedom

-Nora’s understanding of the meaning of freedom recurs in the course of the play. In the first act, she believes that she will be totally “free” as soon as she has repaid her debt, because she will have the opportunity to devote herself fully to her domestic responsibilities. After Krogstad blackmails her, however, she reconsiders her outlook regarding freedom and questions whether she is happy in Torvald’s house, subjected to his orders and commands. By the end of the play, Nora seeks a new kind of freedom. She wishes to be relieved of her familial obligations in order to pursue her own ambitions, beliefs, and identity.

Use of letters

-Many of the plot’s twists and turns depend upon the writing and reading of letters. Krogstad writes two letters: the first reveals Nora’s crime of forgery to Torvald; the second retracts his blackmail threat and returns Nora’s promissory note.

-The first letter, which Krogstad places in Torvald’s letterbox near the end of Act Two, represents the truth about Nora’s past and initiates the inevitable dissolution of her marriage. The second letter releases Nora from her obligation to Krogstad and represents her release from her obligation to Torvald.

-The two letters have exposed the truth about Torvald’s selfishness, and Nora can no longer participate in the illusion of a happy marriage.

-Dr. Rank communicates his imminent death through another form of a letter: a calling card marked with a black cross in Torvald’s letterbox. By leaving his calling card as a death notice, Dr. Rank politely attempts to keep Torvald from the “ugly” truth, as he had said earlier about his best friend, Torvald.

Other letters include Mrs. Linde’s note to Krogstad, which initiates her life-changing meeting with him, and Torvald’s letter of dismissal to Krogstad.

HYPERBOLE

Hyperbole refers to extreme exaggeration of statements or claims which makes someone or something sound bigger, better or more than they are.

Examples

  1. i) Nora: Yes, that’s just it.

Helmer: Now you have destroyed all my happiness. You have ruined all my future. It is horrible to think of! I am in the power of an unscrupulous man; he can do what he likes with me, ask anything he likes of me, give me any order he pleases – I dare not refuse. And I must sink to such miserable depths because of a thoughtless woman! (Pg 104)

It is a hyperbole because although Nora may have caused a major accident of forging a signature and hiding it from Helmer, it is not obvious it will affect his future. Helmer is exaggerating that his happiness is destroyed because he feels betrayal and anger, just to show the seriousness of the shame that Nora has caused.

  1. ii) Linde: But now I am quite alone in the world – my life is so dreadfully empty and I feel so forsaken.

This is a hyperbole because Mrs. Linde is exaggerating about her situation.

iii) NORA: I should like to tear it into a hundred thousand pieces.

It is a hyperbole because Nora cannot possibly be able to tear the letter into a thousand pieces.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REVISION QUESTIONS

CONTEXT QUESTIONS

  1. Where is A Doll’s House set?

-In a middle-class living-room; nice but not extravagant furniture; piano, fire, winter’s day; Norway

  1. Why does Nora tell the porter to hide the tree?

-So the kids don’t see it before it’s decorated

  1. What does Nora sneak at the beginning of the play?

-Macaroons

  1. What does Torvald call Nora?

-Squirrel, skylark

  1. Why does Torvald scold Nora at the beginning of the play?

-for buying things and being careless with money

  1. When is Torvald getting a new job? Why does he want Nora to wait to spend money?

-New Year; what if he gets hit in the head with a brick and therefore never gets the job?

  1. How does Nora suggest they buy things before the promotion?

-borrowing from people (Helmer thinks she’s just a typical woman who doesn’t understand debt)

  1. What does Nora want Torvald to get her for a present? Why doesn’t he want to give it to her?

-money; he calls her a spendthrift and says she’ll just waste all the money on unimportant things

  1. What does Torvald think runs in Nora’s family?

-spending too much money (like her father)

  1. Does Nora want to be like her dad? Does Torvald want this?

Yes, no

  1. What is the first thing Nora lies about?

-she denies that she would ever eat macaroons because she promised not to…but she did

  1. What did Nora do the Christmas before this one?

-locked herself away to make paper flowers to decorate the tree (the cat ripped up the flowers, though)

  1. Who is Mrs. Linde?

-Christine; Nora’s childhood friend; they haven’t seen each other in 9 or 10 years

  1. What does Nora think of Mrs. Linde’s appearance?

-she looks pale

  1. What work has Nora had to do?

-sewing, embroidery, etc.

  1. What secret does Nora tell Mrs. Linde first?

-when Torvald worked too hard in the first year of their marriage and got sick and had to go to Italy to recover, she borrowed money from her father in order to pay for it (at the time: her father was dying, she was pregnant, and she couldn’t go see him)

  1. What is Christine’s backstory?

-she never loved her husband, she just married Mr. Linde because she had a sick mother and two little brothers to support; when he died, his business fell apart and she was left with nothing; she had been working ever since; recently, her mom died and her brothers are now old enough to take care of themselves.

 

  1. What does Christine ask of Nora?

-if Torvald can give her a job at the bank he’ll be managing

  1. Why does Christine think it’s nice of Nora to care so much about her troubles?

-because she says Nora has never had any of her own

  1. What does Nora reveal to Mrs. Linde after being insulted because Christine said she didn’t really know trouble?

-she didn’t actually borrow money from her father; she borrowed it from someone else, but Torvald doesn’t know this; he didn’t even know how sick he was and that the Italy trip was to make him survive; she pretended that she just wanted to travel abroad and secretly borrowed the money to spare his pride

  1. When does Nora plan on telling Torvald the truth?

-when she’s old and he’s not attracted to her any more

  1. How has Nora been paying back the loan?

-lots of odd jobs secretly, scrimping on buying new clothes for herself (cheap clothes look good on her so Torvald doesn’t notice); last winter she copied letters late every night (perhaps she didn’t really spend all that time making tree decorations?)

  1. What does Nora dream?

-a rich old man would come and give her all the money she needs

  1. How does Mrs. Linde first claim to have known Krogstad?

-he was a lawyer in her area

  1. What is Krogstad’s backstory?

-had an unhappy marriage, now has several children, got himself into bad business troubles

  1. What does Mrs. Linde say when Dr. Rank tells her and Nora what a bad guy Krogstad is?

-people should try to help the diseased (Dr Rank says Krogstad is morally diseased)

  1. What does Torvald say when Nora asks if Christine can have a job?

-yes; she’s come at a good time

  1. What does Krogstad first ask Nora? Then what does he ask of her?

-if Mr. Helmer is giving Christine a job; if she will use her influence to get him a job (she says she doesn’t have much influence)

  1. Why is Nora no longer afraid of Krogstad when he first comes to visit?

-come New Year she’ll be out from under his thumb

  1. Why does Krogstad want to regain the community’s respect?

-for the sake of his sons

  1. Why does Nora tell Krogstad not to tell Torvald about the money?

-that would only confirm what a bad person Torvald sees Krogstad as saying it would make everything unpleasant

  1. What does Krogstad tell Nora that makes the whole thing worse?

-she forged her father’s signature; he can prove it because the signature is in Nora’s handwriting and she dated the document after her father died; basically he can prove that not only does she owe money but she broke the law (Nora says she didn’t have time to think about it because her husband was dying)

  1. When does Nora start decorating the Christmas tree?

-after Krogstad leaves after blackmailing her

  1. Why does Torvald think Krogstad was at the house?

-to get Nora to put in a good word for him

  1. What does Nora ask Torvald to do for her?

-pick out her costume for the Stenborgs’ party because she’s helpless without his taste

  1. What crime did Krogstad commit? Why does Torvald not like him?

-forgery; he never admitted his guilt, he got off through loopholes, he is corrupt and has lived a life of lies even around his family

  1. How does the Christmas tree look at the start of Act 2?

-stripped and bedraggled

  1. Who is Anne?

-nurse; she got pregnant by a bad guy and had to give up her child

  1. What costume is Nora going to wear to the Stenborgs’ party?

-Neapolitan fisher girl

  1. What dance does Torvald want Nora to do?

-tarantella

  1. What does Christine offer Nora?

-to fix up her costume (if she can come by and see Nora in it)

  1. What is Dr. Rank sick with? How did he get it?

-consumption of the spine; his promiscuous father

 

  1. What can Nora not talk about with Torvald? Why?

-her old school friends; he gets jealous

  1. Who does Christine guess lent Nora the money?

-Dr. Rank

  1. What does Christine think of Nora and Dr. Rank’s relationship?

-they should stop talking to each other so much because he’s probably interested in Nora

  1. Who does Nora think about borrowing money from to pay Krogstad?

-Dr. Rank

  1. What does Nora tell Torvald she’ll do anything he asks of her for? What does Torvald say?

-if he’ll not fire Krogstad; he’s given his job to Mrs. Linde

  1. What reasoning does Nora give as to why Torvald should not fire Krogstad?

-he writes small newspapers and he might write nasty articles about Torvald if he’s fired (like when her father got in legal trouble and was slandered by the papers); he should fire someone else and let Mrs. Linde and Krogstad both have jobs

  1. What does Torvald think of Nora’s dad’s business?

-his dealings were shady

  1. Why won’t Torvald give in to Nora’s request for a job for Krogstad?

-he already said no and told everyone at the bank he’s firing Krogstad, and he’s worried that if he changes his mind people will think his wife rules him; also, he knew Krogstad when they were kids and Krogstad insists on calling Torvald his first name which is really embarrassing given Krogstad’s corrupt past

  1. What finally makes Torvald send a letter firing Krogstad?

-Nora calls him petty for worrying about his affiliations with Krogstad

  1. Why does Torvald forgive Nora’s behavior in wanting a job for Krogstad?

-shows how much she loves him; but if trouble comes from the firing, he can handle it

  1. What does Dr. Rank ask of Nora?

-to keep Torvald away from Dr. Rank’s sick room, because he is sensitive to such unpleasantness and Rank doesn’t want to upset him

  1. How will Dr. Rank inform Nora of his death?

-business card with black cross in their mailbox when he starts to die (Nora says it’s morbid and depressing)

  1. Who does Dr. Rank think will replace him as Nora’s friend after he dies?

-Mrs. Linde

  1. How does Nora react when Dr. Rank tells her he loves her?

-she says it’s inappropriate; it makes her uncomfortable, he shouldn’t have said that

  1. How does Nora respond when Rank tells her that she seems like she loves him more than Torvald?

-she says the people you have fun with aren’t the same as the ones you love; when she was little she loved her father the most, but had fun gossiping with the maids

  1. What relationship does Nora liken her relationship with Torvald to?

-her relationship with her father

  1. Why is Krogstad surprised Torvald would fire him at first?

-knowing what power he has over them

  1. What does Krogstad offer?

-that the three of them can settle the matter, and no one else has to be involved

  1. How does Krogstad plan to use the blackmail?

-to blackmail Torvald into giving him a promotion; in a year it’ll be him running the bank instead of Torvald

  1. What does Nora threaten to do? What does Krogstad say?

-commit suicide; doesn’t believe she’ll do it, and it wouldn’t do any good because he would still be able to ruin her reputation which Torvald would never let happen

  1. What does Nora expect Torvald to do when he finds out?

-take all the blame on himself; a wonderful, yet terrible thing

  1. How does Mrs. Linde reassure Nora?

-says she will go and convince Krogstad to ask Torvald for the unopened letter back because they used to be close

  1. What does Nora ask Torvald to help her with?

-practising the tarantella (she does it, and he says she has a lot of practising to do, which she agrees with and says he will have to help her every moment between then and the party)

  1. What does Torvald guess when Nora says he will have no time to open letters since he’s helping her practise? What does he agree to do?

-that there’s a letter from Krogstad; wait till after the party to open it

  1. Why is Nora kind of glad that Torvald’s going to find out?

-the wonderful thing, the miracle will happen – he’ll jump to her rescue and take all the blame

  1. Where does Mrs. Linde wait for Krogstad? Why?

-at the Helmers’ house while they’re at the party; there’s no private entrance at the place where she’s staying

  1. What is Krogstad and Mrs. Linde’s past?

-she broke up with him abruptly for the man she married because she needed his money to support her family

  1. What does Krogstad say he has been like since Christine left him? What does she say?

-a man lost at sea on a wreck; she feels the same, and the shipwrecks should get together

  1. Why does Mrs. Linde tell Krogstad she came to town? What does he say?

-for him: she needs someone to work for, to help, or she feels like she has no purpose in life; Krogstad calls her hysterical and says she’s just looking for a chance at self-sacrifice

  1. What does Mrs. Linde say when Krogstad asks if she only got back together with him for Nora?

-she sold herself in the past and would never do it again

  1. Why does Christine tell Krogstad not to get his letter back?

-all the lies in the Helmers house need to come to light

  1. Did Nora want to leave the party so early?

-no

  1. Why does Mrs. Linde say she is at their house?

-to see Nora’s costume

  1. What did Torvald think of Nora’s performance at the party?

-a bit too realistic, she was a bit too much like a Neapolitan fisher girl for his taste (but the other guests loved it)

  1. What does Torvald think Mrs. Linde should do instead of knitting?

-embroidery (more tasteful since knitting needles looks Chinese)

  1. What does Torvald pretend when the Helmers go to parties?

-Nora’s not his wife, but his secret lover

  1. What does Dr. Rank say he will be at the party next year?

-invisible

  1. Why does Dr. Rank tell Torvald he had a right to drink a lot at the party?

-he did medical research all day and has found something for sure and was very productive (but really, he found out he’s definitely going to die)

  1. What does Torvald notice about the mailbox? What is Nora’s response?

-someone tried to pick the lock; one of Nora’s hairpins is jammed into it; she blames it on the kids

  1. What does Torvald find in the mailbox from Rank?

-two cards with black crosses on them

  1. What does Torvald tell Nora after he says he’s glad to have her?

-he sometimes wishes she were in trouble so he could save her

  1. What does Torvald do after reading Krogstad’s letter?

-screams at Nora, says she is just as disgusting as her father was; says his happiness is now destroyed because he will have to obey Krogstad

  1. What does Torvald say in response to Nora’s threatening to commit suicide?

-it won’t do any good because Krogstad will still have power and suspect him as an accomplice (he doesn’t really care that she’d be dead?!)

  1. What is Torvald’s solution?

-Nora can still live in the house to keep up appearances, but the relationship is over and she’s not allowed near the children because she’ll corrupt them

  1. How does Krogstad fix the problem?

-sends another letter with the forgery and says he’s ashamed he tried to blackmail them

  1. Why does Torvald say his love for Nora is even deeper now?

-after having forgiven her from the bottom of his heart; his possession of her has grown even greater; she shouldn’t worry because hewill continue to guide her through life as if she were a child

  1. What does Nora complain about after Torvald forgives her?

-she says they have never had a serious conversation before now

  1. Who does Nora accuse of treating her like a doll?

-Torvald and her father; they dressed her up and made her into what they wanted her to be

  1. Why does Nora say she’s leaving Torvald and the kids?

-she has a duty to herself that she’s never fulfilled; she realizes she’s never been happy with Torvald; she will spend the night at Mrs. Linde’s

  1. Why does Torvald admonish Nora for wanting to leave?

-he says she’s forsaking her sacred duties to her husband and children; then he says what Jesus would do

  1. What does Nora need to learn by leaving?

-whether she’s just too ignorant to understand society, as Torvald says, or if society’s wrong

  1. Why does Nora realize she never loved Torvald?

-she realizes he isn’t the man she thought he was when the “miracle” of him taking the blame from her didn’t happen

  1. When does Nora say she would come back?

-if they had a true marriage instead of just living together

  1. What does Helmer end with?

“The most wonderful thing of all”

ESSAY QUESTIONS

  1. What is important about the title? Who is the “doll” Ibsen refers to?
  2. Who is the more significant female character in terms of plot development, Nora or Christine? Explain your answer.
  3. Do you think Christine’s decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora? Does this act ultimately hurt or benefit Nora?
  4. How does Henrik Ibsen reveal character in A Doll’s House? Is Nora a sympathetic character? Did your opinion of Nora change from the beginning of the play to its conclusion?
  5. Does the play end the way you expected? Do you think this was a happy ending?
  6. A Doll’s House is generally considered a feminist work. Do you agree with this characterization? Why or why not?
  7. What does the Tarantella dance symbolize in A Doll’s house?

 

 

 

 

 

GRADE 5 SOCIAL STUDIES LESSON NOTES- UPDATED 

GRADE 5

SOCIAL STUDIES

 LESSON NOTES

(COMPETENCE BASED CURRICULUM)

 

NATURAL AND BUILT ENVIRONMENTS

Elements of a map

A mapis a drawing that represents the earth or part of it on a flatsurface.

Thekeyelementsofamapinclude:

  • Title – is the name given to a map. It is usually written at the top orthebottomofthemap
  • Frame– is the border that is drawn aroundamap
  • Key/legend – contains the symbols and signs that have been used ona map. It shows what the signs and symbols represent. Symbols aresmall pictures, drawings or letters. They represent real objects on amap.
  • Scale – shows the relationship between the distance on the map andtherealdistanceontheground.
  • Compass – shows the direction of places on a map.Agoodmapshouldhavethefivekeyelements.

Importance of maps include:

  1. Locatingthedirectionsandpositionofplaces
  2. Identifyingthedirectionandpositionofplaces
  3. Identifyingourneighbours
  4. Locatingvariousphysicalfeatures

Mapinterpretation

Thisreferredtogivingmeaningtothefeaturesandsymbolsusedonamap.

We use the key elements of a map to read and interpret maps.Symbolsandsignshelpsustoidentifythedifferentfeatures,areasandactivitiesonamape.g.

The presence of a quarry shows that mining is taking place inthearea.

 

  • Market – shows that trading activities is taking place in thearea
    • Game reserved– shows the presence of wild
    • A sawmill – shows that timber processing takes place in thearea.
    • Scrubland-showsthattheareaisdry.

Location,positionandsizeofKenya

PositionofKenyainrelationtoherneighbours

Kenyahasseveralneighbouringcountries.Kenyaissurroundedby:

  • Tanzaniaistothesouth
  • Ugandaistothewest
  • Ethiopiaistothenorth
  • Somaliaistotheeast
  • SouthSudanistothenorthwest

WaysinwhichKenyamaintainsgoodrelationswithherneighbours.

  1. Trade-Kenyaexportsandimportsgoodsfromherneighbourse.g.BananasfromUganda.
  2. Games and sports – kenya participates in games such as football,withherneighbours.
  3. Ambassadors – Kenya has an ambassador in each of herneighbouringcountries.TheseambassadorsrepresentKenyainthesecountries.

Use of common language – Kenya shares a common language(Kiswahili)withsomeofherneighbours,forexample,Tanzania.Thishelpstomaintaingoodrelations.

 

ThesizeofKenya

Kenyacoversanareaofabout582,646kmsquare.

Itisabout850kmfromEasttoWestandabout1025kmfromNorthtoSouth.

MainPhysicalfeaturesInKenya.

Physicalfeaturesarenaturalthingsfoundontheearth’ssurface.

Thephysicalfeaturesaredividedintotwomaincategoriesi.e.reliefanddrainagefeatures.

Relief features are physical features that are seen above the surface oftheearth.

Relieffeaturesinclude:

  • Mountains
  • Hills
  • Plains
  • Valleys
  • Plateaus

Drainagefeaturesarephysicalfeaturesthatareassociatedwithwater.Theyinclude

  • Swamps
  • Rivers
  • Lakes
  • Oceans
  • Dams

 

WeatherandclimateinKenya

Weatheristheconditionoftheatmosphereofaplaceataparticulartime.Theweatherofaplacechangesfromtimetotime.

Elementsofweatheraretheconditionsoftheatmosphere,theyinclude:

  • Rainfall-rain,supportsthegrowthofvegetation.
  • Wind-warmandmoistwindsbringrain
  • Temperature-thehotnessorcoldnessofaplace
  • Cloudcover-heavycloudcoverbringsheavyrainfall

The weather conditions of a place can be observed, measured andrecordedforaperiodoftime.Therecordedobservationsareusedtocalculatetheaverageweatherconditionsofthatplace.

Climate – refers to the average weather conditions of a particular placeoveralongperiodoftime.Climatecanbedescribedaswet,dry,hot,cold,warmorcool.

 

ThecharacteristicsofclimaticregionsinKenyaare:

a.  Modifiedequatorialclimate

  • Experiencesheavyconvectionalrainfall1000mm-1500mm.
  • Ithastworainyseasons-longandshortrains.
  • The region receives convectional rainfall. This type of rainfallis formed by warm air which rises from the surface of theIndianOceanorLakeVictoria.
  • Rainfalliswelldistributedthroughouttheyear
  • Rainfall is affected by the winds blowing from the ocean tothecoast.
  • Temperaturerangebetween250C-3O0C

b.  Modifiedtropicalclimate

CoverstheKenyahighlandsandpartsoftheRiftvalley

Theareareceivesrainfallthroughouttheyear

Rainfallisbetween1200mm-2000mm

Lowtemperaturesrangingbetween180C-210C

Theregionismainlycoolsandwet

Itismodifiedbythehighaltitude.

c.  Mountainclimate

  • The region covers areas with high mountains like Mount KenyaandMountElgon.
  • Experiencescoolandwetconditions
  • Theregioniscoldandwet
  • Temperaturesrangefrom00C-150C
  • The region is characterized by two sides, the leeward sideandthewindwardside.
  • The windward side receives relief rainfall and the leewardsideisdrier.

d.  TropicalClimate

  • TheregioncoversKwale,taitaandNarokareas
  • Experienceshightemperatures
  • Ithasonerainyseason
  • Insomepartsthedryseasonlastsuptofivemonths

e.  Semi-desertclimate

  • Covers areas in Northern, North-eastern and some parts ofEasternKenya.
  • Experienceshightemperatureswhichmayriseto380C
  • Mainlyhotanddry
  • Lowrainfallofbelow250mmperyear

●      DesertClimate

  • ExperiencedinChalbiandTarudeserts
  • Mostofthemonthsaredrycausingdroughts
  • Hightemperaturesthroughouttheyear-average380C
  • Clearskies

 

THEBUILTENVIRONMENTS

Thesearestructures/environmentsthatremindusofourhistoryorwherewehavecomefrom.

Theyinclude:

FortJesus

Tom mboya monumentNationalmuseumofKenyaJomo Kenyatta monumentNyayomonument

Importanceofhistoricbuiltenvironments

  • Theyremindusandteachusaboutourculture
  • Theyaresourcesofemploymentforpeoplewhoworkthere
  • Theyattracttouristswhobringmoneytoourcountry
  • Theyaresourcesofinformationforlearning
  • Theyallowusinteractwithotherpeoplewhenwevisitthem
  • TheyareusedasrecreationalareasforrelaxationCaringforHistoricbuiltEnvironmentsinourcountry
    • Repairthedestroyedpartsofhistoricbuiltenvironments
    • Handleitemsinthehistoricenvironmentswithcare
    • Developconservationmessagesandplacethemathistoricbuiltenvironments

PEOPLEANDPOPULATION

LanguagegroupsinKenya

ThemainlanguagegroupsinKenyaare

  • Bantu
  • Nilotes
  • Cushites
  • Asians
  • Europeans

THEBANTU

TheyoriginatefromCongoForest

TheyarethelargestgroupinKenya

They consist of Abakuria, Abagusii, Abaluhya, Abasuba, Agikuyu,Ameru, Aembu, Mbeere, Akamba, Mijikenda (Giriama, Digo, Duruma,Kambe,Kauma,Jibana,Chonyi,RabaiandRibe),Wapokomo,Wataita,Wataweta,andWaswahili)

 

THENILOTES

TheyoriginatedfromBahr-el-ghazalinSouthSudan.

Theykeptanimalsandgrewcropssuchasmilletandsorghum.

They consist of Nandi, Kipsigis, Keiyo, Markawet, Tugen, Pokot,Sabaot,Terik,Luo,Maasai,Samburu,Iteso,TurkanaandElmolo.

 

THECUSTHITES

They originated from the Horn of Africa, popularly known asSomalia.

They consist of the Dahalo, Sanye, Makogode, Sniah, Borana,Rendile,Burji,Oromo,Ormo,AweraandGabbra

 

THEASIANS

TheyoriginatedfromAsia

TheyincludetheIndians,JapaneseandChinese.

Theyliveintownsandworkastradersandbusinesspeople.

 

THEEUROPEANS

TheycamefromEurope

They were interested in african land in order to get raw materialsandsettle.

 

 

TheyincludepeoplefromGermany,France,ItalyandSpain.

 

InterdependenceofLanguagegroupsinKenya

LanguagegroupsinKenyadependoneachotherthroughvariousmeans.Theyinclude:

  • Food
  • Treatment
  • Education
  • Market

BenefitsofinterdependenceamongthelanguagegroupsinKenyainclude:

  • Itpromotesloveandunityamongdifferentlanguagegroups
  • g.thedevelopmentofroadswhichconnectdifferentcommunities.
  • Itdiscouragestribalism,racismandcorruption
  • Itleadstotheexchangeofculture,goodsandservices.

 

POPULATIONDISTRIBUTIONINKENYA

  • Populationdensitycanbedescribedashigh,mediumorlow.
  • AreasofhighpopulationinKenyainclude:
  • Highlandssuchaswesternhighlandsandcentralhighlands,partsofMachakos.
  • LakebasinssuchasNyanzaregion,especiallynorthofLakeVictoria
  • Coastalareas
  • Majortowns suchasNairobi,MombasaandKisumu,NakuruandEldoret

 

7|Grade 5 CBC lesson notes

  • Areasoflowpopulationdensityinclude:
  • DesertslikeChalbiandTaru
  • Restrictedareassuchasneargameparksandairports

 

CULTUREANDSOCIALORGANIZATION

  • Itincludeshowtheyeat,whattheyeat,howtheydress,theirreligionamongotherthings.
  • African traditional education is a form of learning in traditionalafrican societies in which knowledge, skills and attitudes of thecommunitywerepassedfromeldertochildrentopreparethemforadultlife.
  • Methodsofinstructionsusedinafricantraditionaleducationinclude:
  • Apprenticeship
  • Songsanddances
  • Storytelling
  • Narrativesornarrations
  • Proverbs
  • Riddles
  • Ceremonies
  • Learningfromspecialist
  • Skillstaughttogirlsincluded:
  • Cooking
  • Fetchingwater
  • Lookingafteryoungones
  • Andfetchingfirewood
  • Skillstaughttoboysincluded:
  • Herding
  • Hunting
  • Cultivatingtheland

Importanceofafricantraditionaleducationinpromotingvalues

  • Itemphasizesthevalueforrespectforall
  • Itemphasizesobedience

 

 

  • Itencourageshonestyamongallmembersofthecommunity
  • Itencouragesresponsibilityandhardwork

SCHOOLADMINISTRATION

AdministrativeleadersinschoolTheyinclude:

Theheadteacher

Thedeputyheadteacher

Theseniorteacher

Teachers(classteacher)

Children’sgovernment

Dutiesofadministrativeleadersinschool

  1. Dutiesoftheheadteacher

Overallinchargeoftheschool

Linkstheschooltothedepartmentoftheschool

Admitsnewlearners

 

Maintainsschoolrecords

  • Overseesday-to-dayrunningoftheschool
  • Allocatestaskstoothermembersofstaffandsupervises
  • Inchargeoffundsandsecurityoftheschool
  1. Dutiesofthedeputyhead teacher
    • Assistanttotheheadteacher
    • Inchargeofdiscipline
    • Secretarytostaffmeetings
    • Preparetheschooltimetableandroutine
    • Ensuresafetyandsecurityoflearners
    • Teacheslearners
  2. DutiesoftheseniorTeacher
    • Helpssupervisingcurriculumdevelopmentinschool
    • Guideandcounselslearners
    • Teachesthelearners
  3. Dutiesofteachers(classteachers)
    • Preparesandmaintainsclassregister
    • Maintainsclassdiscipline
    • Providesguidanceservicestolearners
    • Resolvesconflictsarisinginclass
    • Teachessubjectsassigned
  4. Dutiesofchildren’sgovernment
  • Actsasalinkagebetweenthestudentsandtheschooladministration
  • Actsasarolemodeltootherlearners
  • Supervisesschoolactivitiesincludingmaintainingcleanliness

RESOURCESANDECONOMICACTIVITIES

ResourcesinKenya

  • Kenyahasmanynaturalresourcessuchasland,minerals,waterandforests.
  • Economicactivity-iswhatonedoeswiththeresourcestomakemoneyorwealth.
  • These resources can be used for the benefit of the people. Whenpeopleuseresourcestomakemoney,wesaytheyarecarryingouteconomicactivities.
  • Weuselandingrowingcropsliketea,coffee,vegetablesandalsokeepanimalslikesheep,carmelsandgoats.
  • Minerals are valuable substances that are naturally found on earth.Minerals found in Kenya include: soda sh, limestone, salt, diatomiteandpetroleum.
  • We use water to rear fish. Fish found in Kenya include Tilapia andmudfish.Waterisalsousedtowatercropsandanimalsaswellasinindustries.

CaringforresourcesfoundInKenya

WecareforresourcesinKenyathroughthefollowingways:

  • Plantingnewtreeswhenwecutoldones
  • Usingmineralswisely

AGRICULTURE

Thisisthegrowingofcropsandkeepinganimals.

Farmingmethods:

Subsistencefarming-itisatypeoffarmingwherebyfarmersgrowcropsforuseathome.

Characteristicsofsubsistencefarming

  • Farmersgrowcropsandkeepanimalsmainlyforhomeuse
  • Thefarmsaredividedintosmallportions
  • Farmersusesimpletoolssuchashoes,oxploughsandpangastodocultivation.
  • Farmersgrowcropssuchasmaize,beans,millet,cassava,yamsandarrowrootsinsmallquantities.
  • Animalwasteisusedasmanure
  • Familylabourisused
  • Afewanimalssuchascows,sheep,goatsandchickenarekept.

Smallscalefarming

Isthetypeoffarmingwherebythefarmergrowscropsandkeepslivestockonsmallpiecesofland.

Characteristicsofsmallscalefarming

  • Thelandavailableforfarmingislimited.
  • Improvedmethodsoffarmingsuchasrotation,applicationoffertilizerandsprayingareused.
  • Foodcropsandcashcropssuchascoffee,tea,sugarcane,pyrethrum,fruits,vegetablesandflowers.

 

Importanceoffarming

  • It’sasourcesofincomeforfarmers
  • It’sasourceofrawmaterialsforindustries
  • Sourceoffoodformanypeople
  • Promotesbetterstandardsofliving
  • Earnsrevenueforthegovernment

DAIRYFARMINGINKENYA

Thisreferstothekeepingofcattlefortheproductionofmilkandmilkproducts.Itcanbecarriedoutonasmallandlargescale.

ThefollowingfactorsfavourdairyfarminginKenya:

  • Cooltemperatures,whichdiscouragesbreedingofticks
  • Goodtransportsystemtoensurequicktransportationofmilk
  • Areas where dairy farming is mainly practised include Meru, Embu,Kirinyaga, Murang’a, Nakuru, Nyandarua, Laikipia, Nyeri, Kiambu, Kisii,Nyamira,Nandi,Bungoma,UasinGishuandTrans-Nzoiacounties.
  • Dairyproductsinclude:Milk,cheese,yoghurt,ghee,butterandcream.

Benefitsofdairyfarming

  • Improvesthelivingstandardsofpeople
  • Farmerscanearnincomewhentheysellmilk
  • It’sasourceofemployment
  • Governmentgetsrevenuefrommilkexports
  • Milkisasourceofproteinandthusitimprovesourhealth

 

ChallengesfacingdairyfarminginKenya

Dairyfarmingisveryexpensivetopractiseandneedsalotofmoney.

  • Lackofenoughcapital
  • Lackofenoughstorageandcoolingfacilitiestostoremilk
  • Poormeansoftransportbecausetheroadsaredamaged
  • Lackofadequatemarketformilk
  • Delayofpaymentoffarmersbythebuyers
  • Lackofenoughpastureduringthedryperiod

 

HORTICULTUREINKENYA

  • Horticultureisthegrowingofflowers,fruitsandvegetables.
  • Horticulture farming is done in green houses under naturalconditionse.g.flowersgrowninKenyaare:Roses,lilies,hibiscus,carnationsandorchids
  • FruitsgrowninKenyaare:Oranges,grapes,lemons,mangoesandpineapples.
  • VegetablesgrowninKenyainclude:onions,tomatoes,cabbages,carrotsandsukumawiki(kale)amongothers
  • Itismainlypractisedinthefollowingareas:
  • Mountelgon
  • Kitale
  • Cheranganyhills
  • MoisBridge
  • Nyahururu
  • Taveta
  • Naivasha
  • Ngong
  • Kisii
  • Embu
  • Eldoret
  • nairobi
  • ContributionofhorticulturetotheEconomyofKenya
  • It’sasourceofemployment.Peopleareemployedtoworkinfarms.
  • TheyareamajorsourceoffoodforthepeopleofKenya

 

MININGINKENYA

  • Majormineralsfoundinkenyainclude:
  • Sodaash-minedatLakeMagadi
  • Diatomite-minedatKariandusinearGilgil.
  • Limestone-minedatAthiRivernearNairobiandBamburiinMombasa.
  • Salt-minedinLakeMagadiandalsoalongthecoastatMalindiandNgomeni.
  • Petroleum-minedinTurkanacounty.

Importanceofmineralsinourcountry.

  • gcementmixedwithsand.
  • Different minerals are used as raw materials in industries thatmanufacturedifferentproductssuchascement,glass,soapandchemicals.
  • g.salt.

ProblemsfacingmininginKenya

  • Poortransportsystem
  • Lackofskilledlabour
  • Insecurityintheminingareas

FISHINGINKENYA

  • Fishingcanbedoneinlakes,oceans,riversorponds.

METHODSOFINLANDFISHING

  • Inland fishing is carried out in freshwater bodies like lakes, riversandfishfarms(ponds)locatedonthemaininlandfishinggroundsinKenya
    • Lakes:Victoria,Turkana,Naivasha,JipeandBaringo.
    • Rivers:Tana,Yala,Sagana,NzoiaandNyando.
    • Dams:MasingaandKiambere.
    • Fishfarms:Naromoru,Nanyuki,Borabu,BamburiandAruba.

●      Methodsofinlandfishinginclude:

  1. Harpooningorspearmethod.-thisismostlydoneinclearwater.Fishermencatchfishbyspearingthem.

Aspearisaimedatthefishinthewater.Itisamethodusedincatchingafewfishforhomeuse.

  1. Net drifting – a net is placed vertically in a The net issupportedbyfloatsatthetopandhasweightsatthebottom.Fishswimintothenetandgettrappedandcannotmove.
  2. Lamp attraction method – lamps are lit in boats over thewater surface to attract fish at night. As the fish movetowards the light, they are caught using baskets and nets.ThismethodiscommonlyusedinLakeslikeVictoria,TurkanatocatchsmallfishlikeOmena
  3. Hook and line method– a string with a hook on the head istied to a rod. A bait is then put on the hook, which is dippedintothewater.Thebaitcouldbeapieceofmeatoraninsect.The fish get attracted to the bait and are caught by thehook.Onlyonefishiscaughtatatime.
  4. Use of baskets – a conical-shaped basket is pushed into theriverwherethewaterflowsveryfast.Aftersometime,thebasket is removed from the water with whatever may havegotin.thismethodisusedinriversandnearbanksoflakes

Contributionoffishingtotheeconomyofkenya

  • Touristattraction-touristscometokenyatodofishingasasportandforenjoyment.
  • g.sourceofprotein.
  • g.inindustriesthatprocessfish,fishfarms.
  • It’sasourceofincome-sellingfishearnsfishermenincomethusimprovingtheirlivingstandards.
  • Fishisasourceofmedicine-fishcontainsthecodliverthatisusedasmedicine.
  • Fishinghasledtothegrowthofotherdependentindustriesthatmakefertilizers,animalfeedsandfishprocessing.

Wildlife and Tourism in KenyaNationalparkandGamereserve

  • A national park is a wildlife protection area controlled directly bythe national government through the Kenya wildlife service. Innationalparkspeoplearenotallowedtosettle.
  • A game reserve is a wildlife protection area managed by the localcountygovernment.Ingamereserves,peopleareallowedtoliveandgrazetheircattle.

LocatingNationalParksandGamereservesinKenya(map)

 

Importanceofwildlifeinourcountry

  • Wildlife is an important natural resource in kenya. The following aresomereasonswhywildlifeisimportant:
    • It is a major tourist attraction in kenya. National parks andgame reserves have rare kinds of animals which tourists paytosee.Thegovernmentgetsrevenuefromthetourists.
    • Somepeopleareemployedtoworkinnationalparksandgamereserves.

othersareemployedastourguidesorworkersinhotels.

  • It helps us to make good use of unproductive lands. Gameparksandreservesarelocatedinareaswhichcannotsupportdomesticanimalsandcrops.

 

  • Thishappenswhenthepopulation of wild animals is high. E.g. gazelles, crocodiles,giraffes,zebrasandimpalas.
  • It promotes cultural exchange. When tourists interact withKenyans,theyexchangeideas,beliefsandculturalvaluesandpractices.
  • It promotes development of transport and communicationfacilitiesinKenya.Roadsleadingtogameparksandreserveshavebeenimproved.

TouristsattractionsinKenya

  • ThemaintouristattractionsinKenyaare:
    1. Wildlife- this is the main tourist attraction. Tourists come toseeanimalssuchasthebigfiveandflamingosinLakeNakuru.
    2. Historicbuiltenvironments-suchasFortJesus,GediRuinsandtheNairobiNationalMuseum.
    3. Sandycoastalbeaches-touristsvisitthebeachestorelaxandsunbathe.
    4. Culture-Kenyahasvariedanduniquecultures.Theseincludedances,artefacts,waysofdressingandshelters.
    5. Warmclimate-Kenyaexperiencesawarmclimatemostoftheyear.Thisattractstouristswhenitiscoldintheircountries.
    6. Sports-somesportssuchasmountainclimbing,sportfishingandmotorvehicleralliesattracttourists.
  1. Conferencefacilities-Kenyahasmodernconferencefacilitiessuch as Kenya International Conventional Centre (KICC) ,UNEPheadquartersandseveralfive-starhotels.
  2. Beautifulscenery-thisincludestheGreatRiftvalley,thehotwaterspringsatOlkariaandthesnowpeaksofMountKenya

ContributionofTourismtotheeconomyofKenya

  • TourismcontributestotheeconomyofKenyainthefollowingways:
  • Itisasourceofforeignexchange
  • ItcreatesemploymentforKenyans
  • Touristsbringnewideaswhentheyvisitourcountry
  • Theycreateamarketforcropsgrownbyfarmers.
  • Forexample,NaroktownhasgrownduetothepresenceofMaasaiMaraGamereserve.

WaysofpromotingtourisminKenya

  • Establishinganti-poachingunitsinallgameparksandgamereserves.

TRANSPORTINKENYA

ModernformsoftransportinKenya

  • theseare:road,railways,water,airandpipeline.
  • People and goods are transported using cars, bicycles, buses,matatus,motorbikes,lorriesandtrailers.
  • It is the most suitable form of transportation for bulkygoods.Howeveritisslow.
  • Air transport involves the movement of people and goods usingaircraft.Itisthefastestandmostexpensiveformoftransport.
  • Pipelinetransportismainlyusedtotransportwater,oilandgases.

 

CausesofroadaccidentsinKenya

  • Ignoranceoftrafficrulesandroadsigns
  • Drivingbeyondthespeedlimit
  • Drivingvehiclesthatarenotingoodcondition
  • Overloadingofgoodsandpassengers
  • Drivingundertheinfluenceofalcoholorharmfuldrugs
  • Poorstateofroads

WaysofreducingroadaccidentsinKenya

  • Educatingdriversandotherroadusersontheproperuseofroads
  • Constructingfootbridges,tunnelsandpedestrianpaths
  • Usingspeedgovernorsonpublicservicevehiclestocontroltheirspeed.
  • Constructingspeedbumpsonroads
  • Placingcorrectroadsignsattherightplacesalongtheroads
  • Punishingandpenalisingdriverswhodonotobeytrafficrules

Roadsignsandtheirmeanings(picpg.120)

 

WaysofobservingroadsafetyinKenya

Observeroadsignsonyourway.

Atpedestriancrossing,lookleft,rightandagainthencrosswhentheroadisclear.

Fastenyourseatbeltswheninamovingvehicle

Donotplayneartheroads

Always use sidewalks.

 

CommunicationinKenyaModernmeansofcommunication.

  • ExamplesofmodernmeansofcommunicationinKenyainclude:
  • Mobile phones and telephones – this is the fastest and mostreliablewayofsendingandreceivingmessages.Itcanbeusedtosendbothwrittenandspokenmessages.
  • Magazines,newspapers,journals-theyareproducedeitherdaily, weekly or monthly. They report information aboutevents happening in the country and around the world. Theyreportonpolitics,business,sportsandotherhappenings.
  • Radio – this method sends messages to many people at thesametime.ThesemessagesareairedinEnglish,Kiswahiliandlocallanguages.
  • Television-thisissendingmessagesusingvisualaidsandsendingtomanyatonce.
  • Internet-thisinvolvessendingofemailsusingelectronicmeansamongotherslikevideoconferencing.
  • Postal services – this is the delivery of written messages inthe form of letters and parcels from one place to another.Thisserviceisofferedthroughpostoffices.
  • Courier services – this is sending and receiving of letters andparcels to people living far away . In this service, the parcelsaredeliveredtotheownerspersonally.Itisfastandreliable

 

POLITICALSYSTEMSANDGOVERNANCE

LeadershipandPoliticalchange

TraditionalleadersinKenya

  • Sometimes they were wisemen and women. At other timesthey were brave warriors, famous medicine people or successfultraders.they were obeyed and respected. People would go to themforadviceandguidance.

 

ContributionofTraditionalLeadersinKenyaKivoiwaMwendwa

  • He was a great long distance trader who travelled betweenMombasaandMt.Elgon.
  • He was able to organize hunting and raiding activities toacquiretradegoodsintheregion
  • When he took the goods to the coast, he exchanged them forclothes, cowrie shells, ornaments, knives, daggers, spices andglasswarefromArabtraders.
  • In 1846, he met Dr. Krapf for the first time at Rabai andtheybecamegreatfriends.
  • In 1849, Dr. Krapf visited Chief Kivoi in his home in Kitui fromwhere he saw a snow-capped mountain. It was amazing to findsuchinformationalongtheequator.
  • When Ludwig Krapf inquired about it, Chief Kivoi informed himthat the name of the mountain was “Kinyaa”, which KrapfinterpretedasKenya,thepresent-daynameofourcountry.
  • His Friendship with Dr. Krapf led to the spread ofChristianityamonghispeople.

 

MekatililiwaMenza

Shewasbornin1840

 

  • She was a prophetess and a political leader of the Agiriamapeople
  • Mekatilili was opposed to hut tax and forced labour, slavery,the destruction of the Kayas (traditional shrines) andrecruitment of Giriama youths who were forced to work onEuropean farms. She led her people to fight against theoccupationofGiriamalandalongRiverSabaki.
  • They attacked European settlements and traders passingthroughtheirland.
  • Afterthis,theAgiriamalosttheirpoliticalpower.
  • Shewasre-arrestedanddeportedtoKismayuinAugust1914.
  • MekatililiwaMenzawasafamousarmygeneralandagreatprideoftheAgiriama community, an inspiration to present-day women due to hertoilingspirit.

DifferencesandsimilaritiesbetweenKivoiwaMwendwaandMekatiliwaMenza

 

Similarities Differences
Both leaders were respected bytheircommunities KivoiwaMwendwa was a longdistance trader while MekatililiwaMenzawasaprophetes.
Both leaders were symbols of unitytotheircommunities KivoiwaMwendwa welcomed theEuropean missionaries whileMekatililiwaMenzaresistedthem
Both leaders interacted withEuropeans Mekatililiwamemnzawasarrestedand deported to Kisii and Kismayuwhile KivoiwaMwendwa was notarrested.
Bothleadersdefendedthewelfare KivoiwaMwendwawasachief

 

 

oftheirpeople while MekatililiwaMenza was amilitaryleader
  MekatililiwaMenza united herpeople against the British throughoaths while KivoiwaMwendwa didnotgiveanyoath.

 

EarlyformsofGovernment

EarlyFormsofgovernmentamongtheMaasai.

  • Theyliveintheplainswheretheycangetenoughpasturefortheiranimals
  • Enkaiwasthesourceoflifeandpunishedbadpeople.
  • Theyalsoraidedothercommunitiestogetcattle.

EarlyFormsofgovernmentamongtheMaasai.

  • Kenya.
  • There were to sets of rulers: the Kiruka and the Ntiba.each ofthese age sets was headed by a council of elders and ruled at aparticulartimebeforehandingovertotheother.
  • The generation in power had a council of elders called the NjuriNcheke.Thiscouncilwasmadeupelderlymenwhowereselectedbecauseoftheirabilityandwisdom.
  • Theydealtwithmurder,landissues,witchcraftandtheft.
  • They settled disputes, maintained law and order, presided overreligiousmatters,protectedtheenvironmentandadvisedonthebesteconomicactivityforthecommunity.
  • They had a religious leader called Mugwe. He blessed major eventslike sacrifices to ancestors, declared curses on matters of publicinterest,declaredthingstabooandprohibited,andconductedriteswhenagesetswerebeingpromoted

 

DifferencesandsimilaritiesbetweentheMaasaiandtheAmeru.

 

 

Similarities Differences
Inbothcommunitiestherewasacouncil of elders who settleddisputes The Maasai had a prophet and amedicine man while the Ameru didnot
In both communities leadershipwasinformofagesets TheMaasaiwereledbyOloibonwhile the Ameru were led by acouncilofelders
Inbothcommunities,Lawandorderwasmaintainedbytheelders The Maasai leadership washereditarywhiletheAmeruwasnot.

 

Citizenship

GoodcitizenshipinKenya

WaysofbecomingaKenyanCitizen

  • InKenya,citizensareissuedwithidentitycardstoshowthattheyareKenyans.ApersoncanbecomeaKenyancitizenintwoways.
  1. ByBirth
  • A child born of Kenyan parents becomes a KenyanCitizen. The child is registered and given a birthcertificate.Attheageof18heorshecanusethebirthcertificatetogetanidentitycard.
  • If the child is born in Kenya by parents who areforeigners,thechildhastheoptionofbecomingaKenyancitizenornot.
    • Byregistration
  • ApersonbornoutsideKenyawhohasattainedtheageof 21 years can apply to be registered as a Kenyancitizen.
  • HeorshemusthavebeenlivinginKenyaforatleastsevenyears
  • OneofhisorherparentsmustbeaKenyancitizen

RequirementsforDualCitizenship

Dualcitizenshipisthestatewherebyapersonisacitizenofmorethanonecountryunderthelawsofthosecountries.

A Kenyan citizen by birth does not lose Kenyan citizenship byacquiringcitizenshipofanothercountry,aslongasheorshecan

provethatoneorbothparentswereKenyancitizensattheirtimeofbirth.

Someonewhoqualifiesfordualcitizenshipisrequiredtobeofgoodconduct, law abiding and should show interest in becoming a dualcitizen

Heorsheshouldalsopresentthefollowingdocuments:

  • Twopassportphotographs
  • Copyofbirthcertificate
  • CopyofKenyanpassport
  • CopyofKenyanidentitycard
  • Copyoftheothercountry’spassport
  • Copyoftheothercountry’scertificateofcitizenship

 

WaysinwhichoneMayloseKenyanCitizenship

  • Kenyans who obtain citizenship of another country are required todisclosetheirothercitizenshipwithinthreemonthsofbecomingadualcitizen.Failuretodosoisanoffence.
  • Ifapersonacquiredthecitizenshipbyregistration,thecitizenshipmaybelostifone:
  1. Is discovered to have used false documents duringregistration
  2. Failstorenewcitizenshipwhenitexpires
  3. Is convicted of an offence which has a penalty of at leastsevenyearsimprisonmentwithinfiveyearsofregistration
  4. Isconvictedofplanningtooverthrowthegovernment(treason).
  5. WillinglydenouncesKenyancitizenship

Ifapersonacquiredthecitizenshipbybirth,thecitizenshipmaybelostif:

  1. The age of the person is discovered and reveals that thepersonwasolderthaneightyearswhenheorshewasfoundonKenyansoil.

Goodcitizenship

  • Agoodcitizendoesthefollowing:
  • Obeysthelawsofthecountry
  • Isloyalandloveshisorhercountry
  • Defendshisorhercountry
  • Respectstheauthorities
  • Takespartincommunityactivities
  • Paystaxtothegovernment
  • Takescareoftheenvironment

National Unity In Kenya.

NationalsymbolsinKenya

  • ThenationalsymbolsinKenyainclude:
  • Thenationalanthem
  • Isanationalprayer
  • ItexpressesthehopesandwishesofKenyans
  • Itwasfirstsangatindependence
  • ItiswritteninKiswahiliandEnglish
  • It is sang when raising the flag and when opening andclosingnationaldayscelebrations
  • TheNationalflag

It is flown in all official functions, government officesand at schools. Senior government officials fly thenational flag on their cars. It is also raised when oursportsmenandwomenwinmedalsininternationalgames.Itisthemostpopular

 

Nationalsymbol.

  • Ithasfourcolours:black,white,redandgreen.
  • The red colour is a reminder of the blood shed and liveslostduringthefightforindependence.

 

  • The green colour is the beautiful environment thatsupportsthegrowingofcrops
  • The white colour shows peace in our country and theunityofKenyans.
  • Thecoatofarms
    • Itisthelogoofourcountry
    • It has two lions holding spears as a sign of strength andreadinesstodefendourcountryfromexternalforces
    • The cock with an axe shows that we can fight anybody aswedefendourcountry.
    • Crops represent the agricultural products of our fertilesoilandtheabilityofKenyanstofeedthemselves.
    • Harambee – this is our national motto. Kenyans worktogethertobuildourcountry.
  • ThePublicseal
  • Itiscircularinshape
  • Ithasacoatofarmsatthecentre
  • Itisthegovernmentsignatureonitsofficialdocuments

 

FactorsthatpromoteNationalUnity

  • Someofthefactorsthatpromotenationalunityare:
  • National holidays – these are days when great events arecelebrated.Theyinclude,MadarakaDaycelebratedon1stJune, Mashujaa Day celebrated on 21st October, Jamhuri12thDecember.
  • Nationalsymbols-theseincludethecoatofarms,thenationalflag,thenationalanthemandpublicseal.
  • Nationallanguages-theuseofKiswahiliandEnglishbringspeopleofdifferentcommunitiestogether.
    • Thepresident
    • Sportsandgames
    • TheKenyanconstitution
    • TheNationalAssembly

HumanRights

  • Ourrightsarewritteninadocumentthat contains all the laws of Kenya. The document is called theconstitutionofKenya.
  • Somebasicrightsare:
  • Righttolife-lifeisimportanttoallhumanbeings.Noonehastherighttotakeanotherperson’slife.
  • Righttobasicneeds(food,shelter,clothingandeducation)-every child should have adequate food, clothing, goodmedicinalcare,educationandshelter.
  • Righttoshelter-placetoprotectfromdanger,rain.
  • Righttoprotection
  • Freedom of worship – Every Kenyan citizen is free to hold hisorherownbeliefsandbelongtoareligiousgroupofhisorherchoice
  • Righttovote-everyKenyancitizenabove18yearsofagehasarighttovote.
  • Righttofairtrial-Apersonwhohasbeenarrestedshouldbepresumedinnocentuntilprovenguilty.
  • Right to own property – we are allowed to own propertyanywhereinKenya.WecanbuylandordobusinessinanypartofKenya.
  • Freedomfromdiscrimination-allpeopleareequalbeforethelaw and should be protected from any discriminationregardlessofage,sex,race,colourortribe.

ImportanceofHumanrights

  • Promotesdemocracyinthesociety
  • Theyareaguaranteeforequalandfairtreatment
  • Children’srightshelpsthemtogrowupwellandbecomegoodcitizens

GOVERNANCEINKENYA

Democracyinsociety

 

TypesofdemocracyinKenya

  • Democracy refers to a form of governance where the governmentrules according to the wishes of the people and for the benefit ofthepeople.
  • Therearetwotypesofdemocracy:
  • Direct democracy – this is also called participatory democracy or pure democracy. . in this type of democracy, allcitizensareinvolvedinmakingdecisionsonvariousissuesthatconcernthem.Thisisthebestformofdemocracy.
  • Indirect democracy – this is also called representative In this type of democracy, citizens electrepresentatives who make decisions on their behalf. Theelectedrepresentativesaresupposedtomakedecisionsthewaypeoplewhoelectedthemwouldlikethemto.

Benefitsofdemocracyinsociety.

  • Democracypromotesgoodgovernanceinthesociety
  • Democracypromotesdevelopmentandstabilityinthesociety
  • Democracyenablescitizenstoexpressthemselvesfreely
  • Democracyhelpstoprotectthebasicrightsofallcitizens
  • Democracypromotespeace,loveandunityinsociety.Thishelpsreduceconflicts.

Electoral process in KenyaImportanceofvotinginKenya

  • People vote to choose leaders who will represent them in thegovernment,toexercisetheirdemocraticrightandtoreplacebadleaderswithgoodleaders.

ElectivePoliticalpositionsinKenya

  • In Kenya we have six elective political positions.. They are:President – who leads the national government.Governor-whoistheheadofthecountygovernment.Senator-whorepresentsthecountyinthesenate

Memberofparliament-whorepresentstheconstituencyintheparliament.

Woman representative – represents women who areconsideredasmarginalisedgroupbytheconstitution.Memberofcountyassembly-whorepresentsthewardinthecountyassembly.

VotingstepsinKenya

Registration of voters on the voter’s register by theindependent Electoral and boundaries Commission (IEBC)Givingciviceducationtothevoterstohelpthemunderstandtheproceedingsofvoting.

Onthedayofvoting,votersgotothepollingstationtoelecttheirleaders.Foravotertobeallowedtovote:

  1. Heorshemusthaveanationalidentitycardorvalidpassport
  2. He or she must appear on the voters register.Verifyingofthenamesfromthevoter’sregisterusingvotersidentificationcard

When cleared, the voter is given a ballot paper to fill. This isdoneinaboothorprivateroom.Heorsheputsamarknexttothenameofthecandidateofhisorherchoice.

Thevotercastshisorherballotinaballotbox.

Oncethevotercastshisorhervote,anon-washableinkisusedtomakeamarkonhisorhersmallfinger.

TheNationalGovernmentinKenya

ArmsoftheNationalGovernmentandtheirFunctions

  • ThethreearmsofNationalGovernmentinKenyainclude:
    • The legislature – is the arm of the National Government thatmakes the laws that govern the country. These laws arecontainedintheconstitutionofKenya.
    • The Executive – is the arm of the National Government Thepresidentensuresthatthereislawand order in the country. This arm of the NationalGovernmentcomesupwithpoliciesofthegovernment.
    • The Judiciary Is the arm of the National Government thatlistenstocasesbroughttothecourtsandadministersjustice

TheCompositionofthethreearmsoftheNationalGovernmentinKenya

TheLegislature

  1. NationalAssembly
    • Thespeaker
    • 290electedmembersofparliament
    • 47electedwomenrepresentatives
    • 12membersnominatedbypoliticalparties
  2. Thesenate
    • Thespeaker
    • 47senators
    • 16womennominatedbypoliticalparties
    • 2youthrepresentatives(maleandfemale)
    • 2membersrepresentingpeoplewithdisabilities(maleandfemale)

CompositionoftheExecutive

  • Thepresident
  • Thedeputypresident
  • Cabinetsecretaries
  • AttorneyGeneral
  • Publicservants

CompositionoftheJudiciary

 

www.kenyaplex.com.

 

  • TheChiefJustice
  • TheDeputyChiefJustice
  • TheChiefRegistrar
  • JudgesoftheSupremeCourt
  • TheJudicialServiceCommission
  • OtherJudicialofficersandstaff

Participatinginnationalgovernance

Wetakepartinnationalgovernancebydoingthefollowing:

  1. Obeyingtherulesandlawsofourcountry
  2. Encouragingourleaderstobefairandtransparentintheirleadership

2023/2024 Replica KCSE Mock Exams

2023/2024 Replica KCSE Mock Exams

BIO PP2 REPLICA 2023.pdf
BIO PP1 REPLICA 2023.pdf
BIO PP3 REPLICA 2023 (1).pdf
CHEM PP1 REPLICA 2023.NEW.pdf
CHEM PP2 REPLICA 2023.pdf
CHEM PP3 REPLICA 2023.pdf
KCSE AGRI PP1 REPLICA 2023.NEW.pdf
KCSE AGRI REPLICA PP2 2023.pdf
KCSE BST PP1 REPLICA 2023.NEW.pdf
KCSE BUST REPLICA PP2 2023.pdf
KCSE CHEM PP1 REPLICA 2023.NEW.pdf
KCSE COMP PP1 REPLICA 2023.pdf
KCSE CRE PP2 REPLICA 2023.pdf
KCSE CRE REPLICA 2023 1-0 QZ.NEW.pdf
KCSE ENG PP2 REPLICA SERIES 2023-NEW.pdf
KCSE GEO PP1 REPLICA 2023.NEW.pdf
KCSE GEO PP2 REPLICA 2023.pdf
KCSE HSCI PP1 REPLICA 2023.pdf
KCSE KIS PP1 REPLICA 2023.pdf
KCSE KIS PP2 REPLICA 2023.pdf
KCSE MATH PP1 REPLICA 2023.NEW.pdf
KCSE PHY PP1 REPLICA 2023.NEW.pdf
KCSE REPLICA BIO PP1 1-10 2023 NEW.pdf
KCSE REPLICA ENG PP3 2023 NEW.pdf
KCSE REPLICA HIST PP1 2023. NEW.pdf
KCSE REPLICA HIST PP2 2023.NEW.pdf
KCSE REPLICA KIS PP3 2023-NEW.pdf
MATH PP1 REPLICA 2023.NEW.pdf
MATH PP2 REPLICA 2023.pdf
PHY PP1 REPLICA 2023.NEW.pdf
PHY PP2 REPLICA 2023.pdf
PHY PP3 REPLICA 2023.pdf

Agriculture Form Three Schemes of Work {As per new School Calendar)

 

AGRIC, F3, T1

 

 

 

 

 

 

 

REFERENCES: Longhorn Secondary Agriculture Book , Golden Tips KCSE Agriculture, Certificate Agriculture Book, KLB Top Mark Agriculture, KLB Secondary Agriculture, Teacher’s Guide

 

WK

LSN

 

 

TOPIC

 

 

SUB-TOPIC

 

 

 

OBJECTIVES

 

L/ACTIVITIES

 

L/T AIDS

 

REFERENCE

 

REMARKS

 

1

 

1

 

Livestock Production (III) selection

 

Reproduction and reproductive systems in cattle

 

By  the end of the lesson, the learner should be able to

describe reproduction and reproductive systems in cattle

 

 

Describing reproduction and reproductive systems in cattle

drawing reproductive systems in cattle

 

charts

diagrams in students book

farm animals

KLB secondary Agriculture form 3 pg 1-6

Certificate Secondary Agriculture F2 pg 123-124

Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

Gateway Agriculture revision paper 2 page 21-23

Top mark Agriculture page 91-92

 
   

2

 

Livestock production (III) selection and Breeding

 

Reproduction and reproductive systems in poultry

 

By the end of the lesson, the leaner should be able to

Describe reproduction and reproductive systems in poultry

 

Describing reproduction and reproductive systems in poultry

Drawing reproduction system in poultry

 

Charts

Farm animals

Diagrams in the students book

KLB secondary Agriculture form 3 pg 6-8

Certificate Secondary Agriculture F2 pg 123-124

Longhorn secondary Agriculture form 3 pg 6-8

Teachers guide pg 37-38

Gateway Agriculture revision paper 2 page 23-24

Top mark Agriculture page 92

 
   

3-4

 

Livestock production selection and Breeding

 

Selection of dairy and beef cattle

 

By the end of the lesson, the learner should be able to

Define selection

Describe selection of the breeding of stock in cattle

 

Defining selection

Describing selection of the breeding stock in cattle

Drawings in students book

 

Farm animals

Diagrams in the students book

charts

KLB secondary Agriculture form 3 pg 8-9

Certificate Secondary Agriculture F2 pg 123-124

Longhorn secondary Agriculture form 3 pg 8-10

Teachers guide pg 38-39

Gateway Agriculture revision paper 2 page 24

Top mark Agriculture page 91-92

 
 

2

 

1

 

Livestock selection and breeding

 

Selection of sheep and goats

 

By the end of the lesson, the learner should be able to

Describe selection of the breeding stock

 

Describing selection of the breeding stock

Note taking

Asking and answering questions

 

Farm animals

Diagrams in students book

charts

KLB secondary Agriculture form 3 pg 8-9

Certificate Secondary Agriculture F2 pg 123-124

Longhorn secondary Agriculture form 3 pg 11-12

Teachers guide pg 37-38

 
   

2

   

Selection of pigs and camels

 

By the end of the lesson, the learner should be able to

Describe selection of the breeding stock

 

Describing the breeding stock

Note taking

Asking and answering questions

 

Farm animals

Diagrams in the students book

KLB secondary Agriculture form 3 pg 1-6

Certificate Secondary Agriculture F2 pg 123-124

Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

Gateway Agriculture revision paper 2 page 21-23

Top mark Agriculture page 91-92

 
   

3-4

 

Livestock section and breeding

 

Selection of breeding

Methods of selection

 

By the end of the lesson, the learner should be able to

State factors considered when selecting a breeding stock

Describe the methods in selection

Define breeding

Explaining the importance of breeding

 

Stating factors considered in selection

Describing the various methods used

Defining breeding

 

Charts

Chalkboard

Diagrams on students book

Farm animals

KLB secondary Agriculture form 3 pg 11-16

Certificate Secondary Agriculture F2 pg 123-124

Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

Gateway Agriculture revision paper 2 page 24

Top mark Agriculture page 93

 

 

 

 

3

 

1

   

Breeding

 

By the end of the lesson, the learner should be able to

Explain the terms used in breeding

 

Explaining the various terms

 

Charts

Chalkboard

Farm animals

KLB secondary Agriculture form 3 pg 16

Longhorn secondary Agriculture form 3 pg 16-19

Teachers guide pg 39-41

Gateway Agriculture revision paper 2 page 24-25

Top mark Agriculture page 93-94

 
   

2

 

Livestock selection and breeding

 

Signs of heat in livestock cattle, pigs rabbits

 

By the end of the lesson, should be able to

Explain the process of mating in cattle, pigs & rabbits

State signs of heat in cattle, pigs and rabbits

 

Explaining the process of mating

Stating signs of heat in pigs, rabbits and cattle

 

Farm animals

Photographs

Students book

Farm

KLB secondary Agriculture form 3 pg 16-19

Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

Gateway Agriculture revision paper 2 page 25

Top mark Agriculture page 94-95

 
   

3

   

Breeding systems of breeding

 

 

By the end of the lesson, the learner should be able to

State various systems of breeding

Explain reasons for breeding systems

Describe various

 

 

Stating various systems of breeding

Explaining reasons for breeding

Describing various breeding systems

 

Charts

Farm animals

Diagrams in the students book

KLB secondary Agriculture form 3 pg 16-19

Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

Gateway Agriculture revision paper 2 page 25

Top mark Agriculture page 94-95

 
  4 Livestock selection and breeding  

Methods of service in livestock

Natural mating

Artificial insemination

Embryo transplant

By the end of the lesson, the leaner should be able to

Identify the various services in livestock

Describe the methods of services in livestock

Explain the advantages & disadvantages of the methods

 

Identifying the various methods of services

Describing the methods of services in livestock

Drawing diagrams

Explaining the advantages & disadvantages

 

Farm animals

A.I technicians

Diagrams in the students book

KLB secondary Agriculture form 3 pg 20-23

Longhorn secondary Agriculture form 3 pg 23-30

Teachers guide pg 41-43

 

 
 

4

 

1

   

Signs of parturition in livestock

Cows

Sows

Does

 

By the end of the lesson, the learner should be able to

State signs of parturition in cows, sows and does

 

Stating signs of parturitions in cows, sows and does

 

Coral, photographs

A.I Technicians

Students book

Farm animals

KLB secondary Agriculture form 3 pg 24-25

Longhorn secondary Agriculture form 3 pg 41-43

Teachers guide pg 39-41

Gateway Agriculture revision paper 2 page 26-27

Top mark Agriculture page 96-97

 
   

2

 

Livestock production

Livestock rearing practices

 

Routine

Livestock rearing practices

 

By the end of the lesson, the learner should be able to

Define a routine

Explain the routine practices in livestock rearing

State the importance of each of the practice

 

Defining a routine

Explaining the routine  practices

Stating the importance of each practice

 

Livestock structures

Livestock feeds

Animals farm

Livestock

Student book

photographs

KLB secondary Agriculture form 3 pg 27-31

Longhorn secondary Agriculture form 3 pg 33-35

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 28-29

Top mark Agriculture page 98

 
   

3-4

 

Livestock production (IV)

 

Parasite and disease control practices

 

By the end of the lesson, the learner should be able to

State various methods of parasite and disease control

Describe the various parasite and disease control practices

 

Stating the various control practices

Describing various control practices

Carrying out the various control practices

 

Livestock drugs

Livestock tools

Photographs

Diagrams on the students book

Livestock tools

Students book

KLB secondary Agriculture form 3 pg 32-36

Longhorn secondary Agriculture form 3 pg 35-39

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 25

Top mark Agriculture page 98-99

 
 

5

 

1

 

Livestock production (IV)

Livestock Rearing

 

Breeding practices

 

By the end of the lesson, the learner should be able to

State the breeding practices

Describe the various breeding practices

Carry out the various practices

 

Stating the breeding practices

Describing the various breeding practices

Carrying out the various practices

 

Livestock drugs

Livestock tools

Photographs

Students book

Diagrams on the students book

Livestock

Livestock farm

KLB secondary Agriculture form 3 pg 27-29

Longhorn secondary Agriculture form 3 pg 49-51

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 30-31

Top mark Agriculture page 99

 
   

2

 

Livestock Rearing practices

 

Identification

De-breaking

Tooth clipping

culling

 

By the end of the lesson, the learner should be able to

Describe de-beaking tooth, clipping and culling

Carry out these practices

 

Describing de-beaking, tooth clipping and culling

Carrying out the practices

Drawing the diagrams showing the practices

 

Livestock

Livestock drugs

Livestock tools

Students book

Photographs

Diagrams on the students book

KLB secondary Agriculture form 3 pg 41-48

Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 25

Top mark Agriculture page 99-100

 
   

3-4

   

Dehorning, shearing, castration

 

By the end of the lesson, the learner should be able to

describe dehorning, shearing, castration

Carry out these practices

 

Describing  dehorning, shearing castration

Carry out these practices

 

Livestock

Livestock drugs

Livestock tools

Students book

Photographs

KLB secondary Agriculture form 3 pg 45-50

Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 25

Top mark Agriculture page 100

 
 

6

 

1

 

Livestock rearing practices

 

Management of cows during parturition

 

By the end of the lesson, the leaner should be able to

Describe the management of a cow parturition

 

Describing the management of a cow during parturition

Drawing diagrams

 

Cows

Photographs

Students book

Veterinary personnel

KLB secondary Agriculture form 3 pg 53

Longhorn secondary Agriculture form 3 pg 50-54

Teachers guide pg 49-51

Access secondary Agriculture Revision page 170, 295

Golden tips agriculture page 277

 
  2   Management of sows, nannies, does, ewes By the end of the lesson, the learner should be able to

Describe the management, does & ewes during parturition

Describing the management of sows, nannies, does, ewes& during parturition   KLB secondary Agriculture form 3 pg 53-56

Longhorn secondary Agriculture form 3 pg 54-56

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 33-34

Access secondary Agriculture Revision page 170, 295

Golden tips agriculture page 175,295-296

 
   

3-4

 

Bee- keeping

 

Importance

Bee colony

Sitting the a apiary

 

By the end of the lesson, the learner should be able to

State the importance of bee keeping

Describe the importance of bee keeping

Describe the bee conolony

Explain factors to consider when citing an apiary

 

 

Stating the importance of bee keeping

Describing the bee colony

Explaining factors to consider when citing an apiary

 

Combs

Bee hives

Apiary

Bee handling tools

bees

KLB secondary Agriculture form 3 pg 56-60

Longhorn secondary Agriculture form 3 pg 51-52

Teachers guide pg 49-51

Gateway Agriculture revision paper 2 page 33-34

Access secondary Agriculture Revision page 175-176

 
 

7

 

1

 

Bee keeping

 

Types of bee hive stocking the bee hive

Management of bees

 

By the end of the lesson, the learner should be able to

State the various types of bee hives

Describe the stocking of bee hive and management

 

Stating various types of bee hives

Describing the stocking of a bee hive and management

 

Beehives

Combs

Apiary

Bee handling

Students book

Protective clothing

KLB secondary Agriculture form 3 pg 60-69

Longhorn secondary Agriculture form 3 pg 59-62

Teachers guide pg 51-52

Gateway Agriculture revision paper 2 page 33-34

Access secondary Agriculture Revision page 175-176

Golden tips agriculture page 299-300

 
   

2

 

Bee keeping

 

Importance of fish farming

Types if fuse kept in farm ponds

 

By the end of the lesson, the learner should be able to

Define fish farming

Explain the importance of fish farming

Identifying the types of fish kept in the fish pond

 

Defining fish farming

Explaining the importance of fish farming

Identifying the types of fish kept in pond

Drawing diagrams

 

Fish nets

Fish species

Fish ponds

Diagrams in the students book

Fish food

KLB secondary Agriculture form 3 pg 70-73

Longhorn secondary Agriculture form 3 pg 62-64

Teachers guide pg 51-52

Gateway Agriculture revision paper 2 page 36

Access secondary Agriculture Revision page 175-176

Golden tips agriculture page 301

 
   

3

 

Fish Farming

 

Importance of fish farming

Types of fish kept in farm ponds

 

By the end of the lesson, the learner should be able to

Define fish farming

Explain the importance of fish farming

Identifying the types of fish kept in fish pond

 

Defining fish farming

Explaining the importance of fish farming

Identifying the types of fish kept in fish pond

Drawing diagrams

 

Fish nets

Fish species

Fish pond

Diagrams in the students book

Fish pond

KLB secondary Agriculture form 3 pg 73-77

Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

Gateway Agriculture revision paper 2 page 36-37

Access secondary Agriculture Revision page 177

Golden tips agriculture page 301-302

 
 

7

 

4

 

Fish Farming

 

Management

Fish farming

Harvesting and processing fish

 

By the end of the lesson, the learner should be able to

Describe fish management

Explain fish harvesting and processing fish

 

Describing fish management

Explaining fish harvesting and processing

 

Fish pond

Fish species

Fish nets

Students book

KLB secondary Agriculture form 3 pg 73-79

Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

Gateway Agriculture revision paper 2 page 36-37

Access secondary Agriculture Revision page 177

Golden tips agriculture page 302-303

 
 

8

 

1

 

Livestock Rearing Practices

 

Appropriate handling of livestock during routine management

 

By the end of the lesson, the learner should be able to

Demonstrate a caring attitude towards livestock

 

Demonstrating a carrying attitude towards livestock

Drawing diagrams

 

Diagrams from the student book

Farm animals

Photographs

Livestock handling tools

KLB secondary Agriculture form 3 pg 79-81

Longhorn secondary Agriculture form 3 pg 70-75

Teachers guide pg 53-54

Gateway Agriculture revision paper 2 page 36-37

Access secondary Agriculture Revision page 296

Golden tips agriculture page 296

 
   

2

 

Farm Structures

 

Farm buildings and structures

Citing parts of a building

Cite preparation

 

By the end of the lesson, the learner should be able to

State factors considered when citing farm structures

Describe parts of a building

 

Stating factors considered when citing farm structures

Describing parts of a building

 

Farm buildings

Diagrams

School farm

Student’s book

KLB secondary Agriculture form 3 pg 83-88

Longhorn secondary Agriculture form 3 pg 77-80

Teachers guide pg 59-60

Gateway Agriculture revision paper 2 page 36-37

Access secondary Agriculture Revision page 235

Golden tips agriculture page 250

 
   

3-4

 

Farm Structures

 

Livestock Structures

Crushes

 

By the end of the lesson, the learner should be able to:

Identify materials used in constructions

State the maintenance of a crush

Explain the uses of a crush

 

Identifying materials used n construction of crush

Stating the maintenance of a crush

Explaining the various uses of a crush

 

Crush

Constructional materials

Student’s book

Photographs

KLB secondary Agriculture form 3 pg93-94

Longhorn secondary Agriculture form 3 pg 81-83

Teachers guide pg 59-60

Access secondary Agriculture Revision page 236

Golden tips agriculture page 251-252

 
 

9

 

1

 

Farm structures

 

Livestock Structures- Dips

 

By the end of the lesson, the learner should be able to:

Identify materials used in construction of a dip

State the maintenance of a dip

Explain the uses of a dip

© Education Plus Agencies

 

Identifying materials used in constructions

Stating the maintenance of a dip

Explaining the uses of the dip

Drawing the structures

 

Dip construction materials

Photographs

Diagrams from the students book

KLB secondary Agriculture form 3 pg 95-96

Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

Gateway Agriculture revision paper 2 page 36-37

Access secondary Agriculture Revision page 236

Golden tips agriculture page 252

 
   

2

 

Farm structures

 

Livestock structures

Spray race

Dairy shed

 

By the end of the lesson, the learner should be able to

Identify the constructional materials used

State the uses of these structures

 

Identifying materials used in construction

Stating the uses of the structure

Drawing the structures

 

Diagrams from the students book

Photographs

Construction materials

Spray race and dairy shed

KLB secondary Agriculture form 3 pg 99-102

Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

Gateway Agriculture revision paper 2 page 88

Access secondary Agriculture Revision page 236

Golden tips agriculture page 253-254

 
   

3-4

 

Farm structures

 

Livestock structure

Calf pens

Poultry houses

Rabbits hutches

Pig sty’s

 

By the end of the lesson, the learner should be able to

Name the construction materials used

State the uses of these structures

Describe the construction of the materials

 

Naming the construction materials

Stating the uses of the structures

Describing the construction of the structures

 

Calf pens

Poultry houses

Rabbit hutches

Pig stys

Construction materials

Photographs

Students book

Diagrams on the students book

KLB secondary Agriculture form 3 pg 194-114,115

Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

Gateway Agriculture revision paper 2 page 88

Golden tips agriculture page 254-257

 
 

10

 

1

 

Farm Structures

 

Livestock structures

Fish pond

Silo

 

By the end of the lesson, the learner should be able to

Identify the construction materials used

Explain the uses of these structures

 

Identifying the construction materials

Explaining the uses of these structures

 

Photographs

Students book

Constructional materials

Diagrams in the students book

KLB secondary Agriculture form 3 pg 115, 123

Longhorn secondary Agriculture form 3 pg 100-104

Teachers guide pg 60-63

Golden tips agriculture page 250

 
   

2

 

Farm structures

 

Zero grazing unit

Bee hive

 

By the end of the lesson, the learner should be able to

Identify construction materials used

State the uses of these structures

 

Identifying the construction materials

Stating the uses of these structures

 

Zero grazing unit

Photographs

Students book

Construction materials

beehive

KLB secondary Agriculture form 3 pg 102-104

Longhorn secondary Agriculture form 3 pg 103-106

Teachers guide pg 60-63

Gateway Agriculture revision paper 2 page 88

Access secondary Agriculture Revision page 235

Golden tips agriculture page 259-260

 
   

3-4

 

Farm Structures

 

Farm Stores

 

By the end of the lesson, the learner should be able to

Identifying the construction materials used

State the uses of these structures

Describe the process of constructing a farm store

 

Identifying the construction materials

Stating the uses of these structures

Describing the process of constructing a farm store

 

Diagrams in the students book

Photographs

Farm store

Construction materials

KLB secondary Agriculture form 3 pg 121-122

Longhorn secondary Agriculture form 3 pg 106-110

Teachers guide pg 64

Gateway Agriculture revision paper 2 page 89

Golden tips agriculture page 260-261

 
11 1-2 Farm structures Fences By the end of the lesson, the learner should be able to

State the types of fences

Identify the construction materials used

Stating types of fences

Identifying the construction materials used

Explaining the uses of these structures

Drawing the fences

Fences

Construction materials

Students book

Photographs

diagrams

KLB secondary Agriculture form 3 pg 124-132

Longhorn secondary Agriculture form 3 pg 110-117

Teachers guide pg 65

 
   

3-4

 

Farm structures

 

Green Houses

 

By the end of the lesson, the learner should be able to:

State the construction materials used

Describe the process of constructing green house

Explain the uses of these structures

 

Stating the construction materials

Describing the process of constructing green house

Explaining the uses of the structures

 

Green houses

Construction materials

Diagrams from the students book

Students book

photographs

KLB secondary Agriculture form 3 pg 133-139

Longhorn secondary Agriculture form 3 pg 128-121

Teachers guide pg 66

Gateway Agriculture revision paper 2 page 89

Access secondary Agriculture Revision page 235

Golden tips agriculture page 262

 
 

12                                                                                                         TOPICAL REVISION

 
13-14                                                                                       END TERM EXAMINATIONS  
15                                                                                                         CLOSING  

 

 

AGRIC, F3, T2

 

 

 

 

 

 

 

REFERENCES: Longhorn Secondary Agriculture Book , Golden Tips KCSE Agriculture, Certificate Agriculture Book, KLB Top Mark Agriculture, KLB Secondary Agriculture, Teacher’s Guide

 

 

WK

LSN

 

 

TOPIC

 

 

SUB-TOPIC

 

 

 

OBJECTIVES

 

L/ACTIVITIES

 

L/T AIDS

 

REFERENCE

 

REMARKS

 

1

 

1

 

Agricultural Economics (III)

Land tenure and reforms

 

Land tenure types

Collective tenure systems

 

By the end of the lesson, the learner should be able to

Define land tenure

State the types of land tenure

Describe the collective tenure systems

 

Defining the term land tenure

Stating the types of land tenure

Describing the collective systems

 

Charts

Students book

Chalk board

KLB secondary Agriculture form 3 pg 140-141

Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

Gateway Agriculture revision paper 2 page 98-99

Access secondary Agriculture Revision page 120

Golden tips agriculture page 125

 
   

2

   

Individual Tenure System

 

By the end of the lesson, the learner should be able to

State the types of individual tenure system

Describe individual tenure systems

State advantages and disadvantages of this tenure system

 

Stating the individual tenure systems

Describing individual tenure system

Stating advantages and disadvantages of the system

 

Title deeds

Charts

Students book

KLB secondary Agriculture form 3 pg 143-145

Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

Gateway Agriculture revision paper 2 page 98-99

Golden tips agriculture page 124

 
   

3-4

 

Land tenure and reform

 

Land Reforms

 

By the end of the lesson, the learner should be able to

Define land reforms

Describe the various types of land reforms

Explaining the various settlement schemes in Kenya

 

Defining land reforms

Describing various types of land reforms

Explaining the various settlement scenes in Kenya

 

Title deeds

Students book

Charts

Chalk board

KLB secondary Agriculture form 3 pg 148-157

Longhorn secondary Agriculture form 3 pg 127-155

Teachers guide pg 75-76

Gateway Agriculture revision paper 2 page 99

Access secondary Agriculture Revision page 120-121

Golden tips agriculture page 125-126

 
 

2

 

1

 

Soil and water conservation

 

Soil Erosion

 

By the end of the lesson, the earner should be able to

Define soil erosion

Explain factors that influence soil erosion

 

Defining soil erosion

Explaining factors that influence soil erosion

 

Excavated areas

School farm

Photographs

Diagrams on the students book

KLB secondary Agriculture form 3 pg 158-160

Longhorn secondary Agriculture form 3 pg 137-138

Teachers guide pg 80

Gateway Agriculture revision paper 2 page 121

Access secondary Agriculture Revision page 120-121

Golden tips agriculture page 126

 
   

2

 

Soil and Water Conservation

 

Soil Erosion

 

By the end of the lesson, the learner should be able to

Explain the various agents of erosion

 

Explaining various agents

 

Photographs

School farm

Excavated areas

Students book

Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

Gateway Agriculture revision paper 2 page 24

Access secondary Agriculture Revision page 80

Golden tips agriculture page 26

 
   

3-4

 

Soil and Water Conservation

 

Soil Erosion

 

By the end of the lesson, the learner should be able to

Describe the various types of soil erosion

 

Describing the various types of erosion

 

Photographs

Students book

School farm

Excavated areas

Diagrams in the students book

KLB secondary Agriculture form 3 pg 161-167

Longhorn secondary Agriculture form 3 pg 139-141

Teachers guide pg 80

Gateway Agriculture revision paper 2 page 24

Access secondary Agriculture Revision page 80-81

Golden tips agriculture page 27

 
 

3

 

1

   

River bank erosion

 

By the end of the lesson, the learner should be able to

Define river bank erosion

Explain the effects of river bank erosion

State the control measures

 

Defining riverbank erosion

Explaining the effects of river

Bank erosion

Stating control measures

 

Photographs

River bank

Diagrams in the students book

charts

KLB secondary Agriculture form 3 pg 167-168

Access secondary Agriculture Revision page 87

Golden tips agriculture page 27

 
   

2

   

Mass wasting solifluction

 

By the end of the lesson, the learner should be able to

Define mass wasting

Explain factors influencing mass wasting

Describing effects of mass wasting

 

Defining mass wasting

Explaining factors influencing mass wasting

Describing effects of mass wasting

 

Charts

Photographs

Diagrams in the students book

KLB secondary Agriculture form 3 pg 168-173

Access secondary Agriculture Revision page 87

Golden tips agriculture page 27

 
   

3-4

 

Soil and water conservation

 

Soil control

Measures

Biological and cultural control

Physical and structural control measures

 

By the end of the lesson, the learner should be able to

Describe the biological, cultural physical and structural control

Measures on soil erosion

 

Describing the biological, cultural, physical and structural measures of controlling soil erosion

Drawing diagrams

 

Mesh wire

Poles

Quarry chips

School farm

Photographs

Excavated areas

Students book

Garden tools

Diagrams in the students book

KLB secondary Agriculture form 3 pg 173-186

Longhorn secondary Agriculture form 3 pg 142-149

Teachers guide pg 81

Gateway Agriculture revision paper 2 page 122-124

Access secondary Agriculture Revision page 81-83

Golden tips agriculture page 28-30

 
4 1-2 Soil and Water  Conservation Water Harvesting By the end of the lesson, the leaner should be able to

Name methods used to harvest water

Describe water harvesting and conservation techniques

Explain the micro catchment and their uses

Naming methods used to harvest water

Describing water harvesting and conservation

Explaining micro catchment

Stating their uses

Dams

Tanks

Reservoirs

Wells

Photographs

School farm

Garden tools

Gutters

Ponds

KLB secondary Agriculture form 3 pg 187-191

Longhorn secondary Agriculture form 3 pg 149-159

Teachers guide pg 81-82

Gateway Agriculture revision paper 2 page 124-125

Access secondary Agriculture Revision page 83-85

Golden tips agriculture page 30-31

 
   

3-4

 

Weeds and weed control

 

Weeds

Definition

Identification

classification

 

By the end of the lesson, the learner should be able to

define a weed

identify the various weeds

classify the weeds in various groups

 

defining weeds

observation

identifying the weeds

classify the weeds

 

weed specimen

school farm

photographs

students book

diagrams in the students books

KLB secondary Agriculture form 3 pg 192-201

Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

Gateway Agriculture revision paper 2 page 73-74

Golden tips agriculture page 63-64

 
 

5

 

1-2

 

Weeds and weed control

 

Weeds

Identification

classification

 

By the end of the lesson, the learner should be able to

identify the various weeds

classify the various weeds

 

identifying the various weeds

classifying the various weeds

 

weed specimen

school farm

photographs

diagrams in the students book

KLB secondary Agriculture form 3 pg 193-200

Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

Gateway Agriculture revision paper 2 page 73-74

Access secondary agriculture page 89

Golden tips agriculture page 63-64

 

 

 

 

   

3-4

 

Weeds and weed control

 

Weeds competitive abilities of weeds

Harmful effects of weeds

 

By the end of the lesson, the learner should be able to

Identify the various weeds

Classify the various weeds

 

Identify the various weeds

Classifying the various weeds

 

Weed specimen

School farm

Photographs

Diagrams in students book

KLB secondary Agriculture form 3 pg 200-202

Longhorn secondary Agriculture form 3 pg 159-161

Teachers guide pg 87-88

Gateway Agriculture revision paper 2 page 73-74

Access secondary agriculture page 89-90

Golden tips agriculture page 64-65

 
 

6

 

1

 

Weeds and weed control

 

Weed control

mechanical

 

By the end of the lesson, the learner should be able to

Describe mechanical weed control

 

Describing mechanical weed control

 

weed specimen

school farm

photographs

diagrams in the students book

garden tools

KLB secondary Agriculture form 3 pg 209-210

Longhorn secondary Agriculture form 3 pg 169-170

Teachers guide pg 88-92

Gateway Agriculture revision paper 2 page 76

Golden tips agriculture page 64-65

 
   

2

 

 

 

Cultural and biological control

 

By the end of the lesson, the learner should be able to

Describe biological and cultural weed control method

 

 

Describing the biological and cultural weed control method

Note taking

Asking and answering questions

 

Garden tools

Students book

Photographs

School farm

Farm specimen

KLB secondary Agriculture form 3 pg 210-211

Longhorn secondary Agriculture form 3 pg 178

Teachers guide pg 93-95

Gateway Agriculture revision paper 2 page 76

Golden tips agriculture page 65

 
   

 

3-4

   

Chemical and legislative weed control methods

 

By the end of the lesson, the learner should be able to

Explain ways in which chemicals kill weeds

State the classification of herbicides

Explaining factors affecting selectivity and effectiveness of herbicides

Identifying the precautions in using chemicals

Stating the advantages and disadvantages of herbicides

 

Explaining ways in which chemicals kill weeds

Stating the classifications of herbicides

Explaining factors affecting selectivity and effectiveness of herbicides

Identifying the precautions in using chemicals

Stating the advantages and disadvantages of herbicides

 

Garden tools

Students book

Photographs

School farm

Weed specimen

KLB secondary Agriculture form 3 pg 203-208

Longhorn secondary Agriculture form 3 pg 170,172-175

Teachers guide pg 88-92

Gateway Agriculture revision paper 2 page 74

Golden tips agriculture page 90

Access secondary Agriculture page 65-66

 
 

7

 

1

 

Crop pest and diseases

 

Crop Pests

 

By the of the end lesson, the learner should be able to

Define a pest

Explain harmful effects of crop pests

 

Defining a pest

Explaining the harmful effects of crop pests

Asking and answering questions

 

Students book

Specimens of crop pests

Crops attacked

Pesticides

Photographs

KLB secondary Agriculture form 3 pg 213-214

Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

Gateway Agriculture revision paper 2 page 76

 
   

2

   

Crop Pests

 

By the end of the lesson, the learner should be able to

Classify pests based on mode of feeding

Classify pests based on crop part attacked

 

Classifying pests based on mode of feeding

Asking and answering questions

 

Crops attacked specimens of crop pests

Photographs of pests

Students book

KLB secondary Agriculture form 3 pg 214

Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

Gateway Agriculture revision paper 2 page 76

Golden tips agriculture page 67

Access secondary Agriculture page 97

 
   

3-4

 

 

 

Crop Pests

 

By the end of the lesson, the learner should be able to

Classify pest on the basis of stage of growth classification (scientific)

Level of damage and place where they are found of habitat

 

Classify pests

Asking and answering questions

Note taking

 

Crops attacked

Specimen of crop pests

Photographs of pests

Students book

KLB secondary Agriculture form 3 pg 214-215

Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

Gateway Agriculture revision paper 2 page 76

Golden tips agriculture page 67

Access secondary Agriculture page 97

 
 

8

 

1-2

 

Crop pests and diseases

 

Crop pests

Identification

 

By the end of the lesson, the learner should be able to

identify common pests

describe the various pests and the stage, part of the crop attacked

 

Identifying common pests

Describing the various pests on the various basics

Asking and answering questions

Note making

 

Diagrams in the students book

Photographs of pests

Pesticides

Crops attacked

Specimens of crop pests

Students book

KLB secondary Agriculture form 3 pg 215-226

Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

Gateway Agriculture revision paper 2 page 77-79

Golden tips agriculture page 67-69

Access secondary Agriculture page 97-98

 
   

3-4

   

Crop pests

identification

 

By the end of the lesson, the learner should be able to

identify common pests

describe the various pests and the stage part of the crop attacked

 

Identifying common pests

Describing the various pests

Asking and answering questions

Note making

 

Crops attacked

Specimens of crop pests

Photographs of pests

Pesticides

Diagrams in the students book

KLB secondary Agriculture form 3 pg 215-226

Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

Gateway Agriculture revision paper 2 page 77-79

Golden tips agriculture page 67-69

 
 

9

 

1

 

Crop Pests and disease control

 

Crop pests

 

By the end of the lesson, the learner should be able to

Describe harmful effects of pests

Identify pest control measures

 

Describing the effects of pests

Identifying pests control measure

 

Students book

Specimens of crop pests

Crops attacked

Pesticides

Photography

Pests

KLB secondary Agriculture form 3 pg 213-226

Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

Gateway Agriculture revision paper 2 page 88

Golden tips agriculture page 70-75

Access secondary Agriculture page 97-98

 
   

2

   

Crop pests control

cultural

 

By the end of the lesson, the learner should be able to

Describe the cultural pest control measures

 

Describing the cultural pest

Control measures

Note taking

Asking and answering questions

 

 

Students book

Crops attacked

Pesticides

Photographs of pests

School farm

Specimen of crop pests

KLB secondary Agriculture form 3 pg 228-230

Longhorn secondary Agriculture form 3 pg 185-186

Teachers guide pg 63-70

Gateway Agriculture revision paper 2 page 79

Golden tips agriculture page 71-72

 
 

 

 

3

 

Crop pest and diseases

 

Crop pests

 

By the end of the lesson, the learner should be able to

Describe the mechanical pest control

 

Describing mechanical pest control

Asking and answering questions

Note taking

 

Students book

Specimen of crop pests

Crops attacked

Photographs of pests

KLB secondary Agriculture form 3 pg 226-227

Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

Gateway Agriculture revision paper 2 page 80

Golden tips agriculture page 7

 
   

4

   

Crop pests

 

By the end of the lesson, the learner should be able to

Describe the biological pest control

 

Describing biological pest control

Asking and answering questions

Note taking

Explanations

 

Photographs of pests

Crops attacked

Specimens of crop pests

KLB secondary Agriculture form 3 pg 232

Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

Gateway Agriculture revision paper 2 page 88

Golden tips agriculture page 73-74

 
 

10

 

1

   

Crop pests

 

 

 

By the end of the lesson, the learner should be able to

Describe chemical methods of pest control

 

Describing the chemical methods of pest control

Note taking

Asking and answering questions

 

Photographs of pests

Crops attacked

Specimens of crop pests

KLB secondary Agriculture form 3 pg 230-232

Longhorn secondary Agriculture form 3 pg 188-190

Teachers guide pg 95

Gateway Agriculture revision paper 2 page 88

 
   

2

 

Crop pests and disease

 

Crop diseases

 

By the end of the lesson, the learner should be able to

Define a plant disease

Classify plant diseases

Explain harmful effects of crop diseases

 

Defining a plant diseases

Classifying plant diseases

Explaining the harmful effects of crop diseases

 

Students book

Specimens of diseases crops

Photographs

Fungicides

KLB secondary Agriculture form 3 pg 233-236

Longhorn secondary Agriculture form 3 pg 190-191

Teachers guide pg 96-99

Gateway Agriculture revision paper 2 page 88

 
 

 

 

3-4

 

 

Crop pest and diseases

 

Crop diseases

 

By the end of the lesson, the learner should be able to

Identify common crop diseases

 

Identifying common crop diseases

Asking questions and answering

Note taking

 

Students book

Specimens of diseased crops

Photographs

Fungicides

KLB secondary Agriculture form 3 pg 233-241

Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

Gateway Agriculture revision paper 2 page 82-84

 
 

11

 

1-2

   

Crop diseases

 

By the end of the lesson, the learner should be able to

classify  plant diseases

 

Classifying plant

Diseases

Asking and answering questions

Explanations

 

Specimen of diseased crops

Photographs

Fungicides

Students book

Diagrams in the students books

KLB secondary Agriculture form 3 pg 233-238

Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

Gateway Agriculture revision paper 2 page 82-84

Golden tips agriculture page 74-77

Access secondary Agriculture page 97-98

 
   

3-4

   

Crop diseases

 

By the end of the lesson, the learner should be able to

Describe the disease control crops

Carry out crop diseases control

 

Describing the disease control in crops

Carrying out crop disease control

 

 

 

Students book

Specimen of disease crops

Photographs

Fungicides

Diagrams in the students book

KLB secondary Agriculture form 3 pg 239-240

Longhorn secondary Agriculture form 3 pg 182-184

Teachers guide pg 95

Gateway Agriculture revision paper 2 page 84

Golden tips agriculture page 77-78

Access secondary Agriculture page 104-106

 
12   TOPICAL REVISION  
13   END OF TERM EXAMS  
14      

 

 

AGRIC, F3, T3

 

 

 

 

 

 

 

REFERENCES: Longhorn Secondary Agriculture Book , Golden Tips KCSE Agriculture, Certificate Agriculture Book, KLB Top Mark Agriculture, KLB Secondary Agriculture, Teacher’s Guide

 

 

WK

LSN

 

 

TOPIC

 

 

SUB-TOPIC

 

 

 

OBJECTIVES

 

L/ACTIVITIES

 

L/T AIDS

 

REFERENCE

 

REMARKS

 

1

 

1

 

Crop Production (VI)

 

Production of maize

 

By the end of the lesson, the learner should be able to

Name hybrids, composites of maize

State the ecological requirement of maize

Describe, field establishments, management and harvesting maize & marketing

 

Naming hybrids composites

Stating the ecological requirements

Describing management harvesting and field establishment

Note making

Asking and answering questions

 

Garden tools

Samples of maize

School farms

Student book

KLB secondary Agriculture form 3 pg 242-250

Longhorn secondary Agriculture form 3 pg 200-202

Teachers guide pg 101-102

Gateway Agriculture revision paper 2 page 52,54,55

Golden tips agriculture page 57-58

 
   

2

   

Production of millet

 

By the end of the lesson, the learner should be able to

Name hybrids, composites and cutting of millet

State the ecological requirement of millet

Describe field establishment, management, harvesting and marketing

 

Stating the ecological requirements

Describing field establishment management harvesting and marketing

Note making

Asking and answering questions

Naming the hybrids, composites cultwas

 

Garden tools

School farm

Sample of millet

Diagrams on the students book

charts

KLB secondary Agriculture form 3 pg 250-255

Longhorn secondary Agriculture form 3 pg 201-214

Teachers guide pg 101-102

Gateway Agriculture revision paper 2 page 56

Golden tips agriculture page 82-84

Access secondary Agriculture page 58

 
   

3

   

Production of sorghum

 

By the end of the lesson, the learner should be able to

Name composites, hybrids, cultivar of sorghum

State the ecological requirements of sorghum

Describe the field establishment, management marketing and harvesting

 

Naming the hybrids, composite cultivars

Stating the ecological requirement of sorghum

Describing the field establishment management, harvesting and marketing

Asking and answering questions

 

Charts samples of sorghum

Garden tools

Diagrams on the students book

KLB secondary Agriculture form 3 pg 250-255

Longhorn secondary Agriculture form 3 pg 201-204

Teachers guide pg 101-102

Gateway Agriculture revision paper 2 page 56

Golden tips agriculture page 84-85

Access secondary Agriculture page 59-60

 
   

4

 

Production Crop

 

Production of Beans

 

By the end of the lesson, the learner should be able to

State the varieties of beans grown

Describe the varieties of beans grown

Explaining the ecological requirements of maize

Describe field establishment management and harvesting marketing

 

Stating the varieties

Explaining the ecological requirements of maize

Describing field establishment, harvesting and marketing

Note making

Asking and answering questions

 

School farm

Garden tools

Seed samples

Students book

KLB secondary Agriculture form 3 pg 250-255

Longhorn secondary Agriculture form 3 pg 214-215

Teachers guide pg 101-102

Gateway Agriculture revision paper 2 page 56-58

Golden tips agriculture page 85-87

Access secondary Agriculture page 59-60

 
 

2

 

1-2

 

Crop production

 

Gross Margin of Crop enterprises

 

By the end of the lesson, the learner should be able to

Compare and contrast the gross margin of maize/millet, sorghum and beans

 

Comparing and contrasting gross margins of maize, millet, sorghum and beans

 

Charts

Receipts

Tables

Chair

Farm records

Students book

KLB secondary Agriculture form 3 pg 243-268

Longhorn secondary Agriculture form 3 pg 218-219

Teachers guide pg 101-102

Gateway Agriculture revision paper 2 page 56-58

Golden tips agriculture page 85-87,79-90

Access secondary Agriculture page 57-63

 
   

3-4

 

Crop production

 

Harvesting of cotton, sugarcane, pyrethrum

 

By the end of the lesson, the learner should be able to

describe the harvesting of cotton, pyrethrum and sugarcane

 

 

describing the harvesting of cotton, pyrethrum and sugarcane

 

photographs

diagrams in the students book

school farm

farm harvesting tools

KLB secondary Agriculture form 3 pg 263-264

Longhorn secondary Agriculture form 3 pg 221-224

Teachers guide pg 102-103

Gateway Agriculture revision paper 2 page 58-59

Golden tips agriculture page 85-87,79-90

Access secondary Agriculture page 57-63

 
 

3

 

1

 

Crop Production

 

Harvesting of cotton, sugarcane, pyrethrum

 

By the end of the lesson, the learner should be able to

Describe the  harvesting of cotton, pyrethrum and sugar cane

 

Describing the harvesting of cotton, pyrethrum and sugarcane

 

Photographs

Diagrams in the students book

School farm

Farm harvesting tools

KLB secondary Agriculture form 3 pg 264-266

Longhorn secondary Agriculture form 3 pg 224-226

Teachers guide pg 103-105

Gateway Agriculture revision paper 2 page 59

 
   

2

 

Crop production

 

Harvesting of tea and coffee

 

By the end of the lesson, the learner should be able to

Describe the harvesting of tea and coffee

 

 

Describing the harvesting of tea and coffee

 

Diagrams in the students book

Photographs

Harvesting tools

Charts

KLB secondary Agriculture form 3 pg 226-268

Longhorn secondary Agriculture form 3 pg 226-228

Teachers guide pg 103-105

Gateway Agriculture revision paper 2 page 59-60

Golden tips agriculture page 88-89

 
   

3-4

 

Crops forage

 

Pastures classifications

 

By the end of the lesson, the learner should be able to

Define pastures and forage crops

Classify pastures

 

Defining pastures and forage crops

Classifying pastures & forage

 

 

Students book

Specimens of pastures

Photographs of forage crops charts

KLB secondary Agriculture form 3 pg 269-272

Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

Gateway Agriculture revision paper 2 page 59-60

Golden tips agriculture page 108

Access secondary revision page 72

 
 

4

 

1

   

Pastures establishment management

 

By the end of the lesson, the learner should be able to

Describe pasture establishment

Describe pasture management

 

Describing pasture establishment

Describing pasture management note taking

 

 

 

Specimens of pastures

Photographs of forage crops

Garden tools

KLB secondary Agriculture form 3 pg 272-276

Longhorn secondary Agriculture form 3 pg 234-236

Teachers guide pg 106-107

Golden tips agriculture page 109

Access secondary revision page 72

 
   

2

   

Pastures utilizations

 

By the end of the lesson, the learner should be able to

Describe various methods of pasture utilization

 

Describing various methods of pastures

Utilization

Asking and answering questions

 

Specimens of pastures

Photographs of forage crops

Students book

KLB secondary Agriculture form 3 pg 277-280

Longhorn secondary Agriculture form 3 pg 326-340

Teachers guide pg 107

Gateway Agriculture revision paper 2 page 59-60

Golden tips agriculture page 109

 
   

3

 

Forage Crops

 

Grazing methods

 

By the end of the lesson, the learner should be able to

Explain the two grazing methods

State the advantages and disadvantages of each

 

Explaining the two grazing methods

Stating the advantages and disadvantages of each

 

Diagrams in the students book

Photographs

charts

KLB secondary Agriculture form 3 pg 280-283

Gateway Agriculture revision paper 2 page 59-60

Access secondary agriculture page 73-74

Golden tips agriculture page 110-111

 
   

4

   

Folder crops

Napier grass

 

By the end of the lesson, the learner should be able to

State the ecological requirements of Napier grass

Describe the field establishment, management and utilization

 

Describing the field production of Napier grass

 

 

 

Samples of folder crop

School farm

Photographs

Charts

Students book

 

KLB secondary Agriculture form 3 pg 283-287

Longhorn secondary Agriculture form 3 pg 241-242

Teachers guide pg 107

Gateway Agriculture revision paper 2 page 88

Access secondary revision page 94

 
5 1 Forage crops Sorghum

Guatemala grass

By the end of the lesson, the learner should be able to

Describe the production of Guatemala grass under ecological requirements, establishment, management and utilization

Describe the production of sorghum under ecological requirements establishment, management and utilization

Describing the field production of sorghum and Guatemala grass Students book

Specimens of fodder crops

Photographs of forage crops

School farm

KLB secondary Agriculture form 3 pg 269-272

Longhorn secondary Agriculture form 3 pg 242-244

Teachers guide pg 108

Gateway Agriculture revision paper 2 page 89

 
   

2

   

Kales

Edible

Canaa

 

By the end of the lesson, the learner should be able to

describe the production of kales under ecological requirements

 

Explanations

Note taking

 

School farm

Photographs of folder

Specimen of fodder crops

KLB secondary Agriculture form 3 pg 291-292

Longhorn secondary Agriculture form 3 pg 244-245

Teachers guide pg 108

Gateway Agriculture revision paper 2 page 89-90

Golden tips agriculture page 108

Access secondary revision page 75-76

 
   

3-4

   

Fodder crops

Lucerne

Kenya white clover

 

By the of the end of the lesson, the learner should be able to

Describe the production of Lucerne under ecological requirements, establishment and utilization

Describe the production of Kenya white clover under ecological, requirement establishment, management and utilization

 

Describing the production of Lucerne, Kenya white clover

Note making

Asking and answering questions

 

Students book

Specimens of

Fodder crops

Photographs of Forage crops

KLB secondary Agriculture form 3 pg 269-272

Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

Gateway Agriculture revision paper 2 page 59-60

Golden tips agriculture page 108

Access secondary revision page 72

 
 

6

 

1

 

Forage Crops

 

Fodder crops

Disodium

Marigold

 

By the end of the lesson, the learner should be able to

Describe the production of disodium under ecological requirements establishment, management and utilization

Describe the production of marigold under ecological requirements and utilization

 

Describing the field production of disodium and marigold

 

Students book

Specimens of fodder crops

Photographs of fodder crops

School farm

KLB secondary Agriculture form 3 pg 295-297

Longhorn secondary Agriculture form 3 pg 247-248

Teachers guide pg 108

Golden tips agriculture page 112

Access secondary revision page 77

 
   

2

 

Forage Crops

 

Agroforestry

 

By the end of the lesson, the learner should be able to

Describe agroforestry under ecological requirement, management and utilization

 

Describing agro forestry tree/bushes

Asking and answering questions

Note making

 

Student’s book

Specimens of fodder crops

Photographs of forage crops

School farm

KLB secondary Agriculture form 3 pg 297-299

Longhorn secondary Agriculture form 3 pg 248-249

Teachers guide pg 108

Golden tips agriculture page 86,99

 
   

3-4

 

 

 

Forage Conservation

By the end of the lesson, the learner should be able to

Define lay making

Describe silage making

Describe standing lay

 

Defining lay making

Describing the making of lay silage and standing lay

Asking and answering questions

Drawing diagrams

 

Tools used

School farm

Specimens of lay

Silage

School farm

Diagrams in the students book

Longhorn secondary Agriculture form 3 pg 250-253

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 112-113

 
 

7

 

1

 

Health Livestock Diseases (III)

 

Terms used in livestock diseases

Protozoan diseases

E.C.F (East Coast Fever)

 

By the end of the lesson, the learner should be able to

Define terms used in livestock diseases

Describe cause symptoms and control

 

Defining terms

Describing the East Coast Fever

Asking and answering questions

Note making

 

School farms

Photographs of animals with the disease

Diagrams in the students book

Cattle dip

KLB secondary Agriculture form 3 pg 308-312

Longhorn secondary Agriculture form 3 pg 114-116

Teachers guide pg 106-107

Gateway Agriculture revision paper 2 page 66-67

 

 

 

   

2

   

Anaplasmosis

 

By the end of the lesson, the learner should be able to

Describe the cause, symptoms and control of anaplasmosis

 

Describing anaplasmosis

 

School farm

Photograph of animal with the disease

Diagrams in the students book

Students book

KLB secondary Agriculture form 3 pg 312

Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 316

Access secondary revision page 204

 
   

3

 

Livestock diseases

 

Protozoan diseases

Coccidiosis

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of coccidiosisis

 

Describing coccidiosisis

Note making

Asking and answering questions

 

Photographs of animals with the disease

School farm

Diagrams in the students book

KLB secondary Agriculture form 3 pg 312-313

Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 316

Access secondary revision page 204

 
   

4

   

Tryponosomiasis

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of Trypanosomiasis

 

Describing trypanosomiasis

Note taking

Asking and answering questions

 

Photographs of animals with the disease

School farm

Diagrams in the students book

KLB secondary Agriculture form 3 pg 314

Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 317

Access secondary revision page 204-205

 
 

8

 

1

   

Bacteria diseases

Fowl typhoid

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of fowl typhoid

 

Describing fowl typhoid

Note making

Answering and asking questions

 

Farm

Photographs of the affected animals

Diagrams in the students books

School farm

KLB secondary Agriculture form 3 pg 317-318

Longhorn secondary Agriculture form 3 pg 259-260

Teachers guide pg 116-117

Gateway Agriculture revision paper 2 page 67-71

 

 
   

2

   

Foot rot

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of foot rot

 

Describing foot rot

Disease

Note making

Asking and answering questions

 

School farm

Students book

Photographs of animal affected

Diagrams in the students book

KLB secondary Agriculture form 3 pg 318-319

Longhorn secondary Agriculture form 3 pg 260-261

Teachers guide pg 116-117

Gateway Agriculture revision paper 2 page 67-71

Access secondary revision page 205-206

 
   

3

 

Livestock Health (III) diseases

 

Bacterial diseases

Contagious abortion

 

By the end of the lesson, the learner should be able to

Describe the causes, symptoms and control of contagious abortion

 

Describing contagious abortion

Note making

 

Photographs of affected students book

Farm (Livestock)

School farm

Diagrams in the students book

KLB secondary Agriculture form 3 pg 319-320

Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

Gateway Agriculture revision paper 2 page 67-71

Access secondary revision page 206

 
   

4

   

scours

 

By the end of the lesson, the learner should be able to

Describe the causes, symptoms and the control of scours

 

Describing scours

Note taking

Asking and answering questions

 

Photographs of animals with the disease

Students book

Farm (Livestock)

Diagrams in the students book

KLB secondary Agriculture form 3 pg 320-321

Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

Gateway Agriculture revision paper 2 page 314

Access secondary revision page 206-207

 
 

9

 

1

   

Bacterial Black quarter

Mastitis

 

By the end of the lesson, the learner should be able to

Describe the cause, symptoms and control of mastitis

Describe the cause, symptoms and control of black quarter

 

Describing the mastitis

Describing the black quarter

Note making

drawings

 

school farm

diagrams in the students book

Photographs of affected animals

Students book

KLB secondary Agriculture form 3 pg 321-322,315-317

Longhorn secondary Agriculture form 3 pg 263-264

Teachers guide pg 116-117

Golden tips agriculture page 314

Access secondary revision page 207

 
   

2

   

Anthrax Pneumonia

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of anthrax

Describe cause, symptoms and control of pneumonia

 

Describing the Anthrax

Describing the pneumonia

Asking and answering questions

 

Photographs of animal with the disease

School farm

Livestock farm

Diagrams on the students books

KLB secondary Agriculture form 3 pg 312

Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 116-117

Gateway Agriculture revision paper 2 page 67-71

Golden tips agriculture page 314

Access secondary revision page 208-209

 
   

3-4

 

Livestock Diseases

 

Viral Diseases

Foot & Mouth

Rinderpest

 

By the end of the lesson, the learner should be able to

Describe cause, symptom and control of foot and mouth

Describe cause, symptom and control of Rinderpest

 

Describing foot and mouth and Rinderpest

Asking and answering questions

Note making

 

Photographs  of the animal with the disease

Students book

Chalk board

School farm

Livestock farm

Diagrams in the students book

Charts

KLB secondary Agriculture form 3 pg 325-326

Longhorn secondary Agriculture form 3 pg 267-269

Teachers guide pg 116-117

Gateway Agriculture revision paper 2 page 71-74

Access secondary revision page 209-210

 

 

 

 

10

 

1

   

New castle

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control a new castle

 

Describing new castle

Asking and answering questions

 

Photographs of animal with the disease

School farm

Livestock farm

Diagrams in the students book

KLB secondary Agriculture form 3 pg 326-327

Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

Gateway Agriculture revision paper 2 page 71-74

Golden tips agriculture page 316

Access secondary revision page 210

 
   

2

   

Fowl Pox

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of fowl pox

 

Describing fowl pox disease

Asking and answering questions

 

Livestock farm

School farms

Students book

Photographs of the affected animal

KLB secondary Agriculture form 3 pg 327-329

Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

Golden tips agriculture page 315

Access secondary revision page 211

 
   

3

   

Gumboro

 

By the end of the lesson, the learner should be able to

Describe cause, symptoms and control of Gumboro

 

Describing Gumboro

Asking and answering questions

Note making

 

Photograph of affected animal

Livestock farm

School farm

Students book

KLB secondary Agriculture form 3 pg 329

Longhorn secondary Agriculture form 3 pg 271-272

Teachers guide pg 117-118

Golden tips agriculture page 315

Access secondary revision page 211

 
   

4

 

Livestock Diseases

 

African Swine Fever

 

By the end of the lesson, the learner should be able to

Describe cause, symptom and control of African Swine Fever

 

Describing African Swine Fever

Note taking

Asking and answering questions

 

Photograph of animals with the disease

Diagrams in the students book

School farm

Livestock farm

KLB secondary Agriculture form 3 pg 330-332

Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 317

Access secondary revision page 212

 
 

11

 

1

   

Nutritional disorders

Milk fever

 

By the end of the lesson, the learner should be able to

Describe causes, symptoms and control, treatment of milk fever

 

Describing milk fever

Note making

Asking and answering questions

 

Photographs of animals with the disease

Diagrams in the students book

School farm

Livestock farm

KLB secondary Agriculture form 3 pg 330-332

Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 317

Access secondary revision page 212

 
   

2

   

Bloat

 

By the end of the lesson, the learner should be able to

Describe the cause, symptom and the control of bloat

 

Describing bloat diseases

Drawing the process of control using surgical means

Asking and answering questions

 

Troca and canular

Photographs of the animals with the disease

Diagrams in the students book

School farm

KLB secondary Agriculture form 3 pg 332-333

Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

Gateway Agriculture revision paper 2 page 66-67

Golden tips agriculture page 317

Access secondary revision page 212

 
12                                                                                                                                                   EXAMINATION

 

Free schemes of work pdf Grade 5

Download free Grade 5 Schemes, below. For these and many more free teaching materials, for both learners and teachers, visit; The Teachers’ Resources Portal.

FREE GRADE 5 SCHEMES OF WORK.

Grade 5 physical health education notes

GRADE 5 TERM 2 SCHEMES AGRICULTURE

GRADE 5 TERM 2 SCHEMES GERMAN

GRADE 5 TERM 2 SCHEMES HOME SCIENCE

GRADE 5 TERM 2 SCHEMES ISLAMIC

GRADE 5 TERM 2 SCHEMES PHE v2

Grade 1,2,3 and 4 free schemes of work, pdf notes and exams (Thousands of free CBC downloads)

Grade 1 Free updated schemes of work

Schemes of work grade 2 term 1 to 3

Free grade 3 schemes of work; Download them here for free

Grade 3 schemes of work (Term 1, 2 and 3)

Free Primary School schemes of work for all schools (CBC and 8-4-4)

Primary schools free CBC schemes of work for all grades

Free cbc schemes of work

 

Maranda High KCSE Mock Exams Physics Paper 3

MARANDA HIGH SCHOOL

The Kenya Certificate of Secondary Education

MOCK EXAMINATION

232/3            Physics (Practical)          Paper 3

     Time: 2 Hours 15 Mins

 

 

Name: ………………………………………….…….……         Adm No: ………………

Stream: ……………………….. Signature: …………….

Instructions to Candidates

  1. Write your name and index number in the spaces provided above.
  2. Sign and write the date of examination in the spaces provided
  3. Answer ALL the questions in the spaces provided in the question paper
  4. You are supposed to spend the first 15 minutes of the 2 ½ hours allowed for this paper reading the whole paper carefully before commencing your work.
  5. Marks are given for a clear record of the observations actually made.
  6. Non-programmable silent electronic calculators and KNEC Mathematical tables may be used except where stated otherwise.

FOR EXAMINERS USE ONLY

QUESTION 1

  TOTAL
Maximum Score 20
Candidate’s Score  

 

QUESTION 2

  TOTAL
Maximum score 20
Candidate’s score  

TOTAL SCORE

QUESTION 1

You are provided with the following: –

  • 2 new size D dry cells in a cell holder
  • A torch bulb in a bulb holder
  • A switch
  • An Ammeter
  • Seven connecting wires at least two with crocodile clips
  • A resistance wire PQ mounted on a mm scale
  • A micrometer screw gauge (to be shared)
  • A Voltmeter

 

Proceed as follows:

  1. Set up the circuit as shown in the figure 1 .

 

Figure 1

  1. With the crocodile clip at P, take the voltmeter reading and ammeter reading. Record V and I. Repeat the readings for L= 80, 60, 40, 20 and 0 cm respectively and complete table 1.                                                                                                                  (5 marks)

 

Table 1

 

Length, L (cm) 80 60 40 20 0
Voltage, V (V)          
Current, I  (A)          

 

  1. What changes do you observe on the bulb as L decreases from P?           (1 mark)

 

………………………………………………………………………………………………………………………………………………………………………………………………

  1. Plot a graph of Ammeter reading (y-axis) against Voltmeter readings.         (4 marks)

 

 

  1. Determine the slope of the graph at .                                         (3 marks)

 

…………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………

 

  1. What physical quantity is represented by the slope of the graph at any given point?

(1mark)

………………………………………………………………………………………………

 

  1. Given the apparatus above, draw a diagram of the circuit you would use to determine the current through the resistant wire and the potential difference across. (2 marks)

 

 

 

 

 

 

 

 

  1. Set up the circuit you have drawn. Record the ammeter reading and the voltmeter reading   when

 

V = …………………………………….……..                                                   (mark)

 

I  = ………………………………………..                                                                 (mark)

 

  1. Using a micrometer screw gauge, measure the diameter of the wire. (1 mark)

 

 

d = ……………………………………………m

 

  1. Calculate the quantity and give its units, where .        (2 marks)

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

QUESTION 2

PART A

You are provided with the following apparatus:

  • Metre rule
  • Thread
  • A complete retort stand
  • Two masses, a 50g and 20g mass
  • Water in a beaker
  • Liquid X in a beaker

 

  1. Suspend the metre rule so that it balances at its centre of gravity G. Read and record the value of G.

 

……………………………………………………………………      (1 mark)

 

  1. Suspend the 50g mass at a distance , then suspend the 20g mass and adjust its position such that the metre rule is balanced as shown in the figure 2

Figure 2

  1. Record the distance distance

 

…………………………………………………. cm                                   (1 mark)

 

 

 

  1. While maintaining the distance , immerse the the 50g mass completely in water, as shown in the figure 3.

Figure 3

 

  1. Adjust the position of the 20g mass to balance the metre rule again. Record the new distance

………………………………………………………….. cm               (1 mark)

 

  1. Using the results obtained above, calculate the value of , weight of the 50g mass in water.

(2 marks)

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. Determine the upthruston the 50g mass in water.                                            (2 marks)

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

  1. Repeat steps (d), (e) and (f) but now the 50g is totally immersed in liquid X as shown in the figure 4.

Figure 4

  1. Using the results obtained above, calculate the value of , weight of the 50g mass in liquid X.                                                                                                                    (2 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. Determine the upthruston the 50g mass in liquid X.                                        (2 marks)

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Given that where  .  Calculate                          (2 marks)

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

QUESTION 2

PART B

You are provided with the following apparatus:-

  • A metre rule.
  • Stop watch.
  • Stand, clamp and boss.
  • Two pieces of wood.
  • A beam balance or electronic balance (to be shared)
  • Mass labelled M.

 

Proceed as follows:

  1. Hang the spring vertically by clamping one end as shown in figure 5.

Figure 5

  1. Measure the length, of the unloaded spring, and record below.

= ……………………………………………… cm                                            (1 mark)

 

  1. Hang the mass M given from the lower end of the spring. Measure the length,   of the loaded spring.

= …………………………………..     cm                      (1 mark)

  1. Find the value of

= ……………………………………..cm                      (1 mark)

  1. Using the beam balance, determine the mass, M of the object.

 

M = …………………………………………kg                                                 (1 mark)

  1. Hang the mass M from the lower end of the spring. Displace it by a small vertical distance and release so that the spring makes vertical oscillations. Measure and record, time for the number of oscillations given in the table 2.

 

  1. Complete table 2.                                                         (3 marks)

 

 

Oscillations, N 10
Time in seconds, t (s)  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIS IS THE LAST PRINTED PAGE

Grade 5 Notes, Schemes of Work & Exams {Ultimate Downloads}

FREE GRADE 5 CBC RESOURCES

1: Grade 5 CBC Exams, Free For Term 1 to 3
2: Teachers’ Resources
Grade 5 Rationalized Notes Free
3: Grade 5 Latest Rationalized Notes {All Subjects & Topics}
4: Grade 5 Rationalized Schemes of Work
5: Grade 5 Rationalized Notes Free
6: Grade 5 Lesson Plans Free
7: Free CBC Lesson Plans Grade 5
8: Grade 5 Free CBC Rationalized Term 2 Schemes of Work
9: Free Grade 5 CBC Assessment Exams Plus Marking Schemes
10: Grade 5 CBC Exams, Free For Term 1 to 3
11: CBC Grade 5 Free Exams Downloads- Term 1 to 3
12: Grade 5 Free CBC Exams in all subjects- Term 3, End year Exams
13: Grade Five, 5, Free CBC Exams Download {Latest}
14: Grade 5 Free Termly Assessment Exams, Notes & Schemes of Work

Grade Five CBC Notes

Free Grade 5 Notes, schemes of Work and Exams

Grade 5 Free CBC Notes (Updated)

Grade 5 CBC Notes Free Downloads

GRADE 5 CBC NOTES FREE

Grade 5 CBC Notes Free PDF download

GRADE 5 SOCIAL STUDIES LESSON NOTES- UPDATED 

AGRICULTURE GRADE 5 LESSON NOTES- NEW CBC SYLLABUS

Grade Five CBC Schemes of Work

Grade 5 Free, Updated CBC Schemes Of Work Free (Term 1, 2 and 3)

CBC Grade 5 notes, Exams, Schemes of Work Free pdf

Grade 5 Term 2 Schemes Of Work For 11 Weeks

Grade 5 CBC schemes of work free- term 1 to 3

Free Updated Grade 5 Schemes Of Work Term 1,2 And 3

Grade 5 CBC free Schemes of works, Exams & Notes (Updated)

GRADE 5 CBC SCHEMES OF WORK FOR TERM 3

GRADE 5 SCHEMES OF WORK TERM 3 MOUNTAIN TOP AGRICULTURE ACTIVITIES.

Grade Five CBC Assessments & Exams

CBC Grade 5 Free Exams Downloads- Term 1 to 3

Free Grade 5 CBC Assessment Exams Plus Marking Schemes

GRADE 5 ASSESSMENT REPORT BOOK

CRE SCHEMES OF WORK FOR FORM 3 UPDATED PDF

SCHEME  OF  WORK        FORM III C.R.E.         TERM ONE  20………..  

WK

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF. REM.
1

 

 

 

 

 

1

THE GIFTS OF THE HOLY SPIRIT

 

The teachings of Jesus on the role of the Holy Spirit.

 

By the end of the lesson, the learner should be able to:

 

Cite examples where the concept of the Holy Spirit is mentioned in the Old Testament.

Outline the teachings of Jesus on the role of the Holy Spirit..

 

 

 

 

 

Bible readings:

John 14:15-26,

16:5-15

Acts 1:7-8

Q/A & discussion.

 

 

 

 

The Bible.

 

 

 

 

 

 

 

 

 

 

KLB BK III

Pg 1-2

 

 

 

 

2

The Day of the Pentecost.

Explain the importance of the day of Pentecost to the disciples.

 

Q/A: review Jews’ annual festivals.

Acts 2:1-40.

The Bible.  

KLB BK III

Pg 3-4

 

 

 

 

3

Peter’s message on the Day of Pentecost.

Give an account of Peter’s message on the day of Pentecost. Q/A: review the life history of Peter.

Discussion: Peter’s Pentecostal message and results.

 

   

KLB BK III

Pg 5-6

 

 

 

 

4

Relevance of the Pentecostal experience to Christians.

 

 

 

Explain the relevance of the Pentecostal experience to Christians today. Probing questions & brief discussion.   KLB BK III

Pg 7-8

 

 

 

 

2

1

Paul’s teachings on the gifts of the Holy Spirit.

 

 

 

Define the term spiritual gift.

Enumerate the gifts of the Holy Spirit as elucidated by Paul.

 

Assignment: reading 1st Corinthians 12,13,14.

Q/A & discussion.

The Bible.

 

KLB BK III

Pg 9-10

 

 

 

2

Paul’s teachings on the gifts of the Holy Spirit.

 

 

Discuss the gifts of the Holy Spirit as elucidated by Paul.

 

Assignment: reading 1st Corinthians 12,13,14.

Discussion based on the reading.

The Bible.

 

KLB BK III

Pg 10-11

 

 

 

3

Paul’s teachings on love.

Highlight Paul’s teachings on love. Discussion: supremacy of love over other spiritual gifts.   KLB BK III

Pg 12-13

 

 

 

4

Paul’s teachings on the gifts of prophecy.

Outline Paul’s teachings on the gifts of prophecy. Discussion on the gift of prophecy;

Answer related questions.

 

  KLB BK III

Pg 14

 

 

 

3

1

Paul’s teachings on speaking in tongues.

 

Outline Paul’s teachings on speaking in tongues. Narrations;

Explanations; Discussion.

  KLB BK III

Pg 12-13

 

 

 

2

Discerning the gifts of the Holy Spirit.

Analyse the criteria for discerning the gifts of the Holy Spirit. Matt. 7: 15-20,

1st Corinthians 12: 1-3.

Discussion.

The Bible. KLB BK III

Pg 14-15

 

 

 

3

The Fruits of the Holy Spirit.

Identify the three fruits of the Holy Spirit as postulated by Paul.

 

Galatians 5:16-26

Q/A & brief discussion.

The Bible. KLB BK III

Pg 16-17

 

 

 

4

Manifestations of the gifts of the Holy Spirit in the church today.

 

 

Outline ways in which the gifts of the Holy Spirit are manifested in the church today. Oral questions;

Brief explanations; Written exercise.

  KLB BK III

Pg 17-18

 

 

 

4

1

THE UNITY OF BELIEVERS.

 

Teaching on the unity of believers in the new testament.

 

 

 

Illustrate the concept of the unity of believers with the image of the people of God.

 

 

 

Probing questions on national unity in Kenya.

Discussion on unity of believers.

 

 

 

 

The Bible.

 

 

 

KLB BK III

Pg 20-21

 

 

 

2

Teaching on the people of God.

Outline the teaching on privileges of God’s people. Bible reading :

1Peter 2:9-10.

Narrations;

Discussion.

 

The Bible. KLB BK III

Pg 22

 

 

 

3

Teaching on the body of Christ. Illustrate the teaching on the unity of believers with the image of body of Christ. Eph 4:1-12.

Discuss inferences from the reading.

The Bible. KLB BK III

Pg 9-10

 

 

 

4

Teaching on the Vine and Branches. Highlight new testament teaching on the Vine and Branches. Bible reading :

John 15:1-10.

Narrations;

Discussion.

 

The Bible. KLB BK III

Pg 24-25

 

 

 

5

1

Teaching on the Church as the Assembly  of God.. Illustrate the teaching on the Church as the Assembly  of God.. Bible reading Eph 5:21-32.

Q/A & discussion on

The vine and the branches, the assembly of God.

 

The Bible. KLB BK III

Pg 25-26

 

 

 

2

Teaching on the Bride. Discuss marriage of the church believers and Christ. Probing questions;

Drawing an analogy between a wedding and marriage of  the church to Christ.

The Bible. KLB BK III

Pg 226-27

 

 

 

3

The causes of disunity in the early church.

Church leadership.

Outline disputes in leadership in the early church and the solutions offered by Paul.. Bible reading;

1Corinthians1: 4-21.

Narrations;

Discussion.

The Bible. KLB BK III

Pg 27-28

 

 

 

5

4

 

 

The causes of disunity in the early church.

– Sacrifices to idols.

Misuse of spiritual gifts.

Discuss issues relating to idol worship and spiritual gifts. Bible reading;

1Corinthians 8

Narrations;

Discussion.

The Bible. KLB BK III

Pg 28-29

 

 

 

6

1

The causes of disunity in the early church.

– Abuse of Lord’s supper

 

Discuss issues relating to abuse of Lord’s supper. Bible reading;

1Corinthians 15

Narrations;

Probing questions;

Discussion.

The Bible. KLB BK III

Pg 29

 

 

 

2

The causes of disunity in the early church.

– Resurrection of the body.

 

Discuss issues relating to misunderstanding of resurrection of the body. Bible reading;

1Corinthians 15

Narrations;

Probing questions;

Discussion.

The Bible. KLB BK III

Pg 29

 

 

 

3

The causes of disunity in the early church.

– Mode of dressing during worship.

 

Discuss issues relating to mode of dressing during worship. Bible reading;

1Corinthians 5:1-13,

Narrations;

Probing questions;

Discussion.

The Bible. KLB BK III

Pg 30

 

 

 

4

The causes of disunity in the early church.

— sexual immorality.

 

Discuss issues relating to sexual immorality. Bible reading;

1Corinthians 11:2-16

Narrations;

Probing questions;

Discussion.

The Bible. KLB BK III

Pg 30

 

 

 

7

1

The causes of disunity in the early church.

-Disputes over marriage and divorce.

 

 

Discuss issues relating to disputes over marriage and divorce. Bible reading;

1Corinthians 7, 1Corinthians 6:1-6

Narrations;

 

The Bible. KLB BK III

Pg 31-32

 

 

 

7

2

The causes of disunity in the early church.

– Disputes in civil courts.

 

Discuss issues relating to settling disputes in civil courts. Bible reading;

1Corinthians 7, 1Corinthians 6:1-6

Narrations;

 

The Bible. KLB BK III

Pg 31-32

 

 

 

3

Causes of disunity in Kenya today.

Outline causes of disunity in Kenya today.

 

Brain storming;

Probing questions;

Discussion.

  KLB BK III

Pg 32-35

 

 

 

4

Solutions to problems in churches today.

Suggest possible solutions to  problems threatening church unity..

 

Brain storming;

Probing questions;

Open discussion.

  KLB BK III

Pg 32-35

 

 

 

8

1-2

TEST & MID TERM BREAK

       

3

THE WRITING OF THE PROPHETIC MESSAGES.

Definition of the terms prophet and prophecy.

 

 

 

 

Define the terms prophet and prophecy.

Identify other titles of a prophet.

 

 

 

 

 

 

Brain storming;

Oral questions and brief discussion.

   

 

 

 

KLB BK III

Pg 37-38

 

 

 

4

Categories of prophets.

Identify  classes of prophets.

 

 

Oral questions and exposition of new terms.   KLB BK III

Pg 38-39

 

 

 

9

1

Characteristics of true and false prophets.

Classify prophets as either true or false on basis of their character and mission. Q/A & discussion on discerning true and false prophets.   KLB BK III

Pg 40,44

 

 

 

9

2

The role of prophets.

Outline ways in which the old testament prophets served God and humankind.

 

 

Oral questions and detailed discussion.   KLB BK III

Pg 41-42

 

 

 

3,4

The contents of prophetic messages.

Analyze the contents of the prophetic books. Detailed discussion on prophetic sayings and narratives.

Jeremiah 36:1-2,

Isaiah 30:8.

 

 

  KLB BK III

Pg 45-46

 

 

 

10

1,2

How the prophetic messages were written.

Describe how the prophetic messages were written. Jeremiah 36:4.

Narrations;

Discussion.

  KLB BK III

Pg 46-47

 

 

 

3,4

Relationship between Old & New Testaments.

Explain the relationship of Old & New Testaments. Q/A: to review some previously learned concepts related to

O.T. & N.T.

Detailed discussion marked by oral questions.

 

  KLB BK III

Pg 48-50

 

 

 

11

1,2

Comparison between traditional African prophets and Old Testament prophets.

 

 

Compare and contrast traditional African prophets and Old Testament prophets.

 

 

 

Q/A: Identify traditional prophets and prophetesses.

Q/A & discussion.

 

  KLB BK III

Pg 50-53

 

 

 

3,4

Relevance of Old Testament prophets to Christians.

Outline relevance of Old Testament prophets to Christians.

 

 

Probing questions;

Brain storming;

Discussion

  KLB BK III

Pg 54

 

 

 

12-13

END  OF  TERM ASSESSMENT TEST

 

 

 

FORM  III C.R.E.    TERM TWO   20………….  

WK

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF. REM.

1

1

PROPHET AMOS

 

Background to prophet Amos.

 

 

Outline the historical and political background of Amos.

 

 

Narrations & oral questions.

2 Kings 14:23-29

Amos 1:17:14, 5:26.

 

 

  KLB BK III

Pg 56-8

 

 

 

2

 

Background to prophet Amos.

Outline the social- economic and religious background of Amos. Narrations & oral questions.

2 Kings 14:23-29

Amos 1:17:14, 5:26.

 

 

  KLB BK III

Pg 59-61

 

 

 

3

The call of Amos.

Briefly describe the call of Amos.

 

 

Amos 1: 1, 3:87:10-15.

Oral questions & discussion.

 

 

  KLB BK III

Pg 62-3

 

 

 

4

The call of Amos.

Strike out lessons that Christians learn from the call of Amos.

 

Oral questions & discussion.

 

 

  KLB BK III

Pg 63

 

 

 

2

1-2

The Visions of Amos.

Identify the five visions in which God communicated his message of judgments to the people of Israel. Amos 7:1-9

8:1-3

9:1-4

Inferences from the Bible readings.

Q/A and discussion.

 

 

  KLB BK III

Pg 63-8

 

 

 

3

Teachings of prophet Amos on social justice and responsibilities.

Identify the evils condemned by Amos. Amos 2:6-8, 3:9-12, 4Probing questions and detailed discussion.

 

 

  KLB BK III

Pg 69-70

 

 

 

4

Teachings of prophet Amos on sexual immorality.

Outline Amos’ teachings against sexual immorality. Amos 8:4-6.

Probing questions and detailed discussion.

 

 

  KLB BK III

Pg 70-1

 

 

 

3

1

Teachings of prophet Amos on corruption and bribery.

Outline Amos’ teachings against corruption and bribery. Amos, 4:1-3.

Probing questions and detailed discussion.

 

 

  KLB BK III

Pg 71

 

 

 

2

Teachings of prophet Amos on greed, dishonesty and self – indulgence.

Outline Amos’ teachings against greed, dishonesty and self – indulgence. Amos, 4:1-3.

Probing questions and detailed discussion.

 

 

  KLB BK III

Pg 72-3

 

 

 

3,4

Relevance of Amos’ teachings to Christians.

Recognize the relevance of Amos’ teachings to Christians today.

 

Probing questions;

Brain storming;

Discussion.

  KLB BK III

Pg 54

 

 

 

4

1-2

Teachings of Amos on hypocritical religion in Israel.

Outline hypocritical religious practices condemned by Amos. Amos 4:4-55:4-55:21-27

Q/A: examples of

hypocritical practices.

 

  KLB BK III

Pg 76-7

 

 

 

3

Relevance of Amos’ teachings against hypocritical religion to Christians.

Recognize the relevance of Amos’ teachings to Christians today.

 

 

Probing questions;

Brain storming;

Discussion.

  KLB BK III

Pg 778-9

 

 

 

4

God’s judgment to the Nations.

Identify the crimes committed by certain nations and the nature of punishment meted out on them.

 

 

Narrations: Amos 1:3-15,

Oral questions drawn from the Bible readings.

  KLB BK III

Pg 80-2

 

 

 

5

1,2

God’s punishment for Israel and Judah.

Identify ways in which God punished Israel and Judah. Amos 5:16-27

8:3, 6:11, 8:11-13, 5:14-15

Inferences from the Bible readings.

Discussion.

 

  KLB BK III

Pg 83-5

 

 

 

3

Relevance of Amos message on judgment for Christians.

 

Analyse the relevance of Amos message on judgment for Christians.

Q/A & brief discussion.

  KLB BK III

Pg 85-6

 

 

 

4

Israel Divine Election.

Describe Amos teaching on Israel election.

 

Amos 2:9-11, 3:1-2,

Oral questions based on the Bible readings.

Brief discussion.

  KLB BK III

Pg 86

 

 

 

6

1

Relevance of Israel Divine Election to Christians.

Relate Amos’ teaching on Israel Election to Christian life.

 

Probing questions;

Brain storming;

Discussion.

  KLB BK III

Pg 87

 

 

 

2

The Day of the Lord.

Outline Amos teaching on the day of the Lord.

Related teachings on the day of the Lord.

 

Amos 5:18-20, 6:3-5, 8:7-13

Observations from the readings.

  KLB BK III

Pg 87-88

 

 

 

3

Relevance of  the Day of the Lord to Christians.

Relate Amos’ teaching on the Day of the Lord to Christian life.

 

Probing questions;

Brain storming;

Discussion.

  KLB BK III

Pg 89-90

 

 

 

4

The Remnant & Restoration.

Define the term remnant as used in the Israelites context.

Outline Amos’ teaching on the remnant for Christians.

 

Amos 9:8-15

Observations from the reading & discussion.

  KLB BK III

Pg 90-91

 

 

 

7

1

Relevance of the Remnant & Restoration to Christians.

Relate Amos’ teaching on the Remnant & Restoration to Christian life today.

 

Probing questions;

Brain storming;

Discussion.

  KLB BK III

Pg 91

 

 

 

2-3

TEST & mid – term break        

4

PROPHET JEREMIAH.

 

Background to prophet Jeremiah.

 

 

 

Outline the political, social & religious background to Jeremiah.

 

 

 

Narrations: teacher exposes Jeremiah’s background.

 

 

  KLB BK III

Pg 93-7

 

 

 

8

1

Jeremiah’s call.

Identify circumstances revolving around his call. Jer 1.

Narrations;

 

 

 

  KLB BK III

Pg 97-101

 

 

 

2,3

Evils addressed by Jeremiah.

Recall evils committed by people of Judah during Jeremiah’s time.

 

 

Jer 14:14, 27:9,29:8-9, 28, 7:1-8

Oral questions based on the Bible readings.

 

  KLB BK III

Pg 101-8

 

 

 

4

Jeremiah’s temple sermon.

Highlight Jeremiah’s teachings in the temple sermon.

 

 

Jer 7:1-8.

Narrations.

  KLB BK III

Pg 108-111

 

 

 

9

1-2

Jeremiah’s teachings to the church today.

Explain relevance of his teachings on evils and false prophets to Christians.

 

 

Probing questions;

Brain storming;

Discussion.

  KLB BK III

Pg 111-2

 

 

 

3

&

4

JEREMIAH’S TEACHINGS ON JUDGMENT & PUNISHMENT.

 

Judgment

&

Punishment.

 

 

 

 

 

 

Describe God’s punishment and judgment for Israelites.

Identify modes of punishment meted on Judah by Yahweh.

 

 

 

 

 

 

Jer. 5:12-18,6:1-30

 

Oral questions;

Detailed discussion.

 

   

 

 

 

 

KLB BK III

Pg 114-120

 

 

 

10

1

Jeremiah’s symbolic acts related to Judgment and Punishment.

the waist cloth.

-the parable of wineskins

Outline symbolic acts used by Jeremiah depicting judgment and punishment.

Deduce teachings to Christians ingrained in Jeremiah’s acts.

 

 

Narrations.

Probing questions, Discussion.

Assignment.

  KLB BK III

Pg 120-1

 

 

 
2

Jeremiah’s symbolic acts related to Judgment and Punishment.

Jeremiah’s life

– The potter and clay

Outline symbolic acts used by Jeremiah depicting judgment and punishment.

Deduce teachings to Christians ingrained in Jeremiah’s acts.

 

 

Narrations.

Discussion.

Oral questions.

  KLB BK III

Pg 121-2

 

 

 
3,4

Jeremiah’s symbolic acts related to Judgment and Punishment.

The earthen flask.

-Vision of fig baskets.

Outline symbolic acts used by Jeremiah depicting judgment and punishment.

Deduce teachings to Christians ingrained in Jeremiah’s acts.

 

 

Narrations.

Probing questions, Discussion.

Oral questions.

  KLB BK III

Pg 123-4

 

 

 

1

Jeremiah’s symbolic acts related to Judgment and Punishment.

the wooden yoke

Outline symbolic acts used by Jeremiah depicting judgment and punishment.

Deduce teachings to Christians ingrained in Jeremiah’s acts.

 

 

Narrations.

Probing questions, Discussion.

Oral questions.

  KLB BK III

Pg 125

 

 

 

11

2-3

The fall of Jerusalem and the exile of the people of Judah.

Give an account of why and how Jerusalem was conquered by the Babylonians.

 

 

 

Jer.39.

Oral questions, narrations

& discussion.

  KLB BK III

Pg 126-8

 

 

 

4

Topic review

Answer question.

Revise the questions.

Written exercise;

Exercise review.

  KLB BK III

Pg 129

 

 

 

12-13

END  OF  TERM  TWO ASSESSMENT TEST  

 

FORM  III   C.R.E.   TERM   THREE  20…………  

WK

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING

ACTIVITIES

MATERIALS

/

RESOURCES

REF. REM.

1

1

JEREMIAH’S TEACHINGS ON SUFFERING AND HOPE.

 

Jeremiah’s suffering and lamentations.

-plot against his life.

-isolation

 

 

 

 

 

Describe Jeremiah’s suffering and lamentations.

 

 

 

 

 

Jer .17:14-18

Brief discussion.

   

 

 

 

KLB BK III

Pg 130-1

 

 

 

2

Jeremiah’s suffering and lamentations.

-peoples’ mockery.

-torture.

Describe Jeremiah’s suffering and lamentations Jer .17:14-18

Oral questions;

Discussion.

  KLB BK III

Pg 132

 

 

3,4

Jeremiah’s arrest, trial and imprisonment. Describe Jeremiah’s arrest, trial, his defence and consequential imprisonment. Jer 26, 237,38.

Inferences from the readings.

Narrations.

Q/A & discussion.

 

  KLB BK III

Pg 133

 

 

 

2

1

Relevance of Jeremiah’s sufferings and lamentations.

Apply Jeremiah’s teachings on suffering and lamentations in Christians’ lives today.

 

 

Probing questions & brief discussion.   KLB BK III

Pg 133-5

 

 

 

2-4

Jeremiah’s symbolic acts related to hope and restoration.

Identify Jeremiah’s symbolic acts related to hope and restoration of Israelites.

Relate symbolic acts of judgment and punishment to acts of hope and restoration.

 

Jer 24:11

Q/A: review symbolic acts related to judgment and punishment.

  KLB BK III

Pg 135-7

 

 

 

3

1,2

The New Covenant.

Outline the characteristics of the New Covenant as foreseen by Jeremiah. Jer 23:5-6, 30-33

Q/A: review the theme of the covenant between God and Abraham & Sinai covenant.

Exposition of the New Covenant.

 

  KLB BK III

Pg 137-9

 

 

 

3

Fulfillment and relevance of Jeremiah’s teachings and prophecies to Christians.

Jeremiah;s call and suffering

-hypocrisy in worship.

Explain the relevance of Jeremiah’s call and suffering and his teachings  to Christians today. Probing questions.

Brief discussion.

Assignment.

  KLB BK III

Pg 140

 

 

 

4

Fulfillment and relevance of Jeremiah’s teachings and prophecies to Christians.

message of repentance.

-the new covenant.

 

Explain the relevance of Jeremiah’s teachings on repentance and new covenant to Christians today. Probing questions.

Brief discussion.

Assignment.

  KLB BK III

Pg 142

 

 

 

4

1

Fulfillment and relevance of Jeremiah’s teachings and prophecies to Christians.

judgement.

-hope and restoration.

 

 

Explain the relevance of Jeremiah’s teachings on hope  and restoration to Christians today. Probing questions.

Brief discussion.

Assignment.

  KLB BK III

Pg 143

 

 

 

2

Fulfillment and relevance of Jeremiah’s teachings and prophecies to Christians.

-the righteous king.

-the temple of Jerusalem.

 

Explain the relevance of Jeremiah’s teachings on hope, temple and restoration to Christians today. Probing questions.

Brief discussion.

Assignment.

  KLB BK III

Pg 144-5

 

 

 

3

NEHEMIAH.

 

Background to Nehemiah.

 

 

 

 

 

Outline his social and political backgrounds.

 

 

Brief discussion & exposition.

  KLB BK III

Pg 146-150

 

 

 

4

Nehemiah’s religious background.

Identify religious practices observed by exiles in Babylon.

 

 

Brief discussion & exposition.   KLB BK III

Pg 150-3

 

 

 

5

1

Religious practices during the exile.

Describe the religious practices observed before the exile.

 

 

Exposition & narration.   KLB BK III

Pg 153

 

 

 

2

Religious practices  after the exile.

Describe the religious practices observed after the exile.

 

 

Q/A to review practices before exile.

Exposition & narration.

  KLB BK III

Pg 154

 

 

 

3,4

The Call and Mission of Nehemiah.

Describe the call and mission of Nehemiah.

 

Brief discussion:

the task ahead of Nehemiah.

  KLB BK III

Pg

 

 

 

6

1,2

Prayer life of Nehemiah.

Describe the prayer life of Nehemiah.

 

Highlight characteristics of his prayers.

Neh 1:5-11

Oral questions about prayer and fasting.

Deductions from the Bible reading.

 

  KLB BK III

Pg 157-161

 

 

 

3

Importance of prayer in Christians’ life.

 

 

State the importance of prayer in Christians’ life. Q/A & brief discussion.   KLB BK III

Pg 160-2

 

 

 

7

4,1

C.A.T & MID – TERM BREAK        

2-3

Nehemiah’s character in leadership.

Describe the character of Nehemiah as a good leader. Selected verses.

Oral questions: characters of a good leader.

Discussion: Nehemiah’s character as a leader.

 

 

  KLB BK III

Pg 162-4

 

 

 

4

Nehemiah in Jerusalem.

Describe the character of Nehemiah as a leader in Jerusalem. Brief description;

Narrations.

  KLB BK III

Pg 165-6

 

 

 

8

1-2

Problems experienced by Nehemiah.

 

 

 

Identify problems experienced by Nehemiah.

 

 

Neh 2:19-20,3:5, 5:1-13

Discuss inferences from the readings.

  KLB BK III

Pg 168-172

 

 

 

3-4

Measures to redress the problems.

 

Explain Nehemiah’s measures to redress the problems.

 

    KLB BK III

Pg 173-4

 

 

 

9

1

Christians’ lessons learn from Nehemiah’s experiences.

 

 

Outline lessons leant from Nehemiah’s experiences. Probing questions.

Give a summary of qualities of good leadership.

  KLB BK III

Pg 174-7

 

 

 

2

Christians’ lessons learn from Nehemiah’s leadership.

 

 

Identify good qualities for good leadership as emulated from Nehemiah’s life. Probing questions.

Brain storming;

Give a summary of qualities of good leadership.

  KLB BK III

Pg 174-7

 

 

 

3,4

THE RESTORATION OF JEWISH COMMUNITY.

 

Renewal through the Mosaic Law

 

 

 

 

 

Explain the significance of the Mosaic Law to the renewal of the Jews.

 

 

 

 

 

 

 

Brief discussion and narrations.

   

 

 

 

 

KLB BK III

Pg 178-180

 

 

 

10

1,2

The Renewal of the covenant.

Describe the Renewal of the covenant between Israel’s faith and the Yahweh.

.

Neh 9:1-37,

Neh 12:27-43.

Narrations;

Oral questions;

Discussion

 

  KLB BK III

Pg 181-2

 

 

 

3

The Agreement.

Identify the provisions of the agreement Narrations;

Discussion

 

  KLB BK III

Pg 183

 

 

 

4

Dedication of the wall of Jerusalem.

Describe the dedication of the wall of Jerusalem. Narrations;

Discussion.

 

  KLB BK III

Pg 184-5

 

 

 

11

1

Nehemiah’s reforms.

temple reforms

-about the Sabbath.

Give an outline of Nehemiah’s reforms relating to the temple and Sabbath day. Neh. 13.

Oral questions;

Probing questions;

Discussion.

 

  KLB BK III

Pg 185-8

 

 

 

2

Nehemiah’s reforms.

about foreigners.

– on inter-marriages..

Give an outline of Nehemiah’s reforms about foreigners and inter-marriages. Neh. 13.

Oral questions;

Discussion.

 

  KLB BK III

Pg 188-9

 

 

 

3-4

Comparison of Nehemiah’s experiences with the life of Jesus as depicted in Luke’s Gospel.

 

Compare Nehemiah’s exemplary life as a reformer and leader with the life and teachings of Jesus as postulated in

St. Luke’s Gospel.

Discussion & Q/A.

Points to consider:

Prayerfulness, compassion, reforms, opposition.

Study Questions and activities.

 

 

 

  KLB BK III

Pg 190-3

 

 

 

 

SUMMATIVE ASSESSMENT TEST

 

       

 

Form 3 Rationalized Term 2 Schemes of Work

Download Form 3 Rationalized Term 2 Schemes of Work at no cost, below:

FORM_3_TERM_2_CHEMISTRY_SCHEMES 
FORM_3_TERM_2_GEOGRAPHY_SCHEMES 
FORM_3_TERM_2_COMPUTER_SCHEMES 
FORM_3_TERM_2_KISWAHILI_SCHEMES 
FORM_3_TERM_2_IRE_SCHEMES 
FORM_3_TERM_2_ENGLISH_SCHEMES 
FORM_3_TERM_2_BUSINESS_SCHEMES 
FORM_3_TERM_2_AGRICULTURE_SCHEMES 
FORM_3_TERM_2_HISTORY_SCHEMES 
FORM_3_TERM_2_MATHEMATICS_SCHEMES 
FORM_3_TERM_2_BIOLOGY_SCHEMES
FORM_3_TERM_2_CRE_SCHEMES 
FORM_3_TERM_2_PHYSICS_SCHEMES

MATHEMATICS FORM 3 END TERM EXAMS PLUS ANSWERS IN PDF

ULTIMATE ACHIEVERS ACADEMY

Name: ………………………………………………………….. …Date: ……………Adm No: …………

FORM THREE

TIME: 2 HOURS 30 MINUTES

MATHEMATICS

INSTRUCTIONS TO CANDIDATES

  1. Write your name, class and Admission Number in the spaces provided above.
  2. The paper consists of two sections. Section I and Section II.
  3. Answer ALL the questions in Section I.
  4. Answer only five questions only in Section II.
  5. All answers and working must be written on the question paper in the spaces provided below each question.
  6. Marks may be given for correct working even if the answer is wrong.
  7. Negligence and slovenly work will be penalized
  8. Non programmable silent electronic calculator and KNEC Mathematical tables may be used except where stated otherwise.

FOR EXAMINER’S USE ONLY

Section I

Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 TOTAL
Marks                                  

Section II

Question 17 18 19 20 21 22 23 24 TOTAL
Marks                  
 

GRAND TOTAL

 

SECTION I (50 Marks)

Answer all the questions in this section.

  1. Evaluate                                                                       (3 marks)

 

  1. By correcting each number to one significant figure, approximate the value of

(788 X 0.006).

Hence calculate the percentage error arising from this approximation              (3 marks)

 

 

 

 

 

  1. Three bells ring at intervals of 9 minutes, 15 minutes and 21 minutes. The bells will next ring together at 11.00pm. Find the time the bells had last rang together. (3 marks)

 

 

 

  1. Solve for x in the equation below (4 marks)

 

 

 

 

 

  1. Without using mathematical tables or calculator evaluate (3 marks)

 

 

 

 

 

 

 

  1. Simplify (3 marks)

 

 

  1. The figure below shoes two intersecting chords

Find the length of UT                                                                                    (4 marks)

 

 

 

 

 

  1. Make h the subject of the formula (3 marks)

 

 

 

 

  1. Determine the integral values of which satisfy the inequalities below.(3 marks)

 

 

  1. Kambo bought a suit for Sh. 1200 and marked it at a price such that after allowing his customer a 10% discount, he would make a profit of 20%. Calculate the marked price of the suit. (3 marks)

 

 

 

 

 

 

  1. Given that , without using mathematical table, express in fraction form the value of;
  • (1 mark)

 

 

  • (2 marks)

 

 

 

 

  1. Given that evaluate (3 marks)

 

 

 

  1. On a certain map an estate is represented by an area of 48cm2. If the actual area of the estate is 1200 hectares, find the scale of the map in the form 1:n (3 marks)

 

 

 

  1. In the figure below ABCD is a rhombus whose diagonals AC and BD meet at X. Given that AC = 27.6cm and BD = 16.2 cm, calculate the area of the rhombus. (3 marks)

 

 

 

  1. The image of point (6, 4) is (3, 4) under a translation. Find the translation vector. (3 marks)

 

 

 

 

 

  1. The initial cost of a ranch is sh. 5 000 000. At the end of three years the value of the ranch increases to 5 306 040. Calculate to one significant figure the value at which the ranch appreciates. (3 marks)

 

 

SECTION II (50 MARKS)

Answer any FIVE Questions ONLY from this section

  1. Two shopkeepers Juma and Wanjiku bought some items from a wholesaler. Juma bought 18 loaves of bread, 40 packets of milk and 5 bars of soap while Wanjiku bought 15 loaves of bread, 30 packets of milk and 6 bars of soap. He prices of a loaf of bread, a packet of milk and a bar of soap were Ksh 45, Ksh 50 and Ksh 150 respectively.
  • Represent:
  • The number of items bought by Juma and Wanjiku using a matrix  (1 mark)

 

 

 

  • The prices of items bought using matrix                                          (2 marks)

 

 

 

  • Use the matrices in (a) above to determine the total expenditure incurred by each person and hence the difference in their expenditure.           (3 marks)

 

 

 

 

 

 

  • Juma and Wanjiku also bought rice and sugar. Juma bought 36kg of rice and 23kg of sugar and paid Kshs 8160. Wanjiku bought 50kg 0f rice and 32 kg of sugar and paid Kshs 11340. Use the matrix method to determine the price of one kilogram of rice and one kilogram of sugar.                                         (5 marks)

 

 

 

 

  1. The diagram below represents a steel girder used in construction work. The cross – section consists of a rectangle measuring 20cm by 14cm from which two similar semi – circles have been removed. The girder is 5m long and is made of steel whose density is 8.5g/cm3.
  • Calculate:
  • The cross – sectional area of the girder. (3 marks

 

 

 

 

 

  • The mass of the girder in kilograms. (4 marks)

 

 

 

 

 

 

  • The removed semi – circular troughs are filled with concrete whose density is 5.5g/cm3. Calculate the mass of concrete used to fill the removed parts of the girder. (3 marks)

(Take π = )

 

 

 

 

  1. A country bus left town A at 11.45am and travelled towards town Bat an average speed of 60km/hr. A matatu left town B at 1.15pm on the same day and travelled along the same road at an average speed of 90km/hr. The distance between the two towns is 540km.

Determine:

  • The time of the dsy when the two vehicles met.           (4 marks)

 

 

 

 

  • How far from town A they met. (2 marks

 

 

 

 

 

  • How far outside town B the bus was when the matatu reached town A, (4 marks)

 

 

 

 

 

 

 

 

 

  1. Two lines L1 whose equation is and L2 whose equation is intersect at point A.
  • Find the coordinates of point A. (3 marks)

 

 

 

 

 

 

  • A third line L3 is perpendicular to L2 at point A. find the equation of L3 in the form , where area constants.(3 marks)

 

 

 

 

 

 

 

 

  • Another line L4 is parallel to L1 and passes through. Find x and y intercepts of line L4. (4 marks)

 

 

 

 

 

 

 

 

 

  1. In June of a certainyear, an employee’s basic salary was Ksh 17 000. The employee was also paid a house allowance of Ksh 6 000, a commuter allowance of Ksh 2 500 and a medical allowance of Ksh 1 800. In July that year, the employee’s basic salary was raised by 2%.
  • Calculate the employee’s:
  • Basic salary in July.                    (2 marks)

 

 

 

  • Total taxable in the July of that year (2 marks)

 

 

 

  • In that year, the taxable income tax rates were as shown in the table below.
Monthly taxable income (Kshs) Percentage rate of tax per shilling
Up to 9680

From 9681 to 18 800

From 18 801 to 27 920

From 27 921 to 37 040

From 37 041 and above

10%

15%

20%

25%

30%

Given that the monthly personal relief was Ksh 1056, calculate the net tax paid by the employee.                                                                             (6 marks)

 

 

 

 

 

 

 

 

  1. In the triangle XYZ below line XY = 3cm, YZ = 4cm and XZ = 3.5 cm.

Calculate:

  • Angle ZXY (4 marks)

 

 

 

 

 

  • Angle XYZ (2 marks)

 

 

 

 

 

  • Angle XZY (1 mark)

 

 

 

  • Calculate the area of the triangle XYZ to four significant figures. (3 marks)

 

 

  1. The 2nd and the 5th terms of an arithmetic progression are 8 and 17 respectively. The 2nd, the 10th and the 42nd terms of the arithmetic progression form the first three terms of a geometric progression. Find:
  • The first term and the common difference of the arithmetic progression. (3 marks)

 

 

 

 

 

 

 

 

 

  • The first three terms of the geometric progression and the 5th term of the geometric progression. (4 marks)

 

 

 

 

 

 

 

 

 

 

  • The sum of the first 4 terms of the geometric progression. (3 marks)

 

 

 

 

  1. By taking integral values of x, from x = – 2, to x=6 make a table of values for the function                                                                                                 (2marks)

 

 

 

  • On the same axes and using the scale of 1cm to 1 unit on the x-axis and 1cm to 5 units on the y–axis draw graphs of and (4marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • From your graph;
  • Find the roots of the equations (1mark)

 

 

 

 

  • Write down the maximum value of (1mark)

 

 

 

 

 

  • Deduce the roots of the equation (2marks)



 

MATHEMATICS Form 3

MARKING SCHEME

SECTION I

NO WORKING MARKS GUIDELINES
1.      

M1

 

M1

 

 

A1

 
    03  
2.       M1

 

M1

 

A1

 
    03  
3.    
3 21 15 9
3 7 5 3
5 7 5 1
7 7 1 1
  1 1 1

 

 

M1

 

 

M1

 

A1

 
    04  
4.      thus

thus

M1

 

 

 

 

 

 

 

 

M1

 

 

A1

 
    03  
5.      

M1

 

M1

 

A1

 
    03  
6.   M1

 

 

 

 

 

 

M1

 

 

A1

 
    3  
7.     Ignoring negative answer  

M1

 

 

M1

 

 

 

 

 

 

 

A1

 
    03  
8.      

M1

 

 

M1

 

 

A1

 
    03  
9.      

 

Integral values

 

 

M1

 

 

 

 

M1

 

A1

 
    03  
10.         M1

 

M1

 

A1

 
    03  
11.         (a)

(b)

 

 

 

 

 

 

M1

 

A1

 

A1

 
    03  
12.         Numerator:

Denominator

M1

 

 

M1

 

A1

 
    03  
13.         M1

 

M1

A1

 
    03  
14.         M1M1

 

A1

 
    03  
15.         M1

M1

 

A1

 
    03  
16.          

M1

 

 

 

 

 

M1

 

 

A1

 
    03  

SECTION II

NO WORKING MARKS GUIDELINES
17.         (a)  (i)

 

(ii)

 

 

(b)

 

Juma = sh 3560

Wanjiku = sh 3075

 

Difference = 3560 – 3075 = 485

 

 

(c)

 

 

 

 

 

 

 

B1

 

 

B1

 

 

 

M1

 

 

M1

 

A1

 

 

M1

 

 

M1

 

M1

 

 

 

 

M1

 

 

 

 

 

A1

 

 

 

 

 

 

 

 

 

 

 

For both answers

    10  
18.         (a)  (i)

 

 

 

(ii)

 

 

 

(b) 

 

 

M1

 

M1

 

 

A1

 

 

M1

M1

 

M1

A1

 

 

M1

 

 

M1

 

A1

 
    10  
19.       (a)  Time before the matatu started

= 13.15 – 11.45 =

Distance covered by the bus =

Distance between them =

Relative speed =

Time taken to meet =

Time they met = 1.15pm + 3 hours = 4.15pm

 

(b)  Distance from town A to the point of meeting

Time =

Distance from A =

 

(c)  Time taken by the matatu from B to A

The matatu reaches A = 13.15pm +6hrs = 1915hrs

Time travelled by the bus when the matatu reaches A

1915hrs – 1145hrs =

Distance moved by bus from A =

Distance outside town B

 

 

M1

 

M1

 

M1

A1

 

 

 

M1

A1

 

M1

 

 

M1

 

M1

A1

 
    10  
20.         (a) 

 

Solving simultaneously

 

 

(b)

, (x ,y)

 

(c) 

 

 

M1

 

 

 

M1

 

 

A1

 

 

 

 

M1

 

M1

 

A1

 

 

 

M1

 

 

 

M1

 

A1

 

A1

 
    10  
21.         (a)  (i)

 

(ii)

 

(b) 

 

Total tax      =  4104

 

Net tax =

= 3048

M1

A1

 

M1

A1

 

 

M1

 

M1

 

M1

 

M1

 

M1

A1

 
    10  
22.         (a)

 

(b)

 

(c)

 

(d)

M1

 

M1

 

M1

A1

 

 

M1

 

 

 

 

 

A1

 

 

A1

 

 

M1

M1

A1

 
    10  
23.         (a)      

 

 

(b)      

Geometric progression

 

 

 

(c)      

 

 

 

M1

 

 

 

M1

 

 

 

A1

 

 

 

 

 

 

B1

B1

B1

 

B1

 

 

 

 

 

 

M1

 

M1

 

 

A1

 
    10  
24.          
x -2 -1 0 1 2 3 4 5 6
12x -24 -12 0 12 24 36 48 60 72
-3x2 -12 -3 0 -3 -12 -27 -48 -75 -108
y -36 -15 0 9 12 9 0 -15 -36

                                                                        2 mks for correct table

y = 5 ( x – 2 )

y = 5 x – 10

x 0 2 5
y -10 0 15

 

i) roots of 3 x ( 4 – x) = ) are x = 0, x = 4

 

ii) Maximum value of y = 3x ( 4 – x )         when x = 2 , y = 12

the maximum value of y = 12

 

iii)   roots of equation 3x ( 4 – x ) = 5 ( x – 2 )  is where the curve cuts the line

y    = 5 (x -2 )

The roots arc x = -1  and x = 3.3 ± 0.1

 

B1

B1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S1

P1

C1

L1

 

 

 

 

 

 

 

 

 

 

B1

 

B1

 

 

 

B1B1

Table

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

üB1 for both values of x

    10  

 

Form 1 Chemistry Exams and Marking Schemes Free

Form 1 Chemistry Exams and Marking Schemes Free

NAME……………………………………………………………………………ADM………

 

CLASS…………………………………………………………………………………………

FORM 1

233

CHEMISTRY

2 HOURS

JOINT EVALUATION TERM 3 2023

THEORY

2 HOURS

INSTRUCTIONS TO STUDENTS

  1. Write your name and admission number in the spaces provided
  2. Answer ALL the questions in the spaces provided
  3. KNEC mathematical table and silent non-programmable electronic calculators may be used for calculations
  4. All working MUST be clearly shown where necessary
  5. Students should check the question paper to ascertain that all the pages are printed as indicated and that no question is missing
  6. Students should answer the questions in English

 

FOR EXAMINERS USE ONLY

QUESTIONS MAXIMUM SCORE CANDIDATE’S SCORE
1-16 80  

 

  1. State one importance of studying chemistry (1 mark)

…………………………………………………………………………………………………………………………………………………………………………………………………….

  1. a)Name three illegal drugs (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) State three ways of preventing drug abuse. (3 marks) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. Complete the following table (8mks)
  3. State two laboratory safety rules (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………

  1. The apparatus below were used to separate a mixture of liquid A and B.

 

  1. State two properties of liquids that make it possible to separate using such apparatus.

2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………..

  1. Give the name of the above apparatus. (1 mark)

………………………………………………………………………………………………

  1. Describe how you can separate a mixture of sand and common salt(3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. The diagram below shows a Bunsen burner when in use

 

C

B

 

 

A

  1. Name the regions labelled B and C. (2 marks)

B………………………………………………………………………………………………

C…………………………………………………………………………………………………………………

  1. What is the function of the part labeled A? (1 mark)

…………………………………………………………………………………………………

  1. State three differences between physical and chemical change. (3 marks)
TEMPORARY CHEMICAL
   
   
   

 

  1. i) Differentiate between an acid and base(2 marks)……………………………………………………………………………………………………………………………………………………………………………………
  2. The following is a list of pH values of some substance: SubstanceM N V X Z

pH 10.6 ,7.2 ,13.2 ,5.9, 1.5 respectively Identify:

  1. Strong acid (1 mark)

………………………………………………………………………………………………

  1. Weak base (1 mark)

………………………………………………………………………………………………

  1. The diagram below represents the apparatus used to prepare and collect oxygen.

Hydrogen peroxide

 

 

 

 

Solid Q

Solid P

  1. Complete the diagram to show how oxygen gas is collected. (2 marks)

 

  1. Name solid P and Q (2 marks)

P………………………………………………………………………………………….

Q………………………………………………………………………………………..

 

  • Write the word equation to show the reaction that produces oxygen gas.(1 mark)

 

 

  1. State two physical properties of oxygen.(2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

  1. State three uses of oxygen gas.(3marks)

……………………………………………………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………….

  1. A form one student wanted to separate and obtain iodine and sodium chloride (common table salt) from amixture of the two. He set the experiment set up shown below.

(a). the mixture was heated for some time and left to cool. On cooling, shiny black crystals and white crystalswere observed on the surface of the watch glass and in the beaker respectively. Name:

  1. Shiny black crystals                                                                            (1mk)

……………………………………………………………………………………………………

  1. White crystals (1mk)

…………………………….…………………………………………………………………….

 

(b). what was the purpose of the cold water in the watch glass? (1mark)

…………………………………………………………………………………………………

(c). what property of iodine makes it be collected on the watch glass as shown? (1mark)

…………………………………………………………………………………………………

(d). Explain why it is possible to separate a mixture of iodine and sodium chloride. (1mark)

…………………………………………………………………………………………………

  1. A candle was burnt using the apparatus shown below. The initial volume of measuring cylinder was90cm3. The apparatus was allowed to cool and the volume of air in the measuring cylinder had dropped to 70cm3.
  2. Why was the volume recorded when the air was cooled? (1mk)

………………………………………………………………………………………………

  1. What was the purpose of sodium Hydroxide? (1mk)

………………………………………………………………………………………………

  1. Use the results given to calculate the percentage of oxygen in air. (2mks)

 

 

 

 

 

 

 

  1. The set up below was used to study some properties of air

 

State and explain two observation that would be made a t the end of the experiment.   (3mks)                                                                                                                             ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

 

  1. The diagram below represents three methods for collecting gases in the laboratory
  2. a) Name the methods shown in the diagram (3mks)

i………………………………………………………………………………………………

ii…………………………………………………………………………………………………

iii……………………………………………………………………………………………

  1. State with reasons the most suitable methods for collecting each of the following gases.
  2. Oxygen (1mk)

……………………………………………………………………………………………

  1. Hydrogen (1mk)

…………………………………………………………………………………………..

  1. a) The diagram below shows spots of pure substance A, B, and C on a chromatography paper. Spot D is that of a mixture after development, A, B and C were found to have moved 8cm, 3cm and 6 cm respectively.

D has separated into two spots which had moved 6cm and 8 cm

(i) On the diagram

I Label the baseline (origin) (1 mark)

 

II Show the positions of all the spots after development (3 marks)

 

 

(ii) Identify the substances present in the mixture D (2 marks)

………………………………………………………………………………………………

(b) Describe how solid ammonium chloride can be separated from a solid mixture of ammonium chloride andanhydrous calcium chloride(2 marks)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

(c) The table shows liquids that are miscible and those that are immiscible

 

Liquid L3 L4
L1 Miscible Miscible
L2 Miscible Immiscible

 

Use the information given to answer the questions that follow

  • Name the method that can be used to separate L1 and L3 from a mixture of two

(1mk)

…………………………………………………………………………………………..

  • Describe how a mixture of L2 and L4 can be separate

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………….

  1. Complete the word equations for the following reactions; (3mks)

(a) Sodium carbonate + hydrochloric acid =

 

(b) Zinc   +   sulphuric acid =

 

(c) Potassium hydroxide   + nitric acid    =

  1. In an experiment, dry hydrogen chloride gas was passed through heated Zinc turnings as shown in the diagram below. The gas produced was then passed through heated Lead II Oxide.

 

Tube L            Zinc turnings

Lead (II) oxide

tube V

Dilute hydrochloric acid               heat

Flask z

Concentrated

sulphuric VI acid

 

  1. What is the function of the water in the flask Z?(1mark)

……………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. Write word equation for the reaction that took place in the combustion tubes.(4marks)

……………………………………………………………………………………………………………………………………………………………………………………………………

 

  • State three observations made when a piece of potassium is dropped in water (3mks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

_______________________________________________________________________________________________

CHEMISTRY FORM 1

END OF TERM 3

MARKING SCHEME

  1. – Forms foundation for professional training. (1mk for any one)

— Provides man with knowledge necessary for manufacture of basic necessities

— Enables man to understand and deal with environmental factors affecting him

 

  1. a) Heroin

Cocaine

Mandrax

Morphine

Bang

Any other drug abused

 

  1. b) Proper use of all medicinal drugs

Never use any illegal drug

Stay away from those who use or sell drugs

Involving in any other useful work

 

3

 

  1. Laboratory safety rules

-no running in the lab

-no performing an authorized practical

-no smelling gases directly

-no eating in the laboratory

Any other laboratory rule

 

5 (a) The apparatus below were used to separate a mixture of liquid A and B.

State two properties of liquids that make it possible to separate using such

Apparatus. (2 marks)

– Immiscible

– Different densities

 

(b) Give the name of the above apparatus. (1 mark)

– Separating funnel

 

  1. Add water to the mixture and stir, 1 common salts dissolves while sand insoluble.

– Filter√1 to obtain sand as residue and common salts as filtrate. ü 1

– Evaporate the filtrate to obtain crystals1 of common salts.

NB: Steps must be systematic, otherwise penalize fully.

 

7 i. B – unburnt gas/colorless region ü 1

C – Pale blue region ü 1

 

  1. Regulate the amount of air entering the chimney by Closing and opening of air holesü 1

 

  1. Physical Chemical

– No new substance is formed -New substance is formed

– No energy is either given out or absorbed – Energy is usually given out or absorbed

– Mass of the substance does not change – Mass of the substance changes

– Change is usually reversible – Change is usually irreversible

 

  1. i.
            Acids        Bases
(i)              Reacts with bases to give salt and water only (i)              Reacts with acids to give salt and water
(ii)            Have a PH of less than 7 ii)Have PH more than 7
(iii)Changes blue litmus paper red (iii)changes red litmus paper blue

Any other correct difference.

 

  1. a) Z,
  2. b) M

 

  1. i.

 

ii)P – Manganese (IV) oxide

Q – Anhydrous calcium chloride /calcium oxide

 

Manganese (IV) oxide

iii. Hydrogen peroxide Water + Oxygen

 

iv)- Colorless

– Odorless

– Slightly soluble in water

 

  1. – Used in hospitals by patients with breathing difficulties

– Used when mixed with helium in deep sea divers & mountain climbers

– Burn fuels that propel rockets

– mixed with acetylene used for welding

– remove impurities during steel making

– remove impurities during

 

11(a) shiny-black crystals are iodine crystals

-white crystals are sodium chloride solid

 

(b). to cool and condense the iodine vapour to form iodine solid.

(c) . Iodine sublimes when heated.

(d). iodine sublimes while sodium chloride does not.

 

12(a) to allow all oxygen to be used up and also to allow the gas to contract/

Cater for any expansion of gases

(b) To absorb carbon (IV) oxide which was produced by the burning candle

(c) % of oxygen 90 – 70 x 100 = 22.2%

 

 

90

 

13-Iron will be covered by a reddish brown substance/coating/rust

-Water in test tube rise and water in a beaker drops

Explanation:

Iron Combines with oxygen in a presence of moisture to form hydrated Iron (III) oxide /

Rust water rises up to occupy the space which was occupied by oxygen in the tube.

 

14 (a) (i) Over water

(ii) Upward delivery/ downward displacement of air

(iii) Downward delivery/ upward displacement of air

 

(b) (i) Over water : it is slightly soluble in water

 

(ii) Upward delivery: It is less dense than air

 

 

 

15

 

 

(ii) A and C

 

  1. b) Since NH4CL sublimes but CaCl2 does not; sublimation process would do .Heat the mixture.

Ammonium chloride sublimates into vapour and condenses on the cooler part of the heating

Tube. Calcium chloride will remain on the bottom of the heating tube.

 

  1. c) i) Fractional distillation
  2. ii) Separating funnel method

 

Since the two liquids are immiscible, pour both the liquids in a separating funnel and

Allow settling, the denser liquid will settle down and the less dense will form a second

Layer on top. Open the tape and run out the liquid in the bottom layer leaving the liquid

In the second layer in the funnel.

16a) =sodium chloride+ carbon IV oxide+ water

=Zinc sulphate+ hydrogen gas

=Potassium nitrate+ water

 

  • What is the function of the water in the flask?
  • To dissolve the unreacted Hydrogen chloride gas.
  • Write equations for the reactions that took place in the tubes.

 

L – 2HCl(g) + Zn(s)                   ZnCl2(s) + H2(g)

V – PbO(s) + H2(g)                    H2O(g) + Pb(s)

  • – Darts on surface of water
  • Spontaneously burns with a purple flame
  • Produces a hissing sound

 

KCPE Science Past Papers, Revision Exams Free Downloads

KCPE Science Past Papers, Revision Exams Free Downloads

KCPE Science Past Papers, Revision Exams Free Downloads

science-kcpe-exam-2017.pdf
science-kcpe-question-paper-2015.pdf
science-question-paper-kcpe-2013.pdf
science-question-paper-kcpe-2014.pdf
science-questions-paper-kcpe-2006.pdf
science-questions-paper-kcpe-2007.pdf
science-questions-paper-kcpe-2011 (1).pdf
science-questions-paper-kcpe-2011.pdf
science-questions-paper-kcpe-2012 (1).pdf
science-questions-paper-kcpe-2012.pdf
science-questions-paper-kcse-2010.pdf

KCPE SCIENCE 2002.pdf
KCPE SCIENCE 2003.pdf
KCPE SCIENCE 2004 (1).pdf
KCPE SCIENCE 2004.pdf
KCPE SCIENCE 2005.pdf
KCPE SCIENCE 2006.pdf
KCPE SCIENCE 2007.pdf
KCPE SCIENCE 2008.pdf
KCPE SCIENCE 2009.pdf
KCPE SCIENCE 2010.pdf
KCPE SCIENCE 2010.pdf
KCPE SCIENCE 2011.pdf
KCPE SCIENCE 2011.pdf
KCPE SCIENCE 2012.pdf
KCPE SCIENCE 2012.pdf
KCPE SCIENCE 2013.pdf
KCPE SCIENCE 2013.pdf
KCPE SCIENCE 2013.pdf
KCPE SCIENCE 2014.pdf
KCPE SCIENCE 2014.pdf
KCPE SCIENCE 2014.pdf
KCPE SCIENCE ANSWERS.pdf
KCPE SCIENCE ANSWERS.pdf
KCPE SCIENCE ANSWERS.pdf

ENGLISH PP3 FORM 4 END OF TERM 2 EXAM PLUS MARKING SCHEME IN PDF

Name: ……………………………………………………………    Adm No: ………………………………

School: ………………………………………………………….      Candidate’s Sign: …………………….

Date: ………………………………………………………….

101/3

ENGLISH

(CREATIVE COMPOSITION AND ESSAYS BASED ON SET TEXTS)

PAPER 3

TIME: 2 HOURS 30 MINUTES

END OF TERM 2 EXAM 

Kenya Certificate of Secondary Education (K.C.S.E.)

FORM FOUR

English

Paper 3

INSTRUCTIONS TO THE CANDIDATES:-

  • Answer THREE QUESTIONS in this paper
  • Question 1a or 1b (20mks)
  • Question 2 is compulsory (20 mks)
  • Question 3a or 3b or 3c (20mks)
  • Where a candidate presents work on more than one optional text, only first one to appear will be marked.
  • All answers to be written in the answers booklet provided.

For Examiners Use Only. 

Question Maximum Candidate’s score
1 20  
2 20  
3 20  
Total Score 60  

 

  1. Imaginative composition
  • Write a story ending with;

………………. Truth be told, we strongly believe that he was innocent.                    (20mks)

Or

  • Write a story to illustrate the saying:

A fool and his money are soon parted                                                                       (20mks)

  1. (The compulsory set test (20mks)

“People who do bad deeds to others never go unrepaid”

Show the validity of this statement with reference to Henry Ole Kulet’s novel. Blossoms of the savannah”

  1. The option set – test (20mks)

Answer only one of the following questions 

Either

  • The short stories

Chris Wanjala, memories we lost and other stories

Using Leila Aboud’s story “missing out” write an essay on how majoly’s stay in London alienates him from his people

Or

  • Drama

David Mulwa, inheritance

“Pretenders are worse than murderers.” Write an easy to show the truthfulness of this statement basing your answer on the inheritance by David Mulwa.

     Or

  • The novel

John Steinbeck, the pearl

“The society has lost its moral values” using illustrations from The Pearl by John Steinbeck show the truth of this statement.




MARKING SCHEME

1.

  • It must be a story that ends with the given statement.
  • It must be a story explaining/ illustrating the meaning of the given statement.

2.

“people who do bad deeds to others never go unrepaid”

Show the validity of this statement with reference to Henry Ole kulet’s novel “Blooms of the Savannah.

In the text, characters like Oloisudori, Ole kaelo and others perpetuate evil towards other characters, but they also receive their equal measure of pain and suffering as discussed below.

Oloisudori is a businessman but with questionable deals. Despite his age, and being polygamous, he shamelessly wants to marry Ole Kaelo’s teenage daughter. He blackmails Ole Kaelo into giving his daughter Resian in marriage to him or forgets his numerous business contracts which Oloisudari had helped Ole Kaelo to secure. He further puts Ole kaelo in a tight corner where he has to forcibly circumcise. Taiyo and give her to him in marriage after Resian runs away from home. However, his actions never go unpaid, in a bid to forcibly take his bride from Minik’s ranch, his convoy of vehicles is attacked and several of hi cars burnt. He ends up losing both Resian and Taiyo, his money and his property.

Ole kaelo betrays their trust of his daughter Resian. He openly resents Resian and is quick to scold her for the slightest of mistakes. He insults her just because he expected a boy child for his second born and not a girl child. He readily agrees to marry off Resian to Olisudori rather than forfeit his numerous business contracts which Oloisudiri had helped secure. He also turns down her request to join Egerton University saying that he had already received her dowry. However, Ole kaelo pays dearly for his decisions since Resian openly comfronts him at his shop and turns down the marriage deal with Oloisudari, she later escapes from home and leaves Ole kaelo with no option but to give out Taiyo in marriage to Oloisudori.

Mama Milanoi’s bad deeds towards her daughters leaves them with a strong dislike for their mother. As a mother, she never comes to the defense of her daughter when Ole kaelo constantly scolds her. She further colludes with her husband to marry off Resian to Oloisudori. They collect gifts and dowry from Oloisudori and even shamelessly hatches a plan on how Olisudari will collect his bride Mama Milano also colludes with the Enkamuratuni to have Taiyo forcibly circumcised thereby causing her a lot of physical and emotional pain. All her actions never go unrepaid as her two daughters all run away from home and vow never to copy her example as their mother.

Oloisudori bad deeds towards Resian never go unpunished. He rescues Resian just before her attempted suicide promising to take her to Minik’s Ranch. He however turns on his words, forcibly abducts her with the intentions of marrying her. She endures a long torturous journey at the back of an old pick – up track. She forced to stay in a lonely dark hut and even physically assaults her when his attempted rape on her backfires. He however pays dearly for his actions as Resian bites off his thumb to near amputation during the attempted rape. He is rebuked by his mother for his actions and forced to go into hiding for a number of days.

In conclusion bad deeds are always paid with bad deeds as seen above.

3(a) Memories we lost

Using Leila Aboulela’s story ‘missing out’ write an essay on how Majoly’s stay in London alienates him from his people.

INTRODUCTION (UP TO 2MKS)

Majoly is at first unhappy when he gets to London.

He pleads to come home, but his mother pleads with him to stay on and read.

Eventually, Majoly becomes distant from his people. He drops their practices and sets his mind on staying in London.

BODY

Majoly abandous his people prayer habit while in London.

When Samra asks him for a prayer mat, he confesses he does not have one. He does not even know the direction of the Ka’ba or where the Qibla is. He does not even observe the mandatory Friday prayers.

Majoly considers London civilized, and Khartoum backward. He does not want to come back home. He even enrolls for a PHD. He is unable to appreciate the more relaxed, simple and rich family life back home.

Majdy is so indifferent to his people that he is not able to sympathize with his mother. Samra informs Majoly of her struggle when she went to call him at central post office. She could not get transport due to petrol shortage. Samra accuses him of disloyalty of indifference.

Majoly is eventually so distant, from his people that he does not desire to go back home. When he is almost done with his PHD, he is invited to a conference in Bath.

CONCLUSION ( UP TO 2 MARKS)

Majoly feels a childish sense of exclusion, of being left out of life at home, however he has no desire to go back home.

NB;     Any four point x 3 =(12marks)

Language = 4 (marks)

(3b) Pretenders are worse than murderers. Write an essay to show the truthfulness of this statement basing you answer to inheritance by David Mulwa.

INTRODUCTION

In the society, some people may pretend to have moral standard or opinion that they do not actually have. This is a situation we find many characters in the play Inheritance.

Or

Most people in any society may pretend that everything is alright, yet they do know that something is wrong.this is what David Mulwa demonstrates in his play The Inheritance.

Lacuna pretends to honour King Kutula xv during his commemoration. He says ‘lets always remember with gratitude what my father the king did for us. On your behalf I shall now walk to the Royal grave to pay our continued National respects.’ Yet he was the one who killed the King in order to pave way for his leadership.

Lucuna also pretends that Judah’s death was as a result of faulty machines but he is the one who arranged his killing. We get to know this from Robert’s words. It was Murder for poor Judah, not the age of the machines as you would like the world to believe?

Bishop Menninger calls himself a man of God and teaches and adheres to the teachings of Christianity, but he is involved in plotting and poising of King Kutula xv. “……..it was time to bring Kutula back to dignity ……….”   “ ……… An then it happened ……. I must do it for her future… Menninger say so ……….”

Goldstein pretend to care about Katula citizens yet he advices Lacuna to reduce the work force, thus creating unemployment, more so the wages should be kept low, While the working hours are to be extended. This is unfair to the citizens. He also tricks Lacuna into taking loans and advices him to take drastic actions which will only benefit themselves “you will nationalize that valley and we shall occupy it.”

Meshack, the commander of Katula’s armedforces, is hypocritical. He pretend to be so much supportive to King Lacuna yet, we know that he is against his rush decisions. “ I know sir. Its hard to be a leader like you.” He flees for his life without notifying his master, when he sees that his end has come.

Thorne Macay and Bishop Menninger tell King Kutula xv that they have the interest ‘of his people at heart but behind his back, they plot his killing leading to the citizens of Kutula being left in the hands of a bad leader as Lacuna. They see that King Kutula xv doesn’t serve their interest, thus thinking Lacuna will serve their interest better.

In conclusion Lacuna, Goldenstein,  Meshak, Bishop Menninger and Thorne are all hypocritical.

(3) (c)

The novel: the pearls by John Steinbeck

‘The society has lost its moral values: using the Pearl by John Steinbeck. For your illustrations show the truth of the above statement

INTRODUCTIONS (2MKS)

Accept

  • General introduction or contextual introduction

BODY (12MK)

Greed

When Kino gets the pearl, people are greedy to either have the pearl or the money when the Pearl is sold.

The priest thinks about the church repairs. He also wonders how much the Pearl is worth. He tells Kino to give thanks to one who has given him the treasure. All this translates to him getting part of the money when the Pearl is sold.

Materialism

Kino guards the pearl with all the energy including killing several people who attempt to steal it from him. When Juana wants to throw away the Pearl, he slaps and kicks her.

The pearl buyers’ are materialistic. They offer the least to Kino to maximize on the profit they make once they sell the pearl.

Hypocrisy

The doctor is hypocrital. When Kino and Juana take Coyotito for treatment at his house, he sends the servant informing them he is not in because they have no money. When he learns about the pearl, he visits Kino and offers to treat Coyotito and wait for money. The reason why he is ready to treat him is because there is hope for money once the pearl is sold.

Exploitation

  • The doctor is interested in the money than the lives of the poor villages
  • The priest also exploits his congregation when he learns about the pearl, he thinks about whether he had married them in church and the repair the church needs.
  • The pearl buyers exploit the buyers by buying their pearls at a lower price than the actual.
  • They conspire to cheat Kino off his pearl.

Violence

  • Kino attacks Juana who wants to throw back the pearl to the sea.
  • The three trackers carry weapons of war. It ends in Coyotito’s death.

Any other plausible answer

Conclusion (2mks)

NB: the essay should be written in continuous prose.

Language (4 marks)

ENGLISH LISTENING AND SPEAKING NOTES FOR FORM FOUR

LISTENING AND SPEAKING FOR FORM FOUR

LISTENING & SPEAKING

LISTENING COMPREHENSION AND NOTE-TAKING

FEATURES OF ORAL POETRY

  • Oral poetry refers to the verbal expression of feelings, ideas and thoughts using words arranged in their best possible order.
  • If sung, it is a song.

Features of Oral Poetry

Oral poetry has the following features:

  1. It is composed and delivered by word of mouth.
  2. Linguistic aspects such as tone and pitch are crucial in oral poetry in varying the meaning and the mood .
  3. There is often solo and chorus pattern especially in sung poetry.
  4. Accompanied with movement and dance.
  5. The performer dresses in costumes in some sung poetry.
  6. Musical instruments such as drums, horn can accompany the performance of poetry.
  7. Rhythm or beat. It is a regular repeated pattern of sounds. It can be slow, fast, moderate, monotonous, or disjointed.
  8. This refers to whether the song/poetry should be loud or soft. A lullaby should be sung softly while war song should be sung loudly as it engenders courage and aggression.

Features of Proverbs

  • Proverbs have features such as:
  1. They are brief.
  2. They contain wisdom.
  • Proverbs also have stylistic qualities.

Stylistic Qualities of Proverbs

Proverbs possess unique stylitic qualities like:

  • Mnemonic features such as alliteration, assonance and consonance.
  • Paradox

Let’s learn these from the example of proverbs :

  • Alliteration, example

Forgive and forget

  • Consonance, example,

Practice makes perfect.

  • Assonance, for example,

Upendapo, uendapo.
Where you like it, is where you must go.

This is a balance between two similar words, phrases, or clauses.

Examples

  1. Nothing ventured, nothing gained.
  2. Easy come, easy go.

 

  • Ellipsis

Some words are omitted.

Unneeded words are left out in order for us to fill what is missing.

Examples

  1. Once bitten, twice shy.
  2. Penny wise, pound foolish.
  • Hyperbole

An idea is exaggerated in order to evoke strong feelings, or to create a strong impression.

Example

The half is more than the whole.

  • Paradox

It is an apparently true statement that leads to, or intentionally expresses a contradiction or situation, which defies intuition.

Examples

  1. The longest way is the shortest way home.
  2. Absence make the heart grow fonder.
  • Personification , examples,
  1. Hunger is the best cook.
  2. Love is blind.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ETIQUETTE

TURN-TAKING

Being a cyclical process, turn taking starts with one person speaking, and continues as the speaker gives control to the next individual. This is then offered to another person and then back to the original speaker. Orderly conversation has to take place.

A turn is a crucial element within turn taking. Each person takes turn within the conversation – either in person or on phone.

Achieving Smooth Turn Taking

It is achieved with:

  1. Using specific polite phrases, for example, those for,
  • Interrupting
  • Accepting the turn when offered it
  • Keeping your turn
  • Getting other people speaking, etc.
  1. Using gestures to indicate you have completed what you are saying or that you want to say something. You drop your arm when you have completed and raise it when you want to say something.
  2. Varying the intonation to show you have or have not finished speaking.
  3. Use noises like ‘uming’ and ‘ahing’ while thinking so as not to lose your turn.

Turn Taking Cues

There are various ways of signaling a finished turn. They might be indicated when the current speaker:

  1. Asks a question, for example, ‘ Did you want to add anything?’
  2. Trails off (his/her voice becomes weaker to the extent you may not hear his words)
  3. Indicates they are done speaking with a closing statement, for example, ‘That’s all I wanted to say.’or ’I think I have made my point.
  4. Uses marker words (those that allow the other a chance to speak), for example, ‘well…’ or ‘so…’
  5. Drops the pitch or volume of their voice at the end of their utterance. This is the use of falling intonation.
  6. Uses gestures to signal that another can contribute.

Violations in Turn-Taking

There are five well known turn-taking violations in a conversation. They are: interruptions, overlaps, grabbing the floor, hogging the floor, and silence. Do you know what they really are? If you don’t, read the explanations for the violations in that order.

  1. Inhibiting the speaker from finishing their sentences during their turn.
  2. Talking at the same time as the current speaker. This is interruptive overlap. However, cooperative overlap is encouraged as it shows you are interested in the message.
  3. Interrupting and then taking over the turn before being offered it.
  4. Taking over the floor and ignoring other people’s attempt to take the floor.
  5. Remaining without saying anything for quite some time.

The List of Turn-Taking Phrase

To interrupt;

  • Before I forget, …
  • I don’t like to interrupt, but ….
  • I wouldn’t usually interrupt, but …
  • I’m afraid I have to stop you there.
  • I will let you finish in a minute/second/moment ….
  • May I interrupt?

To accept the turn when offered it;

  • I won’t take long.
  • What I wanted to say was …

To stop other people from interrupting you during your turn use;

  • I have just one more point to make
  • I have nearly finished
  • Before you have your say …
  • I haven’t quite finished my point yet
  • I know you’re dying to jump in, but….

To offer the turn to another use;

  • …., right?
  • But that’s enough from me.
  • Can you give me your thoughts on …?
  • Does anyone want to say anything before I move on?
  • How about you?

To take the turn back after being interrupted;

  • As I was saying (before I was interrupted)
  • To get back on topic…
  • Carrying on from where we left on…

Note: The list is endless, and you can come up with other appropriate phrases.

 

INTERRUPTING AND DISAGREEING POLITELY

  • English is a polite language. For this reason, it is advisable to indirectly contradict a person. It is rude to do it directly.
  • Although conversation is a two way street, interrupting a speaker is usually regarded as rude. However, at times you need to interrupt. When then can one interrupt?
  • You can only interrupt to:
  • Ask a question;
  • Make a correction;
  • Offer an opinion; and
  • Ask for clarification.

In this section, we shall learn how to interrupt and disagree politely.

Steps to Interrupting

It is important to take note of the following steps when interrupting a speaker during a conversation or during a discussion:

  1. Signal to the speaker that you have something to contribute by implementing the body language such as:
  • Making eye contact;
  • Slightly raising your hand;
  • Sitting forward on your seat;
  • Quietly clearing your throat; or
  • Coughing quietly.
  1. Wait patiently until the speaker pauses or incase of a lull in the conversation.
  2. Speak clearly using polite phrases. These phrases will be learnt later.
  3. Wait for the speaker to acknowledge your request to speak before you do so.
  4. After you have spoken, thank the speaker and allow them continue.
  5. Take a deep breath and calm yourself before interrupting when you feel angry or annoyed.
  6. Take care to use low tone of voice.

Avoid:

  1. Unnecessary interruptions.
  2. Finishing speaker’s sentences.
  3. Interrupting to correct the speaker unnecessarily.
  4. Speaking harshly or using disparaging comments.

Phrases used in Interruption

Below is the list of phrases which you can use to politely interrupt someone:

  • May I say something here?
  • I am sorry to interrupt, but …
  • Excuse me, may I add to that…?
  • Do you mind if I jump in here?
  • Before we move on to the next point, may I add …?
  • Sorry, I didn’t catch that, is it possible to repeat the last point?
  • I don’t mean to intrude ….
  • Sorry to butt in, but …
  • Would this be a good time to ….?
  • Excuse the interruption, but …
  • I hate to interrupt, but …
  • I know it is rude to interrupt, but …

How to Disagree Politely

The tips that follow will help you handle disagreements without annoying the other person in a discussion or discussion:

  1. Actively listen to the other person’s point of view. This helps in showing respect and understanding of the other person’s perspective.
  2. Stay calm even if you feel angry.
  3. Acknowledge the other person’s point of view before the buts.
  4. Disagree only with the person’s idea but not he person.
  5. Use polite phrases to respectfully disagree.
  6. Speak in a low tone.
  7. Give some credence to the other person’s point of view before challenging it. For example, say: It’s partly true that I bought this phone at a cheap price, but …

Disagreeing Politely Expressions

  • I agree up to a point, but …
  • I see your point, but …
  • That’s partly true, but …
  • I’m not so sure about that.
  • That’s not entirely true
  • I am sorry to disagree with you, but …
  • I’m afraid I have to disagree
  • I must take issue with you on that
  • It’s unjustifiable to say that..

 

 

 

 

NEGOTIATION SKILLS

  • This is the process of discussion between towo or more disputants, aimed at finding the solution to a common problem.
  • It is a method by which people settle their differences.
  • It is also the process by which a compromise or agreement is reached while avoiding arguiment.
  • There could be a difference between people with different aims or intentions, especially in business or politics. When this happens, they have to reach an agreement.
  • Negotiation skills will be helpful when:
  • Haggling over the price of something;
  • Negotiating with your employer e.g. for higher salary;
  • Negotiating for peace/ solving conflict;
  • Negotiating for better services; etc.

Stages Of Negotiation

  1. Preparation comes first. During this time, ensure all the pertinent facts of the situation is known in order to clarify your own position. It will help in avoiding wasting time unnecessarily.
  2. Discussion then follows. This is the time to ask questions, listen and make things easier to understand. At times, it is helpful to take notes to record all points put forward.
  3. Negotiate towards a win-win outcome. Each party has to be satisfied at the end of the process.
  4. Agreement comes after understanding both sides’ viewpoints and considering them.
  5. Implement the course of action. If for example, paying the amount, it has to be paid.

Points Every Negotiator Should Consider

  1. Ask questions, confirm and summarise. These three activities ensure that there is no confusion on what each party wants.
  2. Acknowledge each other’s point of view. Show that you have listened to and understood their perspective. Show appreciation of the other person’s point of view.
  3. Listen attentively to the other person.
  4. Respond to negative comments and complaints. Avoid confrontational language.
  5. Behave in a confident way, but don’t be rude. Make polite but firm requests.
  6. Give options/alternatives. You can both win if you recognise that you share a common ground.

Exercise

You are planning to buy a new model car.

  • Write down three relevant facts you would want to know before going to buy the car.
  • State any three hints for the negotiators you would consider when haggling over the price of that car.

 

 

PAYING ATTENTION (LISTENING)

Listening is different from hearing. When you listen, you understand both the verbal and non verbal information.

Why should you listen? You listen:

  • To obtain information
  • To understand the message
  • For enjoyment
  • To learn

In this section, we shall learn the techniques of active listening.

Techniques of Paying Attention

In order to benefit from a talk as the listener, you should take note of the following key tips:

  1. keep an open mind. Listen without judging the speaker or mentally criticizing their message they pass. You just have to hold your criticism and withhold judgment.
  2. Familiarize yourself with the topic under discussion. Audience tend to listen more if they have idea of the topic being discussed. How then can one familiarize himself/ herself with the subject? They can do this by:
  • Reading from the books.
  • Reading from the internet.
  • Asking for ideas from those who know.
  1. Use the speaker responses to encourage the speaker to continue speaking. You will also get the information you need if you do so. Some of the speaker responses we use include:
  • Slightly nodding the head, but occasionally.
  • Smile occasionally.
  • Using small verbal comments like yes, uh huh, mmmh, I see, etc.
  • Reflecting back e.g. you said …
  1. Take notes on the important points. This can in itself be a distractor. You should therefore know when to and when not to take notes.
  2. Listen for the main ideas. These are the most important points the speaker wants to get across and are repeated several times.
  3. Wait for the speaker to pause before asking a clarifying question. Just hold back.
  4. Avoid distractions. Don’t let your mind wander or be distracted by other people’s activities. If the room is too cold or too hot get the solution to that situation if possible.
  5. Sit properly. Sit upright
  6. Make eye contact with the speaker. when you do this you will be able to understand the non verbal messages too.

Signs of Inactive Audience

You can easily tell whether  your audience listens or not. The inattentive listeners tend to posses the following characteristics:

  • Fidgeting
  • Doodling
  • Playing with their hair
  • Looking at a clock or watch
  • Picking their fingernails
  • Passing small pieces of paper to one another
  • Shifting from seat to seat
  • Yawning

Barriers to Effective Listening

There are many things that get in the way of listening and you should avoid these bad habits so as to become a more effective listener. These factors that inhibit active listening include;

  1. Lack of interest in the topic being discussed.
  2. Unfamiliarity with the topic under discussion.
  3. One might fear being asked a question and in the process fail to look at the speaker.
  4. In case of noise the listeners might not get what the speaker is saying.

Exercise 1

MwangiMwaniki, the author of one of the set text you study, is coming to your school to give a talk on the themes in his novel.

  • How would you prepare for this big day?
  • State what you would do to ensure you benefit from the talk during the presentation.

 

 

 

 

 

 

 

 

 

 

MASTERY OF CONTENT

ORAL REPORTS

  • From the heading, an oral report is spoken, not written.
  • Being oral, it doesn’t mean writing is not involved. As part of preparation, you have to write notes on the topic or at least an outline of points.
  • When asked to present an oral report you get the opportunity to practice your speaking skills.
  • A spoken report has various elements including an introduction, body and conclusion.

Preparation for Oral Reports

You can prepare by:

  1. Researching on the topic. Get all the facts about what is known and unknown by your audience.
  2. Take notes on the facts about the topic. Choose your words appropriately in the process.
  3. Practice the report before presenting it. You may
  • Practice in front of a mirror.
  • Practice in front of friends or relatives.
  • Videotape your rehearsals.

More practice is required if it has to be memorized.

  1. Plan on how to dress and groom.
  2. Prepare the visual aids if you plan to use the them. Select the appropriate chart, picture, etc. that will make abstract ideas concrete.

Reporting

  1. Stand up straight. Your upper body should be held straight, but not stiff. Do not fidget.
  2. Make eye contact in order to look surer of yourself and to ensure your audience listens better.
  3. Vary your tone appropriately and speak clearly.
  4. Use gestures to make your points well understood and to keep the audience interested.
  5. Pause at key points to let the point sick.
  6. Speak loud enough for everyone to hear you.
  7. If you have visual aids use them appropriately.

Exercise

You have seen thieves robbing your neighbor’s house. During this time you have your phone that you have used to capture one of the two robbers. The next day you are called at the police station to report on what occurred.

  • State any three ways you would prepare to deliver this oral report.
  • What three details would you include in your report?
  • How would you deliver the report to ensure the information is understood?

 

READING FOR FORM FOUR

READING SKILLS

NOTE-MAKING

How to Make Notes

The following tips will come in handy when making notes:

  1. Read the material carefully and thoroughly.
  2. Underline the key sentences as you read. This will help in forming the title.
  3. Make a rough note of the main points in a logical sequence.
  4. Write the final notes.

You should have in mind that a note:

  1. Should be short and to the point.
  2. Contain all the important and relevant information.
  3. Should have information systematically divided and subdivided.
  4. Should have a short title. Avoid long sentences as titles.
  5. Must be written in points only.

Notes Template

TITLE …………………….

  • ………………………………………….
  • …………………………………………
  • ………………………………………..
  • ………………………………………..

 

 

 

 

 

 

 

 

STUDY READING

  • Reading for study is a detailed reading that requires the reading speed to be slowed down.
  • You may have to fracture a single idea or concept in a sentence at a time, and you may need to go back over the text several times.
  • Some sections of material may require that you understand every sentence and that you know how each sentence, and sometimes each equation, relates to the next..
  • You could also try the following when reading for study:
  • Mark the text as you go. Highlight key concepts, and try to sort out which information will be critical to the lesson and assignment questions on which you will be working.
  • Use visual images.
  • When you try to visualize as you read a material you will understand what you read more.
  • If there are diagrams or illustrations in your study materials, learn to use them to complement the text.
  • When there is no diagram to illustrate a process or idea, make your own. Your own diagram will stick in your mind long after the descriptive words are forgotten.
  • Note new terms. Trying memorizing and finding their meanings.

SQ3R – Reading/Study System

  • SQ3R is a reading comprehension technique named for its five steps: survey, question, read, recite/recall, and review.
  • Follow the steps below to learn how to gather as much information as possible from the text requirements from any class.

1)     SURVEY

  • Read the title to help your mind prepare to receive the subject matter at hand.
  • Read the introduction and/or summary..
  • Observe each boldface heading and subheading. This helps systematize your mind before you begin to read and build a structure for the thoughts and details to come.
  • Check for any graphics, for example, charts, maps, diagrams, which are meant to make a point. Don’t ignore them.
  • Notice reading aids like italics, bold face print, chapter objective, and end-of -chapter questions are all included to help you sort, comprehend, and remember.

2)     QUESTION

  • This is where you assist your mind to engage and concentrate
  • Turn the boldface heading for each section into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.

3)     READ

Read one section at a time with your questions in mind and look for the answers. Recognize when you need to make up some new questions.

4)     RECITE

  • After each part, stop and recall your questions and see if you can answer them from memory.
  • If you are unable to remember, look back at the text again , but don’t move to the next section until you can recite the answers from the previous one.

5)     REVIEW

Once you’ve finished the entire chapter using the preceding steps, go back over the questions you create for every heading. See if you can still answer them. If not, look back and refresh your memory and then continue.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CRITICAL READING

  • Critical reading is an investigative activity.
  • The reader rereads a text to identify patterns of elements such as information, values, assumptions, and language usage throughout the discussion.
  • The above elements are tied together in an interpretation, a claim of an underlying meaning of the text as a whole.

Why Critical Reading?

We critically read so as to:

  •  recognize an author’s purpose
  •  understand tone and persuasive elements
  •  recognize bias

INTERPRETIVE READING

  • In Interpretive reading, you read a selection of passages from a book, poem, or other piece of literature that have a similar theme.
  • One of the objectives is to read with feeling and energy, bringing out the emotion written into the passage. You begin with an intro and intersperse transitions and end with a conclusion.
  • Read the poem below from America and about an American woman. After it is the interpretation.

 

 

Mother to Son by Langston Hughes

Well, son, I’ll tell you:
Life for me hasn’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor —
Bare.

But all the time
I’ve been a-climbing’ on,
And reaching’ landings,
And turning’ corners,
And sometimes going’ in the dark
Where there hasn’t been no light.

So boy, don’t you turn back.
Don’t you set down on the steps
‘Cause you find it’s kinder hard.
Don’t you fall now —
For I’se still going’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.

Interpretation

There are no one escapes in life without challenges that bring sadness and suffering. The woman was obviously poor and not as well educated.  Suffering and perseverance appear to know no boundaries of race or class.

Ø  Now try interpreting the message in the poem that follow.

SEE IT THROUGH by Edgar Guest

When you’re up against a trouble,
Meet it squarely, face to face;
Lift your chin and set your shoulders,
Plant your feet and take a brace.
When it’s vain to try to dodge it,
Do the best that you can do;
You may fail, but you may conquer,
See it through!

Black may be the clouds about you
And your future may seem grim,
But don’t let your nerve desert you;
Keep yourself in fighting trim.
If the worst is bound to happen,
Spite of all that you can do,
Running from it will not save you,
See it through!

Even hope may seem but futile,
When with troubles you’re beset,
But remember you are facing
Just what other men have met.
You may fail, but fall still fighting;
Don’t give up, whate’er you do;
Eyes front, head high to the finish.
See it through!

 

 

 

 

 

 

 

 

RECOGNIZING ATTITUDE AND TONE

  • Attitude is the author’s personal feelings about a subject.
  • Tone refers to how the author, narrator or speaker feels or conveys information about the subject
  • Tone is the use of stylistic devices to reveal that personal feeling.

Whether it is for the analysis of literature or historical essays, recognition of tone and its associated words is vital for effective understanding of the text.

Tone is the key to understanding the author’s attitude and developing the intended mood. All students respond to the tone of the text, whether they realize it or not.

Tone/Attitude Words

They can be categorized as:

  • Positive
  • Negative
  • Neutral
  • Ironic

POSITIVE

 

  • amiable
  • brave
  • calm
  • cheery
  • complimentary
  • confident
  • considerate
  • consoling
  • diplomatic
  • ecstatic
  • elated
  • elevated
  • encouraging
  • enthusiastic
  • grand
  • helpful
  • joyful
  • kind
  • learned
  • loving
  • optimistic
  • passionate
  • soothing

 

NEGATIVE

 

  • aggravated
  • agitated
  • angry
  • apprehensive
  • bitter
  • brash
  • caustic
  • disgusted
  • flippant
  • foreboding
  • furious
  • gloomy
  • grave
  • hopeless
  • indignant
  • inflammatory
  • insolent
  • insulting
  • irritated
  • malicious
  • melancholy
  • morose
  • mournful
  • obnoxious
  • quarrelsome
  • resigned
  • sad
  • sardonic
  • surly
  • testy
  • threatening
  • wrathful

 

NEUTRAL

 

  • authoritative
  • candid
  • clinical
  • conventional
  • didactic
  • factual
  • formal
  • forthright
  • informative
  • instructive
  • objective
  • restrained
  • sincere
  • standard
  • typical
  • usual

 

IRONIC

 

  • caustic
  • condescending
  • contemptuous
  • droll
  • facetious
  • indifferently
  • insolent
  • irreverent
  • patronizing
  • petty
  • whimsical
  • wry

 

Sample Passage

“Fifteen years ago I came here with Lily,” he thought. “We sat somewhere over there by a lake and I begged her to marry me all through the hot afternoon. How the dragonfly kept circling round us: how clearly I see the dragonfly and her shoe with the square silver buckle at the toe. All the time I spoke I saw her shoe and when it moved impatiently I knew without looking up what she was going to say: the whole of her seemed to be in her shoe. And my love, my desire, were in the dragonfly; for some reason I thought that if it settled there, on that leaf, she would say ‘Yes’ at once. But the dragonfly went round and round: it never settled anywhere — of course not, happily not, or I shouldn’t be walking here with Eleanor and the children.”

The speaker’s attitude may be described as nostalgic. The speaker looks at the past, remembering an afternoon when he “begged” a woman to accept his marriage proposal. He has nostalgic –feeling pleasure and longing for something in the past.

 

 DISTINGUISHING FACTS FROM OPINIONS

  •   Facts are statements that can be checked or proved.
  •  Opinions are statements that cannot be proved.  They tell what someone thinks or feels.
  •  Opinions often contain clue words such as think, feel, believe, and seem.  Other common clue words are always, never, all, none, most, least, greatest, best, and worst.
  • A fact is something that is true.
  • An opinion tells how a person feels about something.
  •  Facts can be proven.  Opinions cannot.   

Are the following statements opinions or facts?

  1. Giraffe is the tallest animal.
  2. Uhuru Kenyatta is the best president ever.
  3. We use pens to write.

 

 

 

 

 

 

 

 

INTENSIVE READING

 ORAL LITERATURE

ORAL POETRY

  • Oral poetry refers to the verbal expression of feelings, ideas and thoughts using words arranged in their best possible order.
  • If sung, it is a song.

Features of Oral Poetry

Oral poetry has the following features:

  • It is composed and delivered by word of mouth.
  • Linguistic aspects such as tone and pitch are crucial in oral poetry in varying the meaning and the mood .
  • There is often solo and chorus pattern especially in sung poetry.
  • Accompanied with movement and dance.
  • The performer dresses in costumes in some sung poetry.
  • Musical instruments such as drums, horn can accompany the performance of poetry.
  • Rhythm or beat. It is a regular repeated pattern of sounds. It can be slow, fast, moderate, monotonous, or disjointed.
  • This refers to whether the song/poetry should be loud or soft. A lullaby should be sung softly while war song should be sung loudly as it engenders courage and aggression.

Classification of Oral Poetry

For purposes of study, oral poetry can be classified based on criteria that follow:

  1. The performer of the poetry, for example, children’s songs
  2. The theme, examples
  • Love poetry
  • Play songs
  • War songs
  • Initiation songs
  1. Context of performance, examples
  • Dirges
  • Wedding songs
  • War poetry
  1. Function, examples,
  • Praise songs/poetry
  • Teasing songs
  • lullabies
  • LULLABIES
  • they are sung by a nanny, sibling, aunty, etc.in order to:
  1. Send the baby to sleep.
  2. Calm the crying baby.
  3. Give promise to the crying baby. The promise can be that one of the parents is coming back.
  • They are normally sung softly so as to lull the baby.
  • If you have to clap, or hum, or whistle to the rhythm, do it softly and slowly.
  • In the case where a child cries, rock the baby as you sing.
  • You can also gently tap the back of the baby.
  • They are normally short.
  • They are also repetitive.
  • Read the song below and then attempt the questions that follow.

Sleep baby sleep

Sleep baby sleep

Your father tends the sheep

Your mother shakes the dreamland tree.

  1. Identify two features of lullabies in the above song.
  2. Give the main reason for singing the above song.
  • How would you do the following as you sing the song:
  1. Clap to the rhythm of the song.
  2. Rock the baby as you sing.
  • children songs
  • They are sung by children during their playtime.
  • Also referred to as play songs.

Features of Children Songs

  1. Repetition is used. A word, sentence, and even a whole stanza can be repeated.
  2. They are often short.

Functions of Children’s  Songs

  1. They help in developing children’s language skills as they listen to familiar words in the songs.
  2. Help develop children’s listen skills, thus concentrate.
  3. Encourage creativity in children. At times you find children adding words that were not initially mentioned in the original versions of the songs.
  4. Some teaching counting of numbers.
  • Now read the song below. You can practice singing it.

In and out the bamboo forest

In and out the bamboo forest

In and out the bamboo forest

You are my partner.

Beat a beat on my shoulder

Beat a beat on my shoulder

Beat a beat on my shoulder

You are my partner.

 

 

  • Teasing Songs
  • Sung to make fun of someone.
  • Religious Poetry
  • Sung and performed during religious occasions.
  • Sung mostly at places considered holy grounds.
  • Sung softly and slowly.
  • Love Poetry/Songs
  • They are based on romance.
  • Sung by one to the loved one.
  • They are sung softly and slowly as they should present romantic elements.
  • They are sung to:
  1. Express romance.
  2. Mend the damaged relationship between lovers.

 

  • Cradle Songs/Poetry
  • Performed to mark the birth of a child.
  • In most cases, a child is wished a successful life in future.
  • Mostly performed by women and girls.
  • During this time, a child or child’s mother is presented with gifts.
  • War Poetry
  • Performed by warriors during war.
  • Sung loudly to show bravery.
  • During the singing, weapons are held in the hands of the performers.

 

  • Hunting Songs
  • Hunters perform hunting songs.
  • Sung on the way to and from hunting trip.
  • Hunting tools carried in the process.
  • Just like war songs, they are sung loudly.
  • They are on the way to hunt to encourage themselves on the possibility of killing fatter and enough animals.
  • Also to pass time on their way.

 

  • Satirical Poetry
  • One’s folly is criticized in this song.
  • They are meant to help the wicked in some areas to change.
  • Epics/Heroic Poetry
  • They are elaborate and talk about the lives of heroes known to the community.
  • The heroic deeds of the heroes are mentioned.
  • Dirges
  • Also referred to as funeral songs or funeral poems.
  • They are sung after learning about the death of someone.
  • Can also be sung during the funeral ceremony.
  • Should also be sung softly to show the sadness that result from losing someone’s beloved one.
  • In some cases, weapons are held during the performance.
  • There is the use of apostrophe. This is style of addressing an object or a death as if it is alive and can respond.
  • While women sing, men chant.
  • Panegyrics
  • In its specialized form panegyric is a type of oral poetry and one meant to praise someone.
  • The praise song can be sung by someone else or sung by one for self praises. Sometimes these are self-praises
  • Formalized praises are directed publicly to kings, chiefs, and leaders, composed and recited by members of a king’s official entourage.
  • One can be praised in case of:
  1. personal achievement in war ; or
  2. Achievement in hunting.

What else is praised in a Panegyric?

  1. In eastern and southern Africa cattle form a popular subject in praise poetry, and inanimate things like divining implements or even a train or bicycle are also praised.
  2. In West Africa, apparently unlike other areas, formal praises are addressed to supernatural beings.
  • Look at the panegyric below.

Ogun kills on the right and destroys on the right.
Ogun kills on the left and destroys on the left.
Ogun kills suddenly in the house and suddenly in the field.
Ogun kills the child with the iron with which it plays.

Ogun kills in silence.
Ogun kills the thief and the owner of the stolen goods.
Ogun-kills the owner of the slave—and the slave runs away.
Ogun kills the owner of thirty ’iwofa’ [pawns]—and his money, wealth and children disappear.
Ogun kills the owner of the house and paints the hearth with his blood.
Ogun is the death who pursues a child until it runs into the bush.
Ogun is the needle that pricks at both ends.
Ogun has water but he washes in blood.

Ogun do not fight me. I belong only to you.
The wife of Ogun is like a tim tim [decorated leather cushion].
She does not like two people to rest on her.

Ogun has many gowns. He gives them all to the beggars.
He gives one to the woodcock—the woodcock dyes it indigo.
He gives one to the coucal—the coucal dyes it in camwood.
He gives one to the cattle egret—the cattle egret leaves it white.

Ogun is not like pounded yam:
Do you think you can knead him in your hand
And eat of him until you are satisfied?
Ogun is not like maize gruel:
Do you think you can knead him in your hand
And eat of him until you are satisfied?
Ogun is not like something you can throw in your cap:
Do you think you can put on your cap and walk away with him?

Ogun scatters his enemies.
When the butterflies arrive at the place where the cheetah excretes,
They scatter in all directions.

The light shining on Ogun’s face is not easy to behold.
Ogun, let me not see the red of your eye.

Ogun sacrifices an elephant to his head.
Master of iron, head of warriors,
Ogun, great chief of robbers.
Ogun wears a bloody cap.
Ogun has four hundred wives and one thousand four hundred children.
Ogun, the fire that sweeps the forest.
Ogun’s laughter is no joke.
Ogun eats two hundred earthworms and does not vomit.
Ogun is a crazy orisha [deity] who still asks questions after 780 years.
Whether I can reply, or whether I cannot reply,
Ogun please don’t ask me anything.

The lion never allows anybody to play with his cub.
Ogun will never allow his child to be punished.

Ogun do not reject me!
Does the woman who spins ever reject a spindle?
Does the woman who dyes ever reject a cloth?
Does the eye that sees ever reject a sight?
Ogun, do not reject me! [Ogun needs his worshippers]. (Gbadamosi and Beier 1959: 21–2)

, like the personal recitations of the Hima noble class of Ankole in which a man celebrates his military achievements, building his poem on a sequence of praise names:

I Who Am Praised thus held out in battle among foreigners along with The Overthrower;
I Who Ravish Spear In Each Hand stood resplendent in my cotton cloth;
I Who Am Quick was drawn from afar by lust for the fight … (Morris 1964: 42)

5Praises of kings are the most formal and public of all, ranging from the relatively simple Ganda praise of the powerful nineteenth-century king Mutesa cited by the Chadwicks:

Thy feet are hammers,
Son of the forest [a comparison with a lion]
Great is the fear of thee;
Great is thy wrath;
Great is thy peace;
Great is thy power

Look not with too friendly eyes upon the world,
Pass your hand over your face in meditation,
Not from the heat of the sun.
The bull elephant is wise and lives long.

Stylistic Devices in Oral Poetry/Songs

  • Here, we shall discuss two areas of performance:
  1. The context of performance. Key here are:
  • Where the song is performed.
  • The occasion when the song is performed.
  • Target audience.
  • The performer of the poetry.
  1. What the performer is doing as he/she performs the song.
  • The singer/performer can do the following as he/she performs the song/oral poetry:
  1. Use facial expressions to depict the emotion in the poem or song.
  2. Vary the tone to show the enotion in the poem. Also to show the speed of events.
  3. Use gestures to reinforce the what is being said.
  4. Accompanying instruments and costume.

Stylistic Devices in Oral Poetry

An oral poetry can have textual poetic techniques like:

  1. Satire
  2. Irony
  3. Sarcasm
  4. Figures of speech such as imagery, symbolism, etc.
  5. Humour
  6. Suspense
  7. Allusion
  8. Mnemonic features such as rhyme, assonance, alliteration, consonance, etc,

PROVERBS

  • A proverb is a brief statement full of hidden meaning and which expresses wisdom and truth.
  • The term adage, or wise saying, is sometimes used to mean the same thing as a proverb.
  • It is one of the short forms of oral literature. Other short forms are tongue twisters, riddles, and puns.

Classification of Proverbs

  • There are three approaches to classifying proverbs.
  • Proverbs are classified according to:
  • The theme
  • Alphabetical letters
  • Function served.
  • Styles used
  • According to the Theme

Thematically, proverbs can be classified as:

  1. Proverbs on fate
  2. Proverbs on authority
  • Proverbs on greed
  1. Proverbs on love
  2. Proverbs on marriage
  3. Proverbs on co-operation
  • Proverbs on arrogance
  • Proverbs on communal life, etc.
  • According to the Alphabetical Letters

Alphabetically, proverbs can be categorized as:

  1. “A” proverbs if the first words begin with letter “A”.
  2. “B” proverbs
  • “K” proverbs, etc.
  • According to the Function served by the Proverb

Functionally, proverbs can be classified as:

  1. Cautionary proverbs, which warn against what is undesirable.
  2. Normative proverbs, which reinforce what the community considers acceptable and desirable.
  • Summative proverbs. They summarize issues and even narratives.
  • According to Styles Used

Stylistically, classify proverbs as:

  1. Alliterative proverbs
  2. Onomatopoeic proverbs
  • Repetitive proverbs
  1. Epigrammatic proverbs if they are longer, and consist of two parts.

Proverb Classified

Wajua tamu yaua sumu umenipiani?

You know that sweetness kills, why have you given me poison?

Classifying the Proverb

Alphabetically Stylistically  Thematically Functionally
“W” Proverb Interrogative love Normative

 

 

Features of Proverbs

  • Proverbs have features such as:
  1. They are brief.
  2. They contain wisdom.
  • Proverbs also have stylistic qualities.

Stylistic Qualities of Proverbs

Proverbs possess unique stylitic qualities like:

  • Mnemonic features such as alliteration, assonance and consonance.
  • Paradox

Let’s learn these from the example of proverbs :

  • Alliteration, example

Forgive and forget

  • Consonance, example,

Practice makes perfect.

  • Assonance, for example,

Upendapo, uendapo.
Where you like it, is where you must go.

This is a balance between two similar words, phrases, or clauses.

Examples

  • Nothing ventured, nothing gained.
  1. Easy come, easy go.

 

  • Ellipsis

Some words are omitted.

Unneeded words are left out in order for us to fill what is missing.

Examples

  • Once bitten, twice shy.
  1. Penny wise, pound foolish.
  • Hyperbole

An idea is exaggerated in order to evoke strong feelings, or to create a strong impression.

Example

The half is more than the whole.

  • Paradox

It is an apparently true statement that leads to, or intentionally expresses a contradiction or situation, which defies intuition.

Examples

  • The longest way is the shortest way home.
  1. Absence make the heart grow fonder.
  • Personification , examples,
  • Hunger is the best cook.
  1. Love is blind.

Functions of Proverbs

Proverbs play the following roles:

  1. Normative functions. Proverbs:
  2. Congratulate
  3. Give suggestions
  • Warn
  1. Advise
  2. Request, etc
  3. Aesthetic functions. When we use proverbs in speech, we make it more appealing.
  4. Convey wisdom.
  5. Summarize experiences.

Activities

The following are Swahili proverbs. Classify them according to the criteria learnt earlier.

Adui mpende, kumchukia ni kumchukia ndugu yako.
Love [your] enemy, your hating is like having your own brother.

Adui mpende leo, yawezekana mkawa rafiki kesho. 
Love an enemy today; it is possible that you might become friends tomorrow.

Aliyekunyoa shungi kakupunguzia kuchana.
The one who cut your curls took away your need of combing.

Nampenda mtu pindi anipendapo.
I love someone when that person loves me.

Asio adui si mtu.
A person who has no enemies is not a human being.

 Asiyekuridhi mridhi.
Please the one who does not please you.

Aliyekuridhi nawe umridhi.
The one who agrees with you, agree with that person.

Chako kikioza hakikunukii.
Even if your sore is putrefied, you don’t smell the bad odor.
You don’t see your own bad behavior or that of your family and if you see it you don’t hate is as other people do.

Mkono wenye uchafu husafishwa, haukatwi. 
A dirty hand is cleaned, not cut.

 Chozi la akupendaye hutoka kwenye chongo.
The tears of one who loves you will come even from a bad eye.

 Chuki humchoma anayeihifadhi. 
Hate burns its preserver.
Do not nurse hatred, it will hurt you.

Dawa ya meno ni meno.
The remedy for teeth is teeth.
Tit for tat; a tooth for a tooth

Sumu ya neno ni neno.
The poison of a word is

Dawa ya moto ni moto.
The cure against fire is fire.
Fight fire with fire.

 Fitina ikidhihiri ubaya hukithiri. 
When the quarrel gets in the open, evil will grow.

Hasikii la mwadhini wala la mtia maji msikitini. 
So and So does not listen to the muezzin nor to the one who puts water [for the ritual ablutions] in the mosque.
Heri moyo mkubwa kuliko akili kubwa.
A big heart is better than a big brain.

Heshima ni moyo.
Respect is of the heart.

Humpendaje mtu kwa kwambiwa penda?
How is one to love a person by being told [to] love someone.

 Huwezi kurudisha mahaba na maisha.

You cannot bring back love or life.
Understood: Once they have gone.

 Inyeshapo mvua, aliye ndani hajali.
When it rains, the one inside does not worry.

Ikiwa unawapenda watoto wa wengine, utawapenda wako zaidi.
If you love other people’s children, you will love your own even more.

Kipendacho moyo ni dawa.
What the heart desires is like medicine to it.

Mkono wako ukichafuka, huukati. 
If your hand gets soiled, you do not cut it off.

Wema hauwezi kuepuka meno ya kusudi.
Goodness cannot escape the teeth of envy.

 Ya kale hayapo.
The ancient things are with us no longer.
Let bygones be bygones.

 Ya mahaba ndio maradhi upeo.
The intoxication of love is the worst disease.

 

 

 

 

 

 

 

 

RIDDLES

  • A riddle is a short saying intended to make one to use his wits in discovering the hidden meaning.
  • Familiar objects or situations are referred to in a figurative terms for us to figure out what is meant.

Classification of Riddles

Riddles are classified according to the criteria below:

  1. Simplicity or complexity of the riddle
  2. Objects mentioned in the riddle
  3. Style and structure of the riddle
  • Simplicity or Complexity
  • A simple riddle is brief and straightforward.
  • A riddle is complex when it is long and is presented in a series of puzzles.
  • According to Objects Mentioned
  • A riddle can be classified according to the object referred to in that riddle.
  • A riddle can therefore be classified as:
  • Riddle on people
  • Riddle on waste product, e.g. human waste
  • Riddles on cultural objects
  • Natural phenomena, like rocks
  • Domestic animals
  • Plants
  • Birds
  • Parts of the body
  • And others
  • Style and Structure
  • A style is also crucial in classifying riddles.
  • According to the style and structure, riddles can be classified as:
  • Declarative riddles are presented as direct descriptions.
  • Epigrammatic riddles, which are presented as series of puzzles.
  • Idiophonic riddles use idiophones.
  • Interrogative riddles are posed as questions.

Characteristics of Riddles

  1. They are short and brief.
  2. Use personification.
  3. Use of metaphor.
  4. Use of idiophones.
  5. Use of onomatopoeic words.
  6. Use repetition

Riddling Process

  • There are two parties involved: the audience (respondents) and the challenger(or the riddler).
  • There are basically four stages of a riddling process, but at times six.
  • The parts of the riddling process are:
  • The riddler challenges the audience. The challenge differs from community to community. Some phrases used here include: riddle riddle!, I have a riddle! Etc.
  • The respondents accept the challenge. The invitations include: riddle come! Throw it! Etc.
  • The riddler then poses the riddle.
  • The guess or guesses. The audience tries to come up with the solution. If they are unable, then the next part follows.
  • The challenger asks for a prize. The prize can be a town or city, or any other thing. The challenger accepts the prize.
  • Then the solution is given by the challenger.

Functions of Riddles

  1. They entertain. Entertainment arises from the objects they refer to.
  2. They educate. Language is taught. The environment is also understood better.
  3. They teach values.
  4. Help develop the ability to think faster.
  5. Logical reasoning of participants are improved.
Sample Maasai Riddles

Riddle

 

Answer

Kidung’ ang’ata bkira aare nimiking’amaro?
The two of us cross the wilderness without talking to each other.
Iyie oloip lino
You and your shadow.
Edung’ ng’utunyi olosinko erumisho enebanji?
Your mother walks across the village with something issuing out (of her body)?
Enkeju enkerai
The leg of a baby
(you’ll often see a baby’s leg protruding from the cloth sling or swaddle with which mothers tie their young children to their back)
Anaa ipi nabaa o nabaa nimintieu atakedo enkashe e kikoris enkoriong?
Why are you so brave yet you cannot sit on the back of the heifer from Kilgoris?
Eremet
Because it is a spear. (there may have been some blacksmiths who lived at Kilgoris in the old days, so the spear may have been made and brought from there).
Mugie ai naten ilasho?
My brown one with speedy calves?
Enkawuo o mbaa
The bow and arrows
Ting’iria maaishaki?
Will you observe while I put it all inside you?
Olalem opiki enchashur
The sword that is being put into the sheath
(an obvious sexual pun)
Anaa ipi nabaa o nabaa nimitonie enetonie entito nayok?
Why are you so brave yet you cannot sit at the place where the little black girl sits?
Emoti
Because it is the fire
(the little black girl is the pot which has turned black with soot)
Anaa keidurraki neini nanyokie?
They moved homes and the red one was born?
Enkima
The fire
(the Maasai often burn up the old village when they move)
Tamanai teidia alo oldoinyio matamanu tena nimikitumo aikata
Go round one side of the mountain while I go round the other side, but we shall never meet.
Nkiyiaa
The ears
(ears do not move)
Or nememanyi, ore pee emanyi neishiri?
There is a bare place where no one ever settles, and if one did so, there would be crying. What is it?
Enkong’u
The eye
Olkiteng’ lai otii erishata oolmang’ati?
I have an ox that lives in the midst of enemies?
Olng’ejep
The tongue
Anaa iten nabaa o nabaa niminepu kapironto etagore?
Why are you such a fast runner yet you cannot catch up with the Kavirondo (Luo) when he is annoyed?
Olojong’ani
Because he is the fly
Anaa aidorrop enkanashe ino nemeeta olng’anayioi oing’ataa?
Why is your sister so very short yet there is no fruit that is beyond her reach?
Entaritiki
A bird

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PUNS/WORD PLAY

A pun is a form of word play that suggests several meanings, by either exploiting the multiple meanings of a word, or substituting a word for another similar sounding word, the result of which is humorous.

A pun is also known as paronomasia.

There are two main types of puns:

  • Homophonic puns

This is where a word is substituted for another similar sounding word or word pronounced almost in the same way . For example,

Fishermen are reel men.

Explanation: There is a twist on the word ‘reel’ which is originally supposed to be spelt ‘real’.

Can you now explain the pun in the following homophonic puns?

  1. What do sea monsters eat for lunch? Fish and ships.
  2. I am on a seafood diet. Every time I see food, I eat it.
  3. Did you about the Italian chef with terminal illness? He past away.
  4. Beauty is in the eye of the beer holder.
  5. What tea do hockey players drink? Penalttea
  6. What do ghosts serve for dessert? I scream.
  7. What did the tree sya to the autumn? Leaf me alone.
  8. What did the boy cat say to the girl cat on valentine’s day? You’re purr-fect for me.
  9. What day does an Easter egg hate the most? Fry-days.
  10. Why did the scientist install a knocker on his door? He wanted to win the No-bell prize!

 

  • Homographic puns

Homographic pun is formed by using a word that has multiple meanings. You might not tell what exactly what the speaker means.

For example;

Rose is the flower of my life.

Explanation: The word ‘Rose’ is a female name. it could be the person the speaker loves.

It  is also a type of flower.

The other examples are;

  1. My math teacher called me average. How mean!
  2. What do prisoners use to call each other? Cell phones.
  3. No matter how much you push the envelope, it’ll remain stationery.
  4. Have you ever tried to eat a clock? It’s very time consuming.
  5. A waist is a terrible thing to mind.
  6. I am reading a book about anti-gravity. It’s impossible to put down.
  7. What part of football ground is never the same? The changing room.
  8. I want to tell you a chemistry joke but I know I will not get a reaction.
  9. Why did the bee get married? Because he found his honey.
  10. Did you hear about the guy who got hit in the head with a can of soda? He was lucky it was a soft drink.

Features of Puns

Puns are characterized by;

  1. They are short.
  2. They are humorous.

Functions of Puns

They serve functions such as:

  • Teaching pronunciation. For example, homophones.
  • Enhancing creativity. One has to think in order to form their puns.
  • When said one wonders what the speaker intends, the audience will laugh.

Exercise

Explain the pun in:

  • I used to be a banker but I lost interest.
  • A bicycle can’t stand on its own because it is two-tired.
  • I don’t trust these stairs because they are always up to something.
  • Santa’s helpers are known as subordinate clauses.
  • The man who drank battery acid got charged.

 

 

 

 

 

 

 

TONGUE TWISTERS

  • A phrase or a sentence which is hard to speak fast because of alliteration or a sequence of nearly similar sounds is the tongue twister.
  • It is worth noting that there is usually the use of mnemonic feature (sound devices or sound patterns) in the tongue twisters.
  • Let us read the following tongue twisters fast.
  • She sells sea shells on the sea shore.
  • Any noise annoys an oyster but noisy noise annoys an oyster more.
  • Kindly kittens knitting mittens keep kazooing in the king’s kitchen.

Sound Patterns in Tongue Twisters

  1. Read the tongue twister below fast.

She saw a fish on the seashore and I am sure the fish she saw on the sea shore was a saw-fish.

In the words: she, shore and sure, there is the repetition of the consonant sound /ᶴ/ at the beginning of the words. This is alliteration.

Alliteration is the repetition of the initial consonant sound in the nearby words.

Can you identify any other instance of alliteration in the above tongue twister?

  1. Read this other tongue twister and take note of the highlighted letters.

A skunk sat on a stump and thank the stump stunk, but the stump thank the skunk stunk.

The sound pattern here is consonance.

Consonance is the repetition of the inner consonant sound in the nearby words. An inner sound is that which comes after the first.

There is another instance of consonance. Can you illustrate it?

  1. Repetition
  • In most tongue twisters, there is repetition of words or phrases. In (1) above, the words ‘saw’, ‘fish’, etc. have been repeated.
  • Now pick out the words and phrases repeated in these tongue twisters.
  • If you tell Tom to tell a tongue twister, his tongue will be twisted as tongue twister twists tongues.
  • The sixth sick Sheik’s sixth sheep’s sick.
  1. Assonance

Let’s look at:

How much wood could a wood chopper chop, if a wood chopper could chop wood?

There is repetition of the /u:/ in the words; wood,could. This is assonance.

Assonance is the repetition of vowel sounds in the nearby words.

Features of Tongue Twisters

A tongue twister will have the following features:

  • it is short and brief.
  • It is alliterative.

Functions of Tongue Twisters

  1. They entertain. When one confuses the pronunciation of sounds, the audience will laugh.
  2. They teach pronunciation. We can, for example, learn the pronunciation of the sounds /f/ and /v/, /s/ and /ᶴ/ etc.
  3. Enhance creativity.

Exercise 1

With illustrations, identify the sound patterns in:

  • It’s not the cough that carries you off, it’s the coffin they carry you off in!
  • If two witches were watching two watches, which witch would watch which watch?
  • If a black bug bleeds black blood, what colour of blood does a blue bug bleed?
  • I wish to wash my Irish watch.

Exercise 2

Read the item below and then answer questions after it:

We surely shall see the sun shine soon.

  • Identify the genre.
  • Which two sounds has the item been used to teach?

 

 

 

 

 

 

 

 

 

 

 

GRAMMAR FOR FORM FOUR

PARTS OF SPEECH

NOUNS

FUNCTIONS OF NOUNS IN SENTENCES

The noun functions in a sentence are:

  • It can be the subject of a verb. Examples,
  • My niece chairs the meetings.

“My niece” is the subject of the verb “chairs”.

  • The deer ate all my flowers.
  • The students are doing assignment.
  • Jane is washing my clothes.
  • It can be the direct object of a verb. Examples,
  • I will buy bread.

“Bread” is the direct object of the verb”buy”.

  • I like you.
  • The dog bit the postman.
  • It can be an Indirect object of a verb, for example,
  • He called me Helen.

“me” is the indirect object.

  • Timothy bought Kamjesh

 

 

 

 

 

 

 

 

 

 

 

PRONOUNS

  • INTERROGATIVE PRONOUNS
  • We use interrogative pronouns to ask questions.
  • An interrogative pronoun represents that thing we don’t know and that is why we ask question about it.
  • There are four main interrogative pronouns:
  • Who
  • Whom
  • What
  • Which
  • It worth noting that the possessive “whose” can also be used as an interrogative pronoun – commonly known as an interrogative possessive pronoun.
  • “who”, “whom”, and “whose” are used to represent a human being.
  • “What” represents a thing , but sometimes, a person.

Interrogative Pronouns and Case

  • An interrogative pronoun can either be in the subjective case or in the objective case.
  • When the pronoun is in the subjective case we use the forms,
  1. Who
  2. What
  • Which

Who came last?

Domnic came last.

Which pleases you?

Horror movie pleases me?

The nouns represented by such pronouns are the subjects in the response.

  • “What” and “which” can also be in the objective case. Consider:
  1. What have you seen?

I have seen a new towel.

“A new towel” is the object of the verb “seen”. “What” that is representing it in the first sentence is also the object.

  1. Which did you see first?

I saw the black car first.

  • “Whom” is the correct form when the pronoun is the object of the verb. For example,
  1. Whom did you meet?

I met Abraham.

“Whom” represents “Abraham”, which is the object of the verb “meet”

  1. Whom do you like?

 

 

 

  • RELATIVE PRONOUNS
  • A relative pronoun introduces a relative clause.
  • A relative pronoun relates to the word it modifies. For example,

The man who died last night is my neighbour.

In this example, the relative pronoun “who” relates to the noun “man” which it modifies.

It also introduces the relative clause “who died last night”

  • There are five main relative pronouns. They are:
  • Who
  • Whom
  • Whose
  • Which
  • That
  • Who (subject) and whom (object) are used for people.
  • Whose is for possession.
  • Which is for things. That is also for things.

 

Examples in Sentences

  1. The car, which the terrorists used, exploded.
  2. The driver whom I called yesterday will be here soon.
  • Patients whose relatives are wealthy pay extra.
  1. The car that left she drives is new.
  2. The doctor whose phone is switched off has left.
  3. The teacher, who is tall, is my class teacher.
  • My cousin, whose car has been washed, is an engineer.
  • Whose can be used with things. Of which can be a substitute. For example,

The security officer is looking for the phone whose owner is complaining.

The security officer is looking for the phone of which the owner is complaining.

Exercise

Fill in the correct relative pronoun.

  1. I am talking to the boy _____________ bike is missing.
  2. The lady, ______________ Jonathan married, is seeking my guidance.
  3. Joel, ______________ is the new school principal, has bought a secondhand car.
  4. The truck __________ carried the garbage was white.
  5. This is the girl ____________ comes from Moyale.
  6. The teacher, _____________ every student likes, is really kind.
  7. We often visit our uncle in Garbatula ______________ is in Isiolo.
  8. The car, ______________ driver is a young man, is from Kitui.
  9. What did you do with the money ____________ your mother gave you?
  10. The children, ________________ shouted in the street, are not from Mwingi.
  11. Look at the donkeys _________________ are grazing in the field.
  12. Thank you for sending me the letter ________________ was very interesting.
  13. I am the girl _________ George dated for years.
  14. That is Peter, the priest __________ has just been ordained bishop.
  15. I put my pencils in my bag, ___________ is on the chair.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

VERBS

  • PARTICIPLE PHRASES
  • A participle with one or more objects or modifiers forms a participle phrase. The sentence below illustrates this.

The cat eating meat and fish belongs to me.

In the sentence, underlined phrase is the participle phrase.

The participle in this phrase is “eating

Meat and fish are the objects.

  • A participle phrase modifies nouns. In the examples below, the participle phrases are underlined while the words modified are in boldface.
  1. Washed with soap and water, the skirt looked bright.
  2. The house, painted yellow and white, appeared new.
  • Participle phrases function as adjectives in a sentence.
  • A participle phrase is used to combine sentences two or more sentences, or to shorten them. For example,
  • The teacher sat in his office. He sent the secretary to call Jonathan.

Sitting in his office, the principal sent the secretary to call Jonathan.

  • I forgot my pen at home. I borrowed a pen from Elianto.

Having forgotten my pen at home, I borrowed one from Elianto.

  • The author is being interviewed. The author is a Caribbean.

The author being interviewed is a Caribbean.

  • Have you read this novel? It was written by Margaret Ogola.

Have you read this poem written by Margaret Ogola?

  • I am a vegetarian. I don’t eat meat.

Being a vegetarian, I don’t eat meat.

Exercise

Combine the pair of sentences using a participle phrase. The first one has been done for you.

  • 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.
  • The dog was wounded. The dog stumbled through the muddy field.
  • The man threw out the television. The television was broken.
  • Martha was listening to loud music. Martha could not hear her parent calling.
  • The man was sitting in the library. He was reading a newspaper.
  • She walked home. She met an old friend.
  • The dog wagged its tail. It bit the thief.
  • The technician was working in the lab. He cut his finger.
  • Njoroge was relaxing on his chair. Njoroge fell asleep.
  • The man was disappointed. He stomped his foot and left angrily.

 

  • GERUNDS
  • A gerund is a noun formed by adding “-ing” to a base form of a verb. For example,

Reading

Smoking

Drinking

Swimming etc

  • A gerund can be used as the subject or the complement of a sentence. For example,
  • Learning is important. “Learning” is the subject.
  • The most important thing is learning. “Learning” here is the complement.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ADJECTIVES

  • TYPICAL ENDINGS OF ADJECTIVES
  • Adjectives end in various suffixes. These suffixes include:
  1. –able or –ible, for example,

 

  • Achievable
  • Capable
  • Illegible
  • Incredible
  • Remarkable
  • Understandable, etc

 

  1. –al, for example,

 

  • Functional
  • Internal
  • Influential
  • Logical
  • Beneficial
  • Mathematical
  • Chemical
  • Physical, etc

 

  1. –ic, for example,

 

  • Manic
  • Terrific
  • Historic
  • Cubic
  • Rustic
  • Artistic, etc

 

  1. –ful, for example,

 

  • Careful
  • Hopeful
  • Helpful
  • Bashful
  • Beautiful
  • Grateful
  • Harmful, etc

 

  1. –less , for example,

 

  • Harmless
  • Fearless
  • Careless
  • Jobless
  • Ruthless
  • Breathless
  • Groundless
  • Restless, etc

 

  1. –ive , for example,

 

  • Dismissive
  • Attractive
  • Submissive
  • Persuasive
  • Inventive
  • Intuitive, etc

 

  1. –ous , for example,

 

  • Dangerous
  • Disastrous
  • Fabulous
  • Gorgeous
  • Mysterious
  • Courageous
  • Adventurous, etc

 

 

 

 

 

 

 

 

Exercise

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

  1. They live in a ________________ town. (beauty)
  2. She is wearing a ___________ shirt today. (sleeve)
  3. Gloria and the driver are ____________ individuals. (talk)
  4. The doll has ____________ arms. (move)
  5. We had to be _______________ not to be seen. (care)
  6. The woman went to a ___________ restaurant. (fashion)
  7. She is a very _____________ woman. (attract)
  8. That is a ______________ issue. (content)
  9. Do you remember ___________ visit in Kenya? (pope)
  10. how she landed the job remains _____________ . (question)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • FUNCTIONS OF ADJECTIVES

Adjectives perform the following functions in sentences:

  1. They modify noun phrases.
  2. They function as subject complements.
  • They also function as object complements.
  1. Function as appositives.

Adjectives as noun, Pronoun,Noun Phrase Modifiers

An adjective can describe a noun, pronoun, or a noun phrase. For example,

  1. My niece brought yellow
  2. The tiny cat ate all the meat.
  • The students picked someone stupid to lead them.
  1. The cook served us bland African salad.

Adjectives as Subject Complements

  • A subject complement is a word, phrase, or a clause that follows a linking verb (copular verb like is, are, appears, etc), and describes the subject.
  • Adjective phrases that function as subject complements are also known as predicate adjectives.
  • The underlined words are the adjectives describing the subjects in boldface:
  1. The bread tastes
  2. She is tall.
  • My coat is black.

Adjectives as Object Complements

  • An object complement is a word, phrase, or a clause that directly follows and modifies the direct object.
  • In the sentences that follow, the direct objects have been underlined, while the adjectives are in boldface.
  1. The carpenter painted the table red.
  2. Catholics consider saints holy.
  • You make them sad.

Adjectives as Appositives

  • An appositive is a word, phrase, or a clause that supports another word, phrase, or clause by describing that word, phrase, or clause.
  • In the sentences that follow, appositives have been italicized.
  1. The boy, hungry and exhausted, passed out.
  2. Aware of our approach, the terrorist flee.
  • The lady, rich and kind, cleared my bill.

Can you tell what they modify? They modify “the boy”, “the terrorist”, and “the lady”, respectively.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ADVERBS

  • POSITION OF ADVERBS IN SENTENCES
  • There are three normal positions for adverbs in a sentence:
  1. Initial position – before the subject
  2. Mid position – between the subject and the verb
  3. End position – after the verb
  • Notice that different types of adverbs favour different positions.

Initial Position

Adverbs that favour this position are:

  1. Adverbs of time, when contrasting with a previous reference of time, for example,

The pastor arrived early today, but tomorrow he will be late.

“Tomorrow” precedes the subject “he”

  1. Comment and viewpoint adverbs like officially, luckily, presumably, etc.

Officially, Mr. Brown is the new school security guard.

 

Mid Position

Some adverbs used in this position are:

  • Focusing adverbs like just, even
  • Adverbs of indefinite frequency like often, never, always, etc
  • Adverbs of certainty, for example, obviously, probably, etc
  • Adverbs of degree such as clearly

Examples in Sentences

  1. Jane has just been to Kericho.
  2. I am obviously the tallest girl here.
  • I am almost

 

End Position

  • Adverbs of time and those of definite frequency favour this position. They are like every month, last year, etc. for example
  1. I watched the game last week.
  2. They travel to Nairobi often.
  • Adverbs of manner such as quickly, well, etc, also favour this position.
  1. She drove the car
  2. The athlete ran fast.

 

Exercise 1

Rewrite the complete sentence using the adverb in brackets in its correct position.

  1. Charles must travel. (also)
  2. She was kidding. (only)
  3. Did you do the assignment? (both)
  4. The priest sees movies. (hardly)
  5. He talks to them. (carefully)
  6. The bag was hidden. (under the bed)
  7. They left the school. (yesterday)
  8. Samantha fell off the bike. (almost)
  9. Her teacher will reward her hard work. (probably)
  10. Daniel is getting transferred this month. (definitely)

Exercise 2

The sentences below are jumbled up. Arrange the words to make correct sentences.

  1. Haven’t lately him talked to I
  2. I’ll him soon see
  3. She help asked immediately for
  4. You where now are?
  5. Loudly barks the dog
  6. She secretly him met
  7. Out sneaked house of they quietly out
  8. Won hasn’t my lately club
  9. Carefully plays piano the brother my
  10. Speaks well English Njeri

 

 

 

 

 

 

 

 

 

 

  • TYPICAL ENDINGS OF ADVERBS
  • Adverbs modify verbs, adjectives,, or other adverbs.
  • Adverbs often tell how, when, where, why, or under what conditions things happen.

Adverb Endings

  • Most adverbs end in “-ly”. They are formed by adding –ly to an adjective. For example,
  1. Softly
  2. Quickly
  • Slowly
  1. Gradually
  2. Electronically
  3. Carefully
  • Horribly etc

 

  • In comparative and superlative forms, some adverbs change their endings. For example
  • Run faster if you if you don’t want to be late.
  • The student who runs fastest will be the one to receive the award.
  • There are those adverbs that end in –wards, for example,
  • Towards
  • Homewards
  • Downwards
  • Backwards etc
  • There are adverbs that end in –wise, for example,
  • Likewise
  • Otherwise
  • Clockwise
  • Lengthwise etc
  • There are those that end in –where, for example,
  • Nowhere
  • Everywhere
  • Somewhere, etc

Examples in Sentences

  1. I am going nowhere.
  2. He drove

 

 

 

 

 

Exercise

Complete the following sentences using the correct forms of words in brackets.

  1. She laughed _______________ . (happy)
  2. Jane is always _____________ dressed. (smart)
  3. There is ___________ no water left in the basin. (near)
  4. The cow could ____________ walk after the bus knocked it. (hard)
  5. We are going for break ___________ . (short)
  6. I ran _________ . (quick)
  7. The wind is blowing __________ . (east)
  8. That was the _______________ done performance I have seen I seen in years. (skill)
  9. Edith did the assignment ___________ . (easy)
  10. Can you turn __________ ? (clock)
  11. Helen spoke about her teacher ____________ . (dramatic)
  12. His temperature went up ________ . (fast)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREPOSITIONS

FUNCTIONS OF PREPOSITIONS IN SENTENCES

Prepositions as Adjectives

Prepositional phrases modify the nouns. For example,

  1. Give me the pencil next to the book.

The prepositional phrase “next to the book” modifies the noun “pencil”. We know which pencil that is needed.

  1. Park the car behind the house

Prepositions as Adverbs

A prepositional phrase modifies a verb. For example,

  1. The cheetah runs after the antelope.
  2. The team won without their captain.

Prepositions as Nominals

  1. The church is before the hospital.
  2. The school is adjacent the supermarket.

 

 

 

 

 

 

 

 

 

 

 

 

CLAUSES

  • INVERSIONS
  • Inversion in a sentence happens when the subject-verb order is reversed.
  • When the order is reversed, the verb comes before the subject.
  • To achieve inversion, we use:
  • Time adverbials, like
  • Never
  • Never before
  • Rarely
  • Scarcely (barely, hadly) …when/before
  • No sooner ….than

For example

  1. Hardly had I begun to speak when she interrupted me.
  2. No sooner had I arrived than they started to cry.
  • After exclamations with here and there, for example,
  • Here comes the teacher!
  • There goes the woman.
  • After adverbial expressions beginning with only and not only
  • Only after I met her did I realise I knew her.
  • Only when the bus stopped did he calm down.
  • To ask questions, for example,

Did you see her?

  • After so, neither, nor
  • Daniel has never been to China, neither do I.

 

More Examples in Sentences

  • Not until you grow up will you be allowed in here.
  • Under no circumstance can you smoke here.
  • Little does she realise how beautiful she is.

 

 

 

 

 

 

 

 

SUBSTITUTION

  • This is the replacement of a word, or group of words in a sentence in order to aviod repetion.
  • To do this, we use the fillers or proforms.

Proforms used in Substitution

There are different words and phrases used in substitution:

  • Neither
  • Less
  • Some
  • Many
  • Both
  • Little
  • So
  • Do
  • One
  • Ones etc

Examples in Sentences

  1. I don’t like it, neither does Dorcas.
  2. Salim has been to Eldoret, so have I.

 

 

 

 

 

 

 

 

 

 

 

 

  • SENTENCE CONNECTORS
  • A sentence connector links ideas from one sentence to the next.
  • Sentence connectors give paragraphs coherence.
  • The sentence connectors are used to:
  1. Sequence ideas. The connectors used here are:
  • Firstly, thirdly, etc
  • In addition/ additionally
  • Furthermore
  • Also
  • Afterwards
  • Presently/at present
  • Next, last, finally, etc
  1. Contrast ideas, for example,
  • However
  • On the contrary
  • In(by) comparison
  • In contrast
  • On the other hand, etc
  1. State results, for example,
  • As a consequence
  • As a result
  • Therefore
  • Thus
  • Hence
  • Consequently
  1. Compare ideas, for example,
  • Likewise
  • Similarly
  • Also
  1. Give order of importance, for example,
  • Most significantly
  • More/most importantly
  • Above all
  • Primarily
  • Essentially
  1. Give reason, for example,
  • The cause of
  • The reason for

 

 

Examples in Sentences

  1. My brother works eight hours a day. However, he doesn’t earn much money.
  2. This hotel has the best décor. Moreover, their chefs are lively.
  • The student failed to do the assignment. As a result, the teacher punished him.
  1. The public refused to pay for the entry fee. Consequently, the show was cancelled.
  2. The house had seven rooms, each with a bathroom. Additionally, there was a large swimming pool.

Exercise

 

Fill in the blanks with appropriate sentence connectors. Choose the connector from the ones given.

 

Similarly

On the contrary

Presently

However

Otherwise

Likewise

Therefore

Eventually

Afterwards

 

  1. There are no red biros left. __________________ , there are black ones.
  2. The white car has carried many passengers. _______________ , the white car has carried many passengers.
  3. Clean the room first. _____________ , you can go out to play.
  4. Let us work hard. _____________ we may receive bad grades.
  5. I worked in Narok for ten years. _____________ , I work at home.
  6. She loves John. ___________ , John loves someone else.
  7. He has been looking for her. ________________ , he found her at the restaurant.
  8. The final exams are coming soon. ____________ , it would be advisable to start revising.

 

GRAMMAR ANSWERS

  • RELATIVE PRONOUNS

 

  1. Whose
  2. Whom
  3. Who
  4. That/which
  5. Who
  6. Whom
  7. Which
  8. Whose
  9. Which/That
  10. Who
  11. which
  12. Which
  13. Whom
  14. Who

 

  1. Which

 

ADJECTIVES

TYPICAL ENDINGS OF ADJECTIVES

  1. beautiful
  2. sleeveless
  3. talkative
  4. movable/immovable
  5. careful
  6. fashionable
  7. attractive
  8. contentious
  9. papal
  10. questionable

 

ADVERBS

POSITION OF ADVERBS IN SENTENCES

Exercise 1

  1. Charles must also travel.
  2. She was only kidding.
  3. Did you both do the assignment?
  4. The priest hardly sees movies.
  5. He talks to them carefully.
  6. The bag was hidden under the bed.
  7. They left the school yesterday.
  8. Samantha almost fell off the bike.
  9. Her teacher will probably reward her hard work.
  10. Daniel is definitely getting transferred this month.

 

Exercise 2

  • Haven’t lately him talked to

I haven’t talked to him lately.

  • I’ll him soon see

I’ll see him soon.

  • She help asked immediately for

She asked for help immediately.

  • You where now are?

Where are you now?

  • Loudly barks the dog

The dog barks loudly.

  • She secretly him met

She met him secretly.

  • Out sneaked house of they quietly out

They sneaked out of the house quietly.

  • Won hasn’t my lately club

My club hasn’t won lately.

  • Carefully plays piano the brother my

My brother plays the piano carefully.

  • Speaks well English Njeri

Njeri speaks English well.

 

  • TYPICAL ENDINGS OF ADVERBS

 

  1. Happily
  2. Smartly
  3. Nearly
  4. Hardly
  5. Shortly
  6. Quick
  7. Eastwards
  8. Least skillfully
  9. Easily
  10. Clockwise
  11. Dramatically
  12. Faster

 

SENTENCE CONNECTORS

  • However
  • Likewise/similarly
  • Afterwards
  • Otherwise
  • Presently
  • On the contrary
  • Eventually
  • Therefore

 

 

WRITING FOR FORM FOUR

  1. PERSONAL WRITING
  • Recipes
  • A recipe is a set of steps that lead to a delicious food.
  • It is a set of directions that describes how to prepare a culinary dish.
  • With the recipe, one is unlikely to be involved in culinary disaster.
  • The common terms used in a recipe are:

 

  • Bake
  • Baste
  • Blend
  • Beat
  • Boil
  • Braise
  • Brine
  • Chop
  • Crush
  • Dip
  • Dissolve
  • Drawn
  • Pound
  • Mix
  • Stir
  • Spread

Format of a Recipe

  1. Title your recipe. For example,

Fried Chicken Recipe

  • Ingredient List. It is advisable to list the ingredients in the order of their use. This helps the reader to keep track of the ingredients that have been used. Give the quantity of each ingredient. Examples:

4 whole chicken breasts

½ cup bread crumbs

  • How the meal is prepared is listed here. The steps should be easier to understand and follow. The steps are usually numbered.
  • List how many people to be served and what to serve with. For example,

Serve with …… or

Top with …..

  • Preparation time

 

 

 

Sample Recipe

RECIPE FOR COOKING WHITE RICE

 

Ingredients

1 cup of white rice

2 cups of water

½ teaspoon salt

I tablespoon oil

 

Preparation Time: 20 minutes

Preparation

1.      Rinse the rice in a strainer.

2.      Bring the water to a boil.

3.      Add the rice to boiled water.

4.      Stir in the rice, salt and oil and bring it back to a gentle simmer.

5.      Start checking the rice around 18 minutes.

6.      Turn off the heat when the rice is tender.

7.      Remove the lid and fluff the rice.

Service

 

1.      Serve when hot.

2.      Serve with fried meat.

 

 

 

 

 

  1. SOCIAL WRITING
  • E-Mails
  • Short for electronic
  • They are messages sent via a computer connected to internet.
  • Emails must be short and precise.

Email Address

  • An email address is what identifies an electronic post office box on a network where email can be sent.
  • Usually, there is no capitalization or spacing between the characters.

 

Component of Email Address

  • All email addresses have three parts:
  • Username;
  • @ symbol; and
  • The domain
  • Username is the unique name that you select. It can be your real name or nickname. Example: sumudawa
  • @ symbol separates the username from the domain. When you insert this symbol, your email program recognizes the character and sends the email to the domain name that follows it.
  • Domain is broken into parts: the mail server and the top-level domain.

The mail server is the server hosting the email account. There are such mail servers as yahoo, hotmail and gmail.

Examples of top-level domains include: com, net, org, edu, etc

Example of email address: sumudawa@yahoo.com

Email Format

Email consists of:

  1. “FROM” Field. Write your email address.
  2. Date .
  • “TO” Field. The recipient’s address is written here.
  1. “Cc” Field. Add the email address of other people whose copy of the message should reach.
  2. Subject. Write short but accurate subject header.
  3. Attachments. Include the document that should be attached if required.
  • Salutation. Use proper salutation beginning with ‘dear’, etc.
  • Message body. Get your point across without rambling.
  1. Leave-taking. Depending on your level of intimacy with the recipient, you can use phrases and words like:
  • Yours sincerely,
  • Yours faithfully,
  • Yours cordially,
  • Best,
  • Your loving daughter/son/mum/dad/sister/brother,
  • Respectfully,
  • Your student, etc
  1. Signing. Write your full name.

Sample Email

FROM: kanayokanyo@gmail.com

DATE:  13th June, 2015

TO: zimamoto@yahoo.com

Cc: mbwakali@hotmail.com; rosekate@email.com

SUBJECT: Chemistry/Physics Teaching Position

 

Dear Sir/Madam:

I am writing this email in response to your advertisement listed in The Standard Newspaper on 11th June 2016 for the vacancy of teaching Chemistry and Physics that has arisen with your school.

 

I am a degree holder from Kilgoris University. I have taught for three years now. While teaching at Ungwana Secondary school, I developed my teaching skills.

 

I have a strong communication and interpersonal skills, and have the ability to make students understand my two subjects properly. I can help students with their decision making.

 

I desire to be part of the teaching team at Naikuma School where I could nourish the minds of young students. I will be highly obliged if you could go through my curriculum vitae attached herewith.

 

Yours faithfully,

Shuruti K. Hassan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • FAX
  • Fax is short for facsimile.
  • Also known as telefax or telecopying.
  • It is the telephonic transmission of scanned printed material usually to a telephone number which is connected to a printer.

How it Works

To transmit the material, the process to follow include:

  • Scanning of the original material using a fax machine(telecopier).
  • Telecopier processes the content and converts it into a bitmap.
  • The content is then transmitted through the telephone system to the receiver .
  • The receiving telecopier interpretes the message and reconstruct it.

How to Write Notes and Fax Cover Sheet

  • Add a letter head to the top of the fax cover sheet. It can either be for a company or an individual. The letter head can include the name of the company or individual’s name, address, telephone number, fax number and email address.
  • Write “TO” followed by a colon some lines down. Fill in the name of the person who should receive the fax.
  • Write “COMPANY” and fill in the name of the company where you are sending the fax.
  • Write “FROM” and the colon on the next line. List the sender’s name.
  • List the date.
  • Write the recipient’s fax number.
  • Write “NUMBER OF PAGES”. Enter this number including the cover page to help the recipient make sure no page is missing.
  • Write “RE” followed by a colon. Enter the subject of what you are writing under notes.
  • Write “NOTES” and then a colon. Enter additional information here. Write the message.
  • An institution can design a facsimile Transmittal Sheet depending on their taste. Below is an example of a facsimile transmittal sheet.

 

 

 

 

 

 

 

 

                  FACSIMILE TRANSMITTAL SHEET

TO: ……………………………………………………………………….. FROM: ……………………………………………………………………..

COMPANY: ………………………………………………………….. DATE: ……………………………………………………..

FAX NUMBER: ……………………………………………………. PAGE TOTAL INCLUDING COVER: …………………………….

PHONE NUMBER: ………………………………………………

 

RE: _______________________________________________________________

 

URGENT   PLEASE COMMENT  
PLEASE REPLY   PLEASE RECYCLE  
FOR REVIEW      

 

NOTES:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

 

 

 

 

  • INSTRUCTIONS TO FAMILY AND FRIENDS
  • To give instructions is to let others know how to do something or reach somewhere.
  • Instructions when written, can take the form of letters, notes, e-mails, and many others. Be careful on which to use and which will work well with your recipient.
  • We give instructions to family and friends:
  • To help us do something in our absence.
  • On how to use a newly bought garget.
  • On how to prepare some meals.
  • On how to how to write their exams.
  • On how to be successful individuals. Etc.

What to Do

When writing instructions:

  • Use simple words. Save the verbatim words.
  • Use imperative form of sentences.
  • Give one instruction at a time. Numbered.

Here, we have a sample of note with instruction

INSTRUCTION ON WHAT TO DO WHILE I AM WAY

 

Dear Kish,

 

I have left for work. I will not come back as usually. After you wake up help do the following:

·        Clean your bedroom.

·        Wash the utensils.

·        Mow the lawn.

·        Cook your lunch.

·        Go out and play after doing all the above.

·        Get back to the house before 6.

·        Close the gate until I come back.

I hope you will not forget any of the above. When mum comes back she will bring you the fruits you asked for.

 

Your loving mum,

Aoko

 

Exercise

Your cousin has bought a mobile phone but she doesn’t know how to type text message and send it. In a letter, give her instructions that will help her do that with ease.

 

  1. PUBLIC WRITING
  • LETTERS OF INQUIRY
  • Sent to explore possibilities in employment, admission to college, etc when you are interested in working or learning, etc for a particular institution, but you do not know if an opening or vacancy exists.
  • A letter of inquiry is when you are approaching an organization/company/institution speculatively. This means you are making an approach without their having advertised or announced a vacancy.

How to Write a Letter of Inquiry

The steps that follow will help you write a good letter of inquiry:

  1. Resolve to follow all the rules for business letter writing. Begin with your address, then the date, followed by the addressee’s address, moving on to the greeting(salutation) , and lastly, in regard to(written “RE:”)
  2. Write about four paragraphs. The paragraphs can be divided into:
  • First Paragraph
  • Introduce yourself and concisely explain why you are writing.
  • Tell the recipient how you heard of the organization.
  • Let the recipient, if need be, know the result you will receive or received, and the school or college you are attending or attended.
  • Second Paragraph
  • Describe your interest in the organization.
  • Make it clear why you think you think you are qualified, for example for the job, or admission to the college, etc.
  • Third Paragraph
  • Talk about yourself. Highlight your relevant experience, achievements, and qualifications.
  • Include two or three skills that relate to the positions within.
  • Fourth Paragraph
  • Thank the recipient for their time.
  • Include your phone number or email address.
  • Note that you have included your CV. If admission to college, you may mention that you have included your academic certificate or any document.
  1. Close your letter.
  • Write yours faithfully, if you do not know the name of the person.
  • Yours sincerely. If you know the person’s name, end the letter this way.
  • Add your signature. Sign your name.

 

 

 

Sample Letter of Enquiry

 

KANYE MIRACLE SCHOOL

P.O. BOX 333 – 22020

CHEM – KENYA

 

14TH MAY, 2016

 

THE PRINCIPAL

JOSEM COLLEGE

P.O. BOX 3456 – 12340

KILGORIS

 

Dear Sir/Madam:

 

RE: NEXT INTAKE

 

I am a 2014 form four leaver from Kanye Miracle School. I received grade B- at KCSE. I am writing to express my interest in joining your college in September incase there is an intake. I have always heard a lot about your college. Last week, I saw the picture of your college in the newspaper and that attracted me more.

 

I am now thinking only about Josem College. It has become part of my dream and I would love to study my course there. I know the course I would like to pursue is one of the numerous courses offered there. I would like to study Journalism. I received grade B+ IN English and Kiswahili and I hope that is enough to qualify me for the course of my childhood dreams.

 

While in high school, I used to be a member of journalism club. It is I who could write all the news to be read on Fridays by fellow club members. I was also involved in broadcasting during the parents’ day and through that my confidence was boosted. I no longer suffer from anxiety when speaking before a large group.

 

Thank you for your time you have you have taken to consider this letter of inquiry. Would you please contact me on 07000000 when there will be next intake? Attached are my documents.

 

Yours Faithfully,

[sign]

Salome Mtakatifu

 

 

 

 

 

 

  • LETTERS OF REQUEST
  • Written to request a company/firm/institution to provide complete information regarding a product/service/course, etc.
  • One expresses their interest towards the course/product, etc in this letter.
  • The following points will help in writing an effective letter of request:
  • Clearly state the reason of seeking detailed information.
  • Use formal tone when writing.
  • Be polite.
  • Recheck for misspellings.

Sample Letter of Request

 

Nyamirogi Secondary School,

P.O. Box 111—40020,

MLANGO – KENYA.

 

24th April, 2015

 

The Principal,

Nyamoro College,

P.O. Box 222 – 34200,

DIRISHA – KENYA.

 

Dear Mr. Bacuna:

 

RE: INFORMATION ABOUT YOUR COLLEGE

 

I am a parent of one of the students who received admission letters from your college. He is very much interested in joining the college.

 

We have read your admission letter and are very much interested in getting admission in your college. I  need, however, the answers to the following questions before I could join the college:

·        Is fee paid in installment or paid at once?

·        Can accommodation be offered in college?

·        Other than the courses offered, are there non academic ones like driving?

I would be glad to receive the answers to these questions. Could you please contact me on dennism@yahoo.com or 0797878787?

 

Yours Faithfully,

[sign]

Dennis Mnyweso

 

 

 

 

  1. STUDY WRITING
  • REVIEWS
  • A review of a novel, play, short story or even a poem is written to give the reader a concise summary of its content. This includes relevant description of the topic as well as its overall message.

 

How to Write A Book Review

The steps below are normally followed when reviewing a book (say a novel):

  • Describe what the novel is about in a couple of sentences. No spoilers should be given here.
  • Discuss what in particular you liked about the book. Your thoughts and feelings about the novel are the main focus when doing this. The questions suggested below when answered will help you to a great extent:
  • Who was your favourite character? Why?
  • Did the characters feel real to you?
  • Did the story keep you guessing what to happen next, and next?
  • Which part of the book was your favourite? Why?
  • Did the novel make you laugh, smile, or cry?
  • Mention what you disliked about the novel. Discuss why you think it didn’t work for you. Some questions to help you are:
  • Was the ending frustrating?
  • Was the story scary for your feeling?
  • Summarize some of your thoughts on the novel, suggesting the type of reader you would recommend the novel for. For example would you recommend it for young readers, fans of crime, high school students, etc.
  • At times, you can rate the novel, for example a mark out of ten, etc.

 

 

Sample Book Review Template

 

Book Review

Picture of the book here

Title:

Author:                                 

Publisher:

Reviewer:

 

The novel is about a baby girl who is the source of the river. She becomes the first born girl in a family full of boys. ……………………………………………………………………………………………………………………………………………..

 

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EXPOSITORY ESSAYS

  • Exposition is explanatory communication, whether in speech or writing.
  • An expository essay is an organized piece of prose which explains a specific topic or set of ideas to a defined audience.
  • Expository essays provide information and analysis.

Elements of Expository Essays

  • A clear thesis or controlling idea that establishes and sustains your focus.
  • An opening paragraph that introduces the thesis.
  • Body paragraphs (4 0r 5) that use specific evidence to illustrate your informative or analytic points.
  • Smooth transitions that connect the ideas of adjoining paragraphs in specific, interesting ways.
  • A conclusion that emphasizes your central idea without being repetitive.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • QUESTIONNAIRES
  • It is a research instrument containing several questions and other prompts for the purpose of gathering information from the respondents.
  • The questions are aimed at collecting facts or opinions about something.

Outline and Format of the Questionnaire

FORMAT ELEMENTS
Introduction ·        Title of the study

·        Purpose of the study

·        Duration of the survey

·        Guarantee of confidentiality

·        Brief information about the organization

·        If any, incentive Information

 

Demographic Data ·        Respondent’s name(could be optional)

·        Age, gender, religion, marital status, etc.

Questions ·        Closed-ended questions answerable by Yes/No first. This is for faster response rate.

·        Questions arranged from general to specific.

·        Sensitive questions at the end.

·        Group related questions together.

·        Always number questions.

·        The instructions on how questions are answered placed before the questions.

·        Response questions placed vertically except for tabulated options.

End ·        Expression of gratitude to the respondent for attempting questions e.g. “Thank You”

·        Information on knowing the outcome of the survey.

 

Sample Questionnaire

 

                                                  THE ALL TIME HOTEL

                           (email: alltme@gmail.com, P.O. Box 43 – Nairobi Kenya)

                 CUSTOMER SATISFACTION ON THE ALL TIME HOTEL QUESTIONNAIRE

      I.          INTRODUCTION

Dear Esteemed Customer,

We are dedicated to improving the customer satisfaction. Through answering questions in this questionnaire survey, we will be able to analyse the data that will help us enhance our services and meeting your needs.

Your response will only be used for survey purposes and your confidentiality is highly guaranteed.

After you answer all the questions, you will be presented meals of your taste as a token of our good will. We thank you in advance for your time.

    II.          QUESTIONS

 

Instructions:

Please indicate your level of agreement or disagreement with each of these statements regarding our hotel. TICK in the box of your answer.

1.      How many times do you visit The All Time Hotel per month?

___________________________________________________________________________

2.      Do you visit The All Time Hotel with Family or Friends?

  Yes   No

 

3.      For question (3) answer with:

Agree

  Strongly Agree

Neutrally agree

Disagree

Strongly Disagree

 

(a)   The hotel is accessibly located.    

____________________________________________________

(b)   Hotel hours are convenient for my dining needs.

____________________________________________________

(c)    Advertised meals are in stock.

____________________________________________________

(d)   A good selection of meals was available.

_____________________________________________________

(e)    The meals sold are an equal value for the money.

_____________________________________________________

(f)    Meals sold here are of the highest quality.

_____________________________________________________

(g)   The hotel has the lowest prices in the estate.

_____________________________________________________

(h)   The  hotel atmosphere and décor are appealing.

______________________________________________________

  III.          DEMOGRAPHIC DATA

Name

(optional): ______________________________________________________

Age:  ________________________

Gender: ______________________

Number of Family Members: (Tick appropriate)

  1-3
  4-6
  7-9
  More than 10
   

Phone (optional): ____________________________________

  IV.          Thank you for sharing your feelings and thoughts with The All Time. Enjoy dining at the best Hotel in town!

 

  1. INSTITUTIONAL WRITING
  • CURRICULUM VITAE
  • This is a written overview of a person’s experience as well as their qualifications.
  • It brings out a person’s life accomplishments, especially those related to academic realm.
  • Try to present all the relevant information that you can.
  • The CV need to reflect your abilities within your discipline.

Sample Curriculum Vitae

 

DON MICHAEL  OTIENO’S CURRICULUM VITAE

Personal Details

Date of Birth: 8th April, 1989

Sex: Male

Nationality: Kenyan

Religion: Christian

Marital Status: Married

ID Number: 28724770

Address: 924-40400 Suna-Migori

Email: duncanomondi227@gmail.com

Phone Number: 0716602808 or 0764602808

Languages: English and Kiswahili

Personal Profile

A highly motivated, enthusiastic and dedicated teacher of English who has been praised for hard work and perseverance. Committed to creating classroom atmosphere that stimulates and encourage learners. Has the passion to work under minimum or no supervision at all.

Educational Background

YEAR INSTITUTION QUALIFICATION
2011-2013 Utumishi University Bachelors of Education (First class honors)
2005-2008 Kafira Secondary School

 

KCSE {52 Points(C+)}
1996-2004 Kafira Primary School

 

KCPE(304 Marks)

 

Work Experience

FROM-TO INSTITUTION RESPONSIBILITIES
September 2015-December 2015 Joy  Girls’ Secondary 1.      Guiding candidate class in revision.

2.      Offering guidance and counseling to my class.

3.      Coaching students in soccer.

 

June 2015-August 2015 Kisimani Secondary School 1.      Chairing guidance and counseling meetings.

2.      Coaching students in soccer and volleyball.

3.      In charge of discipline.

4.      Chairing languages department’s meetings.

January 2014-June 2015 Right There Muslim Girls’ 1.      Guiding and counseling students.

2.      Training the students both in the classroom and in the field.

3.      Preparing programmes for various activites held at the school.

4.      Heading languages department.

     

 

Achievements

YEAR INSTITUTION ACHIEVEMENT
2014-2015 Right There Muslim Girls’ 1.      Appointed head of departments: Languages and Games.

2.      Appointed member of the disciplinary committee.

3.      Patron of clubs(Debate and Journalism)

4.      Class teacher.

 

  Right There Muslim Girls’ KCSE 2014:

·        ENGLISH MEAN SCORE: 5.667 up from 3.5.

·        HISTORY MEAN SCORE: 7.6

2015 Kisimani Secondary School ·        Head of both Games and Languages Departments.

·        Form 2 class teacher.

·        Acting as Deputy Principla.

2015 Joy Girls’ Secondary ·        Assistant Head of Department, Games.

·        Class teacher

2015   Written manuscripts in areas such as:

·        Grammar in English.

·        Oral Skills in English.

 

SKILLS

·        Strong personal skills.

·        Problem solving skills.

Hobbies and Interests

·        Reading novels, journals and plays.

·        Playing soccer and volleyball.

·        Writing manuscripts.

Referees

NAME POSITION INSTITUTION          PHONE NUMBER
Mr. Mfupi Mbilikimo Head of English Department Joy Girls’ Secondary 0711223344
Mr. Issa Abdikadir Deputy Principal Right There  Muslim Girls’ 0722334455
Mr. Kimoke  M. English Department Utumishi University 0733445566

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • SPEECHES
  • Speech delivery requires adequate preparation. Writing itself is part of that preparation.
  • To write a good speech:
  • Select a topic that you enjoy talking about.
  • Compose your specific purpose statement.
  • Compose your Thesis statement or central idea. This is the most important part of your speech.
  • writing your thesis statement is a four step process:
  • choose your topic
  • Determine your general purpose. For example, to persuade, entertain, educate, etc.
  • Write your specific purpose statement. This is what the speaker wants to accomplish.
  • Tie it all together by composing a clear concise thesis statement.

Sample Speech

KCSE TARGET

“The principal, deputy principal, teachers, and my fellow students, good morning? I am grateful for being offered this rare chance to address this large crowd. Thank you for this great opportunity. Today I want to particularly address form fours who are only 3 months away from reaping the hard work.

Dear candidates, where are you going to be in three months? What will you be doing from the time you wake up to day fall each day? What will you achieve when KCSE Results are announced? In other words, what is your target? Some of you might be thinking that three months is a lot of time to first waste and only revise with one week left. They might be thinking it is too early to revise. Let me assure you that it is high time you decide on doubling your effort.

In fact, with my one year experience since I left this school, I can suggest you two alternatives. Either you think about your future after form four – now! – or you leave this a frustrated individual, and regret later in life. Not encouraging at all to depend completely on your parents.  I like the proverb: You reap what you sow. Remember no one reaps beans when he plants potato. Only if you work hard that work of your hands will handsomely be rewarded.

[Paragraph]

According to my deepest conviction, happy person is the person who always brings his own sunshine, wherever he goes and whatever the weather. Hope to see these sparks in you in you next year March when the results will be announced. Thanking for you listening to me.  ”

 

 

 

 

 

BUILDING SENTENCE SKILLS AND PARAGRAPHING

PARAPHRASING

  • To paraphrase simply means “put in your own words.”
  • It is one’s own interpretation of essential information and ideas expressed by someone else, presented in a new form.
  • It is a more detailed restatement than a summary, which focuses concisely on a single main idea.

Steps to Effective Paraphrasing

  1. Reread the original passage until you understand its full meaning.
  2. Set the original aside, and write your paraphrase on a note book.
  3. Jot down a few words below your paraphrase to remind you later how you imagine using this material.
  4. Check your version with the original to make sure that yours  accurately expresses all the essential information in a new form.
  5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CREATIVE WRITING

 BIOGRAPHIES

Kim Kardashian

Born: 21 October 1980

Birthplace: Los Angeles, California

Best known as: The alpha-sister star of Keeping Up With the Kardashians

Kimberly Kardashian is a Los Angeles socialite, businesswoman and first among equals on the long-running reality TV show Keeping Up With the Kardashians. Kim Kardashian first came to wide public attention through her friendship with socialite Paris Hilton; Kim is the daughter of attorney Robert Kardashian (1944-2003), who became famous in 1994 when his friend and client O.J. Simpson was arrested and tried for murder. Kim Kardashian became one of Paris Hilton’s party pals and then in 2007 boosted her profile by taking legal action to prevent the distribution of a naughty home video she had made with then-boyfriend Ray J (born William Ray Norwood, Jr., the brother of singer Brandy). The tape was widely distributed on the Internet, despite (or because of) Kardashian’s attempts to quash it, and she was launched into Hilton-like celebrity. That led to the 2007 launch of the TV reality show Keeping Up With the Kardashians, which starred Kim and her sisters Kourtney and Khloe and made their extended family synonymous with celebrity for its own sake. Kim appeared on Dancing With the Stars (2008) and made various appearances on other TV shows. She and her sisters opened a chain of dress boutiques called Dash, and together they published a memoir, Kardashian Konfidential, in 2010. Married at one time to music producer Damon Thomas (2000-04), Kim Kardashian was later romantically linked to a number of male celebrities, including Jessica Simpson‘s ex-husband Nick Lachey and Heisman Trophy winner Reggie Bush. She married NBA basketball player Kris Humphries in August of 2011, but filed for divorce 72 days later, citing “irreconcilable differences.” (The divorce became final on June 3, 2013.) She became pregnant by the rapper Kanye West in 2012; their daughter, named North West, was born on 15 June 2013. Kardashian and West were married in Florence, Italy on 24 May 2014, and their second child, a son named Saint, was born on 5 December 2015. Kim Kardashian published a 352-page book of selfies, titled Selfish, in 2015.